Personal Development

Second Quarter Lesson Outline

A. Mental Health and Well-Being in Middle and Late Adolescence

a. Mental Health
 As defined by the World Health Organization (WHO) 2019, a “healthy person possesses a complete
physical, mental, and social well-being and not merely an absence of disease or infirmity.” Being healthy
does not only involve physical aspect but also the mental well-being of a person.
 Mental health in childhood and adolescence is defined as “the achievement of expected developmental
milestones and the establishment of effective coping skills, secure attachments, and positive social
relationships” (Friedrich, Mendez & Mihalas 2010).
 To be mentally healthy, adolescents need to have a positive quality of life, free of psychopathology or
mental illness, and are able to function well at home, school, and in their communities.
 It is a state wherein an individual realizes his/her potential, can cope well with daily stresses, can work
productively, and is able to contribute to the immediate community (WHO, 2014)
b. Psychological Being
 According to Pollard and Lee (2003), there has been no single definition of well-being across literatures
but it could safely be described to be multi-dimensional construct.
 For example, well-being among young people consists of positive indicators in their physical (health,
nutrition, body care, etc.), psychological (life satisfaction, resilience, self-worth), cognitive (academic
achievement, cognitive ability, school related behavior), social (relation with parents, peers and
community), and economic (family resources, income, etc.) Domains.
 According to WHO, poor mental health in adolescence is associated with several health and
social concerns such as higher alcohol intake, and tobacco and illegal substance abuse. Poor
mental health is also a factor in adolescent pregnancy, school dropout, and delinquent
behaviors.
c. Different mental health concerns in adolescence
1. Depression
 it is manifested as negative views of oneself, the world, and the future.
 A depressed teenager tends to be highly withdrawn, with low energy, little motivation, lack of
enjoyment or pleasure in daily living.
 He/she prefers to be by him/herself most of the time, is uninterested in school or social
interactions, and may have thoughts of suicide. Someone depressed usually expresses feeling
very sad and empty, is irritable, with many different bodily aches and pains, and difficulty of
thinking and concentrating that also affect his/her capacity to function.
2. Suicide
 an intentional act of killing one’s self.
 According to Quintos (2017), suicide ideation among youth is a by-product of the
interrelationships of poor family dynamics, nature of peer-afflictions, engagement in deviant
behaviors, and unavailability of counselors.
3. Anxiety
 It is a sense of vague unease with no known actual cause that makes one feel mostly tense and
restless.
 Teenagers with anxiety disorders show excessive fear that may interfere with normal
everyday functions.
4. Conduct disorder
 defined as a repetitive and persistent pattern of behavior that violates the rights of others,
social norms, rules, or laws.
 Adolescents diagnosed with conduct disorder show aggressive behavior towards people or
animals, such as bullying, initiating fights, destruction of property, or theft.
5. Self-injury
 refers to intentional damage to the body tissues in connection with, or to change a particular
feeling or emotion.
6. Risky sexual behavior
 can be in the form of an early start of sexual intercourse, unprotected sex, or having multiple
sexual partners. These behaviors may lead to heavy consequences such as contracting
sexually transmitted disease or early/unplanned pregnancies.
7. Substance abuse
 is a maladaptive pattern of substance use that significantly causes distress and
maladjustment, in the form of failure to fulfill obligations at work, home, school, and other
responsibilities; recurrent usage in potentially dangerous situations; legal problems; and
 persistent use despite negative consequences in interpersonal or social relations exacerbated
by the substance.
8. Antisocial behavior
 covers a wide range of actions, from theft and burglary to physical abuse and substance
abuse.
 The intention may be to inflict intentional harm to people or to the community, or it may
simply be behaviors running out of control and affecting other people negatively.
d. Mental Health Support
1. Family members
 Family members are the immediate support group of the individual. Sibling and parental bonds
are typically the strongest because of the biological and emotional connection that is shared
since the individual’s early years.
2. Friends and peers
 When family members are not around, peers can serve as a strong source of emotional support.
They can also serve as a second set of siblings with whom the individual can share activities.
3. Teachers
 Teachers serve as second parents as the school serves as the second home to adolescents. They
guide the individual in academic, social, and even emotional concerns. Together with peers,
teachers make up the “second family” of the adolescent.
4. Counselors
 Counselors provide emotional support and help the individual cope with personal issues and
concerns, and help them make sound decisions in terms of relationships, school, career plans,
and paths to take in the future.
5. Self
 It is important that individuals learn to invest in self-development as a way of strengthening
one’s self for whatever future life stresses. “Self-care” is by no means a selfish act since loving
one’s self is the first step to caring for the people, we value the most.
e. Different ways to sustain psychological well-being
1. Character strengths
 these character strengths are one's internal capacities and values. They act as mental buffers
against environmental stresses that teenagers usually experience such as peer pressure, social
comparison, and academic demands.
 Focusing on character strengths will allow adolescents to cope easily with their current
tumultuous developmental stage and still flourish in whatever endeavors they would want to
pursue.
 The following are the tips to use character strengths during the middle and late adolescence
stage as suggested by Seligman (2010):
a. Cultivate positive emotions
 appreciate the beauty of the present by means of laughing, doing what makes you
happy, and investing on positivity as an effective way of forging a healthy mind.
 It allows the brain to form stronger neural connections that are associated with
happy thoughts.
b. Go with the flow
 "flow" is a state where a person becomes absorbed in a particular task.
 These activities may bring about motivating yet rewarding feelings that can a shield
a person from feelings of unworthiness or purposelessness.
c. Stay connected
 knowing that an individual has significant others is important for one's mental
health.
 Making time for them builds stronger bonds and social support.
d. Drive towards the purpose
 meaning is essential to keep going in the face of life uncertainties.
 It also insulates individuals from burn-out and allows knowing the reason of one's
hard work, struggle, and even the daily stresses of life.
e. Celebrate small victories
 a sense of accomplishment is one way of being kind to one's self.
 It fosters a feeling of fulfillment for every task, no matter how big or small, and allow
the person to gain additional motivation in pursuing more complex life-activities.

