PERSONAL DEVELOPEMENT

MODULE 2: DEVELOPING
THE WHOLE PERSON
A. Evaluate his/her own thoughts, feelings and behaviors. (EsP-PD11/12DWP-Ib-2.2) and
B. Show the connectedness between thoughts, feelings, and behaviors in actual life situations (EsP-
PD11/12WP-Ic-2.3)

At the end of this module, you are expected to:

a. discuss physical, cognitive, and emotional development that occurs duringadolescence,
b. appreciate his/her thoughts, feelings and behavior,
c. create a diagram using the Five Areas of Personal Development and;
d. make a Collage Art Work as a “whole individual”.

Developing oneself holistically may be the goal of everyone. However, it is easier

than done. If it is not a “piece of cake” to know oneself it is also quite hard for a person to start
picking the pieces of himself/herself to subsequently develop his/her individuality completely.

Though, since you have already obtained a clear and keen understanding or yourself as
you have done all the activities in the previous lesson, understanding the competencies included
in this module will be pretty easy for you. Thus, you will eventually put all the skills developing
the whole person within yourself. So, get ready to unfold the reality by removing the barriers
toward your understanding about your true self.

Life seems to have become a bewildering maze at times. Thus, you try to reflect on
your common beliefs. Amidst these developments, it helps recognize how the different
physiological, cognitive, emotional, spiritual, and social developments are in a dynamic
relationship. By recognizing such changes, you can understand and evaluate your thoughts.

The following discusses how to develops one’s personality and to make it well balanced.

Five Areas of Personal Development

PHYSIOLOGICAL DEVELOPMENT

Physical health is defined as the condition of your body, taking

into consideration everything from the absence of disease to fitness
level. Physical health is critical for overall well-being and can be
affected by:

 Lifestyle: diet, level of physical activity, and behavior (eating unhealthy foods);
 Human biology: a person’s genetics and physiology may make it easier or harder to
achieve good physical health;
 Environment: our surroundings and exposure to factors such as sunlight or toxic
substances; and
 Healthcare service: good healthcare can help prevent illness, as well as to detect and
treat illness.
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It is important to take care of your body. Live healthy, eat healthy foods, get enough sleep,
exercise regularly, and avoid drugs and alcohol. Manage stress and go for regular medical
check-ups. Practice good hygiene.

Self-check. Ask yourself regarding your Physiological Development.

1. How healthy is your physical body?

2. Does it get enough rest and sleep?

3. Is it given nutritional food and sufficient water to help the physiological system do its
functions more optimally?

4. What aches and pains does your body suffer?

5. When was your last medical check-up?

6. What are the common illnesses in your family?

7. If you look into generations before, what sickness plagued your ancestors?

8. In the pandemic crisis, do you consider yourself safe from such viruses and diseases?

EMOTIONAL DEVELOPMENT

Emotional health is an important part of overall health.

Emotionally healthy people are in control of their thoughts,
feelings, and behaviors. They can cope with life’s challenges.
Emotions are responses that generate biochemical reactions in
our bodies, changing the physical state.

There are many ways to improve or maintain good emotional health.

 Be aware of your emotions and reactions. Notice what in your life makes you sad,
frustrated, or angry. Try to address or change those things.
 Think before you act. Emotions can be powerful. Give yourself time to think, and be
calm before you say or do something you might regret.
 Manage stress. Try to change situations, causing you stress. Learn relaxation methods
to cope with stress.
 Strive for balance. Find a healthy balance between work and play and between activity
and rest. Make time for things you enjoy. Focus on positive things in your life.
 Take care of your physical health. Your physical health can affect your emotional
health. Exercise regularly, eat healthy meals and get enough sleep. Do not abuse drugs
or alcohol.
 Connect with others. We are social creatures. We need positive connections with other
people. 
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Self-check. Ask yourself regarding your Emotional Development:

Your own experiences when you are

-happy -sad -afraid -surprised -angry -disgusted

SOCIAL DEVELOPMENT

Social Development refers to how people develop social and

emotional skills across the lifespan, with particular attention to
childhood and adolescence. Healthy social development allows
us to form positive relationships with family, friends, teachers, and
other people in our lives. As a person develop and perceive its
individuality within a community, he/she also gains skills to communicate with other people
and process his/her actions. Social development most often refers to how a person develops
friendships and other relationships and how a person handles conflict with peers.

Healthy social development can help you:

 Develop Communication Skills. An ability to interact with others allows for more
opportunities to practice communications skills
 Build self-esteem. When a person is unable to make friends, it can be frustrating or
even painful. A good circle of friends reinforces a person’s comfort level with her
individuality.
 Strengthen learning skills. Studies show that children who have a hard time getting
along with classmates as early as a preschool are more likely to experience later
academic difficulties.
 Resolve conflicts. Stronger self-esteem and better language skills can ultimately lead
to a better ability to resolve differences with peers.
 Establish a positive attitude. A positive attitude ultimately leads to better relationships
with others and higher levels of self-confidence.

Self-check. Ask yourself regarding your Emotional Development

1. How is your relationship with your parents?

2. Do you consider yourself as friendly? Why?

3. How do you interact with other people? Are you outgoing?

4. Do you feel belongingness in your family, school, peers?

COGNITIVE DEVELOPMENT

Cognitive development means how people think, explore, and

figure things out. It is the development of knowledge, skills,
problem-solving, and dispositions, which helps a person to think
about and understand the world around them. Brain development
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is part of cognitive development. This aspect of the self is enhanced when one attends school
to study and learn or engages in other mental endeavors. Mental abilities are developed
by engaging in intellectual pursuits such as studies, work, and figuring out how best to deal
with challenges thinking, planning, organizing, evaluating, and maximizing cognitive abilities.
The more we study, the more we learn; while the more we learn, the more we can study better.

Self-check. Ask yourself regarding your Cognitive Development

1. Have you experienced mistakes in the choices you made? How do you deal with these
situations?

2. What is your attitude towards your study habits?

3. Are you doing well in your studies?

SPIRITUAL DEVELOPMENT

Spiritual development is defined as discovering oneself beyond

the ego known as the soul, spirit, or the “inner essence” that
is often disregarded or taken for granted (Llaneza-Ramos, 2017).
It is when one experiences a glimpse of the “inner guide” of one’s
beliefs and values as one discovers the meaning of life.
It also allows people to connect with a Higher Power that is
called by many names like "God, Buddha, Allah.” Spiritual growth and development help us
to imbibe humility. Spirituality and inner peace are way of life. It helps us to develop great
strength and courage. Spiritual growth and development help to make human beings’ better
citizens.

Self-check. Ask yourself regarding your Spiritual Development

1. How can you tell that you believe in “God”?

2. What are the things you do that manifest your spiritual development?

Area Development
Refers to physical changes in the body as
Physiological development well as the senses and changes in skills related
to movement.

It refers the ability to recognize, express, and

Emotional development manage feelings at different stages of life and
to have empathy for the feelings of others.

It is about our innate capacity to relate with

Social development others, to connect, and to feel the sense of
belongingness.
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It refers to child's development in terms of

Cognitive development information processing, and other aspects of
the developed conceptual resources,
perceptual skill, language learning adult
brain and cognitive psychology.
It is discovering oneself beyond the ego
Spiritual development known as the soul, spirit, or the “inner
essence” that is often disregarded or taken for
granted. It is experiencing a glimpse ofthe
“inner guide” of one’s beliefs and values in
discovering the meaning of life.

Psychologist often refer to basic human drives as those that are biologically related such as
hunger and thirst. Affect, on the other hand, is the various emotional experiences such as
emotions, moods, and affective traits.

Emotions and feelings are all traits we share as humans.

According to an article in the publication Psychology Today,
“emotions are multi-faceted experiences” of “internal subjective
experiences, facial expressions and physiological reactions.”
Teasing out the feelings and emotions that people have, and
learning why they have them, is an important role for mental
health professionals.

Many people use the terms “feeling” and “emotion” as synonyms, but they are not
interchangeable. While they have similar elements, there is a marked difference between
feelings and emotions.

Feelings. Both emotional experiences and physical sensations such as

hunger or pain bring about feelings, according to Psychology Today.
Feelings are a conscious experience, although not every conscious
experience, such as seeing or believing, is a feeling, as explained in the
article.

Emotion is taken from the Latin verb, movare, which means to move or be upset or agitated. It
is defined by Smith (1973) as a descriptive term referring to variations in level of arousal,
affective state or mood, expressive movements, and attitudes (Sanchez, Abad, and Jao 2012).

Emotions. According to Psychology Today, an emotion “can

only ever be felt through the emotional experiences it gives
rise to, even though it might be discovered through its
associated thoughts, beliefs, desires, and actions.”Emotions
are not conscious but instead manifest in the unconscious
mind. These emotions can be brought to the surface of the
conscious state through extended psychotherapy.
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A fundamental difference between feelings and emotions is that feelings are experienced
consciously, while emotions manifest either consciously or subconsciously. Some people may
spend years, or even a lifetime, not understanding the depths of their emotions.

Throughout life, humans experience many emotions. This range of emotions is impacted by
such factors as their behavior, the culture they come from, and their previous traumatic
experiences.

Feeling arises from the brain as it interprets an emotion, which is usually caused by physical
sensations experienced by the body as a reaction to a certain external stimulus.

An example of this would be the emotion of being afraid, which produces a feeling of fear.

Attitudes and Behavior

Attitudes are a person’s thoughts, feelings and emotions about

another person, object, idea, behavior, or situation. Beliefs and
certain values therefore, affect the attitude of a person.

Attitudes structure can be described in terms of 3 components:

Affective component: this involves a person’s feelings / emotions about the attitude object.
For example: “I am scared of spiders”.

Behavioral component: the way the attitude we have influences how we act or behave. For
example: “I will avoid spiders and scream if I see one”.

Cognitive component: this involves a person’s belief / knowledge about an attitude object. For
example: “I believe spiders are dangerous”.

Behavior is a manifestation or acting out of the attitudes an individual has.

Values and Virtues

At the core of every person lies a system of beliefs that adheres to the highest ideals of human
existence. These ideals create meaning and purpose in a person’s life. These ideals are called
values.
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10 Basic Human Values

1. Self-Direction – independent thought and action; choosing, creating, and exploring.

2. Stimulation – excitement, novelty, and challenge in life.

3. Hedonism – pleasure and sensuous gratification for oneself.

4. Achievement – personal success through demonstrating competence according to social

standards.

5. Power – social status and prestige, and control or dominance over people and resources.

6. Security – safety, harmony.

7. Conformity – restraint of actions, inclinations, and impulses that are likely to upset or
harm others and violate social expectations or norms.

