PERSONAL DEVELOPMENT

MRS. EDERLIZA P. ALOYAN

COURSE DESCRIPTION

• THIS COURSE MAKES SENIOR HIGH SCHOOL

STUDENTS AWARE OF THE DEVELOPMENTAL STAGE
THAT THEY ARE IN, FOR THEM TO BETTER
UNDERSTAND THEMSELVES AND THE SIGNIFICANT
PEOPLE AROUND THEM AS THEY MAKE IMPORTANT
CAREER DECISIONS AS ADOLESCENTS.
 MODULE 1: KNOWING ONESELF

• PERSONAL DEVELOPMENT STARTS WITH KNOWING

YOURSELF.
• BEFORE YOU START TO BUILD AND IMPROVE YOUR
RELATIONSHIPS WITH OTHER PEOPLE AND BEFORE
YOU CAN IDENTIFY AND SET YOUR CAREER AND
LIFE GOALS, YOU SHOULD KNOW YOURSELF WELL
FIRST.
MODULE OBJECTIVES
• CLEARLY EXPLAIN THAT KNOWING
ONESELF CAN MAKE A PERSON ACCEPT
HIS/HER STRENGTHS AND LIMITATIONS
AND DEALING WITH OTHERS BETTER
• COLLABORATIVELY SHARE HIS/HER
UNIQUE CHARACTERISTICS, HABITS, AND
EXPERIENCES
• CREATIVELY MAINTAIN A JOURNAL
MODULE TOPICS

• DIMENSIONS OF THE SELF

• ATTITUDE AND ITS COMPONENTS
• SELF-CONCEPT AND SELF-ESTEEM
 DIMENSIONS OF THE SELF
• PHYSICAL SELF- IS ONLY ONE OF THE
DIMENSIONS THAT AN ADOLESCENT HAS.
- THE WORD “SELF” IS POPULARLY AND
GENERALLY DEFINED AS WHAT AN INDIVIDUAL SEES,
PERCEIVES, AND DEFINES ONESELF APART FROM
OTHERS.
* SELF PERCEPTION- IS BASICALLY HOW ONE
THINKS OF HIMSELF OR HERSELF. IT IS
INTERCHANGEABLY USED WITH SELF-CONCEPT, WHICH
THE SELF HAS SEVERAL
DIMENSIONS:
• PHYSICAL
• PSYCHOLOGICAL – WHICH COVERS THE
SOCIAL AND EMOTIONAL LIFE OF THE
PERSON
• SPIRITUAL ASPECT
 HOW DO YOU MAINTAIN A
POSITIVE OUTLOOK IN LIFE
WHEN FACING TRIALS AND
HARDSHIPS?
• SELF CARE – IS ESSENTIAL FOR MANAGING STRESS,
PREVENTING
FOUR BURN OUT, OF
KEY DIMENSIONS AND MITIGATING
SELF CARE COMPASSION
FATIGUE – ALL COMMON OCCUPATIONAL HAZARDS FOR
CARING INDIVIDUALS.
• IT IS ALSO IMPORTANT FOR A SENSE OF OVERALL
INTEGRITY, AS IT ENSURES WE ARE “WALKING OUR
TALK.”
• WALK YOUR TALK -
TO BACK UP ONE'S BOASTFUL TALK WITH MEANINGFUL A
CTIONS. 
• (A COMPRESSED VERSION OF THE LARGELY AMERICAN, "I
F YOU'RE 
GOING TO TALK THE TALK, YOU HAVE TO WALK THE WALK,
 1. PHYSICAL (THE BODY) – TO LIVE, MOVE, AND
BREATH

• THIS INVOLVES ENSURING AN OVER-ALL

HEALTHY LIFESTYLE THAT INCLUDES EATING
HEALTHY, DRINKING LOTS OF WATER, AND
GETTING PLENTY OF EXERCISE.
2. EMOTIONAL (HEART)
• TO LOVE, CARE, AND BE IN RELATIONSHIP WITH
YOURSELF AND OTHERS.
• MIGHT INCLUDE SETTING CLEAR BOUNDARIES ON
YOUR TIME AND ENERGY. ENGAGE EMOTIONAL
BOUNDARIES WITHIN HELPING RELATIONSHIPS,
SURROUNDING YOURSELF WITH POSITIVE PEOPLE
AND AFFIRMATIVE AND INSPIRING MESSAGES.
• ADDRESS ANY ISSUES OR PROBLEMS SO THAT THEY
DON’T BUILD UP. GIVE AND RECEIVE LOVE, KINDNESS,
AND SUPPORT.
3. PSYCHOLOGICAL (THE MIND) – TO LEARN, THINK,
AND
• THIS MIGHT INCLUDE GROW AND PROFESSIONAL
PERSONAL
DEVELOPMENT. GIVE ATTENTION TO THINGS THAT
ARE IN YOUR CONTROL. TAKE TIME FOR PERSONAL
REFLECTION. NOTICE YOUR INNER EXPERIENCES,
THOUGHTS, AND FEELINGS.
• CULTIVATE SELF-AWARENESS THROUGH THINGS SUCH
AS JOURNALING, GETTING FEEDBACK FROM OTHERS,
MEDITATION, COACHING/COUNSELLING, AND
CONSULTATION OR SUPERVISION – PLACES WHERE
YOU HAVE THE OPPORTUNITY TO GROW, LEARN, AND
4. SPIRITUAL – TO CONNECT WITH ESSENCE, PURPOSE,
AND MEANING.
• SPIRITUAL SELF-CARE MIGHT INCLUDE PRAYER
OR MEDITATION.
• YOU MAY WANT TO VISUALIZE, PRACTICE
GRATITUDE, SPEND TIME IN NATURE, AND BE
AWARE OF THE NON-MATERIAL ASPECTS OF
YOUR LIFE.
• IDENTIFY WHAT IS MEANINGFUL TO YOU IN
YOUR WORK AND LIFE. PRACTICE MINDFULNESS
GUIDE QUESTIONS

1. WHAT ARE YOUR POSITIVE

ATTITUDES?
2. WHAT DO YOU CONSIDER AS YOUR
NEGATIVE HABITS?
3. HOW CAN THESE HABITS AFFECT YOU AND
YOUR RELATIONSHIP WITH PEOPLE AROUND
YOU?
4. HOW WILL YOU CONTROL THESE HABITS?
ATTITUDE AND ITS COMPONENTS

WHAT IS ATTITUDE?
• A SETTLED WAY OF THINKING AND FEELING ABOUT
SOMEONE OR SOMETHING, TYPICALLY IN A
PERSON’S BEHAVIOR.
• IT MANIFESTS ITSELF AS BEHAVIOR, AS A
REPRESENTATIVE OF PERSONALITY.
 ATTITUDES CAN ALSO BE….

