o implicit attitudes

▪ thoughts or feelings that is not

within our conscious awareness
CO1 o explicit attitudes
▪ can be perceived consciously and
CO1 L1: KNOWING ONESELF expressed accordingly
Aristotle – "the beginning of wisdom is knowing oneself." Components of Attitude
Dimension of the Self - Affect
o term used to represent emotions directed
- Physical Dimension
to the self, the environment, and to others
o revolves around the physical body of a
o ex: for one to develop a bitter attitude
human being, including processes,
towards being rejected, there must be an
functions, mechanisms, and chemistry
underlying emotional response to the
o is responsible for giving us the ability to
action and its doer
utilize our muscles, to be aware of our
▪ attitude cannot be solely
surroundings, and to formulate ideas, and
described or defined by one
opinions that bring wonders to our lives and
component alone
of the people around us
o solely focused on emotions
o can be directly observed and measured
- Cognition
- Psychological Dimension
o the way we think
o concerns the concepts of stress, cognition,
o encompasses our thoughts in different
behavior, attitude, emotion, and
levels, ranging from ourselves to our
personality
environment, from imaginary to perceived
o has both internal and external factors that
reality
may or may not be measured, observed,
o involve all that we mentally conceive, ideas
and calculated such as:
that we create, etc
▪ set of characteristics
o is only a viewpoint, a portion of the bigger
▪ behaviors
picture of attitude
▪ attitudes
- Behavior
▪ cognitions
o action formed or manifestation of attitude
▪ emotions
o without attitude, affect, and cognition,
- Spiritual Dimension
behavior will be rendered baseless and
o allows us to view ourselves in a spiritual
ungrounded
level – as spiritual beings
o attitude affects behavior as behavior
o cannot be observed but can be subjectively
affects attitude
altered and perceived by the person
o may be relevant to the perceived existence How are attitudes formed?
of God, of a greater good, or a Superior
Being relating to the humble individual - we learn as we interact with our environment
o may have something to do with someone's - it can form consequently through our experiences,
religion but is not limited to that concept either from personal encounters or observed
o an individual may be spiritual but not consequences
religious and vice versa
Rejection
Attitude and its Components
- a common experience and often result to
Attitude embittered attitudes towards the doer of the action,
which influences the affect component
- considered to be the key factor of personality - if someone gets rejected or react to rejection, we
development observer, speculate, and think about what could've
- the way of thinking and feeling about someone or possibly led to this situation
something, typically reflecting in a person's behavior o when we see a person get hurt, we develop
- is manifested through someone's behavior and an attitude our of cognition that rejection
serves as a representative of personality hurts
- two types of attitude:
 o we would not speculate about rejection Self-Understanding and Understanding Others
being a hurtful experience if we did not see
- although individuals become more introspective in
the resultant behavior of the person
adolescence and even more so in emerging
experiencing it
adulthood, this self-understanding is not completely
Attitude Formation internal; rather, self-understanding isa social
cognitive construction
- Social Factors
- socio-cultural experiences influences self-
o social factors heavily influence attitude
understanding
o your roles in a social environment and the
social norm dictates what are the Self-Understanding
acceptable things to do or not to do in a
- the individual's cognitive representation of the self -
social situation which also affects attitudes
the substance and content of self-conceptions
o is related to upbringings
- an adolescent's self-understanding is based on the
o our parents, elders, and peers set examples
various roles and membership categories that define
to actions we would later on conform to
who adolescents are
and sometimes, we will not even know why
- this may provide the rational underpinnings, but it is
- Learning
not the whole personal identity
o by means of observing the people around
- self-understanding in adolescence is complex and
us may trigger our affect component
involves a number of aspects of the self
o when we see people who are happy at a
certain experience or state, we tend to Abstraction and Idealism
associate what we observed with their
attitude and employ the same mindset to a - many adolescence begin to think in more abstract
particular experience or state and idealistic ways
o practical use of classical conditioning - when asked to describe themselves, they are more
- Operant Conditioning likely to use abstract and idealistic terms
o affects and influences how we develop - not all adolescence describe themselves in idealistic
attitudes ways, but most adolescents distinguish between the
o a matter of consequences, pleasant or real self and the ideal self
unpleasant, that our attitude towards it is
Differentiation
affected
o example: the pros and cons of drinking - the adolescent's self-understanding becomes
alcohol increasingly differentiated
▪ if it helps one escape from the - adolescents are more likely to note contextual or
problems they are suffering, they situational variations when describing themselves
develop a pleasant attitude - adolescents understand that they possess several
towards it different selves, each one to some degree reflecting
▪ then again, they wake up after a specific role or context
being drunk and realize that
alcohol did not solve their The Fluctuating Self
