Personal Development

Unit 01: Module 01 - Defining the concept of the self

Self - a person's essential being that distinguishes them from others.

Strength - the quality or state of being physically strong.

Weaknesses - the state or condition of lacking strength.

Self-Actualization - the realization or fulfillment of one's talents.

-​ refers to the achievement of your potential through creativity.

Introspection - examination of one's conscious thoughts and feelings.

Self-awareness - your ability to perceive and understand things.

Strengths

-​ You are more empowered to do developmental tasks

-​ Capacity to establish mature relationships with others

-​ Your ability to demonstrate responsible behavior

-​ Know your capabilities

-​ Able to analyze complex situations logically and sensibly

-​ More competent in achieving your goals

-​ You're equipped with skills essential for making a wise decision

Affirmation - identify your positive traits.

Weakness

-​ Becoming more aware of your weaknesses is not the end goal of

self-development; rather, it is its STARTING POINT.

-​ Find ways to enhance your capabilities

-​ You must develop your knowledge and skills through better study

habits

-​ Develop positive attitudes in dealing with life’s challenges

Self-awareness

-​ Reflect on who you are

-​ Analyze what you think and feel

-​ You were able to assess and know your observations

Introspection

-​ Your ability to reflect and think about your thoughts, feelings, and

actions is essential in understanding and improving yourself.

Positive Feedback

-​ You feel energized

-​ You become more enthusiastic because you are affirmed

 -​ Feel more confident in yourself

Negative Feedback

-​ You tend to get angry and may even deny what others have observed

about you

-​ You can consult your TRUSTED FRIEND

-​ Seek, discuss your experience, and share your thoughts and feelings

with your guidance counselor

Importance of Self Awareness

-​ You are more equipped to accept yourself

-​ Be more open to self-improvement

-​ You are allowed to see your potential thus, utilizing them to the fullest

-​ It helps to create your individuality

-​ Promotes wiser decision-making when confronted with critical issues

-​ Your strengths boost your confidence

-​ It gives you a clearer direction in achieving your goals in life

Unit 01: Module 02 - Developing the Whole Person

Adolescence (13 - 19 years old)

Changes your son may be noticing:

1. Acne

2. Facial hair

3. Voice change

4. Breast Growth

5. Mood Swings

6. Genital Growth

Signs of puberty in girls

1. Hair Growth

2. Breast Budding

3. Pimples or acne

4. Mood Swings

5. Height Spurt

6. Periods

Peer Pressure - influence is when you do something.

Spermarche - also known as semenarche, is the time at which a male

experiences his first ejaculation.

Menarche - the first menstrual period.

Symptoms of Menarche

1. Irritability

2. Bloating

3. Headache

4. Fatigue

5. Pelvic Pan

6. Food Cravings

7. Mood Swings

8. Abdominal Cramps

9. Sore breasts

10. Lower Back pain

Androgens and Estrogens - are the hormones or chemical substances

produced by endocrine glands that actively affect physical growth and
development.

Testosterone - an androgen that is strongly associated with physical

maturation of boys.

Estradiol - an estrogen that is strongly associated in the physical

development of girls.

Stice and Shaw (2002) - only a few adolescents experience body-cathexis

or satisfaction with their bodies.

Cognitive Changes and their Implications

Prefrontal Cortex - is involved in decision-making, reasoning, and

controlling one’s emotions.

Amygdala - seat of your emotions such as anger, sadness, and happiness.

Jean Piaget - “ An adolescent’s cognitive ability for abstraction and

advanced reasoning is a characteristic of the formal operation period that

he explained in his theory of cognitive development.”

Metacognition - refers to high-order thinking skills that involve active

control.

Hurlock (1982) - “As a transition period, adolescence has often been

described as a period of “storm and stress.”

Cognitive Behavioral Therapy

1. Thoughts (what thoughts do I have when I feel this emotion?

2. Behavior (what we do affects how we think and feel.

3. Feelings (where in my body do I feel this emotion?)

Automatic Negative Thoughts - anxiety-provoking thoughts that just seem

to come into our minds.

Unit 01: Module 03 - Developmental Stages in Middle-Late Adolescence

Developmental tasks are specific knowledge, skills, attitudes, or functions

that a person needs to acquire and demonstrate at particular periods in

his/her life.

