Personal Development Lesson 4-6 PDF

PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH LESSON 4 - 6 ૮ ․ ․ ◌ྀིა then led to an individual to 1.0 CAREER DEVELOPMENT...

PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH LESSON 4 - 6 ૮ ․ ․ ◌ྀིა then led to an individual to 1.0 CAREER DEVELOPMENT have a perception of themselves. CAREER: combination and sequence of roles ➔ Interactions result in the played by a person during the course of a individual either embracing or lifetime. conflicting with their identity; ★ A lifelong journey that includes experiences either affirm or education, interests, jobs, evaluate their identities. occupations, recreational activities, and volunteer work. ★ One will gain many different skills, 1.2 IMPORTANCE OF CAREER work in many different jobs, DEVELOPMENT representing many different occupations, and have changing Determines the kind of lifestyle that interests. you will be leading. CAREER DEVELOPMENT: ongoing process of Determines the quality of managing one’s life, learning, and work. relationships that you have with the ★ Involves developing skills and people around you. knowledge that enable one to plan and Determines the kind of balance you make informed decisions about will be able to keep with your life and education, training, and career responsibilities. choices. Personal development precedes career development; one has to develop their personality, attitude, 1.1 IDENTITY FORMATION IN CAREER values, interests, and resources to DEVELOPMENT decide on what he or she wants to do. Career development planning should SOCIO-EMOTIONAL DOMAIN be provided across genders, Older adolescents (14 to 17) showed educational background, and more adultlike patterns using the vocational competence to enhance frontal lobe. job satisfaction and service quality. Immature brain development may Those who experienced career permit feelings to override reason and orientation and guided career logic. planning are more satisfied and Underdevelopment of frontal cortical competent in their career decisions. systems explain why adolescents Career orientation and employment tend to seek thrills and novelty and commitment are positively related to why they find it hard to focus on career satisfaction, fully mediated by long-term goals. work engagement and self-efficacy. IDENTITY VS. IDENTITY CONFUSION a. IDENTITY: 1.3 ASKING ABOUT CAREER DEVELOPMENT ➔ Experiences identity crisis. ➔ Learns to be faithful or loyal The people one can ask about their to an ideology. career decisions are the following: ➔ Primary social influence is ★ Family peers. ★ Friends ➔ Formed through individual ★ Experts experiences. ★ Relatives b. IDENTITY CONFUSION: ★ Teachers ➔ Emotional experiences and ★ Neighbors acts of exploration played an ★ Chatmates important role in developing ★ Influential people personal identities. Youth from collectivist cultures were ➔ Exploration came in the form influenced by family expectations; of social interactions which MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 1  PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH higher career congruence with parents CAN also do it. increased career confidence and ★ One’s fate does not ensure self-efficacy. your faith. Career coaches, counselors, and ★ Success is a personal educators support students’ post-high decision and an individual school career planning. path. School and work made individuals Everyone has ONE TRUE CALLING. reconsider their career plans. ★ The quote, “Follow your Social influences changed passion,” encourages that developmentally as participants there is only one perfect path entered full-time jobs. for each individual. ★ One can become passionate about many different areas. 1.4 CONSIDERING CAREER CHOICES FACTS: Deciding one’s career objectively may My family’s career choices CAN involve the following: AFFECT my career choices. ★ Psychological tests — tells ★ Family’s career choices CAN one’s strengths and affect career choices. weaknesses. ★ It may affect intrinsically (I ★ Interview with adults will be a doctor to bring my ★ Career seminars family out of poverty) or ★ Workplace trends extrinsically (I wanted to be a ★ Career misconceptions doctor because my doctor-mom always brings me to the hospital). 