LESSON 1: 3 KINDS OF PEOPLE:

Knowing and Understanding Oneself during Middle 1. Moviegoer

and Late Adolescence - this person watches the movie of their lives, admires
some parts, and criticize others
Ideal Self
2. Actor
- the self that you aspire to be
- this person not only watches the movie of his life. he
- the one that you hope will possess characteristics
actually realizes that he’s the actor and can control a
similar to that of a mentor or some other worldly
big part of her life
figure
3. Scriptwriter
Actual Self
- this person does not only watch and act, but he
- the one that you actually see
actually creates the entire movie from his mind
- the self that has characteristics that you were
nurtured or, in some cases, born to have
Self-Concept
- refers to your awareness of yourself
- it is the construct that negotiates these two selves LESSON 2:
Developing the Whole Person
(ideal and actual)
- it connects first the identification of ideals elf as Self-Concept
separate from others and second, it encompasses all - the idea or mental image one has of oneself and
the behaviors evaluated in the actual self that you one’s strengths, weakness, status, etc.
engage in to reach the ideal self - self-image
Talents
- are needed to be identified and then developed to be ASSPECTS OF DEVELOPMENT:
used in a particular subject area (science, literature, 1. Physical Self
sports, politics, etc.) - outer layer of the self or “body”
Experience 2. Intellectual Self
- includes knowledge and skills that we acquire in the - assessment of how well you reason and solve
process of cognitive and practical activities problems
Knowledge 3. Emotional Self
- is required for setting goals, defining an action plan - allows yourself to feel different feelings
to achieve them and risk assessment 4. Sensual Self
Skills - allows yourself to use the senses such as sight,
- also determine whether real actions are performed hearing, speaking, smelling and touching
in accordance with the plan. If the same ability is 5. Interactional Self
used many time in the same situation, then it - include descriptions of your strengths and
becomes a habit that runs automatically, weaknesses in intimate relationships and
subconsciously. relationships to friends, family, co-students and
strangers
SKILLS DEVEVELOPED: 6. Nutritional Self
1. Determination - how do you nourish yourself?
- allows you to focus only on achieving a specific goal 7. Contextual Self
without being distracted by less important things - the areas of maintenance of your living environment
2. Self-confidence - how you react to things and their effect on you
- the result of getting aware of yourself, your actions 8. Spiritual Self (Life Force)
and their consequences - this includes your feelings about yourself, religion,
3. Persistence reactions about your spiritual connections to others
- it makes you keep moving forward regardless of feelings about spiritual development and history, and
emerging obstacles thought about your metaphysical self
4. Managing stress
- it helps combat stress that arises in daily life form the ASPECTS OF SELF:
environment and other people ▪ 3 basic aspects of life: physical, intellectual, and
5. Problem-solving skills emotional
- they help cope with the problems encountered with ▪ Many individuals put a strong emphasis on the physical
a lack of experience aspect
6. Creativity ▪ The mind is important as it is part of the self that directs
- it allows you to find extraordinary ways to carry out a the other two aspects
specific action that no one has tried to use ▪ The human emotions are the most feared aspect of the
7. Generating ideas self
- it helps you achieve goals using new, original,
unconventional ideas
A REAL WINNER is one who can: 1. Auto-pilot System
▪ Win over his/her battles and difficulties in life and turns - an automatic, fast, and unconscious way of thinking
them into a learning and glorifying experience - corresponds to your emotions and intuitions
