Chapter 1: Knowing the Self​

●​ Knowing more about yourself is of paramount importance.

●​ Self is the total, essential, or particular being of your person.
●​ It also refers to the core qualities that distinguish you from others.
●​ It comprises physical (inside and out), mental or cognitive, emotional or
affective, and social aspects
●​ The self also includes your spiritual dimension.

Psychology classifies developmental stages (Smith, 2004)

●​ Prenatal
●​ Infancy
●​ Toddlerhood
●​ Childhood (early, middle and late)
●​ Adolescence (puberty, middle, and late)
●​ Adulthood (early, middle, and late),
●​ Old age or senescence

Your developmental stage is called adolescence​

​

1
In this stage, you will notice the following general characteristics

●​ experiencing rapid physical changes until their full completion in late adolescence
●​ showing ability to comprehend abstract concepts in mathematics, develop moral
philosophies including claims of rights and privileges
●​ questioning old values without fear or with a consideration of one's identity
●​ moving gradually toward a more mature sense of identity and purpose
●​ starting to establish and maintain satisfying personal relationships by learning to
share intimacy without inhibition or dread

Adolescence is further subdivided into early adolescence (12 to 14 years old), middle
adolescence (15 to 17 years old), and late adolescence (18 to 21 years old). Puberty
during the early adolescence stage is marked with physical changes including
menarche (menstruation) for females and nocturnal emissions (wet dreams) for
males.

The Johari Window

​
The Johari Window is a technique used to help you better understand your relationship
With yourself and others. This was created by American psychologists Joseph Luft
(1916 - 2014) and Harrington Ingham (1916 - 1995) in 1955.

Region 1: Open Self - what is known by you and others (Alam mo sa sarili mo)
Region 2: Blind Self - what is unknown by you but which others know (Alam ng iba na
hindi mo alam)
Region 3: Hidden Self - what is known by you but which others do not know (Alam mo
na hindi nila alam)
Region 4: Unknown Self - what is not known by you and others (Hindi mo alam at hindi
rin alam nila)

2
This Johari Window model diagram is an example of increasing the open area by
reducing the blind area, which would normally be achieved through the process of
asking for and then receiving feedback. The open area can also be increased through
the process of self-disclosure, which reduces the hidden area. The unknown area can
be reduced by the observation of others, which reduces the blind area; by
self-discovery, which reduces the hidden area; or by mutual enlightenment via group
experiences and discussion, which increases the open area.

Furthermore, identifying your strengths and weaknesses will equip you with skills
needed in managing yourself well. Your positive traits will serve as your added force
towards transforming your weaknesses into positive forces within you. The extent of
your capacity to face your weaknesses by finding ways to correct them will propel you
towards achieving your life goals.​

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​
The Unique Self

Looking at yourself and your classmates, you may immediately notice that each of you
is unique and special in some ways. That is why comparing yourself to others is unfair
to both yourself and others. The physical, cognitive or mental capacities, emotional
responses, and your way of connecting and socializing with others including your values
and beliefs are different from each other.

A person's unique self is comprised of the following aspects:

Characteristics: This refers to unique features or qualities typically describing you as

an adolescent including those stated in your developmental stage.
Examples: highly focused, self-reliant, with high mental capacity to process information,
etc.

Habits: This refers to special or unique tendencies, activities, or practices that you find
yourself having difficulty to let go or give up because you really like doing them.
Examples: sleeping long hours, coming to school late, eating junk food, etc.

Experiences: This refers to significant experiences that contributed to your unique self
and have created an impact in your life and changed you from where you were to where
you are.
Examples: winning a pageant, being an honor student, expressing how you feel to
someone special, etc.

4
Chapter 2: Development the Whole Person

Psychology refers to the science of mental processes and behaviors.

Physiological Development

Girls (12 to 14 years old)

●​ Breasts develop as first pubertal change.

●​ Pubic hair appears next.
●​ Hair under the arms begins to grow at 12 years old.
●​ Menstruation may start as early as 10 years old and as late 16 years old.
●​ Hips become more defined and curved.
●​ Voice becomes firmer and fuller.

Boys (12 to 14 years old)

●​ Testicles enlarge as the first pubertal change.

●​ Penis enlarges one year after the testicles develop.
●​ Appearance of pubic hair begins at 13.5 years old.
●​ Nocturnal emissions (or "wet dreams") may happen at 14 years old.
●​ Hair under the arms and on the face grows.
●​ Voice becomes firmer and fuller.
●​ Acne starts appearing at 15 years old.
●​ "Adam's apple" becomes visible.

Boys typically begin their growth spurt up to two years later than girls

Middle (15 to 17 years old) to Late adolescence (18 to 21 years old)

By middle to late adolescence, the physiological changes become more stable. At this
stage, you have become more mature and profound with a sense of acceptance and
comfort, already embracing these physical changes despite some emotional turbulence
at certain points in your life.

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Cognitive Development

Cognitive development refers to your capacity to think and reason. From your
childhood years to your current stage, your cognitive development reflects a more
complex process of thinking called formal logical operations

●​ Do abstract thinking and mental exercises considering future possibilities

●​ Form ideas and questions from observed realities or by simply imagining and
realizing the connection of one possibility to another
●​ Consider and compare varied opinions
●​ Figure out the process of thinking

During Middle Adolescence

●​ has a more complex thinking process
●​ uses the capacity to reason out, which makes him/her sound philosophical and
future-oriented
●​ is more comprehensive in delivering questions and analysis
●​ starts to consider his/her own "code of ethics" (evaluating what is right and what
is wrong before acting out)
●​ considers the question "who am I?"
●​ is able to state more systematic life goals
●​ thinks about and begins to make his/her own plans
●​ starts to plan out and consider long-term possibilities
●​ uses systematic thinking and begins to influence relationships with others

During Late Adolescence

●​ exhibits a more established thinking from concrete to abstract
●​ is now hypothetical with the capacity to discern using basic principles applied to
specific situations encountered
●​ is more analytical and can figure out future possibilities and outcomes of events
●​ is able to manipulate and cluster ideas and can create a system of sorting these
ideas or abstract thoughts to come up with a more focused solution to specific
concerns
●​ is able to empathize and feel more for others with careful consideration of varied
points of view
●​ is more sensitive to the needs of others and more interested in social issues
●​ discovers and appreciates the diversity of people and their perspectives, so that
he/she could consider varied options in solving problems
●​ is more philosophical and idealistic

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Social and Emotional Development

Social and emotional development during middle and late adolescence are intertwined.
As adolescents connect with others, they bring with them emotions that may affect the
people they connect with. They may experience some difficulties in controlling their
emotions and in being tactful when communicating.

