St.

Matthew College
HIGH SCHOOL DEPARTMENT
SENIOR HIGH SCHOOL
SY 2023-2024

ACTION ORIENTED, FUTURE DIRECTED

PERSONAL DEVELOPMENT
HAND OUTS

Name: _____________________________________________
Grade & Section: ___________________________
Teacher: Ms. Edmarie Laiza H. Manuel

SYLLABUS
1. Self-Development
1.1 Knowing Oneself
1.2 Developing the Whole Person
1.3 Developmental stages in Middle and Late Adolescence
1.4 The Challenges of Middle and Late Adolescence

2. Aspects of Personal Development

2.1 Coping with Stress in Middle and Late Adolescence
2.2 The Powers of the mind
2.3 Mental Health and Well-being in Middle and Late Adolescence
2.4 Emotional Intelligence

3. Building and Maintaining Relationships

3.1 Personal Relationships
3.2 Social Relationships in Middle and Late Adolescence
3.3 Family Structures and Legacies

4. Career Development
4.1 Persons and Careers
4.2 Career Pathways
4.3 Insights into One’s Personal Development

OUTLINE FOR JOURNAL

- Students will be required to keep a journal for this course. In the journal, students will be
asked to write on a variety of subjects related to personal development. Students are encouraged to
include photographs, drawings, or any other creative way to express his/her feelings and reflections
about his/her life. Journal topics are included in this syllabus and due before finals.

I. The Story of my Life

· Vision
· Personal Mission Statement
· Short term and Long-term Goal
· Strength and Weaknesses
· Skills
· Interest
· Positive themes/ qualities/values that show up in my life
· My Positive Role Models
· Leaders I Admire
· My Leadership Story
· My Potential
Þ Explores possibilities for the future-who you can become, and where you want to go.
Þ My personality profile
Þ My strengths/ unique abilities
Þ My personal values inventory
Þ My Values /beliefs/behaviors
Þ My sense of purpose at school
Þ My work place alignment
· My Challenges
Þ My anxieties
Þ My stressors
Þ My upsets
Þ My conflicts
Þ My fears and needs inventory
· My Achievements
· My Career Plan
· My Personal Development Graph

II. Collection Page (random ideas, nagging thoughts, to do items)

1. How would you describe your own temperament? What have been the advantages and
disadvantages of having your temperament?
2. Does watching violent television programs cause people to become violent? Explain your
answer in detail.
3. Reflect on your early childhood years. What style of parenting did your parent(s) or caregiver(s)
use? How was the way you were parented affect how you plan to discipline your children?
4. Describe your peer group in elementary school, middle school and high school. What, if any,
are the differences between groups?
5. What were you like as a teenager?
6. What were your career goals?
7. Describe your teenage generation. What are the differences and what are the similarities of the
other generation for today’s generation?
8. What are the biggest problems facing individuals in adolescence stage today?
9. What do you wish to accomplish in the future, and how does that relate to Erickson’s
psychosocial stages of development?
10. At your age, what words of wisdom can you offer to young generations? Did your parents or
grandparents tell you something that has an impact on your thoughts and theories in life?
11. What did you learn from this class? What would you change, and what would you keep the
same?
12. Anything you want to say to your PD teacher?

III. Over All Reflection

 ACTIVITIES FOR JOURNAL

DIRECTIONS: When doing the activity, make sure to indicate your name, grade, and section.
Also, kindly indicate the activity number and the title of the activity. A deduction in your score will
result from incomplete details.

Activity # 1: Tell something about yourself

Activity # 2: Autobiography
Activity # 3: How well do you know yourself?
Activity # 4: Johari Window
Activity # 5: I am
Activity # 6: Understanding oneself
Activity # 7: Dear Significant Other
Activity # 8: The Fruit and the Worms
Activity # 9: Identifying risk behaviors
Activity # 10: The Left and Right Brain
Activity # 11: Thoughts
Activity # 12 : Symbols
Activity # 13 : Affirmation
Activity # 14: Picture Perfect
Activity # 15 : Emometer
Activity # 16 : Ganito kami noon, Paano kami ngayon
Activity # 17: Empty chair
Activity # 18: My Life Line
Activity # 19: How Emotionally Intelligent Are You?
Activity # 20: The 16 Personality Test

LESSONS
1. Self-Development
1.1 Knowing Oneself
1.2 Developing the Whole Person
1.3 Developmental stages in Middle and Late Adolescence
1.4 The Challenges of Middle and Late Adolescence

Learning Outcomes:

1. Identify the different terminologies related to knowing oneself and developing the whole person.
2. Explain knowing oneself can make a person accept his/her strengths and limitations and dealing
with others better.
3. Share his/her unique characteristics, habits, and experiences.
4. Discuss the relationship among physiological, cognitive, psychological, spiritual and social
development to understand his/her thoughts, feelings.
5. Show the connections between thoughts, feelings, and behaviors in actual life situations.

Lesson Proper and Assessment:

Adolescence is a distinct phase of human growth and development. During this significant period of
the life cycle, adolescents experience fast and major developmental changes. Understanding and
responding to the exceptional developmental characteristics of adolescents are vital for their holistic
development.
 DEFINITION OF TERMS
PERSONAL – belonging or relating to a particular person.
PERSONALITY – derived from the Latin word “persona”, meaning a mask. Patterned body of
habits, traits, attitudes and ideas of an individual.
DEVELOPMENT – an act or process of growing or causing something to grow.
PERSONAL DEVELOPMENT – it is a lifelong process. A way for people to access their skills and
qualities. Consider their aims in life and set goals in order to realize and maximize their potential.
PERSONALITY DEVELOPMENT – is the development of the organized pattern of behaviors and
attitudes that makes a person distinctive. It occurs by ongoing interaction of temperament, character
and environment.
TEMPERAMENT – a person’s natural disposition or inborn combination of mental and emotional
traits.
CHARACTER – an individual’s set of emotional, cognitive and behavioral patterns learned and
accumulated over time.
SELF – is the union of elements, namely: body, thoughts, feelings or emotions and sensations that
constitute the individuality and identity of a person.
SELF-EFFICACY - It is the belief in one’s ability to succeed at certain tasks.
SELF ACTUALIZATION – the realization or fulfillment of one’s talents and potentials, especially
considered as a drive or need present in everyone. It is your tendency to do or perform what you
are capable of becoming.
STRENGTH – the quality or state of being strong.
WEAKNESS – the state or quality of being weak.

VALUING ONE SELF

IMPORTANCE OF VALUING ONE’S SELF
RESILIENCY - It is the capacity to establish and maintain one’s balance and well-being.
INTROSPECTION - It is the ability to reflect and think about your own thoughts, feelings and
actions.
SELF-AWARENESS –allows to identify your strengths and weakness.

FIVE WAYS TO HELP YOU KNOW YOURSELF

1. Get to know your personality – appreciating your own personality is the first key. You have
the combined opinion of others which is one feature and you also have your own folder of
information about what your personality is like.
2 Get to know your core values – your core values are the moral codes and the principles you
hold close to and treasured by your heart. Your core values may include honesty, integrity, security
or flexibility.
3. Get to know your body - take time to become truthfully intimate with the most sacred temple
on earth, your own body. Trying a physical challenge may reveal what your body can or cannot do.
4. Get to know your dreams – your dreams and hopes form the trail to your future. They help you
make a fulfilling and rewarding life that everyone could be proud of. Your dreams can make a
difference; it is valuable to pursue so you must start getting to know your dreams.
5. Get to know your likes and dislikes – a lot of people who go through life liking what is chic
and disliking what’s not “cool”. Find time and effort to identify your likes and dislikes, and do not rely
on what your family or friends will tell you. You make your own decision.

BUILDING SELF- AWARENESS

Project Positive Self-Image- parents who impose to their growing children what to wear, what to do,
who should be with eventually develop a mini-me of their parents. Idolizing celebrities, imitating their
ways and adopting it as if it’s their own persona is very common among your age.
Target Excellence – give your best effort in whatever you do. Think big, aim high. Success in all
your endeavors needs a very good plan brought about by your goals. Setting goals is like aiming at
a target.
Develop your creative mind – all of us have the t so called creative bent, but what matters is how
we identify this talent for creativity and make use of it. Find out why certain things happen and their
relevance, why people behave the way they do.

DEVELOPING THE WHOLE PERSON

I. PHYSIOLOGICAL or PHYSICAL CHANGES

- During adolescence, a person experiences various body changes such as rapid body growth, hair
growth, and muscle modification in some parts of the body. These changes can make an
adolescent fee; uncomfortable and self-conscious. Adolescents grow to reach their adult height and
their bodies begin to resemble adult bodies in size, shape, and body composition. The changes are
preparing them to become physically capable of biological reproduction. Granville Stanley Hall, the
father of Adolescence.

BOYS
-Testes or gonands rapidly grow bigger for a year during early pubescence.
- Penis grows remarkably.
- Production and release of sperm is called spermarche.
- Voice becomes husky at first and then eventually lowers pitch.
- Muscles markedly grow and give shape to their torso.
- Body hair appears after the pubic hair has almost completed its growth.
-Testosterone is an androgen that plays an important role in male pubertal development.

GIRLS
- The uterus, fallopian tubes, ovaries and vagina, grow rapidly during puberty.
- Menarche or first menstrual period, mark a girl’s sexual maturity.
- Have a fuller and more melodious voice.
- Hips become wider and rounder, which resulted from enlargement of their pelvic regions.
- Breasts also develop and their muscles grow in size and strength, which give their arms,
shoulders and legs shape.
- Pubic hair and body hair appear together with the development of primary sex characteristics.
- Estradiol is an estrogen, associated in physical development of girls, such as widening of hips,
and breast and uterine development.

II. COGNITIVE CHANGES

 They are beginning to think from concrete to abstract terms and able to conceptualize
theoretical ideas. Problems are now being evaluated logically and scientifically.

 These changes in problem-solving and thinking abilities happen concurrently with their
social, emotional, and moral development.

 The brain process information faster and more effectively.

 Development is observed in Prefrontal Cortex which is involved in decision making,

reasoning and controlling one’s emotions.

 You are no longer comfortable with simple explanations but you look for a deeper meaning
of things.
III. PSYCHOLOGICAL OR EMOTIONAL CHANGES

 Physiological and cognitive development generate changes in the way adolescents feel and
think about themselves, others, and the surroundings. These changes in the emotions,
feelings, moods, and manner of thinking of persons are part of the psychological
development.

 Adolescents in this stage begin to form their respective self-concept by being aware and
accepting what they have become physiologically and cognitively.

 You experience a lot of emotional ups and downs. You get easily excited with some
situations.

 Adolescents who experience the emotional storm and stress are emotionally unstable from
time to time.

 Emotional maturity should be achieved by the end of adolescence.

IV. SOCIAL CHANGES

 They begin to rely more on their friends or peer groups for support than on their family.

 Social pressure and demands add to the stress and storm of the adolescence years.

 Your attitude, speech, interest, appearance, and behavior are heavily influenced by your
peers, as you spend more time outside your home in your teenage years.

 Early adolescence is characterized by bias regarding the members of the opposite sex.

 To cope well with social pressures, you should learn to clarify your boundaries so that you
maintain self-reliance.

V. SPIRITUAL or MORAL CHANGES

 They start pondering on questions concerning existence, essence, spirituality, religion, and
God.

 Some begin to seriously seek answers to questions related to the concepts of life, existence,
life meaning, trials, and miseries from religious, biblical and spiritual realm.

 Morale Feelings of enthusiasm and loyalty that a person or group has about a task or job.

 Moral concerning or relating to what is right and wrong in human behavior. Based on what
you think is right and good.

 Moral development starts with obeying your elders when you were a child.

 During this stage, you come to critically think about how the world is usually ran by adults,
and to validate established norms by experimenting on them yourself.

 Your values as well as your religious and spiritual views affect your commitment to this set of
codes which also influence the clarity of your values.