8. Tradition – respect, commitment, and acceptance of the customs and ideas that traditional
culture or religion.

9. Benevolence – preserving and enhancing the welfare of those with whom one is in
frequent personal contact (the ‘in-group’).

10. Universalism – understanding, appreciation, tolerance, and protection for the welfare of
all people and of nature.

Virtues - are adjectives that describe positive and desirable qualities which usually mirror a
value it represents.

Values Virtues

Peace Integrity

Integrity Responsible, Honest

Love Loving, Caring, Compassionate

Respect Respectful

Balance Fair, Harmonious

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MODULE 3: DEVELOPMENTAL TASK AND CHALLENGES

BEING EXPERIENCE DURING ADOLESCENCE

In this module, you will apply the ways to become responsible adolescence prepared for adult
life and manage the demands of teen years.

At the end of this module, you are expected to:

a. identify the task and challenges of an adolescence,
b. appreciate the people around him/her during his/her teen age,
c. classify the developmental task according to what you have go through when you reachthe
middle to late adolescent.
d. create a poem to encourage adolescence to prepare for their adult lives.

Adolescence is a period of transition when the individual changes physically and

psychologically from a child to an adult. It is a period when rapid physiological and
psychological changes demand new social roles to take place. Prior to these changes, the
adolescents often face a number of crises and dilemmas. It is the period when the child moves
from dependency to autonomy. It demands significant adjustment to the physical and social
changes. It is a fact that all living beings pass through specific stages or phases of development.

Erikson believed that each stage of life is marked by a specific

crisis or conflict between competing tendencies. If individuals know
how to negotiate each of these hurdles successfully, they can develop in a
normal and healthy way of life. During this phase, adolescents must
integrate various roles into a consistent self-identity. If they fail to do so,
they may experience confusion over who they are.

1. Physical changes during Adolescence

For girls, you might start to see early physical changes from about 10 or 11 years, but
theymight start as early as 8 years or as old as 13 years.

These physical changes during puberty include:

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development of breast changes in body shape and height growth of pubic andbody hair menstruation or
monthly period

For boys, physical changes usually start at around 11 or 12 years, but they might start as
youngas 9 years or as old as 14 years.

These physical changes include:

growth of the penisand testes (testicles) changes in bodyshape and height erections withejaculation facial hair
changes in voice

2. Emotional changes and Problems

 They tend to be overly emotional.

 They are vulnerable to crying.
 Mood swings are common among them.
 Bodily changes result in self-consciousness.
 Feeling of inferiority or superiority may arise at this time.
 Sexual feeling arises to them. Feelings and thoughts about sex can trigger
asense of guilt.
3. Social Changes

 Physiologically distance self from parents.

 Identify with peer group
 Social acceptance depends on observable traits
orroles.
 Need to be independent from all adults.
 Ambivalent about sexual relationships, sexual behavior is exploratory.

4. Behavioral Challenges

 Significant development change in the brain makes

teens moody, tired and difficult to deal with.
 The raging hormones in teenage boys can even
pushthem to get into physical confrontations.
 As a part of their new-found independence, they may
also want to try new things and take risks, resulting in careless behavior.
 Peer pressure and the need to ‘fit in’ them behave in a certain way or
developcertain habits that are hard to break.
 Dressing, hairstyle, and sense of fashion also change, mostly to something
that you may not approve of.
 The most troubling behavior is perhaps hanging out with problem kids
andadapting to a dangerous lifestyle.
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 Lying is one of the common behavioral issues. They may lie to avoid
confrontation with parents or out of fear.
5. Educational Challenges
 Pressure to perform academically and obtain college
admission can be stressful and tend them to be moody.
 Juggling school work, extra-curricular activities and
choresat home can be tiring.
 Distractions at school can result in poor academic performance.

In body image research, a person’s body image is often described in terms of the level of body-
esteem (referring to self-esteem in relation to body and appearance) or body dissatisfaction
(referring to negative feelings and thoughts about one’s body and appearance) which a person
may be experiencing.

Nutrition, Health, and Hygiene Nutrition and dietary habits during adolescence.

Adolescence is a period of rapid physical growth, with

a corresponding increase in nutritional requirements to support
the increase in body mass and to build up stores of nutrients.
The daily intake of nutritional requirements increases
according to the following factors:

Age: at the beginning of puberty, with the increase of height and at the last stage of
adolescence;

Gender: adolescent girls require 10% more nutrients, iron and iodine in particular than

Pregnancy: during the second half in particular, as well as during the first six months of
breastfeeding, it is advised that the first pregnancy after marriage be postponed at least until
the girl is over 18 years old because it might not be possible to meet added nutritional
requirements, especially among middle income and poor families; and

Activities and sports: heavy physical sports in particular such as swimming, running, and ball
games.

Improving the nutrition of adolescents

Adolescent nutrition can be improved through several measures including:

 recognition of the increased nutritional requirements of adolescents;

 nutritional education for the promotion of healthy dietary habits stated below; •
adequate diet at specific times;
 control of excessive indulgence in food, especially those foods high in sugar and fat;
 minimizing the intake of sweets and snacks between main meals, especially junk
foodsnacks;
 regular physical exercise to burn excess calories and to strengthen muscles; •
regular intake of breakfast;
 use of sugar replacement if prone to obesity; and
 ensuring that poultry and poultry products, including meat are well-cooked, and clean.
Major Health Concerns of Adolescents Obesity:
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Obesity is a grave nutritional problem for adolescents. It

simply means that the energy intake exceeds the amount of energy
consumed, and the residual difference accumulates in the body to
cause fat. Over consumption of food is the main reason for obesity,
specifically foods rich in sugar, starch and fat, like nuts, sweets,
chocolate and soft drinks. Snacks and junk foods eaten with or in
between meals, and popcorn, pizza and nuts consumed while watching television, also causes
obesity.

Anemia is the most prevalent nutritional deficiency in the

world, affecting no less than two billion people. Primarily caused by
iron deficiency, its acute symptoms manifest particularly among
adolescent girls. During menarche, teenage girls need 10% more iron
than boys of the same age because of blood loss in menstruation. Poor
families often fail to provide the extra iron intake needed for these adolescent girls who also
have a heavy workload at home. In addition, there is the possibility of sex discrimination in
interfamilial food distribution in some families with girls having a smaller share than boys.

Iodine deficiency: Iodine is a basic life element for humans.

Iodine deficiency leads to goiter, abortion and mental retardation.
Deficiency means a severe lack of nutrition needed that might have
a pathological effect. The need for iodine increases during
adolescence.

Depression: The term “depression” is often used in daily

conversation to refer to bouts of sadness, moodiness or
disappointment that last for a few days.

Adolescence is a time to build on these basics Good hygiene habits in childhood are a
great foundation for good hygiene in the teenage years. And if you’ve got open, honest
communication with your child, it’ll make it easier to talk about the personal hygiene issues
that come up in adolescence. Why good personal hygiene matters? Keeping your body clean is
an important part of staying healthy. The simple act of washing hands before eating and after
using the toilet is a proven and effective tool in fighting germs to avoid sickness. Being clean
and well-presented is also an important part of gaining confidence for teenagers.
Helping adolescent child with the basics of personal hygiene:

Body odor: When children reach puberty, a sweat gland in their

armpit and genital area develops. Regular changing of underwear and
other clothes worn next to the skin is especially important. These clothes
collect all sorts of stuff that bacteria love to eat, including dead skin cells,
sweat and body fluids. That’s why they get smelly. The onset of puberty
is also a good time for your siblings/friends to start using anti-perspirant
deodorant. You can encourage your siblings/friends to do this by letting her choose her own.
PERSONAL DEVELOPEMENT

Smelly feet and shoes can also be a problem, whether you are
sporty or not. One can avoid this by giving your feet extra attention while
taking a shower, and making sure they are completely dry before putting
your socks and shoes on. It is a good idea to alternate your shoes and to
wear cotton socks instead of those made of synthetic fibers.

Dental hygiene: Brushing teeth twice a day, flossing and going to

the dentist regularly are vital to avoid bad breath, gum problems and tooth
decay.

Girls: Although all teenagers have the same basic hygiene issues, girls will be needing
help to manage their monthly periods. Adolescent girls should be told to change their pads
more often as well as to dispose these used pads hygienically. Teenagers do need extra time in
the bathroom. While teenagers are learning to shave or to handle their periods, these hygiene
activities might take a bit longer.

Boys: Boys will need advice about shaving (how to do it and when to start), looking
after their genitals, and about bodily fluids.

Teens modify their behavior, activities, etc. to be accepted by a peer group

Since acceptance by a peer group becomes essential, teens modify their speech,
dress, behavior, choices, and activities to become more similar to their peers. This increased
similarity among peers provides them a sense of security and affirms their acceptance into their
chosen peer group. The developmental theorist Erik Erickson described this developmental
step as a crisis of identity vs. identity confusion.

When teens modify their choices or behavior in order to conform

to what their friends are doing, they are adapting to peer
pressure. Peer pressure is often associated with adverse outcomes
such as skipping school, wearing distasteful clothing, or drinking
alcohol, and using drugs. However, many parents do not recognize
that peer pressure may also have a positive influence. Because of
advanced cognitive and emotional maturity, teens can now encourage each other to make wise
decisions and discourage them from making wrong choices.

Since it is vital for youth to "fit in" with their peer group, they may also decide to
participate in the same hobbies or activities as their friends. Doing so will enable them to
spend more time together and to bond over shared experiences. In general, teens will gravitate
toward peer groups with whom they share common interests and activities, similar cultural
backgrounds, or simply a similar outlook on life. Nevertheless, as teens experiment with their
identity, they may be attracted to peer groups with very different interests.

In summary, during adolescence, the number of close friendships decline, but the quality of
these relationships becomes more vulnerable, trusting, and intimate. Meanwhile, the
number of casual acquaintances continues to rise, as youths' social networks expand due to
sophisticated communication technologies, new recreational and social activities, new
educational experiences, and employment.
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FAMILY Role of Family in Adolescent’s Development

Developmental theories view adolescence as a period of growth in

which identity formation is addressed. This view means that the
family's role is lessened or that family has only a limited role in the
lives of young people at this time.

However, research shows that ongoing positive family connections are protective factors
against a range of health risk behaviors. Although the nature of relationships is changing, the
continuity of family connections and a secure emotional base is crucial for the positive
development of young people.

A young person benefits from expectations of respect, consideration, and

reciprocity in family relationships. They still benefit from 'trying out' thoughts, feelings, and
behaviors within the family environment, and from observing and experiencing relationships
within families. There will still be times when they fall, yet they will benefit from
understanding and support to pick them up.

Changing role of parents

A parent's relationship and caring role with a young person continues to be vital, although the
relationship will need to be flexible to adapt to the teenager's changing needs. At this time,
there will need to be a gradual change from a more authoritative approach, to a more
collaborative approach.

