Lesson 1

Personal Development / Self Development

- a process of discovering oneself by realizing one's potentials and capabilities
that are shaped over time either by studying in a formal school or through
environmental factors

Know Thyself
“An unexamined life is not worth living”, uttered by one of the greatest
philosophers of Ancient Greek, Socrates.
- is an old maxim or aphorism which in time has been used in varied
literature and consequently gained different meanings.
- One of its meanings is recorded in the Greek Encyclopedia Of knowledge
called “The Suda”

Thomas Hobbes
- discussed his own views about the maxim from which he used the phrase “read
thyself” in his famous work The Leviathan.
- a person learns more by studying oneself

Self-concept
- is one’s abstract and general idea about him/herself particularly toward his/her
unique personality and his/her own perception about his/her set of values, point
of views and behavior.
- This theory began as Rene Descartes, the Father of Modern Philosophy,
proposed his theory that a person’s existence depends on his/her perception.

● Self-concept is learned.This explains that no individual is born with

self-concept. A person will soon develop this as he/she grows old.
● Self-concept is organized. This stresses out that one’s perception towards
him/heris firm.
● Self-concept is dynamic. As an individual grows older,he/she continues
to encounter problems or challenges that may reveal his/her self-concept in
that particular time or situation.
Lesson 2

Knowing Oneself
- observe and certainly judge the manners, opinions, and lifestyles of others.

Adolescence
- era during which a young person grows from a child to an adult.

Self-esteem is
- how we value and perceive ourselves. It's based on our opinions and beliefs
about ourselves, which can feel difficult to change.
- We might also think of this as self-confidence.

Factors to identify the level of self-esteem

According to Tafarodi & Swann (1995), there are three factors to identify the
level of self-esteem of an individual and some of the major factors are:

-own appearance
-how satisfied you are in a relationship; and
-how you view your performance.

Self-efficacy
- is not seen as a personality feature.
“It does not refer to your abilities but rather to your beliefs about what you can do
with your abilities” (Stajkovic & Luthans, 1998).
- It is your desire to have an effect on something specific. It is your self-belief that
will allow you to efficiently achieve your most crucial goal.

Maddux and Kleiman (2000) define and explain the five

(5) various approaches that influenced self-efficacy beliefs

1. Performance Experiences - If you're good at reaching a given objective, you

probably believe you'll be able to do it again. When the contrary occurs, if you
fail, you will frequently believe that you will fail again.

2. Vicarious Performances - If others have reached their goal or completed a

given assignment, then you will begin to believe that you, too, will reach your
goal.
 3. Verbal Persuasion - It is when people tell you whether or not they believe in
what you can or cannot do. The impact of your self-efficacy will be determined by
how important that individual is to you.

4. Imaginal Performances - It will happen if you visualize or imagine yourself doing

well.

5. The Affective States & Physical Sensations - When your mood or feeling (e.g.,
shame) and physical state (e.g., shaking) collide, your self efficacy suffers. If a
bad mood is combined with a negative physical feeling, the outcome will be
negative.

Self and Identity

According to psychologist William James, "the self is what happens when I reflect upon
ME." Taylor (1989) defined the self as a Reflective Project, and how we see ourselves
is directed at developing ourselves based on a variety of circumstances.

Three (3) categories on how we reflect to improve ourselves

According to (Dan McAdam)

● Self as Social Actor - We are playing different roles and behaving differently for
each type/set.
● Self as Motivated Agent - Individuals act in accordance with their goals.
- make decisions based on their own dreams, desires, and long-term goals.
This, and though, because it is self-conceptualized,
● Self as Autobiographical Author - He/she is the author of his/her own life story.
I
Judgment and Decision Making

- You are expected to behave and make decisions on your own as an individual.
- Most people make decisions based on their intuitions and available knowledge,
which can be an impediment to making sound decision

Judgment skills
- are the abilities and mental tools that enable you to make effective decisions in
critical situations or dilemmas.
Analytical thinking
- ability to break down or deconstruct difficult issues or circumstances and use the
information collected to make decisions.

Decision-making
- ability to make a choice based on the information at hand. Making practical
decisions can have an impact on your team's capacity to pursue goals and grow
at work.
Ethics
- ability to apply concepts of right and wrong is defined as ethics. To make good
decisions at work, this talent requires discipline, professionalism, dependability,
commitment, passion, and dedication.

Decision-making skills
- are those skills that aid in your ability to choose solutions to challenges. With
these skills, you can make informed decisions once collecting all the relevant
information and data and considering multiple viewpoints.

Lesson 3
Judgment
- the process of forming an opinion or evaluation by discerning and comparing

Decision making
- the process of making choices by identifying a decision, gathering information,
and assessing alternative resolutions. Using a step-by-step decision-making
process can help you make more deliberate, thoughtful decisions by organizing
relevant information and defining alternatives.