SELF-ESTEEM and SELF-CONCEPT

  Self-esteem is synonymous to self-worth or self-image; this is a global evaluative dimension
of the self. For instance, a teenager sees himself as a generous person, this is the way he
sees himself/herself generally. But not all teenagers have a positive evaluation of
themselves such as those who have poor self-esteem who may tend to describe themselves
as lesser individuals that they actually are. In general, self-esteem refers to general/ global
evaluations of the self.

 Self-concept refers to domain-specific evaluations of the self; teenagers make self-

evaluation on many domains such as academic, athletic, physical, etc. For instance, a
teenager may have a poor self-concept of herself academically if she is not performing in
school but may have a positive self-concept about her physical appearance since she is a
constant winner in beauty contests. In general, self-concept pertains to a more domain-
specific evaluation.

HOLISM AND GESTALT

 GENERAL JAN C. SMUTS (1926) a South African statesman, military and philosopher. He
wrote the book Holism and evolution

 He coined the term Holism as the tendency in nature to form whole which are greater than
the sum of the parts through creative evolution.

 HOLISM came from the Greek word Holos, meaning "whole". "The whole is more than the
sum of its parts".

 CHRISTIAN VON EHREHFELS a German philosopher and psychologist. Introduced the

concept of GESTALT which means something that is made of many parts and yet is
somehow more tan or different from the combination of its parts.

DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE

Lesson Proper and Assessment:

Achieving adolescent developmental tasks requires a person to develop personal independence
and philosophy of life. Adolescents are confronted with learning to achieve new forms of intimate
relationships, preparing for an occupation, achieving emotional independence from parents, and
developing a mature set of values and ethical principles.

SIGMUND FREUDS THEORY OF PERSONALITY

ADOLESCENCE
The period of life when a child develops into an adult.
A transition from childhood to adulthood.
Came from the Latin word “adolescere” which means grow.
Granville Stanley Hall is a psychologist and is also known to be the father of adolescence.

SIGMUND FREUDS THEORY OF PERSONALITY

Sigmund Schlomo Freud, an Austrian neurologist best known for developing the theories and
techniques of psychoanalysis. He is the father of psychoanalysis proposed a method of treating
mental illness and a theory that explains human behavior.
He developed the Freudian Theory of Personality which develops from the interactions among what
he called the three (3) basic structures of the human mind: (a) The Id, (b) The Ego, and, (c)
The Supergo

The ID (INSTINCTS) is the most primitive of the three structures for it is only part of the personality
that is already present at birth. It is the component of personality that is made of unconscious
energy that operates on the pleasure principle- it demands instant gratification of basic urges,
needs, and desires. For example, a child would like to eat but is not yet time for recess. If the id
prevails, it is most likely for that child to go out the room and eat.

The EGO (REALITY) is the part of the id which has been modified by the direct influence of the
external world. It develops to mediate between the unrealistic id and the eternal real world. It is the
rational pragmatic part of personality. Example: Having the same dilemma., the ego would mediate
the conflict between the id and superego. “I want to go out and eat (id), but I must wait until recess
time (ego) “.

The SUPEREGO (MORALITY) is the component of personality composed of the internalized ideals
that we have acquired from our parents and society. It operates at a c conscious level and serves
as a type of screening center for what is going on. It develops as a child learns what the society or
culture considers right and wrong. Example: If the superego is strong, the hungry child will not go
out of the room since it is not yet recess time. However, if both the id and superego are involved,
the child will go out and eat but will feel guilty afterward.

FREUDS PSYCHOSEXUAL THEORY OF PERSONALITY

1. ORAL STAGE (0 to 1.5 years of age)

The main concern at this stage is oral gratification. Fixation on all the things oral, if not satisfactorily
met, is believed to lead to the tendency of developing negative oral habits or behaviors.

2. ANAL STAGE (1.5 to 3 years of age)

This is the stage at which an infant learns to control bowel movement. It is primarily related to
developing healthy toilet training habits.

3. PHALLIC STAGE (3 to 5 years of age)

The development of healthy substitutes for the sexual attraction boys and girls have toward a parent
of the opposite gender.

Oedipus Complex refers to the child's desire for sexual involvement with the opposite sex parent,
particularly a boy's erotic attention to his mother.

Electra Complex refers to which girls feel desire for their fathers and jealousy of their mothers.

4. LATENCY STAGE (5 to 12 years of age)

The development of healthy dormant sexual feelings for the opposite sex.

5. GENITAL STAGE (12 years of age to adulthood)

All tasks from the previous four stages are integrated into the mind allowing for the onset of healthy
sexual feelings and behaviors.

ERIKSON’S PSYCHOSOCIAL THEORY OF DEVELOPMENT

Erik Homburger Erikson (born Erik Salomonsen; 15 June 1902 – 12 May 1994) was a German-
American developmental psychologist and psychoanalyst known for his theory on the psychological
development of human beings.

The person, according to Erikson, experiences a psychosocial crisis during each stage which could
have a positive or negative outcome for personality development.
Psychosocial Stage 1: TRUST vs MISTRUST

Ø The first stage of Erikson’s theory of psychosocial development occurs between birth and one
year of age and is the most fundamental stage in life.

Ø Because an infant is utterly dependent, the development of trust is based on the dependability
and quality of the child’s caregivers.

Ø If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers
who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the
children they are care for. Failure to develop trust will result in fear and a belief that the world is
inconsistent and unpredictable.

Psychosocial Stage 2: AUTONOMY vs GUILT

Ø The second stage of Erikson’s theory of psychosocial development takes place during early
childhood and is focused on children developing a greater sense of personal control.

Ø Like Freud, Erickson believed that toilet training was a vital part of this process. However,
Erickson’s reasoning was quite different than Freud's. Erickson believes that learning to control
one’s body functions leads to a feeling of control over food choices, toy preferences, and clothing
selection.

Ø Children who successfully complete this stage feel secure and confident, while those who do not,
left with a sense of inadequacy and self-doubt.

DEVELOPMENTAL TASK
Is a task that arises at or about a certain period in life, unsuccessful achievement of which leads to
an inability to perform tasks associated with the next period or stage in life.

Professor Robert Havinghurst of the University of Chicago proposed that stages in human
development can be best be thought of in terms of the developmental tasks that are part of the
normal transition.

TEN (10) DEVELOPMENTAL TASKS ASSOCIATED WITH ADOLESCENCE

1. Adjust to sexually maturing bodies and feelings

Adolescence looks less like children and more like physically and sexually mature adults.

The effect of this rapid change is that adolescents often become focused on their bodies. They are
faced with adjusting to growing bodies and newly obtained sexual characteristics.

2. Develop and apply abstract thinking skills

As a normal part of maturity, they are able to think about more things. They are also able to
visualize their world with a new level of awareness.

The growth inability to handle abstractions speeds up during the middle adolescence stage.

3. Develop and apply a new perspective on human relationships

Adolescents on average get hold of a powerful new ability to comprehend human relationships.

They initiate to take into consideration both their viewpoint and another person’s at the same time
having learned to put “put themselves in another person’s shoes”.
4. Develop and apply new coping skills in areas such as decision making, problem-solving,
and conflict resolution.

Adolescence initiates to obtain new abilities to reflect on and prepare for the future, employ more
refined strategies for decision-making, problem-solving, and conflict resolution, and minimize their
risk-taking to serve goals rather than jeopardize them.

5. Identify meaningful moral standards, values, and belief systems

During the early stages of moral development, parents equipped their children with a structured set
of rules of what is correct and incorrect, what is proper and improper.

They also understand a more integrated set of values and morals and adopt them. They can
recognize fundamental principles of justice and compassion from others and adopt them.

6. Understand and convey more complex emotional experiences

Adolescents move to an ability to spot and communicate more complex emotions, appreciate the
emotions of others in more complicated ways, and consider emotions in abstract ways.

7. Form friendships that are mutually close and supportive

Adolescents develop peer relationships that engage in powerful roles in giving support and
connection in their lives.

The extent to which an adolescent is able to create friends and have acceptance peer group is a
foremost gauge of how the adolescent will successfully adjust to other aspects of social and
psychological development.

8. Establish key aspects of identity

During adolescence, young people begin to distinguish their distinctiveness and separation from
their parents.

It includes developing an identity that mirrors a sense of individuality plus a connection to treasured
people and groups.

9. Meet the demands of increasingly mature roles and responsibilities

Most adolescents engage in one or more behaviors that place them at physical, social, or
educational risk as they move to adulthood.

Risky behaviors are sufficiently pervasive among adolescents which makes risk-taking a common
developmental process of adolescence.

10. Renegotiate relationships with adults in parenting roles

The task of adolescence has at times been expressed as “separating” from parents.

It is more broadly observed since adults are in a relationship that balances independence and
constant bond.
 THREE (3) STAGES OF ADOLESCENCE PERIOD
ARE YOU A RESPONSIBLE PERSON

Building Blocks of Responsibility (Feiden, 1991)

1. A strong sense of Self-esteem

The most important building block of responsibility is high self-esteem, which should be a positive
belief in oneself.

2. The capacity for empathy

Is the ability to put oneself in another’s shoes so that you understand what he or she is going
through.

3. Knowing right from wrong

Being responsible means abiding by what is right and avoiding what is wrong.

4. Developing good judgment

Your ability to make good decisions makes you rooted in integrity and strong personal values.

THREE (3) STAGES OF THE ADOLESCENCE PERIOD

I. EARLY ADOLESCENCE (12-13 years old)

Ø Your experience rapid growth and various changes.

Ø Primary developmental task at this stage involves adapting to biological and mental
development.
Ø Physically maturing already and know how to take care of your body.
Ø You need to be comfortable with the way you look.

II. MIDDLE ADOLESCENCE (14-16 years old)

Ø Achieving tasks of a teenager are achieving new and more mature relations with age-mates of
both sexes, achieving a masculine or feminine social role, and achieving emotional independence
from parents and other adults.
Ø Becoming more adept in social settings and establishing intimate relationships.
Ø Teenage years are the attraction that you feel to another person. You tend to have crushes, and
you discover that dating is usually a fun activity.
Ø Challenge to be careful in handling relationships, particularly heterosexual intimacy.

III. LATE ADOLESCENCE (17-20 years old)

Ø Show a sense of consistency in your personal identity in relation to the people around you.
Ø Formed attitudes, learned skills, and established relationships, that will give you a basis in what
kind of person you are or what kind of life you want to lead.
Ø Focused on planning and preparing for marriage and family life.
Ø Preparing for an economic career and acquiring a set of values.

MASLOW’S HIERARCHY OF NEEDS

Abraham Harold Maslow was an American psychologist who was best known for creating Maslow's
hierarchy of needs, a theory of psychological health predicated on fulfilling innate human needs in
priority, culminating in self-actualization.
Stage 1: Physiological Needs

- Physiological needs are the physical requirements for human survival. All people are strongly
motivated to satisfy these needs. Physiological needs include air, water, food, sleep, clothing, and
shelter. Maslow included sexual reproduction in this level of the hierarchy of needs because it is
essential to the survival and propagation of the species.

Stage 2: Safety Needs

- Safety and security needs would now dominate one’s behavior. This level is more likely to be
predominant in children as they generally have a greater need to feel safe. Safety and security
needs include financial security, health and wellness, and safety against accidents and injury.
Together, the physiological and safety levels of the hierarchy are often referred to as the basic
needs.
Stage 3: Social Needs
- Social needs include love, acceptance, and belonging. An individual’s behavior at this level is
driven by one’s need for emotional relationships. Friendships, intimate and family attachments,
social groups, community groups, professional, and religious organizations can satisfy this need.
This need for belonging may overcome the physiological and security needs, depending on the
strength of peer pressure. Together, the social and esteem levels make up what is known as the
psychological needs in the hierarchy.

Stage 4: Esteem Needs

- Self-esteem is feeling good, confident, and satisfied about oneself. Self-esteem needs are
ego needs or status needs to be developed from a concern with getting recognition, status,
importance, and respect from others. All humans have a need to feel respected, appreciated, and
recognized. This need can come about based on our perception of ourselves or by receiving and
accepting positive feedback from others. Together, the social and esteem levels make up what is
known as the psychological needs in the hierarchy.