• EXPLICIT – ARE THOSE THAT WE ARE CONSCIOUSLY

AWARE OF AND THAT CLEARLY INFLUENCE OUR
BEHAVIORS AND BELIEFS.
• IMPLICIT – ARE UNCONSCIOUS BUT STILL HAVE AN
EFFECT ON OUR BELIEFS AND BEHAVIORS.
ATTITUDE FORMATION

• ATTITUDES ARE FORMED THROUGH:

1. EXPERIENCE – ATTITUDES FORM DIRECTLY AS A
RESULT OF EXPERIENCE. THEY MAY EMERGE DUE
TO DIRECT PERSONAL EXPERIENCE, OR THEY MAY
RESULT FROM OBSERVATION.
2. SOCIAL FACTORS
• SOCIAL ROLES AND SOCIAL NORMS CAN HAVE A
STRONG INFLUENCE ON ATTITUDES.
• SOCIAL ROLES RELATE TO HOW PEOPLE ARE
EXPECTED TO BEHAVE IN A PARTICULAR ROLE OR
CONTEXT. SOCIAL NORMS INVOLVE SOCIETY’S
RULES FOR WHAT BEHAVIORS ARE CONSIDERED
APPROPRIATE.
3. LEARNING
• ATTITUDES CAN BE LEARNED IN A VARIETY OF
WAYS. CONSIDER HOW ADVERTISERS USE
CLASSICAL CONDITIONING TO INFLUENCE YOUR
ATTITUDE TOWARD A PARTICULAR PRODUCT.
• IN A TV COMMERCIAL, YOU SEE YOUNG,
BEAUTIFUL PEOPLE HAVING FUN ON TROPICAL
BEACH WHILE ENJOYING A SPORTS DRINK. THIS
ATTRACTIVE AND APPEALING IMAGERY CAUSES
YOU TO DEVELOP A POSITIVE ASSOCIATION WITH
THIS PARTICULAR BEVERAGE.
4. CONDITIONING
• OPERANT CONDITIONING CAN ALSO BE USED TO
INFLUENCE HOW ATTITUDES DEVELOP.
• IMAGINE A YOUNG MAN WHO HAS JUST STARTED
SMOKING. WHENEVER HE LIGHTS UP A CIGARETTE,
PEOPLE COMPLAIN, AND ASK HIM TO LIVE THEIR
VICINITY.
• THIS NEGATIVE FEEDBACK FROM THOSE AROUND HIM
EVENTUALLY CAUSES HIM TO DEVELOP AN
UNFAVORABLE OPINION OF SMOKING AND HE DECIDES
TO GIVE UP THE HABIT.
5. OBSERVATION

• PEOPLE ALSO LEARN ATTITUDES BY OBSERVING

PEOPLE AROUND THEM.
• WHEN SOMEONE YOU ADMIRE GREATLY ESPOUSES A
PARTICULAR ATTITUDE, YOU ARE MOST LIKELY TO
DEVELOP THE SAME BELIEFS.
• FOR EXAMPLE, CHILDREN SPEND A GREAT DEAL OF
TIME OBSERVING THE ATTITUDES OF THEIR PARENTS
AND USUALLY BEGIN TO DEMONSTRATE SIMILAR
OUTLOOKS.
ATTITUDES AND BEHAVIOR

• WE TEND TO ASSUME THAT PEOPLE BEHAVE

ACCORDING TO THEIR ATTITUDES.
• HOWEVER, SOCIAL PSYCHOLOGISTS HAVE
FOUND THAT ATTITUDES AND ACTUAL BEHAVIOR
ARE NOT ALWAYS PERFECTLY ALIGNED.
FACTORS INFLUENCING ATTITUDE
STRENGTH
1. ARE AN EXPERT ON THE SUBJECT
2. EXPECT A FAVORABLE OUTCOME
3. EXPERIENCE SOMETHING PERSONALLY
4. STAND TO WIN OR LOSE SOMETHING DUE TO
THE ISSUE
5. ARE REPEATEDLY EXPRESSED ATTITUDES
WHY ATTITUDES CHANGE?

1. LEARNING THEORY – CLASSICAL, OPERANT, AND

OBSERVATIONAL LEARNING CAN BE USED TO BRING
ABOUT ATTITUDE CHANGE.
- CLASSICAL CONDITIONING CAN BE
USED TO CREATE POSITIVE EMOTIONAL REACTIONS TO
AN OBJECT, PERSON, OR EVENT BY ASSOCIATING
POSITIVE FEELINGS WITH THE TARGET OBJECT.
• OPERANT CONDITIONING CAN BE USED TO
STRENGTHEN DESIRABLE ATTITUDES AND
WEAKEN UNDESIRABLE ONES. PEOPLE CAN
ALSO CHANGE THEIR ATTITUDES AFTER
OBSERVING THE BEHAVIOR OF OTHERS.
2. ELABORATION LIKELIHOOD THEORY

• THIS THEORY OF PERSUASION SUGGESTS THAT PEOPLE

CAN ALTER THEIR ATTITUDES IN TWO WAYS.
• FIRST, THEY CAN BE MOTIVATED TO LISTEN AND THINK
ABOUT THE MESSAGE, THUS LEADING TO AN ATTITUDE
SHIFT.
• OR, THEY MIGHT BE INFLUENCED BY THE
CHARACTERISTICS OF THE SPEAKER, LEADING TO A
TEMPORARY OR SURFACE SHIFT IN ATTITUDE.
• MESSAGES THAT ARE THOUGHT-PROVOKING
AND THAT APPEAL TO LOGIC ARE MORE
LIKELY TO LEAD TO PERMANENT CHANGES
IN ATTITUDES.
3. DISSONANCE THEORY
• PEOPLE CAN ALSO CHANGE THEIR ATTITUDES
WHEN THEY HAVE CONFLICTING BELIEFS
ABOUT A TOPIC. IN ORDER TO REDUCE THE
TENSION CREATED BY THESE INCOMPATIBLE
BELIEFS, PEOPLE OFTEN SHIFT THEIR
ATTITUDES.
 SELF CONCEPT AND SELF-ESTEEM

• SELF CONCEPT – IS OUR COGNITION TO OURSELVES,

WHAT WE THINK AND KNOW ABOUT OUR IDENTITY,
PERSONALITY, AND INDIVIDUALITY. IT REQUIRES A
LOT OF SELF- EVALUATION AND REFLECTION TO BE
ABLE TO SAY THAT YOUR SELF-CONCEPT IS HIGH.
• IT IS STILL FOCUSED ON THE COGNITION COMPONENT
OF ATTITUDE, PROVING ”I THINK, THEREFORE I AM.”
LET’S REFLECT
• WHEN WE THINK WE ARE WORTHLESS AND
TALENTLESS, WE END UP IDENTIFYING
OURSELVES TO THAT THOUGHT AND BEHAVE IN
SUCH A WAY THAT THE THOUGHT HOLDS TRUE.
• WHEN WE ARE BROUGHT UP TO THINK THAT WE
ARE SPECIAL AGAIN AND AGAIN, WE MAY TEND
TO HAVE AN OVERLY BLOATED SELF-CONCEPT
THAT MAY LEAD TO A SENSE OF SELF-
ENTITLEMENT.
 YOU NEED TO KNOW THAT
• SELF-ESTEEM IS RELATED TO SELF-CONCEPT BUT
IT IS DIFFERENT.
• IT DOES NOT FOCUS ON HOW WE KNOW
OURSELVES BUT RATHER OUR ATTITUDE
TOWARDS OURSELVES.
• IT IS A MORE SITUATIONAL APPROACH IN TERMS
OF ATTITUDE BECAUSE SELF-ESTEEM IS HOW WE
VALUE OURSELVES, GIVEN THE NEGATIVE OR
POSITIVE FEEDBACK WE RECEIVE.
• TO FURTHER DELINEATE SELF-CONCEPT FROM
SELF-ESTEEM, WE MUST FOCUS ON THEIR KEY
DIFFERENCE – THE INVOLVEMENT OF EMOTION.
• SELF-CONCEPT IS PURELY OR MOSTLY
INFORMATIONAL WHILE SELF-ESTEEM IS
EMOTIONALLY INCLINED.
MODULE 2: DEVELOPING THE WHOLE PERSON

