LESSON 1: UNDERSTANDING THE SELF
AND PERCEPTION OF OTHERS
• ADOLESCENCE - refers to the
period of human growth that occurs
between childhood and adulthood.
• PERSONALITY- refers to individual
differences in characteristic patterns
of thinking, feeling and behaving.
• PHYSICAL DIMENSION – the
concrete dimension, the tangible
aspect of the person that can be
directly observed and examined
• PSYCHOLOGICAL DIMENSION –
contains the concepts of cognition,
behavior, attitude, emotion and
personality
 SPIRITUAL DIMENSION – it holds
a relevance to a perceived existence of
God, of a greater good or a Superior
Being relating to the humble
individual
 ATTITUDE- a settled way of thinking
and feeling about someone or
something, typically reflecting in a
person’s behavior.
 SELF – CONCEPT - is our cognition
to ourselves, what we think and know
about our identity, personality and
individuality.
 SELF – ESTEEM- It focuses on our
attitude towards ourselves.
How can someone get to know himself/herself
better?
• Get to know your personality
• Get to know your core values
• Get to know your body
• Know your dreams and aspirations
• Get to know your likes and dislikes
• EMBRACING THE PAST
UNDERSTANDING SELF-PERCEPTION
DIMENSIONS OF THE SELF
• PHYSICAL DIMENSION
Covers the growth of the body and the
brain, motor and sensory skills, even
physical health.
• PSYCHOLOGICAL DIMENSION
Contains the concepts of stress,
cognition, behavior, attitude, emotion
and personality.
• Affect – emotions directed to
self, the environment and to
others.
• Cognition – the way we think
about a specific person or
thing.
• Behavior – the action form or
manifestation of attitude.
• Attitude – a settled way of
thinking and feeling about
someone or something,
typically reflecting in a
person’s behavior. Refers to a
set of emotions, beliefs and
behaviors toward a particular
object, person, thing or event.
• SPIRITUAL DIMENSION
Allows us to view ourselves in a
spiritual level.
• It holds a relevance to a perceived
existence of god, of a greater good or
a superior being relating to the
humble individual
Self-concept vs self-esteem
SELF- CONCEPT
what we think about ourselves. Answers the
question “Who am I”
SELF-ESTEEM
Our attitude toward ourselves. Evaluating
one’s own self in comparison to others.
How to get to know yourself better?
• Knowing one’s personality
 • Knowing your core values
• Knowing one’s body and physical
attributes
• Knowing your dreams and aspirations
• Identifying likes and dislikes
• Embracing the past
• Self-perception and others’
DEFINITION OF TERMS
• Puberty – refers to the physical
transformation that a child
experiences as sexual maturity is
reached.
• Cognitive Development – refers to
the progression of one’s ability to
think and reason out.
• Psychosocial Development – relating
to the combination of psychological
and social behavior.
• Moral Development – refers to the
ways a person distinguishes right from
wrong as they grow and mature.
PHYSIOLOGICAL DEVELOPMENT
Puberty – comes from the Latin word
“pubertas” which means adult.
Three Distinct Stages:
• Prepubescent - hallmarks of this period.
appearance of primary sexual
characteristics and ends with the
development of pubic hair.
• Pubescent
individual’s growth becomes faster.
• Postpubescent – sudden growth of
adolescents stops.
Physical changes in males
• Enlargement of the testes and the
scrotum
• Growth of facial hair, etc.
• Increase in the size of the penis
• Sudden physical growth
• Growth of the larynx and deepening of
the voice
• Full strength of the is felt
• Sperm production becomes sufficient
to allow fertility to happen
Physical changes in females
• Sudden growth
• Development of the breasts and hips,
growth of hair in the body
• Development of reproductive parts
• Occurrence of “menarche”
Cognitive development
Refers to the progression of one’s ability to
think and reason out.
Stages of cognitive development (Jean
Piaget)
• SENSORIMOTOR
• From birth to two years of age. During
this stage, infants discover
relationships between their bodies and
the environment
• Infants experience the world and gain
knowledge through their senses and
motor movements.
• PREOPERATIONAL
• From two to seven years of age.
During this stage, objects are
represented symbolically in the mind.
• Language development is one of the
• CONCRETE OPERATIONAL
• From two to seven years of age.
During this stage, objects are
represented symbolically in the mind.
• Language development is one of the
hallmarks of this period.
• FORMAL OPERATIONAL
• Above eleven years of age. During this
stage, the child grows with the ability
to think hypothetically and abstractly.
• Kids can think about abstract and
theoretical concepts and use logic to
come up with creative solutions to
problems.
 • Skills such as logical thought,
deductive reasoning, and systematic
planning also emerge during this
stage.
Changes in cognitive development
• prefer to work with images and
pictures rather than with words.
• More likely to excel in math and
number problems.
• Outdo girls in the field of geometry
and puzzles.

