PERDEV NOTES - Significant differences can exist even

M1 LESSON 1: KNOWING ONESELF – MBTI among people who share a personality

PERSONALITY TYPES type.
ADOLESCENT STAGE - The information on the MBTI results is
ADOLESCENCE – from the Latin term meant to inspire personal growth and
ADOLESCERE which means “grow”. an improved understanding of yourself
G. STANLEY HALL (1844-1924), the Father of and your relationships – not to be
Adolescence who coined the term taken as gospel truth.
“adolescence”, defined it as “the period of THE INFLUENCE OF CARL JUNG – the
storm and stress of human life”. philosophy where the MBTI springs from
- according to Hall, this period is dates back to early 20th century and was the
characterized by teenager’s conflict brainchild of CARL GUSTAV JUNG, the father
with parents, mood disruptions, and of Analytical Psychology.
engagement in risky behavior - Jung’s THEORY OF PSYCHOLOGICAL
- adolescence implies a stage of TYOES – is perhaps the most
extreme transformation and growth in influential creation in personality
an individual which encompass various typology, and it has inspired a number
aspects of development such as of different theories.
physical, mental, social and emotional. CARL GUSTAV JUNG (1875-1961) – Jung
Thus, part of growth during the called EXTRAVERSION-INTROVERSION
adolescent stage is knowing your preference general attitude, since it reflects
unqiue personality. an individual’s attitude toward the external
THE MYERS-BRIGGS 16 PERSONALITY world distinguished by the “direction of
TYPES general interest”.
1. INTJ - He theorized that each of us falls into
2. INTP one of these two categories.
3. ENTJ
4. ENTP - INTROVERT – focusing on the internal
5. INFJ world.
6. INFP - EXTROVERT – focuses more on the
7. ENFJ outside world.
8. ENFP - Besides introversion and extroversion,
9. ISTJ Jung coined the concept of so-called
10. ISFJ COGNITIVE FUNCTIONS, separated
11. ESTJ into Judging or perceiving categories.
12. ESFJ THE HISTORY OF THE MBTI
13. ISTP DEVELOPMENT – the personality types
14. ISFP described here were created by ISABEL
15. ESTP BRIGGS MYERS and her mother,
16. ESFP KATHARINE BRIGGS, in the 1960.s.
PERSONALITY – is just one of many factors - Briggs was a teacher with an avid
that guide our behavior, however, our actions interest in personality typing, having
are also influenced by our environment, our developed her own type theory before
experiences, and our individual goals. learning of Jung’s writings. Together
with her daughter, Isabel Briggs
 Myers, they developed a convenient SENTINELS – are cooperative and highly
way to describe the order of each practical, embracing and creating order,
person’s Jungian preference – this is security and stability wherever they go.
how four-letter acronyms were born. - People belonging to one of these
THE MYERS-BRIGGS 16 PERONALITY types tend to be hard working,
TYPES COMPONENTS meticulous and traditional, and excel in
1. TYPE OF GROUP BASED ON ROLES logistical or administrative fields,
- This consists of Analysts, Sentinels, especially those that rely on clear
Diplomats, and Explorers. hierarchies and rules.
2. KEY OPPOSITE FACTORS OF MBTI - These personality types stick to their
- Just as Extroverts, Introverts, Thinkers, plans and do not shy away from
Feelers, and etc. difficult tasks – however, they can
3. PERSONALITY TYPES & THEIR also be very inflexible and reluctant to
DESCRIPTIONS accept different points of view.
- These are the 16 personalities. EXPLORERS – are most spontaneous of all
4. IDENTITY SCALE and they also share the stability to connect
- Either assertive or turbulent. with their surroundings in a way that is
TYPE OF GROUPS BASED ON ROLES beyond reach of other types.
ANALYSTS – these personality types embrace - Explorers are utilitarian and practical,
rationality and impartiality, excelling in shining in situations that require quick
intellectual debates and scientific or reaction and ability to think on your
technological fields. feet.
