ASPECTS OF MY your living environment:

DEVELOPMENT reaction to light, temperature,

space, weather, colors, sound
● Physical Self. includes the and seasons and your impact
descriptions of your height, on the environment.
weight, facial appearance, and ● Spiritual Self. this could include
quality of skin, hair and your feelings about yourself
descriptions of body areas and organized religion,
such as your neck, chest, reactions about your spiritual
waist, legs et connections to others, feelings
● 2. Intellectual Self. include here about your spiritual
an assessment of how well you development and history, and
reason and solve problems, thought about your
your capacity to learn and metaphysical self.
create, your general amount of HOLISTIC DEVELOPMENT
knowledge,
● Emotional Self. it is about the Holistic Development refers to
typical feelings you: seldom human development that is meant
feel, try to avoid, enjoyed most, to involve all the aspects of a
and associated with each other person
● Sensual Self. it is about how ●Physical development – the
you feel as a sensual person. process of physical growth in
What do you use most – sight, which (height, length, mass
hearing, speaking, smelling, etc.) of an individual increases
touching? including the five physical
● Interactional Self. includes senses.
your descriptions of your ●Intellectual development –
strengths and weaknesses in deals with thinking and mental
intimate relationships and process which further divided
relationships to friends, family, into six classes; knowledge,
costudents and strangers in comprehension, application,
social settings. analysis, synthesis, and
● Nutritional Self. includes how evaluation.
do you nourish yourself? What ●Emotional development – it
foods do you like and dislike? refers to the children’s growing
What do you like and dislike ability to identify and
about these? understand their own feelings,
● Contextual Self. this could be accurately read and
in the areas of maintenance of understand the feelings of
 others, manage the way they cognitive, social, intellectual,
feel, perceptual, personality and
●Social development – refers to emotional growth.
how a child develops
friendships and other
relationships, as well as how a
child handles conflict with
peers
●Spiritual development – is a
process through which a child
develops proper attitudes or
behaviors towards the other
people in the society, based on
various things such as social
and cultural norms, laws, and
rules.

- It is the attributes of a
person’s consciousness
and beliefs, including
values and virtues that
guide and put meaning
into a person’s life.
ERIKSON’S EIGHT STAGES OF
holistic development is a PERSONALITY DEVELOPMENT
process of self-actualization and
learning that combines an (Table)
individual’s, physical
(physiological), Mental
(intellectual), social, emotional Identity is the concept of an
(psychological), and spiritual individual about himself and is
growth. often referred to as “self-identity,”
MODULE 3 molded through various interactive
experiences around himself, such
DEVELOPMENTAL STAGES as their family and community, and
his responses in terms of thinking,
Human Development focuses on attitude and behavior to external
human growth and changes across stimuli.
the lifespan, including physical,
Identity is a self-belief of what the teenagers, to become a
individual thinks and feels about responsible adolescent prepared
himself. Roles oftentimes form part for adult life:)
of this self-identity, such as birth
order in the family, the nature of STRESS: NATURE, TYPES, AND
work, occupation or title, and SYMPTOMS
academic and social standing.
Identity is also influenced by how Stress is the body’s responds to
others perceive an individual. anything that makes us feel
threatened or pressured. It is
Role confusion is the negation of caused by any kind of demand, to
self-identity, in a sense that there is which we must adapt, adjust, or
confusion over one’s self-concept respond. It is the body’s automatic
or the absence or lack of such a way of reacting to changes,
concept challenges, and demands placed
on us.
Cognitive growth among
adolescents is usually marked by
the way they are able to Nature of Stress
comprehend abstract concepts, Stress is not a factor that resides in
such as freedom and human rights. the individual or the environment,
instead
Lesson 2: Factors Affecting it is embedded in an ongoing
Period of Adolescence process that involves individuals
transacting with their
1. Generation Gap social
2. Emotional Instability
3. Career Consciousness
4. Treating the Adolescents: Types of Stress
5. Good Literature Physical and Environmental –
6. Socialization: demands that change the state of
our body
Environmental stresses are
aspects of our
surroundings that are often
MODULE 4 unavoidable such as air pollution,
crowding,
(The following are eight (8) simple
rules which could help you,
Psychological – stresses that we abilities. Feels unpleasant.
generate ourselves in our minds Decreases performance. Can lead
and are to mental and physical problems.
unique to the person experiencing
them.
The long-term effects of stress
Social – These are induced
externally and result from our . Physical. Frequent colds or flu,
interaction with headaches, trouble sleeping,
other people. Social events like muscle tension, skin problems,
death or illness in the family, trouble with digestion
strained relationships,
trouble with neighbors are some Mental. Poor concentration,
examples of social stresses forgetfulness, learning problems,
frequent negative thoughts, speech
MODULE 5 problems.

Common things that causes Emotional. Anxiety, depression,

stress: anger, irritability, feelings of
helplessness, lack of purpose,
homework and school relationship troubles
expectations and pressure
social relationships Behavioral. Eating poorly, driving
extra-curricular commitments recklessly, abusing alcohol or
life challenges drugs, being accident prone,
lack of time showing aggression

How to Reduce, Prevent, and

Eustress, or positive stress Cope with Stress
Motivates, focuses energy. Is
short-term. Is perceived as within Identify the sources of stress in
our coping abilities. Feels exciting. your life
Improves performance
Look at how you currently cope
Distress, or negative stress, with stress