1.5 MYTHS AND FACTS I CAN CHANGE my career decision along the way. ★ People have different MYTHS: timelines. Life goals are NOT related to career ★ Changing career decisions goals. entails analysis and ★ You need to start having a life introspection. goal FIRST; life goal must ★ It is not always the option to precede career goal. stay, you may adjust for a ★ Life goals empower a person better choice. to direct their motivation and Career decisions are DIFFICULT. energy towards finding ★ They involve uncertainty and self-actualization. tough tradeoffs. ★ LIFE GOAL: What do you want ★ You cannot find the perfect to have/to be/to attain in life? path right away. ★ CAREER GOAL: What is the ★ Accept that careers take time means that you will employ to to build. employ the life goal? ★ Focus on taking good steps in ○ Do not focus on achieving the right direction and position, power, or authority. continuously improve over Personality is the ONLY AND BEST time. basis for career planning. ★ One must also consider their skills and abilities. ★ Culture, gender, experiences, 1.6 FACTORS THAT INFLUENCE CAREER economic conditions, CHOICES childhood fantasies, and people’s expectations can A. PERSONAL FACTORS: influence our career plans. ➔ Personality If others can do it in a certain field, I ➔ Values MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 2  PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH ➔ Personal interests ➔ Biological and genetic factors ➔ Gender ➔ Learning experiences ➔ Outcome expectations B. EXTERNAL FACTORS: ➔ Environment — physical environment and culture ➔ Social and economic conditions/opportunities ➔ Media/available references ➔ Parents, guardian, family ➔ Career counseling LIFE ROLES ➔ Peers DONALD SUPER’S LIFESPAN ➔ Emerging factors or trends THEORY: addresses that each plays like religion, gender roles multiple roles in our lives and that these roles change over the course of SKILLS AND ABILITIES our lives. TRAIN AND FACTOR MODEL: skills ★ How we think about and abilities (individual differences) ourselves in these roles, their need to fit the demands of a requirements of them, and particular career field or occupational the external forces that affect profile. them influences our career ★ Take stock of the skills, choices. knowledge, and abilities that ★ Some examples of roles are you currently possess and brother, sister, student, etc. those that you still need to ★ STAGE 1 [GROWTH]: ages 0 develop as these impact what to 14; development of kind of career could fit for self-concept, attitudes, needs, you. and general world of work. ★ STAGE 2 [EXPLORATION]: INTEREST AND PERSONALITY TYPE ages 15 to 24; “trying out,” JOHN HOLLAND’S CAREER tentative choice and skill TYPOLOGY: used to connect development. personality types and career fields. ★ STAGE 3 [ESTABLISHMENT]: ★ Establishes a classification ages 25 to 44; security, system that matches recognition, and permanence, personality characteristics entry-level skill building and and personal preferences to stabilization through work job characteristics. experiences. ★ Six personality/career types ★ STAGE 4 [MAINTENANCE]: that help describe a wide ages 45 to 64; continual range of occupations adjustment process to (RIASEC) improve position. ★ STAGE 5 [DECLINE]: ages 65 and up; reduced output, prepare for retirement. PREVIOUS EXPERIENCES JOHN KRUMBOLTZ’S SOCIAL LEARNING AND PLANNED HAPPENSTANCE THEORIES: address experiences with others and in previous work situations. ★ Positive experiences and role MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 3  PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH models influence career careers are formed. choices. ★ We focus on areas in which we have had proven success 1.7 PASSION: TO FOLLOW OR NOT TO and achieved positive FOLLOW self-esteem. 