PERSONAL DEVELOPMENT
FIRST QUARTER LECTURE
LESSON 1: KNOWING ONESELF: UNDERSTANDING ONESELF DURING MIDDLE AND LATE
ADOLESCENCE
Lesson 1 – Johari’s Window
Lesson 2 – The Self
LESSON 2: DEVELOPING THE WHOLE PERSON
Lesson 1- Five Areas of Personal Development
Lesson 2- Evaluation of One’s Thoughts, Feelings and Behaviors in Actual Life Situations
LESSON 3: DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE
Lesson 1 – Development Tasks and Challenges experienced during Adolescence
Lesson 2 – Ways on how to become Capable and Responsible Adolescent prepared for Adult
Life
LESSON 4: THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE
Lesson 1 – Challenges of Middle and Late Adolescence
EXPECTATIONS DURING MIDDLE ADOLESCENCE
1. Creation of a stable identity
2. Emotional maturity
3. Establishment of some form of autonomy from parents or family
4. Establishment of a healthy romantic relationship
5. Establishment of a better relationship with parents/family
6. Control of impulsive emotions and establishment of good behavior
7. Improvement of decision-making skills
8. Establishment of regard for one’s safety via avoidance of participation in risky behaviors
9. Consideration of career and future goals
EXPECTATIONS DURING LATE ADOLESCENCE
1. Finishing studies.
2. Entry to a workforce.
3. Finding a significant role in the society.
4. Entering responsible romantic partnership.
5. Preparing to build one’s own family.
6. Preparing to become a responsible parent.
Lesson 2 – Expression of feelings on the expectations of the significant people around
him/her (parents, siblings, friends, teachers, community leaders)
THE SIGNIFICANT OTHERS
1. a father or mother
2. one who begets or one who gives birth to or nurtures and raises a child
3. a relative who plays the role of guardian
Responsibilities of Parents
1. provide a secure, safe, and loving home environment for the family
2. create an atmosphere of truthfulness, goodness, mutual trust, and respect
3. form a culture of open communication
4. allow age-appropriate independence and confidence among children
5. develop a relationship that encourages children to talk to parents
6. teach accountability and responsibility
7. teach industriousness and obligations
8. teach the importance of accepting and respecting limits
9. teach prudence or judiciousness
10. teach obedience to authority, morality, spirituality, and religion.
SIBLINGS
a sibling is one’s brother or sister
siblings play a unique role in each other’s lives
sibling relationships often reflect the overall condition of cohesiveness within a family
sibling rivalry often happens
TEACHER
a person who delivers an educational program, assesses student participation in an
educational program, and/or administers or provides consistent and substantial leadership to
an educational program.
In reality, a teacher also acts as a guide, counselor, adviser, guardian, and even as parents.
COMMUNITY LEADER
a designation, often by secondary sources, for a person who is perceived to represent a
community.
they are often used by the media and the police as a way of determining the general feeling
within a particular community, or acting as a point of liaison between the community and
authorities.
FRIENDS
According to the Cambridge Dictionary, a friend is a person who you know well and who you
like a lot, but who is usually not a member of your family.
LESSON 5: COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE
Lesson 1 - Identify causes and effects of stress in one’s life
What is stress?
We generally use the word "stress" when we feel that everything seems to have become too
much - we are overloaded and wonder whether we really can cope with the pressures placed upon
us.
Anything that poses a challenge or a threat to our well-being is a stress. Some stresses get you
going, and they are good for you. However, when the stresses undermine both our mental and
physical health, they are bad.
The difference between "stress" and "a stressor" - a stressor is an agent or stimulus that causes
stress. Stress is the feeling we have when under pressure, while stressors are the things we respond
to in our environment.
COMMON STRESSORS
1. PHYSICAL APPEARANCE 5. LOSS
2. SCHOOL/ ACADEMIC PRESSURE 6. FRUSTRATION
3. FAMILY/HOME 7. ROMANTIC RELATIONSHIPS
4. SCHOOL/PEER PRESSURES 8. FUTURE
THE EFFECTS OF STRESS
1. PHYSICAL 3. COGNITIVE
2. EMOTIONAL 4. BEHAVIORAL
Stress Responses
A stress response is the body’s mechanism for protecting or caring for the stressed individual.
FIGHT OR FLIGHT RESPONSE/ACUTE STRESS RESPONSE
-Cannon introduced the fight or flight response or the acute stress response.
-This kind of stress response involves the occurrence of physiological reactions when one is under
stress or pressure.
-Our sympathetic nervous system instantly becomes engaged in generating multitude of
physiological changes including adrenaline surge, release of cortisol, redirection of blood towards the
major body organs, and heightened pulse rate, metabolism, breathing rate, and blood pressure.
GENERAL ADAPTATION SYNDROME
-Medical doctor Hans Selye, the proponent of the General Adaptation Syndrome (GAS), observed
that the human body has a natural adaptive response to stress.
-It involves three stages: alarm, resistance, and exhaustion.