- They are fiercely independent, open- - They are masters of tools and
minded, strong-willed and imaginative, techniques, using them in many
approaching many things from a different ways – ranging from
utilitarian perspective and being far mastering physical tools to convincing
more interested in what works than other people.
what satisfies everybody. - Unsurprisingly, these personality types
- These traits make analysts excellent are irreplaceable in crises, crafts and
strategic thinkers, but also cause sales – however, their traits can also
difficulties when it comes to social or push them towards undertaking risky
romantic pursuits. endeavors or focusing solely on
DIPLOMATS – focus on empathy and sensual pleasures.
cooperation, whining in diplomacy and KEY OPPOSITE FACTOS IN MBTI
counselling. E = EXTROVERTS
- People belonging to this type group - Are energized by people, enjoy a
are cooperative and imaginative, often variety of tasks, a quick pace and are
playing the role of harmonizers in good at multitasking.
their workplace or social circles. I = INTROVERTS
- These traits make diplomats warm, - Often like working alone or in small
empathic and influential individuals, group, prefer a more deliberate pace
but also cause issues when there is a and like to focus on one task at a
need to rely exclusively on cold time.
rationality or make difficult decisions.
S = SENSORS - Just as they push themselves to
- Are realistic people who like to focus become better, they’re as likely to
on the facts and details, and apply push their projects or efforts in the
commonsense and past experiences to same direction.
come up with practical solutions. - Tend to notice little problems and
I = INTUITIVES often do something about them
- Are energized by people, enjoy a before they become larger ones.
variety of tasks, a quick pace and are THE IMPORTANCE OF UNDERSTANDING
good at multitasking. THE DIFFERENT PERSONALITY TYPES
T = THINKERS IN CAREERS – finding the right career path
- Tend to make decisions using logical can be an exhausting and frustrating pursuit,
analysis, objectively weigh pros and but the Myers-Briggs personality assessment
cons, and value honesty. can help. By knowing yourself, recognizing the
F = FEELERS needs of those around you, and identifying
- Tend to be sensitive and cooperative, what environments you might naturally thrive
and decide based on their own in, your approach to career development
personal values and how others will be becomes that much easier.
affected by their actions. IN RELATIONSHIPS – maybe your
J = JUDGERS significant other pushes your buttons, or you
have a difficult time seeing eye to eye with a
- Tend to be organized and prepared, friend or family member. Are you saying the
like to make and stick to plans, and same things but in different ways? Or maybe
are comfortable following most rules. you’re looking to create balance in a way that
P = PERCEIVERS fulfills you more. Your personality preferences
- Prefer to keep their options open, like might have something to say about this.
to be able to act spontaneously and
like to be flexible with making plans. M1 LESSON 2: DEVELOPING THE WHOLE
IDENTITY SCALE ; ASSERTIVE OR PERSON
TURBULENT ON HOLISTIC DEVELOPMENT & SPIRITUAL
ASSERTIVE – are self-assured, even- GROWTH.
tempered, and resistant to stress. THE ASPECT OF HOLISTIC DEVELOPMENT
- They don’t worry too much, but this is • Physiological Development
different from apathy.
• Cognitive Development
- They aim for goals and want
successful results, but they typically • Psychological Development
won’t let nervousness color the path to • Social Development
their accomplishments. • Spiritual Development
- They’re unlikely to spend a lot of time PHYSIOLOGICAL DEVELOPMENT – during
thinking about their past actions or adolescence, a person experiences various
choices. To them, what’s done is done. body changes such as rapid body growth, hair
TURBULENT – are success-driven, growth, and muscle modification in some parts
perfectionistic, and eager to improve. of the body.
- They are always trying to - These changes can make an
counterbalance their self-doubts by adolescent feel uncomfortable and
achieving more. self-conscious. Adolescents grow to
 reach their adult height and their being aware and accepting what they
bodies begin to resemble adult bodies have become physiologically and
in size, shape, and body composition. cognitively.
- The changes are preparing them to - Upon reaching the middle stage of
become physically capable of biological adolescence (14-17 y/o), they tend to
reproduction. lose ties with their parents or
COGNITIVE DEVELOPMENT – there’s a guardians and become more
considerable advancement in adolescents’ independent especially in the way they
thinking skills. They are beginning to think think and feel.
from CONCRETE TO ABSTRACT terms and - They also become adventurous and
able to conceptualize theoretical ideas. start to experiment with various things
- The brain continues to develop, and behaviors such as engaging in
increasing the capacity to memorize unusual and risky activities.
and performing more complicated - This therefore calls for checking and
process of information, organization, controlling one’s behavior so as not to
and retrieval. ruin one’s future.