problems. Thus, feel guilt and - self-fluctuates across situations and across time
regret which are unpleasant - one researcher referred to the fluctuating
- Modelling adolescent's self as the "barometric self"
o when someone particularly close to us, a - the self continues to be characterized by instability
person we admire or adore, or a parent until late adolescence or even early adulthood, when
does something, it is more that likely we a more unified theory of self is constructed
would be doing the same thing they are
doing Contradiction within the Self
o can have negative or positive applications
- as adolescents begin to differentiate their concept
Attitude is a prominent factor in personality: if you know how of the self into multiple roles in different relationship
it is created, you can know how to handle it especially when contexts, they sense potential contradictions
you need to. It is a matter of self-monitoring and self- between their differentiated selves
assertion. - Susan Harter's Study (for 7th-9th and 11th graders)
o asked to describe themselves
 o description increased dramatically between Self-Consciousness
7th and 9th grades; declined in the 11th grade
- adolescents are more likely to be self-conscious and
- as adolescents grow, they develop the cognitive
preoccupied with their self-understanding
ability to detect these inconsistencies as they strive
- although they are more introspective, their self-
to construct a general theory of the self
understanding does not always rely in social
Real Versus Ideal, True Versus False Selves isolation
- adolescents turn to their friends for support and
- adolescents' emerging ability to construct ideal
self-clarification, seeking out their friend's opinion in
selves can be perplexing to them
shaping their emerging self-definitions
- the capacity to recognize a discrepancy between the
- friends are often the main source of reflected self-
real and ideal selves represents a cognitive advance;
appraisals, the social mirror onto which adolescents
a strong discrepancy between the real and ideal
act on
selves is a sign of maladjustment
- too much discrepancy can produce a sense of failure Self-Protection
and self-criticism and can even trigger depression
- the sense of confusion and conflict that is stimulated
- ideal self important aspects
by efforts to understand oneself is accompanied by
o the possible self
a need to protect the self
o what they might become
- in attempt to protect the self, adolescents are prone
o what they would become
to deny their negative characteristics
o what they are afraid to become
- this tendency is consistent with adolescents'
o a combination of what they hoped and
tendency to describe the self in idealistic ways
feared to become
- there are instances that presence of both hoped-for Unconscious Self
and feared-ideal selves is psychologically healthy,
lending a balance to an adolescent's perspective and - self-understanding involved greater recognition that
motivation the self includes unconscious as well as conscious
- adolescents are most likely to show their false selves components
with classmates and in romantic or dating - older adolescents are more likely to believe that
situations; they are least likely to show their false certain aspects of their mental experience are
selves with close friends beyond their awareness of control
- they may display a false self to impress others or try
Not Quite Yet a Coherent, Integrated Self
out new behaviors or roles
- they may feel that others do not understand their - because of the proliferation of selves and unrealistic
true selves or that others force them to behave in self-portraits during adolescence, the task of
false ways integrating these varying self-conceptions becomes
- some adolescents report that they do not like their problematic
false-self behavior but others say it does not bother - only later, usually in emerging adulthood, do
them individuals successfully integrate the many aspects
- experienced authenticity of the self is highest of the self
among adolescents who say they receive support
from their parents Self-Understanding in Emerging Adulthood and Early
Adulthood
Social Comparison
- during the emergence of adulthood, self-
- young adolescents are more likely to compare understanding becomes more integrative, with the
themselves with others and to understand that parts of the self pieced together more
others are making comparisons about them systematically
- most adolescents are unwilling to admit that they - emerging adults may detect inconsistencies in their
engage in social comparison because they view it as earlier self-descriptions as they attempt to construct
undesirable a general theory if self, an integrated sense of
- relying on social comparison information can be identity
confusing to adolescents because of the large - the key aspect of development in adulthood
number or reference groups available to them involves an increase in self-reflection and a decision
about a specific world view
Self-Awareness - self-esteem might indicate a perception about
whether they are intelligent and attractive, but that
- an aspect of self-understanding that becomes
perception may not be accurate
especially important in emerging and early
- high self-esteem may refer to accurate, justified
adulthood is self-awareness
perceptions of one's worth as a person and one's
- how much an emerging adult is aware of his or her
successes and accomplishments, but it can also
psychological makeup, including strengths and
indicate an arrogant, grandiose, unwarranted sense
weaknesses
of superiority over others
- many individuals do not have very good awareness
- low self esteem may suggest either an accurate
of their psychological makeup and skills, as well as