During childhood years, the scope of a person's socialization is usually limited to family
and friends in the neighborhood and school. In fact, children easily label others as
"friends." During middle and late adolescence, the range of socialization widens to
involve organizations where adolescents get to meet a lot of people. Thus, relationships
become more complex. At this stage, they can distinguish "acquaintance" from
"friendship." Furthermore, more advanced cognitive abilities result in a more enhanced
quality of interpersonal relationships. Since adolescents form different types of
relationships, some of these could become more intimate like romantic relationships
which add color and excitement to the life of adolescents. It is at this time also when
they need to balance time, energy, and attention.

Spiritual Development

A research on adolescents' spirituality and involvement states that 50 percent of young

people engage in spiritual activities every week and more than 75 percent share
spiritual topics with their peers (Barna Group, 2006). During adolescence, spiritual
awakening happens and adolescents become aware of the existence of the Divine,
share their spiritual experiences with peers, and find a way to put faith into practice.

Adolescents express their spirituality by joining clubs and campus religious ministries
where they express themselves and find meaning for certain aspects of their adolescent
life. Lively discussions and activities inspire them to explore more about their faith.
Adolescents whose parents involve them in spiritual activities will most likely retain their
faith when they reach adulthood. Strong parental leadership helps teens find and keep a
strong spiritual faith.

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Chapter 3: Developmental Stages in Middle and
Late Adolescence

Developmental Tasks

Developmental tasks refer to tasks that arise during certain periods in your life
(Encyclopedia of Aging, 2002).

The following are the developmental tasks of adolescence:

1. Adjust to new physical changes. Puberty brings many physiological changes and
the discomforts that accompany these changes may affect self-esteem. Thus, it has to
be explained well to an adolescent that it is part of the natural maturation process during
that stage.

2. Adjust to new intellectual abilities. With the transition in cognitive skills from
concrete to abstract thinking during adolescence, one has to adjust within oneself.
Some adolescents may be going overboard in expressing themselves without
censorship and tact or without considering the consequences of their words.

3. Adjust to higher cognitive demands in school. The educational curriculum is

designed to match with developmental tasks at all levels. Thus, cognitive demands and
challenges are greater in junior high school than in elementary level. Some adolescents
may find the academic demands frustrating. However, the fact remains that they need to
adjust to the cognitive demands in school.

4. Adjust to higher demand for verbal communication skills. Adolescents are

expected to learn proper expressions and tactfulness in communication, which they will
use more when they become adults. Furthermore, the complexities of the school
curriculum may require higher level verbal skills compared to their limited language
during childhood.

5. Develop a personal sense of identity. Adolescents have to establish a sense of

identity apart from that of their parents. They have to recognize their uniqueness and
capabilities to do things and slowly establish their own name. Answering the questions
"What does it mean to be me?" or "Who am I?" can be their clue to developing a
personal sense of identity.

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6. Establish vocational goals. It is at this stage when adolescents consider which
career or vocational goals to take and how they may achieve them. They are now able
to answer the question "What do you want to be when you grow up?" Adolescents
cannot pursue adulthood without any plans for their future career.

7. Establish emotional and psychological independence from parents. Adolescents

need to establish independence and move away from childhood attachments and the
security and safety of having their parents with them.

8. Develop stable peer relationships. Stable peer relationships start with stable
individuals. In this stage, encounters with peers may lead to intense emotional
experiences. Thus, adolescents need to learn the art of controlling emotions and being
tactful in expression. It is healthy for them to have an accepting peer group. However,
they should learn to accept themselves first before they can genuinely accept others.

9. Manage sexuality. With physical maturation come raging hormones that may
sometimes confuse adolescents. They need to manage their sexuality, that is being
male or female, and live up to the expectations and norms set by family, culture, society,
and spirituality. With the tendency to express themselves at random, they could be at
the same time inhibited due to fear that they might send wrong signals and be judged by
others.

10. Adopt a personal value system. Parents provide their children guidance in
identifying right and wrong. Eventually, the adolescents' desire to become independent
may lead them to reconsider parental values especially when these are in conflict with
those of peers and society.

11. Manage speech properly. As adolescents aspire for independence and

individuality, they tend to use intense emotional expressions, which can be reckless at
times, to tell how they feel and what they want. They should also manage their
behaviors in preparation for adult responsibilities.

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Transition from Childhood to Adolescence Stage

Adolescents do not progress through these multiple developmental tasks separately. At

any given time, adolescents may be dealing with several tasks. Further, the centrality of
specific developmental tasks varies with early, middle, and late adolescence.

During the early adolescent years, young people make their first attempts to leave the
dependent, secure role of a child to establish themselves as unique individuals
independent from their parents.

Early adolescence (12-13 years old) is characterized by rapid physical growth and
maturation. Adolescents are often focused on their physicality and acceptability to their
peers. Thus, adolescence is marked by intense conformity to one's peers and the
adolescent exerts effort to get along with friends and avoid being considered as
"different" by them.

Middle adolescence (14-17 years old) is the stage when new thinking skills emerge
and the intellectual world of the adolescent expands. The adolescent is now more
focused on their peers and desire greater psychological independence from their
parents. Much of the energy is dedicated to their preparation to take on adult roles and
make initial choices regarding their vocational goals. Though prone to delinquent
behavior, adolescents at this stage are steadily becoming oriented to what is right and
proper, and they begin to mature in their behavior and learn to control their
impulsiveness.

During this stage, adolescents are achieving either new or mature relations with their
peers. They strive to become more independent from their parents. They also become
more self-reliant. However, when uncertainties arise, adolescents may still want to
consult their parents. In some instances, they may consult other adults in the school or
community. Some adolescents may refuse to seek their parents' advice lest their
parents find them vulnerable and weak.

One exciting point in this stage is the adolescents' attraction to other people. They start
having crushes, engage in group dates, and eventually explore exclusive dating. As
their feelings for another person escalate, insecurities may also set in. Hence, even
during this stage, adolescents need their parents and adults to guide them.