Stage 5: Self-actualization Needs

- This level of need refers to what a person’s full potential is and the realization of that
potential. Maslow describes this level as the desire to accomplish everything that one can and to
become the most that one can be. Individuals may perceive or focus on this need very specifically.
Self-actualizing people are self-aware, concerned with personal growth, less concerned with the
opinion of others, and interested in fulfilling their potential.

Stage 6: Self-Transcendence Needs

- This is less well-known in this hierarchy, which Maslow amended near the end of his life, as
the need to focus on some higher goal outside ourselves. According to Maslow, “Transcendence
refers to the very highest and most inclusive or holistic levels of human consciousness, behaving
and relating, as ends rather than means, to oneself, to significant others, to human beings in
general, to other species, to nature, and to the cosmos”. It puts your “own needs aside, to a great
extent, in favor of service to others”.

CHALLENGES OF MIDDLE AND LATE ADOLESCENCE

Ø Hormonal changes that teenagers go through during puberty have been linked to higher rates of
depression and heightened sex drives.
Ø One of the most difficult challenges that you encounter as a teenager is finding a sense of
identity.
Ø If self-control is not mastered, concerns regarding drug abuse, computer gaming, and other
delinquent behaviors mar emerge.
Ø During adolescence, you spend more time with your peers, which may have negative effects on
your attitudes and behavior.
Ø Rejection may cause depression if not handled well.

MIDDLE ADOLESCENT’S CHALLENGES

Ø Dating typically begins in middle adolescence, usually between the ages of 14 and 16 years.
Adolescents are now “cyber dating” over the internet, chatting about mutual interests without having
to risk face-to-face or even telephone encounters.
Ø Dating is one of the special yet typical needs in middle adolescent adjustment. Clearly, boys and
girls must have an informed, safe and responsible attitude in understanding their sexuality.
Ø Middle adolescents complain that their parents treat them still as babies even if they can already
make decisions by themselves. Sometimes, strong ego adolescents with strict parents are urged to
become rebellious.
Ø Adolescents with weak ego strength can stop early in discovering their identity. Some become
worried and scared by the freedom which caused their emotions to weaken.
Ø Faith challenges for middle adolescents provide the time to reexamine their own faith deeply.
Often, they inquire about their religious groups as well as odd cults.
Ø Middle adolescents have unique needs in times of emergency crisis on top of their
developmental challenges. They need space and time to think and learn from their emergency
crisis. They need to forgive their mistakes and experience the power of grace.
Ø Some examples of emergency crises are the following: Family, Substance abuse, School,
Depression, and Illnesses.

LATE ADOLESCENT’S CHALLENGES

Ø Late adolescence is not much a chronological shift but a move to refinement and consolidation.
This stage is a turn toward maturity which focuses on jobs, education, and life partners. They gather
data and refine them through experimentation into the perspectives of self, family, peers, society,
sacredness, and the future.
Ø Late adolescents have to become skilled at caring for themselves independently which involves
the basic activities of cleaning, cooking, and running a household. In this modern society, men and
women are now treated as equals and should find marriage roles in terms of their talents, interests,
gifts, and abilities.
Ø The emotional “ups and downs” of middle adolescents settle. Settling into emotional style starts
soon as one discovers how one’s identity impacts one’s environment. They try to inhibit a conflict-
management style that that can handle their anger constructively. Through personalized faith and a
reflective attitude towards one’s belief system that builds respect for others lifestyles stability is
effectively managed.
Ø Late adolescents start to be creative and imaginative using complex and intricate thought
patterns. Due to lack of knowledge and educational training, their intellectual abilities vary
extensively from one individual to another.
Ø Mature late adolescents seek consultation and friendship from their own parents. Their mentors
become their motivators and learning guides. Late adolescents who struggle with refinement and
consolidation in the context of social relations find themselves questioning their own values and
philosophy in life. Those who reject to settle into responsibility ended up bitterly disappointed in
untrustworthy relations.
Ø The choice of career which is a key decision for late adolescents turns into a serious social
undertaking. Interests, skills, and knowledge toward a certain career are refined and strengthened.

Late adolescents improve and strengthen their identities, they are able to create promises and
commitments with friends and peers creating lifetime friendships.
Ø By late adolescence, young people will rebuff their childhood faith which may be in the form of
rebellion, rejection, redefinition, or refinement. Most adolescents resort to their childhood and early
adolescent religiosity to quest a personal faith. Those who rebel and discard their faith systems may
impulsively accept a philosophy in life that rejects faith.

DEVELOPMENTAL STAGES
ADOLESCENT STAGE PHYSIOLOGICAL COGNITIVE SOCIO-EMOTIONAL

Early Adolescent (11- -Height and weight gains; -Increasing career -Struggle with sense of
14 years old) growth of hair on face for interests; big interest in identity; improved abilities
boys; more body sweats; present and near future; to use speech to express
more oily hair and skin; greater ability to work. oneself; more likely to
breast development and express feelings by action
menstruation in girls; -Abstract and logical than by words; realization
growth of testicles and thinking; starting to see the that parents are not
penis, wet dreams, relativity of things; looks at perfect; identification of
deepening of voice. more possibilities. their faults.

-Noticeable sexual -Self-focus; worrying what

development; growth spurt. -Higher intellectual level. others think of them; mood
swings; height of
-Emergence of secondary forgetfulness.
sexual characteristics;
marked of reproductive -Change of focus from
competence; surge in parents to friends (parental
circulating hormones. authority is questioned;
peer group becomes the
moral compass, and the
pacesetter).

Middle Adolescent (15- -Boys continue to grow -Interest in moral -Development of moral
17 years old) while girls’ growth slows reasoning; intellectual principles and selection of
down (females grow only interest gains importance; role models; becoming
1-2 inches after their first some sexual and more conscience; greater
menstrual period). aggressive energies goal setting capacity.
directed into creative and
career, or other activities,
-Many have achieved full interests. -Self-involvement,
adult height. alternating between
unrealistically high
-Able to apply lesson expectations and poor self-
-Have passed through the learned in one situation to concept; complaining of
peak of physical another; concern for parent’s interference with
development, thus having others; interests in social independence;
a stabilized physical issues. exceptionally concern with
growth. appearance and with one’s
own body; analysis of
one’s experiences.

-Increased empathy for

others; becomes more
responsible.

-Starts exploring adult

activities; seeks privacy
and independence; take
risks.

Late Adolescent (18-21 -Most young women are -Ability to think through -Firmer identity; able to
years old) fully developed; young ideas; higher level of delay gratification;
men continue to gain concern for the future; expresses ideas in words;
height, weight, muscle thoughts about one’s role more developed sense of
mass, body hair. in life. humor; stable interests;
greater emotional stability;
-Integration of sexual body -More self-reflection; makes independent
and physical development. consciousness of own decisions; able to
narratives (self-concept). compromise; work pride;
 self-reliance; greater
concern for others.

-Growing consciousness of
a future in the “real world”;
sets personal values and
ideals; sense of
responsibility for oneself
and one’s choices; self-
governance.

SOME MAJOR PROBLEMS FILIPINO ADOLESCENTS FACE

1. Substance Abuse
Ø Drug Abuse is one of the most dangerous diversions, this can negatively affect one’s disposition
and the manner one relates to other people. School and family relationships can “crumble into
pieces” if addiction goes out of hand which may even cause a life.
Ø Alcohol Abuse is another problem that adolescents face. Alcoholism is a growing concern for
Filipinos. However, some do not consider alcoholism as a problem since only a few submit
themselves to rehabilitation centers to be seen by professionals. Rather, teenagers see it as a
diversion or a means to socialize without realizing they are already hooked.
Ø Cigarette Smoking is one of the most serious yet preventable health problems. The impact of
cigarette smoking on health is something adolescents should not take for granted especially if they
started early life. Numerous ordinances in the Philippines have been passed in order to protect
minors from buying and consuming cigarettes; the challenges lie in the capacity of adolescents
towards choosing the right decisions early on.

2. Juvenile Delinquency
Ø This refers to a broad range of behaviors, including socially undesirable behavior, status
offenses, and criminal acts committed by adolescents. Individuals develop problematic behaviors as
a result of the lack of socially ascribed maturity at a time when they should develop biological
maturity, and look to delinquent behavior as a way of achieving mature status.
3. Depression and Suicide
Ø Adolescents have a higher rate of depression than children. Treatment of depression involves
both drug therapy and psychotherapy. The essential features of a major depressive episode
according to the Diagnostic and Statistical Manual on Mental Disorder IV (DSM-IV) are either
depressed mood or loss of interest or pleasure in nearly all activities at least 2 weeks’ duration. In
children and adolescents, the mood may be irritable rather than sad. The individual must also
experience at least four additional symptoms which include changes in appetite or weight, sleep,
and psychomotor activity; decreased energy; feelings of worthlessness or guilt; difficulty thinking,
concentrating, or making decisions; or recurrent thoughts of death or suicidal ideation, plans, or
attempts.

2. Aspects of Personal Development

2.1 Coping with Stress in Middle and Late Adolescence
2.2 The Powers of the mind
2.3 Mental Health and Well-being in Middle and Late Adolescence
2.4 Emotional Intelligence

ASPECTS OF PERSONAL DEVELOPMENT

Learning Outcomes:
1.To know and understand what is stress is all about.
2.To identify the sources of one’s stress and illustrate the effect of stress on one’s system.
3. To know different ways of coping with stress for healthful living.
Lesson Proper and Assessment:
Teenagers now a days have been exposed to different demands imposed by family, school, friends,
and community. Each sector leaves expectations which make them worry if they can live up these
demands. This creates anxiety and pressure on them which turn, affect their physical,
psychological, mental and spiritual well-being. As part of their coping strategies, some may show
risk-taking behaviors such as heavy drinking, smoking or even taking prohibited drugs. Moreover, if
the pressure went out of hand, others see this as an opportunity to commit suicide.

STRESS

Ø The word stress comes from the Latin word “stingere” meaning “to draw fight”.
Ø It is a reaction to a changing, demanding environment.
Ø It is a force exerted when one body part presses on, pulls on, pushes, or tends to compress or
twist another body or body part.
Ø It is a state of mental or emotional strain or tension resulting from adverse or very demanding
circumstances.
Ø It is a biological and psychological response experienced on encountering a threat that we feel
we do not have the resources to deal with.
Ø Hans Selye coined the word, “stress” back in 1936. He defined it as the “nonspecific response of
the body to any demand for change”.
CATHARSIS- Releasing your pent-up emotions, which is achieved through talking and crying.

SOURCES OF STRESS

Ø Stressors is the term used to denote those which cause stress. Stressors are things, events,
situations, or thoughts that bring about stress.
Ø Stressors are classified as Internal and External.
Ø Internal stressor comes from personal goals, expectations, standards, perceptions, desires,
etc. In other words, come from within. Example: If you are stressed out because you came to your
class late, that is an internal stressor. You set a standard for yourself that you will never be late to
class.
Ø External stressors are forces from outside that stress you out. It could be conflict in a
relationship and are not directly under your control. Example: you are supposed to come to class on
Sunday etc.

TWO (2) KINDS OF STRESS

1. EUSTRESS – or positive stress, has the following characteristics:
Ø Motivates focuses energy.
Ø In the short term.
Ø Is perceived as within our coping abilities.
Ø Feels exciting.
Ø Improves performance
2. DISTRESS – or negative stress, has the following characteristics:
Ø Cause anxiety or concern.
Ø Can be short-or-long-term
Ø Is perceived as outside of your coping abilities.
Ø Feels unpleasant.
Ø Decreases performance.
Ø Can lead to mental and physical problems.

