PERSONALITY feeling, social dimensions and

relationships.
DEVELOPMENT
Hierarchy of Needs
“Know Thy Self” – Socrates By: Abraham Maslow

Personal Development
 It is a way for people to assess
their skills and qualities, consider
their aims in life and set goals in
order to realize and maximize their
potentials.
 Also called self-growth.
 Process of improving oneself.
 “There is only one corner in the
universe that you can be certain of
improving and that is yourself.”

Personality Development
 It is a process of developing
pattern of thoughts, feelings, Self-Actualization
behaviors, and attitudes that  It refers to the realization of a
distinguish individuals from each person’s potential, self-
other. fulfillment, seeking personal
 Examples: enhancing oneself, growth and peak experiences.
speaking confidently, image
enhancements and proper
hygiene. LESSON 1: Knowing and
Understanding Oneself during
3 MAJOR DOMAINS OF HUMAN Middle and Late Adolescence
DEVELOPMENT
By: Papalia and Feldman Adolescence
 It is the period of transition
1. Physical Development between childhood and
 body’s impact adulthood.
2. Cognitive Development
 capacity to listen, comprehend, 3 STAGES OF ADOLESCENCE
analyze 1. Early Adolescence
3. Psychosocial Development  Ages 10-13
 interactions with others, self- 2. Middle Adolescence
identity, beliefs, values, etc.  Ages 14-16
3. Late Adolescence
3 FACTORS AFFECTING HUMAN  Ages 17-20
DEVELOPMENT
1. Heredity “The most important thing to pursue was
 DNA self-knowledge and admitting one’s
2. Environment ignorance is the beginning of true
 experiences from contact to knowledge.” – Socrates
external world.
3. Maturation “The beginning of knowledge is self-
 affects our cognitive, knowledge.” – Aristotle
psychological that includes our
values, identity, emotions, “Knowing oneself is the beginning of all
wisdom.” – Aristotle
“Knowing yourself, through wisdom solving, generating ideas,
Knowing others, intelligence creativity, managing stress
Mastering others, strength
Mastering yourself, power” - Aristotle Personality
 It refers to the unique and
Self relatively enduring set of
 It is the union of the body, behaviors, feelings, thoughts,
thoughts, feelings or emotions, and motives that characterize a
and sensations that constitute person.
the individuality and identity of
a person. BIG 5/FIVE FACTOR MODEL
It is a personality theory developed by
Self-concept Costa and McRae which includes five
 It is our cognition to ourselves, universal dimensions of personality.
what we think and know about
our identity, personality, and 1. Openness to experience
individuality. High Low
Curious Narrow
Self-Knowledge interest
 It is standardly referring to Imaginative Simple
knowledge of one’s own Wide Interests Shallow
sensations, thoughts, beliefs, Original
and other mental states. Intelligent

Actual Self 2. Conscientiousness

 It is a cognitive structure or High Low
representation that contains all Organized Careless
attributes that a person Thorough Disorderly
believes that are self- Deliberate Frivilous
descriptive. Responsible
 By: Tory Higgins Precise

Ideal Self 3. Extraversion

 It is an idealized version of High Low
yourself created out of what Sociable Quite
you have learned from your life Energetic Reserved
experiences, the demands of Enthusiastic Shy
society, and what you admire Outgoing
in your role models.
4. Agreeableness
Incongruence
High Low
 Difference of actual and ideal
Forgiving Cold
self.
Kind Unfriendly
Appreciative Quarrelsome
Personal Effectiveness
Trusting
 It means to utilize all your
Sympathetic
skills, talents, and energy to
reach a goal or set of goals in
your life. 5. Neuroticism
 Examples: talents, skills, High Low
knowledge, experience, Tense Stable
determination, persistence, Moody Calm
self-confidence, problem Anxious Contented
Fearful
 Touchy reality of the moment is only of passing
concern. They see potential for a better
MYERS-BRIGGS TYPE INDICATOR future and pursue truth and meaning with
Katherine Briggs and Isabel Briggs Myers their own flair.
(patterned with Carl Jung’s conceptual
theory) developed the personality model INTJ
based on four preferences of individuals. The Mastermind
INTJs are analytical problem-solvers,
Energy: eager to improve systems and processes
Where do you get the energy from? with their innovative ideas. They have a
talent for seeing possibilities for
Introverted (I) – prefer solitary activities, improvement, whether at work, at home,
think before speaking, get exhausted by or in themselves.
social interaction.
Extraverted (E) – prefer group activities, INFJ
think while speaking, get energized by The Counselor
social interaction. INFJs are creative nurturers with a strong
sense of personal integrity and a drive to
Mind: help others realize their potential. Creative
What kind of information do you prefer to and dedicated, they have a talent for
use? helping others with original solutions to
their personal challenges.
Intuitive (N) – imaginative, rely on their
intuition, absorbed in ideas, focus on what INTP
might happen. The Architect
Sensing (S) – down-to- earth, rely on their INTPs are philosophical innovators,
senses, absorbed in practical matters, fascinated by logical analysis, systems,
focus on what has happened. and design. They are preoccupied with
theory, and search for the universal law
Nature: behind everything they see. They want to
What process did you use to make understand the unifying themes of life, in
decisions? all their complexity.