perception of one's shortcomings or a distorted,
the causes of their weaknesses.
even pathological sense of insecurity and inferiority
- awareness of strengths and weaknesses in these
and many other aspects of life is an important Narcissism
dimension of self-understanding throughout the
- refers to a self-centered and self-concerned
adult years, and emerging adulthood is a time when
approach towards others
individuals can benefit considerably from addressing
- unawareness of their actual self and how others
some of their weaknesses
perceive them; this lack of awareness contributes to
Self-Concept and Self-Esteem their adjustment problems
- excessive self-centeredness and self-congratulatory,
Self-Concept
viewing their own needs and desires as paramount
- our cognition to ourselves, what we think and know - rarely show any empathy towards others, devalue
about our identity, personality, and individuality people around them to protect their own precarious
- requires a lot of self-evaluation and reflection to be self-esteem, and often respond with rage and
able to say that your self-concept is high shame when others do not admire them or treat
- is focused on the cognition component of attitude, them in accordance with their grandiose fantasies
proving what Rene Descartes had said "I think, about themselves
before I am" - has been portrayed as a negative aspect of
- purely or mostly informational adolescence and emerging adult development
- domain-specific evaluation of the self
Does Self-Esteem change during Adolescence and Emerging
- adolescents and emerging adults make self-
Adulthood?
evaluations in many domains: academic, athletic,
physical appearance, and so on - self-esteem often decreases when children make
the transition from elementary school to middle or
Self-Esteem
junior high school
- does not focus on how we know ourselves but rather - during and just after many life transitions,
our attitude towards ourselves individuals' self-esteem often decreases
- a more situational approach in terms of attitude - self-esteem fluctuates across the life span
because self-esteem is how we value ourselves, - at most ages, males reported higher self-esteem
given the negative or positive feedback we receive than females did
- is emotionally inclined
Is Self-Esteem linked to academic success or initiative?
- having low self-esteem usually leads to decreased
confidence levels - school performance and self-esteem are only
o a whim to be like or look like someone else moderately correlated
deemed "superior", being a people pleaser, o these correlations do not suggest that high
and pessimism self-esteem produces better school
- individuals with high self-esteem develop high performance
confidence with themselves, a huge degree of self- o efforts to increase student’s self-esteem
acceptance, a tolerance to what other people think have not always led to improved school
of them, and optimism performance
- adolescents with high self-esteem have greater
Self-Esteem: Perception and Reality
initiative, but this can produce both positive and
- self esteem reflects perceptions that do not always negative outcomes
match reality o prone to take prosocial and antisocial
actions
Domains More Closely Linked to Self-Esteem than others way to an enlightened and more evolved outlook in
life
- many adolescents are preoccupied with their body
- if one's enemy is their bloated self-esteem and self-
image
concept, they would know to keep grounded for
- physical appearance is an especially powerful
them to keep learning and grow into a better, more
contributor to self-esteem in adolescence
actualized individual
- global self-esteem was correlated most strongly
with physical appearance CO1 L2: DEVELOPING THE WHOLE PERSON
- adolescent's concept of their physical attractiveness
Thoughts
was the strongest predictor of their overall self-
esteem - usually originate from things we have learned both
in a right way and a wrong way
Social Contexts and Self-Esteem
o maladaptive mechanisms
- social contexts such as family, peers, and school, o faulty cognition
contribute to the development of an adolescent's ▪ thoughts that affect our attitude
self-esteem negatively are commonly
- increased family cohesiveness affects the increase associated with an irrational belief
of adolescent's self-esteem represented by a statement that
- family cohesion was based on the amount of the echoes in our heads
time the family spent together, quality of ▪ root from hurtful or unpleasant
communication, and the extent to which the experiences that lost emotional
adolescent was involved in family decision making attachment through time and
- peer judgements gain increasing importance in became statements that we act in
adolescence. The link between peer approval and accordance
self-worth increases during adolescence ▪ may come from the person (self-
blame)
Consequences of Low Self-Esteem
▪ could also end up into narcissism
- emotional discomfort (temporary) - higher expectations means higher frustrations
- overweight, obesity, anxiety, depression, suicide, - correcting faulty cognition
and delinquency o replace it with something positive
- lower life satisfaction at 30 years of age; low and o a therapeutic approach
decreasing self-esteem in adolescence was linked to ▪ say a positive statement about
adult depression two decades later yourself every day
- poorer mental and physical health, worse economic
Feelings
prospect, and higher levels of criminal behavior
- no one is exempted from the experience and the
How can adolescents' self-esteem be increased?
color that emotions brings into our life, be it,
1. Identify the causes of low self-esteem and the subconscious or conscious
domains of competence important to the self o we may feel anger stem from rejection,