▪ Find meaning in pleasant and unpleasant events in his life - fast, intuitive, emotional self
▪ Live in peace with difficult people and difficult situations - requires no effort
▪ Win the goodwill of others, their respect and admiration - automatic thinking and behavior habit
▪ Get what he wants using win-win strategies, never at the - mostly makes good decisions 80% of time
expense of others 2. Intentional System
▪ Discover and use opportunities to his best advantage - a slow, conscious, and effortful way of thinking that
▪ Develop and use his talents and abilities to the best requires attention and energy
advantage and in so doing, make meaningful contribution - conscious reasoning, mindful self
in making this world a better place to live in - takes intentional effort to turn on and drains mental
energy
Cognitive Behavioral Therapy (CBT)
- used mainly when we learn new information, and use
- emphasizes the relationship between our thoughts,
reason and logic
our feelings, and our behaviors
- can be trained to turn on when it detects autopilot
- more specifically, how our thoughts change the way
system making errors
that we feel, which subsequently changes the way
that we act, which then influences our thoughts Fight-or-Flight Response
Thoughts - an automatic psychological reaction to an event that
- are the words that run through your mind is perceived as stressful or frightening
- they’re the things you tell yourself about what is Power Triad
going on around you - refers to your thoughts, feelings, and behavior
Feelings
- come and go as different things happen to you, you
might feel happy, angry, and sad, all in one day
- some feelings are uncomfortable, but they are not LESSON 3:
bad Developmental Stages in Middle and Late
Actions Adolescence
- are the things you do, or the way you behave
Human Development
- your thoughts and feelings have a big impact on how
- focuses on human growth and changes across the
you act. If you feel happy, you are likely to do nice lifespan
things. But if you feel angry, you might want to act - essential to understanding how humans learn,
mean mature, and adapt
THREE SUCCESS STORIES: Developmental Stage Characteristics
1. Pacqiao 1. Pre-natal The hereditary endowments
2. Pisa Alonza Wurtzbach (Conception to birth) and sex are fixed
3. A love affair that got me close to a great doctor 2. Infancy The basic behaviors are
(Birth to 2 years) organized, and ontogenetic
The Story of the Two Wolves maturation skills are
1. The mind is not the unitary entity it seems to us but developed
consists of different parts. For example, in the story there 3. Early Childhood Pre-gang age, exploratory,
are the two wolves and the “you” that chooses between (2 to 6 years) questioning
them. 4. Late Childhood Gand ang creativity and
2. These parts of the mind/brain can interact and be in (6 to 12 years) develops self-help
conflict with each other i.e. the two wolves fight for 5. Adolescence The transition of sex
dominance over our mind and behavior. (Puberty to 18 years) maturation and rapid
3. The “you” has the ability to decide which wolf it will feed. physical development
4. Having made a choice, “you” can decide specifically how occurs
to “feed” or nurture the selected wolf 6. Early Adulthood The adjustment to new
(18 to 40 years) patterns in life and roles
“The wolf that wins is the one that you feed.” - You have the (marriage, family)
power to control your thoughts, feelings, and actions. Thus, 7. Middle Age Adjustments to initial
you can decide specifically which personality to nurture – the (40 years to retirement) physical and mental decline
good side or the bad side. are experienced
8. Old Age Increasingly rapid physical
Daniel Kahneman (Retirement to death) and mental decline are
- Developed the two thinking systems: (1) autopilot experienced
system and (2) intentional system
ROBERT HAVIGHURST’S DEVELOPMENTAL TASKS THEORY: LESSON 4:
Robert J. Havighurst The Challenges of Middle and Late Adolescence
