KNOWING ONESELF (Lesson 1)

Self-concept
- Self-concept is one’s mental image about himself/herself. It is how a person perceives and
evaluates his/her beliefs, thoughts, and behavior.
TWO BROAD CATEGORIES OF SELF-CONCEPT
Actual Self
- The actual self is who we actually are. It is how we think, how we feel, look, and act.
- The actual self can be seen by others, but because we have no way of truly knowing how
others view us, the actual self is our self-image.
Ideal Self
- The ideal self, on the other hand, is how we want to be.
- The ideal self could include components of what our parents have taught us, what we
admire in others, what our society promotes, and what we think is in our best interest.
Psychological theory
A. Layers of Self by Sigmund Freud
ID
- According to Freud, the id is the primary component of personality. It is the only
component of personality that is present from birth. This aspect of personality is entirely
unconscious
- Principle: Unreality
- Function: Unconscious
EGO
- The ego is the component of personality that is responsible for dealing with reality. The ego
functions in the conscious, preconscious, and unconscious mind.
- Principle: Reality
- Function: Conscious
SUPER EGO
- The superego holds the moral standards and ideals that we acquire from our parents and
society (our sense of right and wrong). The superego provides guidelines for making
judgments.
- Principle: Morality
- Function: sub/preconscious
Defense mechanisms
- Are behaviors people use to separate themselves from unpleasant events, actions, or
thoughts.
REPRESSION
- is an unconscious mechanism employed by the ego to keep disturbing or threatening
thoughts from becoming conscious.
DENIAL
- involves blocking of external events from awareness
- some situation that too much to handle the person refuse to experience it.
- Example: Someone denies that they have an alcohol or substance use disorder
because they can still function and go to work each day.
PROJECTION
 - involves individuals attributing their own thoughts, feelings and motives to another person.
- Example: a cheating spouse who suspects their partner is being unfaithful.
DISPLACEMENT
- is the redirection of an impulse to a powerless substitute.
- Example: binully mo kapatid mo kasi binully ka sa school.
REGRESSION
- is a movement back in psychological time when one is faced with stress.
SUBLIMATION
- similar to displacement but we manage our emotion into constructive rather than
destructive.
RATIONALIZATION
- this is a facts to make an event or action that is less threatening, we do it often enough on
a fairly conscious level when we provide ourselves with excuses.
- Example: Nagnakaw ng cellphone si tatay dahil para may cellphone ang anak.
C. The Johari's Window
Open self
- Information about you that both you and others know.
Blind self
- Information about you that you don’t know but others do know.
Hidden self
- Information about you that you know but others don’t know
Unknown self
- Information about you that neuter you nor others know.
B. Carl Jung’s ARCHETYPES
ARCHETYPES
- the universal, inborn models of people, behaviors, or personalities that play roles in
influencing human behavior
Anima/Animus
- anima is a feminine image in the male psyche, animus a male image in the female psyche.
Persona/Mask
- The persona is how we present ourselves to the world.
Shadow
- This is the animal/dark side of our personality.
Self
- It provides a sense of unity and a whole personality that balances the conscious and
unconscious.
DEVELOPING THE WHOLE PERSON (Lesson 2)
PHILOSOPHY
- The philosophy of self seeks to describe essential qualities that constitute a person's
uniqueness or essential being.
PSYCHOLOGY
- The psychology of self is the study of either the cognitive and affective representation of
one's identity or the subject of experience.
MORAL
 - Morality comes from the Latin word ‘moralitas’ which denotes manner, character and
proper behavior. This principle is concerned with how individuals distinguish what is right
and what is wrong. Freewill becomes an important element as individuals are provided with
freedom of decision.
VALUES
- A person's principles or standards of behavior. One's judgment of what is important in life.
Personal values provide an internal reference for what is good, beneficial, important, useful,
beautiful, desirable and constructive.
Some values includes the following:
1. LOYALTY
2. SINCERITY
3. KINDNESS
4. COMPASSION
5. COURAGE
6. PERSEVERANCE
7. CHEERFULNESS
8. OPTIMISM
9. RESPECT
10. VOLUNTEERISM
11. INTEGRITY
RELIGION
- Religious views on the self vary widely. The self is a complex and core subject in many
forms of spirituality.