- Hence, there is continued struggle - At this stage also, there is a conflict
among adolescents to restrain these between one’s set of values and the
impulses amidst the occurrence of one expected by his/her parent or
strong emotional, social, or sexual guardians. The adolescent also starts
pressures partly brought about by the to decide on his/her educational or
physiological development happening vocational pursuits and asserts self-
to them. dependence.
PSYCHOLOGICAL DEVELOPMENT – - In the late adolescence (18-21 y/o),
physiological and cognitive developments there arises a more stable sense of
generate changes in the way adolescents feel identity among adolescents. During
and think about themselves, others, and the this time, they feel more
surroundings. These changes in the emotions, psychologically integrated.
feelings, moods, and manner of thinking of SOCIAL DEVELOPMENT – especially during
persons are part of the psychological the middle adolescence stafe, adolescents’
development. clamor for independence is evident. They
- During adolescence, individuals begin to rely more on their friends or peer
undergo the process of self-evaluation groups for support than on their family.
which leads to long-range goal setting, - However, since peer groups become
emotional and social independence more important to them than their
and maturity. family, adolescents are more prone to
- There is thus an ongoing peer pressure as they are expected to
establishment of strongly-held beliefs, conform to the standards of their
values, and goals in life. friends.
- In the early stages of adolescence - By late adolescence, there would be a
(10-13 y/o), the development centers re-establishment of good relationships
on the formation of self-image partly with families as well as formation of
as a consequence of bodily changes. significant relationship with other
Adolescents in this stage begin to people and acquaintances.
form their respective self-concept by
 - Whereas romantic relationships in conjunction with themselves or the
early adolescence is short-lived and environment, which includes the other systems
fleeting, it is relatively longer and or organisms around, as well as the
more stable in late adolescence. (inanimate) physical environment.
SPIRITUAL DEVELOPMENT – adolescents - For instance, the feeling of happiness
begin to have interest in spiritual concerns. is usually accompanied by a smile or
They start pondering on questions concerning laughter, whereas the feeling of
existence, essence, spirituality, religion and sadness is accompanied by crying or
God. frowning. Yet, some behaviors are not
- Many would desire to establish a reflections of true feelings. A person
personal relationship with the Creator may deliberately display a behavior
and some would even be interested in which does not match his or her true
taking on sacred vocation. feeling.
- Adolescents also entertain and try to THE NEED TO EVALUATE ONE’S THOUGHTS,
answer the existential questions such FEELINGS, AND BEHAVIOR
as ‘Who am I?”, “What brought me - One’s thoughts, feelings, and behaviors
here?”, “What is the essence of life?”, are interconnected and interrelated. In
and “What happens after death?”. fact, they influence and affect one
EVALUATING ONE’S THOUGHTS, FEELINGS, another.
AND BEHAVIORS - Hence, to regularly evaluate one’s
- Thoughts, Feelings, and Behaviors, are thoughts, for instance, is in a way
three different concepts that are assessing also one’s feelings and
related to one another. behaviors.
THOUGHTS – may refer to the idead or - Most negative feelings and behaviors
arrangements of ideas that result from are generated by negative thoughts.
THINKING – the act of producing thoughts. The though or belief, for example, that
- Thoughts are cognitive. That is, they a certain person does not like you may
are mentally produced and possessed. produce adverse feelings and hostile
It is usually clear to the person when behaviors toward that person.
he or she is having thoughts that he - Adolescents would benefit much from
or she can verbalize them. the practice evaluating one’s thoughts,
- When expressed, thoughts are feelings, and behaviors. During
normally in sentence form. adolescence, there are rapid changes
- E.g. “I think the movie was nice.” ; “I and shifts in the person’s feelings,
think the dress fits me”. moods, and behaviors-hence the need
FEELINGS – denotes a state of to constantly check them.
consciousness, such as that resulting from
emotions, sentiments, or desires.
