Lesson 1: Knowing Oneself

Objective:

By the end of this lesson, students will be able to:

1. Learn more about themselves.

2. Understand that self-awareness helps in accepting strengths and limitations and improves
interactions with others.
3. Share unique characteristics, habits, and experiences.
4. Maintain a personal journal.

Key Concepts and Philosophers on Self-Knowledge

 Socrates: Stressed the importance of knowing oneself before investigating other things.
 Plato: Believed that the foundation of knowledge starts with self-knowledge.
 Asian Psychology: Views the self as shaped by past conditioning, which may not reflect one’s
evolving self.

Defining the Self

 The self includes body, feelings, emotions, thoughts, values, and relationships.
 Self-Concept: What we think and know about our identity.
o Carl Rogers' Three Aspects of Self-Concept:
1. Real Self – Who we actually are.
2. Ideal Self – Who we aspire to be.
3. Self-Esteem – Our attitude towards ourselves.

 Alignment of Real Self & Ideal Self:

o When aligned → leads to well-being and peace of mind.
o When misaligned → results in stress or anxiety.

Dimensions of the Self

1. Physical – Relates to bodily functions and mechanisms.
2. Psychological – Encompasses emotions, personality, and cognition.
 3. Spiritual – How individuals see themselves in a spiritual context.

Attitudes and Their Components

 Attitude: A settled way of thinking or feeling about something.
 Three Components of Attitude:
1. Affect – Emotions directed at oneself, others, or the environment.
2. Cognition – How we think and perceive reality.
3. Behavior – Actions resulting from attitudes.

 Types of Attitudes:

o Explicit Attitudes – Consciously recognized and expressed.

o Implicit Attitudes – Unconscious biases or feelings.

 How Attitudes are Formed:

1. Experience – Direct encounters shape attitudes.

2. Social Factors – Cultural norms and social roles influence perspectives.
3. Learning – Attitudes develop through:
 Classical Conditioning (associating stimuli with responses).
 Operant Conditioning (reinforcements and punishments).
4. Modeling – Learning by observing influential figures (e.g., parents, admired individuals).

Self-Awareness Models
Johari Window (Joseph Luft & Harrington Ingham, 1995)

 A model for self-awareness, personal growth, and relationships.

 Helps in understanding what aspects of oneself are known or unknown to self and others.
 Here’s the Johari Window table following the format in your image:

The Johari
Known to Self Not Known to Self
Window
Known Self (Arena)Things we know
Known to Blind Self (Blind Spot)Things others
about ourselves and others know about
Others know about us that we do not know.
us.
Not Known Hidden Self (Façade)Things we know Unknown Self (Unknown)Things
to Others about ourselves that others do not know. neither we nor others know about us.
Myers-Briggs Type Indicator (MBTI) (Katherine Briggs, Isabel Briggs-Meyers)

 A personality model based on four preferences:

1. E or I (Extraversion vs. Introversion) – How energy is directed (outward vs. inward).
2. S or N (Sensing vs. Intuition) – How information is processed (through senses vs.
intuition).
3. T or F (Thinking vs. Feeling) – How decisions are made (logic vs. values).
4. J or P (Judging vs. Perceiving) – How life is managed (structured vs. flexible approach).

One’s Holistic Personal Development -

Lesson 2
Holistic Development: Thoughts, Feelings, and Behaviors

Attitude Components:

 Cognition (Thoughts) – What we think

 Affect (Emotions/Feelings) – What we feel
 Behavior – What we do

Thoughts, emotions, and behaviors interact to shape our attitudes and responses.

Thoughts and Their Impact on Attitude

 Malcognitions: Negative or irrational beliefs that shape thoughts and attitudes.

o Examples:
 “I should be good-looking”
 “I am not enough”
 “Life sucks”
 Maladaptive Attitudes and Behaviors: Prevent individuals from adapting or engaging
positively in life.
o Example: Self-blame (“It is all my fault”) leading to low self-esteem.
  Narcissism: Striving for perfection to maintain a “perfect image.”
 Correction Strategy: Replacing negative thoughts with positive affirmations.