THREE VIEWS IN UNDERSTANDING STRESS

1. STIMULUS STRESS – 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.
2. RELATIONAL STRESS – is when a person experiencing stress takes a step back to look at the
situation that is causing the stress and assesses it. An example of this is flight delay.
3. RESPONSE STRESS – is the way the body reacts to challenging situations. This involves the
interactions between the hormones, glands, and nervous system where the adrenal gland drives the
production of cortisol or better known as “stress hormone”. The adolescent’s physical response
to stress is faster than an adult simply because the part of the adolescent’s brain the prefrontal
cortex, that assesses danger and directs action during stress is not yet fully developed.

SIGNS OF STRESS IN ADOLESCENTS IS EVIDENT IN THE FOLLOWING SYMPTOMS

COGNITIVE SYMPTOMS
Ø having memory problems
Ø unable to concentrate
Ø poor judgment
Ø seeing only negative
Ø being anxious
Ø worrying constantly

EMOTIONAL SYMPTOMS
ü moodiness
ü irritability and short-tempered
ü restlessness
ü feeling of being overwhelmed
ü sense of loneliness and isolation
ü depression and unhappiness
PHYSICAL SYMPTOMS
ü body aches and pains
ü diarrhea or constipation
ü nausea and dizziness
ü chest pain
ü rapid heartbeat
ü frequent colds
BEHAVIORAL SYMPTOMS
ü eating more or less
ü sleeping too much or too little.
ü Isolating yourself from others
ü procrastinating
ü neglecting responsibilities
ü drinking alcoholic beverages, smoking cigarettes, taking illegal drugs, or paying computer for
several hours.
ü Having nervous habits such as nail-biting.

STRESS RESPONSE
STRESS RESPONSE is the body mechanism for protecting or caring for the stressed individual. It
helps people to be alert and focused. It enables us to endure challenges and threats and assists us
to be firm and composed during stressful situations

SHORT TERM EFFECTS OF STRESS

- Mind becomes alert.
 - Dilated pupils
- Dry mouth.
- Tension in shoulders and neck.
- Faster breathing
- Faster heart rate
- High blood pressure
- Sweaty palms
- Nausea (a feeling of sickness with an inclination to vomit)
- Constipation or diarrhea
- Increase need to urinate

LONG TERM EFFECTS OF STRESS

- Headaches
- Dizziness
- Blurred vision
- Ulcer
- High blood pressure
- Excessive sweating
- High blood sugar
- Hyperventilation (rapid or deep breathing, usually caused by anxiety or panic.)
- Palpitations
- Disturbed sleep
- Neck and back problems
- Bowel disorders
- Rashes, allergies
- Sexual difficulties

FOUR (4) STAGES

STAGE 1 - Stimuli from one or more of the five senses are sent to the brain.
STAGE 2 - The brain deciphers the stimulus as either threat or a non-threat.
STAGE 3 - The body stays activated or aroused until the threat is over.
STAGE 4 - The body return to homeostasis a stage of physiological calmness,
once the threat is gone.

KINDS OF STRESS RESPONSES

1. Fight or Flight response / Acute stress response

Ø In the 1920s, Walter Cannon introduced the fight or flight response or acute stress response.
This kind of stress response involves the occurrence of physiological reactions when one is under
stress or pressure.
Ø When the fight or flight stress response is elicited (evoke or draw out (a response, answer, or
fact) from someone in reaction to one's own actions or questions), our sympathetic nervous system
instantly becomes engaged in generating a multitude of physiological changes including adrenaline
surge, the release of cortisol (a steroid hormone that regulates a wide range of processes
throughout the body, including metabolism and the immune response), redirection of blood towards
the major body organs, and heightened pulse rate, metabolism, breathing rate, and blood pressure.
Ø When this response is frequently stimulated, this can be harmful and may result in uncomfortable
physiological changes such as headache, upset stomach, muscle tension, and shallow breathing.

2. General adaptation syndrome

Ø Medical doctor Hans Selye, the proponent of the General Adaptation Syndrome (GAS), observed
that the human body has a natural adaptive response to stress. He believes that the body naturally
adapts to external stressors in a predictable biological pattern. It involves three stages: Alarm,
Resistance, and Exhaustion.
(a) Alarm phase
Ø The theory concurs that the body naturally reacts to stress by activating its fight or flight
response system. Stress hormones such as adrenaline, noradrenaline, and cortisol are released
when one is stressed. These hormones help the person to combat stress stay in control, and
perform extraordinary activities.
(b) Resistance stage
Ø This response stage which involves the secretion of additional hormones is for long-term
protection. In this stage, the adrenal cortex produces hormones called corticosteroids. The
hormones released in this phase cause an increase in blood sugar levels which sustains or further
raises blood pressure.
(c) Exhaustion stage
Ø The body begins to weaken and lose its capacity to fight or lessen the harmful effects of the
stressors because all the energies and defensive reserves have been used up. The exhaustion
stage may be considered as the entry point to stress overload or burnout. Stress overload or
burnout, if not settled right away, more often than n leads to more serious health problems and
distressing life.

3. Relaxation response
Ø Dr. Herbert Benson, the founder of Harvard’s Mind / Body Medical Institute, coined the
term “relaxation response”. It is the body’s capacity to release chemicals and brain signals that slow
down the movements of muscles and organs, thereby boosting the flow of blood to the brain. The
relaxation response puts a halt (bring or come to an abrupt stop) on the physiological responses,
thereby bringing back the body and mind into a state of equilibrium (a state in which opposing
forces or influences are balanced).

STRESS AND ITS SOURCES DURING ADOLESCENCE

Ø Stress is the means your body reacts to challenges and makes you all set to face them with
strength, attention, and energy. When you sense that you can deal with the challenges coming your
way, stress gives you the necessary enthusiasm to get things done. However, stress can be
challenging if the problems are too difficult to solve especially being an adolescent.
Ø Not all stress is terrible. A certain intensity of stress can be beneficial for one’s overall
development. Stress may furnish a healthy rush that digs up the individual to perform higher than
normal in situations like beating deadlines or important events. However, abnormal levels of stress
are proved to be highly damaging to adolescence.
Ø Stress impacts the thinking and feelings of adolescents plus their behaviors later in adulthood.
Adolescents who experience a high amount of stress can experience more mood disorders later in
life. Stress is also a cause for concern because of the incidence of illegal or socially undesirable
behavior, like smoking, drug use and abuse, and substance addiction among adolescents. These
behaviors may cause even further stress. Stress influences the manner adolescents deal with social
groups, like family, peers in school, and peers outside school. Changes in the social environment
oblige adolescents to look for new means of responding and adapting. These changes create a
stressful environment. Little by little stress to which adolescents are exposed due to these changes
can build up over time

SOURCES OF STRESS

1. ENVIRONMENT
Ø Stressors that are found in the surroundings are called environmental stressors. Our
environment is constantly bombarding us with a diverse array of allergens, toxins, pollution, noise,
and traffic. Everyday life is full of environmental stressors that cause minor irritations such as the
use of alarm classes to wake you up in the morning. The daily traffic or a loud noise in the
neighborhood. Our bodies are constantly adapting to whatever our current environment is throwing
at us.
2. SOCIAL
Ø There is a wide array of stressors within our social world, placing demands on our time and
attention as well as our mental and emotional resources. This social context is constantly
presenting us with interpersonal challenges to juggle: work demands, financial obligations, family
life, and loved ones. In order to successfully navigate our social worlds without becoming
overwhelmed by stress, we must learn how to balance obligations, needs, and desires effectively.
3. PHYSIOLOGICAL
Ø Physiological or biological stress is an organism’s response to a stressor. Our bodies are
constantly undergoing changes as we go through the days, weeks, months, and years. There are
times that our bodies get enough sleep, adequate exercise, and balanced nutrition. However, there
are times that we abuse our bodies with lack of sleep, a sedentary lifestyle (a lot of sitting and lying
down, with very little to no exercise), and poor diet. We become unhealthy due to poor lifestyle
choices that would increase the levels of stress in the long term. It is important to find a healthy
balance of our work-study-life that can be maintained as an ongoing lifestyle.
4. THOUGHTS
Ø Our own internal processes are unimaginable sources of stress. Our own interpretation of
environmental changes has a great deal to do with the subjective levels of stress that we actually
experience. For example, there are two people experiencing the exact same life change; however, if
they have different thoughts about this life change then there will be a difference in their levels of
stress.

CAUSES OF STRESS
1. Family and Friends
2. Life Changes
3. Finances
4. Work
5. School
6. Health Issues
7. Death of a loved one
8. Marital Separation
9. Personal Relationships
10. Pregnancy

WAYS IN COPING WITH STRESS

1. APPRAISAL-FOCUSED COPING
Directed towards challenging one’s own assumptions, adaptive cognitive. It occurs when the person
modifies the way they think, for example: employing denial or distancing oneself from the problem.
People may alter the way they think about the problem by altering their goals and values, such as
by seeing the humor in a situation.
2. PROBLEM-FOCUSED COPING
Directed towards reducing or eliminating stressors, adaptive behavioral. People using this type of
coping try to directly attack the problem. They do this by focusing on a specific problem and finding
solutions to the stressful experience.
3. EMOTION-FOCUSED COPING
Directed towards changing one’s own emotional reaction. It involves releasing pent-up emotions,
distracting oneself, managing hostile feelings, meditating, or using systematic relaxation
procedures. It is oriented toward managing the emotions that accompany the perception of stress.
 STOP STRATEGY IN ORDER TO COPE WITH STRESS

S – Stop – When you feel the stress response surfacing inside you, pause for a moment.
T – Take a breath –We cannot control all the physiological responses to stress, but we can control
the breath. When the breath is calm, the rest will follow.
O – Observe – Notice 3 things: see, hear, and feel. Negative thoughts, regrets, past
failures, worries, anxieties. What you should do and should not do.
P – Proceed – If you take time to STOP, respond, rather than react.

CALM STRATEGY IN ORDER TO COPE WITH STRESS

C – Catch yourself getting anxious

A – Assert yourself “I can do it “or say “NO”
L - Long deep breaths
M – Muscular relaxation

LEARNING OUTCOMES:
1. To differentiate the left hemisphere from the right hemisphere of the brain.
2. To understand the function of the left brain from the right brain.
3. To know other facts about the brain.

Lesson Proper and Assessment:

The most powerful human organ is the brain. Among vertebrates, relative to body size, the human
brain is the largest. The brain makes up about two percent of human’s body weight. The brain
consists of approximately 100 billion cells with each one connected to 1000 other brain cell, making
approximately 100 trillion connections. A normal brain weighs just about 3.3 pounds or 1.5
kilograms. The gray matter contains about 86 billion neurons. The white matter contains billions of
nerve fibers- the axons and dendrites. The neurons are connected by trillions of connections known
as synapses.

WHOLE BRAIN THEORY

Ø In 1861, PAUL BROCA conducted a study on the language and left-right brain specialization on
a patient who had problems with language. After several tests, Broca theorized that some language
functions reside on the left side of the brain.

Ø DR. ROGER WOLCOTT SPERRY conducted a study for epilepsy, which gave him the 1981
Nobel Prize for physiology of Medicine. He explained that the brain has two hemispheres that
perform tasks differently from each other. He discovered that the Left hemisphere of the brain was
performing tasks that were intuitive, creative, and synthesizing; while the Right hemisphere of the
brain was more adept with analytical, logical, reason, and critical thinking. Dr. Sperry’s theory was
known as SPLIT-BRAIN THEORY.

Ø The Whole Brain Model is a mental model that describes thinking preferences. These are the
ways of thinking that please people the most and appear normal for them at this point in their lives.
Ø Thinking preferences describe the patterns of what people choose to pay attention to and what
people do not wish to pay attention to.

Ø The concept presents that the human brain is made up of two halves. These halves are
commonly called the right and left brain, but scientifically termed as “hemispheres”. The two sides
of the brain communicate with one another thru the “corpus callosum.

Ø The left brain controls the muscles on the right side of the body and vice versa. This is why if the
left brain has an injury, movement problems or weakness may manifest on the right side of the
body.

Ø NED HERRMANN theorized that the brain has 4 parts, after putting together Sperry’s “split-
brain theory” and Maclean’s “Triune Braine theory”.

