REVIEWER

PER DEV
Knowing oneself - is essential on how teenagers know themselves and on how they
behave.

HABIT - something that you do often and regularly,

• B - Be prepared to accept negative habitual consequences

• A - Affirm that you want to commit change
• D - Do an alternative way to resist temptations

Sigmund Freud's Psychosexual Theory

• Proponent: Sigismund Schlomo Freud (1856-1939)
• He proposed that personality development in childhood takes place during five
psychosexual stages.
• The psychosexual energy, or libido, was described as the driving force behind
behavior.
Oral Stage (0-1 yr.)
▪ Erogenous Zone: Mouth
▪ Oral or Mouth-oriented activities such as sucking, gnawing, and
breastfeeding.
▪ Oral incitement could prompt Oral obsession in later life.
▪ Oral identities: smokers, nail bitters, finger chewers and thumb suckers.

Anal Stage (1-3 yrs.)

▪ Erogenous Zone: Bowel and Bladder Movement
▪ The major conflict at this stage is toilet training—the child must learn to
control their bodily needs. Developing this control leads to a sense of
accomplishment and independence.
Phallic Stage (3-5 or 6 yrs.)
▪ Erogenous Zone: Genitals
▪ Children also begin to discover the differences between males and females.
 ▪ In this stage, suggestive fascination, hatred, envy, competition, and dread
which Freud called Oedipus Complex (in Young Men) and Electra Complex
(in Young Women)
Latency Stage (5 or 6 - Adolescence)
▪ Erogenous Zone: Sexual Feelings Are Inactive
▪ This energy is still present, but it is sublimated into other areas such as
intellectual pursuits and social interactions.
▪ This stage is important in the development of social and communication
skills and self-confidence.
Genital Stage (Adolescence – Grown-up)
▪ Erogenous Zone: Maturing Sexual Interests
▪ During the final stage of psychosexual development, the individual develops
a strong sexual interest in the opposite sex.
▪ The goal of this stage is to establish a balance between the various life areas.

Erik Erikson's Psychosocial Theory

• Proponent: Erik Homburger Erikson (1902-1994)
• Erikson's theory described the impact of social experience across the whole lifespan.
• He was interested in how social interaction and relationships played a role in the
development and growth of human beings.
Psychosocial Stages Trust vs. Mistrust
▪ Age: 0-1 1/2 yrs. (Infancy)
▪ Basic Virtue: Hope
▪ The child is utterly dependent upon adult caregivers for everything
they need to survive
Autonomy vs. Shame
▪ Age: 1 1/2 -3 (Early Childhood)
▪ Basic Virtue: Will
▪ At this point children are just starting to gain a little independence.
Initiative vs. Guilt
▪ Age: 3-5 yrs. (Play Age)
▪ Basic Virtue: Purpose
▪ Children begin to assert their power and control over the world
through directing play and other social interactions.
 Industry vs. Inferiority

▪ Age: 5-12 (School Age)

▪ Basic Virtue: Competency
▪ Through social interactions, children begin to develop a sense of pride
in their accomplishments and abilities.
Ego Identity vs. Role Confusion
▪ Age: 12-18 yrs. (Adolescence)
▪ Basic Virtue: Fidelity
▪ Teens need to develop a sense of self and personal identity.
Intimacy vs. Isolation
▪ Age: 18-40 (Youth Adult)
▪ Basic Virtue: Love
▪ Young adults need to form intimate, loving relationships with other
people.
Generativity vs. Stagnation
▪ Age: 40-65 (Adulthood)
▪ Basic Virtue: Care
▪ Adults need to create or nurture things that will outlast them, often by
having children or creating a positive change that benefits other
people.
Ego Integrity vs. Despair
▪ Age: 65 + (Maturity)
▪ Basic Virtue: Wisdom
▪ At this point in development, people determine if they are happy with
the life that they lived or if they regret the things they did or didn't do.

PHYSICAL DEVELOPMENT - It refers to body changes such as growth, gross and fine
motor skills enhancement, and biological maturity.
PUBERTY PHASE - caused by the release of hormones it begins in early adolescence
SOCIAL DEVELOPMENT - refers to the maturation of interaction with individuals or group.
INTELLECTUAL DEVELOPMENT - during early adolescence, youth tend to show curiosity
and display wide array of interest, they develop progress from concrete logical operations
to higher development of abilities
PSYCHOLOGICAL DEVELOPMENT - in these years of adolescent stage, they are into
seeking their own sense of individuality and uniqueness. They feel for peer approval, adult
identity, and acceptance.
MORAL DEVELOPMENT - refers to the ability of making principled choices and on how to
treat others.