2. Social skills
  Social skills greatly help individuals gain friends, strike conversations, and generally be able to
properly carry themselves in public and in situations where they need to socialize. The
following are important tips to improve one's social skills:
a. Try to understand different perspectives
 before trying to judge a person or make conclusions, it would be best to understand
where they are coming from.
 What they say and do could be influenced by their own experiences, culture, age,
and religious affiliation.
b. Learn to listen with empathy
 empathy is being able to place oneself in the shoes or situation of the other person.
 Being able to empathize with people allows one to create a clear picture of what
they want to say, and gives a more concrete explanation for their actions as well.
c. Develop emotional intelligence
 emotional intelligence pertains to an understanding of one's own emotions, relating
effectively with others, and adjusting to the demands of the environment.
 It is important for individuals to develop and hone this type of intelligence because
it helps them adapt to different kinds of situations and deal with stress better.
d. Learn to read facial expressions
 being able to correctly perceive facial expressions is very important in interpersonal
relationships.
 They are manifestations of emotion, and being able to properly respond to them
helps in day-to-day interactions with friends, family, and strangers.
e. Learn impulse control
 sometimes, people tend to blurt out things or get carried away by their desires and
emotions, which may lead to undesirable consequences.
 Impulse control is about learning to react appropriately, making sound and
objective decisions and transactions, and lessening the possibilities of fights or
quarrels.
 Learn to use the "I" message. Using "I" messages means expressing our feelings and
thoughts about experiences in a calm manner, usually beginning with statements
like "I feel...," "I am disappointed because...," “I am happy that...," and other forms
that convey emotions from the speaker's personal experience than from an
objective point of view.
 "I" messages help lower self-justification thus improving communication during
interactions. On the other hand, "you" messages typically imply self-protectiveness
and strong emotions rather than having sincerity to compromise solve problems
collaboratively (Darington and Brower, 2012).
3. Problem-solving skills
 Whether in school, at work, or in daily activities, problems arise and the first thing solution.
Everybody does is try to arrive at solution. Unfortunately, people sometimes perceive the
problem to be too difficult and their minds are clouded with pressure and stress. The following
are step-by-step instructions that could aid in solving problems:
a. Identify the problem
 the most essential step in problem solving is knowing what the problem really is.
 What is it all about? Is it one problem in itself, or could it be broken down to smaller
problems? Understanding and being able to correctly identify the problem is crucial
in coming up with the correct solution.
b. Brainstorm possible solutions
 once the problem is identified, it is important to open our minds to all possibilities.
 Whether alone or in a team or group, it is important to come up with as many
possible solutions so as to have alternative plans in case the first solution does not
solve the problem.
c. Evaluate the pros and cons of each solution
 some solutions may offer a well as a set of positive and negative compromise, as
outcomes.
 Though it may be tempting to go with the easiest solution, weighing in the pros and
cons of all solutions may provide a clearer perspective as to what action the
individual or group may undertake.
 Moreover, listing down pros and cons could present both short-term and long-term
consequences of all possible solutions.
d. Choose the best option
  once all the solutions have been considered and their corresponding pros and cons
laid out, carefully evaluate which solution would be the best for you, for the
problem, or the group (if working in a group setting).
 Sometimes consensus cannot be reached, so individuals bargain for the best
compromise they could have.
e. Create a backup plan
 sometimes, as people try to solve problems, unexpected mishaps or change of heart
or plans happen.
 It would be wise to have backup plans in case the initial plan does not work, so as to
not leave the problem unsolved.
4. Developing self-esteem
 Below are some ways to develop a person's self-esteem. Overall, these factors are focused on
appreciation and being compassionate to others and the self, taking care of one's physical and
mental health, and focusing on personal growth by setting goals and having a positive outlook
in life.
1. Exercise, relax, and have fun
2. Do something good for others
3. Accept compliments
4. Take pride in your opinions and ideas
5. Set goals
6. Recognize what you can change and those that are not in your control
7. Manage your inner critic, use helpful self- feedback instead
8. Practice gratitude, focus on the good that is going on in your life
9. Aim for effort rather than perfection
10. Have a growth mindset, view mistakes as learning experiences
11. Avoid comparing yourself with others
12. Remind yourself that everyone excels at different things
13. Give yourself credit
5. Psychological resilience
 Psychological resilience is the process of successfully adapting in the face of negative situations
such as trauma, tragedy, and other significant sources of stress (like relationship issues, health
problems, workplace/financial stressors (American psychological association, 2011).
 It is the ability to "stand-up" after every stumble. There are factors for the development of
resilience such as the capacity to make realistic plans, positive view of one's self,
communication skills, and ability to manage strong feelings and impulses.