- Are usually mild emotional states.
- E.g. feelings of anger, sadness, fear,
and happiness.
BEHAVIOR – refers to the range of actions
and mannerisms made by individuals,
organisms, systems, or artificial entities in
M1 LESSON 3: WAYS TO BECOME A community. One needs to start
RESPONSIBLE ADOLESCENT PREPARE FOR becoming a doer.
ADULT LIFE 5. MANAGING ONE’S SEXUALITY
ADOLESCENCE – it is defined as a - At this juncture a girl start to become
developmental stage of transition from the a ‘lady’ while a boy starts to become a
period of puberty to the legal age or age of ‘man’. There are significant changes in
majority. the adolescent’s body. Also, this time
- It comes from the Latin term will reiterate his/her preference
ADOLESCERE which means ‘to grow according to cultural and communal
up’. expectations.
THE STRESSORS AND CHALLENGES OF 6. FORMATION OF IDENTITY
BEING AN ADOLESCENT - In the principle of human
- “Adolescence is a new birth, for the development, adolescents are expected
higher and more completely human to either imbibe identity or role
traits are new born.” – G. Stanley Hall confusion. Their journey of self-
1. TRANSITION FROM DEPENDENCE discovery requires continuous
TO AUTONOMY OR INDIVIDUATION adjustments and learning.
- Adolescence demands gradual 7. NEED FOR HIGHER COGNITIVE
independence from their parents while ABILITY FOR DECISION-MAKING
ties with the family weakens. Their - Adolescents are conscious about cause
usual clamor for objects and people to and effects and can logically resolve
whom they were so attached in the problems by testing hypothesis before
past suddenly wane. coming up with conclusions. This poses
2. SHIFTING RELATIONSHIPS WITH a challenge as there is an expectation
PARENTS to be considered.
- The once dependent and submissive 8. MOOD CHANGES CAUSED BY
child begins to assert his or herself as HORMONAL CHANGES
a knowledgeable, thinking and - Biological changes affect an
reasoning individual which can possibly adolescents’ hormone. Learning to
result to conflict, argument and stress. control and handle emotions and
3. FINDING ONE’S PLACE IN THE developing a higher level of self-
FUTURE WORLD OF WORK esteem is a necessity in this stage of
- Adolescents are confronted with the human development.
reality that sooner or later there is a 9. ACCOUNTABILITIES BROUGHT
need to be on their own. To pay for ABOUT BY EXPECTATIONS.
their bills, cook and fend for - Adolescents develop a more complex
themselves. All these financial need cognitive skill and mental process.
can only be supported by their work. Hence, it is necessary that adolescents
4. INCREASED RESPONSIBILITY IN understand their liabilities as they are
THE FAMILY AND COMMUNITY expected to be answerable for their
- When one enters adolescence stage, behavior and decisions.
he or she is expected to begin
participating in the accomplishments
of tasks at home and in the
DEVELOPMENTAL TASKS FOR - Due to the changes an adolescent may
ADOLESCENTS feel self-conscious and may become
DEVELOPMENTAL TASKS THEORY – years too fixated on the physical changes
ago, a professor from the University of happening to him/her. As much, they
Chicago named ROBERT HAVIGURST posited must be able to adjust to these
that the development of humans can be changes and become comfortable “in
associated to that of developmental tasks that their own skin”.
must be acquired by a certain developmental 2. ADJUSTING TO NEW INTELLECTUAL
stage. ABILITIES
- He proposed ELEVEN (11) - The changes mentally.
developmental tasks for adolescents - At this stage, they become more
alone. aware of their surroundings and are
- He asserts that development is now capable of thinking about more
continuous throughout the entire things.
lifespan, occurring in stages, where an - They begin to transcend and go
individual moves from one stage to beyond the physical aspects and think
the next by means of successful about abstractions.
resolution of problems or performance
of developmental tasks. - They are prone to what is commonly
DEVELOPMENTAL TASKS – are any of the referred to as “overthinking” which can
basic physical, social, emotional, and be risky if left unprocessed and
intellectual achievements and abilities that a misguided.
