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PER-DEV:
Lesson 1:
GETTING TO KNOW ONE’S SELF REMEMBER ME!
● SELF-CONCEPT - your perception of yourself,
how you define and understand yourself as a
PAUSE FOR A THOUGHT…
multi-dimensional (physical, spiritual, emotional,
Do you know yourself? How did you learn these things about yourself?
Where did the information come from? Do you like what you know? social, and moral) human being.
● SELF-ESTEEM - a positive or negative
self-evaluation of the self-concept.
● SELF-EFFICACY - your belief and confidence
that you can accomplish tasks and control your
environment.
● SELF-COMPLEXITY - the different ways in
which you think about yourself

FACTORS THAT INFLUENCE SELF-CONCEPT AND SELF-ESTEEM:

● The way others react to an individual.
● The way an individual compares himself to others.
● The extent to which an individual identifies with
these other people.

SELF-AWARENESS
● It is the ability to know yourself extensively, not
just regarding traits and characteristics, but also
SELF-CONCEPT
knowing your inner state and how you think.
Everything that you know about yourself is called
● It is a deeper understanding of your emotions,
self-concept. It is your perception of yourself, how you
belief systems, and patterns in behavior and
define and understand yourself as a multi-dimensional
thought that should allow us to effectively redirect
(physical, spiritual, emotional, social, and moral) human being.
negative traits into positive ones if needed.
SELF-CONCEPT IS A VIBRANT REPRESENTATION OF WHO YOU ARE.

TO PONDER:

THREE ESSENTIAL COMPONENTS:

To be self-aware, you must attempt to be non-judgmental
I. PHYSICAL CHARACTERISTICS and unbiased in assessing or understanding yourself.
II. PERSONALITY TRAITS
III. SOCIAL IDENTITY

SHELLEY DUVAL & ROBERT WICKLUND

First studied self awareness and stated in the self
PHYSICAL CHARACTERISTICS
awareness theory that when you focus on yourself, there is
Used to describe how you look in either a positive or
the tendency to compare what you currently observe to the
negative way.
standards you set for yourself.
EXAMPLES:
“I am fair-skinned.”
“I am chubby.”

SELF-DISCREPANCY THEORY
When there is a mismatch between your ideal self and your
PERSONALITY TRAITS actual self, this becomes a source of distress for you and is
The stable characteristics that determine your behavior. much likely to affect your self-esteem.
EXAMPLES:
“I am trustworthy.”
“I am outgoing.”

SELF-CONCEPT CLARITY
Having a clear and defined self-concept.

SOCIAL IDENTITY
Refer to the social group where you belong.
EXAMPLES:
“I am the daughter of Leni.”
“I am a Muslim.”
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SELF-AWARENESS COMES IN TWO TYPES:
● INTERNAL SELF-AWARENESS - refers to
clearly seeing your inner self–your personalities,
values, desires, reactions, and impact on other
people.
● EXTERNAL SELF-AWARENESS - involves
understanding how others see you.

STEP TO BECOME MORE SELF AWARE:

1. Ask yourself why.
2. Delay gratification.
3. Take feedback constructively.
4. Let go of biases.
5. Use tools to know yourself.
6. Reflect often.
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ATTITUDE
PER-DEV: ● This is one of the aspects that is influenced by
Lesson 2: mental skills.
BEING MINDFUL WITH THE SELF ● In 2005, Hogg and Vaughan, as cited by
Llaneza-Ramos (2017), described it as “a relatively
enduring organization of beliefs, feelings, and
PAUSE FOR A THOUGHT…
Have you ever met a person who seems to be so complex that it is difficult behavioral tendencies towards socially significant
to fully understand him or her? What makes this person a complex objects, groups, events, or symbols.”
character? ● An attitude entails how the person perceives
events, how a person feels about these events, and
a person’s evaluation of whether an event is
helpful or not.
HOLISTIC DEVELOPMENT
HOLISM
● General Jan C. Smuts, a statesman from South
Africa, defined holism in 1926.
SOCIAL AND EMOTIONAL DEVELOPMENT
● According to him, holism is the tendency in nature
This is described as our inherent or innate capability and
to form whole which are greater than the sum of
needs to reach out and form relationships with other
the parts through creative evolution.
people. This is born out of the basic need to belong. A
person is considered as a social being.

