Knowing Oneself

Union of elements
Body, thoughts, feelings, emotions, and sensations constitute the individuality and identity of a
person.
composed of feeling, thoughts, actions, experiences, values, principles and relationships. your
idea of who you are will make you know the things you can do and the things you wanted to
pursue.
BODY

● Physical attributes
● Health
● Posture
● Poise

THOUGHTS

● the way you think

● How you perceive things
● Affect how feel
● Bring sensation

EMOTIONS AND SENSATION

● prompts you to act and behave the way you do

FEELINGS
SELF SUBSYSTEMS
ACTUAL AND IDEAL SELF
Self - concept or actual self is your realistic view of who you are.
Ideal self - includes the things you wanted or what you wishes for a im
KNOWING ONESELF
NATURE

● genes and hereditary factors

● Physical apperance

NURTURE

● envirometal variables
● Childhood experiences

HOLISTIC DEVELOPMENT

● is a process of advancing all the aspects of self

 ● Diamond (2009) proposed that development is constructed through biological, cognitive,
spiritual, and socioemotional factors that work together as one whole. Whatever happens
to one part will surely affect the other parts.
● The pattern movement or change that begins at conception and continues through the
human life-span (santrock, 2008)

It is seen as a lifelong process,

A potential for changes throughout the individual’s life.
Changes include

● qualitative and quantitive

● Intra-individual and inter-individual
● (Earlier discussion on) aspects of development

PERSONA:
A greek word that refers to the theoretical masks used by actors to depict certain emotions.
PERSONALIS
A greek word that refers to the theatrical masks used by actors to deposit certain emotions.
DEVELOPER
a french word that means unroll, unfold replacing the old english word disvelop and old french
work desvelop which both means “unwrap, unfurl, unveil”
A. Biological/physical development

● genetic make-up of a person

● When muscles, bones and organ further grow into it’s complexity and functionality
● Most significant changes is when puberty started (when the body matures in all aspects
with sexual characteristics)
● Neurobiological changes

B. Cognitive and Moral development

● According to Jean piaget ,(stage theory of intellectual development) and individual

undergoes distinct stages of intellectual development.
1. Sensorimotor stage (0-2 years old)
2. Pre-operational stage (2-7 yrs old)
3. Concrete operational stage (7-11 yrs old)
4. Formal operational stage (11 and above )

Level 1: Pre-conventional Morality

Level 2: Conventional Morality
Level 3: post conventional morality
C. Spiritual Development

● development of our beliefs

● How we believe in something beyond the material universal

D. Social- Emotional

● psychological theory where in on individual tends to acquire the capacity to understand

experiences and express and manage emotion.
LESSON 2
DEVELOPMENTAL TASK
These tasks are the specific knowledge, skills, attitude, and functions that you need to acquire to
effectively demonstrate a specific period of your life.
ADOLESCENCE

● A stage in between the onset of puberty and the beginning of adulthood

● Occurs in ages 12 -18

COVERT - (unconscious)
OVERT - (conscious)
PSYCHOLOGICAL - - - - - - - - - - - - - - - - - - SOCIAL
Physchological (psycho” relating to the mind, brain, personality, etc, and “social” which means the
external relationships and environment)
SYNTONIC - - - - - - - - DYSTONIC
for the first listed For the second
Listed
“ Positive”. “Negative”
Disposition in each Disposition
Crisis
ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT TASK

● according to erik erikson, this psychosocial preparation is expected to happen at 12 to 18 years of

one’s life is the information of IDENTITY

IDENTITY

● your identity is the integration of your self- concept and outer social concept into a meaningful
congruent whole

ROLE CONFUSION
This happens due to the:
1. Lack absence of self-concept

2. Incongruence between one’s self-concept

3. Other people’s expectations

Secondary Sex Characteristics

- The changes in the levels of hormones cause the emergence of physical changes
- These make a male and female more distinguished from one another in terms of physical appearance
and sexual functioning
Human Developmental Theories
Erik Erikson’s Psychosocial Developmental Theory
John Bowlby’s Attachment Theory
Sigmund Freud’s Psychosexual Developmental Theory
Albert Bandura’s Social Learning Theory
Jean Piaget’s Cognitive Developmental Theory
Lawrence Kohlberg’s Moral Development Theory
ERIK ERIKSON’S
Stages of psychosocial development

APPROXIMATE PSYChoSOCIAL VIRTUE

AGE CRISIS/TASK DEVELOPMENT
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 - old Integrity vs despair Wisdom
Erik Erikson’s Psychosocial Developmental Theory
John Bowlby’s Attachment Theory
DEVELOPMENTAL TASK BY ROBERT HAVIGHURST

1. To adjust physical sense of self

2. Is adjusting to cognitive demand in school
3. Developing a stable and productive relationship
4. Learning how to manage sexuality
5. Develop increased impulsive control and behavioral maturity.