person must acquire at a particular stage in - Teenagers must settles in to their
his/her life. heightened intellectual abilities and
- These must be acquired in order to learn to take things one thought at a
ensure a healthy developmental for time.
that person and because we have 3. ADJUSTING TO INCREASED
established that the developmental COGNITIVE DEMANDS IN SCHOOL
domains are interrelated, the inability - Because adolescence is commonly
to acquire these achievements and understood as a person’s preparation
abilities in one domain would have an for the adult life, the school curricula
impact. may seem very demanding and may
THE 11 DEVELOPMENTAL TASKS include numerous tasks for the
1. ADJUSTING TO A NEW SENSE OF students to accomplish.
SELF - This leaves adolescents tired and
- The changes physically. stressed and usually burn out. As a
- It is in this time that a sudden growth response, teenagers must be able to
spurt may be evident in both boys and space themselves and adults must be
girls, making them seem less like present to guide them as they go
children and more like mature human through this seemingly tough stage.
beings. - This is where proper guidance in terms
- Many will develop body hair, facial hair, of time management will come to play.
body odor, acne, a change in voice
pitch and the like.
4. DEVELOP EXPANDED VERBALL 6. ESTABLISH ADULT VOCATIONAL
SKILLS GOALS
- As there is an increase in the - Adolescence is also a period of
cognitive demands for adolescents, discovering and identifying what
teenagers must now be able to expand career person he/she wishes to be in
their verbal skills and go beyond the the future.
childhood ways of communicating, - This is part and parcel of the identity
using more complex words and vs. role confusion stage in Erik
sentence structures to accommodate Erikson’s Psychological Theory of
an expanded and heightened Development.
intellectual ability. 7. ESTABLISH EMOTIONAL AND
- This increase in cognitive demand PSYCHOLOGICAL INDEPENDENCE
entails that teenagers are able to - Changes in dependence with parents.
express their thoughts and their - It is during this time that a person
emotions in more complex and must learn to make decisions on their
profound ways. own and be able to decide properly.
- Failure to do so will give the - At some point, a teenager may still
impression that an adolescent sounds look to the counsel and guidance of
“childish” or even incompetent. their parents but, in most cases,
5. DEVELOP PERSONAL SENSE OF adolescents may assert their desire for
IDENTITY independence which in turn, may be
- In ERIK ERIKSON’S Psychosocial misconstrued as rebellion or defiance.
Theory, adolescence coincides with the 8. DEVELOP STABLE AND PRODUCTIVE
stage of Identity versus Role PEER RELATIONSHIPS
Confusion where teenagers try to - At a time where teenagers usually hop
search for a sense of self and from one group of friend to the next,
personal identity. trying to “identify” him/herself with a
- At this stage, it is important for a group, peer interaction plays a vital
teenager to be able to identify what role in adolescent development.
roles he/she is supposed to play and - The level of acceptance that an
perdorm as an adult. adolescent receives from a group of
- There are two identities that a person friends may have a substantial effect
must identify: SEXUAL and on the adolescent’s social and
OCCUPATIONAL. psychological development.
- SEXUAL IDENTITY – is the gender - It is highly important that an
orientation that he/she will assume as adolescent be able to identify a stable
an adult and it is during this period group of friends which can help the
that a sense of “fidelity” to an adolescent into becoming a productive
orientation will be established. one.
- OCCUPATIONAL IDENTITY – focuses 9. MANAGING HIS/HER SEXUALITY
on the role he/she will play in society - Due to the rapid change in the
in terms of the career that he/she physical, cognitive, and sexual maturity,
wishes to pursue. coupled with their search for personal
identity, they may have explore aspect
 of their sexuality such as what it commit to being a responsible
means to be male or female. adolescent
- This exploration must be guided by 7. Respect yourself
values which can be incorporated into 8. Be prepared to be answerable or
their sexual behavior. accountable for your actions and
10. ADOPT A PERSONAL VALUE behaviors
SYSTEM
- It is crucial for adolescents to come M2 LESSON 1: COPING WITH STRESS
up with a personal value system STRESS – According to MedLine Plus
(integrated values and morals). (2020), STRESS is defined as a form of
emotional or physical tension.