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Late adolescence (18-21 years old) is the final preparation for adulthood. At this stage,
the developmental demands on adolescents extend into young adulthood. Adolescents
at this stage begin to have concrete vocational goals and a more established sense of
identity. The desire for peer approval is also lessened and they are now largely
independent of their parents. At this junction, the transition into adulthood is almost
complete. At this stage, the level of confidence and sense of identity of young adults are
more established and secure. They have clearly identified a definite social role and are
now mature and ready to take the challenges of adulthood.

Becoming Responsible Adolescents

Adolescents may be so excited to look and act like adults, but they should first become
responsible adolescents. Primarily, responsibility calls for accomplishing the basic
developmental tasks defined and marked by psychology as something that have to be
normally done by them.

1. Focus on school tasks such as joining classes, clubs, doing assigned homework
2. Relate properly with teachers and classmates
3. Eat the right kinds of food
4. Exercise often
5. Avoid drugs
6. Get enough sleep
7. Visit the doctor regularly to get medical advice related to health and wellness
8. Be neat and tidy and observe good hygiene
9. Maintain a positive attitude
10. Be honest with your parents and communicate with them properly
11. Read more books or browse the web to learn about becoming responsible
adolescents

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Chapter 4: The Challenges of Middle and Late
Adolescence
General Challenges of Middle and Late Adolescence

The following are the general challenges that you may go through during middle and
late adolescence:

1. Sexual relationships. Emotional difficulties arise because of incorrect or inadequate

information concerning sex. Many adolescents feel that questions concerning sex are
improper. Meanwhile, strong parental attachment usually prevents adolescents from
entering into serious commitments in relationships since it is difficult for them to
entertain the thought of leaving home. When they decide to commit in relationships,
they will likely look for partners with qualities similar to those of their parents.

2. Peer adjustment. The peer culture acts as a transition period before adolescents
reach adult status in the community. As they interact with other young people, they
develop their social skills and sense of belonging and responsibility. Failure to adjust to
peers can lead to feelings of inadequacy and indifference.

3. Intellectual maturation. During this period, attitudes are formed which remain
relatively unchanged throughout life. Ways of thinking are developed which may be
beneficial or detrimental to the adolescents' intellectual maturation.

4. Vocational choice. Many adolescents make little or no preparation for an

occupation. They take courses in school which are easy or which are required of them
and not those that will be of practical value to them in later life.

5. Emotional maturity. To achieve emotional maturity, adolescents must learn to

channel their impulses into constructive endeavors. Their actions should be socially
acceptable responses to the demands of society. They should take responsibility for
their own actions without blaming others.

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Common Problems of Filipino Adolescents

Filipino adolescents like you may be confronted with the following problems: attitudes
and behaviors toward sexuality and sexual relationship, academic concerns, peer
acceptance, health and nutrition, developing or regaining self-esteem, role confusion,
material poverty, parents working abroad, career choice, and to some extent,
depression. A study on the common problems at this stage (Kumari et al., 2016) states
that more than half of the common problems among males in middle and late
adolescence are related to educational problems, followed by psychological and
health problems. Meanwhile, the topmost concern of the majority of the females is on
health problems, followed by educational problems.

The COVID-19 pandemic that struck the world in 2020 is one of the recent concerns
among Filipino adolescents. They have to stay home during the quarantine period which
leads to various challenges. The most common among these is the challenge to adjust
to the new norm in education where they have to use new learning platforms and join
classes virtually. This also brings additional financial demands to the family because
they have to defray some amount for Internet connection and gadgets for students to
engage in online learning.

Time management has also become a major concern to Filipino adolescents due to the
difficulty coping with immense school workload and demands. This has caused anxiety
in some students while others have sunk into depression that can lead to self-harm.

Moreover, some adolescents may engage in risky behaviors like drinking liquor, drug
use, premarital sex possibility leading to HIV-AIDS or teen pregnancy, addiction to
computer or online games, and materialism, just to name a few.

Technology has even hindered interpersonal communication at home which has led
adolescents to believe that technology is much safer than being reprimanded
face-to-face. It has become a form of escape where they create an artificial world of
their own devoid of any actual contact with the rest of humanity.

13
Managing the Demands on Adolescents

1. Choose your friends wisely. One of the indications of a healthy personality is being
able Choose your friend personalities. It is highly necessary to be prudent and vigilant in
your engagement with others. Know who you are relating to and decide to keep as
friends. While it is good to reach out to a lot of adolescents like you, do not forget to
always keep your emotions, words, and reactions in check.

2. Join youth groups and organizations. Youth groups and organizations provide
venues where you can share and enhance your skills, talents, capabilities, and
potentials. Be sure to choose groups that will benefit you as a whole.

3. Stay close to home (if possible). Western culture lets adolescents be independent
and leave home at age 18. On the contrary, strong Filipino family ties keep family
members together until they turn into adolescents and adults and, in some cases, until
they marry and have children. As Filipino adolescents, this family cohesiveness means
that your parents will be able to help you out and assist you with any challenges you
may be facing during your period of growth and maturity. Just stay close to home while
building yourself up to become more independent.

4. Engage in healthy and fun activities. You are at the stage of exploration and
finding your own identity. Part of it is the higher tendency to be more adventurous and
experiment with various activities. However, these activities should be healthy and
enriching such as school organizations that help develop your skills and talents, and
eating or simply chilling out with friends.

5. Focus on school and studies. While the parents' primary responsibility is to

provide for your education, your primary responsibility is to take your studies
seriously. That includes listening to your teachers, and doing the tasks and
responsibilities required by your teachers and the school. Allow your school to
contribute to your growth and participate in whatever your school prepares for you as
you breeze through from being an adolescent to being a mature young adult.

6. Never forget to include God in your life. You may feel that you have achieved so
many things in your adolescent life all by yourself. However, there may come times of
loss and confusion when you just cannot find answers to some questions you are
asking questions not even your friends or parents can answer. You need to realize that
anchoring yourself to God or a higher being may lead to a fuller and more grounded life
as an adolescent. So pray and offer your concerns to God.

14
Becoming More Lovable and Capable Adolescents

You may have heard the statement "you cannot give what you do not have." This means
that giving something to others entails preparing yourself by acquiring the necessary
skills and training to become fully equipped.

The following are concepts taken from the writings of Barrie Davenport (2015) on how to
become lovable.

1. Be light. This reflects lightness of heart and disposition. A person having this
characteristic attracts more people due to positive energy radiated by the person. Strive
to be a person with lightness of heart as an adolescent.