CULTURE
- The self is constantly evolving due to the complexities of cultures and societies. Researchers
have shown that the self is dependent on the culture that the self has been situated around.
3 BASIC ASPECTS OF SELF
- The body
- The mind
- The spirit
THE BODY
- The physical or tangible aspects are related to the body.
- More time and money is spent on enhancing the physical component than either of the
other two aspects.
- The body provides a place to house the spirit (often experienced as feelings) and the mind
(often experienced as thought).
THE MIND
- The mind learns what to do and communicates the information to the body and the
feelings.
- What the mind believes, the body manifests or acts on, and the emotions feel, or respond
with.
- People store both healthy and destructive thoughts and beliefs and respond to life's
circumstances in the most prominent manner.
 - The mind provides access to creativity and serenity which are necessary for such
processes as prayer, forgiveness, acceptance, and passion.
THE SPIRIT (EMOTIONS)
- The human emotions are the most feared aspect of the self, as individuals are reluctant
and unprepared to manage them.
- Managing feelings is like trying to hold water in the palm of your hand. They are illusive
and deceptive.
- A decision made under emotional stress and strain usually impacts emotions negatively.
- Negative emotions that are not managed are stored and repressed.
- Repression is destructive to a content self since all feelings, not only negative ones are
stored away.
THE POWER TRIAD
- THOUGHTS
- FEELINGS
- ACTIONS
THE ASPECTS OF SELF-CONCEPT
Existential Self
- This is 'the most basic part of the self-scheme or self-concept; the sense of being separate
and distinct from others and the awareness of the constancy of the self' (Bee, 1992).
Categorical Self
- Having realized that he or she exists as a separate experiencing being, the child next
becomes aware that he or she is also an object in the world.
AGENCIES OF SOCIALIZATION
- FAMILY
- PEERS
- SCHOOL
- CHURCH
- GOVERNMENT
- SOCIAL MEDIA/MASS MEDIA
FACTORS OF ADOLESCENCE SELF-CONCEPT
- Celebrity Worship
- Materialism
- Peer Communication
CELEBRITY WORSHIP
- Children look to celebrities for guidance and confirmation in the decisions they make for
themselves.
MATERIALISM
- During the adolescent time period, children frequently search for external factors, tangible
and intangible, to use as enhancers of their self-concept.
PEER COMMUNICATION
- The primary factor of peer communication seems to have the greatest influence on
temporary fluctuations of the self-esteem of an adolescent
FACTORS OF ADOLESCENCE SELF-CONCEPT
- Peer Rejection
 - Family Communication
- Effect Form Siblings
PEER REJECTION
- All adolescents desire to fulfill the criteria peer groups have constructed to achieve social
acceptance
FAMILY COMMUNICATION
- For many adolescents, the relationships among family members are far more stable, and
therefore, can have much greater effects on self-concept
EFFECT FROM SIBLING
- The quality of relationship and the confirmation among siblings is argued to be one of the
most important factors for increasing self-esteem among adolescents (Dailey, 2010).
ALWAYS BE YOUR OWN SELF!
“It is better to be hated for what you are than to be loved for something you are not. ” -André
Gide
ADOLESCENCE (Lesson 3)
- is derived from the Latin word ‘Adolescere’ which means ’to grow up’. Adolescence is
defined as a developmental stage of transition from the period of puberty to the legal age
or age of majority.
3 STAGES OF ADOLESCENCE
Early Adolescence: 10 – 14 y/o
Middle Adolescence: 15 – 17 y/o
Late Adolescence: 18 – 20 y/o
FACTOR CONTRIBUTING TO HUMAN DEVELOPMENT
NATURE
- Nature is a person’s biological inheritance from one’s biological parents.
NURTURE
- The environment of the child plays a vital role in the development of one’s individuality. The
physical and social environment influences the formation of the traits, attitudes, interests,
motivations, and emotions of the individual.
STAGES OF ADOLESCENCE IN TERMS OF:
- Physical
- Cognitive/Intellectual
- Emotional
- Social

PHYSICAL CHANGES IN ADOLESCENCE

- Physical changes are achieved by girls pertaining to puberty until age 15.
COGNITIVE/INTELLECTUAL CHANGES IN ADOLESCENCE
- Higher cognition in the face of life's realities.