Causes anxiety or concern. Can Unhealthy ways of coping with

be short- or long-term. Is stress
perceived as outside of our coping
 ● Smoking, Drinking too
much, Overeating or Work primarily in a controlled,
under eating, Zoning out conservative, and planned
for hours in front of the manner. They can work in a
TV or computer, very detailed, structured, and
Withdrawing from precise way and preferably
friends, family, search for solutions to problems
step-by step.
Learning healthier ways to C
manage stress Relational Thinking (red area)
● avoid, alter, adapt, or
accept. Can communicate, reason, and
convince others very well. They
find interpersonal contact with
MODULE 6 others very important and have
a kinesthetic (sensitive) attitude.
Herrmann’s Whole Brain Model They are very empathetic and
listen to the ideas and opinions
1. Upper Left (A) Cerebral Mode of others.
as ANALYTICAL
2. Lower Left (B) Limbic Mode D. Experimental and Creative
as PRACTICAL Thinking (yellow area)
3. Lower Right (C) Limbic Mode
as RELATIONAL maginative and artistic people
4. Upper Right (D) Limbic who have a conceptual brain.
System as EXPERIMENTAL They have a visual, holistic,
intuitive, and innovative
A. Analytical Thinking approach and are happy to take
(blue area) the initiative.
Our Brains Control Our
d excel at solving mathematical, Thoughts, Feelings, and
numerical, and technical Behavior
problems in a logical way. They
are critical, focus on quantitative ● The old brain—including
data, and assess ideas based the brain stem, medulla,
on collected facts. pons, reticular formation,
thalamus, cerebellum,
B Practical and Structured amygdala,
Thinking (green area) hypothalamus, and
 hippocampus—regulates ● The brain can generate
basic survival functions, new neurons through
such as breathing, neurogenesis.
moving, resting, feeding, ● motor cortex controls
emotions, and memory. voluntary movements.
● sensory cortex receives
● The cerebral cortex, and processes bodily
made up of billions of sensations
neurons and glial cells, is ● e left cerebral
divided into the right and hemisphere is primarily
left hemispheres and into responsible for language
four lobes and speech
● right hemisphere
● The frontal lobe is specializes in spatial and
primarily responsible for perceptual skills,
thinking, planning, visualization, and the
memory, and judgment. recognition of patterns,
faces, and melodies.
● The parietal lobe is ● corpus callosum, which
primarily responsible for connects the two
bodily sensations and hemispheres, creates a
touch. “split-brain patient,”
with the effect of creating
● The temporal lobe is two separate minds
primarily responsible for operating in one person
hearing and language. ● Neuroplasticity allows
the brain to adapt and
● The occipital lobe is change as a function of
primarily responsible for experience or damage.
vision.
● Other areas of the cortex Teen Brain: Behavior,
act as association areas, Problem Solving, and
responsible for Decision Making
integrating information
● brain changes as a Scientists have identified a
function of experience specific region of the brain
and potential damage in called the amygdala that is
a process known as responsible for immediate
plasticity.
reactions including fear and
aggressive behavior. Healthy eating nourishes the
body, including the brain, and
frontal cortex, the area of the supports mental health.
brain that controls reasoning
and helps us think before we PHYSICAL ACTIVITY:
act, develops later.
Physical activity can make you
Nerve cells develop myelin, an feel good physically and build
insulating layer that helps cells confidence.
communicate.
SLEEP:
Changing Brains Mean that
Adolescents Act Differently Most teens need 9-11 hours of
From Adults sleep every night.

Based on the stage of their brain

development, adolescents are A healthy self-concept or self-
more likely to: identity is an important
• act on impulse foundation in developing good
• misread or misinterpret social mental health and well-being
cues and emotions
• get into accidents of all kinds •
get involved in fights Physiological affects mental
• engage in dangerous or risky health. Adolescents should
behavior therefore give importance to
their physical health by getting
Adolescents are less likely to: adequate sleep, observing good
nutrition, and having an exercise
• think before they act regimen.
• pause to consider the
consequences of their actions Emotional Intelligence
• change their dangerous or What Is Emotional
inappropriate behaviors Intelligence?

Emotional intelligence is the

MODULE 7 ability to understand, use, and
manage our emotions
HEALTHY EATING:
EQ helps us build strong what you want or saying how
relationships, make good you feel in an honest and
decisions, and deal with difficult respectful way that does not
situations. infringe on another person's
rights or put the individual down.
Improving Your EQ

Emotional intelligence is a WAYS TO MANAGE YOUR

combination of several different EMOTIONS
skills:
The Smile Challenge:
Being Aware of Your Emotions The Breathing Challenge:
The “Bee Breath”:
Understanding How Others Feel
and Why Managing Difficult Emotions

Managing Emotional Reactions Using Defense Mechanisms:

Choosing Your Mood Repression – involuntary

pushing of unpleasant feelings
MODULE 8 out of conscious
thought.
TYPES OF RESPONSES • Suppression – conscious,
intentional pushing of
Passive response: Behaving unpleasantness from one’s
passively means not expressing mind.
your own needs and feelings, or • Rationalization – making
expressing them so weakly that excuses to explain a situation or
they will not be addressed. behavior rather than directly
taking responsibility for it.
Aggressive response: • Regression – reverting to
Behaving aggressively is asking behaviors more characteristic of
for what you want or saying how an earlier stage of
you feel in a threatening, development rather than dealing
sarcastic or humiliating way that with the conflict in a mature
may offend the other person(s). manner.
• Denial – unconscious lack of
Assertive response: Behaving acknowledgement of something
assertively means asking for that is obvious to
others.
• Compensation – making up
for weaknesses and mistakes
through gift-giving,
hard work, or extreme efforts.
• Projection – attributing your
own feelings or faults to another
person or group.
• Idealization – seeing
someone else as perfect, ideal,
or more worthy than
everyone else.