2. Love yourself. Loving others starts with the self. Loving yourself is being grateful to
God and your parents for giving you life. It is believing in yourself and your potential. It is
letting others love you back.

3. Show kindness to everyone. This refers to showing love to others regardless of

how others deal with you. "A kind person is hard not to love."

4. Laugh at yourself. This refers to "not taking yourself too seriously." There may be
times and moments of mistakes and imperfections. Try to learn to laugh, take things
lightly, pick yourself up, and learn from experience. Letting down your boundaries and
being "vulnerable and real" will make others feel more comfortable being with you and
thus, you gain their respect.

5. Show affection. Affection pertains to the loving connection with others through
words and touch. It includes giving praises, taking time to be with someone, a pat on the
back, a buss, a hug, and a helping hand. Some people may not feel comfortable being
given attention and affection, but your willingness to reach out to them may yield a
positive connection. Always remember that love begets love.

6. Be real. Being real is associated with being true to yourself. In your effort to be
lovable, you may put on a façade that may not be helpful in building up confidence and
esteem. "Don't waste your time pretending. Just be yourself. Be honest with yourself
and others about who you are, so the real you can receive the love you deserve."

15
7. Have integrity. Integrity refers to being honest with strong moral principles and
conviction. It means being reliable and trustworthy. "You might win love without these,
but you won't be lovable for the long term."

8. Be surprising. You are encouraged to explore and "step out of your comfort zone."
Do something that you have not done yet. Be positive and express yourself more. Say
"yes" to life rather than resisting and struggling about why things happen. "Gain a
reputation for being interesting and surprising in your own special way."

9. Love unconditionally. To give unconditional love means not expecting anything in

return. The benefit of loving is to find the joy and peace in your heart which others may
see, so that you would attract the same from others

​
​

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Chapter 5: Coping with Stress in Middle and Late
Adolescence

Stress is a state of mental or emotional strain or tension resulting from adverse or very
demanding circumstances. It is also a physical, chemical, or emotional factor that
causes bodily or mental tension and disease.

A stressor is a chemical or biological agent, environmental condition, external stimulus,

or an event that causes stress to an organism.

1. External stressors include changes in temperature (heat or cold) and stressful

psychological environments such as classroom conditions or abusive relationships in
school (bullying).

2. Internal stressors include physical ailments such as infection or inflammation and

psychological problems such as worrying about something.

Just like adults, adolescents also experience a lot of stress. A research conducted by
Becky Beacom (2015) stated that the primary cause of stress for adolescents is
homework or school, which includes grades, tests, college and finals week (55%);
followed by parents and family expectations, pressure to do well and failing to do so
(15%); social life such as having friends, boyfriends or girlfriends, being in a
relationship, doing extracurricular activities (9%); not having enough time to meet
deadlines, lacking sleep, multitasking (8%); sports (4%); and others (9%).
Furthermore, the COVID-19 pandemic has also brought so much stress on adolescents.
This is driven by the fear of being infected with the virus and anxiety for the future.
Some even experience quarantine fatigue, depression, and other mental health
problems.

Vulnerability means your level of susceptibility or tendency to be affected by stressors,

while stress level means the level of the effect of stressors on your life as an
adolescent.

According to the American Institute of Stress, stress can have significant and
wide-ranging effects on a person's emotions, mood and behavior. Often overlooked are
the effects of stress on the body's systems, organs, and tissues. Thus, this may also
lead to illness and period of inactivity to regain lost vigor and strength. Rest and
relaxation are imperative in order to regain health, wellness, and balance.

17
Strategies for Coping with Stress for a Healthy Life

The American Academy of Child and Adolescent Psychiatry (2015) states the following
sources of stress for adolescents:

●​ school demands and frustrations

●​ negative thoughts and feelings about themselves
●​ changes in their bodies
●​ problems with friends and/or peers in school
●​ unsafe living environment/neighborhood
●​ separation or divorce of parents
●​ chronic illness or severe problems in the family
●​ death of a loved one
●​ moving or changing schools
●​ taking on too many activities or having very high expectations
●​ family financial problems

An internal mechanism identifies and automatically perceives specific situations as

threatening, and the body responds to these situations through increased heart and
breathing rates, increased blood circulation to muscles of both arms and legs, cold
hands and feet, upset stomach, and the sense of dread about a particular situation.
When the situation is perceived as no longer dangerous, the "fight or flight" responses
of the body dissipate and the body returns to a relaxed mode.

It is thus suggested that adolescents do the following techniques to cope with stress:

●​ Exercise and eat healthy food.

●​ Avoid caffeinated drinks, alcohol, drugs, and tobacco.
●​ Learn relaxation exercises.
●​ Learn how to properly assert themselves.
●​ Practice responding properly to stressful situations.
●​ Learn practical coping skills.
●​ Decrease negative self-talk.
●​ Learn to feel good about achievements.
●​ Avoid perfectionism.
●​ Take a break from stressful situations from time to time.
●​ Establish strong ties with family and friends.

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Bo Sanchez, in his article on Stress as Cause of Diseases, states that most of our
diseases send us a message to clean up our life's mess. Perhaps there is a need to
forgive someone or let go of anger. He further advises us to stop working so hard and
give ourselves time to relax with family.

The same author says that heart disease has killed many people in the world. Stress
caused it. There is only one stress buster according to him and that is trust in God: "A
deep trust in God will make you avoid stress and keep you healthy."

19
Chapter 6: The Powers of the Mind

The human brain is a highly essential and powerful part of the human body. It is
considered one of the largest and most complex organs of the body. Voytek (2013)
estimates that there are 86 billion neurons in the human brain. The brain is the
processing center of different signals and information, communicating over a trillion
connections through the synapses. Its basic parts include the following:

1. The brainstem connects the brain to the spinal cord and the rest of the body. It the
controls autonomic processes of the body which includes breathing, digestion, and
heart rate. The brain stem is comprised of the medulla, the pons, and the midbrain.

2. The cerebellum or hindbrain is involved in cognitive functions such as attention,

language, emotional function (fear and pleasure response regulation) and the
processing of procedural memories. It also has a significant role in balance and motor
control.

3. The cerebrum or forebrain is the largest and uppermost portion of the brain which
makes up about 75% of the brain's total volume and 85% of its weight. It is divided into
two separate hemispheres - the left and right hemispheres - by a large groove called the
longitudinal fissure. The two hemispheres of the brain are connected by a large
bundle of nerve fibers called the corpus callosum.