- asserted that development is continuous throughout
RISK FACTORS OF AN ADOLESCENT
the entire lifespan
1. Drugs
- it occurs in stages where the individual moves from
2. Alcohol
one stage to the next by means of successful
3. Unsafe sex
resolution of problems or performance of
4. Teenage pregnancy and
developmental tasks
5. Parenting
- each stage is influenced by the individual’s (1) biology
6. School underachievement
(physiological maturation and genetic makeup), (2)
7. Failure and dropout
his psychology (personal values and goals) and (3)
8. Delinquency
sociology (specific culture to which the individual
9. Crime
belongs)
10. Violence
Infancy and Early Middle Childhood (6- Adolescence (13-18)
Childhood (0-5) 12) MOST SIGNIFICANT DEVELOPMENTAL ISSUES THAT AN
▪ Learning to walk ▪ Learning physical skills ▪ Achieving mature
▪ Learning to take solid necessary for ordinary relations with both
ADOLESCENT FACE by Jeffrey C. Miller, PhD
foods games sexes 1. Physical Transformation
▪ Learning to talk ▪ Building a wholesome ▪ Achieving a masculine
- the most obvious changes
Learning to control the attitude toward oneself or feminine social role
elimination of body ▪ Learning to get along ▪ Accepting one's - the teenager or adolescent transforms from a child
wastes with age-mates physique into an adult physically
▪ Learning sex ▪ Learning an ▪ Achieving emotional
differences and sexual appropriate sex role independence of - ae transformation that is disorienting to both the
modesty ▪ Developing adults teenage and for everyone around him/her
▪ Acquiring concepts fundamental skills in ▪ Preparing for marriage
and language to reading, writing, and and family life
2. Sexual Development
describe social and calculating ▪ Preparing for an - during adolescent years, teenagers witness the
physical reality ▪ Developing concepts economic career
emergence of sexuality, influenced by the hormonal
▪ Readiness for reading necessary for everyday ▪ Acquiring values and
▪ Learning to distinguish living an ethical system to changes
right from wrong and ▪ Developing conscience, guide behavior - includes all of its ups and downs and all of its
developing a morality, and a scale of ▪ Desiring and achieving
conscience values socially responsibility emotional complications
▪ Achieving personal behavior 3. Separation from Parents
independence
▪ Developing acceptable
- it is on a crash course of how to live life with primary
attitudes toward dependence on him/herself rather than being
society
guided, taught and supported by parents
Early Adulthood (19- Middle Adulthood Later Maturity (61-)
30) (30-60) 4. Identity vs. Role Confusion
▪ Selecting a mate ▪ Helping teenage ▪ Adjusting to - with growing independence comes the whole
▪ Learning to live with a children to become decreasing strength challenge of a teenager or an adolescent learning
partner happy and responsible and health
▪ Starting a family adults ▪ Adjusting to who he/she is and what role he/she will be playing in
▪ Rearing children ▪ Achieving adult social retirement and the world regarding friends, family, jobs and etc.
▪ Managing a home and civic responsibility reduced income
▪ Starting an occupation Satisfactory career ▪ Adjusting to death of
5. Social Issues/Group vs. Individuality
▪ Assuming civic achievement spouse - with growing adulthood, comes the challenge of
responsibility ▪ Developing adult ▪ Establishing relations
leisure time activities with one's own age
learning what groups and communities a person
▪ Relating to one's group wants to be part of, and how those groups and
spouse as a person ▪ Meeting social and communities impact their own sense of individuality
▪ Accepting the civic obligations
physiological changes ▪ Establishing 6. Growing Responsibility
of middle age satisfactory living - a substantial challenge for a teenager or an
▪ Adjusting to aging quarters
parent
adolescent is learning to bear the personal
responsibility of living a healthy, productive,
compassionate and caring adult life