80,000 HOURS: nonprofit organization CULTURE dedicated to helping graduates in their Racial and ethnic background, as well career decisions. as the culture of an individual’s Their research concluded that the regional area, local community, and advice “follow your passion” is NOT extended family may impact career good advice. choices. ★ We are bad at predicting Culture shapes our values and which jobs we will be most expectations, and having awareness happy in and most good at. of culture helps us understand how ★ Following one’s passion we make our career choices. causes one to overly focus on just one criterion; causes us GENDER to be narrow-minded in our Men and women have experienced search of work. career-related stereotypes. The most important FOUR factors for Roles of men and women in the being satisfied in work are the workforce and education evolve. following: ★ Engaging, meaningful work: SOCIAL AND ECONOMIC CONDITIONS variety, autonomy, a sense of Career choices take place within the completion, feedback, and context of society and the economy. work you feel. Affects the choices available to us ★ Getting on with your and even dictates our choices. colleagues: get help from, like Economic and job market changes and form meaningful affect how our careers develop. relationships with colleagues. The TEN highest paying jobs in 2027 ★ Personal fit: you are good at to 2028 (North Carolina) are the your job. following: ★ Hygiene factors: reasonable ★ Registered nurses and work hours, job security, short medical professionals commute, sufficient pay. ★ Data analysts ★ Plumbers and electricians ★ Dentist and dental hygienists 2.0 EMOTIONS ★ Software developers ★ Cybersecurity experts ★ Alternative energy installers EMOTION: complex psychophysiological and technicians experience that involves physiological arousal, ★ Mental health professionals expressive behaviors, and conscious ★ Veterinarians understanding. ★ Artificial intelligence ★ Guides us in facing predicaments and manipulators tasks too important to leave to intellect alone. CHILDHOOD FANTASIES ★ Offers a distinctive readiness to act; “What do you want to be when you points us in a direction that has grow-up?” worked well to handle recurring ELI GINZBERG: proposed a theory challenges of human life. describing three life stages related to ★ Great captains of our lives and we career development. obey them without realizing it. ★ FIRST STAGE [FANTASY]: up to age 11; early ideas about MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 4  PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH ★ “Your emotions are slaves to your ★ During this state, a center in thoughts, and you are the skave to your the limbic system, the emotions.” amygdala, the seat of all There are THREE components of emotions: emotions in the brain, takes physiological (biological), behavioral, and over the neocortex. cognitive components. ★ The amygdala gets triggered and instantly takes control of 2.1 FUNCTIONS OF EMOTIONS the brain—in a sense of hijacking it. Prepares us for action. Some peripheral theories of emotion ★ Link between external events under this component are the and behavioral responses. following: Shaping future behavior; acts as reinforcement. A. CANNON-BARD THEORY: Regulate social interaction; allows ➔ Walter Bradford Cannon and observers to better understand us. Philip Brad. ➔ The experience of emotion is a physiological response of the thalamic region of the 2.2 COMPONENT OF EMOTIONS: brain. PHYSIOLOGICAL OR BIOLOGICAL ➔ Emotional states occur at the same time in response to the event. Starts with the state of arousal. Activates the Reticular Activation B. JAMES-LANGE THEORY: System (RAS), the brain stem, and the ➔ William James and Carl Autonomic Nervous System. Lange The Autonomic Nervous System is ➔ Emotions are interpretations divided into two: sympathetic and of the accompanying parasympathetic. physiological reaction. SYMPATHETIC: sends signals to the ➔ EVENT > AROUSAL > adrenal gland in order to prepare the INTERPRETATION > body to act or react following an EMOTION emotion-evoking event. ★ Physiological arousal. C. TWO FACTOR THEORY: ★ Vital signs are elevated; ➔ Stanly Schachter and Jerome increased heart rate, Singer respiratory rate, blood ➔ Experience of emotion pressure and sugar levels. depends on two factors: ★ Slower digestive processes physiological arousal and and pupil dilation can also be interpretation of that arousal. observed. ➔ A person used the PARASYMPATHETIC: keeps the body environment to search for from expending energy. emotional cues to label the ★ Autonomic responses are physiological arousal. frequently used by the ➔ EVENT > AROUSAL > researcher