Feelings and Their Role

 Emotions amplify thoughts and influence behavior.

 Sublimation or Transmutation: Channeling negative emotions into positive, socially
accepted behaviors.
 Difference Between Emotions and Feelings:
o Emotions: Immediate physical responses to stimuli.
o Feelings: Personal interpretations of emotions.
o Example: Fear (emotion) creates the feeling of being afraid.

Behavior and Its Influence

 Behavior is the primary output of attitude.

 Types of Behavior:
1. Overt Behavior: Conscious actions.
2. Covert Behavior: Unconscious tendencies (e.g., mannerisms, gestures).
 Behavior affects thoughts and feelings, forming a cycle.

Five Areas of Development

1. Physiological Development – Physical growth and changes.

2. Emotional Development – Understanding and managing emotions.
3. Psychological Development – Cognitive and mental growth.
4. Spiritual Development – Values and beliefs.
5. Social Development – Interaction and relationships.

Additional Aspects of Development:

 Physical and Neurobiological Development: Rapid growth from infancy to

adolescence, including puberty.
 Cognitive Development: Intellectual abilities, including decision-making and problem-
solving.
 Moral Development: Understanding right and wrong.
 1. Moral Development (Kohlberg’s Stages)
o Level 1: Preconventional Morality - is based on self-interest, avoiding punishment, and
gaining rewards.

 Stage 1: Obedience and Punishment

 Stage 2: Individualism and Exchange
o Level 2: Conventional Morality - is influenced by social relationships, laws, and
maintaining order
 Stage 3: Good Interpersonal Relationships
 Stage 4: Law and Order
o Level 3: Postconventional Morality- is based on universal principles and personal ethical
reasoning.
 Stage 5: Social Contract
 Stage 6: Universal Principles

2. Socioemotional Development
o Understanding and managing emotions.
o Social relationships and interactions.

3. Spiritual Development
o Developing beliefs, values, and purpose in life.

Stages of Cognitive Development (Piaget)

Stage Age Range Description

Sensorimotor 0-2 years Learning through senses and actions.

Preoperational 2-7 years Symbolic thinking, egocentric view.

Concrete Operational Logical thinking, understanding of

7-11 years
conservation.

Formal Operational 12+ years Abstract and hypothetical thinking.

Stages of Moral Development (Kohlberg)
Level Stages Description

Preconventional Obedience & Punishment Avoiding punishment.

Individualism & Exchange Personal benefits.

Conventional Good Interpersonal Relationships Seeking approval.

Law & Order Following rules.

Postconventional Social Contract Recognizing individual rights.

Universal Principles Moral reasoning beyond laws.

Lesson 3: Development Stages in Middle and

Late Adolescence

What is a Developmental Task?

A developmental task is a task that arises at a specific stage of life, and its successful
completion leads to happiness and future success. Failure results in social disapproval and
difficulty in later stages.

According to Havighurst:
"A task arises at a certain period in our life, and successful achievement leads to happiness and
success, while failure leads to unhappiness and difficulty with later tasks."
What is Adolescence?
 Adolescence is the transition period between childhood and early adulthood.
 It can be a difficult phase for those experiencing it.

Stages of Adolescence (Corpuz et al., 2010)

Stage Age Range

Early Adolescence 10 - 13 years

Middle Adolescence 14 - 16 years

Late Adolescence 17 - 20 years

The Role of Peer Groups in Adolescent Development

Peer groups facilitate developmental tasks by providing a context for accomplishing them.

Role of Peers Description

Peers help adolescents feel a sense of belonging and become comfortable

Emotional Support
with themselves.

Interaction with peers helps in practicing leadership and social skills needed
Skill Development
for adulthood.