THE FIVE AREAS OF PERSONAL DEVELOPMENT: EMOTIONS

I. PHYSIOLOGICAL DEVELOPMENT ● Are responses that create biochemical reactions in
II. COGNITIVE DEVELOPMENT the body. The main purpose is to help in the
III. SOCIAL AND EMOTIONAL DEVELOPMENT survival of the species by producing fast reactions
IV. SPIRITUAL DEVELOPMENT to rewards, threats, and everything in the
V. PSYCHOLOGICAL DEVELOPMENT environment.
● The four basic emotions are being happy, sad,
fearful or surprised, and disgusted or angry.

PHYSIOLOGICAL DEVELOPMENT FEELINGS

This includes the five senses and other physical ● Feelings are the mental reactions and association
characteristics including the changes in the body and the to emotions. They are subjective because they are
development of skills related to mobility or movement. influenced by personal beliefs, experiences, and
Physiological changes do not stop. They happen even memories. A feeling attributes or labels a meaning
before a child is given birth and only ends in death. This to emotions.
means that the physical attributes of a person are a work in ● For instance, crying (physiological response) may
progress. mean sadness (feeling), anger (feeling), or happiness
(feeling).
STEPS IN TAKING CARE OF THE BODY:
1. Practice healthy eating habits.
● Reduce the intake of foods that are rich in salt,
unhealthy fats, and sugar.
● Make fruits and vegetable parts of the daily diet.
● Check the nutritional facts when doing the grocery. SPIRITUAL DEVELOPMENT
● Observe food portions. Characterized by the discovery and experience of the inner
● Eat on time and do not skip your meals. guide that steers the values and beliefs of a person.
2. Live an active lifestyle.
3. Get enough sleep and rest.
VALUES
They are the judgment that people make about issues,
people, or things. They are subjective because their
COGNITIVE DEVELOPMENT formation is shaped by their upbringing and life
TWO ASPECTS: experiences.
COGNITION
● The American Psychological Association described VIRTUE
cognition as the processes of knowing which It is the quality that echoes or reflects the values.
includes remembering, attending, and reasoning.
It also involves the contents of these processes like
memories and concepts.
● Cognitive processes include the higher mental PSYCHOLOGICAL DEVELOPMENT
processes like memory, language, perception, It is the growth and development of a person’s cognitive,
problem-solving, and abstract thinking. emotional, and social skills. Also, these skills are studied in
● The ability to think, recall, recognize, analyze, conjunction with their physical growth and development.
reason, synthesize, evaluate, and assess are under Furthermore, psychological development analyzes an
the domain of this component. individual in the course of a lifespan.
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INTEGRATION OF THOUGHTS, FEELINGS, AND BEHAVIORS:

THOUGHTS
● Refers to the ideas or arrangements of ideas that
result from thinking, the act of producing
thoughts, or the process of producing thoughts.
● Thoughts are influential. As Lao Tzu said “If you
correct your mind, the rest of your life will fall into
place.”

BEHAVIOR
● Refers to the range of actions and mannerisms
made by individuals, organisms, systems, or
artificial entities in conjunction with themselves
or their environment, which includes the other
systems or organisms around as well as the
(inanimate) physical environment.

MIND / BODY CONNECTION

● DUALISM is a philosophical term that speaks of
the independence between the functioning of the
mind and the body.
● The mind/body connection means that your
thoughts, beliefs, feelings, and attitudes affect the
body either in a positive or negative way. A healthy
mind means having a healthy body as well.
● However, the things that you do with your body
like the food you eat and the activities you do can
also impact the mind.
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Questions and analyzes more Discerns about the practicality of

extensively. actions for their future.
PER-DEV:
Develops abstract thinking (can Organizes thoughts and ideas.
Lesson 3: COGNITIVE imagine possibilities they have not
seen or experienced yet). Has more defined work habits.