Parents need to face the (painful) reality that their child is no longer a child, is becoming
independent, and is no longer within their control. They may feel distressed as they perceive
that the young person will not listen to them, or does the opposite of what they may suggest.

Ways on how to become Capable and Responsible Adolescent prepared for Adult Life

Becoming responsible and being able to make good choices are fundamental traits, no matter
what developmental stage you are. It holds true for adolescents especially that they are just
beginning to internalize and imbibe virtues, values, and other essential qualities.

The demands and expectations of their parents and other people around them can also be
stressful. However, the good news is, they can treat these “difficulties” as “challenges,” which
can make their lives exciting. Having that mindset is also an indication of becoming a
responsible and mentally mature adolescent.

8 simple rules which could help teenagers become a responsible adolescent prepared for adult
life:

1. Focus on your studies and do well in all your endeavors. There is a time for everything.
2. Take care of your health and hygiene. Healthy body and mind are important as you journey
through adolescence.
3. Establish good communication and relation with your parents or guardian. Listen to them.
Though this may be easier said than done at this stage, but creating good relationship with them
will do you good as they are the ones you can lean on especially in times of trouble.
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4. Think a lot before doing something. Evaluate probable consequences before acting. Practice
self-control and self-discipline.
5. Choose to do the right thing. There are plenty of situations in which it is better to use your
mind rather than your heart.
6. Do your best to resist temptations, bad acts, and earthly pleasures and commit to being a
responsible adolescent.
7. Respect yourself. You are an adult in the making. Do not let your teenage hormones get into
you. If you respect yourself, others will respect you too.
8. Be prepared to be answerable or accountable for your actions and behavior. It is part of
growing up in becoming an adult.

Ease the transition from being an adolescent to being an adult by practicing essential skills
while you’re still at home.

While still at home, you can help ease the transition by practicing essential skills, like proper
management of time and money. To manage time well, always try to be punctual when meeting
friends and family, as this shows respect for their time. To become skilled at managing your
money, start by learning to budget. You can make this easier by downloading a budget app
onto your smartphone. Input all your expenses and bill payments, to keep track of your
spending and savings. Once you gain confidence with your budgeting and time skills, gradually
work toward becoming independent from your family by setting goals like getting work.

These can be more difficult for the teens to face these

challenges alone. Family and relatives play an essential role
in their lives because they are the one who give support. It
is important that they feel loved and accepted.

Aside from the family, people around you like your

relatives, friends, teachers, these people play a big role in your life because will help you to
understand what you go through. They will guide you and help you to know your worth as an
individual.

The following are some important tips that will help you to overcome challenges:

Know your Values

Your values are what you believe in, what you think is right or wrong, and what is most
important to you. Decisions that you’ll make will be based on your values. You draw your
values from a variety of sources, such as parents, family friends, religion, etc. However, do not
‘borrow’ other people’s values- let your values be yours.

Draw up a Plan for your Life

Many successful people set a target for themselves and are goal-oriented. Have a plan of
what you want and how to go about getting it. Never wait till you get to the bridge before
looking for ways to cross it- decide ahead what you want achieves by the time you are 20, 30,
50, etc.
Develop Yourself
Your goals will remain dream unless you develop yourself. Read books on diverse topics;
gather facts about successful people and how they dealt with the difficult situation they faced.
In short broaden your horizon.
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Have a Role Model

Decisions about, sex, drugs and alcohol are usually some of the toughest decisions you will
have to make as an adolescent. Before you make decisions, get facts about each choice, think
properly about them, i.e. weigh the pros and cons; and discuss available options with your
parents, a trusted friend or adult.

Be Assertive
Being assertive means expressing your view about an issue without hurting the other
person’s feeling. Behavior that enhance assertiveness include honesty, speaking for yourself
communication your feelings as they come up, instead of waiting; and being direct, i.e. use the
“I” word. Communicate your feelings and don’t be cajoled into doing things contrary to your
values.

Learn a Skill
The feeling that you have a skill is a positive one. There are various skills that you can
learn- computer skills, teaching skills, writing skills, drawing skills or acting skills. These skills
could in turn fetch some money and give you some measure of independence. However, you
must be ready to meet and overcome disappointments. You must be prepared to work as hard
and as long as the situation demands.
Believe in Yourself
Above all, believe in yourself. Many successful people are where they are today, because
of the confidence they have in their abilities. Talking and thinking positively about you can
rise above every difficult situation and make a success of them. Do not let negative comment
from people set you back. Growing up is all about making decisions- some good, some bad.
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A developmental task is a task that arises at or about a certain period of life,

unsuccessful achievement of which leads to inability to perform task associated with the next
period of stage in life. In the theory of developmental task was discussed by Robert James
Havighurst, a 20th century psychologist who is expert on human development and aging,
conceptualize the age-related task of human growth. He also stated that: “a task is a task which
arises at or about a certain period in the life of the individual, successful achievement of
which leads to happiness and success with later tasks, while failure leads to unhappiness
and difficulty with later task.” Our life faces challenge we able to surpass these by the help
of the people around us.

The following gives us an overview of the development task of the middle and late
adolescent.

1. Leaning to get along with friend of both Learn to look upon girls as women and boys
Sexes as men, to become an adult among adults, to
learn to work with others for a common
purpose, disregarding personal feelings, to
lead without dominating.
Accepting one’s physical body and To accept one’s body, to keep it healthy
keeping it healthy through good nutrition, exercise, disease
prevention, and other health practices.
3. Becoming more self-sufficient To develop affection for parents without
dependence upon them, to develop respect
for older adults without dependence upon
them.
4. Making decisions about marriage and To explore attitudes towards family life and
family life having children, to acquire the knowledge
necessary for home management and, if
desired, child bearing.
5. Preparing for a job or career To develop career/vocational goals and ways
to reach these goals, to be able to make a
living.
6. Acquiring a set of values to guide To develop an outlook toward life based on
Behavior what is important.
7. Becoming socially responsible To participate as a responsible person with
friends at home, and the community, to
develop personal moral values to guide
behavior.

By understanding the developmental process that you go through during your

adolescence, you will able to determine the task you opt to do. This would help
you to identify your significant role in the society. In the principle and concepts of
Learning Theory that emphasizes on an individual’s behavior. It is constituting both
the behaviorism and social learning theory. This theory helps examine if an
individual’s behavior is appropriate in the society and hence determines whether it’s
rewarded or punished.
PERSONAL DEVELOPEMENT

MODULE 4: MENTAL
HEALTH AND STRESS
At the end of this module, you are expected to:
a. discuss that understanding stress and its sources during adolescence may help in identifying
ways to cope and have a healthful life,
b. identify sources of one’s stress and illustrate the effect of stress on one’s system and;
c. demonstrate personal ways of coping with stress for healthful living.

Adolescence is said to be the crucial stage in human development that needs utmost
parental care, guidance, and empathy. It is a transitional period where you develop not only
physically but also mentally and psychologically. Hence, changes are inevitable and one must
face it.

In this module, MENTAL HEALTH and STRESS will be discussed to help you boost
your morale, handle your emotions better and strengthen your resilience by understanding your
mental health and psychological well-being and identifying ways to cope up with stress during
adolescence.

How are you feeling right now? How have you been for the past few weeks? Are you
disappointed? Feeling stress out? Not motivated? Are you affected so much by the COVID-19
pandemic? If your answer is YES, you are not alone. Just like our physical health, mental health
is essential in our lives.

However, it is different when one has a mental illness because this includes emotional,
psychological, and social health. It can influence one's feelings, thoughts, social and emotional
well-being.

Magpantay and Danao (2016), from the 1999 Surgeon General's Report on Mental
Health, defined mental health as "successful performance of the mental function, resulting
in productive activities, fulfilling relationships with other people, and the ability to change and
to cope with adversity." Mental illness refers to diagnosable mental disorders characterized
by alterations in thinking, mood, or behavior (or a combination thereof) associated with
distress and impaired functioning." Most mental health problems diagnosed in adulthood
begin in adolescence. Half of the lifetime diagnosable mental health disorders start by age 14;
this number increases to three fourths by age 24. The most common disorders among
adolescents include depression, anxiety disorders, and attention-deficit/ hyperactivity
disorder and substance use disorder.
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The table below shows some common types of mental health.

Symptoms Causes
1. Depression Disorder of emotion or mood Self-images, body images,
(sadness, hopelessness, misery,
Separation of parents, emotionally
inability to enjoy). On Cognitive unavailable parents, parents who
aspects symptom manifest by negative have high marital conflict, and
conditions about self, world and parents with financial problems.
future. On Motivational symptoms are Poor personal relationships,
loss of interest, lack of drive, and experiencing peer rejection.
difficulty on starting in anything. On
somatic symptoms are loss of energy,
sleep difficulties loss of appetite and
weight loss /gain.
2.Eating Extraordinary weight loss Feeling negatively about their
Disorder bodies and highly motivated to
look like same-sex figures in the
media
TYPES OF
EATING
DISORDER
A. Anorexia Persistent pursuit of thinner built
Nervosa through hunger. Intense fear of
gaining weight. Weighing less than
what is considered normal to their age
and height.
B. Bulimia Binge eating and then purges by self-
Nervosa inducing vomiting or using a laxative.
3. ANXIETY Over worrying about future events and Genes likely play a role in causing
fear is a reaction to current events. anxiety, as well as the home,
neighborhood, school, and other
environmental factors.
TYPES OF
ANXIETY
A. Separation Excessive anxiety felt by children
Anxiety when their parents leave them. They
Disorder may worry that something bad might
happen to their parent or to someone
else they love. Refuse to go to school
or they may be unable to go to sleep
without a parent being present. They
may have nightmares about being lost
or kidnapped. They may also have
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physical symptoms like stomach

aches, feeling sick to their stomach, or
even throwing up out of fear.
B. The condition in which has many
Generalized worries and fears. They have physical
Anxiety symptoms like tense muscles, a
Disorder restless feeling, becoming tired easily,
(GAD) having problems concentrating, or
trouble sleeping.
C. Social It involves worrying about social
Phobia situations, like having to go to Genes
likely play a role in causing anxiety, as
well as the home, neighborhood,
school, and other environmental
factors.) school or having to speak in
class. Symptoms may include
sweating, blushing, or muscle tension.
Often overly sensitive to criticism and
have trouble standing up for
themselves. Has low self- esteem,
become easily embarrassed, and
become very shy and self-conscious.
D. Obsessive- Frequent, uncontrollable thoughts
compulsive ("obsessions") that are unreasonable.
Disorder These thoughts come into their mind a
(OCD) lot. They then need to perform certain
routines or rituals ("compulsions") to
try to get rid of the thoughts. Children
and adolescents with this disorder will
often repeat behaviors to avoid some
imagined outcomes.
E.Panic When they feel very scared or have a
Disorder hard time breathing and their heart is
pounding. They may also feel shaky,
dizzy, and think they are going to lose
their mind or even die. The teen or
child may not want to go to school or
leave the house at all because they are
afraid something awful will happen to
them.
F. The symptoms include jumpiness,
Posttraumatic muscle tension, being overly aware of
Stress one's surroundings (hypervigilance),
Disorder nightmares, and other sleep problems.
(PTSD) Feeling like they are "re-living" the
traumatic experience.
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No one experiences perfect mental health or well-being all the time. However, ongoing
mental health problems can affect many areas of your life, such as relationships with others,

sleep appetite, energy levels, even the ability to think clearly or make decisions, and inability
to perform daily tasks. In short, it can affect the totality of a person. Nevertheless, one must
learn to balance the different 14 aspects of one's life. Mental health and wellness matter in as
much as positive mental health allows people to grasp their full potential, work productively,
and make significant contributions to society.