• HAVE YOU EVER FELT INADEQUATE AS

YOU GREW UP?
• OR HAVE YOU BEEN SUBJECT TO THE
EXPECTATIONS OF YOUR PARENTS, YOUR
PEERS OR YOURSELF?
THOUGHTS

• USUALLY ORIGINATE FROM THINGS THAT

WE HAVE LEARNED BOTH IN A RIGHT WAY
AND A WRONG WAY.
NEGATIVE THOUGHTS

• ROOTED FROM HURTFUL OR UNPLEASANT

EXPERIENCES THAT LOST EMOTIONAL
ATTACHMENT THROUGH TIME AND BECAME
STATEMENTS THAT WE ACT IN ACCORDANCE WITH.
• THESE COULD ALSO COME FROM THE PERSON.
NARCISSISM

• A SITUATION WHEREIN THE CHILD WILL

ALWAYS STRIVE TO BE PERFECT AND
ABOVE OTHERS, NOT FOR SELF-
ATTAINMENT BUT TO KEEP THE “PERFECT
IMAGE.”
FEELINGS

• EMOTIONAL STATE OR REACTION

 COMMON THERAPY FOR PEOPLE SUFFERING
FROM DEPRESSION OR HYPERACTIVITY

1. WRITING
2. SKETCHING
3. PLAYING SPORTS
WE MUST REMEMBER….
• THE STRENGTH OF EMOTIONAL STABILITY
VARIES AMONG INDIVIDUALS, WE CANNOT
STIGMATIZE SENSITIVE PEOPLE AND COMPARE
THEM WITH “STRONGER” INDIVIDUALS.
• EVERYONE HAS A PACE. IT HELPS TO FIND OUT
WHAT YOUR FIRE IS SO YOU COULD FACE IT,
MANAGE IT, AND EXPRESS IT IN THE RIGHT
WAY.
BEHAVIOR

• IS THE PRIMARY OUTPUT OF OUR ATTITUDE.

• IT ALSO AFFECTS OUR THOUGHTS AND
FEELINGS, ULTIMATELY LEADING BACK TO
ITS SOURCE – ATTITUDE.
TYPES OF BEHAVIOR

1. OVERT – ARE THOSE WHICH ARE

DIRECTLY OBSERVABLE, SUCH AS
TALKING AND RUNNING.
2. COVERT - ARE MENTAL SUCH AS
THINKING, DREAMING, MANNERISMS,
OR GESTURES.
WE MUST UNDERSTAND THAT…
• FEELINGS AND BEHAVIOR RELATE TO EACH
OTHER INTERCHANGEABLY; WE MAY ACT OR
BEHAVE OUT OF FEELINGS OR WE MAY FEEL
PLEASANT OR UNPLEASANT AFTER AN ACTION.
• OUR ABILITY TO EVALUATE OUR FEELINGS AND
BEHAVIOR WILL ALLOW US TO GET BETTER AT
KNOWING WHEN AND WHEN NOT TO EXPRESS A
PARTICULAR FEELING OR ACTION.
ASPECT OF DEVELOPMENT

• PUBERTY – THE MOST SIGNIFICANT

CHANGE THAT A HUMAN BEING HAS TO GO
THROUGH. IT IS WHEN THE BODY
MATURES IN ALL ASPECTS.
 COGNITIVE & MORAL
1.

DEVELOPMENT

• THESE THEORIES ARE DEVELOPED BY

WELL-RENOWNED PSYCHOLOGISTS
JEAN PIAGET, A SWISS PSYCHOLOGIST.
COGNITIVE DEVELOPMENT
• THE DEVELOPMENT OF OUR COGNITIVE
ABILITIES ALSO HAS STAGES RANGING FROM THE
TIME WE ARE BORN TO WHAT WE ARE NOW.
• IT HAS FOUR DISTINCT STAGES: SENSORIMOTOR
STAGE, PREOPERATIONAL STAGE, CONCRETE
OPERATIONAL STAGE, AND THE FORMAL
OPERATIONAL STAGE.
A. SENSORIMOTOR STAGE
• BACK WHEN WE WERE BORN
UNTIL WE WERE TWO YEARS OF
AGE, OUR COGNITIONS WERE
MAINLY FOCUSED ON LEARNING
HOW TO INTERACT WITH OUR
ENVIRONMENT.
• OUR BRAIN’S CAPACITY OF FUNCTION ONLY REACHED
OUT TO MOVING OUR LIMBS, BREATHING, PERCEIVING
THE WORLD, AND STILL-DEVELOPING PRIMARY
SENSES WE HAD.
• THIS IS ALSO THE STAGE WHERE WE DEVELOP OBJECT
PERMANENCE OR OBJECTS CONSTANCY – WHEN WE
LEARN TO UNDERSTAND THAT OBJECTS CONTINUE TO
EXIST EVEN WHEN THEY CANNOT BE SEEN.
•B.STARTS
PRE-OPERATIONAL
FROM AGES TWO TO SEVEN.
STAGE
• THIS IS THE STAGE WHEN WE LEARNED HOW TO
PRETEND PLAY OR SYMBOLIC PLAY YET STILL, WE
WOULD STILL HAVE STRUGGLED WITH LOGIC AND
TAKING OTHER PEOPLE’S POINTS OF VIEW,
IMPLYING THAT WE LACKED EMPATHY FOR
OTHERS.
• THIS IS ALSO THE STAGE OF OUR COGNITION WHEN
WE LEARN TO IMITATE OUR PARENTS OR OUR
GUARDIANS, ASSOCIATING THEM WITH ROLES
 C. CONCRETE OPERATIONAL
• STARTS FROM AGES 7-11 YEARS OLD.
STAGE
• IT IS DURING THIS STAGE WHEN THE LOGIC
FUNCTIONS BEGIN TO BE AVAILABLE, THOUGH,
THEY MIGHT STILL BRING SOME OF THEIR
EGOCENTRICITY.
• DURING THIS STAGE, CHILDREN BEGIN TO PROCESS
OTHER INDIVIDUAL’S PERCEPTIONS, THOUGHTS,
AND FEELINGS AND REALIZE THAT THEY
THEMSELVES HAVE THEIR DISTINCT OPINIONS,
FEELINGS, AND THOUGHTS.
D. FORMAL OPERATIONAL STAGE
• IT INVOLVES HUGE PROGRESS WITH REGARDS TO
LOGICAL THINKING, DEDUCTIVE REASONING,
AND THE COMPREHENSION OF ABSTRACT IDEAS.
• AT THIS POINT, INDIVIDUALS CAN THINK
ABSTRACTLY AND APPLY THESE IN MULTIPLE
SITUATIONS. HOW THEY VIEW THE WORLD CAN
ALSO BE MORE CRITICAL.
• THIS STAGE BEGINS AT AGE 11 AND ABOVE AND
DOES NOT CEASE UNTIL THE END OF THE LINE.
• DEVELOPMENTAL DELAYS CAN ALSO HAPPEN
DURING EACH STAGE BECAUSE OF OTHER
FACTORS THAT HIGHLY INFLUENCE
DEVELOPMENT LIKE THE ENVIRONMENT,
UPBRINGING, NUTRITION, AND GENETIC
FACTORS.
MORAL DEVELOPMENT

