MODULE 1: KNOWING THE SELF KNOWING ONESELF

SELF – defined as the individuality of a person which is the Knowing yourself means understanding your strengths
subject of learning experiences, varied emotions and and weaknesses, your passions and fears, your desires
thoughts. and dreams. It means being aware of your eccentricities
and idiosyncrasies, your likes and dislikes, and your
 Self-awareness – Recognizing one’s inner tolerances and limitations. Knowing yourself means
strengths and weaknesses gives a person a knowing your purpose in life.
capability to empower oneself.
 Self-concept – The persons perception and How Do We Get To Know Ourselves?
beliefs
 about himself/herself. 1. Introspection or Self-Analysis – self
 Self-worth – Beliefs we hold about ourselves. questioning
 Self-image – How we see ourselves. Such questions on the self may include the ff:
 Ideal self – Person we would like to be.
 Self-affirmation – “I’m going you to make so a. “Who am I?”
proud” b. “What do I really want?”
c. “Why am I here?”
d. “What will become of me?”
JOHARI WINDOW MODEL (1955)

- Four quadrant grid 2. Keep a Self-Reflective Journal – creating a

- Developed by American Psychologists Joseph self-reflective journal means getting any
Luft and Harry Ingham. notebook to jot and record self-reflection.
It useful to: You usually choose a notebook to write your
self-reflections in.
 Self-awareness
 (Learning about the) Self as a human being
 Healthy relationship to each other 3. Be Self-Aware – this is a skill where we tune in
to our feelings, thoughts and actions to
understand how it affects us and the
THE JOHARI WINDOW significant others in our life.

1. Open/Free Area 2. Blind Area 4. Self-affirmation

3. Hidden Area 4. Unknown a. Create a Mantra that focuses on your inner
strength and beauty.
b. Be grateful that you are alive, normal and
productive.
THE FOUR QUADRANTS ARE: c. Love yourself.

1. Open Area (Quadrant 1) – things that you know

about yourself and the things that others know
about you. E.g. “public” history

2. Blind Area (Quadrant 2) – things about you that

you aren’t aware of, but are known by others.
Individuals can’t face directly, but can seen by
others. E.g. feelings of inadequacy and
unworthiness.

3. Hidden Area (Quadrant 3) – things that you know

about yourself but that others don’t know. E.g.
darkest secrets

4. Unknown Area (Quadrant 4) - things that are

unknown to you and are unknown to others. E.g
things that were undiscovered yet.
MODULE 2 Puberty – refers to physiological changes involve on
actual maturation.
Holistic Development - Is a practical approach to a
comprehensive learning system where physical, Adolescence – stage of puberty to adulthood and
social, emotional, mind and spiritual growth of a includes the psychological experiences of the child
student is taken care. during their period.

 Human Development Physical/Physiological changes- brain, bones,

organs, and body systems, clumsiness and
A. Intellectual Development : coordination, physical strength and sport skills.

 Intelligence is one element that separate  Cognitive Development Theory

one from all others of the same
demographic people. [Jean Piaget’s]

 Theory of Intelligence [Charles Spearman] Fixed trait, process which occurs due to biological
(1927) maturation and interaction with environment.

Components Of general Intelligence  0-2 years old – sensorimotor stage (object

permanence)
 Working Memory  2-7 years old – preoperational stage
 Visual-Spatial Processing (egmentrism)
 Fluid Reasoning  7-11 – years old – concrete operational
 Knowledge stage (concept of conservation)
 Quantitative Reasoning  12 and up – formal operational stage
(logical reasoning)

The Agencies of Socialization :

 Seven Cluster of Abilities
 Family
[Luis Leon Thurstone](1938)  School
 Peers
 Church
1. Verbal Comprehensive
 Social Media/Mass Media
2. Memory
 Government
3. Numerical Abilities
4. Inductive Reasoning
5. Word Fluency  Psychosexual Stage
6. Spatial Abilities
7. Perceptual Spee [Sigmund Freud’s]

 Crystallized and Fluid Oral Stage -1 years old

[Raymond Cattell] (1963) Anal stage 1-3 years old

 Analytical, Creative, Practical Intelligence Phallic Stage 4-5 years old

[Robert Sternberg] (1991) Latency 5-Puberty (Dormant Sexual Instinct)

Genital (adulthood)

Intelligence - is define as the global capacity to act

purposely, to think rationally and deal effectively
with the immediate environment (Sternberg 2004).

B. Psychosocial Development : (Erik Erickson)

  Social Learning Theory 3. Kindness-benevolence and gentleness in treating
other people
[Albert Banduras]
Example: Some show their kindness to the poor by
 People can learn through observation. employing them in their kitchens.
 Mental state are important to learning.
 Learning does not necessarily lead to 4. Compassion-humane and sympathetic about
behavior stage. what others are undertaking.