ENTERING THE PHASE OF MIDDLE AND LATE Understands cause and effect
better.
ADOLESCENT

WELCOME TO THE ADOLESCENT YEARS!

PRINCIPLES OF DEVELOPMENT:
1. SEQUENTIAL - Happens in a fixed sequence.
2. INDIVIDUALIZED - Puts emphasis to one’s
ADOLESCENCE development being influenced by his/her genes
Is known as a period of change for young people. Changes and environment.
experienced in this period are rapid and sudden compared 3. GRADUAL - The idea of development, like the
to other stages of a person’s development is a transition development of a tree, does not happen instantly.
from childhood to adulthood accompanied by physical, 4. HOLISTIC - The person must be looked at as a
cognitive, and socioemotional development that is brought whole person – physically, cognitively, and socio
about by hereditary means and environmental influences. emotionally – to be able understand one’s
development.

ADOLESCENCE IS DIVIDED INTO THREE STAGES:

PAUSE FOR A THOUGHT…
DEVELOPMENT STAGE AGE How would you describe your current situation as an adolescent? Is it a
period of stress or are you slowly strengthening your identity?
EARLY ADOLESCENCE Approximately 10 to 13
years old.

MIDDLE ADOLESCENCE Approximately 14 to 16

years old. 1. IDENTITY VS. IDENTITY CONFUSION
2. IMAGINARY AUDIENCE AND PERSONAL
LATE ADOLESCENCE Approximately 17 to 19
FABLE
years old.

Each development stage in adolescence is characterized by

different milestones in the physical, cognitive, and DEVELOPMENT TASKS IN RELATION TO THE SELF:
socioemotional domain. DEVELOPMENT TASKS
Are the projected responsibilities that must be
accomplished, as well as internal conflicts brought about
by the complex changes in life that must be resolved.
PHYSICAL DEVELOPMENT
Refer to changes in the size, appearance, functions, and
physical capacities of an individual.

1. Accept, care, and protect one’s physical body.

COGNITIVE DEVELOPMENT
Pertains to different intellectual abilities and thought 2. Manage one’s sexuality and the roles that go
processes. with it.

3. Select and prepare for a job or career.

SOCIOEMOTIONAL DEVELOPMENT
Talks about regulation and management of emotions and 4. Adopt a personal set of values to guide behavior.
feelings, interpersonal skills and different aspects of
behavior.

PEER SOCIAL COMPARISON

PAUSE FOR A THOUGHT…
What are some things you have done during your childhood that you are
DOMAIN OF MIDDLE LATE not doing anymore?
DEVELOPMENT ADOLESCENCE ADOLESCENCE

MALE FEMALE MALE FEMALE

Continues Growth Still has Most are INTERPERSONAL DEVELOPMENTAL TASKS

height and slows down. continuous fully
weight gain growth. developed.
PHYSICAL from early
1. Establish mature relationships with peers of
adolescenc
e.
both sexes.

2. Recreate their relationships with their parents.

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3. Build and embrace socially acceptable behavior REMEMBER!

and become socially responsible. Comparing oneself against others may be healthy or
unhealthy for an adolescent. It can be a source of
4. Be knowledgeable about family life and home
management matters. inspiration or motivation to better oneself; or it can be a
source of insecurity and low self-worth.

REMEMBER:
All developmental tasks are expected responsibilities to be
fulfilled by an adolescent to be able to prepare you for
adulthood. These tasks prepare you for your interactions
with other adults, and also in establishing your place in
your community as a responsible adult.

ROLES OF PEERS IN ADOLESCENCE

A peer is defined as an equal of a person - someone of the
same rank, or status or background as an individual. In the
lifespan of an individual, peers have always played a role
in personality development.