Thinking (T) - tough, follow their minds, ENFP

focus on objectivity and rationality. The Champion
Feeling (F) – sensitive, follow their hearts, ENFPs are people-centered creators with
focus on harmony and cooperation. a focus on possibilities and a contagious
enthusiasm for new ideas, people and
Tactics: activities. Energetic, warm, and
How do you deal with the world around passionate, ENFPs love to help other
you? people explore their creative potential.

Judging (J) – decisive, prefer clear rules ENTJ

and guidelines, see deadlines as sacred, The Commander
seek closure. ENTJs are strategic leaders, motivated to
Perceiving (P) – very good at improvising, organize change. They are quick to see
prefer keeping their options open, relaxed inefficiency and conceptualize new
about their work, seek freedom. solutions and enjoy developing long-range
plans to accomplish their vision. They
Personality Type Description excel at logical reasoning and are usually
INFP articulate and quick-witted.
The Healer
INFPs are imaginative idealists, guided by
their own core values and beliefs. To a ENTP
Healer, possibilities are paramount; the The Visionary
ENTPs are inspired innovators, motivated energetically dedicated to their
to find new solutions to intellectually responsibilities. They are highly attuned to
challenging problems. They are curious their emotional environment and attentive
and clever, and seek to comprehend the to both the feelings of others and the
people, systems, and principles that perception others have of them.
surround them.
ESFP
ENFJ The Performer
The Teacher ESFPs are vivacious entertainers who
ENFJs are idealist organizers, driven to charm and engage those around them.
implement their vision of what is best for They are spontaneous, energetic, and fun-
humanity. They often act as catalysts for loving, and take pleasure in the things
human growth because of their ability to around them: food, clothes, nature,
see potential in other people and their animals, and especially people.
charisma in persuading others to their
ideas. ESTJ
The Supervisor
ISFJ ESTJs are hardworking traditionalists,
The Protector eager to take charge in organizing projects
ISFJs are industrious caretakers, loyal to and people. Orderly, rule-abiding, and
traditions and organizations. They are conscientious, ESTJs like to get things
practical, compassionate, and caring, and done, and tend to go about projects in a
are motivated to provide for others and systematic, methodical way.
protect them from the perils of life.
ESTP
ISFP The Dynamo
The Composer ESTPs are energetic thrill seekers who
ISFPs are gentle caretakers who live in are at their best when putting out fires,
the present moment and enjoy their whether literal or metaphorical. They bring
surroundings with cheerful, low-key a sense of dynamic energy to their
enthusiasm. They are flexible and interactions with others and the world
spontaneous, and like to go with the flow around them.
to enjoy what life has to offer.
Developing the Whole Person
ISTJ Whole Person Development
The Inspector  Emotional
ISTJs are responsible organizers, driven  Interpersonal
to create and enforce order within systems  Professional
and institutions. They are neat and  Physical
orderly, inside, and out, and tend to have  Wealth
a procedure for everything they do.  Environmental
 Mental
ISTP
The Craftsperson
HOLISTIC DEVELOPMENT
ISTPs are observant artisans with an
It refers to human development that is
understanding of mechanics and an
meant to involve all the parts of a person.
interest in troubleshooting. They approach
their environments with a flexible logic,
Various Aspects of Holistic
looking for practical solutions to the
Development of Persons
problems at hand.
 Physiological
ESFJ  Cognitive
The Provider  Psychological
ESFJs are conscientious helpers,  Social
sensitive to the needs of others and  Spiritual
 What we say will become what we
Body Mind believe.
We will justify what we do.