Behavior and Belief

Peers influence and reinforce certain behaviors and beliefs.
Formation
Erik Erikson’s Psychosocial Development Theory
Erik Erikson, a Danish-German developmental psychologist, developed the Eight Stages of
Psychosocial Development, focusing on identity formation during adolescence.

Adolescent Stage: Identity Formation vs. Identity Confusion

 Identity Formation: Adolescents explore and form a sense of self.

 Identity Confusion: Uncertainty about one’s role in society.

Erikson’s Psychosocial Stages Summary Chart

Important Key Questions to be
Stage Basic Conflict Outcome
Events Answered

Infancy (0 to 18 Feeding / Trust leads to security;

Trust vs. Mistrust Is my world safe?
months) Comfort mistrust leads to fear.

Can I do things by
Autonomy vs. Autonomy fosters
Early Childhood (2 Toilet Training / myself or need I
Shame and independence; doubt
to 3 years) Dressing always rely on
Doubt leads to insecurity.
others?

Preschool (3 to 5 Exploration / Initiative builds purpose;

Initiative vs. Guilt Am I good or bad?
years) Play guilt causes hesitation.

Industry promotes
School Age (6 to Industry vs. School /
How can I be good? competence; inferiority
11 years) Inferiority Activities
results in self-doubt.

Social Identity creates stability;

Adolescence (12 Identity vs. Role Who am I and where
Relationships / confusion weakens self-
to 18 years) Confusion am I going?
Identity concept.

Intimacy forms strong

Young Adulthood Intimacy vs. Intimate Am I loved and
bonds; isolation leads to
(19 to 40 years) Isolation Relationships wanted?
loneliness.

Middle Will I provide Generativity creates

Generativity vs. Work and
Adulthood (40 to something of real impact; stagnation leads to
Stagnation Parenthood
65 years) value? emptiness.

Maturity (65 to Ego Identity vs. Reflection on Life Have I lived a full life? Wisdom brings fulfillment;
 Important Key Questions to be
Stage Basic Conflict Outcome
Events Answered

death) Despair despair results in regret.

Erikson’s Key Beliefs

 Personality develops throughout life.

 Each stage involves a psychosocial crisis.
 There is an interaction between two opposing forces.

Robert Havighurst’s Developmental Tasks for Adolescents

Examples of Havighurst’s Developmental Tasks
Age Range Developmental Tasks

- Learn to walk

Infancy and Early Childhood - Learn to use the toilet

(0-5 years old) - Learn to talk

- Learn to form relationships with others

- Learn school-related skills such as reading

Middle Childhood
- Learn about conscience and values
(6-12 years old)
- Learn to be independent

- Establish emotional independence

Adolescence - Learn skills needed for productive occupation

(13-17 years old) - Achieve gender-based social role

- Establish mature relationships with peers

- Choose a life partner

Early Adulthood - Establish a family

(18-35 years old) - Take care of a home

- Establish a career

- Maintain a standard of living

Middle Age - Perform civic and social responsibilities

(36-60 years old) - Maintain a relationship with spouse

- Adjust to physiological changes

Later Maturity - Adjust to deteriorating health

Age Range Developmental Tasks

- Adjust to retirement - Meet social and civil obligations

(Over 60 years old)
- Adjust to loss of spouse

Havighurst identified key tasks that adolescents must accomplish for smooth development:

Developmental Task Description

Adjust to a new physical sense of self Understanding body changes and self-image.

Adjust to new intellectual abilities Developing reasoning and problem-solving skills.

Handling academic challenges and

Adjust to increased cognitive demands at school
responsibilities.

Develop expanded verbal skills Enhancing communication abilities.

Develop a personal sense of identity Understanding oneself, values, and goals.

Establish adult vocational goals Setting career and future aspirations.

Establish emotional & psychological independence Becoming more independent from parents.

Forming healthy friendships and social

Develop stable & productive peer relationships
connections.