- In time, some of the values by our
parents may be in conflict with some - The feeling you get when your body
of the values of the teenagers’ peers reacts to a stressful situation.
and they must be able to reconcile - 2 TYPES OF STRESS
these differences to comprise their 1. ACUTE STRESS – the kind of
personal ideologies. stress that lasts over a short
11. DEVELOP INCREASED IMPULSE period of time.
CONTROL AND BEHAVIORAL - Usually short-term.
MATURITY 2. CHRONIC – the kind of stress
- They may be moments wherein that lasts over a long period of
teenagers may place themselves in time.
harm’s way and this type of behavior - Stress is the feeling one gets from
is somewhat common among most prolonged, pent-up emotions.
teenagers. STRESS RESPONSE – the collection of
- Risk taking is part of adolescence but, physiological changes that occur when you
eventually, teenagers must be able to face a perceived threat – when you face
control these risky impulses and situations where you feel the demands
become more behaviorally mature. outweigh your resources to successfully cope.
WAYS TO BECOME A RESPONSIBLE KEEP STRESS UNDER CONTROL
ADOLESCENT PREPARED FOR ADULT LIFE 1. Understand the Cause of Stress
“We must learn to grow and evolve into a 2. Analyze your Stress Factors and Write
stronger, wiser and better version of ourselves. Them Down
Life occurs in stages and taking a step at a 3. Deal with the Stressors
time is key to learning and growing.” - Kemi 4. Learn to Work Under Pressure or
Sogunle Unusual Conditions
1. Focus on your studies and do well in HOW IS STRESSED MANAGED?
all your endeavours. 1. Talking with other people about what
2. Take care of your health and hygiene. makes teenagers feel stressed
3. Establish good communication and 2. Taking deep breaths and reciting a
relation with your parents or guardian. mantra
4. Think a lot before doing something. 3. Set small goals and break them up
5. Choose to do the right thing into manageable chunks
6. Do your best to resist temptations, 4. Exercise and eat regular meals
bad acts, and earthly pleasures and 5. Get proper sleep
6. Practice discipline
 7. Focus on what you can control and let • Heartburn
go of the things that you cannot
8. Lower unrealistic expectations • Nausea, diarrhea, stomach ache
9. Schedule breaks and enjoyable • Rashes or itchy skin
activities • Sweating
10. Accept who you are • Fast breathing, feeling like it’s hard to
COMMON SIGNS AND SYMPTOMS OF breathe
STRESS
WHAT CAUSES STRESS? – external factors • Existing physical disorders getting
such as financial or relationship problems. worse
STRESS RESPONSE & COMMON STRESS
- Or internal factors, such as feelings of COPING STRATEGIES
failure or uncertainty about the future. STRESS RESPONSE – is the body’s
COMMON STRESSORS mechanism for protecting or caring for the
1. Family stressed individual.
2. Relationships
3. Financial - An assortment of physiological
4. Academics reactions or changes in the body upon
5. Work perception of demanding situations
6. Health with which one has to cope.
7. Internal stressors - helps people to be alert and focused.
8. World problems - Enables us to endure challenges and
SIGNS & SYMPTOMS OF STRESS threats and assist us to be firm and
PHYSIOLOGICAL composed during stressful situations.
• Anxiety or nervousness STRESS RESPONSES
1. FIGHT OR FLIGHT RESPONSE /
• Irritability ACUTE STRESS RESPONSE
• Racing thoughts - In the 1920’s, WALTER CANNON
• Inability to relax or enjoy yourself introduced the Fight or Flight
• Loss of your sense of humor Response or the Acute Stress
• Feeling of overwhelm Response.
• Depression - Involves the occurrence of
physiological reactions when one is
• Loss of interest in life or activities under stress or pressure.
• Existing mental health conditions - The functional reactions activate the
getting worse body’s resources to deal with the
PHYSICAL threatening situations.
• Tension - When elicited, our sympathetic
• Insomnia nervous system instantly becomes
• Dizziness or fainting engaged.
2. GENERAL ADAPTATION SYNDROME
• Sudden weight changes (GAS)
• Fatigue - Medical doctor HANS SELYE, the
• Headache proponent of the General Adaptation
• Muscle aches Syndrome (GAS), served that the
 human body has a natural adaptive ROGER SPERRY AND ROBERT ORNSTEIN
response to stress. - developed the theory of lateralization.
