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LESSON 1 Self - refers to the idea that each person is distinct, different, and unique from others (Stevens, 1996) “I”– how one acts within the world while also being influenced by the world The "I" is the part that acts and decides. “Me”– reflections and evaluations of oneself Components of Sel...

LESSON 1 Self - refers to the idea that each person is distinct, different, and unique from others (Stevens, 1996) “I”– how one acts within the world while also being influenced by the world The "I" is the part that acts and decides. “Me”– reflections and evaluations of oneself Components of Self a. Self-awareness – involves the conscious recognition and understanding of one's Thoughts , emotions, and behaviors, including an awareness of one's strengths, weaknesses, and values. b. Self-concept - includes one’s belief, perceptions, and evaluation. Answer the question ‘Who am I?’ *Positive *Negative Real self – this is how one sees oneself Ideal self – Aspires to be Self - esteem – the person’s overall self-evaluation or sense of self-worth. Factors The roles that we play – Each role has its expectations and behaviors, shaping how we understand ourselves and our place in the world. The social identities we form – the aspects of our self concept derived from our membership in social groups, such as nationality, ethnicity, religion, gender, and social class. The comparisons we make with others – You often compare yourself to others to know how you are doing. When you compare your skills, looks, or achievements to others, it can affect how you feel about yourself. Our successes and failures – Our experiences of success and failure play a crucial role in shaping our self - concept How other people judge us – The perceptions and evaluations of others can significantly influence our self-concept. c. Self efficacy – refers to the competencies or ability to perform and complete a task d. Self Presentation – the behavioral expression of self. It focuses on the Impressions One creates and the methods one uses to influence what others think of them. Personality - An individual’s unique constellation of psychological traits that are relatively stable over time. Personality Traits - individual characteristics that makes up someones personality. Five-Factor-Model O - Openness (Imagination) C - Conscientiousness (Thoughtfulness) E - Extroversion (Sociability) A - Agreeableness (Cooperative & Trustworthy) N - Neuroticism (tendency toward unstable emotions) LESSON 2 Growth – It refers to the physical changes in size and weight that happen to your body over time and can easily be measured and seen. Development – characterizes the changes from conception to adulthood. ). It includes not just physical growth but also the changes in your abilities, behaviors, and understanding as you get older. Maturity – Unfolding of a natural sequence of physical or behavioral changes resulting from the aging process. Learning – A relatively permanent change in behavior resulting from one’s experiences or practice. Heredity – Inborn traits or characteristics are passed down from biological parents to their children through their genes. Environment – Totality of nonhereditary–everything around you that is not inherited from your biological parents. It refers to the experiences and factors you encounter growing up influences your development. Principles of Development Cephalocaudal Principle – Development proceeds from the head downward. Proximodistal Principle – Development proceeds from the center of the body outward. This means the spinal cord and central body parts grow before the outer parts. Development is lifelong – Development is a lifelong continuous process of change. Development depends on maturation and learning –. Maturation brings about automatic changes as you age; while learning brings about changes based on your experiences and efforts. Development proceeds from the simple (concrete) to the more complex - As people grow and learn, they start with basic, easy-to-understand ideas and gradually move on to more complicated concepts. Growth and development proceed from general to specific – As people grow and develop, they start with broad, general abilities and characteristics and gradually develop More specific and refined skills and traits. Development is multidirectional – as people gain or progress in some areas, they may lose in others. Development is multidimensional – development has multiple interacting dimensions such as the physiological, cognitive, social, and psychological domains II. Holistic Development Gestalt and Holism "Gestalt," which roughly means "whole." “Holism”, which refers to “the tendency in nature to form wholes which are greater than the sum of the parts through creative evolution” Aspects of Development Physiological Development – It involves one’s physical attributes including one’s physical senses (Santos, 2016). The person’s physique, body, and health describe this aspect. Prepubescent phase – the body gets ready for puberty. It is not experiencing any noticeable physical changes yet. Pubescent phase – the body goes through sudden physical changes signifying Puberty. Postpubescent phase – the body is already adapting to the major changes Primary sexual characteristic – directly involved in reproduction (e.g., the male and female reproductive organs) Secondary sexual characteristics – features not directly concerned with reproduction (e.g., facial and pubic hair, voice quality, breast size) Cognitive Development – Cognition is about how one’s mind works to learn new things and use that knowledge to solve problems (De Jesus & Monteclaro, 2024). It includes the process of thinking, perception, learning, attention, memory, language, and creativity. Social Development – The social facet includes social relationships and interactions. The usual words associated with it are family, friends, and social support. Spiritual Development – It involves a person’s consciousness and beliefs, including the values and virtues that guide and put meaning into a person’s life (Santos, 2016). Psychological Development – It involves how thinking, feeling, and behaving interact and happen in a person (Santos, 