Learn to manage sexuality Understanding sexual identity and behaviors.

Adopt a personal value system Forming a set of morals and ethics.

Develop increased impulse control & behavioral

Learning self-discipline and decision-making.
maturity

Piaget’s Cognitive Development Theory: Formal Operators

 Adolescents begin to think abstractly and
logically.
 They develop higher-order reasoning skills.
Lesson 4: The Challenges and Issues among
Adolescents

Challenges and Issues among Adolescents

1. Physical Appearance – Adolescents become more self-conscious and explore different styles.
2. Identity Development – Understanding oneself within cultural and social expectations.
3. Gender Identity – How one perceives their gender internally.
4. Social Cognition:
o Personal Fable – The belief of being unique and special.
o Imaginary Audience – The belief that others are constantly watching and judging.
5. Impulsivity & Risk-Taking – Influenced by hormones, peer pressure, and adrenaline-seeking
behavior.
6. Sexual Behaviors – Includes relationships, reproductive health, STIs, and contraception.
7. Anti-Social & Delinquent Behavior –
o Anti-social: Intentionally harming others physically or emotionally.
o Delinquent: Engaging in illegal activities.

Additional Challenges

1. Self-Esteem – Adolescents should develop a balanced self-view.

2. Group Belongingness – Seeking support outside the family.
3. Relationships – Requires emotional maturity.
4. Sexuality & Sexual Relationships – Setting boundaries and taking responsibility.
5. Academic Concerns – Balancing school life.
6. Career Choices – Pressure to decide on a future path.
7. Socio-Emotional Issues – Anxiety, depression, eating disorders, substance abuse, and stress.

Coping Mechanisms

 Self-Awareness
 Self-Efficacy: The belief in one's ability to achieve goals (Albert Bandura, 1982).
Theories of Personality

1. Sigmund Freud

Three Levels of Awareness:

o conscious mind
o subconscious mind
o unconscious mind

Freud's structural model of the psyche:

1. Id ("Pleasure Man") – Represents basic desires and seeks immediate gratification to

avoid pain.
2. Ego ("The Decision Maker") – Balances the Id and Superego by making realistic
choices.
3. Superego ("The Moral Man") – Regulates actions based on morality, determining what
is right or wrong.

Defense Mechanisms

Repression: Pushing negative thoughts into the unconscious.

Reaction Formation: Adopting opposite behaviors.

Displacement: Redirecting urges.

Regression: Reverting to earlier behaviors.

Projection: Attributing thoughts to others.

Sublimation: Channeling negative urges into acceptable actions.

 2. Alfred Adler
o Emphasized striving for success and the influence of society and culture.

Adler’s Way of Meeting Challenges

 People are motivated to either strive for success or strive for superiority.
 Social interest (concern for others and community) is crucial for well-being.
 Society and culture strongly influence human behavior, alongside biological factors.

3. Carl Jung
o Proposed concepts of extraversion, introversion, and archetypes.

Archetype Description

Persona The side of personality shown to the world.

Shadow The hidden, darker aspects of personality.

Anima The feminine side of men (moods and emotions).

Animus The masculine side of women (thinking and logic).

Great Mother Represents nurturing and destruction.

Wise Old Man Symbolizes wisdom and guidance.

Hero The unconscious image of a powerful figure overcoming challenges.

Self Represents the striving for wholeness and balance.

Lesson 5: The Brain, Intelligence, and Thinking in

Adolescence

The three major parts of the brain are:

1. Cerebrum
o The largest part of the brain.
o Responsible for higher brain functions like thinking, learning, memory, emotions,
and voluntary movements.
o Divided into two hemispheres (left and right) and four lobes (frontal, parietal,
temporal, occipital).
2. Cerebellum
 o Located at the back of the brain, below the cerebrum.
o Controls coordination, balance, and fine motor movements.
3. Brainstem
o Connects the brain to the spinal cord.
o Controls vital functions like breathing, heart rate, and digestion.
o Includes the midbrain, pons, and medulla oblongata.