Being a student, a son/daughter, a brother/sister, a choir member, an officer of the club

and being a member of the community are examples of different roles of an adolescent, that
comes with significant responsibilities. Moreover, it can be overwhelming sometimes and
stressful because of its many demands. In this multi-tasking world, it is better to understand
your situation to manage different circumstances, solve problems, and resolve conflicts.

Stress is the condition that individual may feel when he/she is struggling to accept
changes with physical, mental, and emotional responses. It may give tension which will lead
into various responses such as anger, frustration, and nervousness. You can experience stress
because of what the environment, situation, body and thought produced.

A stressful occasions and events may activate the responses, causing hormones such
as adrenalin and cortisol better known as “stress hormone” surge through the body. This may
give negative reactions and make the person depressed.

Stress is a term that has been linked to varied concepts and operations. For some
researchers it is stimulus, for others it is an inferred inner state and for still others it is an
observable response to stimulus or situation.

Stress as Stimulus, Response and Stimuli

Stress as Stimulus

Aside from being a reaction (or response) stress is also a stimulus as

well as a relational condition between person and the situation they are in
(Feist and Rosenberg 2012)
-It is caused by situations that may be life threatening or life changing,
such as separation, moving into a new home, or having a new job. These
situations or events are often called stressors.

Stress as Response

It is the way the body reacts to challenging situations. This involve the
interaction between the hormones, glands, and nervous system where
the adrenalin glands drive the production of cortisol or better known as
“Stress hormones.
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Stress as Relational

When a person is experiencing stress takes a step back to look at the situation that is
causing the stress and reflect on it.
Stress, then, is determined by person-environment fit. When a
person’s resources are more than adequate to deal with a difficult
situation, he or she may feel little stress. When the individual
perceives that his or her resources will probably be sufficient to deal
with the event but only at the cost of great effort, he or she may feel a
moderate amount of stress. When the individual perceives that his or
her resources will probably not suffice to meet an environmental stressor, he or she may
experience a great deal of stress.

Different things cause stress in different people. Some of the things students commonly
cite as causes of stress include:

 examinations noise
 deadlines  adjusting to life in a new
 returning to study environment or even
 pressure of combining country
paid work and study  difficulties with
 difficulty in organizing personal relationships
work (e.g. splitting up)
 poor time management  balancing the demands
 leaving assignments to of a family with
the last minute studying
 out of control debts  parents or problems at
 overcrowding home

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There are two types of stress, the “eustress”, which is term for positive stress and “distress”
which refers to negative stress.

EUSTRESS as positive stress has its characteristics:

 motivates, focuses energy

 is perceived as within our coping abilities
 feels exciting
 improves performance
 is a short-term

Examples of positive personal stressors include:

 Receiving a promotion or raise at work

 Starting a new job
 Marriage
 Buying a home
 Having a child
 Moving
 Taking vacation
 Holiday season
 Retiring
 Taking educational classes
 Learning new hobby

DISTRESS as negative stress has its characteristics

 causes anxiety or concern
 can be short- or long term
 is perceived as outside of our coping abilities
 feels unpleasant
 decrease performance
 can lead to mental and physical problem

Examples of negative personal stressors include:

 The death of spouse, and family members  Separation from spouse or committed
 Filing divorce relationship partner
 Losing contacts with someone  Conflict in interpersonal relationship
 Hospitalization  Bankruptcy/ money problem
 Injury or illness  Unemployment
 Being abused or neglected  Sleep problem
 Children’s problem at school  Legal problem
PERSONAL DEVELOPEMENT

Tips to help manage and reduce your stress level.

1. Try relaxation techniques-lifestyle changes can help you to overcome stress in your life.
When you fill life with healthy habits, you’re likely to have less stress in your life.

2. Talk to some- when talking to someone who can validate your feelings and understand
you can help relieve your stress. Venting helps take the feelings from inside of your-self.

3. Keep a stress diary- journaling is known to reduce stress levels significantly. It helps you
put your life events in perspective.

4. Manage your time- planning your days and weeks in advance can make busy schedule
less stressful. You’ll be able to make you’re staying productive without overdoing it.

5. Exercise- Getting your blood pumping will increase your heart rate and lower your blood
pressure. Exercise also causes your brain to release natural endorphins, which help you to
decrease your stress levels.

6. Get some rest – When you get enough sleep, your cortisol levels balance and you feel
more capable to tackle daily tasks.

7. Create structured to-do lists – Planning your days and week in advance can make busy
schedules less stressful.

8. Take a bath- when you take a bat, the quiet time alone and the warmth of your skin can
lower stress level significantly. Add the following essential oils to your bath, and
aromatherapy will help you reduce your stress even more.

9. Chew gum- New research shows that chewing gum is actually linked to lower stress levels
and higher alertness.

10. Regulate your diet-certain nutrients can provide your body with stress-fighting fuel.

11. Finding a convenient therapist-professional counselor can help you reduce a stress
quickly, they can show you how to handle stress and identify its pattern, so you can change
your life for the better.

The situations and pressures that cause stress are known as stressors. We usually think of
stressors as being negative, such as an exhausting work schedule or a rocky relationship.
However, anything that puts high demands can be stressful. It includes positive events such as
getting married, buying a house, going to college, or receiving a promotion.

Of course, not all stress is caused by external factors. Stress can also be internal or self-
generated, when one worries excessively about something that may or may not happen, or have
irrational, pessimistic thoughts about life.

KINDS OF STRESSORS

1. Cataclysmic events are strong stresses that suddenly occur and may simultaneously affect
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many people (Feldman, 2010). Natural disasters like typhoons, coding, global warming effects,
and earthquakes are examples of this kind of stressors likewise, man-made troubles such as
terrorist attacks, ship or plane crash, and bombings.

2. Personal stressors refer to conditions, events, situations, or anything that causes stress to an
individual. It could be positive or negative stressors such as marrying, death of a loved one,
getting a new job or job loss, starting and ending class, transferring to new schools, leaving old
friends, and many others. Moreover, stress occurs when the individual is experiencing
frustration, pressure, or conflict.

3. Background stressors or daily hassles (Feldman, 2010) are also referred to as displeasures
that could be encountered every day, such as standing in the long line while waiting for the train,
stuck in heavy traffic, noise, and pollution of the environment. Another background stressor is
experiencing dissatisfaction with school or a job, being in an unhappy relationship, or living in
crowded quarters without privacy (Feldman 2010; Weinstein et al., 2004; McIntyre, Korn, &
Matsuo, 2008).

Stress symptoms may affect one's health, even though one may not realize it. You may think
illness is to blame for that irritating headache, frequent insomnia or decreased productivity at
work. However, stress may be the cause.

Common effects of stress

Indeed, stress symptoms can affect your body, thoughts, feelings, and behavior. Your ability to
recognize common stress symptoms can help you manage them. Stress that is left uncheckedcan
contribute to many health problems, like hypertension, heart disease, obesity, and diabetes.

On your body On your mood On your behavior

Headache Anxiety Overeating or undereating
Muscle tension or pain Restlessness Angry outbursts
Chest pain Lack of motivation or focus Drug or alcohol misuse
Fatigue Feeling overwhelmed Tobacco use
Change in sex drive Irritability or anger Social withdrawal
Stomach upset Sadness or depression Exercising less often

You can choose to perceive stress as a challenge or something to avoid. You can choose a
positive, optimistic outlook; use resources; and re-channel energy in positive and productive
ways. Stress is something you can learn to manage with coping strategies.

A little stress can add excitement to one’s life and may even help you to be motivated. However,
failure to cope with prolonged stress effectively can wear you down. The solution is not to avoid
stress but to acknowledge it directly by learning to manage and channel it.

You may try the following strategies:

1. Become attuned to your body and emotions. Become aware of your body and its reactions.
Permit yourself to feel several different emotions, but also learn strategies to pull yourself outof
a fall. Remember that you have the power to change negative, hurtful thoughts and to create
positive habits.
PERSONAL DEVELOPEMENT

2. Exercise regularly. Experts say that exercise is one of the best ways to minimize stress,
loosen up the muscles, and promote a sense of well-being.

3. Dispute negative thoughts. Negative thinking can lead to a self-fulfilling prophecy; if you
say you are going to fail, you probably will. You can change these negative thoughts to
confident, optimistic, and positive thoughts and actions.

4. Rest and regenerate your mind, body, and spirit. You do not have to practice a particular
type of meditation; just create a time for yourself when your mind is free to rest and quiet itself.

5. Use breathing methods. Deep breathing reduces stress and energizes the body.

6. Develop hobbies and interests. Hobbies can release stress. Sports, painting, reading, and
collecting can add a sense of fun and meaning to your life.

7. Create a support system. The support and comfort of family and friends can help you clear
your mind, sort out the confusion, and make better decisions. A group of people with similar
experiences and goals can give you a sense of security, personal fulfillment, and motivation.

8. Develop a sense of humor. Nothing reduces stress like a hearty laugh or spontaneous fun.

9. Plan; do not worry. Leading a disorganized life is stressful. Write down what has to be done
each day; never rely on your memory.

10. Be assertive. Assertive communication helps you solve problems, rather than build
resentment and anger, and increases your confidence and control over your life.
11. Keep a journal. Writing in a journal also helps clarify your concerns and decisions and
can give you a fresh perspective.

Get professional help. With a counselor's guidance, you can gain insight into your reaction
to stress and modify your perception and behavior.
PERSONAL DEVELOPEMENT

MODULE 5:
BRAIN FUNCTION MANIFESTED IN THOUGHTS,
BEHAVIOR AND FEELINGS.
In this module, allows you to identify ways to improve learning using both the left and the right
brain.

At the end of this module, you are expected to:

a. discuss the different parts of brain,
b. appreciate the function of brain manifested in thoughts, behavior and feelings and;
c. create a personal plan to enhance brain function.