(7) Developmental Tasks

1. Achieving new and more mature relations with age mates of both sexes

2. Achieving masculine or feminine social role

3. Achieving emotional independence from parents and other adults

4. Preparing for marriage and family life

5. Preparing for an economic career

6. Acquiring a set of values and an ethical system as a guide to

behavior-developing ideology

7. Desiring, accepting, and achieving socially responsible behavior

Early Adolescence

12-13 years old

Rapid growth and various changes

Biological and mental changes

Lots of hormonal changes

Middle Adolescence

14-16 years old

New and mature relations w/ age mates

Masculine/feminine social role

Self-reliant and independence

Learning to handle heterosexual relationships, dating, and sexuality

Late Adolescence

17-19 years old

Sense of Consistency

Already formed attitudes

Learn life skills

Serious relationships

Achieving socially responsible behavior

Adolescence in the 21st Century

 -​ Social Development effects on your personality

-​ “Instant results”

-​ Emphasized by modern social developments

-​ Materialism

-​ Technology

-​ Family structures

Modern teenagers like you are considered digital natives

“taking charge or assuming responsibility the ability to choose your own

responses to encountered circumstances” - Covey 2004

Building Block Responsbility (Feiden, 1991)

(01) A strong sense of self-esteem (positive belief in oneself).

(02) The capacity for empathy (put oneself in another’s shoes)

(03) Knowing Right from wrong (accountability for your actions and facing

the consequences of your actions)

(04) Developing good Judgement (making good decisions)

Unit 01: Module 04 - The challenges of Middle and Late adolescence

Causes risky behaviors (Santrock, 2012) - cited the Biopsychosocial

approach in emphasizing biological, Psychological, and Social factors.

Biopsychosocial Model

1. Biology (Physical Health, Genetic Vulnerabilities, and Drug Effects)

2. Social (Peers, Family Circumstances, and Family Relationships)

3. Psychological (Physical Health, Coping Skills, Social Skills, Family

Relationship, Self-Esteem, and Mental Health)

Most Difficult Challenges

Finding a sense of identity

Adjustments

Individuality

Mood swings (erratic/negative)

Lack of self-control

Low consciousness

Rejection

Adolescents who came from non-intact families due to:

1. Nonmarriage
2. Separation

3. Parent(s) working abroad

4. Death usually experience problems

Pitfalls and Challenges of Adolescents:

- Poverty

- Poor Social Constructs

- Sub-optimal Housing

- Gangs Crime Violence Murder

- Abuse (all forms)

- Substance Abuse (all forms)

Symptoms Represent a Change in the Individual's Functioning: (2 weeks)

1. Depressed mood most of the day

2. Markedly diminished interest and pressured in all

3. Weight gain/weight loss (decrease or increase every day)

4. Insomnia or hypersomnia everyday

5. Retardation

6. Fatigue or loss of energy

7. Feelings of worthlessness or excessive or inappropriate guilt

8. Indecisiveness/ diminished ability to think or concentrate

9. Suicidal ideation with/ without a specific plan

Diagnostic and Statistical Manual of Mental Disorders

Fifth edition ( DSM 5 ed.)

- (observed at least 2WEEKS) At least 5 symptoms out of 9

Strategies to Cope with Challenges:

1.​ Learn to accept what you feel.

2.​ Identify your vulnerabilities

3.​ Develop your talents and Interest

4.​ Become more involved with others

5.​ Seek help when needed

Unit 01: Module 05 - Coping with Stress in Middle & Late Adolescence

Stress - can be defined as a state of worry or mental tension caused by a

difficult situation.

Eustress - stress can challenge and motivate you to find creative solutions.

Distress - when stress becomes so overwhelming and leads to a sense of

helplessness.
Cognitive Symptoms:

- Having memory problems

- Being unable to concentrate

- Having poor judgment

- Seeing only the negative

- Being anxious

- Worrying Constantly

Emotional Symptoms:

- Moodiness

- Irritability

- Agitation or Restlessness

- Feeling of overwhelmed

- Sense of loneliness and isolation

- Depression or Unhappiness

Physical Symptoms:

- Body aches and Pain

- Diarrhea or Constipation
- Nausea and Dizziness

- Chest Pain

- Rapid Heartbeat

- Frequent Colds

Behavioral Symptoms:

- Eating more or less

- Sleeping too much or too little

- Isolating yourself to others

- Procrastinating

- Neglecting Responsibilities

- Having nervous habits (nail biting)

- Drinking alcohol, smoking cigarettes, taking illegal drugs, playing on the

computer for several hours

Problem-focused coping has been linked to effective adjustment and this

includes enhancing the following skills:

1. Study skills

2. Time management skills

3. Problem solving skills

4. Support group

Here are some tips to improve your time management skills:

- Monitor your time.