in measuring COGNITIVE LABELS > emotions. EMOTION EMOTIONAL HIJACKING: a state when an individual’s cognitions are overpowered by his or her emotions. ★ Usually referred to in the 2.3 COMPONENT OF EMOTIONS: context of aggression or BEHAVIORAL fearfulness. ★ Emotions heighten, reasoning EMOTIONAL EXPRESSION: every plummets. emotion finds a way to be expressed. MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 5 PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH ★ People recognize how we feel culture-specific. through facial expressions. FACIAL EXPRESSIONS: communicate B. THE SEVEN UNIVERSAL our emotions and intentions to others. EXPRESSIONS: ★ It is universal. ★ It can be misleading, exaggerated, or minimized. ★ Allow people to quickly judge someone’s hostility or friendliness. Rober Plutchik’s psychoevolutionary theory of emotion states that there are EIGHT primary emotions, which are anger, fear, sadness, disgust, surprise, anticipation, trust, and joy. ➔ Paul Ekman and Carroll Izard. ➔ MACROEXPRESSIONS: typically last between 0.5 to 4 seconds and involves the whole face; do not intend to hide and occur whenever we are alone or with our family. ➔ MICROEXPRESSIONS: expressions that go on and Intensity of emotion decreases as one off the face in a fraction of a moves outward and increases as one second as fast as 1/30 of a moves toward the wheel’s center. second. Intensity of emotion is also indicated by the color; the darker the shade, the more intense the emotion is. 2.4 COMPONENT OF EMOTIONS: COGNITIVE Each primary emotion also has a polar opposite. SUBJECTIVE LABELING: person ★ Joy is the opposite of decides what he or she feels after sadness. interpreting or explaining to himself or ★ Fear is the opposite of anger. herself what had happened, ★ Anticipation is the opposite of particularly when the physiological surprise. arousal is absent. ★ Disgust is the opposite of Some theories of emotion under this trust. component are the following: Plutchik created the wheel of emotions to illustrate the various A. APPRAISAL THEORY: relationships among the emotions. ➔ Under subjective labeling. Some theories of emotion under this ➔ Experience of emotion component are the following: depends on the manner one appraises or evaluates an A. FACIAL-FEEDBACK THEORY: event. ➔ Emotion is the experience of ➔ There are TWO kinds of changes in our facial appraisal: primary and muscles. secondary. ➔ Facial movements and ➔ PRIMARY: the situation can expressions can influence benefit us. attitude and emotional ➔ SECONDARY: we consider experience. how we will be able to cope ➔ Changes in facial muscles up with the situation. cue our brains and provide the ➔ EVENT > THOUGHT > basis of our emotions. EMOTION/AROUSAL ➔ Facial expressions are MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 6  PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH ➔ Controls disruptive impulses B. LAZARUS THEORY: caused by negative emotions. ➔ Its factors include cultural ➔ TRUSTWORTHINESS: differences, previous maintains standards of experiences, and situational honesty and integrity. factors. ➔ CONSCIENTIOUSNESS: takes responsibility for his/her work. 2.5 EMOTIONAL INTELLIGENCE ➔ ADAPTABILITY: flexibility in handling change. EMOTIONAL INTELLIGENCE (EQ): ➔ INNOVATION: being open to ability to understand, use, and new ideas. manage our emotions well. ★ Popularized by Daniel 3. MOTIVATION: Goleman in his 1996 book of ➔ Motivate himself to work the same name. because he has a positive ★ Essential part of the whole attitude in life. person. ➔ Reframes negative thoughts. ★ Can help build stronger relationships, make good 4. EMPATHY: decisions, and deal with ➔ Recognize and understand difficult situations. how other people feel. ★ Ability to understand and ➔ Discerns feelings behind the express oneself, to needs and wants of other understand and relate well people. with others, and to successfully cope with the 5. SOCIAL SKILLS: demands of daily life. ➔ “people skills” ★ Being aware that emotions ➔ Work well with others through can drive our behavior and collaboration and impact people positively and cooperation. negatively. ➔ Good team players. ★ Learning how to manage emotions—both our own and others—especially when 2.6 MANAGING