REVIEWER FOR COR 14: PERSONAL DEVELOPMENT

MODULE 1: THE EXPLORATION OF SELF

Self-knowledge - understanding of oneself or one's own motives, character, behaviors, beliefs, and abilities.

Self-understanding- how you can understand yourself and how it can positively affect how you communicate with
others. If you know what makes you upset or what makes you happy, then you are better able to communicate that to
people.

MODULE 2: DIFFERENT PERSONALITY TRAITS

Openness- Represents how willing a person is to try new things

-Openness describes how adventurous, curious or open to new experiences you are. Highly open individuals
tend to have a broad range of interests, and those who have a lower degree of openness may prefer
consistency, routine and familiarity

Conscientiousness- Refers to an individual's desire to be careful and diligent

-Conscientiousness measures your efficiency and organization. Those who fall higher on this spectrum
tend to be task-focused, and those who are less conscientious are often more easily distracted and may
enjoy spontaneity and work better under pressure.

Extroversion- Measures how energetic, outgoing and confident a person is

-This category refers to how outgoing and energetic you are. People who are very extroverted are
assertive and sociable, while those who are more introverted may prefer solitary activities and alone
time, and need fewer social interactions to feel content.

Agreeableness- Refers to how an individual interacts with others

-Agreeableness is your friendliness, ability to show compassion and willingness to help others. Those
who fall higher on this personality spectrum tend to be cooperative and polite, and those with less
agreeableness are more likely to value rational and critical thinking

Neuroticism- Represents how much someone is inclined to experience negative emotions

-Sometimes named by its opposite trait, emotional stability—accounts for your emotional sensitivity and
the extent to which you’re inclined to worry or be temperamental. Neurotic people are prone to
experiencing negative emotions, and those who are lower on the neuroticism spectrum may be less
emotionally reactive and have greater self-confidence.

MODULE 3: ASPECTS OF HUMAN DEVELOPMENT

1. Emotional
 Feelings
 Affects
  Sensations
 Moods
 Sentiments
 Passions
 Reactions
 Drivers
2. Spiritual
 Harmony
 Peace
 Oneness
 Contentment
 Pure
 Transcendent
 Spirit
 Soul
 Other Worldliness
 Mystery
 Higher
 Power
 Imminence
 Infinity
 Faith
 God
 Source
 Cosmos
 Universe
 Nature
 Religion
 Knowing
 Holy
 Sacred
3. Mental
 Mind
 Intellect
 Thoughts
 Ideas
 Brain Analysis
 Judgements
 Logic
 Comprehension
 Understanding
 Decisions
 Learning Center
 Executive Center
 Reality
  Orientation
 Memories
 Beliefs
 Perceptions
 Vision Goals
 Imagery
 Intuition
4. Physical
 Body Identity
 Sensations
 Perceptions
 Performance
 Material Self
 Appearance
 Sexuality
 Sensuality
 Energy
5. Behavioral
 Movements
 Actions
 Self-Expression
 Habits
 Mannerisms
 Style
 Routines
 Comportment
 Speech
 Talent
 Skills
 Coordination
 Communication
6. Social
 Interaction
 Relationships
 Partnerships
 Marriages
 Friends
 Families
 Groups
 Organizations
 Communities
 Nations
 Cultures
7. Self
 Inner Being Sense of "1"
  Who I Am
 Self-Concept
 Self-Identity
 Self-Esteem
 Self-Confidence
 Purpose
 Individuality
 Meaning
 Ego
 Values
 Inner
 voices

MODULE 4: DEVELOPING AS A WHOLE PERSON

Essential points in developing as a whole person:

1. Identify a feeling you have experienced that you suspect might be irrational (a feeling such as irritability, resentment,
arrogance, or depression).

2. What thinking would account for the feeling? There may be more than one possibility here. If so, figure out which
possibility is most likely.

3. Determine the extent to which the thinking is reasonable. Pay close attention to the reasons you give to justify the
thinking. Is it possible that these are not your actual reasons? Can you think of any other motives you might have?
Consider alternative interpretations of the situation.