Now, this is module you will learn the powers of the mind. It was said that mind power
is one of the strongest and most useful powers you possess. This power consists of your
thoughts. The thoughts that pass through your mind are responsible for everything that happens
in your life. Your predominant thoughts influence your behavior and attitude and control
your actions and reactions.
Learning the content of this lesson will direct your brain leads
into shaping and improving your learning. You can train and strengthen
your brain. The brain is an amazing three-pound organ that controls all
functions of the body, interprets information from the outside world, and
embodies the essence of the mind and soul. Intelligence, creativity,
emotion, and memory are a few of the many things governed by the
brain. Using the powers of the Mind may help you in enriching your
learning styles.

Conversely, the rest of society imprisoned themselves of their thoughts, creating four
walls around them. Every thought creates misery, replaying sad stories, reciting the same script
like a record continuously playing time after time. Stories that inform the world of their
scarcity thinking, complaining and choosing to blame others for their general lack in life
creating miserable atmosphere.

These facts come from Dr Joe Dispenza and his book - Evolve
Your Brain - The Science of Changing Your Mind, states that for
every thought you have, a surge of electrical currents from your
brain release an unknown number of neurochemicals, responsible
for the operation of your nervous system.

Our brain is one of the most complex parts of the body that is very
much attributed to the consciousness of the very uniqueness of the
self. Studies in the brain in field of Neuroscience, is a challenging
subject course that gives emphasis on the role of the brain in our
everyday function in the society. Especially, in these pandemic
times, the ability to cope and handle challenging situations, also call
for the strength of the mind to withstand any stressful predicament
PERSONAL DEVELOPEMENT

that we face. After all, our brain is a temple for the consciousness to linger, without a house
for the consciousness to think and act, we become ordinary animal beings, the only
consideration that we separated ourselves from them.

The Nervous System

The purpose of the nervous system is to gather

information, produce responses to stimuli, and
coordinate the workings of different cells. It is the
command center of the other eights systems in the human
body. The development of life organisms from union of the
egg cell and sperm cell, always starts from the development
of the nervous system, the brain, its spinal cord and nerves.
The nervous system is divided into two main parts: the
central nervous system (CNS) and the peripheral nervous
system or beyond the brain and the spinal cord (PNS).

Let us take a closer look of these two systems:

CENTRAL NERVOUS SYSTEM (CNS)

Is a process, interprets and

stores incoming sensory
information about our 5
senses to be exact; tastes,
sounds, smells, vision,
pressure on the skin, the
state of internal organs etc.
It is the specific command
center (depicted in yellow
color) that sends out orders
destined for muscles, glands
and body organs.
PERSONAL DEVELOPEMENT

The (CNS) has two major parts, the brain and spinal cord.

The spinal cord is the extension of the brain. It runs from the base
ofthe brain down the center of the back, protected by a column of
bones. The cord acts as a sort of bridge between the brain and the
partsof the body below the neck. But the spinal cord is not merely a
bridge. It also produces some 12 behavior on its own, without any
help from the brain. These behaviors, called spinal reflexes, are
automatic, requiring no conscious effort.

Example, if you accidentally touch a hot iron, you will immediately pull your hand away,
evenbefore the brain can actually comprehend the pain or the receptors kicks in. This is due
to the nerve impulses that brings message to the spinal cord, in this case “hot”. The spinal
cord immediately sends out a command via other nerve impulses, telling muscles in your
arm to contract and pull your hand away from the iron. (Although there some specific parts
in the brain that governs other reflexes such as our blinking and sneezing). The neural
circuitry underlying a reflex is called reflex arc. This could be best explained through
situations such as knee jerking, shifting balance of weight of the body, when stepped broken
glass or shards.

PERIPHERAL NERVOUS SYSTEM (PNS)

The sensory nerves in the peripheral nervous system carry

messages from the special receptors in the skin, muscles
and other internal and external sense organs to the spinal
cord, which sends them along to the brain. These nerves put
us in touch with both the outside world and the activities of
our own bodies. Motor (motion producing) nerves carry
orders from the central nervous system to muscles, glands
and internal organs.
They enable us to move our bodies, and they cause glands to contract and secrete various
substances, including chemical messengers called the hormones.

This system is further divided in two parts:

The somatic nervous system and the autonomic nervous system. The somatic (body) nervous
system, sometimes called the skeletal nervous system, controls the skeletal muscles of the
body and permits voluntary action.

Examples of these are, when you are running, writing, going to work by walking, doing a
lecture in front of the class, following a dance moves or simply creating your own moves,
thesomatic system is presently active.

The autonomic (self-governing) nervous system, as the term implies; these are movements
or actions that are involuntary, regulates blood vessels, glands and internal (visceral) organs
likethe bladder, stomach and pumping of the heart. The autonomic nervous system works
more or less automatically, without a person’s conscious control. Under the autonomic
system, thereare two subdivision, 13 sympathetic and parasympathetic nervous system.
PERSONAL DEVELOPEMENT

The structure of a simple neuron differs in every region of the brain, and it differs also in
main function. But the simple neuron has its three (3) major basic structure namely, cell
body, dendrites, and axon.

The Cell Body is shaped roughly like a sphere or a pyramid. It contains the biochemical
machinery for keeping the neuron alive. It is responsible in the transmission of messages
toother neurons.

The Dendrites of a neuron look like branches of a tree, which is used as an antenna,
receiving messages from other nerve cells and transmitting them toward the cell body.

The Axons can be likened to trunk of a tree, which is slenderer. It transmits messages
away from the cell body to other cells. Axons have branches at their tips, but these
branches are usually less numerous than dendrites. Dendrites and axons give each neuron a
double role.

The Brain

The storage of our memories, the seat of our intelligence (Davis, 1984) and you may not
know it, it is also where our emotions are found (Darwin, 1872; James & Lange, 1884;
Cannon & Bard, 1900; Papez, 1937; Macchi, 1989). The brain’s structure is also as
complicated as its counterpart on moving the body itself. In this term, we are also speaking
on how we should feel, elicit emotion, act towards an emergency, our brain plays an
important role in our thoughts, behavior and feelings.

The brain has three (3) main sections:

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1. The Hindbrain (Rhombencephalon)

This part of the brain starts at the base of the skull and the brain stem. It is the region of
the brain in which the medulla oblongata, pons and cerebellum. The Hindbrain
coordinates functions that are fundamental to survival, including respiratory rhythm,
motor activity, sleep and wakefulness.

2. The Midbrain (Mesencephalon)

Located towards the base of your brain is a small but important region called the midbrain
(derived from the developmental mesencephalon), which serves as a vital connection point
between the other major regions of the brain - the forebrain and the hindbrain. The midbrain
isthe topmost part of the brainstem, the connection central between the brain and the
spinalcord.

3. Forebrain (Prosencephalon)

The Forebrain (derived from the developmental prosencephalon) which contain the entire
cerebrum and several structures directly nestled within it - the thalamus, hypothalamus, the
pineal gland and the limbic system. This area of the brain plays a central role in the
processing of information related to complex cognitive activities, sensory and
associative functions, and voluntary motor activities.

The brain is composed of the cerebrum, cerebellum, and brainstem.

Cerebrum: is the largest part of the brain and is composed

of right and left hemispheres. It performs higher functions
like interpreting touch, vision and hearing, as well as speech,
reasoning, emotions, learning, and fine control of movement.

Cerebellum: Its function is to coordinate muscle

movements, maintain posture, and balance.

Brainstem: acts as a relay center connecting the cerebrum and

cerebellum to the spinal cord. It performs many automatic
functions such as breathing, heart rate, body temperature,
wake and sleep cycles, digestion, sneezing, coughing,
vomiting, and swallowing.

By understanding your dominant brain type, you may be able to adjust your study methods,
and perhaps shape your schedule and coursework, to suit your own personality type.

Roger Sperry, a neurobiologist and neuropsychologist,

received the 1981 Nobel Prize in Physiology or Medicine for his
split-brainresearch. Sperry discovered that the left hemisphere
of the brain was responsible for language understanding and
articulation, while the right hemisphere could recognize a word,
but could not articulate it. Many researchers repeated Sperry´s
PERSONAL DEVELOPEMENT

experiments to study the split-brain patterns and lateralization

of function.

Understanding more the left and right brain

Here are some of the right brain exercises:

 Drawing
 Playing an instrument
 Singing
 Reading
 Fictionalizing and composing
 Playing games that require imagination
 Playing colorful and audible intelligence games (Example: Mental UP
BrainExercise Games)
Here are some of the left-brain exercises:
 Solving math problems
 Solving puzzles
 Writing
 Reading, (Reading is an exercise to develop left brain and also right brain),
 Learning a new language
 Playing games that require imagination
 Playing intelligence and strategy games (Example: Chess, Mangala, Mental UP

The Lobes of the brain

The cerebral hemispheres have distinct

fissures, which divide the brain into lobes. Each
hemisphere has 4 lobes: frontal, temporal,
parietal, and occipital. Each lobe may be
divided, once again, into areas that serve very
specific functions. It’s important to understand
that each lobe of the brain does not function
alone. There are very complex relationships
between the lobes of the brain and between the
right and left hemispheres.
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Frontal lobe
 Personality, behavior, emotions
 Judgment, planning, problem solving
 Speech: speaking and writing (Broca’s area)
 Body movement (motor strip)
 Intelligence, concentration, self-awareness

Parietal lobe
 Interprets language, words
 Sense of touch, pain, temperature (sensory strip)
 Interprets signals from vision, hearing, motor, sensory and memory
 Spatial and visual perception

Occipital lobe
 Interprets vision (color, light, movement)

Temporal lobe
 Understanding language (Wernicke’s area)
 Memory
 Hearing
 Sequencing and organization

The Whole Theory of the Mind

Ned Herrmann showed that by incorporating the research of Paul McLean of the
TriuneBrain and Roger Sperry's Left Brain/Right Brain function, we can build a model of
the humanbrain with two paired structures, the two halves of the cerebral system and the
two halves of the limbic system. This allows us to differentiate between not only the more
popular notions of left/right brain, but also the more sophisticated notions of
cognitive/intellectual which describes the cerebral preference, and visceral, structured and
emotional which describes the limbic preference.

One further concept is important to understanding Ned Herrmann's Whole Brain

Model, and that is dominance. The evidence of human dominance shows that wherever there
is two ofanything in the body, one is naturally dominant over the other. Therefore like we
are right or

left handed, we are also naturally `footed', `eyed'. `kidneyed', etc. We can also be thought of as
`brained'. Since dominance can only occur between paired structures, the Herrmann Brain
Dominance Model focuses on the Limbic and Cerebral layers of the Triune Brain.
PERSONAL DEVELOPEMENT

The Whole Brain Model shows four distinct thinking

styles.

analytical, mathematical, technical and problem

The upper (cerebral) left A
solving.
controlled, conservative, planned, organised and
The lower (limbic) left B
administrative in nature.
interpersonal, emotional, musical, spiritual and the
The lower (limbic) right C
"talker" modes.
imaginative, synthesising, artistic, holistic and
Upper (cerebral) right D
conceptual modes.