ONE’S EMOTIONS under pressure. Emotional intelligence is being Being able to notice and accurately smarter with feelings. label everyday feelings is the most Emotionally intelligent people usually basic of all the EQ skills. become leaders and are effective in One should be able to imagine how their work as well as in relating with other people might feel in certain other people. situations; it is also about There are FIVE key elements to understanding why they feel the way emotional intelligence: they do. self-awareness, self-regulation, Managing your reactions means motivation, empathy, social skills. knowing when, where, and how to express yourself. 1. SELF-AWARENESS: A person can use self-control to hold ➔ Tune in one’s feelings. a reaction if now is not the right time ➔ Recognizing one’s emotions or place to express it. and its effect on other people. PASSIVE RESPONSE: not expressing ➔ Accepting one’s feelings one’s needs and feelings, or whether it is positive or expressing them so weakly that they negative. will not be addressed. AGGRESSIVE RESPONSE: asking for 2. SELF-REGULATION: what you want or saying how you feel MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 7  PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH MENTAL HEALTH PROFESSIONALS: medical in a threatening, sarcastic, or doctor, psychologist, nurse, social worker, or humiliating way that may offend the any other appropriately trained and qualified other person(s). person with specific skills relevant to the ASSERTIVE RESPONSE: asking for provision of mental health services. what you want or saying how you feel ★ 490 psychiatrists for 100 million in an honest and respectful way that Filipinos (2014). does not infringe on another person’s ★ Few but rising numbers of licensed rights or put the individual down. psychologists, psychometricians, and Part of managing emotions is guidance counselors. choosing our moods. Mental health issues are preventable and Choosing the right mood can help treatable. someone get motivated, concentrate on a task, or try again instead of giving up. 3.1 CHARACTERISTICS OF PEOPLE WITH GOOD MENTAL HEALTH They are at peace with themselves. 3.0 STRESS AND MENTAL HEALTH Manifest emotional control. Cope adequately with life stressors. HEALTH: state of complete physical, mental, Able to adjust to new or novel and social well-being and not merely the situations. absence of disease or infirmity. They know their strengths and WELL-BEING: subjective state that emerges weaknesses and are aware of their from a general feeling or satisfaction with limitations. oneself; condition of good health, happiness, Have adequate feelings of security. and prosperity. Have realistic life goals. MENTAL HEALTH: state of well-being in which Have smooth interpersonal the individual realizes his or her own potential, relationships. can work productively and fruitfully, can cope Conform to social norms and with the normal stresses of life, and is able to standards. make a contribution to his or her community. Able to satisfy their needs adequately The THREE factors affecting mental health are and appropriately. biological, psychological, and sociocultural factors. MENTAL HEALTH CONDITION: neurologic or 3.2 CORRELATES OF WELL-BEING psychiatric condition characterized by the existence of a recognizable, A. AGE AND GENDER: clinically-significant disturbance in an ➔ Men and women have similar individual’s cognition, emotional regulation, or levels of well-being, but this behavior that reflects a genetic or acquired pattern changes with age. dysfunction in the neurobiological, ➔ There is a U-shaped psychosocial, or developmental processes distribution of well-being by underlying mental functioning. age—younger and older adults Everyone experiences mental health issues. tend to have more well-being Mental illness has been found to be the THIRD compared to middle-aged most common form of disability in the adults. Philippines in 2000 after visual and hearing impairments, with a prevalence rate of 8k B. GENES: cases per 100,000 population. ➔ Positive emotions are The region with the highest prevalence rate of heritable (0.36 to 0.81), mental illness is Southern Tagalog at 132.9 suggesting that there may be cases per 100,000, followed