4. If you conclude that the feeling is irrational, express precisely why you think so.

5. Construct thinking that would represent a rational response in the situation. Actively attack the irrational thinking
with the thinking that is rational. Actively rehearse the thinking that represents a rational response.

Developing as a whole person is very important concept that individuals are complex beings who are heavily influenced
by a variety of internal factors both in and outside of the workplace.

MODULE 5: DEVELOPMENTAL STAGES IN THE EARLY, MIDDLE AND LATE ADOLESCENCE

STRATEGIES ON PERSONAL AND CAREER COMPETENCE

1. Developing Multiple Plans

Developing flexibility in career planning requires a sense of purpose, problem solving skills, and several plans.
2. Self-Advocacy and Marketing
In order to better package one’s self and become marketable, there is a need to develop communication skills,
self-confidence, organizational adaptability, and effectiveness in human relations.
3. Managing Changing Relationships
 The emotional and social changes adolescents experience can challenge young people as they try to cope with
barriers in the education system and labor market.
4. Meeting Basic Needs.
These needs include having a sense of meaning in life, physical and emotional security, and basic structure in
relationships and living. Coping with Stress. Coping with stress is associated with various competencies such as
organizational adaptability, human relations, problem solving, and self-confidence. Particular strategies for
stress management include relaxation techniques, managing ‘self-talk,’ focusing, and using support systems.
5. Bridging Programs
Many young people lack “hands-on” experience as they attempt to enter the world of work.
6. Information and Information Access
The challenge in the information age is on how to turn information into personally relevant knowledge.

MODULE 6: DEVELOPMENTAL STAGES IN THE EARLY, MIDDLE AND LATE ADOLESCENCE

 Early adolescence – Occurs between the age of 10 and 13 years.

 Middle adolescence – Occurs between the age of 14 and 17 years.
 Late adolescence – Occurs between the age of 18 and 19 years. This stage is also called young adulthood.

Simple ways on how to become a responsible adult

1. KNOW YOUR LEVEL OF MATURITY-

- You should know that you are no longer a child. You hold responsibilities and accountabilities. There is a level of self-
understanding already on your thoughts and behaviors and you already know how to decide and know the best way to
cope up with situations. You have learned and you are learning from experience. This experiences are now giving you
learnings that you can use on your challenges.

2. LEGALITY

- Legal age means some things need to stay in the ‘no’ category, regardless of what other teenagers do and other
parents allow.

3. YOU KNOW THE LEVEL OF RISK

- Teenagers don’t always think about long-term consequences, and they sometimes want to do things that puttheir
safety and wellbeing at risk.

4. YOU TAKE CONSIDER THE EFFECTS ON OTHERS

- If your child’s choices are unfair or hurtful to others, you might choose to keep some control.

5. YOUR FAMILY VALUES

- Are you willing to let your child make decisions or behave in ways that clash with your values? For example,parents
who believe kindness and tolerance are important probably won’t let their child behave disrespectfully towards others.

6. LOOKING AFTER YOURSELF

- Setting boundaries is also about protecting your own rights and needs. You might say ‘no’ if your child’s request is
unreasonable or places an unfair burden on you – for example, driving children around all day.
MODULE 8: STAGES OF EMOTIONAL DEVELOPMENT

According to Erik Erikson, there are 8 emotional stages:

1. TRUST VS. MISTRUST (birth to 12 mos.)- Infants must learn that adults can be trusted. This occurs when adultsmeet a
child’s basic need for survival.

2. AUTONOMY VS. SHAME/ DOUBT (1-3 y/o)- Begin to explore their world, they learn that they cancontrol theiractions
and act on their environment to get results.

3. INITIATIVE VS. GUILT (3-6 y/o)- Children are capable of initiating activities and asserting control overtheir
worldthrough social interactions and play.

4. INDUSTRY VS. INFERIORITY (6-12 y/o)- children begin to compare themselves with their peers to seehow
theymeasure up.

5. IDENTITY VS. ROLE CONFUSION (12-18 y/o)- according to Erikson, an adolescent’s main task is developing a senseof
self.