Ø MIND MAP is a diagram used to visually organize an idea. It is often used to discuss a single
concept where representations of symbols, images, or words are added.

Ø Understanding whether adolescents are right-brain or left-brain learners can help improve their
academic success during those crucial years when grades count toward high school and college.
Knowing adolescents learning styles is helpful to parents, teachers, tutors, and most importantly,
adolescents themselves. Adolescents struggle to learn; this knowledge can ultimately improve self-
esteem as they realize that low grades and a dislike of school may have more to do with a one way
fits all teaching method rather than with how smart they are.

WHOLE BRAIN MODEL

THE FOUR THINKING STYLES IN THE WHOLE BRAIN MODEL ARE:

1. Logician – Analytical, mathematical, technical, and problem-solving.

2. Organizer – Controlled, conservative, planned, organized, and administrative in nature.
3. Communicator – Interpersonal, emotional, musical, spiritual, and the “talker” modes.
4. Visionary – Imaginative, synthesizing, artistic, holistic, and conceptual modes.
 LEFT AND RIGHT BRAIN FUNCTIONS
LEFT BRAIN RIGHT BRAIN

Verbal Non-verbal

Analytic Synthetic, relational

Parts, detail Wholes, big picture

Logical, rational Intuitive, creative

Sequential, successive Random, simultaneous

Systematic, directed Casual, free

Cautious Adventuresome

Linear Holistic

Factual, words Visual, colors

Abstract, symbolic Sensory, concrete

Digital Spatial, analogue

Rational Emotional

Convergent Divergent

Propositional Imaginative

Objective Subjective

Yang, Masculine Yin, Feminine

LEARNING OUTCOMES:
1. To distinguish and explain the concepts of mental health and well-being in an adolescent’s daily
life.
2. To know the different types of mental disorders.
3. To Identify the different ways of staying mentally healthy.

Lesson Proper and Assessment:

The period of adolescence is characterized by tremendous surge of various emotions, changes,
and challenges. These things are normal and part of the growing process. However, during
adolescence, some mental health problems may arise especially when frustrations over matter
become severe or when stress overload occurs.

MENTAL HEALTH AND WELL-BEING

Ø Good Mental health is about one’s behavior- what you do. It goes on to say that when “you care
about yourself and you take care of yourself”, you have good mental health. Having good mental
also means looking after your physical health- eating well, sleeping well, exercising, and enjoying
yourself.
Ø Good mental health is the psychological state of someone who is functioning at a satisfactory
level of emotional and behavioral adjustment. Mental health includes emotional, psychological, and
social well-being that affects one’s thoughts, feelings, and behaviors.
Ø Resilience, which means “being able to cope with the normal stress of life”, is an important
component of most definitions of mental well-being, with great relevance for the prevention of
mental illness.
Ø Mental Health is a state of well-being in which every individual realizes his or her own potential,
can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a
contribution to his or her community.
Ø Well-being is a general term used for the good or satisfactory condition of existence
characterized by health, happiness, and prosperity or in a shorter definition a state of being happy
or successful.
Ø Psychological well-being is conceptualized as some combination of positive affective states such
as happiness and functioning with optimal effectiveness in individual and social life.

CLASSIFICATION OF MENTAL DISORDERS

I. CLINICAL DISORDERS – include developmental and learning disorders, as well as all
major mental disorders, except personality disorders and mental retardation. Among the major
mental disorders are:
a) Depressive disorder – is characterized by acute, but time-limited depressive symptoms such
as dejection.
b) Anxiety disorder – is characterized by extreme, irrational, and incapacitating fear.
c) Bipolar disorder – is a type of mood disorder that involves manic, as well as depressive
episodes.
d) Attention-deficit / hyperactivity disorder (ADHD) – is a behavioral disorder characterized by
inappropriate levels of inattentiveness, impulsiveness, and hyperactivity.
e) Phobia – is a psychological disorder characterized by a persistent irrational fear of a situation
or an object. Examples: Acrophobia (fear of heights), Katsaridaphobia (fear of cockroach), and
Ophidiophobia (fear of snakes).
f) Schizophrenia – means “split of mind”. It is a type of mental disorder manifested by
disturbed thinking (delusion), perception (hallucination), or erratic speech, emotions, and
behavior. Delusion is a belief that is unrealistic, bizarre or unusual or misrepresented of
reality. Hallucination refers to seeing or hearing things that others do not see or hear.

II. PERSONALITY DISORDERS AND MENTAL RETARDATION – involve persistent

maladaptive patterns in relating to people. Mental retardation refers to a condition characterized
by significantly below-average general intellectual functioning. It may be caused by genetics,
prenatal illness, childhood illness, and injuries, as well as environmental factors. These personality
disorders include the following:
a) Paranoid personality disorder – is characterized by a persistent distrust and suspiciousness
of others, or believing that they have ill motives.
b) Antisocial personality disorder - is characterized by an utter disregard for willful violation of
the rights of others.
c) Narcissistic personality disorder – is a pervasive behavior characterized by an inflated
sense of self-importance or excessive need for admiration, as well as a lack of sensitivity to others’
needs.
d) Obsessive-compulsive personality disorder is a persistent preoccupation with maintaining
order, attaining perfection, and exercising extreme mental and interpersonal control at the cost of
flexibility, openness, and efficiency.
e) Borderline personality disorder – is characterized by a pattern of constant instability of
interpersonal relationships, lack of self-image, and loss of control over impulses.
f) Histrionic personality disorder – involves excessive emotionality and attention-seeking.
g) Dependent personality disorder – is characterized by an excessive need to be taken care
of, leading to the formation of submissive and clinging behavior, as well as an excessive fear of
separation.
h) Avoidant personality disorder – is marked by excessive social inhibition, feelings of
inadequacy, and over sensitiveness to criticism.
i) Schizoid personality disorder – is characterized by an extreme aversion to social
relationships, cultivation of a solitary way of life, and the suppression of strong emotions.
j) Schizotypal personality disorder – is characterized by the inability to form close
relationships due to perceived eccentricity of behavior as well as odd beliefs or superstitions.

THREATS TO PSYCHOLOGICAL WELL-BEING

Ø Adolescents like you may be prone to any of the disorders previously described if you are not
aware of possible threats that may contribute to the development of such disorders.
Ø These threats can include Family situations, Environmental factors, and School-related problems
such as bullying and peer pressure.

3. Building and Maintaining Relationships

3.1 Personal Relationships
3.2 Social Relationships in Middle and Late Adolescence
3.3 Family Structures and Legacies

BUILDING AND MAINTAINING RELATIONSHIPS

LEARNING OUTCOMES:
1. To understand teenage relationships which include acceptable and unacceptable expression of
attraction.
2. To know some ways of showing attraction, love and commitment.
3. To identify ways to be responsible in relationships.

Lesson Proper and Assessment:

Alongside with the onset of puberty, interest toward opposite sex starts to make a teenager’s life
spark. Experiencing acceptable and unacceptable relationships improve their point of view of what
personal and intimate relationship is and should be.

Romantic relationships play a big role in a teenagers’ personality development. Either it makes
them responsible or irresponsible person in responding to romantic choices.

Ø Personal Relationship is a way which two or more people are connected. A type of relationship
which is closely associated with a person and which can only have meaning to this person.

Ø Privacy and Intimacy are two characteristics that define personal relationship. It involves a
degree of commitment to another person or persons.

TEENAGE RELATIONSHIP
Ø Adolescence is the stage when many personal relationships such as the so-called romantic
relationship are usually formed. A romantic relationship may begin with being attracted to someone,
develop into loving him or her, and end up committing to spend a lifetime with that person.

Ø Adolescents associated themselves with friends who care about you, with people who listen and
promise to guard your secrets and accept and understand you in a special way.
Ø FRIENDSHIP is a form of relationship between two or more people. It means being with others
and not just thinking about yourself. Friendship is characterized by a more mutually satisfying
relationship of caring and sharing.
Ø Partnership especially those between two people are close relationships that are built upon
affection, trust, intimacy, and romantic love. We usually experience this kind of relationship with only
one person at a time.

ROZENBERG QUARTERLY THEORIES

1. Transference Effect – these people remind us of someone in the past who has affected our
sense of self and our behavior.
2. Propinquity Effect – develop a sense of familiarity with people who live close to us, work with
us, or go to school with us, which leads us to like them more.
3. Similarity – we are often attracted to like-minded persons and those who have similar beliefs
and values as ours, because the similarity is a validation of our innermost values and belief system,
and who we are as a person.
4. Reciprocity – we like people who like us back.
5. Physical Attractiveness – is a major factor in liking someone, and usually, the first impression
counts a lot.
6. Personality characteristics and Traits – personality traits found desirable in almost all
cultures. People get attracted to two characteristics that lead to liking the other person these are;
emphatic persons and socially competent persons.

IMPORTANCE OF RELATIONSHIPS

Ø Research findings reveal that strong relationships contribute to a long, healthy, and happy life. It
was also discovered that being alone or isolated from others tend to lead to health risks comparable
to those associated with obesity, blood pressure, and cigarette smoking. Further, human
relationships are important for survival that is why people exert all their efforts to save any
relationship by addressing any conflict that arise.

TYPES OF FRIENDSHIP AND PEER GROUPS

THREE TYPES OF FRIENDSHIP
1). ACQUAINTANCES – a type of friendship whom you join only once in a while or occasionally,
such as fellow members of a choir or school organization.
2). COMPANIONS – a type of friendship where you share the same interests through regular
interactions, such as teammates in a basketball team, etc.
3). INTIMATES or BEST FRIENDS – a type of friendship where you give and receive opinions
and support. You find ways to regularly communicate with your best friend through text messages,
telephone calls, or social media.

TWO TYPES OF PEER GROUPS

1). CLIQUE – is usually composed of smaller members (4 to 6) and is exclusive to peers who share
the same interests, such as interest in clothes, hobbies, watching movies, playing basketball, etc.
2). CROWD – a larger peer group, composed of (10 to 20) members. They share similar
social activities such as parties.

COURTSHIP

Courtship, as a phase of attraction prior to engagement and marriage, involves “getting to know
each other” and serves as a basis for the persons on whether or not they will continue their
relationship and upgrade to a higher level. The following are the stages of courtship:

1. Dating -This process involves getting to know the person and spending a fun friendly
association with him/her. Eating out in restaurants, watching movies, and malling are usual activities
in dating. This stage usually involves no commitment.
2. Selective Stage - In this stage, a person makes a decision on whether or not he/she will
continue seeing a particular individual and selects whom he/she wants to have a steady romantic
relationship with.
3. Going steady - In this stage, a sort of romantic relationship is made official. It involves
“mutual understanding’ between two people, an agreement that they will date each other
exclusively, and (sometimes), with an intention of marrying each other in the future.
4. Engagement Period- Couples in this stage are formally and publicly known to be ‘engaged’. It
involves a promise to marry each other at a set date in the future.

Ø A strong feeling of affection and concern toward another person, as that arising from a close
friendship.
Ø A strong feeling of affection and concern for another person accompanied by sexual attraction.
Ø Some teenagers fail to define the boundaries of their own identity from their partner. In other
words, where one is present, the other should also be present.
Ø Attraction involves our unconscious assessment of another person’s genes through their
physical appearance.
Ø Platonic Love in its modern popular sense is an affectionate relationship into which the sexual
element does not enter, especially in cases where one might easily assume otherwise. A simple
example of a platonic relationship is a deep, non-sexual friendship between two heterosexual
people of the opposite sexes.

THREE ATTACHMENT STYLES (Ainsworth, Blekar, Water and Wall 1978)

1. Secure Attachment – is when the primary caregiver is most of the time present and available
and when all the emotional needs of an infant are met.
2. Avoidant Attachment - is when the primary caregiver is cold and detached, and even
unresponsive to a child’s needs.
3. Anxious-Ambivalent Attachment - is when the primary caregiver is not consistent in terms of
presence and meeting a child’s emotional needs.