Understanding the powers of the mind can help the adolescence to adapt with his/her
learning environment. The learning adaptation of the learners varied and the appreciation of
the individual diversity will be valued in every learning places.
PERSONAL DEVELOPEMENT

MODULE 6:
EMOTIONS
At the end of this module, you are expected to:

a. discuss the different emotional expressions,

b. explore one’s positive and negative emotions and;
c. create ways on how to manage emotions

Emotional Intelligence is the ability to understand, use, and manage our emotions.
Emotional Intelligence is sometimes called EQ (or EI) for short. Just as a high IQ can predict
top test scores, a high EQ can predict success in social and emotional situations. EQ helps
us build strong relationships, make the right decisions, and deal with stressful situations.

As we know, it is not always the smartest people who are the most
successful or the most fulfilled in life. You probably know some of
your classmates or friends who are academically competent and yet
are socially incompetent and unsuccessful at work or in their
personal relationships. So, we can conclude that intelligent quotient
(IQ) in itself is not enough to achieve success in life. True enough,
your IQ can help you get good grades or help you achieve your
college dream. Nevertheless, your EQ will help you manage the
stress and emotions when facing examinations. Both IQ and EQ
need to work together. It is proven to be most effective when a
person has both.

Below are just some of the emotions that we are feeling every now and then.

Afraid feeling fear and worry

Angry feeling mad with a person, or idea
Ashamed feeling bad after doing wrong
PERSONAL DEVELOPEMENT

Confident feeling able to do something

Confused feeling unable to think clearly
Depressed feeling sad, blue, discouraged and unhappy
Embarrassed feeling worried about what others may think
Energetic feeling full of energy
Excited feeling happy or aroused
Glad feeling joy and pleasure
Jealous feeling upset when someone has something you would like to
have or they get to do something you wanted
Lonely feeling alone and that nobody cares
Proud feeling pleased for doing well
Relaxed feeling at ease and without worry, calm
Stressed feeling tense, tired, uneasy, and overwhelmed.

Improving Managing Emotions and Its Importance on Communication

1. Being Aware of Your Emotions
Most people feel different emotions throughout the day, some feelings
(like a surprise) last just a few seconds. Others may stay longer,
creating a mood like happiness or sadness. Being able to notice and
accurately label these everyday feelings is the most basic of all the EQ
skills. Being aware of our emotions merely noticing them as we feel
them helps us manage our own emotions. It also a way to understand
how other people feel. Practice recognizing emotions as you feel
them. Label them in your mind, and do not disregard them. Do
remember to make it a daily habit to be aware of your emotions. It is okay not to be okay. So,
do not be afraid to voice out what you feel!
2. Understanding how others feel and Why People are naturally born to try to understand
others.
Part of EQ is being able to imagine how other people might feel in
certain situations. Try to understand why they feel the way they do.
Being able to imagine what emotions a person is likely to be feeling
is called empathy. Empathy helps us to care about others and to
build good friendships and relationships. It guides us on what to
say and how to behave around someone who is feeling strong
emotions.
PERSONAL DEVELOPEMENT

3. Managing Emotional Reactions

Everyone gets angry. Everyone feels disappointments. Often,
it is important to express how you feel. However, managing
your reaction means knowing when, where, and how to
express yourself. When you become overly stressed, you
lose control of your emotions, including how you act
thoughtfully and appropriately. Thus, when you learn to
understand your emotions and know how to manage them,
you can control yourself to hold a reaction that is not
appropriate for a particular time or place. Someone who has a good EQ knows that it can
damage relationships to react to emotions disrespectfully, too intense, too impulsive, or
harmful.

4. Choosing your Mood Part of managing emotions is choosing our moods.

Moods are emotional states that last a bit. We have the power to
decide what is right for a specific situation. Choosing the right mood
can help someone get motivated, concentrate on a task, or try again
instead of giving up. People with good EQ know that moods are not
just things that happen to us. We can control them by knowing which
mood is best for a particular situation.

The Emotions of Adolescence

Adolescence can be a highly emotional stage in one's life. Many of us experience different
emotions in similar situations, as well as similar emotions in different situations.

Several descriptions of adolescent’s emotions are as follows:

• Adolescence in Western culture is characterized as a period of emotional upheaval and
confusion according to Arnett (1999), others described youth’s inner lives using the word like
“alienated,” “desperate,” and “overwhelmed.”

• Adolescents are dealing with lots of emotional highs and lows. One minute, they may feel
great; the next day, they feel sad and tearful.

• They are experiencing new levels of emotional variability, moodiness, and emotional
outbursts. They often struggle with being dependent on their parents while having a strong
desire to be independent.

• They may also feel overwhelmed by the emotional and physical changes they are going
through. They may be facing different pressures from friends to “fit in” plus the added
responsibilities at home, and stricter grading policies in school and expectations to do well in
other activities like sports or parttime jobs.

• They are particularly vulnerable to a roller coaster of emotions. Pickhardt (2010) added
further that the loss of childhood is so painful for adolescents that the developmental challenges
are so daunting. The vulnerability from insecurity is high; the demands of growth are
many; the conflicts over independence are exciting
PERSONAL DEVELOPEMENT

Given the descriptions above, we suggest that the unpredictability of emotions is normal. A
primary task during this time is to gain insight into one’s emotionality and expand one’s
capacity for empathy with others' emotional state (Wessberg & O’Brien, 2004).

Positive Actions to Help you Manage Emotions

Did you know that you can take a number of actions that will help you manage your emotions?
Many of them are very general, but it is worth trying them because you may find that they truly
work!

Exercise
This releases reward and pleasure chemicals in the brain such as
dopamine, which makes you feel better. Being fit also makes you
healthier, which helps in managing your emotions.

Be kind to others
This helps to stop you worrying about yourself.

Be open and accept what is going on around you.

Learn to appreciate what is happening and avoid giving criticisms to
others as well as their situations.

It is good to talk
Spend time with other people and enjoy their company.

Distract yourself.

Watching a bit of TV, reading, drawing, stitching or surfing the internet

for a while will probably help you forget that you were feeling a bit
down.

Do not give in to negative thoughts.

If you find yourself having negative thoughts, then challenge yourself
by looking at them positively.
PERSONAL DEVELOPEMENT

Spend time outside.

Breathing in the fresh air, especially around nature, helps calm and relax
your emotions.

Be grateful.

Do give thanks to people for the good things they did for you, and
always remember it.

Play on your strengths.

That means doing things that you enjoy most, and it involves doing
things that are good for you.
Emotional intelligence represents an ability to validly reason with emotions and to use
emotions to enhance thought.
Emotional Intelligence encompasses the following five characteristics and abilities:

Self-awareness--knowing your emotions, recognizing feelings as they occur, and

discriminating between them
Mood management--handling feelings so they're relevant to the current situation and you react
appropriately
Self-motivation-"gathering up" your feelings and directing yourself towards a goal, despite
self-doubt, inertia, and impulsiveness
Empathy- recognizing feelings in others and tuning into their verbal and nonverbal cues
Managing relationships-handling interpersonal interaction, conflict resolution, and
negotiations
Emotional Intelligence: Components

Component Description

Recognize emotions in faces, music

Perceive emotion
and stories
Predict emotions, how they change
Understand emotion
and blend

Express emotions in different

Manage emotion
situations

Utilize emotions to adapt or be

Use emotion
creative
PERSONAL DEVELOPEMENT

MODULE 7: BUILDING AND MAINTAINING

RELATIONSHIPS
Welcome to the seventh module of the subject Personal Development this will be your guide
appraise once present relationships and make plans for building responsible future
relationships. In this module, allows you to appreciate the dynamics of attraction, love and
commitment.

At the end of this module, you are expected to:

a. describe different relationships,

b. express ways of showing commitment, love and attraction and;
c. make an illustration, sketch, drawing, or design a poster which shows one’s basic rights in a
relationship.

Being in a certain kind of relationship is one of the inevitable things in the world. People
indeed find love, concern, compassion and sympathy of other people essential for them to
overcome challenges of life. People also find it awesome when they show the same feelings
they receive from others. One’s involvement to any kind of relationships definitely adds joy to
one’s life. However, it may also bring people to a difficult situation. Thus, learning the art of
committing oneself to other people is as essential as learning to know oneself.

This lesson aims you to create a more joyful and fruitful relationship with others. You
will understand how to deal with problems that people do encounter in a relationship. You are
also expected to have a successful relationship with others through a better way of
communication and interaction with someone dear to you.

Relationships

Any form of relationship is said to be a two-way traffic. This means that both
individuals should learn to give and take. However, there are different kinds of relationships
and each of us has a precise definition for each form of relationship and absolutely we have our
own means of building these relationships and keep them stronger.

Let us allow ourselves to learn more about our relationships with others by having a
concrete definition.

In this lesson you will focus on understanding what indeed is personal relationship.
Practically speaking, personal relationship is the kind of relationship we make with our family,
friends and partners in life.
PERSONAL DEVELOPEMENT

Personal relationship is the close connection between the people formed by emotional
bonds and interaction.

People in a relationship shared their experiences and feelings that certainly make the
relationship grow. However, there are cases that these experiences may tend to break the
relationship if people involved failed to triumphantly surpass the tests of their relationships.
Thus, people are expected also to take care of the relationship they were able to establish with
their loved ones by knowing the doorway and barrier of having strong relationship.

Three kinds of personal relationship:

a. Family

Family as defined by most books we have read before

is composed of people who are connected by what we call
blood relation or ancestry which is composed of
couples/parents, children and grandparents. However,
nowadays, people do not really stick to this kind of definition
for some varied issues the present-day society have been
trying to overcome like separation of couples, death of family
member/s, and some other acceptable reasons.

The kinds of personal relationship may vary from one point of view to another and it is
because of how they do interact with themselves. But perhaps, most people may agree that
what comprise family is the love, care, support, compassion and affection each member
renders to one another.

As part of a family who are expected to receive such kind of feelings from one another
we barely understand how a family muddled to an unhealthy relationship that might end into
separation of the couples.

Before we see the tendency of our own family ending into this kind of atmosphere
there are elements of strong relationship that we must learn.

1. Mutual Respect

Lack of respect absolutely brings people to

unpleasant environment and pushes people from
respecting one another and themselves too. According to
the article adults in the family should also be reminded
that talking in very humiliating way like consistent
nagging, scolding, embarrassing may be a form of
dispiriting someone and may lead to losing the reverence
of a child to a parent or a spouse to his/her partner.