The Brain and Its Lobes

1. Frontal Lobe
o Controls voluntary movement.
o Involved in reasoning, motor skills, higher-level
cognition, and expressive language.

2. Temporal Lobe
o Contains the primary auditory area.
o Responsible for hearing and processing
auditory stimuli.

3. Parietal Lobe
o Contains the primary somatosensory area.
o Processes sensory signals: touch, pressure, pain, temperature, and body movement.

4. Occipital Lobe
o Houses the primary visual area.
o Receives and processes visual signals from the thalamus.

The Thalamus
 Egg-shaped structure in the brain.
 Acts as a relay station for sensory and motor information (except smell).

Neurons & Neurotransmitters

 Neurons are the body's messengers, forming the nervous system.
 Neurotransmitters are chemical substances that transmit messages between neurons.
 Synapse is the space between neurons where neurotransmitters are released.
 Neurotransmitters regulate:
o Heartbeat, blood pressure, breathing, muscle movement.
o Thinking, memory, emotions, sleep, digestion, stress response.
Brain Hemispheres & Dominance
 The corpus callosum connects the left and right
hemispheres.
 Brain Dominance Theory (Roger Sperry) suggests
different learning styles:
o Left Hemisphere Dominant:
 Prefers analysis, inductive reasoning,
step-by-step learning.
 Learns better with structure, visual aids, and bright lighting.
o Right Hemisphere Dominant:
 Prefers global thinking, deductive reasoning, and broad concepts.
 Learns better with sound, tactile/kinesthetic materials, and peer motivation.

Whole Brain Theory (Ned Herrmann)

 The entire brain is active during mental processes, but different areas work selectively.
 Mental processes involve perception, memory, and information integration.

These quadrants do not work

independently but rather
functions cooperatively
by integrating information.

Howard Gardner’s Multiple Intelligences

1. Linguistic Intelligence – Word-based thinking, strong communication skills.
2. Logical-Mathematical Intelligence – Logical reasoning, problem-solving, numerical skills.
3. Visual-Spatial Intelligence – Thinking in images, understanding charts, graphs, and designs.
4. Musical Intelligence – Sensitivity to sounds, rhythm, and music composition.
5. Bodily-Kinesthetic Intelligence – Physical coordination, handling objects skillfully.
 6. Interpersonal Intelligence – Understanding and relating to others effectively.
7. Intrapersonal Intelligence – Self-awareness, reflection, and understanding one’s emotions.
8. Naturalistic Intelligence – Recognizing patterns in nature, categorizing information.

Thinking & Its Types

1. Creative Thinking (Halford, 1994)
o Ability to create something novel using mental processes.
o Expressed through art, music, dance, and other forms of creativity.

2. Critical Thinking (Andolina, 2000)

o Uses logic to analyze, synthesize, and evaluate information.
o Involves forming good arguments, recognizing cause-effect relationships.

Mind Mapping (Tony Buzan)

 A visual tool that enhances learning, memory, and creativity.
 Helps organize ideas and break down complex information.
 Engages different brain areas to enhance memory retention.

Right Brain Dominant → Prefers images and colors in mind maps.

Left Brain Dominant → Prefers structure and words in mind maps.

Mind Mapping Steps:

1. Create a central idea – Place it at the center.

2. Add branches – Main branches extend from the central idea.
3. Use keywords – One keyword per branch.
4. Color-code the branches – Helps with organization.
5. Include images – Enhances memory and engagement.