20
The Whole Brain Model

Ned Herrmann is known as the "father of brain dominance technology." Hermann

used Roger Sperry's split brain research and developed his theory of brain dominance.
This theory states that a person develops a preferred dominant modes of thinking.
These exist, for instance, in how we learn, respond to various situations, and express
ourselves.

The whole brain model states that the brain is divided into four metaphoric quadrants.
This also refers to your preferred modes of thinking, learning, and working. It
further acknowledges your capacities by nature which can be nurtured and enhanced.
All of the styles of each of the quadrants are neutral. Moreover, what you may prefer to
use is different from your competent level of performance. This can mean that your
preference will point to what is comfortable for you to use and that competence level
can mean your extent and level of performance in such preference.

The Characteristics of the Four Quadrants

The following briefly describes each of the quadrant and some of the possible preferred
activities in that quadrant:

1. Logical Rational/Analytical Thinking (Quadrant A - Blue). This refers to the

logical, analytical, linear thinking, quantitative, and the "here and now" aspects and
capacities of the brain.

Preferred Activities: collecting data, listening to informational lectures; reading

textbooks; judging ideas based on facts, criteria, and logical reasoning

2. Organized Planned/Sequential Thinking (Quadrant B - Green). This refers to the

organized, sequential, safekeeping, planned, and detailed capacities.

Preferred Activities: following directions, doing repetitive detailed homework problems,

managing time and schedules

3. Interpersonal Feelings/Interpersonal Thinking (Quadrant C - Red). This refers to

the inter- personal, feeling-oriented, intuitive, and communicative capacities.

Preferred Activities: listening to and sharing ideas, looking for personal meaning, giving
sensory input, and joining group studies

21
4. Big Picture Creative/Imaginative Thinking (Quadrant D - Yellow). This refers to
the creative, innovative, holistic, synthesizing, and visionary capacities.

Preferred Activities: looking at the big picture, taking initiative, simulations (what-if
questions), visual aids, brainstorming

Mind Mapping

A mind map refers to a diagram based on a particular word or idea. This presents a
picture or a powerful graphical style which leads the brain to unlock its potential to
explore its possibilities from a word, image, number, logic, rhythm, color, and spatial
consciousness in a unique manner. It gives the brain enough freedom to explore many
possibilities. It can be useful in all aspects of life to enhance learning and thinking.

Origin of Mind Mapping

The use of mind mapping can be traced to Tony Buzan, a popular British psychology
author and television personality in the late 1960s who used diagrams to map out
information. Despite its popularity in the 60s, mind mapping has been used throughout
history in learning, brainstorming, memory, planning, visual thinking, and problem
solving by various professionals such as teachers, engineers, psychologists, and
industry managers, among others.

The Right and Left Brain Theory

According to the theory of right-brain or left-brain dominance, each side of the brain has
its designated function and each person has his/her own preference as to which side is
mostly used. This means that one person prefers one type of thinking over the other. A
person who is "right-brained" is said to be more intuitive, thoughtful, and
subjective. The "left-brained" person, on the other hand, is logical, analytical, and
objective.

There is also a cross function of either side of the brain which means, the right side of
the brain controls muscles at the left side of the body. In like manner, the left side of the
brain controls the right side of the body. Thus, whatever damages there is on either side
of the brain have corresponding effects to the muscles controlled by either side.

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How to Use Both Sides of the Brain If You Are Right-Brained

You should do the following in order to use both sides of your brain if you are
right-brained:

1. Engage yourself deeper into getting facts and details.

2. Engage in planning activities or exercises. You may join youth organizations that
provide you the opportunity to do this.
3. Play complex games that interest you like chess or any board games.
4. Work with numbers and explore or study any mathematical topics.

How to Use Both Sides of the Brain If You Are Left-Brained

You should do the following in order to use both sides of your brain if you are
left-brained:

1. Balance mind and heart when you communicate or engage in activities.

2. Use images and visualization exercises.
3. Listen to music. Find any interest or hobby that awakens and challenges your
creativity.
4. Try to break your daily routine, schedule, and plans and engage in unplanned trips or
activities.

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Chapter 7: Mental Health and Well-Being in
Middle and Late Adolescence
Mental health is defined as the level of psychological health or well-being. It also
indicates a state of normalcy or an absence of mental illness.

Common Mental Disorders among Middle and Late Adolescents

Kutner (2017) states that one out of five young persons suffers from mental
illness. Mental illnesses disrupt the normal functions of the brain. They arise from
varied causes resulting from the complex interactions between genes and the
environment. Having a mental illness is not a choice nor can it be judged from a moral
standpoint.

Furthermore, there can be moments when you, as an adolescent, face various

challenging situations which can take a toll on your mental well-being. The following are
considered possible warning signs of mental disorders. You may also perhaps notice
these signs in some of your peers.

●​ Frequent expression of anger and worry

●​ Difficulty in sleeping and eating
●​ Inability to enjoy pleasurable activities
●​ Isolation and avoiding social interactions
●​ Extended feeling of grief after a loss or death of a loved one
●​ Obsession with exercising, dieting, or binge eating
●​ Tendency to hurt other people or destroy property
●​ Low or no energy
●​ Engaging in smoking, drinking, and prohibited drugs
●​ Difficulty in controlling emotions
●​ Thoughts of suicide
●​ Self-harm
●​ Idea that one's mind is controlled by someone else or is out of control
●​ Hearing voices

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The following are common mental disorders among adolescents:

1. ADHD or Attention Deficit-Hyperactivity Disorder is a persistent inattention and/or

hyperactivity-impulsivity that disrupts normal functioning or development and whose
symptoms present themselves in two or more settings such as home, school, or work.
ADHD has direct negative impact on social, academic, or occupational functioning.
mood swings

2. Bipolar Disorder is considered a serious mental illness. People having this disorder
go through unusual mood changes and extremes of emotions such as the happy, highly
energetic phase called a manic episode. They would then go through depression or a
depressive episode where they will feel very sad, have low energy, and generally be
less active. Bipolar disorder is not about the regular ups and downs that anyone goes
through. The mood swings are so intense that even sleep patterns and the ability to
think clearly may be affected. This condition may also affect relationships and everyday
life such as going to school or keeping a job. Without proper diagnosis or medication,
those suffering from bipolar disorder may also end up hurting themselves when their
manic- depressive episodes become too much to bear.