- He believes that the body naturally THEORY OF LATERALIZATION – states that
adapts to external stressors in a both left and right brain have different
predictable biological pattern. specific functions.
- GAS response involves three stages; - Explains that individuals, despite using
• Alarm phase both sides, has a dominant side. This
can explain a person’s behavior,
• Resistance stage mindset, personality and interests.
• Exhaustion stage RIGHT-BRAINED INDIVIDUALS
3. RELAXATION RESPONSE - More emotional
- DR. HERBERT BENSON, coined the - Easily swayed by feelings
term ‘relaxation response’.
- Looks at visual preferences in general
- The body’s capacity to release before the details.
chemicals and brain signals that slow
down the movements of muscles and - Intuitive, believers of imagination and
organs, thereby boosting the flow of fantasy, risk-takers, creative and
blood to the brain. unpredictable
- Puts a halt on the physiological - Disorganized, lacks time management
response, bringing back the body and skills and unable to prioritize
mind into a state of equilibrium. - Visual learners.
- Can be considered as the counterpart LEFT-BRAINED INDIVIDUALS
of Fight or Flight Response. - Very organized, detail-oriented and
COMMON STRESS COPING STRATEGIES logical
1. Problem-focused approach - Process ideas in methodical manner
2. Emotion-focused approach - Favors rigid schedules and deadlines
3. Engaging in physical activities - Auditory learners and are better in
4. Doing activities that are relaxing using words.
5. Acquiring social support MIND MAPPING – popularized by TONY
6. Getting ample rest and sleep BUZAN, a mind map is a thinking technique
7. Being realistic used to visually organize information.
8. Learning the art of resilience
9. Thinking positively - A creative and logical way of
organizing thoughts and ideas in your
M2 LESSON 2: THE POWERS OF THE MIND mind through a diagram.
THE LATERALIZATION OF THE BRAIN - Revolves around texts, lines, colors,
THE LEFT AND RIGHT BRAIN THEORY images, and symbols.
BRAIN – is a fascinating part of the human - Can be done either manual drawing or
body. sketching or can be digital.
- it undergoes changes that influence TYPES OF MIND MAPS
the development of a person HANDWRITTEN
throughout his/her life. - Traditional mind maps
- Better suits left-brained people
- PROS
 - Has personal touch and unique several dimensions such as subjective,
- Based on one’s skill social, and psychological.
DIMENSIONS OF PSYCHOLOGICAL WELL-
- Requires simple materials BEING
- Can easily put down one’s thoughts 1. Self-acceptance
- CONS 2. Personal growth
- Difficulty in modification 3. Purpose in life
- Can be less presentable 4. Environmental master
DIGITAL 5. Autonomy
6. Positive relations with others
- Generated through COMMON MENTAL HEALTH DISORDERS
computers/applications AMONG ADOLESENTS
- Better suits right-brained people since 1. Depression
it allows much creativity 2. Anxiety disorders
- PROS 3. Psychotic disorders
- Can easily be edited 4. Eating disorders
- Appears to be more presentable 5. Developmental disorders
6. Behavioral disorders
- Can be done by someone knowledge MY VULNERABILITY – it is known that
- Allows more information and details during adolescence, the brain undergoes
- CONS development. Which, accompanies physiological
- Requires level of computer literacy modification and hormonal changes in the
- May not be readily available body.
STEPS IN MAKING A MIND MAP - Adolescents experience unusual
1. Decide on what type of mind map you challenges and meet potentially
will create stressful expectations from people
2. Think of the main idea for your mind around them.
map ACHIEVING PSYCHOLOGICAL WELL-BEING
3. Add branches to the main idea 1. Don’t just exist, live.
4. Supplement with keywords 2. Live your life like it’s heaven on earth
5. Incorporate colors into the branches 3. Prepare to die by living fully
6. Attach images 4. Keep in mind that life is about being
real
M2 LESSON 3: MENTAL HEALTH AND 5. Remember that life is what you make
WELL-BEING it to be.