- Understands point of concerns and issues pertaining to the family and society. Look up to
achievement.
EMOTIONAL CHANGES IN ADOLESCENCE
- Much concern about being physically and sexually attractive.
- Wants intimacy in a relationship.
 - Possible onset of an eating disorder.
- Desire to engage in activities on their own.
SOCIAL CHANGES IN ADOLESCENCE
- Desire friends of the same views, ideals and interests.
- Peers becomes essential part of their lives
- Highly influenced by peers such as joining gangs and engaging in risky behaviors.
PSYCHOSOCIAL CHANGES DURING ADOLESCENCE (Erick Erickson)
Trust vs Mistrust
- The stage in which the infant feels uncertain about the external world.
- Influential stage: Parents
- Basic virtue: Hope
- Age: Infancy (0-1 ½)
AUTONOMY VS THE SHAME
- The stage wherein the child begins to assert independence and starts to make Decisions.
- Influential stage: Parents
- Basic virtue: Will
- Age: Early childhood (1 ½-3 )
INITIATIVE VS GUILT
- The stage where the child develops a sense of responsibility.
- Basic virtue: Purpose
- Age: Play age (3-5)
INDUSTRY VS INFERIORITY
- The stage when peer group becomes very important and becomes the source of self-
esteem.
- Influential stage: Parents and teachers
- Basic virtue: Competency
- Age: School age (5-12)
IDENTITY VS ROLE CONFUSION
- The stage where several roles are considered at this age. He or she explores possibilities
and form identities.
- Basic virtue: Fidelity
- Age: Adolescence (12-18)
INTIMACY VS ISOLATION
- The stage where one shares one’s self more intimately with others, the exploration of
relationships.
- Basic virtue: Love
- Age: Young adult (18-40)
GENERATIVITY VS STAGNATION
- The stage of established career, family life or relationship and greater productivity.
- Basic virtue: Care
- Age: Adulthood (40-65)
INTEGRITY VS DESPAIR
- As a retiree, one contemplates and looks into what was accomplished and will reached to a
sense of integrity. Failure to do so leads to doubts and despair.
 - Basic virtue: Wisdom
- Age: Maturity (65+)
CHALLENGES IN MIDDLE AND LATE ADOLESCENCE
EARLY ADOLESCENTS (12-14Y/O) MAY ACT
- Very moody
- Very sensitive to their physical appearance
- Less satisfied with body image and most constantly want to lose weight
- Body rapid changes occur: shyness. blushing, modesty and the need for privacy
- Curiosity about sexual matters begins
- Sexual curiosity is often expressed by affection
- Young teens would rather be with friends than their parents
- Shows parents less attention and may be rude to them
- Teens feels invincible as if nothing bad may happen to them
- Young teens may engage in some risky behaviors such as experimenting, smoking, drugs,
sex etc.
- Have rigid concepts of right or wrong
- Conformity in behavior
- Has varying interest in the future
- Special talents and being athletic may emerge
- Usually unwilling to compromise
MIDDLE ADOLESCENTS (15-17 Y/O) MAY ACT
- Majority of changes associated with puberty have taken place
- Greater time is invested in grooming, exercising, and experimenting such as makeup and
clothing style
- They develop a satisfying and realistic body image
- Begins to have increased concerns about their own sexual attractiveness
- Experiences of middle adolescents are broadened by their relationships with adults outside
the family
- Complaints that parents interferes with their independence
- Teens experienced most conflicts with parents
- Experimentation with alcohol, marijuana, and sexual intercourse INCREASES SHARPLY
during this stage
- Friends means‘ everything’
- Picking good friend/s is/are important and loss of friend can cause serious depression
- Most adolescents often confide more to their peers than to their parents
- Begins better use of speech to express themselves: less acting out of feelings Increased
ability to control their impulses, resolve conflicts, and say no to peer pressure
- Most think about future vocation
- Encouragement in any special athletic, artistic, academic, or musical talents may help
develop a good self-esteem
- Have poor concept of cause and effect causing many middle adolescents to be unable to
link driving while drinking with auto accidents and sexual intercourse with pregnancy or
STD’s/AIDS.