B. Emotional Intelligence
 Emotions allow us to express and show who we really are. They can be expressed through our eyes,
face, or action.
 Believe or not, research say that we have an average of four hundred sixty-five (465) emotions
expressed in a day.

Emotion
 Defined as a state of which involves a pattern of facial and bodily changes, cognitive appraisals, and
subjective feelings and tendencies toward an action. But one of the most important things that we
should know about emotions is they are necessary for survival
 For instance, when you are afraid, you tend to protect yourself from possible harm. Without feeling
of fear in times of danger, you will not be able to decide whether you will proceed or not.
 They are known also to be unstable. Emotions are temporary and not long-lasting depending on the
situation.
 For instance, death of a loved one may result in sadness, but this sadness will not be for life. This
sadness can be replaced with joy when you fall in love with another person.
 A basic element of communication and socialization with other people. Emotions are complex
psychological states that involves three distinct components.

Basic Psychological Components of Emotions

1. Subjective Experience
  How an individual reacts or responds to different situations or events (e.g. when you just
started in a new job, you might feel both excited and nervous).
2. Physiological Experience
 How an individual reacts or responds to physiological needs (ex. Stomach lurch from
anxiety)
3. Behavioral or Expressive Response
 This includes how an individual reacts in certain situations. Psychologists call this
emotional intelligence
 (e.g. researchers believe that many expressions are universal, such as smile that indicates
happiness or pleasure, or a frown that indicates sadness or displeasure).

Emotions are a complex experience of consciousness, bodily sensation, and behavior that reflect the
personal significance of a thing, an event, or a state of affairs.

 Basic Emotions
 Psychologists claims that there are two basic emotions:
o Pleasant Emotions
o Unpleasant Emotions
 Paul Ekman (1972) suggested that there are six basic emotions that are universal
across human cultures:
o Fear o Surprise
o Disgust o Happiness
o Anger o Sadness
 Esther Esteban (1990) proposed 11 basic emotions that are important in our lives.
o Love (Pagmamahal) o Hatred (Pagkamuhi)
o Desire (Paghahangad) o Aversion (Pag-iwas)
o Joy (Pagkatuwa) o Sorrow (Pagdadalamhati)
o Hope (Pag-asa) o Despair (Kawalan ng Pag-asa)
o Courage (Pagiging o Fear (Pagkatakot)
Matatag) o Anger (Pagkagalit)
 Importance of Emotion
 It is essential to one’s physical survival or mental health.
 It helps distinguish whether certain emotions are socially appropriate.
 Emotions motivate behavior
 Emotions play an essential role in creativity and intellectual curiosity
 Emotional Intelligence
 Individuals are aware of their emotions
 The ability to perceive emotions
 A way to access and generate emotions to assist thought.
 A form of understanding emotions and emotional knowledge and to reflectively
regulate emotions to promote emotional and intellectual growth
 The capacity to recognize our own feelings and the feelings of others to motivate
ourselves and to manage emotions effectively in ourselves and others.
 An array of non-cognitive capabilities, competencies, and skills that influence one’s
ability to succeed in coping with environmental demands and pressures.
 2 Components of Emotional Intelligence
 Intrapersonal Intelligence - the identification of our own thoughts and feelings or
self-awareness.
 Interpersonal Intelligence - the identification of thoughts and feelings of others and
between others or other awareness.
 Daniel Goleman
There are 5 competencies in building emotional intelligence:
1. Self-awareness
 The ability to recognize and understand personal moods and emotions and drives as
well as their effect on others.