Establishing mutual respect is easier when one is guided by the virtue of the
Golden Rule once uttered by Jesus of Nazareth explicitly stated in Mathew 7:12 which
has direct English Translation “Do unto others what you would want others to do unto
you.” This may simple be interpreted by the famous line “Respect begets respect”.
PERSONAL DEVELOPEMENT

This line means a person shall not trespass in his rights or putting someone down
when he/she is wrong.

2. Time for Fun

Having quality time with your parents or kids

means learning to love them more. The article
emphasized that it is not the quantity of time that you
spend with each of the member of your family that
matters but the quality you spend with them. It is
better to have an hour of a heart-warming talk or
making fond memories with your family that is more
valuable than having five hours of arguing with them.

Each member of the family should learn to take serious matters in a separate
occasion and spend precious moment with one another creating good memories
together. These memories will serve as their investment for the future. When time
comes that each of them is exhausted by their family issues these precious moments
will work to keep them strong and hold on to one another.

3. Constant Encouragement

Every kid deserves to be trusted first and

foremost by their parents/family. Encouragement
gives a child a sense of belongingness and the feeling
of being loved. A child will definitely grow trusting
him/herself based on how you trusted him/her.
Positive encouragement may create positive
outlook in life.

4. Communicated Love

Love we felt may certainly start any form of relationship. However, it is not the
thing that can keep it. Love is just a feeling, what really keeps any relationship is the
love that is well-communicated.

A tap on a shoulder, a kiss on a cheek, a simple hug

may just be some of the common ways to express parents love
to their kids or kids to their parents but these could also be the
most genuine and sincerest way of expressing your love
towards one another.

The article reminds us all that the effort we have exerted in building strong
family relationship will benefit every member of the family and will help each of them
to be fruitful in all aspects of life.
PERSONAL DEVELOPEMENT

b. Partnerships

Romantic partnerships, including marriage, are close

relationships formed between two people that are built upon
affection, trust, intimacy, and romantic love. We usually
experience this kind of relationship with only one person at a
time.

c. Friends

A friend is defined by most of us by someone who is not

kin to you but very much happy and willing to be part of your
life. Similar to your family members your friends are all dear to
you. They become one of the special people in your lives for you
both have shared good and bad experiences that you are able to
build strong connection with each other. Just the way you pray
hard to keep your strong family connections you also desire
to build strong bond with your friend/s.
PERSONAL DEVELOPEMENT

1. Reliability

The article explains that maintaining a sense of

connection and consistency is essential in creating and
maintaining trust. Trust is the heart of all relationship.

This virtue teaches everyone the value of recognizing someone’s imperfections

and thus he/she is ready to extend him/herself to a friend. This act of kindness will
definitely foster a sense of connection, security and relief.

A hand that is ready to help will definitely make someone feel he/she is well-
taken care of by someone and would not need to worry if he/she messed-up again. This
feeling would also develop a sense of responsibility to do the same thing for somehow
it uplifts his/her feeling rather than being corrected or questioned about his/her failure
to do his/her thing appropriately.

2. Deep Listening or Non-judgmental Presence

Listening is of the key factor that makes

communication to prosper. Sincerest way of listening is
also a kind of expressing how genuine you communicate
your love and affection to someone special to you like
your friends.

Listening with a high value of integrity is indicates your presence which is non-
judgmental and not discriminatory. The article mentioned that people may have notice
that there are people who certainly give up in a relationship for the reason of having a
difficult kind of feeling because of being judged for whatever they did.

Who among us would like to be in a company of people, who do not have the
heart to listen and give chance for us to explain our sides first? Most people would find
this situation totally unfair.

If we desire to have a stronger relationship with our friends, we should be having

the characteristic of a good listener. Being a good listener also entails to be a good
adviser. After sharing your thoughts and experience to a friend you will definitely love
him/her to give his/her intelligent point of view of how he/she see things and would
take the initiative to suggest something or give his/her honest comment for you to arrive
with a possible resort that would somehow ease your anxieties over things.
PERSONAL DEVELOPEMENT

3. Optimism

Jolly personality is always and obviously

appreciated by most of the people. Optimistic point of
view is really captivating and can drive someone be a
better person too. Being a better individual means having
a good perspective and that is able to make sound
decisions.

Optimism may be a simple virtue that everybody claims to have however, it is

not easy to meet people with this kind of disposition. Hence, meeting a friend with this
kind of personality is surely to nurture anyone’s friendship with others.

Positive atmosphere will a friendship a chance to have a joyful way of living

life and cherish the kind of friendship two or more people have with one another.

4. Partnerships

Among the three kinds of relationship this kind is more

serious, sensitive and complicated. Thus, it also requires people
who are involved in this kind of relationship to have the ability
to make a better and stronger relationship.

Sheridan, Center for Elder Research has enumerated top

five elements of romantic relationships as reported by adults. The study pointed out five
elements to make a romantic relationship lasts.

Older adults rated the following as the top five most highly rated elements of successful
romantic relationships.

1. Honesty 3. Companionship

2. Communication 4. Respect 5. Positive Attitude

Meanwhile, younger adults rated the following as the top five most highly rated
elements to keep romantic relationships successful.

1. Love 3. Trust

2. Communication 4. Attraction 5. Compatibility

Honesty is still the best policy for adults. According to the study they define honesty
as “able to confide with one another in a truthful way”

While adult believe that honesty is the most important element in romantic relationship
Love as supported by Communication and Trust is the most essential element for
younger adult to keep their relationship stronger.
PERSONAL DEVELOPEMENT

For a relationship to grow and become successful parties involved should take their own
sets of responsibility.

Remember that being and choosing to be part of any relationship by any

circumstance is a commitment. Committing oneself means offering the best version
of yourself while still learning to accept and wait till the other party will be able to do
same unto you.

Understanding the Acceptable and Unacceptable Means of Expressing

Attractions Toward the Opposite Sex

You have well understood the essential qualities to make a good relationship. This time
allow yourself to open your mind to see the difference of acceptable and unacceptable
means of expressing attractions toward the opposite sex. In this way you will also give
yourself a chance to unlearn the bad practices you have in showing how attracted you
are to someone.

Filipino culture is bound to the belief that decent display of someone’s feeling is indeed
a must to be accepted by the society. It is big disappointment if someone fails to follow
this standard for, he/she will be labelled miseducated by the society or community or
his/her parents did not raise him/her well.

Aside from this, Republic of the Philippines had seriously taken issues concerning
people’s means of expressing attractions to the opposite sex or gender. One law that
purposefully pushes this unlawful act of expressions be punished by the Republic Act
(RA) 11313 otherwise known as Safe Space Act. This RA expands the scope of the RA
7877 or Anti-Harassment Act of 1995. This law recognizes that sexual harassment
occurs in work, education, and training environments, and penalizes persons who have
authority, influence and moral ascendancy in such institutions who commit prohibited
acts of sexual harassment. While, Safe Space Act addresses these gaps in our legal
framework by recognizing that sexual harassment can be committed between peers or
by a subordinate to a superior, by a student to a teacher or by a trainee to a trainer.

Below are some of the most common unacceptable means of complimenting

opposite sex.

1. Cat-Calling is the act of shouting harassing and often sexually suggestive,

threatening, or derisive comments at someone publicly.

Instead of doing this, a guy may just formally introduce himself

to the woman and express his integrity in case there is intention of
courting the girl. Though, this must take place only if the lady
permits the man. If the lady is a complete stranger and if you find
her gorgeously attractive who must learn to pay respect and wait
for the right time that the two of you will be introduced. This case
obviously falls to the principle of “Patience is a Virtue.”
PERSONAL DEVELOPEMENT

2. Wolf-Whistling, is a distinctive two-note glissando whistled sound made to show

high interest in or approval of something or someone, especially
a woman viewed as physically or sexually attractive. Other
may find it as a form of flattery but similar to cat calling it can
also be penalized by the law for it is taken by many as a form of
harassment.

3. Leering is defined as looking (especially men) at someone in a sexually

interested way. To look with a sideways or oblique glance,
especially suggestive of lascivious interest or sly and malicious
intention

4. Groping in a sexual context, that groping also called fondling is touching another
person in an unwelcome sexual way. This has gained negative
connotation in different societies and this activity is
considered a form of sexual assault by our law which makes it
unacceptable.

5. Stalking as defined by the National Center for Crime Victims Stalking is a pattern
of behavior that makes you feel afraid, nervous, harassed, or in
danger.

It is when someone repeatedly contacts you, follows you,

sends you things, talks to you when you don’t want them to, or
threatens you.

Stalking behaviors may include activities like:

1.) Knowing your schedule; 6.) Writing letters;

2.) Showing up at places you go; 7.) Damaging your property;

3. Sending mail, e-mail, and pictures; 8.) Creating a Web site about you;

4.) Calling or texting repeatedly; 9). Sending gifts;

5.) Posting you on social networking sites; 10.) Stealing things that belong to you
and Any other actions to contact,
harass, track, or frighten you.

Among all these kinds of unacceptable forms of expressing attractions

persistent requests for name and contact details after clear refusal is also included and is
also penalized by the law specifically. Senate Bill 13266 otherwise known as Safe
Streets and Public Spaces Act of 2017.
PERSONAL DEVELOPEMENT

The said law seeks to penalize the unacceptable forms of expressing attractions
mentioned above and other forms of offensive display of attraction to others.

If our culture and laws clearly identify the unacceptable form or expressing attraction
the Filipino culture itself evidently approves some means of expressing admiration
between individuals like the following:

Dating Serenade Offering Gifts/Flower

Although, these practices are not commonly observed by teenagers nowadays we

cannot deny the fact that these forms of expressing admiration by a man to a lady are
still preferred by Filipino Family.

Among the three activities Harana or serenading a woman has evolved into
different forms. Before it is usually done at night before the young lady prepares herself
to bed. The gentleman would play a song with any musical instrument most prominently
a guitar and begin singing a love song to intentionally captivate the heart of the young
woman.

Now, this can be done on a stage in a certain public or private place which
makes it more fascinating for a man shows that his confidence courting the special
to him.

Having the knowledge of the most common unacceptable and acceptable behavior of
expressing one’s endearment toward someone permits you to gain the respect of the
people whose beauty and personality brings joy to your life.