Late Adolescence Females

- Adolescent makes use of complex • Are adept in the use of language or

thinking processes that are less self- verbal ability
centered. • Language development is evidently
- Understands consequences of much earlier
behavioral choices • manifest superior skills in areas
- Thinks about global concepts such as requiring computation. These skills
democracy, equality, nationalism and however diminish by the time girls
justice reach the seventh grade or age of 12.
- Expresses idealistic views on specific
topics Factors contributing to these sex
- May engage in debate and may seem differences
to be intolerant of opposing views
- Focuses on a possible career • Biological – sex hormones
- Thinks about future role in adult • Cultural – gender attitudes and values
society may affect motivation to perform well.
• Evolutionary – changes in terms of
physical aspects and cognitive abilities
• Environmental – features of
Middle Adolescence community or society

- questions more extensively Developmental changes in middle and late

- -analyzes considerably adolescence
- - formulates own norms or ethical
standards Middle adolescence
- - explore options for own identity
- - formulates plans for oneself • Most changes linked with puberty
- - does long-term planning happen during this stage
- - becomes sensitive to criticism • Teenagers feel conscious about their
- - continues to be influenced by peers body and image
• Start to gain curiosity and
Sex differences in cognitive abilities apprehensions about their sexual
(spencer a. rathus , 2013) desirability.
• Period when teens go through some
Males: struggles with their parents because of
varying opinions, preferences and
• Are more likely to experience priorities.
problems in reading • Have a strong sense of invulnerability.
• Excels in mentally manipulating the • Middle adolescence
objects that they see (visual-spatial • A stronger tie with friends is a deep
ability). priority.
• Start to think about their future career.
Late adolescence
• Biological development is
substantially complete
• They are less disturbed about their
body.
• Develop a more pronounced sexual
identity. Become very concerned about
commitments and serious
relationships.
• Adolescents resume listening to the
advice of their parents.
• Recognize their sense of mortality and
start to care for their future.
• Peer influence no longer plays a
crucial role. Pursue a more serious
relationship.
• Start giving serious attention to
pursuing a career.
Developmental tasks and challenges of
adolescents (Kathaleen perkins)
1. Establishing harmonious and
favorable relations with people of
similar age group.
2. Acquiring either a masculine or
feminine role in society.
3. Learning to accept and appreciate
one’s body and physical attributes.
4. Obtaining freedom from the protective
arms of parents and other people.
5. Getting ready for a particular
vocation, marital relationship and
family life.
6. 6. Preparing for a professional career.
7. 7. Adopting a set of moral principles
to guide one’s actions and behaviors
in developing a sense of ideology.
8. 8. Yearning for and embracing
socially responsible behaviors.
Tasks at hand for normal adolescence
(Robert Havighurst).
1. Adolescents should learn to cope with
the physical changes that occur
2. Adolescents must learn to adapt to
new avenues for intellectual pursuits.
3. Must cope with the challenging
cognitive tasks in school
4. Teenagers need to embrace expanded
verbal abilities
5. Adolescents must establish a distinct
and unique sense of identity.
6. Adolescents need to formulate their
own career goals.
7. Adolescents must learn how to cut
their psychological and emotional
dependence on their parents.
8. Young people must establish lasting
and valuable peer relationships
9. Young people must learn to become