1. Attention Example: There was compassion in her sparkling

2. Retention gaze despite the gentle humor in her voice.
3. Motor reproduction
4. Motivation 5. Courage-bravery in the midst of difficulties

C. Physical Development : Example: His words put courage into every heart.

-An individual’s physique, body and health are 6. Perseverance-steadfast and persistent to attain
significant areas is assessing the overall life goals
characteristic of a person.
Example: Getting years of training to forge the body
Physical development is the process that starts in for martial pursuit requires perseverance.
human infancy and continues into late adolescent
concentrating on gross and fine motor skills as well 7. Cheerfulness-positivity and light heartedness
as puberty. Physical development involves even during adversities
developing control over the body, particularly
muscles and physical coordination (Thomas, K.
Example: There was a natural sense of cheerfulness
2019)
to her that she liked

D. Moral Aspect of Development

8. Optimism-having a sense of gratitude to
appreciate what one possess
Based on [Link], moral development occurs as
we grow and helps us choose between right and
Example: She appreciated her friend's optimism in
wrong. The theory of Lawrence Kohlberg states that
the face of the difficult situation.
the moral development of most people begins with
a desire to avoid personal punishment and may
9. Respect-courtesy, reverence for those in authority
evolve over time to a desire to make the world a
and of seniority.
better and more just place for all people.

Example: Treat them with respect and take care of

Morality – principle concerning how individuals
them.
distinguish what is right from what is wrong.

10. Volunteerism-initiative to extend help to those in

Values – worth we assign to things/entities that are
dire need
considering to be importance.

Example: Jessie volunteered himself to clean their

SOME VALUES INCLUDE THE FOLLOWING
house.
1. Loyalty-faithfulness to words we speak; devoted
11. Integrity-moral uprightness for greater credibility
in relationships; conscientious to our duty

Example: She looked for an employer who had

Example: The store gave out free samples to
integrity and valued its employees as well as the
engender loyalty from their customers.
planet.
2. Sincerity-truthfulness to promises; openness and
transparency about one’s thoughts.

Example: The sincerity in his voice

brought tears to her eyes.
 Personal Development – MODULE 3

DEVELOPMENTAL STAGES
HUMAN DEVELOPMENT  Issues and concerns about their lives are
confided to friends rather than to their own
 Refers to the stages of changes that
parents.
individuals undergo through the life span.
 Development that we experience from LATE ADOLESCENCE
babyhood to adulthood.
 Generally happens during high school years.
FACTORS CONTRIBUTING TO HUMAN DEVELOPMENT (18-20 yrs. Old)
 A “higher degree” of Independence is felt at
1. NATURE
this stage.
-a person’s biological inheritance  They became “Grown-ups” expected to do
things done by a “Grown-up” and behaving like
-traits derived from biological parents one.
 Engage in more adventurous activities like “Real
2. NURTURE
Adults”
-the environment of a child plays a vital role in  One’s transition from being an “Adolescent”
the development of one’s individuality. towards becoming a “Real MAN or WOMAN”

-the ‘physical’ and ‘social’ environment BASIC MATURATION DURING ADOLESCENCE

influences the traits, attitudes, interests,
 Emotional Development
motivations, emotions of the individual.
 Physical Development
UNDERSTANDING THE ADOLESCENCE  Social Development
 Mental Development
ADOLESCENCE – defines as a developmental stage
of transition from the period of puberty to the legal THEORIES EXPLAINING ADOLESCENT DEVELOPMENT
age or age of majority.
Erik Erikson's Stages of Psychosocial
-comes from the Latin word ‘ADOLESCERE’ which Development
means “to grow up”  Erikson maintained that personality develops in
a predetermined order through eight stages of
PUBERTY – the process that leads to sexual maturity psychosocial development, from infancy to
or fertility which is the ability to reproduce
adulthood. During each stage, the person
3 STAGES OF ADOLESCENCE experiences a psychosocial crisis which could
have a positive or negative outcome for
EARLY ADOLESCENCE personality development.
 occurs from ages 10 to 14.
 An individual start to observe the rapidly
changing physical attributes.
 Individuals feel strong and invincible like a
“hero” in a gaming world. Most would engaged
in risky behaviors such as taste of cigarette
smoking, sipping their first alcoholic beverage,
or even taste of illegal substances.
 Infatuations and admirations
 Peers are consider more important than families

MIDDLE ADOLESCENCE

 occurs from ages 15 to 17.

 Teens become extremely conscious of their
physical looks and how others see them.
 Individuals become absorbed in their
relationships outside of the home
 Asserting for “Independence” sin everything
specifically on decision-making.
  The stage of established career, family
life or relationship and greater
productivity.
8. Integrity vs. Despair
 It is during this time that we contemplate
our accomplishments and can develop
integrity if we see ourselves as leading a
successful life.

