LESSON 1: UNDERSTANDING THE SELF UNDERSTANDING SELF-PERCEPTION

AND PERCEPTION OF OTHERS

DIMENSIONS OF THE SELF

• ADOLESCENCE - refers to the
period of human growth that occurs • PHYSICAL DIMENSION
between childhood and adulthood. Covers the growth of the body and the
brain, motor and sensory skills, even
• PERSONALITY- refers to individual physical health.
differences in characteristic patterns • PSYCHOLOGICAL DIMENSION
of thinking, feeling and behaving. Contains the concepts of stress,
cognition, behavior, attitude, emotion
• PHYSICAL DIMENSION – the and personality.
concrete dimension, the tangible • Affect – emotions directed to
aspect of the person that can be self, the environment and to
directly observed and examined others.
• Cognition – the way we think
• PSYCHOLOGICAL DIMENSION – about a specific person or
contains the concepts of cognition, thing.
behavior, attitude, emotion and • Behavior – the action form or
personality manifestation of attitude.
• Attitude – a settled way of
 SPIRITUAL DIMENSION – it holds thinking and feeling about
a relevance to a perceived existence of someone or something,
God, of a greater good or a Superior typically reflecting in a
Being relating to the humble person’s behavior. Refers to a
individual set of emotions, beliefs and
behaviors toward a particular
 ATTITUDE- a settled way of thinking object, person, thing or event.
and feeling about someone or • SPIRITUAL DIMENSION
something, typically reflecting in a Allows us to view ourselves in a
person’s behavior. spiritual level.
• It holds a relevance to a perceived
 SELF – CONCEPT - is our cognition existence of god, of a greater good or
to ourselves, what we think and know a superior being relating to the
about our identity, personality and humble individual
individuality.
Self-concept vs self-esteem
 SELF – ESTEEM- It focuses on our
attitude towards ourselves. SELF- CONCEPT
what we think about ourselves. Answers the
How can someone get to know himself/herself question “Who am I”
better?
SELF-ESTEEM
• Get to know your personality Our attitude toward ourselves. Evaluating
• Get to know your core values one’s own self in comparison to others.
• Get to know your body
• Know your dreams and aspirations How to get to know yourself better?
• Get to know your likes and dislikes
• EMBRACING THE PAST • Knowing one’s personality
 • Knowing your core values • Sperm production becomes sufficient
• Knowing one’s body and physical to allow fertility to happen
attributes
• Knowing your dreams and aspirations Physical changes in females
• Identifying likes and dislikes
• Embracing the past • Sudden growth
• Self-perception and others’ • Development of the breasts and hips,
growth of hair in the body
DEFINITION OF TERMS • Development of reproductive parts
• Occurrence of “menarche”
• Puberty – refers to the physical
transformation that a child Cognitive development
experiences as sexual maturity is Refers to the progression of one’s ability to
reached. think and reason out.
• Cognitive Development – refers to
the progression of one’s ability to Stages of cognitive development (Jean
think and reason out. Piaget)
• Psychosocial Development – relating
to the combination of psychological • SENSORIMOTOR
and social behavior. • From birth to two years of age. During
• Moral Development – refers to the this stage, infants discover
ways a person distinguishes right from relationships between their bodies and
wrong as they grow and mature. the environment
• Infants experience the world and gain
PHYSIOLOGICAL DEVELOPMENT knowledge through their senses and
motor movements.
Puberty – comes from the Latin word • PREOPERATIONAL
“pubertas” which means adult. • From two to seven years of age.
During this stage, objects are
Three Distinct Stages: represented symbolically in the mind.
• Language development is one of the
• Prepubescent - hallmarks of this period.
appearance of primary sexual
characteristics and ends with the
development of pubic hair. • CONCRETE OPERATIONAL
• Pubescent • From two to seven years of age.
individual’s growth becomes faster. During this stage, objects are
• Postpubescent – sudden growth of represented symbolically in the mind.
adolescents stops. • Language development is one of the
hallmarks of this period.
Physical changes in males

• Enlargement of the testes and the • FORMAL OPERATIONAL

scrotum • Above eleven years of age. During this
• Growth of facial hair, etc. stage, the child grows with the ability
• Increase in the size of the penis to think hypothetically and abstractly.
• Sudden physical growth • Kids can think about abstract and
• Growth of the larynx and deepening of theoretical concepts and use logic to
the voice come up with creative solutions to
• Full strength of the is felt problems.
 • Skills such as logical thought, • prefer to work with images and
deductive reasoning, and systematic pictures rather than with words.
planning also emerge during this • More likely to excel in math and
stage. number problems.
• Outdo girls in the field of geometry
Changes in cognitive development and puzzles.