THREE STAGES OF FALLING INLOVE (Helen Fisher)

Helen Fisher is an American anthropologist, human behavior researcher, and author of six
internationally best-selling books on the science of romantic love, attachment, adultery, divorce, and
the evolution and future of human family life.

1. Lust – is driven by sex hormones, testosterone, and estrogen. These hormones affect both
sexes.
2. Attraction – it is described as the love-struck phase, which involves neurotransmitters in the
brain such as dopamine, norepinephrine, and serotonin. This is the stage when a person loses
sleep and appetite over someone, and swoons while daydreaming of this special person.
3. Attachment – when the couple in love decides to continue with the relationship, they enter the
attachment stage where long-lasting commitments are exchanged and may lead to raising a family.
Special hormones are also secreted during this stage. Oxytocin which is released during childbirth
to help in breastfeeding and during orgasm is believed to promote intimacy. Vasopressin promotes
long-term relationships.
 ROBERT STERNBERG’S TRIANGULAR THEORY OF LOVE

Robert J. Sternberg is an American psychologist and psychometrician. He is a Professor of Human

Development at Cornell University.

THREE COMPONENTS

1). INTIMACY – refers to loving relationships characterized by feelings of

closeness, connectedness, and bondedness.
2). COMMITMENT – means a decision to love someone else and a decision to maintain that love
over time. It is a conscious act of will of the person.
3). PASSION – intimacy and commitment are in the relationship the partners are said to be in
companionate love. It is the intense state of being that drives and consumes a person
to pursue an interest, a vision, or a person.

STERNBERG’S SEVEN TYPES OF LOVE

1. INFATUATION (Passion)
Ø Passion is a love component that many of us are familiar with. It is responsible for the wildly
beating heart, the flip-flops in the stomach, that feeling of love at first sight. When it is passion
alone, there is none of the true knowing that comes with intimacy nor of commitment. The best
description for passion on its own is thus infatuation.
2. LIKING (Intimacy)
Ø Intimacy, unlike passion, can be solely a platonic feeling- it is that sense of familiarity and
friendship that comes with meeting someone you really get along with, someone you can be your
true self around. It is certainly a great component of friendship.
3. EMPTY LOVE (Commitment)
Ø Commitment is an essential part of lasting love and an important component in preserving
relationships. However, without the presence of intimacy and passion, it becomes more of a duty
than a romantic choice.
4. FATUOUS LOVE (Commitment + Passion)
Ø In this type of love, the fire of passionate infatuation and commitment are combined. When a
couple falls in love seemingly instantly and marries with haste, they will often find themselves in
trouble.
5. ROMANTIC LOVE (Passion + Intimacy)
Ø In this type of love, the intimacy component brings a meeting of minds while passion means that
there is physical attraction, too. With the addition of commitment, it can be likened to the type of
love in romance novels. Love is a whirlwind of intense emotion and bonding.
6. COMPANIONATE LOVE (Intimacy + Commitment)
Ø When intimacy and commitment combine, a powerful emotional bond is formed. Companionate
connection is stronger than simple friendship. According to Sternberg, this is often quite a chaste
and comfortable arrangement.
7. CONSUMMATE LOVE (Passion + Intimacy + Commitment)
Ø Consummate love results when passion, intimacy, and commitment are all present in a
relationship. This is the ideal form of love, one that is longer lasting than any type.

UNACCEPTABLE AND ACCEPTABLE EXPRESSIONS OF ATTRACTION

Ø Adolescents, especially when new to a relationship, tend to be impulsive and want to spend most
of their time with their source of love and attraction. Because of this, they may behave in
unacceptable ways in expressing attraction. Though different cultures may vary in expressions of
attraction, the following are some commonly acceptable and generally unacceptable expressions of
attraction.
Ø Different people (among students and even among teachers and parents) will vary in their
judgments on what is acceptable and what is already unacceptable.

ACCEPTABLE EXPRESSIONS OF ATTRACTION

1. Glancing at each other

2. Verbal communication – saying ‘I love you or ‘I like you’
3. Smiling
4. Writing letters
5. Phone calls or chatting
6. Giving presents
7. Showing attraction through social media (with limitations)
8. Holding hands
9. Walking arm in arm
10. Kiss on the cheeks or ‘beso-beso’ on some occasions
11. Going out (usually with chaperons)

UNACCEPTABLE EXPRESSIONS OF ATTRACTION

1. Kissing/cuddling/holding in public
2. Flirting
3. Invading personal space
4. Intimate activities
5. Back rubbing/massaging/caressing/stroking (move one's hand with gentle pressure over (a
surface, especially hair, fur, or skin), typically repeatedly; caress).

BECOMING RESPONSIBLE IN RELATIONSHIPS

Ø Being in a relationship takes responsibility. The following are some of the suggested ways how
to become responsible in a relationship.
• To avoid regrets from heartaches that you may encounter, you should make sure that you are
ready before you enter into a relationship.
• Make sure that you are at least emotionally mature to face obstacles that come with being in
a relationship.
• Weigh the possible risks and consequences before doing anything.
• Don’t be shy. Approach mature individuals, especially your parents, and ask questions
regarding relationships.

TAKING CONTROL
Having attractions with one or some people is something you can’t control. But
your actions towards them, are something you control, something you decide on.
1. Do you decide to let the other person know that you are attracted to him/her? (If you do not
intend to get into a romantic relationship at this time, then it may be better to hold off on showing
your attraction.)
2. If you are already in a romantic relationship, will being more physical in expressing
affection help me/ us in getting to know the other person better?

WAYS TO BECOME RESPONSIBLE IN A RELATIONSHIP

1. Clarify your boundaries

2. Learn to communicate
3. Invest in an “Emotional Bank Account”
4. Learn to forgive others
5. Consult professionals

LEARNING OUTCOMES:
1. To define social relationship.
2. To distinguish the various roles of different individuals in society and how they can
influence people through their leadership or follower ship.
3. To know and define leadership and the styles.

Lesson Proper and Assessment:

Individuals are as unique as fingerprints. Nevertheless, the degree to which adolescents are open
to social influence depends on how they socialized. The language they speak, the ideas they hold
to be true, and all the ways they are likely to behave are products of socialization.

SOCIAL RELATIONSHIP AND SOCIAL INFLUENCE

Ø SOCIALIZATION is a lifelong process during which adolescents learn about social expectations
and how to interact with other people. It is during socialization that they learn about behavioral
norms that help them fit in with society.
Ø SOCIAL INFLUENCE is the change in behavior that one person causes in another, intentionally
or unintentionally, as a result of the way the changed person perceives themselves in relationship to
the influencer, other people and society in general.
Ø SOCIAL ROLE defines a set of behaviors that are expected of someone who holds a particular
status.

Ø Social relationships tend to be less intimate, with lesser self-disclosure involved, but may still be
exclusive, and may demand certain, levels of loyalty.
Ø Middle and Late adolescents usually from the school or the neighborhood. Our social
relationships, although dictated to a certain extent by our reflexes, are also affected by other factors
such as social influence.

THREE AREAS OF SOCIAL INFLUENCE

1. Conformity – is changing how you behave to be more like others. This plays to belonging and
esteem needs as adolescents seek the approval and friendship of others. Conformity can run very
deep, as adolescents may even change their beliefs and values to be like those of their peers and
admired superiors.
2. Compliance – is where adolescents do something that they are asked to do by others. They
may choose to comply or not to comply, although the thoughts of social reward and punishment
may lead them to compliance when they really do not want to comply.
3. Obedience – is different from compliance in a sense that it is obeying an order from someone
that is accepted as an authority figure. In compliance, adolescents have some choices. In
obedience, they believe that they do not have a choice.

LEADERSHIP
Ø It is instrumental in achieving social change. A relationship between leaders and followers is
influential in effecting change and realizing common goals.
Ø A leader who is good at what he does is able to keep people motivated and inspired, works for
the greater good of society and not just his own personal gains, and is able to respect his people
will be successful in creating a positive and happy society.
Ø A positive leader will always be mindful of the fact that people need to be achieving something in
their professional capacities in order to lead society forward, hence the leader will emphasize the
importance of education, picking the right career, working hard, and focusing on performance.

THREE (3) LEADERSHIP STYLES according to LIPPIT and WHITE

1. AUTOCRATIC LEADERSHIP
Ø This leadership style centralizes authority. The leader derives power from the position, controls
rewards, and uses coercion to make his or her group members follow. He or she is aloof and
focuses exclusively on the task at hand, self-oriented, dependent.
2. DEMOCRATIC LEADERSHIP
Ø It delegates authority to others asks for suggestions and discusses plans with members. He or
she depends on the respect of his or her members for influence. Task-oriented, group-oriented.
3. LAISSEZ-FAIRE LEADERSHIP
Ø A leader leaves the group to its own capacity to finish its task. Friendly, group-oriented.

LEADERSHIP THEORIES
1. TRAIT THEORY – there are certain personality traits inherent in and suited for all leaders such
as decisiveness, persistence, high level of self-confidence and assertiveness among others.
2. BEHAVIORAL THEORY – presupposes that leadership is a learned behavior and that leaders
are identified according to a certain type of behavior they exhibit.
3. PARTICIPATIVE THEORY – is the opposite of an autocratic leader. It involves other people in
making common decision.
4. SITUATIONAL THEORY – assumes that there is no one style of leadership and that leadership
behavior is based on the factors present in a situation.
5. TRANSACTIONAL THEORY – states that leadership involves a transaction or negotiation of
resources or positions, and usually employs reward and punishment.
6. TRANSFORMATIONAL THEORY – involves a vision in which a leader uses to rally support
from the followers, and the role of the leader is in motivating others to support the vision and make it
happen.

LEARNING OUTCOMES:

1. To describe the structures of the family.

2. To explain the impact of the family in an adolescent’s life.
3. To understand parenting styles and roles of family in adolescence.

Lesson Proper and Assessment:

Ø “Home is where the heart is”, each of us longs to be with our family at the end of a tiring day. It is
in the family that we feel we are love, secured and accepted. An adolescent’s development can be
formed by how the family shaped her values, beliefs and principles. However, not all parents can
give the proper nurturance and guidance for adolescents to have well-adjusted personality and
acquire sound decision-making skills.

Ø The lesson will introduce you to the types of family structure and the kinds of parenting style
which create an impact on adolescents’ holistic development.

FAMILY STRUCTURES
Ø There are several family structures that exist today. However, nobody can say which of these
structures is right or wrong, bad or best. Most people consider the best family structure as the one
that has the greatest tendency to succeed and survive challenges, a family that is filled with love
and support for one another.

TYPES OF FAMILY STRUCTURE

1. NUCLEAR FAMILY
Ø The nuclear family is the traditional type of family structure. It consists of two parents and a child
or children. It is sometimes called “elementary or conjugal family”. The nuclear family was long
held in esteem by society as being the ideal structure in which to raise children. Children of a
nuclear family derive strength and stability from the two-parent structure generally have more
opportunities due to the financial ease of having two adults. Though this is the most basic family
arrangement, there are prevalent complexities involved, in this structure.