by NCR at 130.8 a genetically determined and Central Luzon at 88.2. set-point for emotions. As of November 2018, only 5% of Filipinos with mental illness seek professional aid. C. PERSONALITY: MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 8  PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH ➔ Optimism, extroversion, and hinder the development of self-esteem are associated memories and impact with well-being. learning. D. CIRCUMSTANCE: ➔ Well-being is sensitive to lofe 3.5 FACTORS AFFECTING MENTAL HEALTH: events such as PSYCHOLOGICAL unemployment and marriage. A. FRUSTRATION: E. RELATIONSHIPS: ➔ Unpleasant and disturbing ➔ Having supportive feeling brought about by the relationships is one of the non-attainment of goals; may strongest predictors of be personal or environmental. well-being. ➔ The degree of frustration varies with the value attached to the unattained goal or 3.3 BIOPSYCHOSOCIAL MODEL OF MENTAL object. HEALTH B. CONFLICT: Considers man as a biopsychosocial ➔ An individual is in a dilemma being. where two goals cannot be Man’s behavior whether normal or satisfied simultaneously or at abnormal has biological, the same time; fabricates psychological, and socio-cultural anxiety and needs a determinants, which interact with resolution. each other. ➔ Choose between two or more incompatible possibilities. ➔ APPROACH-APPROACH: 3.4 FACTORS AFFECTING MENTAL HEALTH: choose between two BIOLOGICAL desirable goals. ➔ AVOIDANCE-AVOIDANCE: Brain dysfunction. choose between two Neurotransmitter imbalance — low undesirable goals. serotonin level implies depression; ➔ APPROACH-AVOIDANCE: high norepinephrine level implies choose or not choose a goal anxiety. that has both positive and High activity level in the amygdala negative aspects. implies depression and PTSD. FRONTAL LOBE: judgment center or C. PSYCHOLOGICAL DEPRIVATION: CEO of the brain, allows the individual ➔ Being deprived of attention, to contemplate and plan actions, care, and love may manifest evaluate consequences of behavior, anxiety, depression, or assess risk, and think strategically; behavior problems. does not fully mature until age 23 to 25. D. STRESS: AMYGDALA: emotion center of the ➔ Chronically high level of brain; fully developed in adolescents. mental arousal and bodily ★ Adolescents are more likely to tension that exceeds a make decisions based upon person’s capacity to cope; rate emotional impact versus of wear and tear within the logic. body. HIPPOCAMPUS: memory center of the brain; immature and susceptible to E. COPING SKILLS: the effects of alcohol and marijuana. ➔ Process of managing ★ Alcohol and marijuana can demands that are appraised MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 9  PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH as taxing or exceeding the to stress: physical, psychological, resources of the person. behavioral. ★ PHYSICAL RESPONSE: rapid pulse, increased perspiration, 3.6 PSYCHOLOGICAL FACTOR: STRESS shortness of breath. ★ PSYCHOLOGICAL There are FOUR types of stress: acute, RESPONSE: worry or anxiety, chronic, distress, and eustress (good irrational fear or outright stress) panic, irritability or frequent There are TWO models of stress: anger. pebble and boulder. ★ BEHAVIORAL RESPONSE: ★ PEBBLE MODEL: minor like Chronic stress affects your immune daily stresses usually system; it activates the HPA axis encountered. causing the secretion of a high level ★ BOULDER MODEL: creates a of stress hormone called cortisol. great impact on the person ★ HYPOTHALAMUS (H): (death, natural calamities) secretes corticotropin STRESSORS: sources of stress; hormone or CRH, which anything that induces a stress stimulates the pituitary gland. response. ★ PITUITARY GLAND (P): releases the a. PHYSICAL STRESSORS: adrenocorticotropic hormone ➔ Form of pollution, congested or ACTH, which directs the places, and noise. adrenal glands. ➔ Fatigue, pain, shock, trauma, ★ ADRENAL GLANDS (A): other physiological conditions secrete more hormones like in body. epinephrine, norepinephrine, cortisol, which releases sugar b. MENTAL STRESSORS: into the blood, helping in ➔ Academic overload. preparing the body to respond ➔ Reviewing for exams. to threat. ➔ Running after deadlines or High levels of