Jean Piaget's Theory of Cognitive Development

 Piaget's (1936) theory of cognitive development

explains how a child constructs a mental model of
the world. He disagreed with the idea that
intelligence was a fixed trait, and regarded
cognitive development as a process which occurs
due to biological maturation and interaction

1. Trust vs Mistrust
 During this stage, the infant is uncertain
about the world in which they live, and
looks towards their primary caregiver for
stability and consistency of care.
2. Autonomy vs. Shame & Doubt
 children at this stage are focused on
developing a sense of personal control
over physical skills and a sense of
independence.
3. Initiative vs. Guilt
 The child starts to regularly interact with
other children. He or she can start to
1. Sensorimotor Stage
decide and lead others.
 No thought beyond immediate physical
4. Industry vs. Competence
experiences.
 The stage where peer group becomes
 Infants construct an understanding of the
very important and becomes source of
world by coordinating sensory experiences
self-esteem. The energy is directed
with physical, motor actions.
towards mastering knowledge and
2. Preoperational Stage
intellectual skills.
 Young children are able to think about
5. Identity vs. Role Confusion
things symbolically.
 During this stage, adolescents search for
 Able to think beyond here and now, but
a sense of self and personal identity,
egocentric and unable to perform mental
through an intense exploration of
transformations
personal values, beliefs, and goals. The
3. Concrete Operational Stage
individual begins to look to the future.
 Able to perform mental transformations
Family. Career, relationships, etc.
but only on concrete physical objects.
6. Intimacy vs. Isolation
4. Formal Operational Stage
 During this period, we begin to share
 Able to perform hypothetical and
ourselves more intimately with others. We
abstract reasoning.
explore relationships leading toward
longer-term commitments with someone
other than a family member.
7. Generativity vs. Stagnation
MODULE 4: CHALLENGES CONFRONTING THE ADOLESCENT STRESS – It can make or break the
ADOLESCENT [Link] inevitable changes undergone by
the adolescents create this period of turmoil.

Adolescence- a period of extreme adjustments

when you are no longer acting like a young child. STRESS – defined as a state of extreme
difficulty,pressure or strain.

THE STRESSORS AND CHALLENGES OF BEING AN

ADOLESCENT General Adaptation Syndrome – theory of stress
[Link] by Hans Selye (1936).This states
[Link] from dependence to autonomy or
that a body under stress generally undergoes
individuation – slowly leaving one’s comfort zone.
response stages.

[Link] relationship with parents – tries to show

SOME STRESSORS INCLUDE THE FOLLOWING:
‘grown up’ characteristics that parents are not yet
ready to [Link] to CONFLICT. [Link] in the family
[Link] of loved one
[Link] School
[Link] one’s place in the future world of work – [Link]/Separation
Adolescents are confronted with the [Link] in school
[Link] in the near future. [Link] into trouble
[Link] Rivalry
[Link]
[Link] Constraints
[Link] responsibility in the family and
community – one needs to get out of their shell and
start becoming a doer.
TYPES OF STRESS

[Link] Stress or ‘EUSTRESS’ – This is experienced

[Link] one’s sexuality – ‘onset of by the body as an unpleasant stimulus becomes a
puberty’.Attraction to opposite sex involves. source of motivation.

[Link] Stress or ‘DISTRESS’ – type of stress

causes pain in the mind and body,it makes the
[Link] of Identity – journey of self-discovery.
individual literally sick.

[Link] for higher cognitive ability for decision-

EFFECTS OF EXTREME EMOTIONS AND STRESS
making – they understand and formulated
logical,rational and abstract strategies. FIGHT OR FLIGHT – stress response and is your
body’s way protecting you.

[Link] changes cause by hormonal changes –

‘mood swings’.They become prone to stress and
often feel bored and so want to take risks for the
sake of thrill.

[Link] brought about by expectations –

Adolescence marks the beginning of the
development of a more complex cognitive skill and
mental processes.
RESPONSES OF THE BODY TO EXTREME EMOTIONS
AND STRESS OVERLOAD INCLUDE THE FOLLOWING :
BEHAVIORAL SYMPTOMS

[Link] more or less

PHYSICAL IMPACT [Link] too much or too little
[Link] yourself from others L
[Link] in the rate and depth of beathing
[Link] or neglecting responsibilities
[Link] becomes more concentrated
5. alcohol,cigarettes or drugs to relax
[Link] and pulse rate increases
[Link] habits ([Link] biting)
[Link] become extremely keen
[Link] in one’s stomach
[Link]
HANDLING EXTREME EMOTIONS AND STRESS
[Link] Sweat
[Link] Mouth [Link] Engagement –socially interacting with
[Link] Rush another person.

[Link] –It releases chemicals to provide the

energy you need to protect [Link] as the
HEALTH PROBLEMS
‘FIGHT OR FLIGHT’ response.
[Link] of any kind
[Link] –the least evolved response to
[Link] Disease
stress and used by the body only when social
[Link] Problems
engagements and mobilization have failed.
[Link] Problems
([Link] block)
[Link]
[Link] Problems
[Link] Immune Disease
[Link] Conditions,such as Eczema

COGNITIVE SYMPTOMS

[Link] Problems
[Link] to concentrate
[Link] Judgement
[Link] only the negative
[Link] or racing thoughts
[Link] worrying

EMOTIONAL SYMPTOMS

[Link]
[Link] or Short Temper
[Link],inability to relax
[Link] overwhelmed
[Link] of loneliness and isolation
[Link] or general unhappiness