6. INTIMACY VS. ISOLATION (21-39 y/o)- after we have developed a sense of self in adolescence, weare ready toshare
our life with others.

7. GENERATIVITY VS. STAGNATION (40-65 y/o)- generativity involves finding your life’s work and contributing to
thedevelopment of others through activities such as volunteering, mentoring, and raisingchildren.

8. INTEGRITY VS. DESPAIR (mid-60s to the end of life)- Erikson said that people in late adulthood reflect on theirlives
and feel either a sense of satisfaction or a sense of failure.

MODULE 10: EFFECTS OF STRESS AND WAYS OF DEALING IT

COMMON SYMPTOMS OF STRESS

 Disbelief
 Feelings of fear, shock, anger, sadness, worry,numbness, or frustration
 Chnages in appetite
 Difficulty in sleeping or nightmares
 Physical reactions, such as headaches, body pains, stomach problems, and skin rashes
 Worsening of chronic problems
 Worsening of mental health conditions
 Increased use of tobacco , alcohol, and other substances

HOW TO MANAGE STRESS

 Getting regular physical activity

 Practicing relaxation techniques, such as deep breathing, meditation
 Keeping sense of humor
  Spending time with family and friends
 Setting time for hobbies, such as reading books or listening to music

MODULE 11: POWERS OF THE MIND

RIGHT BRAIN or HEMISPHERE is responsible for the control of the left side of the body, and its more artistic and creative
side of the brain.

o Recognizing faces
o Music
o Reading emotions
o Color
o Imagination
o Intuition
o Creativity

LEFT BRAIN or LEFT HEMISPHERE is responsible for the control of the right side of the body, its more academic and
logical side of the brain.

o Language
o Logic
o Critical thinking
o Numbers
o Reasoning

MIND MAPPING

Mind maps provide a structured way to capture and organize ideas and information. They help users to understand
concepts by breaking them down into their component parts. The technique is used to develop new ideas, or to break
down and better understand existing information.
MODULE 12: MENTAL HEALTH AND WELL-BEING IN MIDDLE AND LATE ADOLESCENCE

MIDDLE ADOLESCENCE ( 14-17 years old)

 Physical changes from puberty continue during middle adolescence

 At this age, many teens become interested in romantic and sexual relationship
 Many middle adolescence have more arguments with their parents as they struggle for more independence.
 The brain continues to change and mature in this stage, but there are still many difference in how normal a
middle adolescence thinks compared to adult.

LATE ADOLESCENCE (18-21 years old)

Generally completed their physical development and grown to their full adult height.

Emotional disorders

Emotional disorders are common among adolescents. Anxiety disorders (which may involve panic or excessive worry)
are the most prevalent in this age group and are more common among older than among younger adolescents. It is
estimated that 3.6% of 10–14-year-olds and 4.6% of 15–19-year-olds experience an anxiety disorder. Depression is
estimated to occur among 1.1% of adolescents aged 10–14 years, and 2.8% of 15–19-year-olds. Depression and anxiety
share some of the same symptoms, including rapid and unexpected changes in mood.

Anxiety and depressive disorders can profoundly affect school attendance and schoolwork. Social withdrawal can
exacerbate isolation and loneliness. Depression can lead to suicide.

Behavioural disorders

Behavioural disorders are more common among younger adolescents than older adolescents. Attention deficit
hyperactivity disorder (ADHD), characterized by difficulty paying attention, excessive activity and acting without regard
to consequences, occurs among 3.1% of 10–14-year-olds and 2.4% of 15–19-year-olds (1). Conduct disorder (involving
symptoms of destructive or challenging behaviour) occurs among 3.6% of 10–14-year-olds and 2.4% of 15–19-year-olds
(1). Behavioural disorders can affect adolescents’ education and conduct disorder may result in criminal behaviour.

Eating disorders

Eating disorders, such as anorexia nervosa and bulimia nervosa, commonly emerge during adolescence and young
adulthood. Eating disorders involve abnormal eating behaviour and preoccupation with food, accompanied in most
instances by concerns about body weight and shape. Anorexia nervosa can lead to premature death, often due to
medical complications or suicide, and has higher mortality than any other mental disorder.