responsible for their sexual behaviors
10. Adolescents must adhere to a personal
value system
11. Adolescents must learn to manage
their impulses and observe behavioral
maturity.
Coping with Stress in middle and late
adolescence
STRESS DEFINED
Refers to the total response of an individual to
what may be perceived as harmful or
dangerous stimulus in his/her external
environment.
Types of Stress
Eustress
-Positive stress
-This gives one feeling of fulfillment.
Distress
- Negative stress brought about by unfavorable
events such as losing a loved one or being
terminated from a job.
Hypostress
-Understress or lack of stress.
Hyperstress
-Overstress
-This happens when one is pushed beyond
what he/she can handle.
Stressors are stimuli or threats that cause
stress.
Common stressors in adolescence stage
• Physiological changes
• Undesirable perceptions about
themselves, low self-esteem or search
for identity.
• Difficulty in meeting the expectations
of other people.
• Financial problem in the family.
• Unsafe living environment.
• Peer pressure.
• Anxiety experienced in trying on new
types of fashion.
• Strained relationships with parents or
siblings.
• Separation of parents.
• Severe problems, illness or tragedy in
the family.
• Problems with peers.
• School demands and pressures
• Moving out or changing schools
• Learning difficulty.
• Heavy schedules, inability to find time
for relaxation.
• Career decisions.
• Breakup.
• Sexual harassment.
• Pressure to try drugs, alcohol or
engage in sexual activity
STRESS WARNING SIGNS
• Difficulty in recollection
• Trouble in concentration
• Poor sense of judgment
• Negativism
• Feelings of anxiety
• Persistent worrying
• Problems in controlling one’s
temperament
• Irritability
• Tension and restlessness
• Overwhelming feeling
• Feeling of lonesomeness and solitude
• Downheartedness and despair
• Pain and discomfort
• Diarrhea or constipation
• Nausea, dizziness
• Chest pain, fast heart rate
• Frequent colds
• Excessive eating or skipping meals
• Excessive sleeping or lack of sleep
• Isolation
• Delaying or deserting responsibilities
• Using alcohol, cigarettes or drugs
• Nerviousness symptoms
FIGHT, FLIGHT OR FREEZE
RESPONSE
Fight-stress response
- Individuals opt to confront and face the
situation.
- They fight back, struggle with, contest
or compete with the source of stress.
Flight-stress response
- - Persons choose to run away or escape
from the situation.
Freeze-stress response
- - individuals hold back, leaving all
physiological reactions on hold thereby
creating tension or tremble.
Factors influencing the degree of stress
tolerance
• Support system
• Sense of control
• Attitude and outlook
• Ability to deal with emotions
• Knowledge and preparation
Effects of stress on the body
• Migraines
 • Dizziness body, body temperature, thirst, hunger, sleep,
• Acne circadian rhythm, moods and sex drive.
• Upset stomach - hormones, appetite and emotional responses.
• Elevated blood pressure
• Irritability THALAMUS
• Chest pain
• Strain on the heart Part of the brain that controls the voluntary
• Impairment of brain memory cells bodily movements. It functions to relay the
• Ulcer motor and sensory signals to the cerebral
• Loss of hair cortex.
• Depression
• Appearance of aging FOUR LOBES OF THE BRAIN
• Weakened immune system
• FRONTAL LOBE
Ways to manage stress responsible for collecting information
signals coming from the other sections
Depression of the brain. decision-making, planning
and thinking.
• Cultivate supportive affiliations
• Feel energized • PARIETAL LOBE
• Avoid negativism Responsible for processing sensory
• Engage in activities that create a good information for cognitive purposes.
feeling Processes sensory information such as
• Eat a healthy diet taste, warmth, cold, pressure, and pain.