• LAWRENCE KOHLBERG BELIEVE IN PIAGET’S

THEORY AND EXPANDED IT FURTHER TO ADD
COMPLEX COMPREHENSION TO THE MATTER.
LEVEL ONE - PRE-CONVENTIONAL MORALITY
• IT IS DURING AGES 7-11 YEARS THAT A CHILD WILL
START TO THINK MORE LOGICALLY AND LEARN
HOW TO BE EMPATHETIC.
• PRE-CONVENTIONAL MORALITY BEGINS AROUND
THE AGE OF NINE YEARS IN THE AVERAGE.
• AT THIS LEVEL, OUR CODE OF MORALITY IS NOT
PERSONAL BUT IS INSTEAD SHAPED EXTERNALLY
– IMPLYING THAT OUR MORALITY AT THIS LEVEL
IS BASED ON THE STANDARDS OF ADULTS & THE
CONSEQUENCES OF OBEYING OR DISOBEYING
THIS LEVEL HAS TWO STAGES:
1) OBEDIENCE AND PUNISHMENT ORIENTATION –
CHILDREN AVOID PUNISHMENT BY BEING IN GOOD
ORDER. BEING PUNISHED MEANT SOMETHING
WRONG WAS DONE.
2) INDIVIDUALISM AND EXCHANGE – IS TRANSITION
TO THE NEXT LEVEL BECAUSE AT THIS STAGE,
CHILDREN REALIZE THAT DIFFERENT PERSONS
HAVE DIFFERENT BELIEFS OR VIEWPOINTS
REGARDING A DEED.
LEVEL TWO- CONVENTIONAL
MORALITY
• AT THIS LEVEL, INDIVIDUALS BEGIN TO
INTERNALIZE THE LEARNED MORAL STANDARDS
THEY HAVE WITH THEIR VALUED ADULT ROLE
MODELS. EVEN THOUGH AUTHORITY HAS
BECOME INTERNALIZED, IT IS NOT QUESTIONED
OR DOUBTED.
• REASONING IS DERIVED FROM THE NORMS OF A
PARTICULAR GROUP IN WHICH THE INDIVIDUAL
BELONGS.
IT HAS TWO LEVELS:

a. GOOD INTERPERSONAL RELATIONSHIPS – THE

GROWING INDIVIDUAL IS GOOD BASED ON THE
APPROVAL OF OTHERS IN HIS OR HER GROUP.
b. MAINTAINING SOCIAL ORDER - WHEREIN THE
INDIVIDUAL BECOMES AWARE OF A BROADER
SET OF RULES IN SOCIETY RESULTING TO
JUDGMENT CONCERNING RULE COMPLIANCE TO
UPHOLD THE LAW SYSTEM AND AVOID GUILT.
 LEVEL THREE- POST-CONVENTIONAL
• AN INDIVIDUAL’S BASIS OF HIS OR HER
MORALITY
MORALITY RESTS ON SELF-CHOSEN
PRINCIPLES.
• THE FIRST STAGE IN THIS LEVEL IS SOCIAL
CONTRACT AND INDIVIDUAL RIGHTS
• – THE INDIVIDUAL BECOMES AWARE
THAT WHILE THE LAWS AND RULES OF A
SOCIETY EXIST FOR THE GOOD OF THE
MAJORITY, THERE WILL BE INSTANCES
-THE INDIVIDUAL BECOMES AWARE THAT
WHILE THE LAWS AND RULES OF A SOCIETY
EXIST FOR THE GOOD OF THE MAJORITY,
THERE WILL BE INSTANCES THAT THESE MAY
WORK CONTRADICTORY TO THE
PREFERENCES OF PARTICULAR INDIVIDUALS.
-THE SECOND STAGE IN THIS LEVEL , IMPLIES
THAT INDIVIDUALS HAVE DEVELOPED THEIR OWN
SET OF MORAL GUIDELINES WHICH MAY NOT AT
ALL TIMES FIT THE LAW OF SOCIETY. THESE SET
OF PRINCIPLES APPLY TO EVERYONE LIKE IN THE
CASE OF HUMAN RIGHTS, JUSTICE AND EQUALITY.
DURING THIS STAGE, THE INDIVIDUAL WOULD BE
ABLE TO GO AGAINST THE MAJORITY OR EVEN
THE ENTIRE SOCIETY TO DEFEND HIS OR HER
MORALS.
 ASPECT OF DEVELOPMENT: SOCIO-
EMOTIONAL DEVELOPMENT
• IT IS WHERE THE INDIVIDUAL LEARNS TO
SOCIALIZE AND EXTEND OUTWARD.
• THINGS SPIRAL A BIT MORE OUT OF CONTROL
WHEN PUBERTY STARTS IN THE INDIVIDUAL.
HORMONES SPIKE UP CAUSING MOOD SWINGS,
GROWTH SPURTS, A NEW VARIETY OF EMOTIONS
AND EMOTIONAL DEGREES, AND THE LIKE.
• AT THIS STAGE, THE CONNECTION OF THE
EMOTIONAL AND SOCIAL ASPECT ALSO
STRENGTHENS.
• ADOLESCENTS BEGIN TO BE MORE CONSCIOUS
WITH THEIR LOOKS AND ACTIONS WITH HIGH
REGARD TO WHAT THEIR PEERS THINK AND FEEL.
THEY WOULD ALSO BASE THEIR PREFERENCES
TO WHATEVER IS TRENDING, ESPECIALLY IF IT
COMES FROM A CELEBRITY THEY ADORE,
ADMIRE, OR EVEN IDOLIZE.
• MISUNDERSTANDINGS BETWEEN PARENTS AND
THE ADOLESCENTS ALSO OCCUR MORE. IT IS
RATHER COMMON FOR ADOLESCENTS THAT THEIR
PARENTS DO NOT KNOW WHAT THEY ARE GOING
THROUGH.
• IT IS NATURAL TO BE ANGRY, HURT, JEALOUS,
ANXIOUS, DISGUSTED, OR HAPPY.
• IT IS ALRIGHT TO FEEL. THE HARD PART TO FIGHT
IS TO WHAT DIRECTION WE EXPRESS OUR
EMOTIONS ESPECIALLY IF THEY ARE NEGATIVE.
HOW ONE COPES WITH THE NEGATIVE AND
BOUNCES BACK TO BE BETTER IS A GOOD TRAIT.
• IT IS ALSO A GOOD TRAIT IF REGARDLESS OF THE
TRIUMPHS, AN INDIVIDUAL STILL CORRECTS HIS
OR HER WEAKNESSES AND IS OPEN TO CRITICISM.
MODULE 3: DEVELOPMENTAL SKILLS
AND TASKS AMONG ADOLESCENTS

WHAT ARE THE SKILLS AND TASKS THAT

ARE EXPECTED FOR ADOLESCENTS LIKE
YOU?
ERIKSON’S PSYCHOSOCIAL STAGES OF
DEVELOPMENT
• ERIK ERIKSON – A FAMOUS DEVELOPMENTAL
PSYCHOLOGIST, STATED IN HIS THEORY THAT
ADOLESCENTS APPROXIMATELY AGED 12 TO 18
ARE GOING TO FACE A STRUGGLE WITH WHAT
THEY THINK OF THEMSELVES AND WHO THEY
WANT TO BE.
• THAT IS WHY IT IS A MATTER OF FORMING
IDENTITY VERSUS CONFUSION.
ERIKSON’S STAGES OF PSYCHOSOCIAL
DEVELOPMENT
Approximate Age Psychosocial Crisis/task Virtue Developed

Infant-18 months Trust vs. Mistrust Hope

18 months-3 years Autonomy vs. Shame/Doubt Will

3-5 years Initiative vs. Guilt Purpose

5-13 years Industry vs. Inferiority Competency

13-21 years Identity vs. Confusion Fidelity

21-39 years Intimacy vs. Isolation Love

40-65 years Generativity vs. Stagnation Care

65 and older Integrity vs. Despair Wisdom

• DURING THIS STAGE, ONE WILL EXPERIMENT
THROUGH DIFFERENT ROLES, BEHAVIORS, AND
ACTIVITIES WITH THE SOLE INTENTION OF
REALIZING HIS OR HER IDENTITY.
• EXPERIENCE IS THE BEST TEACHER NEXT TO
WARNINGS AND RECOMMENDATIONS.
GUIDE QUESTIONS

• WHAT ARE YOUR REALIZATIONS IN LIFE?