2. Provide emotional support and social approval happiness but a façade of emptiness,
3. Foster achievement anxiety but a guilt in disguise, or conscious
4. Help adolescents to cope with challenges love but from subconscious pity
- the variety of how humans express and experience
Self-Esteem and Self-Concept emotion is too high and complex for single-standing
generality
- it would be unfair to compare people with high self-
- if thoughts start a concept inside you mind,
esteem from people with low self-esteem because
emotions will blot the perception of the thought or
every individual has gone through different
minimize it
situations
- emotions work like an amplifier that determines
- knowledge of the tow terms will help any individual
how cognition is experienced, thus, expressed
into developing a sturdier, more adaptive
- relates to behavior in a similar manner, except in this
personality for his or her own growth
case, behavior is an outlet
- if one's enemy is their low self-esteem, developing
- manners to which negative emotions can be
one's personality will help overcome its low and give
released: sublimation and transmutation
 - it is not recommended to bottle things up too much, Aspects of Development
but of course, take things moderately. Don't express
Rapid development occurs in the 12 or so years in the human
too much
being's physical and neurobiological aspects. Other than the
- it is a common therapy to allow people suffering or
entirety of the body, the brain also goes through a heap of
hyperactivity to have them express their impulses
processes that allow its optimal function later on in life
and emotions into socially accepted forms such as
writing, sketching, or playing sports 1. Physical Development
- we cannot stigmatize sensitive people and compare • an individual starts growing into a full-
them with "stronger" individuals. Everyone has a fledged mature human being from infancy
pace • the process involved are regulated by genes
o it helps to find out what you feel or emotion • without our unique genetic makeup as
is so you could face it, manage it, and human beings, we would not be what we
express it in a right way are right now
Behavior i. as the human grows, its head-to-
body weight proportion starts
- the primary output of attitude balancing, allowing the child to
- also affects thoughts and feelings, ultimately learn to walk
leading back to its source – attitude ii. as the muscles, bones, and organs
- can be: further grow into complexity and
o overt functionality, perception evolves
▪ expressed consciously like replying the same
to friends or volunteering for class iii. the ability to see clearer occurs
recitations iv. our capacity to learn languages
o covert and mimic sounds begin
▪ occurs beyond our awareness, in v. our memory gets better
our blind spot • puberty
▪ mannerism, body language, ▪ when the body matures in all
gestures, and personal tendencies aspects, with its sexual
- feelings and behavior characteristics – primed for the
o we may act or behave out of feelings or we natural process of reproduction
may feel pleasant or unpleasant after an ▪ curiosity arises from the
action availability of a whole new variety
o our ability to evaluate our feelings and of sensations, emotions, and
behavior will allow us to get better at cognitions
knowing when and when not to express a ▪ sex hormones start activating and
particular feeling or action metabolisms coordinate with
- thoughts and behavior these to make way for what we call
o we act in accordance to what we think, be it the sex drive
overt or covert behavior, from either 2. Neurobiological Aspect
implicit or explicit attitude • the brain grows rapidly but matures slower
o once the action has been done, our • the brain goes through various stages of
thoughts analyze the reaction of the building connections with neurons to allow
environment to the action – absorbing functionalities in the physical, biological,
social emotive reactions, physical changes and physiological aspect
if any, and what others think • it also strengthens particular connections
o once the cognition component has and circuits and eliminates unused or
analyzed the reactions, it can then change useless connections
the attitude associated with the action or • this is associated with the fact that learning
maintain it depending on discretion a particular talent at a very young age is
better than learning it later on (re-wiring)
▪ based on your genetic makeup, it
prescribes a script of what
connections to keep and what to
terminate
 ▪ it also gets affected by how the 3. Concrete Operational Stage
brain functions during that time of • 7-11 years old
development, and also prioritizes • the logic functions begin to be available,
connections that are exercised thought they might still bring some of their
regularly egocentricity
• this manifests with the thoughts we • old habits die hard indeed
thought of back then the skills we learn and • children being to process other individual's
how, at present, these affect us perceptions, thoughts, feelings, and realize
• the brain and how it was wired back to the that they themselves have their distinct
day affects a lot of our behaviors and opinions, feelings, and thoughts
attitudes, emotional levels, and cognition • they still struggle with the concepts of the
abstract and hypothetical
Cognitive and Moral Development
4. Formal Operational Stage
Cognitive Development • 11 - death
• Involves huge profess with regards to
- Jean Piaget
logical thinking, deductive reasoning, and
o Swiss Psychologist the comprehension of abstract ideas
o explained cognitive development through
• Individuals can think abstractly and apply
his Stage Theory of Intellectual
these in multiple situations
Development