Judgment and Decision Making

- act and decide on your own. Most people tend to decide based on the intuitions
and available information that could be a hindrance in making a wise decision.
- It can be a habit, when our decision is always based on what is available or
gathered data. There could be a “missing link”.

DEVELOPING THE WHOLE PERSON

- Knowing oneself is also difficult. It is difficult to begin picking apart ourselves and
then entirely developing our personality to be like an "ideal" person.
Adolescence
- Adolescence is the transitional stage from childhood to adulthood that occurs
between ages 13 and 19.
- The physical and psychological changes that take place in adolescence often
start earlier, during the preteen or "tween" years: between ages 9 and 12.

Thoughts, Emotion, Feelings, Action

- feelings are faster than emotion and thought. This would result to fast reaction
and realizing the emotion and thought afterwards.

Thoughts
- are mental cognitions, which are our thoughts, views, and beliefs about
ourselves and our surroundings. They include the viewpoints we bring to any
scenario or experience, which color our perspective. (for better, worse, or
neutral).

Emotions
- are reactions that human beings experience in response to events or situations.
- complex experience of consciousness, bodily sensation, and behavior that
reflects the personal significance of a thing, an event, or a state of affairs.

Feeling
- is an experience of emotion.
- can be used to describe purely physical sensations

Actions
- process or condition of acting or moving

Lesson idk
Developmental Task and Challenges of Adolescence

Biological Challenges
- maturation event called puberty.
Cognitive Challenges
- are egocentric.
- become self-conscious thinking they are being watched by others
Psychological Challenges
- both stressful and anxiety-provoking.
- becomes increasingly more difficult for them to modulate their behaviors which
are sometimes displayed by inappropriate mood swings and angry outbursts.
Health Issues of Adolescence

Eating Disorders
- describe illnesses that are characterized by irregular eating habits and severe
distress or concern about body weight or shape.

Types of Eating Disorders

● Anorexia Nervosa
- take extreme measures to avoid eating and to control the quantity and
quality of the foods they eat.
- abnormally thin and still talk about feeling fat.
● Bulimia Nervosa
- typically ‘binge and purge’ by engaging in uncontrollable episodes of
overeating (bingeing)
- purging through vomiting, use of laxatives, enemas, fasting, or excessive
exercise

Mental Health Disorder

Anxiety Disorders
- group of mental disorders characterized by significant feelings of anxiety and
fear.
Mood Disorders
- development of emotional or behavioral symptoms in response to identifiable
stressors
- low mood, tearfulness, or feelings of hopelessness are predominant.
Major Depressive Disorder (MDD)
- either depressed mood or the loss of interest or pleasure in nearly all activities.
Bipolar Disorder
- abnormally and persistently elevated, expansive, or irritable mood and
abnormally and persistency increased activity or energy
Attention Deficit Hyperactivity Disorder
- known as attention-deficit/hyperactivity disorder (ADHD)
- severe problems with concentration or attention and/or hyperactivity are
estimated to affect adolescents
School phobia
- also called school refusal
- defined as a persistent and irrational fear of going to school.
Learning disabilities
- disorders that affect the way individuals with normal or above normal intelligence
receive, store, organize, retrieve, and use information.

Social Issues

Sexual Abuse
- sexual behavior, or a sexual act forced upon a woman, man, or child without their
consent.
Substance Abuse
- influenced by their peers, use other illegal drugs.
- Our communities also bear a heavy burden for adolescent substance abuse.
Influence of Mass Media
- spend a significant amount of time in viewing and interacting with electronic
devices in the form of TV, radio, cellphone, and computer
Impact of Social Media
- effect of social media is an intense feeling of isolation

Influential People in My Life

● Parents - are the first people who introduce you to life.

● Siblings - are friends within a family.
● Friends- are like extended siblings who came from different families.
● Teachers - are the second parents in school.
● Community leaders - provide network connections and linkages among other
parts of the community.

Significant People in Life Are Also Agents of Socialization

Self-improvement comes with an effective interaction of the different agencies

within the society.
The people whom you considered significant in life are also called
agents of socialization

● Family- has given you the knowledge of self-care

● Peers - teach you to develop skills in organizing tasks, working together with
others, giving, and receiving feedback in order to evaluate personal learning
acquisition
● Teachers - not only to teach us the concept of socialization but gave us
opportunities to discover much more about socializing.
 ● Community Leaders - they are extending so much help in addressing the needs
of adolescents particularly in community involvement and civic responsibility

Stress and Mental Health

● Stress as a stimulus - that causes certain reactions.

● Stress as a response - to environmental conditions
● Stress as Relational - an individual’s resources are more than enough to deal
with the difficult situation, that person may feel little stress

There are two types of stress

- “eustress”, which is term for positive stress or good stress
- “distress” which refers to negative stress or bad stress as cited by Dr. Lazarus,
building on Dr. Selye’s work

Mental Health Indicators

● Emotional well-being: life satisfaction, happiness, cheerfulness, peacefulness.