• HOW DO YOU SEE YOURSELF YEARS FROM NOW?
• WHAT ARE THE VALUES THAT WILL HELP YOU IN
REACHING YOUR DREAMS?
HAVIGHURST’S DEVELOPMENTAL TASKS
OF ADOLESCENTS
• ROBERT HAVIGHURST – AN AMERICAN
EDUCATOR AND WRITER, ELABORATED STAGES
OF DEVELOPMENTAL TASKS THAT ANY
INDIVIDUAL MUST SUCCESSFULLY GO
THROUGH.
 HAVIGHURST’S DEVELOPMENTAL TASK OF
ADOLESCENTS
Stage Age range
Infancy and early childhood Birth till 6 years old

Middle childhood 6 to 12 years old

Adolescence 13 to 18 years old
Early adulthood 19 to 30 years old
Middle age 30 to 60 years old
Later maturity 60 years old and over
ACCORDING TO HIM, EACH INDIVIDUAL MUST
UNDERGO IN THIS SIX STAGES THROUGHOUT
HIS/HER LIFE AND EACH STAGE HAS CRITICAL
DEVELOPMENTAL TASKS THAT NEED TO BE
SATISFIED TO GET THROUGH ALSO THE
SUCCEEDING STAGES.
PIAGET’S COGNITIVE DEVELOPMENT :
THE FORMAL OPERATIONAL STAGE
• WHAT MAKES US HUMAN IN MIND IS OUR
ABILITY TO PROCESS FORMAL OPERATIONS
THAT ALLOWS US TO PHILOSOPHIZE,
INNOVATE, CREATE, IMAGINE, HYPOTHESIZE,
DEDUCT, AND CRITICIZE EXTERNALLY AND
INTERNALLY.
• OUR MENTAL POWER WOULD BE USELESS IF IT STAYS
UNUSED, UNPRACTICED, OR EVEN UNTRIGGERED.
• IT IS IDEAL TO KNOW WHAT YOU ARE CAPABLE OF WITH
YOUR FORMAL OPERATIONS SO YOU COULD PUT THESE
INTO BETTER USE THAT WOULD RELATE TO THE OTHER
FACETS OF YOUR LIFE IN MULTIPLE DIMENSIONS; BE IT
IN YOUR IMAGINARY ASPECT, YOUR FUTURE ASPECT OR
YOUR PRESENT ASPECT.
MODULE 4: THE CHALLENGES AND
ISSUES AMONG ADOLESCENTS

• ARE YOU PROUD OF YOURSELF?

• WHAT IS THE IDENTITY THAT YOU WOULD
LIKE TO DEVELOP IN YOURSELF? WHY?
 PHYSICAL APPEARANCE, IDENTITY DEVELOPMENT,
AND GENDER IDENTITY

• EVERYONE GOES THROUGH PUBERTY DIFFERENTLY

FROM A LOT OF ASPECTS – TIME, NATURE, AND DEGREE.
• EVERY HUMAN BEING HAS A UNIQUE SET OF GENES,
THEREFORE, DIFFERENT PREDISPOSITIONS. SOME GET
TALLER, SOME ARE SHORTER.
• EVERYONE HAS HIS OR HER OWN PACE – BE
PHYSICALLY, MENTALLY, OR PSYCHOLOGICALLY.
IDENTITY DEVELOPMENT

• WHO ARE YOU?

• WHAT DO YOU WANT TO BE?
• HOW ARE YOU GOING TO REACH YOUR GOALS?
• WHAT IS THE BEST OR WORST OF YOU?
• WHAT ARE YOUR WEAKNESSES AND
STRENGTHS?
IDENTITY DEVELOPMENT
• MONITOR YOURSELF FOR BEHAVIORS THAT
MIGHT GO OVER THE TOP. IT IS NOT ENOUGH TO
HAVE KNOWLEDGE BUT IT WILL ENSURE
VICTORY IF YOU APPLY IT AS WELL.
• E.G. IF YOU ARE SYMBOLICALLY AN APPLE, BE
THE BEST APPLE THAT YOU CAN BE. IF OTHERS
WANT TO BE ORANGES, MELONS, OR MANGOES,
IT SHOULD NOT AFFECT YOU.
GENDER IDENTITY
• YOU NEED TO KNOW WHAT YOUR GENDER
ORIENTATION IS PERSONALLY.
• SELF-BETRAYAL – IS A SILENT CHAIN THAT
WEIGHS DOWN ON YOUR POTENTIAL. IT ACT AS A
BIG WALL FROM BEING THE BEST PERSON YOU
CAN EVER ACHIEVE.
 SOCIAL COGNITION, IMPULSIVITY,
AND SEXUAL BEHAVIOR
• SOCIAL COGNITION: IMAGINARY AUDIENCE AND
PERSONAL FABLE
THE ADOLESCENT BELIEVES IN HAVING AN
IMAGINARY AUDIENCE – THAT A GROUP OF
FOLLOWERS EXIST TO CONTINUOUSLY WATCH AND
JUDGE THEIR EVERY MOVE, VERBALIZATION, AND
PUBLIC OR PERSONAL BEHAVIOUR.
PERSONAL FABLE

• IS AN ADOLESCENT BELIEF THAT HE OR SHE IS HIGHLY

SPECIAL AND UNLIKE ANYONE ELSE WHO HAS EVER
WALKED THE EARTH.
• THIS MAY BE DETRIMENTAL TO ONE’S WELL-BEING THAT IS
WHY IT HELPS TO KNOW ABOUT IT AHEAD OF TIME FOR DUE
SELF-REFLECTION AND SELF-ASSERTION.
• SINCE ADOLESCENTS WITH STRONG PERSONAL FABLES FEEL
HIGHLY SPECIAL, THEY TEND TO FEEL INVINCIBLE WHICH
RESULTS TO TRYING DANGEROUSLY RISKY BEHAVIORS
SUCH AS SUBSTANCE ABUSE OR BREAKING THE LAW.
 IMPULSITIVITY OR RISK-TAKING OR
THRILL-SEEKING BEHAVIORS
• PSYCHOLOGICALLY, BECAUSE OF PERSONAL FABLE
AND THE ADOLESCENT PREDISPOSITION TO PLEASE
ONE’S SOCIAL CIRCLE OR SOMEONE’S OBJECT OF
ADMIRATION, ONE WOULD BE INCLINED TO BE
IMPULSIVE INTO GOING HEADFIRST TO PARTICULAR
THRILL-SEEKING BEHAVIORS FOR THE ULTIMATE GOAL
OF BEING “COOL.”
• THRILL-SEEKERS AND EXCESSIVE RISK-TAKERS NEED
TO SLOW THEMSELVES DOWN.
Anti-social and delinquency behaviors
Anti-social is massively misused. It does not mean that a
person hates to socialize, is a killjoy or is a loner.
ANTI-SOCIAL means that a person wants to inflict harm
to other people, through physical or psychological means.
Anti-social individuals are usually known to be delinquent
and guiltless. They are also avid manipulators, getting what
they want at the cost of another.
• ANTI-SOCIAL BEHAVIOUR WAS STUDIED TO ROOT FROM
AN IMPAIRMENT IN PERSONAL, INTERPERSONAL, AND
FAMILY FUNCTIONING, AS RELATED TO DELINQUENT
BEHAVIOUR.
• A BIOLOGICAL PARENT THAT MAL-ADAPTIVELY PARENTS
A CHILD THROUGH DELINQUENCY AND ANTISOCIAL
BEHAVIOUR WOULD LIKELY PASS THE SAME NATURE
AND NURTURE FACTORS TO THE CHILD.
• THERE ARE NO PERFECT HOUSEHOLDS BUT THESE ARE
SOME OF THE WORST.
• VICTIMS OF ABUSE HAVE TWO OPTIONS TO DEAL
WITH THEIR TROUBLES – THEY EITHER PREVENT
IT OR AVENGE THEMSELVES.
• VENGEANCE DOES NOT END ANYTHING, IT ONLY
MAKES THINGS WORSE.
• PREVENTING IS HELPING YOU REACH OUT TO
YOUR YOUNGER SELF AND HELPING THOSE WHO
NEED HELP.
MODULE 5: COPING WITH STRESS