Basic Rights in a Relationship from Patricia Evans' The Verbally Abusive

Relationship:
 The right to emotional support
 The right to be heard by the other and to respond
 The right to have your own point of view, even if this differs from your partner's
 The right to have your feelings and experiences acknowledged as real
 The right to live free from accusation and blame
 The right to live free from criticism and judgment
 The right to live free from emotional and physical threat
 The right to live free from angry outbursts and rage
 The right to be respectfully asked, rather than ordered
In addition to these basic relationships’ rights, consider how you can develop patience,
honesty, kindness, and respect.
PERSONAL DEVELOPEMENT

Patience is essential to a healthy relationship. There are times when others will respondto us
in a way that is disappointing. When this occurs, it important to communicate our
disappointment, but also to give the other person space. Be willing to give the personsome
time to reflect, indicating that you are ready to talk when they are ready.
Honesty is another essential quality in healthy relationships. To build honesty in a
relationship, you should communicate your feelings openly, and expect the other person
to do the same. Over time, this builds trust.

Kindness is extremely important to maintaining healthy relationships. You need to be

considerate of others' feelings and other people need to be considerate of yours. Be kind
when you communicate. Kindness will nurture your relationships.

Respect is a cornerstone of all healthy relationships. If you don't have respect for another
person, it will have a negative impact on all of your interactions. Think of a timewhen you
encountered someone who didn't respect you. How did it feel? What are someways that you
show respect to others?
PERSONAL DEVELOPEMENT

MODULE 8: SOCIAL RELATIONSHIPS IN MIDDLE AND

LATE ADOLESCENCE
In this module, allows you to understand the concept about social influence, leadership and
followership.

At the end of this module, you are expected to:

a. identify various roles of different individual in society,

b. appreciate the contribution of others to demonstrates effective leadership,
c. conduct a mini survey on Filipino relationships and;
d. compose a reflection about Social relationships of middle and late adolescence.

One of the turning points of an adolescent is the

challenges in social relationship. Teens started to feel
independent and wanted to detach from parents’ decisions.
They tend to look for new group of friends, clubs in the
school, and social group in the community. These groups
reflect the adolescent’s increasing maturity and
responsibility.

This would help the teens to improve their social development and prove that they can
be part of social interactions. For some, joining to social group or clubs would be beneficial
because of attaining new skills and also to demonstrate leadership.

In this module you will distinguish the various roles of different individuals in society
and how can you be an influence to people through your leadership or fellowship. You will
compare your self-perception and how others see you, and lastly you will conduct a mini-
survey on how Filipino adolescent establish relationships to their family, school, and
community.

Leadership is instrumental to achieving social change. Developing young leaders in our

society is an opportunity to have a better community. Thus, building a relationship among the
people around them is the first action should be established. A good leader should possess good
qualities and skills. Leaders should also be a good follower.

Social Relationships in Middle and Late Adolescence

PERSONAL DEVELOPEMENT

In our previous topic we learned that when a child reached the middle and late
adolescents, they usually find themselves in the company of their peers, usually from the school
or the neighborhood. From high school to college, adolescents mature faster socially, and new
lessons are learned especially on how their social interactions affirm their self-identity, increase
their self-esteem, and develop their capacity to nurture relationships

A teen's peers can be part of the most important social relationships in a teen's life, often
contributing more to his/her development than families do. Strong peer relationships help teens
achieve the most critical tasks: finding independence from their parents and developing their
own personal identities. As such, close peer relationships are a normal part of adolescence.
Indeed, lack of a strong peer group can cause concern regarding the full, healthy development
in a teen.

However, adolescence is also the time when teens begin to select their own friends,
school clubs and/or social group in the community. They considerably spend more time with
them, with or without parental supervision. They begin to share more intimate bonds with
their friends, such as sharing of personal secrets and feelings. While in the social group they
can fully express thoughts and ideas. The feeling of being accepted is important to them.

Social relationship refers to the connections that exist between people who have
recurring interactions that are perceive by the participants to have personal meaning. This
definition includes relationships between family members, friends, neighbors, coworkers, and
other associates but excludes social contacts to be less intimate, with lesser self-disclosure
involved, but may still be exclusive, and may demand certain levels of loyalty as in fraternities
or religious organizations, and to a lesser extent, loosely knitted social clubs like practitioners
of certain specialized professions.

What Is the Role of the Individual in Society?

According to the writings of philosopher John Locke, the individual

gives consent in establishing society, but the individual has an obligation
to obey laws. An individual can only become a member of society if he
gives consent.
In modern society, it is generally believed that the rights of the
individual triumph over the community, but the individual is not entirely free from the group.
A person becomes part of the whole, willingly or unwillingly, by giving up some freedoms to
attain safety and foster social bonds. For example, an individual must obey laws and social
norms to be accepted by the community. According to certain philosophies, such as the social
contract, the individual plays a vital role in allowing society to function.

The social contract is an idea that began with Plato but was expanded upon by British
philosopher Thomas Hobbes. His view was that groups give power to elites in exchange
for protection, but it was John Locke who highlighted that the individual voluntarily
legitimizes people who hold authority.

According to Locke's view, humans come from a natural state, where they are free
of authority in all forms. The individual comes from a place of natural freedom to form
society and establish governance.
PERSONAL DEVELOPEMENT

Youth Development & Youth Leadership

Youth development is a process that prepares a young person to meet the challenges
of adolescence and adulthood and achieve his or her full potential. Youth development is
promoted through activities and experiences that help youth develop social, ethical,
emotional, physical, and cognitive competencies.
Youth leadership is part of the youth development process and supports the young
person in developing:
(a) the ability to analyze his or her own strengths and weaknesses, set personal and
vocational goals, and have the self-esteem, confidence, motivation, and abilities to carry them
out (including the ability to establish support networks in order to fully participate in
community life and effect positive social change); and
(b) the ability to guide or direct others on a course of action, influence the opinions
and behaviors of others, and serve as a role model (Wehmeyer, Agran, & Hughes, 1998).

Conditions that promote healthy youth development are supported through programs
and activities in schools and communities. Youth development researchers and practitioners
emphasize that effective programs and interventions recognize youths’ strengths and seek to
promote positive development rather than addressing risks in isolation. Youth who are
constructively involved in learning and doing and who are connected to positive adults and
peers are less likely to engage in risky or self-defeating behaviors. Providing the conditions for
positive youth development is a responsibility shared by families, schools, and communities.
The conditions for healthy youth development reside in families, schools, and communities.

Today, promoting and understanding leadership among young people is attracting more
attention as the lines between the ‘teen’ years and young adulthood becomes blurred. Indeed,
improved technology and greater mobility has ‘shortened’ the distance between countries and
as a result, leadership is about the local and the global (Lee & Olszewski-Kubilius, 2014). Not
surprisingly, younger adults are taking the lead with regard to use and adaptation of social
media and new technologies.

It is useful to examine leadership during childhood and adolescence as what occurs

during the developmental years can have an impact on the leadership behaviors exhibited
later in the workplace as an adult. Thus, studying adolescent displays of leadership should
further our understanding of adult leaders (Schneider, Paul, White, & Holcombe, 1999).
PERSONAL DEVELOPEMENT

Cooper, Healy, and Simpson (1994) reported that students who possess leadership positions in
student organization achieve better than non-leaders on scales such as educational
participation, career development, involvement in cultural and standard of living planning.

Adolescence is an important time for leadership growth. Increasing leadership in

adolescence can reinforce self-esteem and be a catalyst for flourishing adulthood. Yet many
adolescents are never offered the chance to act as leaders, and adult leadership models are often
inappropriate for teens that have unique developmental needs (Linden & Fertman, 1998).
Adolescents begin to develop unique belief systems through their interaction with
social, familial, and cultural environments. These belief systems encompass everything from
religion and spirituality to gender, sexuality, work ethics, and politics. The range of
attitudes that a culture embraces on a particular topic affects the beliefs, lifestyles, and
perceptions of its adolescents, and can have both positive and negative impacts on their
development. As an example, early-maturing girls may suffer teasing or sexual harassment
related to their developing bodies, contributing to a higher risk of depression, substance abuse,
and eating disorders.

TEENAGERS WHO JOIN YOUTH GROUPS AND OTHER CLUBS ARE HAPPIER.

Teenagers who belong to youth groups and other clubs lead happier lives. Although they may
be exposed to more peer pressure, researchers found they were also more socially able and
likely to be physically active.
Getting involved in local community activities or volunteering can boost your confidence
and self-esteem and help you build new skills. You can get started by finding activities that
interest you.

Community activity is part of ‘civic responsibility

You can take civic responsibility and be active in your community by:
 joining a Youth Club, a scouting group or a local environmental or cleanup group
 helping with a primary school play, or coordinating or coaching junior sport
 setting up an arts space for the community or getting involved in youth radio
 being part of a youth advisory group through the local council
 promoting causes - for example, clean environment, recycling, get active in sports.
You might be interested in online civic or community activities for example, an online
campaign to save a local area of wildlife. Online community involvement can motivate you to
get involved in face-to-face community activities.
What you can get from being involved in community activities?

It doesn’t matter what you do. Any involvement is good! When you get involved in community
activities, you get a lot of personal rewards and feelings of achievement.
PERSONAL DEVELOPEMENT

Role models

By getting involved with community activities, you can come into

contact with like-minded peers and positive adult role models other
than your parents. Interacting and cooperating with other adults
encourages you to see the world in different ways. It puts your own
family experiences and values into a wider context.

For example, your family might have certain religious or spiritual beliefs or none at all but
when you come into contact with others who believe different things, perhaps through some
charity work, you might see some new ways of putting beliefs into action for the good of
others.
Identity and connection

Young people are busy working out who they are and where they fit in the world. They try out
different identities, experiment with different styles of dress and might try out a range of
different activities and hobbies. Being involved in community activities can give you a positive
way of understanding who you are. As a result, you might come to see yourself as helpful,
generous, political or just a ‘good’ person in general. Being involved in community
activities can also help create a sense of being connected to your local community and the
wider world.

Skills
Community activities give you the chance to apply the skills you
already have. For example, you could use the cooking skills you
have learned at home at a community feeding program or at a school
fund-raising project. Volunteering for the community feeding
project might help you prepare for getting a part-time job as a waiter

Voluntary work and community activities are also great

opportunities to show initiative and develop skills to get a job. For
example, the school fund-raising project could give you experience
in speaking to customers and handling cash.
Being able to manage free time while balancing leisure, work and
study is an important life skill. Being part of community activities
could motivate you to get more organized and start to manage your own time.
Personal Development

Self-confidence, mental health and wellbeing

Community activities can boost one’s self-confidence. You can learn to deal with challenges, communicate with
different people and build up your life skills and abilities in asupportive environment. This is also good for
your self-esteem. It’s also a great foundation for general and mental health and wellbeing. It can be very
positive psychologically for you to have something that gets you involved, where others expect you to turn up
and take part, andwhere you’re supported to achieve something as part of a group. These positive feelings can
help protect you from sadness and depression. Being involved in some kind of community activity can also
reduce the likelihood of substance abuse, mental illness and criminal activity.