A. Peers Provide Emotional Support

B. Peers Help Develop Skills
C. Peers Help Mold Behaviors and Beliefs

WHY DO ADOLESCENTS COMPARE?

● Physical Changes
● Cognitive Changes
● Socio-emotional Changes

SOCIAL COMPARISON THEORY

One of the foundations in Leon Festinger’s Social
Comparison Theory believes that humans have the innate
tendency to evaluate themselves in various aspects of their
lives. Whether it be their abilities, opinions, social status,
appearance, etc., humans have opinions about themselves.

TWO WAYS OF COMPARING

UPWARD DOWNWARD

Comparing self to Comparing self to

someone better. someone worse.

MANAGING PEER SOCIAL COMPARISON

1. Gratitude is key.

2. Be inspired.

3. Compete with yourself.

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PER-DEV: ● Developing emotional independence.
Lesson 4: ● Preparing for a career or profession.
DEALING WITH THE CHALLENGES OF ADOLESCENCE ● Achieving socially acceptable and responsible
STAGE behavior.

PAUSE FOR A THOUGHT…

What are the challenges that you face and how can you manage them?
WHEN THINKING ABOUT THE COMMON EATING DISORDERS,
REMEMBER ABB.
A –norexia Nervosa.
SETTING THE STAGE: B – ulimia Nervosa.
Adolescence is a stage that prepares you for adulthood. It is B –inge-eating Disorder.
an exciting period. At the same time, it is also a frightening
period. The transition from being a child to being an adult
can make you confused and at a loss as to how you can
handle the bumps of growing up. ISSUES DURING ADOLESCENT PERIOD:
● Physical Concerns
● Eating Disorders
● Substance Abuse
PAUSE FOR A THOUGHT… ● Alcohol Abuse
Do you believe that adolescence is a period of stress and storm? Why?
● Teen Pregnancy
● Peer Pressure
● Parents and Autonomy
● Adolescents and their Morality: Rebels with or
THE IMPORTANCE OF FACING CHALLENGES:
without a cause?
CHALLENGES will either make or break a person. People
live in a world that is changing. When there is change,
there is a challenge. The successful resolution of a
challenge results in the formation of initiative. An
initiative is instrumental in pursuing goals. REBELLION
Is one issue during adolescent years. This can be because
THE DEVELOPMENT OF INITIATIVE: of the need for independence among young people.
INITIATIVE ability to push life in a forward and Parents look at resistance in a negative light because it
purpose-driven direction. It involves both the motivation makes it difficult for them to provide guidance and
from within the individual and the outward means of structure to the adolescent. Also, rebelling teens expose
attaining one’s goals. themselves and others to harm.
● It is developed during the adolescent stage.
● It has been associated with motivation and
achievement.
MORALITY
Described as the way people choose to live their lives in
2 COMPONENTS THAT AFFECT THE DEVELOPMENT
accordance with a set of principles and guidelines that
OF INITIATIVE
influence their decisions about what is right and wrong
1. Mastery of experiences. and what is good and evil.

2. Support coming from significant others like

families and friends.
REMEMBER!
ABSTRACT THINKING
Involves imagining or comprehending things that are not
physically present. Concepts of love, justice, and peace are
FACTORS THAT GIVE RISE TO ADOLESCENT ISSUE
understood. Even higher levels of mathematical
1. Nature and Nurture calculations are understood.

2. Developmental Task CONCRETE THINKING

Involves making conclusions based on the actual presence
or direct experiencing of an object or concept.

THE DEVELOPMENTAL TASKS THAT ARE EXPECTED DURING

ADOLESCENCE:
● Achieving gender-specific roles.
● Creating mature relations with both genders. ISSUES DURING ADOLESCENT PERIOD
● Accepting one’s physical characteristics.
● Relationships among Adolescents
● Developing a set of values and ethics to guide
future behavior.
● Preparing for marriage and family.
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REMEMBER! ● Mental sets people choose to create to help move
● Emotional competence is the ability to handle and through time (now to later) and change (old to new)
manage emotional responses. with some sense of what reality they have to look
● Social competence is the ability to relate to others forward to and what objectives they have to work
effectively. for. He added that expectations are needed so
people can anticipate what comes next.

