Reviewer: Skills that Increase Person’s Efficiency:

1. Determination. It allows you to focus only on achieving a specific goal without being distracted by
I - KNOWING ONESELF:
less important things or spontaneous desires.
IDEAL SELF – It is the self that you aspire to be. It is the one that you hope will possess characteristics
2. Persistence. It makes you keep moving forward regardless of emerging obstacles – problems,
similar to that of a mentor or some other worldly figure.
laziness, bad emotional state, etc.
The ideal self, is how we want to be. It is an idealized image that we have developed over time, based
3. Managing stress. It helps combat stress that arises in daily life from the environment and other
on what we have learned and experienced.
people. It increases efficiency in the actively changing environment.
ACTUAL SELF – It is the one that you actually see. It is the self that has characteristics that you were
4. Problem-solving skills. They help cope with the problems encountered with a lack of experience.
nurtured or, in some cases, born to have. The actual self is who we actually are. It is how we think,
It increases efficiency by adopting new ways of achieving goals when obtaining a new experience.
how we feel, look, and act.

The actual self is built on self-knowledge.

--*--*--*--*--*--*--*--*--*--
Self-knowledge is derived from social interactions that provide insight into how others react to you.
II – DEVELOPING THE WHOLE PERSON:
The actual self can be seen by others, but because we have no way of truly knowing how others view
Activity 1: THE STORY OF THE TWO WOLF (READ)
us, the actual self is our SELF-IMAGE.
3 ASPECTS OF THE SELF:
SELF-CONCEPT – It is represented by several aspects of the self that is conceived as a collection of 1. BODY (Physical or Tangible Aspects)
multiple, context-dependent selves. - The body is tangible, and we respond to it easily. More time and money are spent on
Ideal self + Actual self = SELF CONCEPT enhancing the physical component than either of the other two aspects.

2. MIND (Intellectual and Conscious Aspects)

--*--*--*--*--*--*--*--*--*-- - As it relates to the mind this include how well you reason and solve problems, your capacity
to learn and create, your general amount of knowledge, your specific areas of knowledge,
PERSONAL EFFECTIVENESS - making use of all the personal resources –talents, skills, energy and time, wisdom you have acquired, and insights you have.
to enable you to achieve life goals.
3. SPIRIT (Emotional and Intuitive Aspects)
Activity 2: YOU NEED TO TAKE CHARGE OF YOUR FUTURE - Relates to the segment of human development that explains man's concept of religion and
 MOVIEGOER. Has absolutely no control of their lives -- except to comment about it. Moviegoers faith including his spiritual connection with others.
are the most pathetic, miserable people in the world. - the most feared aspect of the self, as individuals are reluctant and unprepared to manage
them. They are illusive and deceptive. A decision made under emotional stress and strain
 ACTOR. Can control a big part of her life. Actors are a happy bunch, realizing they’re the start of
usually impacts emotions negatively.
the show and enjoy some level of control. But many times, they wish the movie would end in
- destructive to a content self since all feelings, not only negative ones are stored away
another way – but realize that they have no say in such things.

 SCRIPTWRITER. Creates the entire movie from her mind. She determines what she will say, what 8 Segments:
she will do, and how the movie will end. She realizes she has enormous control over her life, and 1. Physical Self. Describe yourself. Try not to censor any thoughts which come to your mind.
sees to it that the movie of her life will turn out beautiful. 2. Intellectual Self. Include here an assessment of how well you reason and solve problems, your
capacity to learn and create, your general amount of knowledge, your specific areas of
knowledge, wisdom you have acquired, and insights you have.
3. Emotional Self. Typical feelings you have, feelings you seldom have, feelings you try to avoid, g) MIDDLE AGE (40 years old to retirement) - Transition age when adjustments to initial physical
feelings you especially enjoy, feelings from your past and present, and feelings which are and mental decline are experienced.
associated with each other.
h) OLD AGE (Retirement age to death) - Retirement age when increasingly rapid physical and
4. Sensual Self. How do you feel about the different ways you take in information - through the
mental decline are experienced.
eyes, ears, mouth, nose, pores, and skin. In what ways do you let information in and out of your
body?
5. Interactional Self. Include descriptions of your strengths and weaknesses in intimate relationships
and relationships to friends, family, co-students and strangers in social settings. ROBERT J. HAVIGHURST - proposed and elaborate the Developmental Tasks Theory in the most
6. Nutritional Self. How do you nourish yourself? What foods do you like and dislike? What do you systematic and extensive manner.
like and dislike about these?
DEVELOPMENTAL TASK: IMAEML
7. Contextual Self. Descriptors could be in the areas of maintenance of your living environment:
reaction to light, temperature, space, weather, colors, sound and seasons and your impact on the a) INFANCY AND EARLY CHILDHOOD (0 to 5 years old) - Learning to walk, talk, take solid foods,
environment. control the elimination of body wastes and Learning sex differences and sexual
8. Spiritual Self or Life Force. Include your feelings about yourself and organized religion, reactions modesty.
about your spiritual connections to others, feelings about your spiritual development and history,
and thought about your metaphysical self. Think about your inner peace and joy. Think about b) MIDDLE CHILDHOOD (6 to 12 years old) - Learning physical skills necessary for ordinary games,
your spiritual regimen or routine. get along with age-mates, building a wholesome attitude toward oneself