Substance abuse • TEMPORAL LOBE

• Cognitive behavior therapy (CBT)
• Family behavior therapy (FBT)
• Interventions that promote positive
energy to help one recover from stress
• Long-term follow up of any treatment
for stress
OBESITY
• Eat more vegetables and fruits
• Avoid fatty foods
• Do away with junk and fast food
• Eat small chunks of food and chew
them well
• Exercise
• Avoid eating between meals
positioned at the lower part of the
brain which is responsible for speech
and perceptions. Interpretation of
sounds and language. memory,
language comprehension.
• OCCIPITAL LOBE
It processes sensory information from
the eyes. interpretation of visual
stimuli and information.
The BRAIN STEM
• Midbrain
Can be found at the topmost part of the
brain stem. Visual and auditory
functions.

Enhancing the powers of the mind • Medulla oblongata

HYPOTHALAMUS
Part of the brain that is accountable for
homeostasis or the internal balance of the
Vital autonomic functions such as
heart rate, breathing and blood
pressure.
 • The Pons situational use of all four design
controls sleep cycles. stimulating patterns of thinking.
breathing
Brain dominance theory
The hindbrain
• A quadrant (analytical thinking)
• Cerebellum
Regulates voluntary movements such Important terms: logical, accurate, methodical,
as posture, balance, coordination of measurable.
movements. Gathering data, examining course books,
assessing concepts based on evidence,
standards and rational thinking.

The split-brain theory

• Dr. Roger sperry • B QUADRANT (PRACTICAL

• He studies corpus callosum – a large THINKING)
bundle of neurons that connects the
two brain hemispheres. Important terms: conventional, arranged,
systematized, defined and coordinated.
Conclusion: Obeying instructions, time management and
programs
- He found that if hemispheres were not
connected, they functioned • C quadrant (Relational thinking)
independently.
- Treatment for epilepsy Important terms: kinesthetic, passionate,
religious, sensual and emotional
Brain hemispheres Paying attention to and expressing thoughts,
examining subjective value, and sensory input.
• Right hemisphere
• D QUADRANT (EXPERIMENTAL
- In charge of the creative activities of the THINKING)
brain. - Focuses on anything visual.
- Face differentiation and optical Important terms: graphic, whole, creative and
images. abstract
Viewing the entire image, being resourceful
• LEFT HEMISPHERE
Learning activity of left-brain and right
- logical and analytical activities of the brain. brain students
- language, speaking, interpreting, reading and
writing. Left-brain dominant students:

Whole brain theory • Chronological processing (math and

• William edward “ned” hermann
• Father of brain dominance technology
• Emphasize the flexibility in utilizing
cognitive types that one may nurture in
individuals or in groups permitting the
language)
• Planning and following directions
• Learning easily in lecture-style and
teaching approach
• Expressing themselves in words
• Taking notes and making lists
• Planning and scheduling
 • Writing and spelling
right-brain dominant students:
• Holistic information processing
• Understanding the big picture, not the
details
• Visual, not language oriented
• Trouble in finding the right words
• Good with symbolic language and
mathematics
• Preference for hands-on activities
• Necessity for graphs or pictures
Mind mapping
• Is a graphical technique of recording
that employs the right brain or the
artistic side of the brain to improve the
ability to process information and
answer questions.
EMOTIONAL INTELLIGENCE
EMOTIONAL-INTELLIGENCE
DEFINED
• It refers to one’s capacity to recognize,
manage and evaluate emotions (Daniel
Goleman)
• The subset of social intelligence that
involves the ability to monitor one’s
own and others’ feelings and emotions
(Peter Salovey and John Mayer, 1990).
MANIFESTATIONS OF EMOTIONALLY
INTELLIGENT PEOPLE:
• SELF-AWARENESS
• SELF-MANAGEMENT
• SOCIAL AWARENESS
• SOCIAL SKILLS
EMOTIONS AND THEIR BLENDS
• ANGER – Irritation, rage, wrath
• LOVE – Affection, passion, fondness,
devotion, adoration
• Shame – embarrassment, dishonor,
indignity, disgrace
• Fear – horror, panic, alarm, distress,
fright
• Enjoyment – delight, amusement,
satisfaction
• Sadness – unhappiness
• surprise – disbelief
COMPONENTS OF INTENSE FEELINGS
• SUBJECTIVE COMPONENT –
people personally and internally relate
with emotion
• PHYSIOLOGICAL COMPONENT
– Bodily response to emotion
• EXPRESSIVE COMPONENT – The
way by which individuals respond to
emotions
PURPOSES OF EMOTIONS
• Drive people into action
• Help people stay alive and be safe
• Provide creative expressions for people
to convey their feelings
• Understand people
• Aid people in decision making
PROMOTING MENTAL HEALTH AND
WELL-BEING
MENTAL HEALTH
– Is a condition of the mind in which
wellness is felt by the individual.
– It is the condition wherein one’s own
capabilities are recognized, one’s own
competencies are utilized to benefit the
self and others.
– 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 environment
GOOD MENTAL HEALTH
 – The condition in which a person has a
sense of mental steadiness, assurance
and confidence.
– It enables a person to appreciate people
and enjoy life fully.
SIGNS OF GOOD MENTAL HEALTH
– Learn well in school
– Feel positive and happy about
themselves and get to enjoy life
– Demonstrate and deal with a variety of
emotions, both positive and negative
– Make the most of their potential
– Cope and deal with the challenges of
life
- Play a participatory and contributive role in
their family, friends, school and community.
- Form positive association with family
members and peers
- Exercise and maintain a nutritious diet
- Enjoy plenty of sleep at night
- Take responsibility for their own
actions and decisions
- Exhibit sense of accountability for the
use of resources
- Acknowledge their weaknesses and
mistakes
HOW MENTAL HEALTH CAN BE
IMPROVED?
1. Ventilating one’s feelings to close
friends or family members
2. Engaging in physical activities
3. Maintaining a nutritious diet
4. Having a good sleep
5. Enjoying time with family and peers
6. Having a time out
7. Honing one’s competencies
8. Relaxing and enjoying a hobby
9. Setting realistic goals
10. being positive always
11. Accepting oneself
12. Asking for help when needed
13. Caring for others
14. Talking to a health professional
CAUSES OF MENTAL HEALTH
STRUGGLES
• Hereditary elements
• Unmanaged stress
• Lack of a secure dwelling place
• Negative experiences
• Physical factors
• Being left out by friends
• Losing a loved one
• Social disadvantage
• Long-term physical health condition
• Traumatic experiences
SIGNS THAT TEENS NEED MENTAL
HEALTH TREATMENT
• Changes in mood
• Behavioral changes
• Difficulties in school and in
relationships
• Physical manifestations
• Taking medicines by oneself
Classification of Mental Health Problem
NEUROTIC
- Mental health problems that cover those
symptoms considered as acute type of
“normal” emotional encounters such as
nervousness, fear and depression.
PSYCHOTIC
- Severe mental disorders that cause
abnormal thinking and perceptions.
- People with psychosis lose touch with
reality.
- Delusions and hallucinations
TYPES OF MENTAL HEALTH PROBLEMS
Depression
• - Being lonely, moody and irritable
• - Worthlessness
• -sudden dislike of hobbies
• - Isolation
• - Destructive views

Anxiety

• - Refers to persistent and unlikely

concern about anything in one’s life.

OBSESSIVE-COMPULSIVE
DISORDER

• - Characterized by uncontrollable and

persistent thoughts, moods, beliefs that
prompt people to do something.