ISSUES DURING ADOLESCENT PERIOD

● Academic Concerns and Career Options SELF-FULFILLING PROPHECIES : THE PYGMALION EFFECT
SELF-FULFILLING PROPHECY
Defined as a belief that becomes a reality because you act
DISTRACTION
as if it were already true or happening. This is also known
Come in many forms like preoccupation with friends or
as the Law of Attraction (the expectations that you have to
hobbies including online gaming, going out with friends, or
change your behavior and influence how other people see you). A
playing sports. Social media can also affect the
self-fulfilling prophecy makes you anticipate feedback that
concentration of an adolescent.
strengthen the original belief.

PROCRASTINATION
A dangerous distraction. It is described as the
postponement of the completion of an activity. REMEMBER ME!

SELF-FULFILLING PROPHECY
ANXIETY A belief that becomes a reality because you act as if it were
A prominent concern among adolescents. Since you are already true of happening.
looking forward to your future, you also could not help but
wonder what the future would bring. This causes you to feel EXPECTANCY EFFECT
afraid of failure. It is normal to feel anxious from time to Stresses that the expectations of other people can shape
time just as long as it does not interfere with your daily the way you can confirm these expectations.
routines and relationships with other people.

HOW DO SIGNIFICANT PEOPLE INFLUENCE ADOLESCENT

THE NEED FOR WORKING-OUT THE ISSUES: BEHAVIOR?
RESOLUTION LEADS TO SUCCESSFUL LIVING FAMILY
● A healthy discussion about these issues can work SOCIAL CAUSATION MODEL
wonders for the peace of mind of any adolescent. In this model, it was stressed that economic disadvantage
● The acts of working out issues and facing tough and social conditions affect effective family functioning.
tasks harness your ability to face any obstacle that
comes your way. This is sure to be achieved if you FAMILY STRESS MODEL
can meet and surpass the challenges head-on. This explains that economic conditions affect how family
● In a study about parental support about the ability members interact with each other.
of children to face challenges, it was found out
that supportive fathers and close relationships
with mothers help young people face the demands
of adolescence.

A loving and supportive family is always an antidote to

negative outcomes that result from the inability to handle PEERS
difficulties and succeed during the adolescent period. ● You are prone to belong to a group that has the
same characteristics because you choose people
who are similar to you.
● When you befriend a particular set of people, you
PAUSE FOR A THOUGHT… have the tendency to imitate the traits or the
How do you handle expectations? Do you see them as challenges or
behaviors they show.
potential failures? Do you thrive on challenges or do you shrink away
from them?
WHAT ARE SOME OF THE RISKY BEHAVIORS THAT ARE
INFLUENCED BY PEERS?
● Aggressive behavior
● Substance abuse
EXPECTATION
● Depressive symptoms including suicidal behavior,
● The degree of probability that something will
weight-related behavior (like Anorexia Nervosa)
occur.
● Non-suicidal self-injury
●
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WHO IS MOST LIKELY TO BE INFLUENCED BY PEERS WHO ARE
PRONE TO RISKY BEHAVIOR?
● Teens who are rejected.
● Teens with poor relationships with their families.
● Teens with low self-esteem or high levels of social
anxiety (fear of mingling or interacting with other
people).

SCHOOL
COMMUNITY

COPING WITH EMOTIONS : EXPRESS YOURSELF

1. Identify and name the feeling.

2. Acceptance of what you feel.

3. Express what you are feeling.

4. Think of a healthy way of how you can take care

of yourself.

WE DON’T GROW WHEN THINGS ARE EASY, WE GROW

WHEN WE FACE CHALLENGES.