2. SINGLE PARENT FAMILY

Ø The single-parent family consists of one parent raising one or more children on her own. Often, a
single-parent family consists of a mother with her child or children, although there are single fathers
as well. Most often, a single parent is thought to be a product of separation, but a widower, widow,
father, or mother who had never been married is also a single parent. The single-parent family is
the biggest change society has seen in terms of the changes in family structures.
3. EXTENDED FAMILY
Ø The extended family structure consists of two or more adults, related by blood or marriage, who
live in the same home. This structure has many relatives living together who work toward common
goals, such as raising the children and keeping up with the household duties. Cousins, Aunts,
Uncles, and Grandparents living together are considered extended family. This type of family
structure may form due to financial difficulties or some elders being unable to care for themselves
alone. This structure is becoming increasingly common all over the world.
4. CHILDLESS FAMILY
Ø Most people think of a family as having a child or children, but there are couples who either
cannot or choose not to have children. The childless family is sometimes the “forgotten family”, as it
does not meet the traditional standards set by society. A childless family consists of a husband and
wife living and working together. Many childless families take on the responsibility of pet ownership
or have extensive contact with their nieces and nephews as a substitute for having their own
children.
5. STEPFAMILY
Ø Some marriages end up in separation and many of those individuals choose to get another
partner. This creates the stepfamily which involves two separate families merging into one new unit.
It consists of a new husband and/ or wife and their children from previous marriages or
relationships. In this type of structure, the natural parent or common-law partner assumes parental
obligations. Stepfamilies are about as common as a nuclear family, although they tend to have
more problems, such as adjustment periods and discipline issues. Couples in stepfamilies need to
learn to work together as well as with their former partners to ensure a smooth family relationship.
6. GRANDPARENTS FAMILY
Ø Many grandparents of today raise their grandchildren for a variety of reasons. At present, one of
fourteen children is being raised by grandparents, and most of the time, parents are not present in
the child’s life. This could be due to parents ‘need to work abroad or out of town, death, addiction,
abandonment, or unfit parents. Many grandparents need to work again or find additional sources to
augment their income to support the grandchildren.

7. ADOPTION
Ø Adopting a baby can be very difficult. There are long and sometimes embarrassing searches into
one’s life and home to judge the potential ability as a parent. There are also many different types of
adaptation to consider. A couple can adopt through an agency, chose private adoption, foreign
adoptions, open adoptions, or independent adoptions. Unfortunately, when a couple takes a new
baby home, challenges are just beginning.

PARENTING STYLES
Ø A parenting style is a psychological construct that represents standard strategies parents use in
their child rearing. There are four major parenting styles: authoritative, neglectful, permissive,
and authoritarian. Each style has different characteristics and brings about different reactions in
the children. Even parent-child relationship is different there is no exact style that is perfect for any
child. It is important to keep in mind that every person is a unique individual.

1. AUTHORITATIVE PARENTING STYLE

Ø The parenting style that is regarded as the most effective and beneficial for children is known as
authoritative parenting. Parents who are authoritative are easily recognized as they are marked by
the high expectations that they have of their children. This characteristic is tempered with
understanding and loving support for their children. This type of parenting fosters a productive
relationship between parent and child. It also creates the healthiest environment for a growing child.
Ø Authoritative parents are responsive to their child’s emotional needs but at the same time they
have a high regard for their children. Parents who are authoritative set limits and are consistent in
enforcing boundaries. They reason with their children, instead of demanding blind obedience.
2. NEGLECTFUL PARENTING STYLE
Ø This is one of the most harmful styles of parenting. Neglectful parenting may be damaging to
children because they lack the foundation of parental trust from which they can start to explore the
world. Neglectful parents have low expectations and low responsiveness. Children who have a hard
time forming relationships with other people, particularly children their age.
Ø A parent with this parenting style has the tendency to neglect a child’s needs, have a limited
understanding of what is going on in the child’s life, hardly provides opportunities to share
experiences and feedback, spend long period of time away from home, and lack involvement in the
child’s life outside the home.
3. PERMISSIVE PARENTING STYLE
Ø Another potentially harmful style of parenting is permissive parenting, also known as “indulgent
parenting “(something that a person enjoys or desires) Permissive parents may be responsive but
have low expectations. They tend to be lenient while trying to avoid confrontation. The benefit of this
parenting style is that parents usually nurturing and loving. The negative, however, outweigh this
benefit. Few rules are set for the children of permissive parents, and the rules are inconsistent when
they do not exist. This lack of structure causes these children to grow yup with little self-discipline
and self-control.
Ø Children of permissive parents tend to have poor social skills and poor academic success due to
lack of motivation. They have insecurities because they lack set of boundaries. They become self-
centered and they clash with authority.
4. AUTHORITARIAN PARENTING STYLE
Ø Authoritarian style of parenting is also called “strict parenting”. It is characterized by parents
who are demanding parents but not responsive. Authoritarian parents allow for little open dialogue
between parent and child and expect children to follow strict set of rules and expectations. They
have strict rules that must be followed, no, matter what. They usually rely on punishment to demand
obedience or teach a lesson. While the structure and rules of ana authoritarian parent are
necessary for healthy child development, it is important to balance out the provided structure with
open communication so the child knows exactly why it is important for them to follow the rules
placed in front of them.

HOW TO MAKE THE FAMILY MEMBERS FIRMER AND GENTLER WITH EACH OTHER
Achieving a pleasant relationship among the members of the family entails some efforts and
compromises. The following are some suggestions for the members of the family.

1. Parents need to be adaptive to the changing needs of their children. The unduly authoritative
approach may not be effective for today’s adolescents, especially those who have rebellious
tendencies. It would be better for parents to take a more subtle, flexible, and dynamic approach.
There must be a balance between firmness and leniency. The children, on the other hand, need to
understand that parenthood, which includes raising and supporting children in various aspects, is
never an easy task. Children should therefore be supportive to their parents by giving them due
respect and by being reasonably obedient to them.
2. In the case of adolescent children, parents need to accept the fact that they are no longer
children. The adolescents have the normal desire to establish their self-identity and to be
independent. Adolescents need to be treated as blossoming adults. On the other hand, adolescents
need to understand that when their parents are allowing them to build their self-identity, they should
not abuse their parents’ leniency. It must also be clear that practicing independence does not
necessarily entail defying the sound rules and regulations of the parents.
3. Parents need to learn the art of “letting go”. They should let their children discover themselves
and reach their dreams by themselves with a minimum amount of parental control. But the children
must learn to set limits to themselves. Even when their parents are allowing them to explore life and
experience things, they should still control themselves and set limitations.
4. Both the parents and the children should set at least a day in a week (a family day) in which
they can spend quality time together and have time to discuss things. Communication is an
important part of any relationship. Being able to express feelings can ease the burden of stress for
both the adolescents and all siblings.
5. Everybody in the family should serve as role model to one another. Parents should be the
paragon of decency ad kindness in the family and the children should show respect, consideration,
and sensitivity towards the parents and all siblings.
6. The head of the family set clear guidelines as to the acceptable and the improper behaviors
and lay down corresponding punishments for misbehaviors. All the members of the family should be
aware of the set rules and sanctions.

4. Career Development
4.1 Persons and Careers
4.2 Career Pathways
4.3 Insights into One’s Personal Development

CAREER DEVELOPMENT
LEARNING OUTCOMES:
1. To explain that through understanding of the concepts of career and life goals can help in
planning his/her career.
2. To identify the personal factors influencing career choices.
3. To know the differences between Job and Career.

Lesson Proper and Assessment:

Choosing a career is a big deal. It’s more than deciding what you will do to make a living. The
importance of selecting a career with which you are satisfied cannot be overemphasized. While
some people are lucky enough just know what they want to do and end up in satisfying careers
without giving it much thought, most people are not. Many people do not put enough effort into
choosing occupations or pick them for the wrong reasons. Maybe they choose careers that seem
secure or pay well. Then they end up unhappy. The best way to make sure that this will not happen
to you is to make a well-thought decision.

PERSONS AND CAREERS

Ø If you want to be happy and successful in your career, you need to set goals. A career goal helps
you focus on what you want to do for a living. It will guide you into doing what you want with your
life, rather than just randomly ending up in a job. When you have a clear goal for your career, you
can start to focus your time and energy to achieve that goal and avoid wasting your time and energy
on activities that will take you farther away from your goal.
Ø Choosing the right career requires a lot of souls searching. You should spend to make sure that
you are crystal clear about what you want in your working life.
Ø A career goal is based on skills, education, experience, interest, and job trends. When setting a
career goal, you must identify your life purpose, determine your talents, skills, and abilities, consider
your interest and passion, and identify the values that drive you.

CAREER DEVELOPMENT THEORIES

CAREER DEVELOPMENT
Ø is the lifelong process of managing learning, work, leisure, and transitions in order to move
toward a personally determined and evolving preferred future.
Ø It is the process that forms a person’s work identity and is a significant aspect of personal
development that span’s over one’s lifetime, starting from when the person first becomes aware of
how people make a living.
 FOUR CAREER DEVELOPMENT THEORIES

1. TRAIT FACTOR
Ø Skills, values, interests, and personality characteristics are analyzed and matched with job
factors or an occupational profile.
2. PSYCHOLOGICAL
Ø An offshoot of Parson’s Trait factor theory.
3. DECISION
Ø A person may exercise control over his or her thoughts, beliefs, and actions, and that self-
efficacy is the predictor of behavior.
4. DEVELOPMENTAL OR THE LIFE SPAN OR LIFE SPACE THEORY
Ø Humans are always in constant change and go through life learning and doing new things while
changing roles in the process.

INTERNAL FACTORS THAT INFLUENCE CAREER CHOICES

1. Self-concept of Self Identity
2. Personal Preferences
3. Motivation
4. Self-confidence
5. Personal Skills
6. Personality Characteristics
7. Personal Health
8. Emotional Considerations

EXTERNAL FACTORS THAT INFLUENCE CAREER CHOICES

1. Parental preference
2. Family considerations
3. Financial constraints
4. Job Market preference (immediate employment)
5. School location
6. Peer pressure
7. Gender bias
8. Language limitation
9. Academic performance

PERSONAL FACTORS AFFECTING CAREER CHOICES

1. Physical characteristics
2. Intellectual factors
3. Aptitude
4. Interest
5. Need and values
6. Self-concept
7. Personality factors
 JOB vs CAREER

JOB
Ø Includes all the activities or tasks that people do whether they are paid or not. For example,
preparing lessons, computing grades, etc., and part of a teacher’s job. It may even include the job
description or specific duties and responsibilities that a person should do in the organization. It is
something that you need to do, and it may become less satisfying over a period of time.
Ø It can be defined as something done short term to earn money by engaging in a work
assignment for an organization or institution.

CAREER

Ø Is a lifelong vocation that is planned and follow a logical progression of jobs within the chosen
profession. It is a profession that individuals pursue in their lifetime, even though it may change. It is
something where you focus your passion or interest. It requires flexibility and it is not a job that is
done over and over again. It is something that offers risk opportunity, and you want to do, and it
gives you a feeling of satisfaction and fulfillment over a long period of time.
Ø It is also a sequence of positions/jobs/ occupations held by one person over his or her entire
working life. It came from a Latin word “carriageway or roadway”.
Ø A career can be defined as a pattern of work experiences comprising n the entire life span of a
person and which is generally seen with regard to a number of phases or stages reflecting the
transition from one stage of life to the next.

HOLLAND CAREER INTERPRETATION

Ø Holland’s Personality Type Theory: This is a personality type theory by John Holland where there
is a match between an individual’s career choice and his personality. He argues that individuals will
stay longer at work if it suits or is similar to their personality. Holland emphasized six basic
personality types of careers.

REALISTIC: People who are practical, robust, have INVESTIGATIVE: People who like to investigate,
good physical skills, like the outdoors, and who think abstractly, and do problem solving, but avoids
avoid social situations, intellectual pursuits, and social situations and tend to be introverted.
artistic.

CONVENTIONAL: People who are concrete, like to ARTISTIC: People who express themselves
work with data, and prefer routine problem solving. through art, are creative and imaginative, like
They prefer clerical tasks and tend to be neat, unstructured activities, and tend to be sensitive,
follow instructions, and look for social approval. introspective, and independent.

ENTERPRISING: People who are persuasive, self- SOCIAL: People who are concerned for others,
confident, like to lead, and see themselves as nurtures, introspective, and responsible; who like
stable, sociable, adventurous, bold, and self- social situations and are verbally skilled.
confident.

LEARNING OUTCOMES:

1. To identify the different aspects of career development.

2. To describe and explain their career choices and goals.
3. To describe and match their personality with their career choices.
Lesson Proper and Assessment:

Ø Career choice is viewed by family, community and the society as a start of job readiness for
adolescents. This decision plays a major role in establishing a career path. Most adolescents are
worried about what they will do with their lives after senior high school, what course to take in
college, and what careers or jobs to pursue to achieve their personal dreams and goals.