• How we view the world can be more critical
o an individual undergoes four distinct stages
The stages develop cumulatively – as a child reaches a higher
Stage Theory of Intellectual Development
stage, the development he or she accomplished earlier will
1. Sensorimotor Stage also progress into more complex devices. Developmental
• Birth – 2 years old delays can also happen during each stage because of other
• cognitions were mainly focused on learning factors that highly influence development. Everyone has a
how to interact with our environment particular pace.
• our brain's capacity of function only Moral Development
reaches out to moving our limbs, breathing,
perceiving the world, and having the - Lawrence Kohlberg
primary still-developing senses we had o Believed in Piaget's theory and expanded it
• is also the stage where we develop object further to add complex comprehension to
permanence or objects constancy when we the matter
learn to understand that objects continue o devised levels that have two stages rooting
to exist independently outside of our from Piaget's theories
individual perception, we develop the basic o Morality
ability of being able to attach words to ▪ the individual's capacity to know
objects, people, or other factors what is right from what is wrong
2. Pre-operational Stage and applying this in personal and
• 2 – 7 years old social situations
• When we learn how to pretend play or o Moral
symbolic play, yet still, we would still have ▪ the perceived sense of right that
struggled with logic and taking other either comes from societal, group,
people's point of view – implying that we or personal preferences
lacked empathy for others
Lawrence Kohlberg's Theory
• even the subject of permanence is often
still struggled on during this stage 1. Pre-Conventional Morality
• we learn to imitate our parents / guardians, • begins around the age of 9
associating them on roles based on how • our personal code of morality is not
they act around us personal but instead shaped externally
• children are still egocentric: focusing • morality at this level is based on the
mainly on themselves with what they want, standards of adults and consequences of
demand, and need obeying or disobeying the rules they set
 • Stages: - during puberty, hormones spike up causing mood
a. Obedience and Punishment Orientation swings, growth spurts, variety of emotions and
▪ children avoid punishment by emotional degrees
being good - adolescents begin to become more conscious with
▪ being punished meant something their looks and actions with high regard to what
wrong was done their peers think and feel
b. Individualism and Exchange - misunderstandings between the parents and the
▪ children realize that different adolescent also occurs more often
people have different beliefs of - as puberty comes to a close and the adolescents get
viewpoints regarding a deed accustomed to the drastic changed their body went
2. Conventional Morality through, one learns that self-esteem ideally is
• individuals begin to internalize the learned internal and should not be bound in outside factors
moral standards they have with their - handling and coping with rejection is an accurate
valued adult role models measure of emotional maturity
• authority becomes internalized, it is not - as human beings, we cannot help but be imperfect
questioned nor doubted as we are
• reasoning is derived from the norms of a - the hard part to fight is to what direction do we
particular group express our emotions, especially the negative ones
• Stages: - how one copes with the negative and bounces back
c. Good Interpersonal Relationships to be better is a good trait
▪ growing individual is good based
CO2
on the approval of others
d. Maintaining Social Order CO2 L1: DEVELOPMENTAL STAGES IN MIDDLE AND LATE
▪ individual becomes aware of a ADOLESCENCE
broader set of rules in society
Robert Havighurst
resulting to judgement concerning
rule compliance to uphold the law - American educator and writer
system and avoid guilt - coined the concept of "developmental tasks"
3. Post-Conventional Morality - there are 6 age-specific life stages covering birth to
• an individual's basis of their morality rests old age, each with a discrete set of developmental
on self-chosen principles tasks
e. Social Contract and Individual Rights
▪ individual becomes aware that Stage Age Developmental Task
Infancy and 0–5 - learn to walk
while the laws and rules of a
Early - learn to use the toilet
society exist for the good of the Childhood - learn to talk
majority, there will be instances Middle 6 – 12 - learn school-related skills
that these may work contradictory Childhood - learn about values
to the preferences of particular - learn to be independent
individuals or minority groups Adolescence 13 – 17 - establish emotional independence
- learn skills needed for productive
f. Universal Principles occupation
▪ individuals have developed their - achieve gender-based social role
own set of moral guidelines which - establish mature relationship with
may not at all times fit the law of peers
society Early 18 – 35 - choose a life partner
Adulthood - establish a family
▪ the individual would be able to go
- establish a career
against the majority or even the Middle Age 36 – 60 - maintain a standard of living
society to defend their morals - perform civic and social
responsibilities
Socio-emotional Development - maintain relationship with spouse
- adjust to physiological changes
- the beauty of development is that it is not limited to Later Over 60 - adjust to deteriorating health
oneself, but it branches out to the outside – to other Maturity - adjust to retirement
people - meet social and civic obligations
- adjust to loss of spouse
Havighurst's Developmental Tasks for Adolescents