THREE STAGES
-1) Alarm phase (The fight or flight response)
-2) Resistance stage- it involves the secretion of additional hormones is for long term protection. In
this stage, the adrenal cortex produces hormones called corticosteroids.
-3) Exhaustion stage- the stress has been lingering at this phase. The entry point to stress overload or
burnout.
RELAXATION RESPONSE
-Dr. Herbert Benson, the founder of Harvard’s Mind/Body Medical Institute, coined the term
“relaxation response”.
-The body’s capacity to release chemicals and brain signals that slow down the movements of muscle
and organs, thereby boosting the flow of blood to the brain.
-the counterpart of the fight or flight response.
-Formerly called meditation, it is deemed beneficial in neutralizing the wide variety of physiological
effects of stress.
Lesson 2 – Demonstrate personal ways to cope with stress and maintain mental health
COMMON COPING STRATEGIES
PROBLEM - FOCUSED APPROACH
-This strategy fundamentally involves focusing on the source of the stress.
EMOTION – FOCUSED STRATEGY
-This approach encompasses concentrating on one’s feeling, or emotion brought about by the stress
instead of facing the actual source of stress.
-This approach may also entail resorting to drinking alcohol, taking drugs, and other forms of
escaping the stressful situation.
OTHER TIPS ON COPING WITH STRESS
1. Engaging in physical activities
2. Doing activities that are relaxing
3. Acquiring social support
4. Getting ample rest and sleep
5. Being realistic
6. Thinking positively
7. Learning the art of resilience
LESSON 6: THE BRAIN: DEVELOPING A PERSONAL PLAN
Lesson 1: Lateralization of the Brain
The Lateralization of the Brain
Lateralization is the idea that the two halves of the brain's cerebral cortex -- left and right -- execute
different functions.
The lateralization theory -- developed by Nobel-prize-winners Roger Sperry and Robert Ornstein.
LEFT HEMISPHERE (Analytical Thought)
-The left hemisphere deals with hard facts: abstractions, structure, discipline and rules, time
sequences, mathematics, categorizing, logic and rationality and deductive reasoning, knowledge,
details, definitions, planning and goals, words (written and spoken and heard), productivity and
efficiency, science and technology, stability, extraversion, physical activity, and the right side of the
body.
RIGHT HEMISPHERE (INTUITIVE)
-This includes intuition, feelings and sensitivity, emotions, daydreaming and visualizing, creativity
(including art and music), color, spatial awareness, first impressions, rhythm, spontaneity and
impulsiveness, the physical senses, risk-taking, flexibility and variety, learning by experience,
relationships, mysticism, play and sports, introversion, humor, motor skills, the left side of the body,
and a holistic way of perception that recognizes patterns and similarities and then synthesizes those
elements into new forms.
Lesson 2: How to improve brain functions for personal development
There are many crazy claims on how to become more intelligent or how to train your brain to be
smarter or healthier.
1. Do Brain Training. 6. Eat Well.
2. Extend Your Education. 7. Get Quality Sleep.
3. Maintain High Levels of Mental Activity. 8. Think Positive.
4. Stay Healthy. 9. Have a Good Relationship.
5. Meditate. 10. Quit Smoking
LESSON 7: EMOTIONAL INTELLIGENCE
Lesson 1: Emotional Intelligence
EMOTIONAL INTELLIGENCE
WHEEL OF EMOTIONS
PLUTCHIK’S WHEEL OF EMOTIONS
• Intensity of Emotions
• The strength of emotions varies from very mild to intense. Plutchik suggested that there are
primary bipolar emotions.
The Eight Basic Emotions
1. Joy 5. Disgust
2. Sadness 6. Trust
3. Fear 7. Anticipation
4. Anger 8. Surprise
EMOTIONAL INTELLIGENCE
Emotional Intelligence is the ability to understand, use, and manage our emotions
Emotional Intelligence requires the following five qualities:
• Self-awareness • Social skills
• Motivation • Empathy
• Self-regulation
SOME WAYS ON HOW TO MANAGE OUR EMOTIONS
1. Identify What You’re Really Feeling
2. Acknowledge And Appreciate Your Emotions, Knowing They Support You
3. Get Curious About the Message This Emotion Is Offering You
4. Get Confident
5. Get Certain You Can Handle This Not Only Today, But in The Future As Well
6. Get Excited and Take Action
LESSON 8: POSITIVE AND NEGATIVE EMOTIONS
Lesson 1: Positive and Negative Emotions; And Ways to Manager Various Emotions
POSITIVE AND NEGATIVE EMOTIONS
Emotional Intelligence is a combination of different skills.
◦ Being Aware of Your Emotions ◦ Managing Emotional Reactions
◦ Understanding how others feel and ◦ Choosing your Mood
why
Positive Actions to Help you Manage Emotions
◦ Exercise. ◦ Do not give in to negative thoughts.
◦ Be kind to others. ◦ Spend time outside.
◦ Be open and accept what is going on ◦ Be grateful.
around you.
◦ Play on your strengths.
◦ It is good to talk.
◦ Be aware of the good things in your
◦ Distract yourself. life.