Mind Mapping Technologies:

 iMindMap 9
 XMind
 Mindjet
  Mindmaple

Coping with Stress – Lesson 6

Definition of Stress
 A subjective experience of distress due to environmental problems. (Kring, Davidson, Neale &
Johnson, 2007)
 A physiological reaction to physical or psychological threats.
 A response to excessive pressures or demands.
 Occurs when one worries about their ability to cope.
 Disturbs the homeostatic state (equilibrium).
 Described as “wear and tear” on the mind and body while adapting to change. (Hans Selye)
 Triggers emotions like worry, tension, fatigue, fear, elation, depression, anxiety, and anger.
 Linked to the "fight or flight" response (Walter Cannon).
 Formula: Stress = Pressure > Resources

Stress in Senior High School Students

Common Stressors:

1. Home-related:
o Breakups.
o Arguments with parents.
o Financial instability in the family.
o Illness/injury of family members.

2. School-related:
o Academic pressure (grades, teachers, homework).
o Expectations from self and others.
o Relationships with peers and family.
 3. Categories of Stressors:
o Physical – Illness, lack of sleep.
o Emotional – Anxiety, frustration.
o Social – Relationships, conflicts.
o Psychological – Negative thinking.
o Economic – Financial problems.
o Spiritual – Crisis of belief.

Sources of Stress
External Stressors

 Physical Environment: Noise, bright lights, heat, confined spaces.

 Social Interaction: Rudeness, aggression, bullying.
 Organizational: Rules, regulations, deadlines.
 Major Life Events: Birth, death, job loss, marriage changes.
 Daily Hassles: Commuting, misplaced keys, mechanical breakdowns.

Internal Stressors (Mental)

 Lifestyle Choices: Caffeine, sleep deprivation, overloaded schedule.

 Negative Self-Talk: Pessimism, self-criticism, overanalyzing.
 Mind Traps: Unrealistic expectations, all-or-nothing thinking, rigid thinking.
 Personality Traits: Perfectionism, workaholism.

Types of Stress
1. Negative Stress (Distress) – Leads to minor ailments (headaches, insomnia, ulcers) and worsens
health.
2. Positive Stress (Eustress) – Motivates, increases alertness, and helps in problem-solving.

Individual Differences in Stress

 Everyone perceives stress differently based on past experiences.
 Stress is often self-generated by thoughts and reactions.
 Perception influences reaction—a situation can be seen as a threat or challenge.
The Stress Response Process
1. Brain Activation:
o Hypothalamus releases CRH (Corticotropin-Releasing Hormone).
o Pituitary gland releases ACTH (Adrenocorticotropic Hormone).
o Adrenal gland releases cortisol and adrenaline into the bloodstream.

2. Endocrine System Response:

o Increased heart rate, blood pressure, mental alertness.
o Pupil dilation, muscle tension, perspiration.

General Adaptation Syndrome (GAS)

1. Alarm Phase – Initial “fight or flight” reaction.
2. Resistance Phase – The body adapts but may suffer fatigue and
irritability.
3. Exhaustion Phase – Long-term stress leads to burnout, illness, and
collapse.

Physical:

 Sleep disturbances, fatigue, digestion problems, dizziness, breathlessness, palpitations.

Mental:

 Lack of concentration, memory lapses, confusion, panic attacks.

Behavioral:

 Appetite changes, substance use, restlessness, nail-biting, hypochondria.

Emotional:

 Depression, rage, tearfulness, neglect of personal hygiene.

Stress-Related Illnesses
  Cardiovascular disease.
 Weakened immune system.
 Asthma.
 Diabetes.
 Digestive disorders (ulcers, IBS).
 Skin problems (psoriasis, eczema).
 Headaches, migraines.
 Premenstrual syndrome.
 Depression.

Coping Strategies
Two Main Approaches:

1. Emotion-Focused Coping – Managing emotional reactions rather than the stressor itself.
2. Problem-Focused Coping – Addressing the root cause of stress.

Emotion Management Strategies

1. Smile (for yourself and others).

2. Move your body.
3. Check in with your body.
4. Release tension physically.
5. Breathe deeply.
6. Talk to someone.
7. Detach and re-engage.
8. Label emotions (for yourself and others).