- 11 developmental tasks in connection with the

adolescent transition
- as adolescents move toward adulthood, they carry
with them their overall sense of self

1) The adolescence must adjust to a new physical

sense of self
2) The adolescent must adjust to new intellectual
abilities
3) The adolescent must adjust to increased cognitive
demands at school
4) The adolescent must develop expanded verbal skills
5) The adolescent must develop a personal sense of
identity
6) The adolescent must establish adult vocational
goals
7) The adolescent must establish emotional and
psychological independence from his or her parents Identity V.S. Identity Confusion
8) The adolescent must develop stable and productive
- 5th stage in Erik Erikson's Psychosocial Stages of
peer relationships
Development
9) The adolescent must learn to manage his or her
- 12 to 18 years old
sexuality
o they face struggles with what they think of
10) The adolescent must adopt a personal value system
themselves and who they want to be
11) The adolescent must develop increased impulse
- it is the most comprehensive, influential, and
control and behavioral maturity
provocative theory of identity development
Adolescence - identity
o a person believes she or he is, representing
- the transition period between childhood and early a synthesis and integration of self-
adulthood understanding
o Early adolescence - moratorium
▪ 10 – 14 o the gap between childhood security and
▪ marked by rapid physical growth adult autonomy
and maturation - identity exploration
o Middle adolescence o positive identity is achieved if adolescents
▪ 15 – 17 explore roles in a healthy manner and arrive
▪ marked by the emergence of new at a positive path to follow in life, while
thinking skills failure leads to role confusion and a weak
o Late adolescence / Young adulthood sense of self
▪ 18 – 24 o they experience a psychosocial moratorium
▪ marked by the final preparations in which they often experiment with
for adult roles different roles
- identity confusion
CO2 L2: ERIKSON'S PSYCHOSOCIAL STAGES OF
DEVELOPMENT o withdrawal or isolation from peers or family
o loss of identity to the crowd
Erik Erikson - role experimentation
o central point of Erikson's identity theory
- developmental psychologist who proposed the
o adolescents try different roles & behaviors
Stages of Psychosocial Development
- identity formation
- he characterized developmental as 8 psychosocial
o develop a strong sense of self through
stages which unfold as we go through life
proper reinforcement and parental support
- at each psychosocial stage, a unique developmental
o well-established foundation for
task confronts individuals with a crisis that must be
interpersonal relationships
resolved
CO2 L3: THE CHALLENGES OF MIDDLE AND LATE • explains why risk-taking behaviors that
ADOLESCENCE involve high levels of these hormones are
also at a high
One young person may become overly conscious of his or her
• because of personal fable and the
appearance, while a wise young person becomes aware of
adolescent predisposition to please one's
their identity as well as their weaknesses, imperfections, and
social circle or someone's object of
insecurities.
admiration, one would be inclined to be
Challenges of Middle and Late Adolescence impulsive into going headfirst to particular
thrill-seeking behavior for the ultimate goal
1) Physical Appearance of being "cool"
• adolescents face a lot of changes regarding • the euphoric hit of adrenaline amplifies
their physical appearance athleticism and other strenuous activities
• they experience a variety of new emotions, 5) Sexual behavior
sensations, and perceptive abilities • reproductive functions and characteristics
• many young people become overly are getting emphasized during puberty.
conscious of their looks these are brough about by our endocrine
• everyone goes through puberty uniquely system (the system in our body that is
from a lot of aspects – some develop earlier responsible for hormones)
and some develop later on • our body system gets affected as
• adolescents try a lot of physical testosterone (male hormone) and estrogen
modifications to figure out what's their (female hormone) get introduced into our
preference most bodies
2) Gender Identity • our anxiety levels increase with our libido
• it is important to know what your gender • feeling of "into the hormones" is natural,
orientation is personally however, do not forget that hormones and
• being environmentally dependent for the sensations that come with them are not
attitude, behavior, and self-concept too the only the things that make you human
much is not a worthwhile investment • engaging yourself in premarital sex makes
• gender identity can be a struggle, especially you responsible of having an early
being in a collectivistic country that is responsibility of parenthood
predominantly patriarchal • sexually transmitted diseases
3) Personal Fable and Imaginary Audience ▪ infections that can involve your
• the adolescent believes on having an whole body or even your child
imaginary audience ▪ curable, but there are some strains
• the adolescent thinks that because others that are almost forever a health
could be so obviously amazed by him or concern
her, he or she must be very unique and 6) Anti-social and Delinquency Behaviors
exceptional • Anti-social
• imaginary audience ▪ massively misused and it does not
▪ adolescents' tendency to believe mean that a person hates to
that others are always watching socialize
and evaluating them ▪ means that a person wants to
• personal fable inflict a physical or psychological
▪ an adolescent belief that he or she harm to other people
is highly special and the self is ▪ usually known to be delinquent
unique, invulnerable, and ▪ are manipulators, and get things
omnipotent they want even for the cost of
▪ detrimental to one's well-being other people
4) Impulsiveness and Risk-Taking or Thrill-seeking ▪ root causes were personal and