THE COURAGE TO BE IMPERFECT by Timothy D. Evans, PhD

Key Ingredient for Relationships

- Encouragement is crucial for improving relationships
and fostering understanding
- Lack of encouragement can lead to conflict and
misbehavior
- Encouragement builds psychological resilience and
social interest
Spiritual and Psychological Origins LESSON 5:
- Encouragement is rooted in spiritual teachings (e.g., Coping with Stress in Middle and Late Adolescence
Hebrews 3:11)
Stress
- Psychologist Alfred Adler formalized the concept in
- the body’s response to anything that makes us feel
the early 20th century
threatened or pressured
- The idea was further developed by Rudolf Dreikurs,
- caused by any kind of demand, to which we must
Adler’s follower
adapt, adjust, or respond
Misconceptions About Encouragement
- the body’s automatic way of reacting to changes,
- Many people mistake praise for encouragement
challenges, demands placed on us
- True encouragement goes beyond praise—it
Stress Management
acknowledges worth beyond achievements
- stress is the feeling one gets from prolonged, pent up
Half of Encouragement
emotions
- Avoiding discouragement is critical
- if the emotions that you experience are pleasant and
- Misbehavior often stems from discouragement, not
desirable, you usually feel free to let them show
inherent defiance
- negative emotions, are more often held inside. You
Common Discouraging Behaviors
suffer quietly and you experience stress
- We set standards that are too high for others to meet
because we are overly ambitious. CAUSES AND EFFECTS OF STRESS
- We focus on mistakes as ways to motivate change or ▪ Anxiety
improved behavior. ▪ Pressure
- We make constant comparisons (self to others, ▪ Misery
siblings to one another). ▪ Strain
- We automatically give a negative spin to the actions ▪ Desperation
of others. ▪ Tension
- We dominate others by being overly helpful, implying ▪ Anger
that they are unable to do it as well ▪ Panic
Encouragement vs. Control ▪ Dejection
- Many people resort to control tactics (e.g., bribing, → Everyday frustrations cause stress build-up
criticizing) out of a sense of responsibility for others' → Problems in our personal life can be devastating
behavior → A common cause of stress is dealing with life’s
- These attempts often create tension and conflict transitions
rather than harmony
Encouragement as Affirmation Stress Response
- True encouragement conveys the message that - the collection of physiological changes that occur
people are valuable simply because they exist, not for when you face a perceived threat– when you face
what they achieve situations where you feel the demands outweigh
- Example: Mr. Rogers’ quote “I like you just the way your resources to successfully cope
you are” encapsulates this approach - these situations are known as stressors
Benefits of Encouragement When your stress response is triggered, a series of changes
- Fosters psychological hardiness (the ability to cope occur in your body. These includes:
and recover from difficulties) → Redirection of blood away from extremities and
- Encourages a sense of belonging and greater social instead to major organs
interest (cooperating with others) → The release of cortisol and other hormones, which
- Social interest leads to collective efforts and bring other short– and long-term changes
community improvements, such as seen in the Junior → The stress response is intended to give you a burst of
League's mission energy so you’re able to fight off attackers or run
away from them effectively

COMMON CAUSE OF TEEN OR ADOLESCENT STRESS:

▪ family problems
▪ beating the deadline for projects, assignments and other
activities
▪ schedule examination
▪ failing grades
▪ difficulty in organizing work
▪ poor time management
▪ difficulties with personal relationships and peer pressure
▪ balancing the demands of a family with studying
HOW TO COPE UP WITH STRESS:
1. Eat a well-balanced diet eat healthy food, go for
vegetables and fruits
2. Avoid excessive amounts of caffeine, limit your coffee,
black/red tea and soft drinks
3. Exercise every day at least 30 minutes it a day, it is one of
the best ways to reduce stress
4. Go outdoors whenever possible, say hello to sunshine a
little while
5. Think positive always, think i can do it!
6. Set realistic goals for yourself
7. Learn to manage your time well
8. Make time for yourself, have a “me” day once in a while,
love yourself
9. Adopt good sleep habits do it in daily routine, getting
sleep 7 to 8 hours brings a lot of change to you
10. Take a deep breath and count to ten or even more if you
face a difficult situation especially with peers before
arguing or doing anything
11. Learn to meditate
12. Laugh out loud for it is true that laughter is the best
medicine
13. Talk to a friend or somebody you trust, let it out
14. Say a little prayer upon waking up or any time of the day,
make it a habit to ask for guidance and protection and
everything will go well

Mental Health
- a state of well-being
- an individual ability and how can someone cope with
the normal stresses of life where he/she can work
productively

FACTORS THAT CONTRIBUTE TO MENTAL HEALTH ISSUES:

▪ social and financial status
▪ biological factor
▪ lifestyle of a person