OTHER METHODS OF EXPRESSING YOUR FEELINGS:

1. Singing your feelings or playing an instrument.
2. Taking a walk.
3. Swimming.
4. Saying the feeling.
5. Writing about the feeling.
6. Stretching the body.
7. Drawing objects that represent the feeling.

HEALTHY COMMUNICATION
A two-way process. You and your parents are both
encouraged to talk things out without resorting to
bickering, a shouting match, or hurling insults.
Communication is not about winning an argument. It is
about making each other hear and understand what the
other is saying and feeling.

THERE ARE SUGGESTED WAYS OF COMMUNICATING HEALTHILY:

1. The use of “I statements.”
2. Recognize your feelings.
3. Be trustworthy.
4. Be clear, specific, and direct.
5. Face-to-face interaction is important.
6. Ask questions.
7. Shouting and yelling are not effective.
8. Apologize if necessary.
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PER-DEV: 2. FAMILY RELATIONSHIPS – Changes in family
Lesson 5: dynamics cause you stress. At this stage, you are
ENCOUNTERING STRESS AS A PART OF struggling between being independent while
ADOLESCENCE maintaining a healthy relationship with your
parents and siblings, which can cause emotional
stress.
SOURCES OF STRESS AND ITS EFFECT:
3. ACADEMIC PRESSURE– This success not only
Stress as defined by Selye, is a nonspecific response of the
means regarding grades but also translates to
body to any demand. It is your body’s reaction to certain
being a well-rounded student to excels in other
pressure or challenge or situation whether physical, mental
things aside from grades. A struggle from school
or emotional. This stimulus that triggers the body to
priorities and family obligations. The stress comes
respond is called a stressor.
from the fear of failing or having to quit.
4. SELF-DOUBT – in this stage where you begin to
wonder if you can have it all. There is the fear that
you don’t have what it takes to be the best student
or son/daughter or friend. With all the challenges
that’s happening to you, you begin to feel that you
are losing yourself and your self worth is put into
question.

SIGNS OF STRESS AND COPING TECHNIQUES:

PHYSICAL
Both your good and bad experiences can create stress. ● Constant fatigue.
Depending on the stressor and the response that your body ● Increased complaints of pain and ache.
makes, either positive stress or negative stress may result. ● Weight changes.
● Headaches, upset stomach, shortness of breath,
back pains, nausea, racing heart, constipation.

WHAT SITUATION DO YOU CONSIDER AS POSITIVE STRESS? AS COGNITIVE

NEGATIVE STRESS?
● Lack of focus.
KINDS OF STRESS
● Forgetfulness.
ACUTE STRESS
● Difficulty in processing information.
Most common and short term only.
● Negative thoughts.

EPISODIC ACUTE STRESS

EMOTIONAL/BEHAVIORAL
Persistent acute stress.
● Change of eating and sleeping habits.
● Withdrawal from people.
CHRONIC STRESS ● Constant worrying, anxiety.
Most damaging type with long term effects.
● Burnout.
● Increased anger.
● More instances of crying.
● Strain relationship
ADOLESCENTS AND STRESS ● Increased impulsivity.
Adolescence is a period that is marked by many challenges
and changes. It is no surprise then that you may encounter
stress as you cope and try to get through these difficulties.
Stress is an undeniable part of your growing up years. LONG TERM EFFECT OF STRESS:
The signs mentioned above may also be an effect of the
stress already. If the source of stress is constant, it will take
a toll on your physical and mental health.
SOURCES OF ADOLESCENT’S STRESS:
1. SOCIAL PRESSURE – competition and
comparison with peers occur as you try to belong,
stand out and be well-liked all the time. The stress COPING STRATEGIES:
comes from being pushed outside of what is ● MANAGE YOUR TIME
comfortable to you to be able to avoid rejection ● TALK IT OUT
and isolation. ● MOVE
● LAUGH
● REST
● BE POSITIVE
● MEDITATE