EARLY ADOLESCENCE (12-14 years old)

• During this stage, children often start to grow more quickly.
• These body changes can inspire curiosity and anxiety in some―especially if they do
not know what to expect or what is normal. Early adolescents have concrete, black
and white thinking.
• Pre-teens feel an increased need for privacy.
MIDDLE ADOLESCENCE (15-17 years old)
• Physical changes from puberty continue during middle adolescence.
• many teens become interested in romantic and sexual relationships.
• have more arguments with their parents as they struggle for more independence.
• The brain continues to change and mature in this stage
LATE ADOLESCENCE (18-21 years old)
• Encompasses less physical development and more cognitive developments
• have impulse control and can delay gratification, and plan.
• A stronger sense of identity and individuality and can identify their own values.
• They experience increased independence, emotional stability, stability in friendships
and romantic relationships.
ADOLESCENCE - is the transition from dependency to independence, autonomy, and
maturity; a stage where a youth take a bigger step towards being part of the social system.
Biological Challenges
• The release of sexual hormones affects emotions
• Mood changes which can have an impact to people who surround the youth.
Cognitive Challenges
• Learning through success and failure
• They become self-conscious
Psychological Challenges
• More responsibility is being given that a standard behavior needs to be
maintained
 • Expectation of social function as a member of adult society.
Other Challenges
• The management of demanding rules
• Confronting own strengths and weaknesses
• Finding meaning and purpose on the role acquired
• Coping with drastic changes happening around and within oneself.
• Peer-pressure

STRESS - your body's reaction to a challenge or demand.

Forms of Stress
Distress – Negative threat
Eustress – Positive challenge
Biological – Follicle stimulating hormone
Cognitive – most important causes of stress
Social – crucial stressor

COPING MECHANISM - strategies people often use in the face of stress and/or trauma
to help manage painful or difficult emotions.
Active Coping Mechanisms usually involve an awareness of the stressor and conscious
attempts to reduce stress.
Avoidant Coping Mechanism are characterized by ignoring or otherwise avoiding the
problem.
Adoptive Coping Mechanism

• Support
• Relaxation
• Problem Solving
• Humor
• Physical Activity
Maladaptive Coping Mechanism
• Escape
• Unhealthy Self-soothing
 • Numbing
• Compulsions or Risk Taking
• Self-Harm

The human brain can generate about 23 watts of power (enough to power a
lightbulb) BRAIN Parts

→ LEFT - More on logical and analytical activity

→ RIGHT - More on creative activities

These two hemispheres connected through nerve fibers called corpus callosum and
other smaller nerve pathways.
LEFT SIDE RIGHT SIDE

• Analysis • Creativity
• Sequencing • Imagination
• Linear • Holistic Thinking
Mathematics Intuition
• •
Language Arts
• •
Facts Rhythm
• Think in words • Non-Verbal
• Words of Songs • Feelings
• Computation • Visualization
• Dominated by understanding the • Tune of Songs
• language use • Daydreaming
Has a memory for spoken and written More on Visual-Oriented activities
•
messages View information as a whole
• •
•

Roger W. Sperry

− The shapes of these two parts are similar but they differ in functions.
− These two works together for us to function properly.
ORAL COMM

COMMUNICATION IS THE EXCHANGE OR TRANSMISSION OF MESSAGES.

COMMUNICATION is from the Latin words COMMUNIS which means COMMON,
COMMUNIALITY OR SHARING AND COMMUNICARE' which means 'MAKE SOMETHING
COMMON'

Communication Process People – Message – Channel – Barriers

Importance of Communication

• Building Trust & Relationships - A key thing to note here is that communication is
not a one-way process.
• Opens Up New Doors of Opportunities - Effective communication skills are given
primary importance while selecting job and college applicants.
• Develops Your Personality - This is because, through communication, you are
better able to navigate the world and exploring new and challenging situations.
• Aids in Solving Conflicts - Communication also helps gain better knowledge and
understanding of another person. It helps you get your point across clearly.
• Helps Express Your Ideas & Personal Needs - This is not a trivial requirement: if
you are unable to express your ideas and wants, you won’t be able to achieve them.

Functions of Communication

• Motivation - is the compelling force that drives employees to become committed to

their work and feel enthusiastic about it when there are other competing demands.
• Control - uses effective communication strategies as a way to maintain discipline
over employees and workplace.
• Providing information - vital information is disseminated throughout an
organization either through written, oral, or social media communication.
• Providing feedback - when you give feedback, it means you offer a helpful response
to someone's work or idea.
Barriers of Communication BARRIERS TO INTERCULTURAL COMMUNICATION

• PREJUDICE - Is a negative attitude and feeling toward an individual based

solely on one’s membership in a particular social group
• ANXIETY - Can prevent us from making intercultural connections that will
enrich our lives.
• STEREOTYPES - Is a generalization that doesn't take individual differences
into account.
• ETHNOCENTRICITY - Assumes our culture or co-culture is superior to or
more important than others and evaluates all other cultures against it.
• ASSUMPTIONS OF SIMILARITIES - It is important to avoid interpreting
another individual's behavior through your own cultural lens.