LATE ADOLESCENTS (18-21 Y/O) MAY ACT
 - Psychological development is generally complete. Greater emotional stability. Height may
continue to develop for a short time in males.
- Less concerned about their body as puberty ends.
- Develops a clear sexual identity.
- Concerned in serious relationships and develops the capacity for tender and sensual love
- Adolescents in this age group often turn back to the family and realizes that their parents
can be their best friends.
- Peer groups fades in importance and is replaced by a few good friends.
- Young adult will start to listen to parent’s advice.
- Teens in this age begins to realize and worry about the future
- The adolescent has established a sense of identity and is no longer threatened by seeking
their parents advice or counseling.
- Peer group is less influential
- One on one dating becomes more important, and late adolescents may develop a more
intimate relationship with someone.
- Has greater ability to express ideas rather than acting out
- Their value system is also changing. Often idealistic. Peer group relationships are replaced
by individual friendships.
- Begins to think seriously about career and goals.
- World of work becomes very real for those who do not plan for college
- Rapidly emerging ability to make independent decisions and to compromise-but still a long
way to go.
- Takes pride in their work and some can be self-reliant.
ADOLESCENCE (PART 2)
CHANGES IN MORALITY DURING ADOLESCENCE
ACCORDING TO PIAGET
- During adolescence, boys and girls have reached the stage of formal operations in
cognitive development. They are now capable of considering all possible ways of solving a
particular problem. Thus, they can look at their problems from several point of view and
can take many factors into account when solving them.
ACCORDING TO KOHLBERG
- In post-conventional morality, an individual believes that in this stage, morality is based on
respect for self and others rather than personal desires.
COPING WITH STRESS (Lesson 5)
Stress
- Teen years are crucial years as it can ‘make or break’ the adolescents.
- Stress is a feeling of strain and pressure.
- Stress is a type of psychological pain.
- It is a way by which the body responds to the pressure from the external environment.
- Stress is unpleasant as it puts the mind and the body in a dilemma where it is threatened
and challenged.
Prolonged exposure to stress and continued activation of stress responses may result to some
physical, emotional, and behavioral problems.
Some examples of behavioral symptoms
 - Accident prone
- Los of appetite
- Sleeping problems
- Restlessness
- Engaging in vices
Some examples of emotional/mental symptoms
- Anxiety or irratability
- Depression
- Panic attacks
- Sadness
Some examples of physical symptoms
- Chest pain
- Exhaustion or trouble sleeping
- Headaches, dizziness or shaking
- Muscle tension or jaw clenching
- Stomach or digestive problems
- Weak immune system
Types of Stress
Eustress or the Positive Stress (short-term stress)
- It can be described as our perception of a situation that could be stressful, but instead we
choose to believe it is an opportunity that will provide a good outcome.
- Example: Giving Birth
Distress or the Negative Stress (long-term stress)
- This type of stress causes not only causes pain in the mind but also in the body. As it
makes the individual literally sick. This is brought forth by the helplessness and
hopelessness created by the stressor on the person
- Example: Breakup
S- someone
T- trying too
R- repair
E- every
S- situation
S- solo
STRESSORS:
- Academic Stress
- Social Stress
- Family Problems
- Financial Problems
- Romantic Relationship
- Psychological Changes
- Competition
- Physical and Traumatic Events
- Changes in routine
- Low Self-Esteem
HOW TO HANDLE THESE STRESSORS?
- Create a conductive study space
- Get enough sleep
- Get organized
- Manage time wisely
- Get help if you need it
- Take a break
- Cheek in yourself
- Pray fervently
POWER OF THE MIND (Lesson 6)
5 FACTS ABOUT HUMAN BRAIN
- The human brain weighs 3 pounds.
- It comprises 60% of fat and is one of the fattest organs in the human body.
- Human brain has the capacity to generate approximately 23 watts of power when awake.
- About 75 percent of the brain is made up of water.
- The human brain will grow three times its size in the first year of life.

THE HUMAN BRAIN

- The cerebrum fills up most of your skull. It is involved in remembering, problem-solving,
thinking, and feeling. It also controls movement.
- The cerebellum sits at the back of your head, under the cerebrum. It controls coordination
and balance.
- The brain stem sits beneath your cerebrum in front of your cerebellum. It connects the
brain to the spinal cord and controls automatic functions such as breathing, digestion,
heart rate, and blood pressure.