STRESS

● is the natural response of the mind and body to the demands of the enviroment. It is one of the
most physical and mental illness
● Caristol will help our body have additional energy to cope or deal with the stressor , but these
hormones cannot stay long in our blood and there is acceptable amounts of cortisol in our body.
Too much cotisol lowers the immune system and can depress the functioning of our brain.

KINDS OF STRESS

1. EUSTRESS - can challenge and find creative solutions to your concern. (Beneficial Stress)
2. DISTRESS - when stress leads to a sense of helplessness and exhaustion
3. NEUSTRESS - the stress that does not affect your life.

KIND OF SYMPTOMS OF STRESS

COGNITIVE

1. Memory problems
2. Unable to concentrate
3. Poor judgment
4. Seeing onlyy negative
5. Anxious

EMOTIONAL

1. Moodiness
 2. Irritability or short temper
3. Agitation or restlessness
4. Feeling of being overwhelmed
5. Sense of loneliness
6. Depression

PHYSICAL

1. Body aches
2. Diarrhea or constipation
3. Nausea/Dizziness
4. Chest pain
5. Rapid System Weakness

BEHAVIORAL

1. Eating more or less

2. Sleeping too much or too little
3. Isolating yourself from others
4. Procrastinating
5. Neglecting responsibilities
6. Drinking alcohol, smoking
7. Having nervous

CHANGES IS ENEVITABLE
MENTAL HEALTH

● according to WHO (2018), it is the state of mental well-being in which an individual realizes his or
her abilities! Can cope with the daily stressses of life, can work productively and can make a
contribution to his or her community. L
● US surgeon General report(1999) stated that it is the successful performance pf mental function
resulting in productive activities, fulfilling relationship with other people, the ability to change and
to cope with adversity
● Your mental health status can be understood using the mental health continuum model.
● It is called a continuum because every individual can shift from one quadrant to another

COPING STRATEGY
Richard Lazarus, a psychologist, proposed that stress is an ​
imbalance between the demands of the individual and his or her resources to cope (Lazarus & Folkman,
1984). Moreover, he asserted that the experience of stress varies between individuals depending on how
they interpret their stressors and the outcome of the sequence of thinking patterns, called appraisal
INVOLVES…​

● MANAGING DIFFICULT SITUATIONS​

● EXERTING EFFORTS TO SOLVE YOUR PROBLEMS ​
● STRIVING TO MASTER OR REDUCE THE STRESSFUL EFFECTS ​

Coping is the intential effort you engage to minimize the debiliating effect of an event or situation (caroll,2013)
COGNITIVE APPRAISAL
 ● your interpretation of stressors or events that significantly effect your life
1. Interpretation of stressor
2. Analysis of the available resources
3. Stress
4. Coping
5. Reappraisal

PROBLEM FOCUSED COPING

This coping style aims to deal with the source of stress through resolving the event or changing the
situation.

● facing the situations and exerting efforts to solve the problem

● study skills
● Time management skills
● Problem solving skills
● Support group
● Being self-efficient

Problem solving skill

● Be objectives in facing your concern

● Assessing the situation by describing it and determining where

SOME TIPS TO IMPROVE YOUR TIME MANAGEMENT SKILLS

1. Monitor ur time
2. Plan your activities using a schedule
3. Increase your efficiency
4. Tackle one task at a time
5. Group similar task together
6. Make use of your down time

EMOTION-FOCUSED COPING
It deals on how you will manage your emotions which prevents you to think rationally and to take action to
solve problems

1. EMOTION FOCUSED
● responding in an emotional way
● Focusing on pain - triggers emotional reactions
● Denying problems or laughing it off prevents you to acknowledge the problem and handle it
1. EMOTION - FOCUSED COPING SKILLS
● Exercise
● Take a bath
● Give yourself a pep talk
● Meditate
● Work on managing time
● Ask for support
● Establish healthy boundaries
● Create a to - do list
AVOIDANT COPING

● Ignoring the problem and hoping it will dissapear on its own

● Drinking alcohol
● Playing computer games
● Using illegal drugs or substance

INSTANT “RELAXERS”