Behaviors interpersonal impairment and
• the effect of adrenaline complements the family malfunctioning
effects of increased testosterone and ▪ aggression can be inward/outward
estrogen
CO2 L4: COPING WITH STRESS IN MIDDLE AND LATE Walter Cannon
ADOLESCENCE
- coined the "fight or flight" syndrome
Stress o means a psychological reaction
accompanied by faster heart rate, muscle
- is experienced by everyone every single day
tension, or dilation of pupils when a person
- is our body's response to pressure
perceives threat in order to survive danger
- a natural physiological response to a physical or
o our initial reaction to stress
psychological threat
o symptoms
- a normal reaction that can disturb our homeostatic
▪ dizziness
state
▪ body or muscles feel tight
o homeostatic state – a term used to describe
▪ shortness of temper
balance or equilibrium in our body system
▪ desire to run away or hide
- can become too heavy to bear that it gradually takes
▪ hot or sweaty feeling
a toll on one's mental and emotional health
▪ shaking of legs
- often encountered at (stressors)
▪ quick breathing
o home – family expectations, sibling
conflicts Sources of Stress
o school – low scores, deadlines, projects or
1) Life Events and Daily Hassles
papers demanding time and focus
o other places • "what events have created the most stress
for you?"
Stressors • other occurrences involve the everyday
circumstances of your life
- sources of stress
• Taylor
- an event or situation that causes stress
▪ major life changes expose an
- an event can be stressful if an individual perceives it
individual to a higher incidence of
as threatening or challenging, and resources to deal
cardiovascular disease and early
with it efficiently are lacking
death than those who do not
- stressors can be:
2) Sociocultural Factors
o acute
• help to determine which stressors
▪ caused by sudden events or stimuli
individuals are likely to encounter, whether
o chronic
they are likely to perceive events as
▪ long-lasting stressors
stressful or not, and how they believe
- three types of stressors
stressors should be confronted
o cataclysmic event
▪ intense stressors that suddenly Coping
occur and typically affect many
people simultaneously - our effort to control, reduce, or learn to tolerate the
o personal stressors threats that lead to stress
▪ produce a significant reaction that - tolerating negative events while trying to keep a
soon tapers off positive self-image
o background stressors - engaging in problem solving
▪ daily hassles or minor irritations - people differ in their coping styles
we face from time and time again - involves managing taxing circumstances, expending
effort to solve life's problems, and seeking to master
Hans Selye or reduce stress
- success in coping has been linked with several
- Australian-Canadian endocrinologist
characteristics, including a sense of personal
- associates stress with mental, emotional, and
control, positive emotions, and personal resources
physical states produced within the organism in
response to either internal or external stimulus that
is perceived as threat
Types of Coping ▪ sublimation
o a mature type of defense
- General Adaptation Syndrome Model
mechanism
o by Hans Selye, a pioneering stress theorist
o socially unacceptable
o suggests that the physiological stress
impulses or idealizations
response follows the same pattern
are transformed into
regardless of the stressors or cause of
socially acceptable
stress
actions or behavior
o Phases
▪ repression
i. Alarm and Mobilization
o the unconscious blocking
o initial phase when an
of unpleasant emotions,
individual becomes aware
impulses, memories, and
of the stressor's presence
thoughts from your
ii. Resistance
conscious mind
o people may use a wide
▪ regression
range to cope with the
o unconscious defense
stressor
mechanism
o the body actively fights
o causes the temporary or
the stress on a
long-term reversion of
physiological level
the ego to an earlier stage
iii. Exhaustion
of development
o a decline in the person's
- Problem-Focused Coping
ability to address
• Individuals attempt to modify the stressful
stressors
problem or the source of stress
- Appraisal Theory
• leads to a change in behavior or developing
o By Richard Lazarus, an American
a plan of action to deal with stress
psychologist
• deals with stressors in direct practical ways
o defines coping as a cognitive or behavioral
• take control of their situation by removing
response to stresses aimed at managing
the source of stress or reducing the effects
stress
of stressors
o two cognitive appraisals
• the alternative we use when we think we
▪ primary appraisal
can solve the problem after assessing it
o when one evaluates the
meaning of the situation • steps:
and assesses if it will i. define the problem
affect them ii. look for alternative solutions
▪ secondary appraisal iii. learn new skills to deal with
o involves how one feels stressors
about a situation when a iv. reappraise to find new standards
person recognizes that of behavior
there is a threat and - Emotion-Focused Coping
decides to resolve it • whenever people try to manage their
- Defense Mechanisms emotions in the face of stress by trying to
o the unconscious strategies that people seek to change the way they feel about or
employ to reduce anxiety by concealing the perceive a problem
source from themselves and others • involves shame, embarrassment, fear,
o allow people to avoid stress by acting as if anxiety, excitement, and depression
the stress is nonexistent • it is necessary to learn how to control our
o types impulses to take the appropriate action
▪ displacement • is used when a person has no capacity to
o involves an individual deal with the source of the problem
transferring negative - Avoidant Coping
feelings from one person • wishful thinking to reduce stress or more
or thing to another direct escape routes
CO3