As they continue to prepare for their future careers, there are external factors which influence their
career choices. The adolescents’ world revolves around their parents, peers, and school. Initially,
they may take cues from their parents regarding what course to take and eventually what career to
pursue after graduation. This lesson explores social contexts which influence adolescents career
development. Specifically, the socioeconomic status; parents and peers; and school influence
including teachers and guidance counselors. The social and economic factors influenced
adolescents’ perception of appropriate career choices. As adolescents are at the stage of choosing
their careers, it is imperative that the school, parents, teachers and guidance counselors work
together to help these young people make intellectual choices and adjustment in life.

FACTORS INFLUENCING CAREER CHOICES AMONG FILIPINO ADOLESCENTS

1. PARENTAL GUIDANCE

Ø Parents provide for the needs of every child protection, guidance, home, and other basic needs.
Parents also educate their children about the outside world by introducing the things around them.
As the adolescent is still discovering his world, parental guidance is important so that he/she will
become aware of the factors about the world of work for him/her to become aware of the options
that are available, especially in the choice of career. With the help and guidance of one’s parents,
the adolescent can discover his/her strengths and weaknesses which will lead him/her to a suitable
career choice.
2. ADOLESCENT’S ABILITY
Ø Ability and skills are the other basic elements that influence the career choice of adolescents.
According to experts, possessing the ability and skills necessary to tackle specific tasks leads to
strong performance and efficiency both in school and at work. Career guidance is necessary for
adolescents who are planning to find a job. The strands and tracks offered to the senior high school
students must be well planned. Schools must see to it that they have the appropriate curriculum and
facilities for the tracks and strands that they offer. Before moving on to senior high school, each
student must be properly guided toward the strand and track suitable to his/her ability and skills.
3. ADOLESCENT’S INTEREST
Ø Studies have proven that an individual’s interest in a particular subject or area eventually
contributes to his/her career choice. It was revealed that an individual’s proclivity (a tendency to
choose or do something regularly; an inclination or predisposition toward a particular thing) towards
a particular job and match between his/her personality and selected professions is an important
factor contributing to career choice.
4. FUTURE JOB OPPORTUNITIES
Ø Most people who are planning their careers always look for opportunities for career growth. They
believe that looking for a job or career is an ongoing process. Some people who are too eager to
land a job often end up in one that is different from what he/she planned or desired. They end up
choosing from among those with the most available opportunities for job placement. This is alright
as long as the individual is willing to learn new skills and persevere until job opportunities that are
related to his interest and ability are open.

DEVELOPING A CAREER PLAN

Ø A career strategy or career plan is essential for you to manage the direction you want your
career to take, the job skills and knowledge that you will need, and how you can achieve them.
A career plan is a list of short-term and long-term goals and actions that you can take in order to
achieve these goals. It helps you explore your career options, build experience, prepare for your
future career, and find a job. It can help you to decide on what course to take, identify the
extracurricular activities, research, and internship that will make you a strong job candidate.

STEPS TO DEVELOP A CAREER STRATEGY OR CAREER PLAN

1. SELF-ASSESSMENT
Ø Self-assessment will help you understand your personal and career goals, your interests,
preferences, as well as your strengths and weaknesses. When planning for career direction and
developing a career plan, it is important to consider the things that are important to you, your
values, your needs, and your priorities in life.
2. CONSIDER YOUR OPTIONS
Ø One of the most difficult parts of career planning is to find out what job suits you best. You may
be faced with many options, so it is important to evaluate each option and see if it is aligned with
your values and preferences.
3. WRITE DOWN YOUR GOALS
Ø Start with your career goals for the next two years. Ask yourself, “What do I want to do in two
years’ time?”. You may also consider what you want to accomplish in the next five or ten years. This
step helps break down your big-picture career plan into manageable pieces.
4. DEVELOPMENT AND IMPLEMENTATION
Ø By the time you reach this step, you should have definitely decided on your career goals. You
must now develop a plan to help you put your career strategy into action. An action plan will
increase the likelihood of success; however, it must be flexible. Keep an open mind for there might
be more than one career choice that interests you so you must prepare an action plan for each of
them. A career plan chart is a simple way of putting some information together.

5. REVIEW AND MODIFY YOUR PLAN

Ø It is a fact that unpredictable events and changes occur over time. It is recommended that you
review your plan from time to time. Be prepared to make adjustments and changes to your
approach. The career plan that you laid out at one stage of your life may not be relevant anymore,
especially when you have achieved certain goals and experienced other jobs and life events.
Reviewing your strategy will help you reinforce and clarify your thoughts. It can also help you decide
if there is a need to change your career strategy. You may seek advice or put more effort into
achieving your goals.

WHAT TO AVOID IN CAREER DEVELOPMENT PLANNING

Ø Bear in mind that choosing a career is not a one-time decision- it is a series of decisions that you
must make as you progress through the different stages of life. As your life progresses from one
stage to the next, you adapt your lifestyle and personal commitments to conform to the demands of
your job. The following are the most common career-choice errors that you must avoid:
(a) Choosing the first or easiest job you can get. Find a job in which you can use your strongest
talents and abilities.
(b) Choosing a job based on salary.
(c) Choosing a job because it provides a good title.
(d) Taking a job just because management offers it, even if it isn’t fit for you.
(e) Choosing a job because that’s what your parents do.
(f) Choosing a job to fulfill your parent’s unfulfilled dream.
(g) Choosing a job just because you have the minimum ability to do it.

LEARNING OUTCOMES:
1. To explain the factors in personal development that may guide him/her in making important
career decisions as adolescents.
2. To share insights that make him/her realize the importance of personal development in making
a career decision as adolescent.
3. To realize the benefits of having a personal development plan.

Lesson Proper and Assessment:

Ø With so many choices and so much to consider, finding the right career path is a challenge for
many high school students. Decision-making concerning the appropriate choice of career or
occupation to take is the most critical problem area facing students in senior high school. Career
choice is influenced by four personal development factors: psychological, social, economic, and
cultural. An individual’s career choice is molded by their family, morals, values, intelligence, abilities,
finances, and many other things.

PERSONAL DEVELOPMENT FACTORS IN CAREER DECISIONS

I. PSYCHOLOGICAL FACTORS
A. INTEREST – adolescents must be provided with varied experiences to offer an opportunity for
exploration, building skills, and developing interests. It plays a very prominent role in occupational
preferences and competencies. An individual’s performance in any career is closely related to
his/her interest, which is either expressed in words or manifested in action. Needs and values often
change and these changes affect the person’s personality as well as job satisfaction.
B. APTITUDE – refers to the potential that one has for learning in the future. It is skills that one
has at present or other learning that has taken place in the past. Occupations vary from each other
in specific aptitudes demands. A person’s aptitude exerts influence on the success or otherwise of
one in a particular vocation.

C. INTELLIGENCE – each profession whether skilled or semi-skilled requires a level of intellectual

ability for the individual to enter into and perform efficiently in it. One’s ability to score certain marks
prescribed for any of the professional courses qualifies the person to pursue such a profession.
Report cards, test results, teachers, and guidance comments can help with the intelligence
assessment.

II. SOCIAL FACTORS

A. PERSONALITY – plays an important role in choosing the right career. Adolescents’
personalities must be a self-motivated type they would allow them to investigate career possibilities
from early on in their lives so that they do not put off until compelled to decide. Personality factors
help to determine whether a person is suited for a job or not.

B. ATTITUDES – two of the most important attitudes in career decision-making are making a
plan and curiosity. Attitudes towards planning reflect a future orientation, and awareness of choices
to be made and a disposition to be involved in preparing to make immediate and distant choices.
Attitude towards exploration means curiosity about the world of work and one’s place in it. Well-
developed attitudes towards exploration prompt behaviors like information seeking, role-playing,
and talking with a career counselor, teachers, and professionals in one’s field of interest.

C. LIFESTYLE – lifestyle preferences that included criteria such as salary, work/ life balance, and
location are considered to be the most influential factor in career choice. The earning potential of
your chosen profession is likely to be a factor that influences your career path.

III. ECONOMIC FACTORS

Ø This caused individuals to choose a white-collar job (belongs to a class of employees known for
earning higher average salaries doing highly skilled work, for example, Accountants, Attorney,
Doctors, etc.) instead of a blue-collar job (refers to workers who engage in hard manual labor,
typically agriculture, manufacturing, construction, mining, or maintenance). Salaries, benefits, and
bonuses can also impact what career choice is selected by an adolescent.
Ø Money plays a key role in career decisions, particularly for adolescents from lower economic
backgrounds. Adolescents must know about salaries, job prospects, and working conditions.
Although, they should keep in mind that choosing a career based solely on economic projections
and job prospects doesn’t always work.

IV. CULTURAL FACTORS

Ø Culture refers to the community people live in and the values that they hold. It plays a large role
in the career choices of individuals. It can also affect financial priorities. For some, giving money to
family members is crucial. Others may be saving for retirement, or for an overseas experience. This
will have an impact on what employment they decide to take up.

IMPORTANCE OF PERSONAL DEVELOPMENT IN CAREER DECISIONS

Ø Personal Development is the act or process of understanding and developing oneself in order to
achieve one’s fullest potential. It is a vital part of a person’s growth, maturity, success, and
fulfillment. It is the foundation of a mature personality, better relationships, happiness, success, and
prosperity.

REASONS WHY PERSONAL DEVELOPMENT IS IMPORTANT

1. It helps you understand yourself better.

2. It assists you in creating your goals and life purpose.
3. It guides you in managing and spending your time effectively.
4. It enhances your ability to handle stress, adversity, and change.
5. It supports you in managing your finances more wisely.
6. It teaches you to build a better relationship with people.
7. It allows you to live a balanced lifestyle.
8. It provides an opportunity to take care of your health.

IMPORTANCE OF PERSONAL DEVELOPMENT IN CAREER DECISIONS

1. Self-awareness
2. A sense of direction
3. Improved focus and effectiveness
4. More motivation
5. Greater resilience
6. More fulfilling relationships

GUIDE IN MAKING CAREER DECISIONS FOR ADOLESCENTS

Ø Making steps towards making a career decision, or any decision for that matter, can be very
easy or very difficult depending on the amount of information you have about your choices. In
choosing your career path it is important to think about many factors.
 STEP ONE: Identify the Decision to be Made
Ø Before you begin gathering information, it is important that you have a clear understanding of
what it is you are trying to decide. Some decisions you might be facing could include:
· Should I have pursued a college or university education?
· What should my major be?
· Do I want to be a full-time or part-time student?
· How soon do I want to transfer to a university?
· What do I want to do when I finish my education?

STEP TWO: Know Yourself (raise Consciousness)

Ø To make an informed career decision and prior to any exploration of the world of work, it is
important to have a good understanding of your own personal attributes. Think about some of these
questions:
Interests
· What do I enjoy doing?
· What activities do I enjoy the most?
· What kind of people would I like to work with?
· What kind of job settings would I most enjoy?

Values
· What kind of things are important to me in a career?
· In what ways must I be challenged and rewarded on the job?
· What type of work environment would make me happy?

STEP THREE: Identifying Options and Gathering Information (Explore Options)

Ø To continue gathering information and researching careers, you will need to start identifying your
options. Some things to think about are:
· At this point in my life, what choices do I have?
· Do I have a strong interest in specific careers?
· What other types of careers should I consider?
· What information do I already have about my career preferences?
· How can I get more information, access, and resources about the career(s) I am interested in?

STEP FOUR: Evaluate Options that will Solve the Problem

Ø After completing your research, you are now ready to evaluate each of the options you have
been exploring.
· Identify the pros and cons of each option.
· Identify the values and needs that are being satisfied by each option.
· Identify the risks involved with each alternative.
· Vision the probable future consequences of selecting each option.

STEP FIVE: Select One of the Options

Ø Based on the information you have gathered and analyzed, you should now be able to choose
one of the career options and start creating a plan of action.