Psychosis
Conditions that include symptoms of psychosis most commonly emerge in late adolescence or early adulthood.
Symptoms can include hallucinations or delusions. These experiences can impair an adolescent’s ability to participate in
daily life and education and often lead to stigma or human rights violations.

Suicide and self-harm

Suicide is the fourth leading cause of death in older adolescents (15–19 years) (2). Risk factors for suicide are
multifaceted, and include harmful use of alcohol, abuse in childhood, stigma against help-seeking, barriers to accessing
care and access to means of suicide. Digital media, like any other media, can play a significant role in either enhancing or
weakening suicide prevention efforts.

Risk-taking behaviours

Many risk-taking behaviours for health, such as substance use or sexual risk-taking, start during adolescence. Risk-taking
behaviours can be an unhelpful strategy to cope with emotional difficulties and can severely impact an adolescent’s
mental and physical well-being.

Worldwide, the prevalence of heavy episodic drinking among adolescents aged 15-–19 years was 13.6% in 2016, with
males most at risk (3).

The use of tobacco and cannabis are additional concerns. Many adult smokers had their first cigarette prior to the age of
18 years. Cannabis is the most widely used drug among young people with about 4.7% of 15–16-years-olds using it at
least once in 2018 (4).

Perpetration of violence is a risk-taking behaviour that can increase the likelihood of low educational attainment, injury,
involvement with crime or death. Interpersonal violence was ranked among the leading causes of death of older
adolescent boys in 2019 (5).

Promotion and prevention

Mental health promotion and prevention interventions aim to strengthen an individual's capacity to regulate emotions,
enhance alternatives to risk-taking behaviours, build resilience for managing difficult situations and adversity, and
promote supportive social environments and social networks.

These programmes require a multi-level approach with varied delivery platforms – for example, digital media, health or
social care settings, schools or the community – and varied strategies to reach adolescents, particularly the most
vulnerable.

Early detection and treatment

It is crucial to address the needs of adolescents with mental health conditions. Avoiding institutionalization and over-
medicalization, prioritizing non-pharmacological approaches, and respecting the rights of children in line with the United
Nations Convention on the Rights of the Child and other human rights instruments are key for adolescents’ mental
health.
MODULE 13: EMOTIONAL INTELLIGENCE

Emotional intelligence is the ability to recognize your emotions, understand what they're telling you, and realize how
your emotions affect people around you. It also involves your perception of others: when you understand how they feel,
this allows you to manage relationships more effectively.

Self-Awareness – People with high emotional intelligence are usually very self-aware. They understand their emotions,
and because of this, they don't let their feelings rule them. They're confident – because they trust their intuition and
don't let their emotions get out of control. They're also willing to take an honest look at themselves. They know their
strengths and weaknesses, and they work on these areas so they can perform better. Many people believe that this self-
awareness is the most important part of emotional intelligence.

Self-Regulation – This is the ability to control emotions and impulses. People who self-regulate typically don't allow
themselves to become too angry or jealous, and they don't make impulsive, careless decisions. They think before they
act. Characteristics of self-regulation are thoughtfulness, comfort with change, integrity, and the ability to say no.

Motivation – People with a high degree of emotional intelligence are usually motivated. They're willing to defer
immediate results for long-term success. They're highly productive, love a challenge, and are very effective in whatever
they do.

Empathy – This is perhaps the second-most important element of emotional intelligence. Empathy is the ability to
identify with and understand the wants, needs, and viewpoints of those around you. People with empathy are good at
recognizing the feelings of others, even when those feelings may not be obvious. As a result, empathetic people are
usually excellent at managing relationships, listening, and relating to others. They avoid stereotyping and judging too
quickly, and they live their lives in a very open, honest way.

Social Skills – It's usually easy to talk to and like people with good social skills, another sign of high emotional
intelligence. Those with strong social skills are typically team players. Rather than focus on their own success first, they
help others develop and shine. They can manage disputes, are excellent communicators, and are masters at building and
maintaining relationships.