Late Adolescence Females

- Adolescent makes use of complex • Are adept in the use of language or

thinking processes that are less self- verbal ability
centered. • Language development is evidently
- Understands consequences of much earlier
behavioral choices • manifest superior skills in areas
- Thinks about global concepts such as requiring computation. These skills
democracy, equality, nationalism and however diminish by the time girls
justice reach the seventh grade or age of 12.
- Expresses idealistic views on specific
topics Factors contributing to these sex
- May engage in debate and may seem differences
to be intolerant of opposing views
- Focuses on a possible career • Biological – sex hormones
- Thinks about future role in adult • Cultural – gender attitudes and values
society may affect motivation to perform well.
• Evolutionary – changes in terms of
physical aspects and cognitive abilities
• Environmental – features of
Middle Adolescence community or society

- questions more extensively Developmental changes in middle and late

- -analyzes considerably adolescence
- - formulates own norms or ethical
standards Middle adolescence
- - explore options for own identity
- - formulates plans for oneself • Most changes linked with puberty
- - does long-term planning happen during this stage
- - becomes sensitive to criticism • Teenagers feel conscious about their
- - continues to be influenced by peers body and image
• Start to gain curiosity and
Sex differences in cognitive abilities apprehensions about their sexual
(spencer a. rathus , 2013) desirability.
• Period when teens go through some
Males: struggles with their parents because of
varying opinions, preferences and
• Are more likely to experience priorities.
problems in reading • Have a strong sense of invulnerability.
• Excels in mentally manipulating the • Middle adolescence
objects that they see (visual-spatial • A stronger tie with friends is a deep
ability). priority.
• Start to think about their future career.
Late adolescence 3. Must cope with the challenging
cognitive tasks in school
• Biological development is 4. Teenagers need to embrace expanded
substantially complete verbal abilities
• They are less disturbed about their 5. Adolescents must establish a distinct
body. and unique sense of identity.
• Develop a more pronounced sexual 6. Adolescents need to formulate their
identity. Become very concerned about own career goals.
commitments and serious 7. Adolescents must learn how to cut
relationships. their psychological and emotional
• Adolescents resume listening to the dependence on their parents.
advice of their parents. 8. Young people must establish lasting
• Recognize their sense of mortality and and valuable peer relationships
start to care for their future. 9. Young people must learn to become
• Peer influence no longer plays a responsible for their sexual behaviors
crucial role. Pursue a more serious 10. Adolescents must adhere to a personal
relationship. value system
• Start giving serious attention to 11. Adolescents must learn to manage
pursuing a career. their impulses and observe behavioral
maturity.
Developmental tasks and challenges of
adolescents (Kathaleen perkins) Coping with Stress in middle and late
adolescence
1. Establishing harmonious and
favorable relations with people of STRESS DEFINED
similar age group. Refers to the total response of an individual to
2. Acquiring either a masculine or what may be perceived as harmful or
feminine role in society. dangerous stimulus in his/her external
3. Learning to accept and appreciate environment.
one’s body and physical attributes.
4. Obtaining freedom from the protective Types of Stress
arms of parents and other people.
5. Getting ready for a particular Eustress
vocation, marital relationship and
family life. -Positive stress
6. 6. Preparing for a professional career.
7. 7. Adopting a set of moral principles -This gives one feeling of fulfillment.
to guide one’s actions and behaviors
in developing a sense of ideology. Distress
8. 8. Yearning for and embracing
socially responsible behaviors. - Negative stress brought about by unfavorable
events such as losing a loved one or being
Tasks at hand for normal adolescence terminated from a job.
(Robert Havighurst).
Hypostress
1. Adolescents should learn to cope with
the physical changes that occur -Understress or lack of stress.
2. Adolescents must learn to adapt to
new avenues for intellectual pursuits. Hyperstress
-Overstress • Irritability
• Tension and restlessness
-This happens when one is pushed beyond • Overwhelming feeling
what he/she can handle. • Feeling of lonesomeness and solitude
• Downheartedness and despair
Stressors are stimuli or threats that cause • Pain and discomfort
stress. • Diarrhea or constipation
• Nausea, dizziness
• Chest pain, fast heart rate
• Frequent colds
Common stressors in adolescence stage • Excessive eating or skipping meals
• Excessive sleeping or lack of sleep
• Physiological changes • Isolation
• Undesirable perceptions about • Delaying or deserting responsibilities
themselves, low self-esteem or search • Using alcohol, cigarettes or drugs
for identity. • Nerviousness symptoms
• Difficulty in meeting the expectations
of other people. FIGHT, FLIGHT OR FREEZE
• Financial problem in the family. RESPONSE
• Unsafe living environment.
• Peer pressure. Fight-stress response
• Anxiety experienced in trying on new
types of fashion. - Individuals opt to confront and face the
• Strained relationships with parents or situation.
siblings. - They fight back, struggle with, contest
• Separation of parents. or compete with the source of stress.
• Severe problems, illness or tragedy in
the family. Flight-stress response
• Problems with peers.
• School demands and pressures - - Persons choose to run away or escape
• Moving out or changing schools from the situation.
• Learning difficulty.
• Heavy schedules, inability to find time Freeze-stress response
for relaxation.
• Career decisions. - - individuals hold back, leaving all
• Breakup. physiological reactions on hold thereby
• Sexual harassment. creating tension or tremble.
• Pressure to try drugs, alcohol or
engage in sexual activity Factors influencing the degree of stress
tolerance
STRESS WARNING SIGNS
• Support system
• Difficulty in recollection • Sense of control
• Trouble in concentration • Attitude and outlook
• Poor sense of judgment • Ability to deal with emotions
• Negativism • Knowledge and preparation
• Feelings of anxiety
• Persistent worrying Effects of stress on the body
• Problems in controlling one’s
temperament • Migraines
 • Dizziness body, body temperature, thirst, hunger, sleep,
• Acne circadian rhythm, moods and sex drive.
• Upset stomach - hormones, appetite and emotional responses.
• Elevated blood pressure
• Irritability THALAMUS
• Chest pain
• Strain on the heart Part of the brain that controls the voluntary
• Impairment of brain memory cells bodily movements. It functions to relay the
• Ulcer motor and sensory signals to the cerebral
• Loss of hair cortex.
• Depression
• Appearance of aging FOUR LOBES OF THE BRAIN
• Weakened immune system
• FRONTAL LOBE
Ways to manage stress responsible for collecting information
signals coming from the other sections
Depression of the brain. decision-making, planning
and thinking.
• Cultivate supportive affiliations
• Feel energized • PARIETAL LOBE
• Avoid negativism Responsible for processing sensory
• Engage in activities that create a good information for cognitive purposes.
feeling Processes sensory information such as
• Eat a healthy diet taste, warmth, cold, pressure, and pain.