3. Generalized Anxiety Disorder refers to excessive anxiety and worrying with

difficulty to control oneself. This is associated with other symptoms such as
restlessness, being easily tired, difficulty in concentrating or mind going blank, irritability,
muscular tension, and difficulty falling asleep or staying asleep along with unsatisfying
sleep. Moreover, it has corresponding negative effects on relating with others.

4. Social Anxiety Disorder refers to a persistent fear of socializing with unfamiliar

situations or people and the fear to act in ways that may be embarrassing and
humiliating. Doing so may lead to anxiety when exposed and can predispose
adolescents to panic attacks. The person may recognize that the fear is excessive and
beyond reason. The situation feared may be avoided but when in the situation, anxiety
is deeply felt and endured causing distress. The fear or anxiety may last for six months
or more.

5. Panic Disorder points to a sudden surge of fear or intense discomfort reaching its
peak within minutes. Signs of panic attack include fast heartbeats, chest pain, sweating,
trembling, shortness of breath, choking sensation, nausea, dizziness or
lightheadedness, numbness, chills or heat, feeling of being detached from one's self,
fear of losing control, and fear of dying.

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6. Schizophrenia can be one of the disorders experienced by some adolescents that is
related to "gross deficits in reality testing." This can mean a gross incapacity to properly
detect what is real and not real, such that an adolescent may manifest delusion,
hallucination, disorganized speech, disorganized or catatonic behavior (adopting a pose
that is maintained for hours), and negative symptoms such as flat emotion, a motivation,
anergia, and failure to maintain physical hygiene (American Psychiatric Association,
2013). It can be a serious problem for adolescents which may need the therapeutic
intervention of a psychiatrist.

7. Depression refers to a feeling of sadness that lingers for weeks or longer,

accompanied by a feeling of worthlessness and hopelessness. Depression is a serious
problem. The person may feel that the things he/she once loved doing may no longer be
what he/she likes to do now. The person may have difficulty in making decisions, and
become restless and unable to focus due to negative thoughts that keep invading
his/her mind. Some adolescents exhibit unusual behaviors such as becoming more or
less talkative or eating more or less often. A lot of things that they do may seem to be
completely meaningless to them. They may ask questions like "What's the point of
going to school? Why should I get out of bed?" among others. Depression may also
lead to self-harm.

8. Eating Disorder is commonly viewed as a lifestyle-related disorder. However, it is

considered more serious since it may cause a severe disturbance to an adolescent's
eating behavior that may lead to a fatal illness. Eating disorders include anorexia
nervosa, bulimia nervosa, and binge Feeling being too fat eating. Those suffering from
anorexia nervosa see themselves as overweight even when they are underweight.
They are also obsessed with checking their weight, and severely restrict the type and
amount of food they eat. Moreover, this case has the highest death rate among mental
disorders. Deaths may be due to complications caused by malnutrition and starvation.

Those suffering from bulimia nervosa have intense and frequent episodes of eating
unusually large amounts of food with the feeling of lack of control over these
episodes. This is followed by forced vomiting and any other means to expel the food
taken in. Unlike anorexia nervosa, a person having bulimia nervosa is able to maintain a
relatively normal weight. Those suffering from binge-eating disorder, meanwhile,
have lost control over their eating habits. After episodes of overeating, there is no
initiative to release, exercise, or fast, making them overweight or obese.

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9. Personality Disorder is another type of mental disorder. An adolescent who has a
personality disorder may display behavior that markedly deviates from the expectations
of the culture of the individual who exhibits it. These behavior patterns tend to run
across all situations and are being perceived as right and proper by the adolescent
despite its negative effect on their day-to-day life and interaction with others.

10. Conduct Disorder refers to disruptive behaviors such as aggression to people and
animals, destruction of property, deceitfulness or theft, and serious violation of rules.
These identified behaviors cause serious problems in socialization, academics, and
work. Adolescents with conduct disorder display a repetitive behavior that fails to
respect the rights of others including major norms of society.

11. Substance-related Disorders are conditions that have something to do with

problematic or pathological use of substances such as alcohol or illegal drugs. Many
adolescents exposed to substance abuse experience harmful effects that affect their
quality of life.

12. Internet Addiction refers to the excessive use of the Internet which impairs daily
life. With the increased innovation and use of technology, adolescents are highly
exposed to the Internet which opens the gates to varied online activities such as
gaming, emailing/texting, and engaging in social networking sites. This has led to the
common Internet addiction described as "compulsive- impulsive disorder" involving the
above activities plus the possibility of sexual preoccupations.

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Tracers and Threats to Psychological Well-being

Family is known in sociology as the basic unit of our society. It is currently being
challenged in relation to rearing adolescents. How you are being raised in your
respective families helps shape the person that you are.

Peers are people in the same age group. Middle and late adolescents are individuals
who, despite belonging in the same age group, have distinct personalities shaped by
the unique culture and styles of their own families. The presence of peers can contribute
to your well-being. Their skills, talents, and interests could help motivate you to strive
and improve yourself. Some even join competitive activities to check how far their
capacities and strengths as individuals could go.

Community and neighborhood could also affect your well-being. You may have
friends in the neighborhood who know how to paint and dance and love to play sports
and read. They could influence your choices and interests. There may also be people in
the community who could influence you to be bullies, Internet gamers, or truants. In
short, you could imbibe the behaviors, attitudes, and mindsets of people around you.

School-Related Factors can improve or threaten your health and well-being. Positive
factors such as joining academic and extracurricular activities such as sports and the
arts and having classmates or friends in school with positive and high self-esteem would
help in your growth and development as an adolescent. However, threats to one's
well-being include being bullied in school by your classmates, schoolmates, or even
teachers; and being influenced to cut classes and play online games, roam the mall, or
take dangerous drugs instead.

Vulnerability

The article "The Stress-Vulnerability Model of Co-occurring Disorders" (2016)

mentions two main factors that may lead to mental health problems. One of the factors
is vulnerability which is susceptibility to mental health disorders. This can be determined
through genetics and early experiences in life. When we are vulnerable to something,
we are more likely to be affected by it.

1. Biological vulnerability to certain mental disorders may be caused by genetics,

prenatal nutrition and stress, or birth complications. Individuals whose families have a
history of mental health conditions like ADHD, bipolar disorder, major depression, and
schizophrenia are more vulnerable to these conditions.

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2. Early experiences in life that may trigger mental disorders include intense emotional
experiences such as separation from a parent or death of significant others such as
father, mother, sibling, friend, and the like. These emotional experiences may cause
severe stress, making the individual more vulnerable to mental health problems.