CO3 L1: POWERS OF THE MIND

The Brain

- is responsible for mental functioning

- weighs about 3 lbs.
- a collection of nerve cells or neurons consisting of
about 10 million cells
- at birth, the weight of the human brain is about 350
Whole Brain Theory
grams and increases rapidly
- by age 7, the child's brain is almost adult in weight - whole brain theorists believe that the brain is
and size divided into four quadrants where each quadrant is
- the human brain consists of three main structures: responsible for particular abilities
o cerebellum
o brain stem
o cerebrum
▪ largest portion of the brain
▪ responsible for most of the brain's
functions such as thought and
movement
- the cerebrum is divided into four areas:
▪ temporal lobe
o processes memories,
integrating them with
sensations of taste,
sound, sight, & touch
▪ occipital lobe Multiple Intelligences
o located at the back of the
brain - by Howard Gardner
o is responsible for vision o "Intelligence is the ability to solve problems
▪ parietal lobe or to produce something in particular
o processes information setting"
about temperature, taste, o came up with 8 distinct intelligences and
touch, and movement believes they don't operate independently
▪ frontal lobe
8 Distinct Intelligences
o takes charge of our
thoughts, language, - linguistic
memory, learning, and o the ability to use words in both oral and
perception written communication
o people think in words rather than visuals
The Brain Dominance Theory V.S. the Whole-Brain Model
- logico-mathematical
- left and right brain dominance o the ability to reason, apply logic, and work
- neuroscientists offer explanations based on the with numbers
structure of the human brain o think in logical and numerical patterns,
making connections between pieces of info
Brain Dominance Theory - visual - spatial
o the ability to perceive the visual
- states that our behavior is a function of the
o they tend to think in pictures and create
heightened activity of either left or right brain
vivid mental images to retain information
hemisphere
- bodily-kinesthetic
o the ability to control body movements and
handle objects skillfully
 - musical o does not only create and structure ideas,
o the ability to produce and appreciate music but also helps store new information and
o people think in sounds, rhythms, and test them
patterns o the objective is problem-solving or taking
- interpersonal decisions
o the ability to relate to and understand o making a mind map is kind of like drawing
other people connections between the relevant facts or
o can sense feelings, intentions, and ideas
motivations
Critical Thinking
o are adept at recognizing non-verbal
language - requires logic and coherence as we try to analyze,
- intrapersonal synthesize, evaluate, and interpret information
o the ability to understand ourselves, who we rather than simply applying technical abilities
are, and what makes us the way that we are - we try to evaluate whether we should be convinced
- naturalistic that some claim is true or some argument is good
o the ability to recognize and categorize - example: cause and effect to make generalizations
things o we need to check possible and stated
o lovers of nature and see patterns on how claims that are needed to establish the
nature works relationship between purported cause and
- existential intelligence purported effect in order to make the claim
o 9th multiple intelligence (additional) valid and strong
o refers to deep sensitivity and people's
ability to handle deep questions such as the CO3 L2: MENTAL HEALTH AND WELL BEING
meaning of existence
Mental Health
Thinking
- defined as "a state of emotional and psychological
- is difficult to define well-being in which an individual is able to use his or
- does not require effort because we deal with the her cognitive and emotional capabilities, function in
familiar, day-to-day routine society, and meet the ordinary demands in everyday
- we engage in effortful thinking when we work on life"
puzzles, solve geometric problems, translate - mental health can be affected by these factors:
passages into another language, or write essays o psychological factors
▪ experiencing difficult challenges,
Creative Thinking traumatic events, and negative
self-concept
- may be defined as the production of effective
o biological factors
novelty through the operation of our mental
▪ genetics, physical injuries, and
processes
harmful substances
- one must be able to represent relations
o social / environmental factors
- a person with creative though is capable of carrying
▪ family dynamics, stigma, peer
out an analogy because they can see how two
pressure, and low socio-
different things relate with each other
economical status
Enhancing Creativity
Well-Being
- Tony Buzan
- defined as a subjective state that emerges from a
o English Author and educational consultant
general feeling of satisfaction with oneself
o suggested the use of mind mapping to
- also described as a condition of good health,
enhance creativity
happiness, and prosperity
- Mind Mapping
o a visual thinking tool that utilizes cognitive 4 D's of Mental Health
functions like memory, learning, creativity,
and analysis 1) Danger – imposition of danger to oneself
o a process that involves a combination of 2) Deviance – unusual and eccentric behavior / manner
imagery, color, and visual-spatial 3) Distress – anxiety, insomnia, and emotional pains
arrangement 4) Dysfunction – inability to perform daily activities
Mental Health Issues and Challenges in Adolescence

- with the many challenged and adjustments that the

adolescents have to face, they cannot avoid
experiencing stressful situations along the way
- challenged can come in different areas of life:
o physical
o social
o economic
o academic
- while growing up, physical changes brought about
by hormonal changes have to be understood
- adolescence is also a time when one tries to
understand the self in the process of developing his
self-concept
- his socio-economic status is also a factor in the way
he sees himself
- common issues and challenges of the adolescent
arise because of the difficulty to see things in its
proper perspective, and the lack of coping skills to
address these issues

Mental Health Issues and Challenges in Adolescence

1) Post Traumatic Stress Disorder (PTSD)

2) Social Anxiety Disorder (SAD)
3) Generalized Anxiety Disorder (GAD)
4) Obsessive-Compulsive Disorder (OCD)
5) Major Depressive Disorder
6) Suicide
7) Anorexia Nervosa
8) Bulimia Nervosa