c) ADOLESCENCE (13 to 18 years old) - Achieving mature relations with both sexes, achieving a
--*--*--*--*--*--*--*--*--*-- masculine or feminine social role, accepting one’s physique, achieving emotional independence
of adults
III. DEVELOPMENTAL STAGES & TASK
d) EARLY ADULTHOOD (19 to 30 years old) - Selecting a mate, learning to live with a partner,
DEVELOPMENTAL STAGES: PIELAEMO starting a family, rearing children, managing a home and starting an occupation.
a) PRE-NATAL (Conception to birth) - Age when hereditary endowments and sex are fixed and all e) MIDDLE ADULTHOOD (30 to 60 years old) - Helping teenage children to become happy and
body features, both external and internal are developed. responsible adults achieving adult social and civic responsibility, satisfactory career achievement
b) INFANCY (Birth to 2 years) - Foundation age when basic behavior is organized and many f) LATER MATURITY (61 years old - ) - Adjusting to decreasing strength and health, adjusting to
ontogenetic maturation skills are developed. retirement and reduced income, adjusting to death of spouse
c) EARLY CHILDHOOD (2 to 6 years old) - Pre-gang age, exploratory, and questioning. Language and Recipe for Success:
Elementary reasoning are acquired and initial socialization is experienced.

d) LATE CHILDHOOD (6 to 12 years old) - Gang and creativity age when self-help skills, social skills,
school skills, and play are developed.

e) ADOLESCENCE (Puberty to 18 years old) - Transition age from childhood to adulthood when sex
maturation and rapid physical development occur resulting to changes in ways of feeling, thinking
and acting.

f) EARLY ADULTHOOD (18 to 40 years old) - Age of adjustment to new patterns of life and roles
such as spouse, parent and bread winner.

IV. CHALLENGES EXPERIENCED DURING ADOLESCENCE

A. Physical Development: 4. We many a times blame our parents for not understanding us, but the reality is they try their best
• Most girls have completed the physical changes related to puberty by age to understand us but they cannot understand where are we going heading. So, it becomes our
• Boys are still maturing and gaining strength, muscle mass, and height and are completing the responsibility to understand them and make them understand, before we start losing each other.
development of sexual traits. a. Understanding your parents because they are your parents
b. Understanding a generation gap
B. Emotional Development
c. Understanding your parents even they don’t understand you
• May stress over school and test scores.
• Is self-involved (may have high expectations and low self-concept). 5. Taking and understanding yourself for who you are and forgiving yourself for the mistakes you have
made is ____________
C. Social Development:
a. Respecting yourself c. Being a loyal friend
• Friends become more important.
b. Being a good Samaritan d. Loving yourself
• May be influenced by peers to try risky behaviors (alcohol, tobacco, sex).

D. Mental Development
--*--*--*--*--*--*--*--*--*--
• Becomes better able to set goals and think in terms of the future.
• Starts to develop moral ideals and to select role models. V. MENTAL HEALTH

STRESS - This is your body’s response to certain situations. It is subjective, so something that is
ACTIVITY: What’s More stressful for you may not be stressful for someone else. There are many different kinds of stress and
Direction: Read the following situations and answer the questions that follows. not all of them are bad. Stress can help you act quickly in an emergency, or help you meet a deadline.

1. If it is your responsibility to do your homework, and you don't do it, what is one consequence Stressor- something that causes a state of tension
that might happen?
a. You might get a bad grade. This involves the interactions between the hormones, glands, and nervous system where the
b. You will have more time to play video games. adrenal gland drives the production of cortisol known as “stress hormone.”
c. You will make your parents very happy. Different Kinds of Stress
d. Your teacher will give you a special award for being a good student.
1. Eustress – a kind of stress that positively affect our activities; it is a type of short-term stress that
2. Martin Luther King said, 'The time is always right to do what is right.' What does this mean? increases our immediate strength.
a. You need to do the right thing all the time. There are no excuses for not being responsible.
b. It's okay not to do the right thing if you don't have enough time to get the job done. 2. Distress – negative stress arises because our normal routine is constantly altered and adjusted,
c. You need to do the right thing because if you don't, you won't have time to do what you while we try to adapt to new situation we are faced with distress
want to do.
3. Hyperstress – Individuals that are over-working or pushed beyond their capabilities are often
d. It's okay to do the right thing if you want, but if you don't want to do it, it's okay to do
faced with hyperstress.
something else.
4. Hypotress – develops in situations when individual is bored, doesn’t face a challenge, and lacks
3. Sometimes parents get exhausted after a long tough day. So instead of demanding to cook fancy
enthusiasm
dinner for you, if you cannot cook, ask them cook something quick and easy. This was a very small
example of support, you can be a backbone by helping them when they are unhealthy, even becoming
a support for your friend can help you out on being a responsible teenager. This statement is all about
a. Being as responsible support c. Being a good Samaritan
b. Being a dedicated support d. Being a perfect adolescent