2. Self-regulation
 The ability to control and redirect disruptive impulses and moods and the
propensity to suspend judgment and to think before acting
3. Self-motivation
 The passion to work, the strong drive to achieve, and the optimism in facing failure
 4. Empathy
 The ability to understand the emotional makeup of other people.
5. Social Skills/Effective Relationship
 The ability to be proficient in managing relationships and building networks and an
ability to find a common ground and build rapport.

C. Personal Relationships

a) 4 Basic Types of Teenage

Relationships
1. Parent and Family
 Integral part of your lives
 You are likely to emulate and imbibe the
behaviors and attitudes of your parents and
family.
2. Friendship and Peers
 They can be a source of information related
to physical and emotional changes.
3. Romantic Relationship
 It is relating with the element and taste of romance.
 Romance - It is a pleasurable feeling based on attraction to another person
4. Casual Relationship
 This is a type of relationship without a real and defined sense of seriousness and commitment.
 Non-committal

The strength of family relationship and stability of the home environment can help shape adolescent’s
choices and values leading to healthy relationships as they approach adulthood.
_ Martinez and Fuertes (2014)

b) The Dynamics of Attraction, Love, and Commitment

1. Attraction
 refers to the “act, process, or power of attracting and evoking interest, pleasure, or liking
someone”
 Crush – emulating the observed admirable qualities of a person
 Courtship – this includes stages in the romantic relationship whereby one gets to know more
about the other person in an exclusive manner through dating

2. Love
 refers to a deeper than feeling.
 Attachment – refers to the desire for the presence of the other person, which includes emotional
support.
 Caring – refers to the concern for the other person’s well-being
 Intimacy – the desire for privacy, closeness, and communication
3. Commitment
 Refers to a cognitive process. Commitment helps maintain and sustain relationships despite
varied challenges.

“Know that love is a learned skill, not something that comes from hormones or emotion particularly. Erich
Fromm called it an act of the will.”
_ Ellen McGrath (The Power of Love) 2016
Triangular Theory of Love

Robert’s Sternberg’s Triangular Theory on

Love
 characterizes love in an interpersonal
relationship on three different scales: intimacy,
passion, and commitment.
 Different stages and types of love can be
explained as different combinations of these
three elements;
1. Intimacy can be ultimately described as a
feeling of safety: you experience intimacy
when you trust your partner with your
deepest secrets, when you give them
emotional support, or when you give them a
hug when you need it most. If you are
sharing genuine feelings with another
person, you are experiencing intimacy.
2. Passion does include feelings of sexual desire, but it is so much more than its assumption. Feeling
passionate towards your partner also looks like fantasizing about your future with them, being excited
when they come home from work, and wanting to make them as happy as you are. Passion is,
essentially, an intense need to be with or there for another person, in any possible way.
3. Commitment is described as the result of two decisions: you decide you love and care for another, and
then you decide to keep loving them over time. In a relationship, this is the difference between dating
and marriage. Do you love your partner? And do you love them enough to spend the rest of your life
with them? Both questions demand serious responses.

Different Types of Love

Liking in this case is not used in a trivial sense. Sternberg says that this intimate liking characterizes
true friendships, in which a person feels a bondedness, a warmth, and a closeness with another but not
intense passion or long-term commitment.
Infatuated love is often what is felt as "love at first sight." But without the intimacy and the
commitment components of love, infatuated love may disappear suddenly.
Empty love: Sometimes, a stronger love deteriorates into empty love, in which the commitment
remains, but the intimacy and passion have died. In cultures in which arranged marriages are common,
relationships often begin as empty love.
Romantic love: Romantic lovers are bonded emotionally (as in liking) and physically through
passionate arousal.
Companionate love is often found in marriages in which the passion has gone out of the relationship,
but a deep affection and commitment remain. Companionate love is generally a personal relation you
build with somebody you share your life with, but with no sexual or physical desire. It is stronger than
friendship because of the extra element of commitment. The love ideally shared between family
members is a form of companionate love, as is the love between deep friends or those who spend a lot
of time together in any asexual but friendly relationship.
Fatuous love can be exemplified by a whirlwind courtship and marriage in which a commitment is
motivated largely by passion, without the stabilizing influence of intimacy.
Consummate love is the complete form of love, representing the ideal relationship toward which
many people strive but which apparently few achieve. Sternberg cautions that maintaining a
consummate love may be even harder than achieving it. He stresses the importance of translating the
components of love into action. "Without expression," he warns, "even the greatest of loves can die"
(1987, p.341). Consummate love may not be permanent. For example, if passion is lost over time, it may
change into companionate love.

 According to the author of the theory, psychologist Robert Sternberg, a relationship based on a
single element is less likely to survive than one based on two or more.