MENTAL HEALTH – a level of psychological 6. Make life simple
well-being, or an absence of a mental disorder. 7. Live life as if everything is a miracle
- Helps determine how people handle 8. Creating yourself
stress, socialize with others, and come 9. Enjoy and improve the world
up with decisions and choices. 10. Live your life by having a heart.
PSYCHOLOGICAL WELL-BEING – is 11. Devise a reasonable life formula
commonly linked to happiness. 12. Live each day with a high spirit
13. Define ‘ideal life’ and live it.
- CAROL RYFF defined it ina broader 14. Decide what to do with your time
sense, viewing it as an optimal 15. Live in the hope of becoming a good
psychological functioning that involves memory
 16. Consider death as an inspiration to PRIMARY EMOTIONS – the outer ring
pursue big dreams 1. Joy
17. Do not let your fire die away 2. Trust
18. Remember that your one life can be 3. Fear
more than enough 4. Surprise
19. Consider death as another quest 5. Sadness
20. Remember that life’s quality depends 6. Disgust
on how good you live it. 7. Anger
STAYING MENTALLY HEALTHY 8. Anticipation
1. Acknowledge your emotions SECONDARY EMOTIONS – intermediate ring
2. Build a strong support system 1. Love (joy + trust)
3. Watch over your physical health 2. Submission (trust + fear)
4. Do not be ashamed to seek for help 3. Awe (fear + surprise)
5. Play, enjoy, and laugh 4. Disapproval (surprise + sadness)
6. Set realistic goals 5. Remorse (sadness + disgust)
7. Find sources of inspiration 6. Contempt (disgust + anger)
8. Set a time for medication and 7. Aggressiveness (anger + anticipation)
relaxation 8. Optimism (anticipation + joy)
9. Done hesitate to seek professional TERTIARY EMOTIONS – inner ring
help 1. Love can further lead to emotions like
affection, longing, or adoration.
M2 LESSON 4: EMOTIONAL INTELLIGENCE 2. Submission can lead to feelings like
EMOTIONAL INTELLIGENCE fearfulness or humility.
- According to DANIEL GOLEMAN, it is 3. Aggressiveness can lead to feelings
the ability to motivate oneself and like rage or annoyance.
persist in the face of frustrations, to EMOTIONS – either near the core or further
control impulse and delay gratification, the core.
to regulate one’s moods and keep EMOTIONS NEAR THE CORE – most intense
distress from swamping the ability to ones.
think, to empathize, and to hope. EMOTIONS FURTHER AWAY FROM THE
- Is considered a crucial aspect of CORE – the intensity decreases as an emotion
personal and professional success. moves outward of the core.
ROBERT PLUTCHIK – created the Wheel of THE 8 BASIC EMOTIONS
Emotions. 1. Joy
WHEEL OF EMOTIONS – consists of 8 2. Sadness
primary emotions arranged in a circular 3. Fear
diagram. 4. Anger
5. Disgust
- These primary emotions can combine 6. Trust
to form more complex secondary and 7. Anticipation
tertiary emotions. 8. Surprise
- Aids us to better understand the 2 BASIC CATEGORIES OF EMOTIONS
various aspects of emotions. • Positive
• Negative
POSITIVE – emotions that consists of pride,
joy, love, contentment, trust, and anticipation.
- Can be a source of motivation and
enjoyment, as they make life exciting,
colorful, and stimulating.
NEGATIVE – consists of emotions such as
shame, fear, anger, grief, guilt, sadness,
anxiety, disgust, embarrassment, and
frustration.
- May cause sleep disturbances,
restlessness, loss of appetite,
inefficiency, and moodiness.
WAYS TO MANAGE EMOTIONS
1. Understand and identify the emotion,
know the source, stop and
contemplate and figure out the best
way to proceed in solving problems
related to the emotion.
2. Evaluate the situation. Put positive spin
on things.
3. Learn the art of effective
communication. Learn to verbalize
emotions rather than express them
physically.
4. Put things in proper perspective and
order. Be sure that your manner of
expressing your emotion is appropriate
to the situation and the source of the
emotion.
5. Practice controlling your emotions and
expressing emotional reactions in
constructive ways.