Elements of Communication

• Speaker or Sender - The person who creates and transmits the message. He may be
called the sender, source, or encoder.
• Message - Message is the element transmitted in communication. It may consist of
idea, opinion, information, feeling, emotion, or attitude, or skill.
• Channel - This is the pathway through which the message travels to reach the
destination. The channel maybe oral, visual, or audio visual.
• Listener or Receiver - He is the one who receives, analyses, understands, and
interprets the message.
• Encoding - This is the process of planning out the messages to be transmitted to the
receivers.
• Feedback - Whenever you talk with someone, you are aware of that person’s
reactions – verbal, facial, and physical.
• Noise - Noise refers to anything that interfere with or hinders the transmission and
reception of the message.
• Decoding - This is to analyze and interpret the message. Decoding results
differently due to the various types of listeners.

Classification of Communication

• Formal Communication is a well-planned, often written out speech. It involves a

great deal of preparation.
• Informal Communication is a non-prepared speech.
Forms of Communication

• Verbal communication makes us transmit our ideas, opinions, perceptions,

feelings, and emotions through the use of oral language.
• Non-verbal communication refers to the messages we send to another person's
using various ways other than oral language.

Levels of Communication

• Intrapersonal - The prefix “intra” means within or inside. It is communication

within yourself.
• Interpersonal - This type of communication involves two person (dyadic) or a
relatively small number of people.
• Public - Public communication involves you and several other people.
• Small Group - A number of persons from three to approximately fifteen people
interact to achieve a common purpose or objective, solve a problem, plan for a
project, or make a decision of some kind.
• Mass Communication - A communication between one or few people to unseen
audience using print or electronic medium like television, radio, newspaper, or
internet may be absent or delayed.

Types of Speech Acts

• Locution Act - A communication between one or few people to unseen audience

using print or electronic medium like television, radio, newspaper, or internet may
be absent or delayed.
• Illocution Act - The idea of illocutionary act is centered to the idea of the speech act.
− Assertive - Speech act that pledges a speaker to the truth of what he says.
− Directives - Speech acts that cause the listener to act accordingly.
− Commissive - Speech acts that commit a speaker to do some action in the future.

− Expressive - Speech acts that express the speaker's attitudes and emotions toward a
proposition.
− Declaratives - Speech acts that change the reality in accordance with the
proposition of the declaration.
• Perlocution Act - These are speech acts as viewed at the level of its psychological
consequence such as persuading. convincing, scaring, inspiring, angering, inciting
with otherwise getting someone to do or realize something.
Communicative Styles

• Frozen Style - This is a style which is mostly used in composing a speech, in talking
to strangers using polite and formal language to show the kind of speaker and to
make a speech easier to understand.
• Formal Style - It can be used in formal situation used by speakers using formal
language.
• Consultative Style - It is used in discussions during business meeting. The speaker
who adopts this style usually has no prepared speech outline or guide on what he
wants to discuss.
• Intimate Style - This style has a characteristic that is predominantly used in
personal language codes, and it is specially for a particular group.
• Casual Style - Refers to the situation in which utterances are said. It is used in
informal (casual) situation using informal language.

Communicative Strategies
1. Topic Shifting
2. Topic Control
3. Turn Taking
4. Message Abandonment
5. Topic Avoidance
6. Circumlocution
7. Approximation
8. Use of all-purpose words
9. Word Coinage
10. Literal translation
11. Code switching
12. Use of non-linguistic means
13. Appeal for Help
14. Use of filler devices
Types of Listeners
• Non-Listener - He comes to listen but his ears are shut to the lecture.
• Marginal Listener - He comes to listen but he is divided. He is half listening and half
worrying.
• Evaluative Listener - Also known as critical listener. He is around to listen but
instead of listening, he just writes down all the mannerisms and blunders committed
by the speaker.
• Active Listener - He listens actively to all the things discussed by the speaker. All
the messages are analyzed and critically reflected on.
• True Listener - He is the kind of listener who uses both his mind and heart known
as IQ and EQ. He always puts himself in the shoes of the speaker.

Types of Speeches

• Informative Speech - provides information about a specific subject to an audience.

Types of Informative Speech − Speeches about Objects − Speeches about
Processes

− Speeches about Events − Speeches about Concepts

• Persuasive Speech - is a speech that is given with the intention of convincing the
audience to believe or do something.
• Entertainment Speech - is a speech which attempts to amuse the audience.
• Speech to Stimulate - A Speech to Stimulate or to impress is a speech which
attempts to arouse the emotions of the audience.
• Speech to Actuate - is a higher level of persuasive speaking, the speaker goes a step
beyond persuasion and convincing.

− LACAMENTO, ASHLEY JAN P.