• EVERYONE EXPERIENCES STRESS EVERY SINGLE

DAY.
• A STRESSFUL EXPERIENCE IS CAUSED BY
SOMETHING THAT OCCURS EITHER WITHIN THE
INDIVIDUAL OR FROM THE ENVIRONMENT.
• STRESS IS THE EFFECT WHILE STRESSOR IS THE
CAUSE.
WHAT IS STRESS?

• IT IS A NATURAL RESPONSE TO THE DEMANDS

OF OUR ENVIRONMENT.
• IT IS A PHYSIOLOGICAL RESPONSE TO A
PHYSICAL OR PSYCHOLOGICAL THREAT.
• IT IS A NORMAL REACTION TO ANYTHING
THAT CAN DISTURB OUR BALANCE.
FIGHT OR FLIGHT SYNDROME
• IT IS A PHYSIOLOGIC REACTION ACCOMPANIED
BY FASTER HEART RATE, MUSCLE TENSION, OR
DILATION OF THE PUPIL WHEN A PERSON
PERCEIVES THREAT IN ORDER TO SURVIVE
DANGER.
• IT IS OUR INITIAL REACTION TO STRESS.
• THIS SYNDROME WAS NAMED BY AMERICAN
PHYSIOLOGIST WALTER CANNON.
STRESSOR

IS ANYTHING THAT INDUCES A STRESS

RESPONSE.
IT MAY BE PHYSICAL, MENTAL,
EMOTIONAL, SOCIAL, PSYCHOLOGICAL,
ECONOMIC, OR EVEN SPIRITUAL IN NATURE.
SOURCES OF STRESS
1. PHYSICAL STRESSORS – MAY COME IN THE
FORM OF POLLUTION, A CONGESTED PLACE, OR
A HIGH LEVEL OF NOISE. IT MAY ALSO INCLUDE
FATIGUE, PAIN, SHOCK, TRAUMA, AND OTHER
PHYSIOLOGICAL CONDITIONS IN OUR BODY.
2. MENTAL STRESSORS – INCLUDE ACADEMIC
OVERLOAD, REVIEWING FOR EXAMS, RUNNING
AFTER DEADLINES, OR SITUATIONS THAT CALL
FOR SUSTAINED MENTAL EFFORT.
SOCIAL, EMOTIONAL, & PSYCHOLOGICAL
STRESSORS

• ARE SOMEHOW INTERRELATED BECAUSE THEY

INVOLVE RELATING WITH OTHER PEOPLE.
• AS WE INTERACT WITH OTHERS, WE ENCOUNTER
CONFLICTS AND DISAPPOINTMENTS LEADING TO
FEELINGS OF FRUSTRATION, TENSION, ANXIETY,
AND EVEN ANGER OR DEPRESSION.
ECONOMIC STRESSOR

• MAY INVOLVE ONE’S SOCIOECONOMIC

CONDITION SUCH AS LIMITED FINANCIAL
RESOURCES TO MEET OUR ESSENTIAL NEEDS IN
LIFE.
SPIRITUAL STRESSOR

• STRESSORS AFFECTING OUR SPIRITUALITY

INVOLVES LOSS OF JOY AND PEACE OR
DISTURBANCE OF TRANQUILLITY.
STRESS AND THE IMMUNE SYSTEM

• THE IMMUNE SYSTEM IS THE BODY’S NATURAL

DEFENSE AGAINST ANY DISEASE.
• IT HELPS THE BODY FIGHT INFECTION THAT CAN LEAD
TO MORE SERIOUS HEALTH PROBLEMS.
• HANDLING CHRONIC STRESS CAUSES FATIGUE AND
CONSEQUENTLY WEAKENS OUR IMMUNE SYSTEM
(OUR BODY’S DEFENSE)
PSYCHOLOGICAL FACTOR OF STRESS
• IT STEMS FROM ONE’S OWN MENTAL AND EMOTIONAL
REACTIVITY PATTERNS TO ENVIRONMENTAL FACTORS
SUCH AS PERSONS, PLACES, OR EVENTS.
• IN OTHER WORDS, THERE ARE INDIVIDUAL
DIFFERENCES IN THE WAY WE APPRAISE OR INTERPRET
A SITUATION. OUR APPRAISAL MAY OR MAY NOT ELICIT
A STRESS RESPONSE.
COMMON SIGNS AND SYMPTOMS OF STRESS

1. COGNITIVE SYMPTOMS
• MEMORY PROBLEMS
• INABILITY TO CONCENTRATE
• POOR JUDGMENT
• SEEING ONLY THE NEGATIVE
• ANXIOUS OR RACING THOUGHTS
• CONSTANT WORRYING
2. EMOTIONAL SYMPTOMS

• MOODINESS
• IRRITABILITY OR SHORT TEMPER
• AGITATION, INABILITY TO RELAX
• FEELING OVERWHELMED
• SENSE OF LONELINESS AND ISOLATION
• DEPRESSION OR GENERAL UNHAPPINESS
3. PHYSICAL SYMPTOMS

• HEADACHES
• BACK PAINS
• DIARRHEA OR CONSTIPATION
• FREQUENT COLDS
• RAPID HEARTBEAT
• DIZZINESS
4. BEHAVIORAL SYMPTOMS
• EATING MORE OR LESS
• SLEEPING TOO MUCH OR TOO LITTLE
• ISOLATING ONESELF
• PROCRASTINATING
• FORGETTING OR NEGLECTING
OBLIGATIONS
COPING WITH STRESS
• FACTORS THAT AFFECT THE WAY WE HANDLE
STRESS:
1. PERSON’S CHARACTERISTICS
2. SITUATION
3. TYPE OF STRESSOR THAT HE OR SHE FACES
POINTS TO REMEMBER
• PEOPLE DIFFER IN THEIR COPING STYLES – ONE
MAY EVALUATE A SITUATION AS THREATENING
BUT ANOTHER PERSON MAY NOT SEE IT THAT
WAY. THERE ARE PEOPLE WHO ARE EASILY
DISCOURAGED AND FEARFUL BUT THERE ARE
ALSO PEOPLE WHO ARE CONFIDENT AND SEE
PROBLEMS AS CHALLENGES.
• A SITUATION IS STRESSFUL DEPENDING ON
HOW ONE PERCEIVES IT.
• A CHANGE IN THINKING IS ONE WAY TO COPE
WITH PSYCHOSOCIAL STRESS.
 PHYSICAL STRESS
• MAY BE RELATIVELY EASIER TO HANDLE BUT
REQUIRES SELF-DISCIPLINE IN ORDER TO APPLY
CHANGES SUCH AS HAVING A BALANCED AND
NUTRITIOUS MEAL, A REGULAR SLEEP PATTERN,
AND REGULAR EXERCISE.
• SLEEP PROVIDES THE BEST FORM OF REST WHILE
EXERCISE PREVENTS THE ACCUMULATION OF
TOXINS AND IMPROVES BLOOD CIRCULATION.
SOCIAL & EMOTIONAL STRESS