cortisol weakens the situations. body’s resistance. A highly stressed individual becomes c. SOCIAL, EMOTIONAL, susceptible to infections and PSYCHOLOGICAL STRESSORS: diseases. ➔ Interrelated because they Chronic stress can be experienced in involve relating with other the workplace such as when there is people. heavy workload. ➔ Through interactions, we COGNITIVE APPRAISAL: what may be encounter conflicts and stressful to you may not be stressful disappointments leading to to another; subjective interpretations. frustration, tension, anxiety, Stress can be managed and controlled and even anger or depression. with the help of coping skills. Managing stress requires awareness, d. ECONOMIC STRESSORS: acceptance, responsibility, and coping ➔ Involve one’s socio-economic skills. condition such as limited financial resources to meet the essential needs in life. 3.7 PSYCHOLOGICAL FACTOR: COPING SKILLS e. SPIRITUAL STRESSORS: ➔ Loss of joy and peace or There are THREE coping strategies to disturbance of tranquility. cope with stress: problem-focused coping, emotion-focused coping, There are THREE different responses MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 10  PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH seeking social support. assessment and diagnosis of mental health concerns. a. PROBLEM-FOCUSED: ➔ Confront and directly deal TEEN MENTAL HEALTH ISSUES with the demands of the situation. a. ANXIETY: ➔ Planning, active coping and ➔ Normal human experience. problem-solving, suppressing ➔ Can be overwhelming if competing activities, strongly lasting for a long exercising restraint, assertive time. confrontation. ➔ May experience other physical ➔ Examples are studying for a symptoms like sleep test, working out a problems and panic attacks. misunderstanding by going directly to the person, and b. PANIC ATTACKS: signing up for a course in time ➔ Exaggeration of the body's management to deal with normal response to fear, time pressure. stress, or excitement. ➔ Bouts of intense, frightening b. EMOTION-FOCUSED: symptoms, usually lasting ➔ Directed NOT at dealing with between 5 and 20 minutes. the situation but rather at ➔ May experience physical managing the stress. sensations like pounding ➔ Denying that a problem exists. heartbeat or chest pains, ➔ Challenging irrational ideas sweating and nausea, feeling that are causing disturbance. faint and unable to breathe, ➔ Defense mechanisms can be and shaky limbs. used in this coping strategy. ➔ Positive reinterpretation, c. SELF-HARM: acceptance, denial, ➔ Expressing very deep distress repression, escape-avoidance, by causing oneself physical wishful thinking, controlling pain. feelings. ➔ Means of expressing feelings that cannot be put into words. c. SEEKING SOCIAL SUPPORT: ➔ May feel a short-term sense ➔ Turning to others for of release after, but the cause assistance and emotional of distress is unlikely to go support in times of stress. away. ➔ Help and guidance, emotional support, affirmation of worth, d. SUICIDAL FEELINGS: tangible aid (money, etc.) ➔ Unpleasant, intrusive, frightening. ➔ Having thoughts about 3.8 TEEN MENTAL HEALTH suicide does not necessarily mean that you intend to act PSYCHOLOGY STUDENT SYNDROME: on them. diagnosing despite not being a professional. e. PSYCHOTIC EXPERIENCES OR ★ Do NOT self-diagnose. EPISODES: ★ Do NOT consult Google. ➔ Psychosis. ★ Do NOT diagnose your family ➔ Perceive or interpret events and friends. very differently from people ★ Only mental health around you. professionals trained in the ➔ Hallucinations, such as field of Psychology and hearing voices or having Psychiatry can make proper visions. MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 11 PERSONAL DEVELOPMENT! A.Y. ‘24 - ‘25 | 1ST SEM | MR. DE DIOS CAREER DEVELOPMENT, EMOTIONS, MENTAL HEALTH ➔ Delusions, such as paranoia or delusions of grandeur. ➔ Possible to have psychotic experience without meeting the criteria for any particular diagnosis. f. DEPRESSION: ➔ Feeling of low mood that lasts for a long time and affects your everyday life. ➔ Make you feel hopeless, despairing, guilty, worthless, unmotivated, and exhausted. ➔ Makes everything harder to do; make you feel suicidal. MADE BY: RAVEN BERNABE, 11STEM09 PERDEV SEM1 NOTES PAGE 12