Substance abuse • TEMPORAL LOBE

positioned at the lower part of the
• Cognitive behavior therapy (CBT) brain which is responsible for speech
• Family behavior therapy (FBT) and perceptions. Interpretation of
• Interventions that promote positive sounds and language. memory,
energy to help one recover from stress language comprehension.
• Long-term follow up of any treatment
for stress • OCCIPITAL LOBE
It processes sensory information from
OBESITY the eyes. interpretation of visual
stimuli and information.
• Eat more vegetables and fruits
• Avoid fatty foods The BRAIN STEM
• Do away with junk and fast food
• Eat small chunks of food and chew • Midbrain
them well Can be found at the topmost part of the
• Exercise brain stem. Visual and auditory
• Avoid eating between meals functions.

Enhancing the powers of the mind • Medulla oblongata

Vital autonomic functions such as
HYPOTHALAMUS heart rate, breathing and blood
pressure.
Part of the brain that is accountable for
homeostasis or the internal balance of the
 • The Pons situational use of all four design
controls sleep cycles. stimulating patterns of thinking.
breathing
Brain dominance theory
The hindbrain
• A quadrant (analytical thinking)
• Cerebellum
Regulates voluntary movements such Important terms: logical, accurate, methodical,
as posture, balance, coordination of measurable.
movements. Gathering data, examining course books,
assessing concepts based on evidence,
standards and rational thinking.

The split-brain theory

• Dr. Roger sperry • B QUADRANT (PRACTICAL

• He studies corpus callosum – a large THINKING)
bundle of neurons that connects the
two brain hemispheres. Important terms: conventional, arranged,
systematized, defined and coordinated.
Conclusion: Obeying instructions, time management and
programs
- He found that if hemispheres were not
connected, they functioned • C quadrant (Relational thinking)
independently.
- Treatment for epilepsy Important terms: kinesthetic, passionate,
religious, sensual and emotional
Brain hemispheres Paying attention to and expressing thoughts,
examining subjective value, and sensory input.
• Right hemisphere
• D QUADRANT (EXPERIMENTAL
- In charge of the creative activities of the THINKING)
brain. - Focuses on anything visual.
- Face differentiation and optical Important terms: graphic, whole, creative and
images. abstract
Viewing the entire image, being resourceful
• LEFT HEMISPHERE
Learning activity of left-brain and right
- logical and analytical activities of the brain. brain students
- language, speaking, interpreting, reading and
writing. Left-brain dominant students:

Whole brain theory • Chronological processing (math and

language)
• William edward “ned” hermann • Planning and following directions
• Father of brain dominance technology • Learning easily in lecture-style and
• Emphasize the flexibility in utilizing teaching approach
cognitive types that one may nurture in • Expressing themselves in words
individuals or in groups permitting the • Taking notes and making lists
• Planning and scheduling
 • Writing and spelling • Shame – embarrassment, dishonor,
indignity, disgrace
right-brain dominant students: • Fear – horror, panic, alarm, distress,
fright
• Holistic information processing • Enjoyment – delight, amusement,
• Understanding the big picture, not the satisfaction
details • Sadness – unhappiness
• Visual, not language oriented • surprise – disbelief
• Trouble in finding the right words
• Good with symbolic language and COMPONENTS OF INTENSE FEELINGS
mathematics
• Preference for hands-on activities • SUBJECTIVE COMPONENT –
• Necessity for graphs or pictures people personally and internally relate
with emotion
• PHYSIOLOGICAL COMPONENT
– Bodily response to emotion
Mind mapping • EXPRESSIVE COMPONENT – The
way by which individuals respond to
• Is a graphical technique of recording emotions
that employs the right brain or the
artistic side of the brain to improve the PURPOSES OF EMOTIONS
ability to process information and
answer questions. • Drive people into action
• Help people stay alive and be safe
EMOTIONAL INTELLIGENCE • Provide creative expressions for people
to convey their feelings
EMOTIONAL-INTELLIGENCE • Understand people
DEFINED • Aid people in decision making

• It refers to one’s capacity to recognize, PROMOTING MENTAL HEALTH AND

manage and evaluate emotions (Daniel WELL-BEING
Goleman)
• The subset of social intelligence that MENTAL HEALTH
involves the ability to monitor one’s
own and others’ feelings and emotions – Is a condition of the mind in which
(Peter Salovey and John Mayer, 1990). wellness is felt by the individual.
– It is the condition wherein one’s own
MANIFESTATIONS OF EMOTIONALLY capabilities are recognized, one’s own
INTELLIGENT PEOPLE: competencies are utilized to benefit the
self and others.
• SELF-AWARENESS – A state of well-being in which every
• SELF-MANAGEMENT individual realizes his or her own
• SOCIAL AWARENESS potential, can cope with the normal
• SOCIAL SKILLS stresses of life, can work productively
and fruitfully and is able to make a
EMOTIONS AND THEIR BLENDS contribution to his or her environment

• ANGER – Irritation, rage, wrath GOOD MENTAL HEALTH

• LOVE – Affection, passion, fondness,
devotion, adoration
 – The condition in which a person has a CAUSES OF MENTAL HEALTH
sense of mental steadiness, assurance STRUGGLES
and confidence.
– It enables a person to appreciate people • Hereditary elements
and enjoy life fully. • Unmanaged stress
• Lack of a secure dwelling place
SIGNS OF GOOD MENTAL HEALTH • Negative experiences
• Physical factors
– Learn well in school • Being left out by friends
– Feel positive and happy about • Losing a loved one
themselves and get to enjoy life • Social disadvantage
– Demonstrate and deal with a variety of • Long-term physical health condition
emotions, both positive and negative • Traumatic experiences
– Make the most of their potential
– Cope and deal with the challenges of
life
SIGNS THAT TEENS NEED MENTAL
- Play a participatory and contributive role in HEALTH TREATMENT
their family, friends, school and community.
• Changes in mood
- Form positive association with family • Behavioral changes
members and peers • Difficulties in school and in
- Exercise and maintain a nutritious diet relationships
- Enjoy plenty of sleep at night • Physical manifestations
- Take responsibility for their own • Taking medicines by oneself
actions and decisions
- Exhibit sense of accountability for the Classification of Mental Health Problem
use of resources
- Acknowledge their weaknesses and NEUROTIC
mistakes
- Mental health problems that cover those
HOW MENTAL HEALTH CAN BE symptoms considered as acute type of
IMPROVED? “normal” emotional encounters such as
nervousness, fear and depression.
1. Ventilating one’s feelings to close
friends or family members PSYCHOTIC
2. Engaging in physical activities
3. Maintaining a nutritious diet - Severe mental disorders that cause
4. Having a good sleep abnormal thinking and perceptions.
5. Enjoying time with family and peers - People with psychosis lose touch with
6. Having a time out reality.
7. Honing one’s competencies - Delusions and hallucinations
8. Relaxing and enjoying a hobby
9. Setting realistic goals TYPES OF MENTAL HEALTH PROBLEMS
10. being positive always
11. Accepting oneself Depression
12. Asking for help when needed
13. Caring for others • - Being lonely, moody and irritable
14. Talking to a health professional • - Worthlessness
• -sudden dislike of hobbies
• - Isolation
• - Destructive views

Anxiety

• - Refers to persistent and unlikely

concern about anything in one’s life.

OBSESSIVE-COMPULSIVE
DISORDER

• - Characterized by uncontrollable and

persistent thoughts, moods, beliefs that
prompt people to do something.