• ACCEPTING CHANGE OR CHANGING THE WAY WE

THINK ABOUT A SITUATION CAN HELP.
• HAVE SUPPORTIVE FRIENDS AROUND YOU OR
COMMUNICATE YOUR DIFFICULTIES WITH A
COUNSELLOR OR PSYCHOLOGIST.
• YOU CAN ALSO WATCH MOTIVATIONAL VIDEOS.
MODULE 6: THE POWERS OF THE
MIND

• OUR MIND IS VERY POWERFUL.

• THE WAY HOW WE THINK, IT’S THE
WAY WE BECOME.
 THE BRAIN
• IS A MULTI-PURPOSE ORGAN THAT IS
COMPLEX AND UNIQUE IN ITS OWN
FUNCTIONALITY.
• IT IS RESPONSIBLE FOR MENTAL
FUNCTIONING.
• IT CONTAINS OF THREE MAIN STRUCTURES –
THE CEREBRUM, THE CEREBELLUM, AND
THE BRAIN SYSTEM.
CEREBRUM
• THE LARGEST PORTION OF THE BRAIN.
• IT IS RESPONSIBLE FOR MOST OF THE BRAIN’S
FUNCTIONS SUCH AS THOUGHT AND
MOVEMENT.
• IT IS DIVIDED INTO FOUR AREAS: THE
TEMPORAL LOBE, THE OCCIPITAL LOBE,
PARIETAL LOBE, AND FRONTAL LOBE.
 SULCUS

• A DEEP FURROW THAT DIVIDES THE

CEREBRUM INTO TWO HALVES, THE
LEFT AND RIGHT HEMISPHERES.
 WHY DO WE NEED TO KNOW ABOUT BRAIN
LATERALITY?
• THIS CAN HELP US IDENTIFY OUR STRENGTHS
AND WEAKNESSES,
• ALTHOUGH BOTH SIDES OF THE BRAIN ARE
ACTIVE IN THE LEARNING PROCESS,
INDIVIDUALS PREFER TO LEARN IN ONE WAY OR
ANOTHER IN TERMS OF SOLVING PROBLEMS,
INTERACTING WITH OTHERS, AND IN FACING
CHALLENGES IN LIFE.
 WHOLE-BRAIN THEORY

• THE WHOLE BRAIN THEORISTS BELIEVE THAT

THE BRAIN IS DIVIDED INTO FOUR QUADRANTS
WHERE EACH QUADRANT IS RESPONSIBLE FOR
PARTICULAR ACTIVITIES.
A CREATIVE PERSON CAN….
• SEE THE RELATIONSHIPS OF THINGS AROUND.
• HE CAN SHOW THIS THROUGH ART, MUSIC,
DANCE AND MOVEMENT, AND OTHER FORMS OF
CREATIVE ACTIVITY.
• HE IS CAPABLE OF CARRYING OUT AN ANALOGY.
HE CAN SEE HOW TWO DIFFERENT THINGS
RELATE WITH EACH OTHER.
IN CRITICAL THINKING…
• WE TRY TO EVALUATE WHETHER WE SHOULD BE
CONVINCED THAT SOME CLAIM IS TRUE OR
SOME ARGUMENT IS GOOD.
• WE ALSO FORMULATE GOOD ARGUMENTS AS WE
EVALUATE IDEAS, INFORMATION, AND THE
SOURCES THAT PROVIDE THEM.
MODULE 7: MENTAL HEALTH AND WELL-
BEING
REALITIES ABOUT HAPPINESS

• NOT ALL PEOPLE EXPERIENCE HAPPINESS.

• SOME FEEL DEFEATED AND BITTER.
• SOME ARE ANGRY AND AGGRESSIVE.
• HOW CAN PEOPLE OVERCOME
PROBLEMS THAT CAN MAINTAIN
THEIR MENTAL HEALTH AND WELL-
BEING DESPITE THE DIFFICULTIES
IN LIFE?
• MENTAL HEALTH AND WELL-BEING ARE RELATED
CONCEPTS. A MENTALLY HEALTHY PERSON
EXPERIENCES A SENSE OF WELL-BEING.
• THEY ARE HAPPY AND SATISFIED WITH LIFE BECAUSE
THEY FIND MEANING AND PURPOSE IN LIVING.
• THEY ARE AWARE OF THEIR STRENGTHS AND
WEAKNESSES AND IS CONFIDENT TO RELATE WITH
OTHER PEOPLE.
• HE OR SHE IS CAPABLE, FLEXIBLE, AND MOTIVATED.
WELL-BEING IS…
• A SUBJECTIVE STATE THAT EMERGES FROM A
GENERAL FEELING OF SATISFACTION WITH
ONESELF.
• IT IS ALSO DESCRIBED AS A CONDITION OF
GOOD HEALTH, HAPPINESS, AND
PROSPERITY.
• POSITIVE FEELINGS OF SELF-WORTH
CONTRIBUTE TO HEALTHY WELL-BEING.
Issues and Challenges in
Adolescents
 PHYSICAL CHANGES
AND
EMOTIONAL ADJUSTMENTS
• SOMETIMES THE TEEN IS NOT HAPPY OF HIS OR
HER HEIGHT, WEIGHT, TYPE OF HAIR AND SKIN.
• IF THEY COULD NOT ACCEPT THEIR LOOKS, HE
OR SHE DEVELOPS A POOR SELF-IMAGE WHICH
IN TURN AFFECTS HOW HE OR SHE RELATES
WITH HIS OR HER PEERS.
MENTAL
• ADOLESCENCE IS ALSO A TIME WHEN ONE TRIES
TO UNDERSTAND THE SELF IN THE PROCESS OF
DEVELOPING HIS OR HER SELF-CONCEPT.
• THE ADOLESCENT REASONING SKILLS
INCREASE, BECAUSE OF THIS HE/SHE DEVELOPS
EITHER POSITIVE OR NEGATIVE SELF-CONCEPT.
• PERCEPTION OF SELF, INFLUENCES THE
ADOLESCENT’S MANNER OF RELATING WITH
FAMILY MEMBERS AND PEERS.
 COMMON ISSUES AND CHALLENGES OF THE
ADOLESCENTS