● Psychological well-being: self-acceptance, personal growth including openness
to new experiences, optimism, hopefulness, purpose in life, control of one’s
environment, spirituality, self-direction, and positive relationships.
● Social well-being: social acceptance, belief in the potential of people and
society, personal self-worth and usefulness to society and a sense of community.

Mind Mapping
- an effective way of getting information when developing plans to enhance your
brain functions.
- (Tony Buzan) They use a two-dimensional structure, instead of the list format
conventionally used to take notes. This makes information easier to remember

EMOTIONAL INTELLIGENCE
The Universal Emotions

Charles Darwin’s book The Expression of Emotions in Man and Animals (1872)
suggested seven universal emotions associated with facial expressions. These
emotions are surprise, sadness, disgust, happiness, fright, anger, and contempt. These
are common emotions associated with facial expressions

Emotions
 - are connected to our brain and comes with facial expression used to
communicate the emotion.

● Joy- the emotion evoked by well-being, success, and good fortune or by the
prospect of possessing what one desires.
● Sadness- this emotion is affected with or expressive of grief or unhappiness. It is
characterized by feelings of disappointment, hopelessness, disinterest, and
dampened mood.
● Anger- it is a strong feeling of displeasure and antagonism.
● Fear- this is an unpleasant, often strong emotion caused by anticipation or
awareness of danger.
● Trust- this emotion reflects firm belief in the reliability, truth, ability, or strength of
someone or something
● Disgust-it is a feeling of revulsion or strong disapproval aroused by something
unpleasant or offensive.
● Surprise- the feeling caused by something unexpected or unusual.
● Anticipation- the act of looking forward; expectation or hope.

Emotional Intelligence (EI)

was created by two researchers – Peter Salovey and John Mayer but was popularized
by Daniel Goleman in his 1995 book Emotional Intelligence

Emotional intelligence
- defined as the capacity to be aware of, control, and express one's emotions, and
to handle interpersonal relationships judiciously and empathetically

Five Essential Elements of Emotional Intelligence

1. Self-awareness - knowing what one is feeling at any given time and

understanding the impact those moods have on others.
2. Self-regulation - controlling or redirecting one’s emotions; anticipating
consequences before acting on impulse.
3. Motivation - utilizing emotional factors to achieve goals, enjoy the learning
process and persevere in the face of obstacles.
4. Empathy - sensing the emotions of others.
5. Social skills - managing relationships, inspiring others and inducing desired
responses from them .

POSITIVE AND NEGATIVE EMOTION

NEGATIVE EMOTIONS
- we typically do not find it pleasurable to experience.
- defined as “as an unpleasant or unhappy emotion which is evoked in individuals
to express a negative effect towards an event or person” (Pam, 2013).
POSITIVE EMOTION
- We typically find it pleasurable to experience.

(boogsh biglang science)

Brain
- is one of the most complex organs in the human body
- which is part of the central nervous system, including the spinal cord

Brain has three main regions

- Forebrain
- Midbrain
- Hindbrain

Forebrain
- responsible for voluntary actions, thinking, and processing
Midbrain
- located between the forebrain and hindbrain It is responsible for motor
movements particularly the visual and auditory processing.

Hindbrain
- at the back of the head which includes the Cerebellum that receives information
from the sensory system and the spinal cord to regulate balance, postures, and
coordinate movement.

Each cerebral hemisphere contains four lobes that shares complex

relationships together to function. These are the Frontal Lobe, Parietal Lobe,
Temporal Lobe, and Occipital Lobe.

Frontal Lobe
- at the front part of the brain
- controls memory, emotion, stress response, speech, decision making, and
planning.

Parietal lobe
- near the back of the frontal lobe
 - regulates sensory perception.
Temporal Lobe
- at the side of the head
- regulates memory, hearing, and comprehension.
Occipital Lobe
- at the back of the head
- regulates sight.

Thalamus
- connected to the cerebral cortex that sends, receives, and organize information.

Hypothalamus
- below the thalamus and above the brainstem which links the nervous system
with the endocrine system that regulates digestive process and is also
responsible for growth and development.

Limbic System
- composes parts of cerebral cortex and hypothalamus which regulates various
types of emotions that affect blood temperature and blood pressure facilitated by
the hypothalamus.

cerebrum and cortex - have something to do with your ability to think

CEREBRUM
- largest part of the brain that regulates senses, memory, emotions,
intellectual activities, and body movement
CEREBRAL CORTEX
- responsible for processing information that is divided into two hemispheres: the
right cerebral hemisphere controls the left side of the body while the left cerebral
hemisphere controls the right side of the body
LIMBIC SYSTEM
- composes parts of cerebral cortex and hypothalamus which regulates various
types of emotions.
CEREBELLUM
- regulates balance, postures, and coordinates movement.
BRAINSTEM
- connects the cerebrum and cerebellum to the spinal cord that carry signals to
and from all parts of the body.