Prevention of Mental Health Problems

You may have gone through challenges in family and socioeconomic situations, peer
influences, neighborhood or community, and school. However, it is never too late to
reshape and help yourself, so you can have a more positive outlook in life. Below are
some suggestions.

1. Look inside. Being self-aware is the key to good mental health (Wickremasinghe,
2017). Start with the self rather than immediately changing your situation or other
people's behavior. You can check how you see yourself, and the extent of the effect of
certain experiences on you. You can match them with the reality and determine your
strengths and areas to improve on. You may also try to find things you are passionate
about and move toward doing them. Your passion enlarges your person especially when
you put it into action. At times, you may feel hesitant and experience fear. It is normal
and you can decide to push through for as long as you find meaning in what you are
doing and what you are trying to achieve.

2. Decide to live one day at a time. A lot of people live anxiously each day trying to
control things and securing life as if they would be robbed or die anytime. They are
obsessed with preparing for what might be and anticipating failures. They want to
control life. The reality is we can only manage what is at hand and we can let go of the
rest. There is so much joy celebrating life with your loved ones, your classmate's or
friend's company, your teacher's discussions, and many more surprises that this
moment will bring. Just decide to live one day at a time (Keating, 2017).

3. Choose to live a healthy lifestyle. There could be varied temptations for

adolescents like you but you should choose to live a healthy lifestyle which includes
eating the right kinds of food (such as vegetables and fruits), and drinking enough
water, getting six to eight hours of sleep at night, exercising, and avoiding vices like
alcohol, cigarettes, and illegal drugs.

4. Learn to manage stressors. The excitement and adventures of being an adolescent

is intense because you have so much energy. Remember to use the skills in managing
stressors as mentioned in previous chapters.

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5. Connect to a higher being. Many individuals associate peace of mind and heart
with prayer and meditation. Thus, acknowledging God or a higher being is highly
recommended for our search for psychological health and wellness. A research
conducted on the topic Religion and Mental Health (Behere et al., 2013) states that
"religiousness remains an important aspect of human life and it usually has positive
association with good mental health." As an adolescent, your connection with a spiritual
being or God or even with your religion may give you that complete wellness of mind
and heart and may help you live a fuller, meaningful life ahead. Counseling cases reveal
such facts of connection. Filipino clients particularly share such connections even during
counseling. That is why even in self processes, psycho-spiritual integration is already
being used under a well-trained facilitator.

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Chapter 8: Emotional Intelligence
The study of emotional intelligence by Daniel Goleman (1995) resulted in varied
investigations and research which confirmed that success in managing emotions will
result in success in relating with others and even success at work. The Oxford English
Dictionary defines emotion as "any agitation or disturbance of the mind, feeling,
passion; any vehement or excited mental state."

Goleman refers to emotion as a feeling and the corresponding thoughts, psychological

and biological states with the tendency to act on it. The root of the word emotion is
motere, a Latin verb which means "to move" plus the prefix e signifying "move away"
pointing that a tendency to act is implied with emotion (Goleman, 1995).

Emotional intelligence or emotional quotient (EQ) refers to "the emotional

awareness and emotional management skills which provide the ability to balance
emotion and reason so as to maximize our long-term happiness" (Hein, 1996).

Sanchez (2002) states that emotion and feelings should not be confused. Feeling,
according to her, refers to the experience of "pleasantness or unpleasantness"
during an emotional experience. You may feel pleasant upon meeting your crush in the
hallway, then feel the discomfort and heat in your body. You blush and sometimes
experience difficulty in moving your feet or looking at the person in the eyes, that is why
you opt to hide as tension and anxiety surge within you. Thus, feeling is only an aspect
of the experience but the emotion is a package of all the things that you go through
called the emotion-experience.

Intensity of Emotion

The theory on emotional intensity (Brehm, 1999) states that our emotion faculty lies
in the central nervous system. Its reaction is sudden, fast, and swift and can change
from one state of emotion to the next. Only one emotion is felt at a time. If it is
experienced, it goes straight up in an increasing manner or straight down according to
its nature and intensity. A significant characteristic of the intensity of emotion is that it
carries both strength and depth. It sends a message to the one undergoing such
emotion-experience.

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Emotion Differentiation

Pykäri's (2011) thesis mentions four stages of emotion differentiation such as

recognition, assessment, meta-cognition, and regulation. The following are presented to
simplify such concepts for adolescents like you, so that you will be assisted in the process of
differentiation:

1. Recognition. Focus on the current emotion. Just be aware or be conscious of such emotion.

2. Assessment. Connect the detected emotion to the current task. Also check out the
distracting factors such as emotions rooted in one's imagination. Initially identify what triggers
such emotions.

3. Meta-evaluation. This will involve assessing one's evaluation skills. That is, you try to look
into your initial assessment of the emotion that you have previously identified. For example,
when you feel bad about failing in a particular exam, identifying that you "feel bad" is the initial
assessment. You have to go through critical investigation and analysis, that is, evaluating why
you feel bad to check your initial assessment. Thus, you do not just give too much weight on the
first level of evaluation, but instead go deeper into the analysis of the cause (e.g., your
participation in and contribution to the situation, extent of difficulty of the course, etc.). What you
may consider in the evaluation process is the possibility of bias on your part, as well as some
factors such as lack of information, lack of confidence, mood swings, and many more.

4. Regulation. The challenge in this part is what you are going to do with the emotion when it is
recognized. The moment you feel its intensity, you assess and meta-evaluate the emotion.
Then, you may either find it significant or simply ignore it.

Managing Emotion through Emotional Intelligence

The intense emotional experiences during your stage can be managed well through the
use of emotional intelligence. You have to learn the basic skills first so that you will
understand emotion and its intensity and learn how to express it properly. Goleman
(1995) introduced the five domains of emotional intelligence, emphasizing that these
skills can be learned. Moreover, the domains come in order, which means that the first
skill must be learned first before learning the second skill, and so on.