- Plan your activities using a schedule, and protect it as much as you

protect your goals

- Increase your efficiency so that you finish your tasks in less time

- Tackle one task at a time so that you do not get overwhelmed

- Group similar tasks together so that the fluidity of doing so facilitates

efficiency

- Make use of your downtime

Personal Ways of Coping with Stress

(01) Deep Breathing Exercises - Deep breath slows you to pause and have

more time to think.

(02) Having Massage - relaxing your muscles simply means taking a rest to

be more capable of facing your difficulties afterward.

(03) Engaging Physical Activities

(04) Crying
(4) Indicators that you have successfully handled stress

1. Emotional Stability - remaining calm and not and not being carried away

by your emotions.

2. Being tactful - being able to express your thoughts and feelings in a

non-aggressive manner.

3. Doing well in school - your ability to meet all your academic requirements

and get high scores.

4. Learning say “no” - by being firm on what you believe is right and saying

“no” to peer pressure.

Unit 01: Module 06 - The Powers of the Mind

Brain - it is an amazing body structure

- it performs a lot of tasks

- it is the control center of your body

Exterior Parts of the Brain

1. Frontal - planning, problem-solving, motivation, judgement and decision

making. (Function - Action) Ex: Motor and Executive Functioning

- in addition to mental actions the frontal lobe is also involved in physical

actions.
2. Temporal - primary auditory cortex, understand, recognize, and

Awareness of Smell. (Function Areas)

Ex: Pressure/Pain/Position Somatosensory

3. Occipital - awareness of visual stimuli, processing visual stimuli.

(Function - Visual) Ex: Binoculars Vision

4. Parietal - awareness of somatic sensation, processing somatic

sensation. (Function - Somatosensory) Ex: Tempo Hearing

5. Motor Cortex - the highest level of motor function, precise and skillful.

Interior Parts of the Brain

1. Brain Stem - resembles the entire brain of a Reptile "Reptilian Brain".

- important for basic functions of the life-vasomotor center and respiratory

centers.

- it consists of the midbrain, pons, and medulla oblongata.

- 12 cranial nerves

12 Cranial Nerves

1. Olfactory
2. Optic

3. Trochlear

4. Abducens

5. Facial

6. Vestibulocochlear

7. Glossopharyngeal

8. Vagus

9. Spinal Accessory

10. Hypoglossal

Limbic System - its location allows the interplay of emotion and reason.

Thalamus - sits on top of the midbrain, grand-central station.

- receives signals from sensory/afferent neurons.

Hypothalamus - regulates bodily processes.

Hippocampus - responsible for regulating emotional responses.

Note: The important role of the hippocampus is to consolidate learning and

convert information to the long-term storage regions.

Function of Amygdala

- is concerned with emotional and behavioral functions.

- is responsible for strong affective reactions.

Lesion - lack of emotional responses.

Cerebellum - has the appearance of a separate structure. (Little Brain)

- is a part of the brain located at the back of the head.

Cerebrum - is a large part of the brain.

Brain Cells

(01) Neurons - are the functioning core of the brain and the entire nervous

system.

(02) Neurogenesis - neurons are formed through a process.

(03) Dendrites - receive electrical impulses from other neurons and transmit

the message to another neuron through the long fiber, called the axon, by

an electrochemical process.

(04) Myelin Sheath - axon is surrounded by a layer called myelin sheath.

(05) Synapse - is a small gap of about a millionth of an inch.

(06) Glial Cells - hold the neurons together.

Right Hemisphere

- processes inputs more holistically and abstractly.

- interprets language through gestures, facial movements, emotions, and

body language.

- is space sensitive.

Left Hemisphere

- seeks explanations for why events occur.

- generates spoken language.

Left-Brained Person

- prefers verbal directions.

- is a linear thinker.

Unit 01: Module 07 - Mental Health and Well-being in Middle and Late

Adolescence

Psychological Well-being - it refers to an individual’s state.