2016). Thoughts, Feelings, and Behaviors Thoughts – ideas and beliefs produced by one’s mind about oneself, others, and the world. Feelings – one’s reactions to what happens to them. Behaviors – the actions one takes in response to one’s thoughts and feelings. LESSON 3 Developmental period - a specific time period in a person’s life characterized by certain features. Adolescence - one of the eight stages of human development. It is a critical stage in one’s development because prominent changes happen physically, psychologically, and emotionally. II. Developmental Tasks and Potential Challenges of Adolescents Developmental Tasks - specific activities or duties one needs to complete at a certain stage in life to grow and develop properly III. Developmental Theories Sigmund Freud’s Psychosexual Development Theory O - Oral A - Anal PHa - Phallic La - Latency Ge - Genital ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT THEORY Infancy Trust vs Mistrust Hope Early Childhood Autonomy vs Shame Will Play Age Initiative vs Guilt Purpose School Age Industry vs Inferiority Competence Adolescence Identity vs Role Fidelity Confusion Young Adulthood Intimacy vs Isolation Love Adulthood Generativity vs Care Stagnation Old Age Integrity vs Despair Wisdom Jean Piaget’s Cognitive Development Theory 1. Sensorimotor Stage - Infants understand the world by combining sensory experiences (e.g., seeing and hearing) with physical motor actions. 2. Pre-operational Stage - represent the world with symbols 3. Concrete Operational Stage - handle tasks involving specific objects and reason logically about physical objects they can see and touch 4. Formal Operational Stage – Adolescents reason in more abstract, idealistic, and logical ways. LAWRENCE KOHLBERG’S MORAL DEVELOPMENT STAGES THEORY Preconventional morality Stage 1: Obedience and Punishment Stage 2: Self-Interest Conventional morality Stage 3: Good Boy/Girl Stage 4: Law and Order Postconventional morality Stage 5: Social Contract Stage 6: Universal Ethical Principles LESSON 4 Left Hemisphere - Associated with language, logic, and analytical thinking Right Hemisphere - linked to spatial awareness, creativity, and visual comprehension Stress - a reaction that involves both the mind and body to situations that disrupt a person's sense of well - being. Categories of Stress a. Eustress - type of stress that is beneficial and positive b. Distress – a type of stress that harms a person. It often happens when someone feels overwhelmed and unable to manage a challenging situation c. Acute stress - Kind of stress that happens suddenly and lasts for a short period of time. d. Chronic stress - type of stress that occurs when someone is exposed to stressful events or situations repeatedly over a long period of time. Responding to stress Flight or Fight response Fight - reacting aggressively to stress, such as getting angry or taking action to confront the problem directly. Flight - involves avoiding the stressor, which might include withdrawing socially, using substances, or distracting oneself with other activities Stress Appraisal Primary Appraisal - the initial evaluation of the present situation. Irrelevant response - The present situation does not matter to a person. Benign/Positive response - The situation is viewed as positive or non - threatening. It might be seen as beneficial. Stressful response - The stressor and the present situation are seen as harmful, threatening, or challenging. Secondary Appraisal - When the primary appraisal is negative or stressful, people move forward with the second appraisal. Harm - consider what damage has already been done, like a losing job. Threat - They think potential problems, such as how losing a job might cause financial issues. Challenge - They see if there is a way to overcome the situation. Stressors among Adolescents a. Academics - Schoolwork and academic pressures can be a major source of stress. This includes keeping up with homework, preparing for exams, and meeting academic expectations. b. Finances – Concerns about money, whether personal spending, family financial issues, or future financial stability. c. Physical/Mental Health – Issues related to physical health (like illness or fitness) and mental health (such as anxiety or depression) can create significant stress. Adolescents are also mostly conscious about how they are seen by others, which can also cause stress. d.Relationships – Conflicts with friends, family, or romantic partners, as well as difficulties in maintaining healthy relationships, can be stressful for teens. e. Time Management – Balancing school, extracurricular activities, social life, and personal time can be challenging and lead to stress if not managed well Effects of Stress a. Physical Effects – When adolescents experience stress, their body produces hormones like adrenaline and cortisol. b. Mental and Emotional Effects – Stress can impact an adolescent's mood, leading to feelings of anxiety, irritability, or depression. c. Behavioral Effects – Adolescents under stress might display changes in behavior, such as increased anger, frustration, or risky behaviors. Mental Health - how you feel and function in your daily life Well-being - “state of happiness and contentment, with low levels of distress, overall good physical and mental health and outlook, or good quality of life”. Psychological well - being – refers to the state of having a positive mental and emotional outlook on life. Mental health problem - covers a wide range of situations – it can cover the simplest worries in our daily lives to long, serious mental disorders Mental disorder - refers to diagnosable mental conditions characterized by changes in one’s thinking, feeling, and behavior, as well as in one’s relationships and Productivity. The 4Ds of mental health disorders: Distress - refers to the amount of emotional pain or suffering a person is experiencing. Dysfunction - the mental health issue interferes with the person's ability to function in daily life. Deviance - refers to behaviors or thoughts that are very different from what is Considered normal in a person's culture or society. Dangerousness - assessing whether a person poses a risk to themselves or others.