• EATING DISORDERS
• DEPRESSION
• SUICIDE
• THESE CHALLENGES ARISE BECAUSE OF THE
DIFFICULTY TO SEE THINGS IN ITS PROPER
PERSPECTIVE AND THE LACK OF COPING SKILLS
TO ADDRESS THESE ISSUES.
• BUT YOU MUST SEEK HELP FROM PEOPLE
AROUND AND KNOW THAT YOU ARE NOT ALONE
IN THE PROBLEM.
 HOW TO PREVENT THE BREAKDOWN OF
MENTAL HEALTH?
1. RESILIENCE – IT IS THE ABILITY TO RECOVER
READILY FROM ILLNESS, DEPRESSION,
ADVERSITY, OR THE LIKE. WHEN THE
ADOLESCENT IS DEPRESSED, HE OR SHE HAS THE
CAPABILITY TO “BOUNCE” BACK TO HIS OR HER
NORMAL LIFE. HE OR SHE DOES NOT ALLOW THE
PRESSURES AND STRAINS IN LIFE TO BRING HIM
OR HER DOWN TO FURTHER DEPRESSION.
• WITH RESILIENCE, YOU CAN CHANGE
YOUR PERSPECTIVE AND FIND MEANING
FROM YOUR BAD EXPERIENCES.
2. PREVENTION – PREVENT YOURSELF FROM
DEVELOPING POOR MENTAL HEALTH, CHECK
YOUR SELF-PERCEPTION.
• A POSITIVE SELF-CONCEPT CAN SERVE AS A
BUFFER TO THE ONSLAUGHT OF PROBLEMS AND
DIFFICULTIES THAT YOU MIGHT EXPERIENCE.
YOU WILL BECOME EMOTIONALLY COMPETENT
TO HANDLE DEMANDS AND PRESSURES.
• THIS CAPABILITY INCREASES WITH AGE.
 MODULE 8: EMOTIONAL
INTELLIGENCE

• OUR EMOTIONS ARE POWERFUL FORCES. IT

CAN EITHER DRIVE US INTO ACTION OR
PREVENT US FROM TAKING ACTION.
• IT CAN MOTIVATE US TO PURSUE OUR DREAMS
OR REMAIN PASSIVE.
• POSITIVE EMOTIONS SUCH AS LOVE, JOY,
AND HAPPINESS MAKE US FEEL GOOD.
• NEGATIVE EMOTIONS LIKE ANGER, FEAR,
AND SADNESS LEAD US INTO BROODING,
SELF-PITY, AND EVEN DEPRESSION.
BIOLOGICAL COMPONENT

• OUR EXPERIENCE OF EMOTION DOES NOT

COME SUDDENLY. IT STARTS WITH A STATE OF
AROUSAL, A HEIGHTENED ACTIVITY IN BOTH
OUR MIND AND BODY THAT MAKES US MORE
ALERT.
EMOTIONAL AROUSAL
• IS A PROCESS WHICH MEANS IT HAPPENS AS A
SEQUENCE OVER TIME.
• SOMETHING TRIGGERS AN AROUSAL THROUGH
OUR SENSES SUCH AS TOUCH (A PUNCH OR A
PINCH), VISION (SEEING SOMETHING SHOCKING
OR DESIRABLE), HEARING (AS SOFT MUSIC OR
SUDDEN LOUD THUNDER), SMELL (OBNOXIOUS
OR PERFUME SCENT), AND TASTE (BITTER OR
SWEET).
• BEFORE A PERSON BURSTS INTO ANGER, SOMETHING IN
HIS OR HER ENVIRONMENT TRIGGERS EMOTION,
REDUCE CORTICAL FUNCTIONING, AND REDUCE
CONSCIOUS CONTROL, AND FINALLY, AGITATION AND
PHYSICAL ACTION.
• FOR EXAMPLE, BEFORE A PERSON BURSTS INTO ANGER,
SOMETHING IN HIS OR HER ENVIRONMENT TRIGGERS
THIS EMOTION.
• DISAPPOINTMENT AND FRUSTRATION MAY SLOWLY
BUILD UP UNTIL A PERSON EXPERIENCES FULL-BLOWN
ANGER. A PERSON MIGHT BE ABLE TO CONTROL HIS OR
HER ANGER BUT OTHERS CAN GIVE WAY TO IT AND
VENT THIS EMOTION ON SOMETHING OR TOWARD
FACIAL EXPRESSIONS –
ARE HUGE INDICATORS OF A HUMAN’S EMOTION.
BEHAVIORAL COMPONENT
• EVERY EMOTION FINDS A WAY OF EXPRESSION.
• PEOPLE RECOGNIZE WHAT WE FEEL BY OUR
FACIAL EXPRESSION.
• WE SMILE OR LAUGH WHEN WE ARE HAPPY.
• IT IS EITHER WE FEAR OTHER PEOPLE’S
REACTION OR WE SIMPLY DO NOT WANT OTHERS
TO KNOW HOW WE FEEL.
• FACIAL EXPRESSION COMMUNICATES OUR EMOTION.
HOWEVER, IT CAN BE MISLEADING, EXAGGERATED, OR
MINIMIZED.
• EMOTION IS CULTURE-SPECIFIC, MEANING THAT WE
LEARN CERTAIN FACIAL EXPRESSIONS BECAUSE IT IS
THE ONE RECOGNIZED OR APPROVED BY OUR
CULTURE.
• EMOTION IS THE BASIS OF HUMAN MOTIVATION AND
THE SEAT OF EMOTION IS THE FACE.
 ELEMENTS OF EMOTIONAL
INTELLIGENCE
1. SELF-AWARENESS – THIS
IS THE ABILITY OF A
PERSON TO TUNE IN TO
HIS OR HER OWN
FEELINGS. A PERSON CAN
RECOGNIZE HIS OR HER
OWN EMOTIONS AND ITS
EFFECTS ON OTHERS.
THIS IS THE ABILITY TO
CONTROL DISRUPTIVE
IMPULSES CAUSED BY
NEGATIVE EMOTIONS SUCH
AS ANGER, ANXIETY, OR
DEPRESSION. HOW LONG
YOU CAN HOLD ON TO A
PARTICULAR EMOTION
MATTERS. IT ALSO
INVOLVES
TRUSTWORTHINESS,
CONSCIENTIOUSNESS,
3. MOTIVATION – AN
EMOTIONALLY COMPETENT
PERSON CAN MOTIVATE HIMSELF
OR HERSELF TO WORK BECAUSE
HE OR SHE HAS A POSITIVE
ATTITUDE IN LIFE AND KNOWS
HOW TO SET CLEAR GOALS.
ELEMENTS OF MOTIVATION
DRIVE ACHIEVEMENT,
COMMITMENT, INITIATIVE, AND
OPTIMISM.
HELPS ONE TO RECOGNIZE
AND UNDERSTAND HOW
OTHER PEOPLE FEEL. A
PERSON WITH EMPATHY IS
SERVICE ORIENTED,
ENCOURAGES PEOPLE IN
THEIR ANILITIES,
CULTIVATES
OPPORTUNITIES, AND IS
POLITICALLY AWARE. AN
EMPATHIC PERSON
DISCERNS FEELINGS
BEHIND THE NEEDS AND
5. SOCIAL SKILLS – THIS IS
USUALLY REFERRED TO AS
“PEOPLE SKILLS” BECAUSE
THEY CAN INFLUENCE,
COMMUNICATE, AND LEAD.
PEOPLE WITH SOCIAL SKILLS
HAVE GOOD INTERPERSONAL
SKILLS THAT CAN HELP THEM
BUILD SUCCESS IN LIFE AND
IN THEIR CAREER.
 THANK YOU FOR ALWAYS ATTENDING OUR ONLINE
CLASS…

• MAY YOU ENJOY THIS VACATION.

• JUST KEEP ON REACHING YOUR GOALS IN LIFE.
• ALWAYS PRAY HARD AND DO TAKE CARE OF YOURSELF.
• GOD BLESS EVERYONE.
• GOODBYE!!!

MRS. EDERLIZA P. ALOYAN

SUBJECT TEACHER