The following are the five domains of emotional intelligence based on Goleman's
concept with their corresponding descriptions:

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1. Self-awareness. This refers to the first and basic skill that the moment an emotion is
felt, you are able to identify it properly. Being able to identify the emotion makes you
own it and not necessarily blame others for having felt or experienced it. The list below
reflects some of the emotions that you may experience (Goleman, 1995).

a. Anger - fury, outrage, resentment, wrath, exasperation, indignation, vexation,

acrimony, animosity, annoyance, irritability, hostility, and perhaps at the extreme,
pathological hatred and violence

b. Sadness - grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness,

dejection, despair, and, when pathological, severe depression

c. Fear - anxiety, apprehension, nervousness, concern, consternation, misgiving,

wariness, qualm, edginess, dread, fright, terror; as a psychopathology, phobia and panic

d. Enjoyment - happiness, relief, joy, contentment, bliss, delight, amusement, pride,

sensual pleasure, thrill, rapture, gratification, satisfaction, euphoria, whimsy, ecstacy,
and at the far edge, mania

e. Love - acceptance, friendliness, trust, kindness, affinity, devotion, adoration,

infatuation, agape

f. Surprise - shock, astonishment, amazement, wonder

g. Disgust - contempt, disdain, scorn, abhorrence, aversion, distaste, revulsion

h. Shame - guilt, embarrassment, chagrin, remorse, humiliation, regret, mortification,

contrition

2. Managing emotion. This refers to regulating emotion and making it fit a particular
circumstance. This would challenge you to respond appropriately, so that you do not
blurt out your anger anytime you want. Managing emotion is an art. Each of us has
our unique way of diverting emotion for a while. Anger is known to be the most tempting
or seductive among other emotions. There are varied ways of diverting this emotion,
such as engaging in sports, staying at the beach or retreat house, staying inside the
bedroom to relax, reading books, finishing a chore, watching movies, and many more.

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3. Motivating the self. An emotionally intelligent person is able to "propel
himself/herself to move on with life despite his/her circumstance." So you, as an
adolescent, can choose not to become a victim of the situation. You can always find
ways to specify your goals and objectives, switch goals when necessary, and break
down tasks so that they can be managed well. Everything boils down to continuing living
despite the challenges of life.

4. Empathy. This refers to your ability to sense the feelings or emotions of others
without them saying anything to you. You may have heard of the line "being able to put
yourself in the shoes of the other person," which means having the ability to understand
how others feel. When you are able to define your own emotion, manage them, and
motivate yourself, you would be able to feel what others feel even in silence. Their facial
and eye expressions and body language will tell you more than their words.

5. Social Skills. This refers to the ability to manage emotion in others. As you are able
to manage your own emotions, you will gain the capacity to listen to a peer who may be
going through a highly emotional experience such as intense anger. Listening to another
person can make him/ her more calm, thus, reshaping the encounter. If you know how
to listen (not just hear), you will gain more friends since they find comfort in the thought
that you are there, making yourself available with a very calm and accepting disposition.
Acceptance can be felt from someone who listens, which may lead others to put down
their defenses and become relaxed and comfortable in your company.

Now that you have gained understanding of emotion, emotional expression, and the
skills of emotional intelligence, you may have recalled similar experiences that have
become your reference to understand the varied shades and intensities of emotions.
You have also learned to differentiate positive from negative emotions which may help
later in communicating them.

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Steve Hein (1996) shared the following insights about emotional intelligence. These
may help you understand it better.

1. Experiencing great depth of emotion enables you to relate to those who may be going
through similar emotions or experiences.

2. You will waste a lot of time if you fight your emotion. You do not fight reality. It is like
telling water not to be wet or stone not to be hard. It is okay to feel whatever you feel is
real at that moment when you experience it.

3. Your emotion is very much a part of you. To be happy, you can only be who you are.

4. If you know yourself well, you will find it easier to make decisions. If you don't, you will
either make choices you will regret or you will be stuck in indecision.

5. It is difficult to be empathic (or to be in someone's shoes) if you label or judge others.

When you do this, you will destroy your capacity to relate with others empathically.

6. We have a quick-to-criticize society, that is why we do not often hear honest

expressions of feelings.

7. We were taught the names of countries and capitals, plants and trees, rivers and
rocks, presidents and philosophers, chemicals and triangles, but we were never taught
the names of our feelings. In other words, we were taught how to think and memorize,
not to feel.

Feedback Giving and Receiving

Feedback carries information. It can be in the form of verbal or nonverbal or written

expressions. Verbal feedback uses words, while nonverbal feedback uses facial
expressions and body language, which send a much stronger message than words.
Written feedback, however, can be expressed through documents such as letters or
reports cards in school reflecting your academic performance level or assessment.

For the purpose of communicating emotion, Group Process and the Inductive Method:
Theory and Practice in the Philippines by Ortigas (1999) gives some tips on giving and
receiving feedback.

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A. Giving Feedback

1. Start and end with positive feedback.

2. Clarify your motivations before giving feedback.
3. Use "I" statements.
4. Describe the situation, behavior, and effects (state how you feel about the situation,
others, or tasks at hand, etc.).
5. Give examples where possible.
6. Be descriptive not evaluative.
7. Consider the amount of information.
8. Suggest alternatives when feedback is negative.
9. Give feedback on things that can be changed.
10. Pray before and after giving feedback.

B. Receiving Feedback

1. Listen to feedback.
2. Assume the feedback is constructive.
3. Pause and think before responding (check how you feel about the emotional
expression).
4. Ask to repeat if you have not heard clearly.
5. Ask for clarifications or examples.
6. Accept positive and negative feedback for consideration rather than dismissing them
to protect yourself.
7. Ask for suggestions on how you can modify your behavior.
8. Respect and thank the person giving the feedback.

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Insights on Exploring Positive and Negative Emotions and How One
Expresses or Hides them

Daniel Goleman's (1995) concept of emotional intelligence guides you first and
foremost in identifying positive and negative emotions by naming emotions when they
happen and in owning them without blaming others about how you feel. The skills in
expressing them have to be learned.

Goleman also stated that 80 to 90 percent of our emotions are not expressed and
if expressed, they are not properly stated. We only resort to nonverbal communication,
making others know how we feel through the way we look at them, including the sound
of our voice and some body language. In fact, a lot of times, the words expressing how
we feel such as happy, sad, and many others, do not really match the tone of our voice.
Thus, we resort to clues to understand how others feel.

Furthermore, in her book, Ortigas (1999) mentioned how Filipinos can be highly
sensitive when giving and receiving feedback. This highly sensitive nature makes them
evade the opportunity of hearing a "game-free" feedback which, when taken seriously
will make us grow as persons. She also stated that the "scalpel can be very sharp and
may hit straight to the bones, but what does not kill us will make us stronger."

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