● it is your first aid in emotionally wrought and stressful situations

● Deep breathing
● Relaxing your muscles
● Engaging in physical activities
● Using aromatherapy
● HAVING A GOOD CRY

PERSONAL WAYS ON HOW TO COPE UP WITH STRESS

● Having a massage, taking warm shower, taking a nap

● Engaging in physical activities
● Learn to comfort your self
● Pampering yourself
● Crying
● Talking about what you feel

FACTORS THAT YOU HAVE SUCCESSFULLY HANDLE STRESS

1. emotional stability
2. Being tactful
3. Doing well in school
4. learn to say NO

s PROBELMPROBLEM
QUADRANT 1

● example a person who has a high evel of mental well-being and who has no mental illness

QUADRANT 2

● EXAMPLE: a person who experienced a high level of mental well-being despite being diagnosed
with mental illness

QUADRANT 3

● EXAMPLE: a person experiencing mental illness who has low level of mental well-being

QUADRANT 4

● EXAMPLE: a person who has no diagnosable mental illness who has a low level of mental
well-being
MAJOR DEPRESSIVE DISORDER
NATURE TYPES CAUSES SYMPTOMS
Characterized by hopelessness DEPRESSIO Heredity,enviromenta Depressed mood most
lack of energy in their usual N l factors and of the day.
activities, crying for unexplained stressors Diminished interest in
reasons, and low self-esteem all or almost all of the
activities of the day.
Significant wight loss or
gain. Insomnia or
hypersomia
SYMPTOMS

● fatigue or loss of energy

● Feeling of worthlessness
● Diminished ability to think and concentrate
● Recurrent thoughts of death, suicide ideation, or suicide attempt

PERSONALITY DISORDER
NATURE TYPES CAUSES SYMPTOM
S
a group of mental PARANOID PERSONALITY The causes of personally Symptoms
health conditions that DISORDER - a person with disorder isn’t known may vary
are characterized by this type of disorder usually However, it is believed that depending
inflexible and demonstrate patter of distrust they may be triggered by on the
unhealthy patterns of and suspiciousness on the genetic and environmental specific type
thinking, feeling and motives of people around influences, most prominently of
behaving them childhood trauma personality
disorder
AVOIDANT PERSONALITY DISORDER

● is evident when individuals show a pattern of social inhibition,feelings of inadequacy and

hypersensitivity to negative evaluation

DEPENDENT PERSONALITY DISORDER

● manifested when individuals demonstrate a pattern of submissive and clinging behavior related to
an excessive need to be taken care of

OBSESSIVE-COMPULSIVE PERSONALITY DISORDER

● manifested by a pattern of preoccupation with orderliness, perfectionism, and control

CONDUCT DISORDER
NATURE TYPES CAUSES SYMPTOMS
characterized by CHILDHOOD ONSET TYPE - the Genetic and AGGRESSIVE
repeated pattern signs of conduct disorder appear environmenta CONDUCT -
of behaviors in before the age 10. l factors intimidating or bullying
which the basic ADOLESCENT ONSET - occurs others. - disrespectful
rights of others are when the signs of conduct disorder to elders. - physically
violated the teenage years harming people or
animals on purpose
-committing rape
SUBSTANCE - DISORDER
NATURE TYPES CAUSES SYMPTOMS
Characterized USE OF PROHIBITED Family,enviromenta Withdrawal symptoms modd
by substance DRUGS Alcohol abuse l factors instability anxiety and or
abuse and and dependance deppresion,sleep
substance EXCESSIVE USE OF disturbance Vomiting and
dependence CIGARETTES in more severs cases ,
tansient hallucination or
illusion
COMPUTER ADDICTION
NATURE TYPES CAUSES SYMPTOMS
Characterized by an COMPUTE Depression brought about Pre occupation. Downplaying
excessive use the R AND developmental changes in computer use . Misuse of
computer or the INTERNET adolescence Anxiety at money. Mixed feelings. Loss of
internet ADDICTS work time

THOUGHTS
Products of your thinking which are often expressed as an idea,opinion or perspective

● thoughts can powerfully affect life

● Must be rational and adaptive

EMOTIONS
Are variations in physical states as a response to external stimuli
For example when you feel the emotion of fear, you will further describe it as being afraid, doomed, or
apprehended
Feelings
The mental interpretation of our brain to the body reactions that took place in response that took place in
response to external stimuli
BEHAVIOR
Acting out of one’s attitude
Our behavior can be overt or conscious or unconscious
Attitude is your thoughts, feelings, emotions about another person, object idea, behavior or situation.