(4) Types of Mental Disorders

1. Eating Disorders - characterized by a persistent disturbance of eating

that results in altered consumption or absorption of food.

(Anorexia Nervosa - may experience intense fear of gaining weight.)

(Bulimia Nervosa - involves overeating).

(Bigne-Eating Disorder - involves an overindulgence of food).

2. Anxiety Disorders - it include phobic disorder, panic disorder and

obsessive-compulsive disorder.

(Phobic Anxiety - it is accompanied by physical symptoms such as

trembling and palpitations.)

(Panic Disorder - characterized by an abrupt surge of intense fear or

discomfort.)

(Obsessive-Compulsive Disorder - it is manifested when one experiences

persistent.)

3. Major Depressive Disorder - persons with major depressive disorder are

characterized by hopelessness.

4. Bipolar Disorder - it is formerly called manic-depressive disorder.

5. Conduct Disorder - it is characterized by a repeated pattern of behaviors

in which the basic rights of others are violated.

6. Personality Disorders - is an enduring pattern of inner experience and

behavior.

(Paranoid Personality Disorder - it usually demonstrates a pattern of

distrust.

(Antisocial Personality Disorder - manifested by the individual’s disregard.

(Histrionic Personality Disorder - manifested by individuals who show

excessive emotionality.

(Narcissistic Personality Disorder - exhibits a pattern of grandiosity.

(Avoidant Personality Disorder - is evident when individuals show a pattern

of social inhibition.

(Dependent Personality Disorder - manifested when individuals

demonstrate a pattern of submissive and clinging behavior.

(Obssesive-Compulsive Personality Disorder - manifested by a pattern of

preoccupation with orderliness.

Friendship - is a form of relationship between two or more people.

(3) Personal Relationships

1. Acquaintances - a type of friendship that you join only once in a while or

occasionally.

2. Companions - a type of friendship where you share the same interests

through regular interactions.

3. Intimates or Best Friends - is a type of friendship where you give and

receive opinions and support.

(2) Types of Peer Groups

1. Cliques - is usually composed of smaller members and is exclusive to

peers who share the same interests.

2. Crowds - a larger peer group composed of 10-20 members.

(5) Ways to Become Responsible in a Relationship

(01) Clarify your boundaries - setting clear limits is essential in personal

relationships.

(02) Learn to Communicate - communication is a very powerful tool for

maintaining healthy relationships.

(03) Invest in an “emotional bank account” - an emotional bank account is a

metaphor describing the amount of trust.

(04) Learn to Forgive Others - maintain positive and healthy relationships,

our ability to forgive.

(05) Consult Professionals - at times when you feel bothered about a

relationship, do not hesitate to talk to a teacher.

Unit 01: Module 10 - Social Relationship in Middle and Late Adolescence

(5) Community Leaders

1. Teachers - they create a positive impact in our lives as they impart new

knowledge.

2. Doctors - they help us to take care of our bodies.

3. Policemen and Policewomen - they implement the rules of the

government to maintain peace and order.

4. Firemen - volunteers and respond to emergency calls readily.

5. Dentist - we admire dentists because the promote ORAL HEALTH.

Referent Power (Hogg and Vaughan, 2011) - the person who influences

you has the power to change you because you tend to imitate some of his

or her personality traits.

(2) Basic Roles that we do socially

1. Leadership - a relationship among leaders and followers.

- Autocratic Leadership, this leadership style centralizes in authority.

- Democratic Leadership, this leadership style delegates authority to

others.

- Laissez-faire Leadership, leaves the group to its own capacity to finish its

tasks.

(5) Big Personality Dimensions

1. Extraversions/Surgency - dominance is included in his personality

dimension which when high.

2. Agreeableness - your capacity to get along with the people around you.

3. Conscientiousness - refers to his/her being responsible, dependable and

goal-oriented.

4. Emotional Stability - a predictor of effective leadership because it is the

ability to stay calm.

5. Open to Experiences - means that you have to be creative and willing to

learn new ideas.

2. Fellowship Roles (Daft, 2011) - the role of a follower is equally important

in the realization of a group’s common goal.

- Desired Follower, shows initiative, self-reliance, and commitment.

- Good Follower, courageous enough to challenge his/her leader.

The following are some of the things expected from an effective follower -

Bossidy, 2007

(01) A make it happen attitude

(02) A willingness to collaborate

(03) The passion to drive your own growth