3 MAJOR PARTS OF THE BRAIN
Brain stem (Breathing, heart rate, and temperature.)
- Connects the spinal cord and the brain. It controls functions that keep people alive such as
breathing, heart rate, blood pressure, and food digestion.
Cerebellum (Balance and coordination)
- Controls voluntary movement. Your form the thought and then an area in the cerebellum
translates your will into action.
Cerebrum
- The largest part of the three brain sections, accounts for 85% of the brain’s weight and has
four lobes.
4 LOBES OF THE BRAIN
Frontal lobe
- Language and touch
Parietal lobe
- Thinking, memory, behavior, and movement
Temporal lobe
- Hearing, learning, and feeling
Occipital lobe
- Sight
“THE CORTEX”
- “Thinking wrinkles”
- Your brain's wrinkled surface is a specialized outer layer of the cerebrum called the cortex.
- Scientists have "mapped" the cortex by identifying areas strongly linked to certain functions.
SPECIFIC REGIONS OF CORTEX:
- Interpret sensations from your body, and sights, sounds and smells from the outside world.
- Generate thoughts, solve problems and make plans.
- Form and store memories.
- Control voluntary movement
Neuron
- The real work of your brain goes on in individual cells. An adult brain contains about 100
billion nerve cells, or neurons, with branches that connect at more than 100 trillion points.
Scientists call this dense, branching network a "neuron forest’’. Signals traveling through
the neuron forest form the basis of memories, thoughts, and feelings.
- Neurons are the chief type of cell destroyed by Alzheimer's disease.
LEFT BRAIN:
- Logical
- Focused on facts
- Realism predominates
- Planned and orderly
- Math and Science minded
- Prefers non-fiction
RIGHT BRAIN:
- Emotional
- Focused on arts and creativity
- Imaginations predominates
- Occasionally absentminded
- Prefers fiction
- Enjoys creative storytelling
CREATIVE THINKING
- Creative thinking is an expansive way of driving your thoughts to venture into the realm of
possibilities. It is thinking outside the box. Instead of simply finding ideas, it pushes you to
invent and make something new. It is an amazing feat of the mind.

ASSOCIATIVE THINKING
- The process of linking one thought or idea to another.
- Associative thinking can be used for creative thinking purposes and has a key role in most
memory techniques.
- It is a mental technique that lets you explore an idea by considering all possible areas
(ideas, experience, images, symbols, etc.) related to the topic at hand to get fresh insights.
- This kind of thinking exhausts all ideas you can connect with your topic or problem.
MIND MAPPING
- Mind mapping is a creative way of exploring ideas through a graphic or visual
presentation.
 - It uses words, images, numbers, colors, and spatial awareness to expand your brain.
- It uses mental skills that enhance brain activity to produce ideas, learn through clearer
thinking, and perform better.
CREATIVE THINKING HABITS (LESSONS FROM THOMAS EDISON)
- Generate lots of ideas. Keep thinking.
- Write your ideas and the ideas you learned from others. Keep a record.
- Find ways to improve the ideas. Build on them.
- Engage in critical thinking. Challenge the assumptions and open yourself to discovering
something new.
- Do not be afraid of failures. Learn from them.
MENTAL HEALTH AND WELL-BEING MIDDLE AND LATE ADOLESCENCE
Mental health
- Refers to the maintenance of successful mental activity. This includes maintaining
productive daily activities and maintaining fulfilling relationships with others. It also includes
maintaining the ability to adapt to change and to cope with stress.
SIGNS OF CONFLICTS IN THE MIND:
- Eating or sleeping too much of too little
- Having low or no energy
- Having unexplained aches and pains
- Smoking, drinking, or using drugs more than usual
- Yelling /fighting with family or friends
- Feeling unusually confused, forgetful, on edge, angry, upset, worried or scared.
COMMON MENTAL HEALTH PROBLEMS AMONG ADOLESCENTS (BY: MICHAUD & FOMBONNE,
2005)
Depression (Major depressive disorder)

HOW TO BE MENTALLY STABLE:

- Connect with others and express yourself
- Be physically active
- Ask for professional helping needed
- Be aware of ways to cope up
- Be positive despite the odds
- Rest and sleep