VALUES AND VIRTUE

Value
EMOTIONS FEELINGS
 A value is something related to a
particular culture that is known as
a culturally accepted norm.

Emotions Virtue
 Emotions are physical states that  People are a part of the culture
arise as a response to external and the good qualities they have
stimuli. within are called virtues.
 Aroused before feelings.
 Physical states Universal Values (United Nations)
 Can be observed through the - Peace
physical reaction - Freedom
- Social Progress
Feelings - Equal Rights
 Feelings are mental associations - Human Dignity
and reactions to emotions.
 Caused by emotions. Values Virtues
 Mental associations and reactions peace peaceful, calm
 Can be hidden integrity reputable,
responsible,
Are feelings the same as emotions? believable, honest,
 Feeling arises from the brain as it trustworthy
interprets as emotion, which is love loving, caring,
usually caused by physical affectionate,
sensations experienced by the compassionate,
body as a reaction to a certain gentle
external stimulus. (Dr. Antonio R. respect respectful, civil
Damasio) balance objective, fair,
harmonious
Six Basic Emotions
By: Paul Ekman Activity 1:
 Happiness TALENT
 Sadness These are special gifts often athletic,
creative, or artistic aptitude.
 Fear
 Anger
KNOWLEDGE
 Surprise It includes facts, information, and skills
 Disgust acquired by a person through experience
or education.
Attitudes-Follow Behavior
Phenomenon PERSONAL EFFECTIVENESS
By: Cristina Blevins It means making use of all the resources
If we act a certain way, even if we do not such as talents, strengths, skills, energy,
originally believe in what we are doing, our and time to enable you to master your life
attitude towards that behavior will change and achieve life goals.
in such a way that we will believe in it. We
will justify what we are doing and state
that it is what we have believed all along.
We will play roles.
 LESSON 2: Developmental Stages,
SKILL Tasks, and Challenges
It is the ability to do something well or the In Middle and Late Adolescence
ability to use one's knowledge effectively
and readily in execution or performance. Human Development
 Focuses on human growth and
EXPERIENCE changes across the lifespan.
It is the practical contact with and  Including physical,
observation of facts or events or direct cognitive, social,
observation of or participation in events as intellectual, perceptual,
a basis of knowledge. personality and emotional
growth.
CONFIDENCE
It is a feeling of trust in one's abilities,
Study of human developmental stages
qualities, and judgment.
 Essential to understanding how
PERSISTENCE humans learn, mature, and adapt.
It means firm or obstinate continuance in a
course of action in spite of difficulty or ERIK ERIKSON’S EIGHT STAGES OF
opposition. PSYCHOSOCIAL DEVELOPMENT
Stages of psychosocial development from
DETERMINATION infant to adulthood.
It is the quality that you show when you During each stage, there is a
have decided to do something, and you psychological conflict that must be
will not let anything stop you. successfully overcome for a child to
develop into a healthy, well-adjusted adult.
PROBLEM SOLVING
It involves being able to identify and define Success to master these tasks leads to
the problem, generating alternative developing basic virtues.
solutions, evaluating and selecting the Failure to master these tasks leads to
best alternative, and implementing the feelings of inadequacy.
selected solution.
Erik Erikson
IDEA GENERATION PROCESS  Stage theorist who took Freud’s
It includes the process of constructing controversial theory of
through the idea, innovating the concept, psychosexual development and
developing the process, and bringing the modified it as a psychosocial
concept to reality. theory of development.

STRESS MANAGEMENT Ego

It is the ability of an individual to  Makes positive contributions to
understand the causes and feelings of development by mastering
tension or anxiety and to cope up. attitudes, ideas, and skills at each
stage of development.
CREATIVITY
It is the use of the imagination or original
ideas, especially in the production of an
artistic work.
(Paste here summary
table stages)
1. Trust vs. Mistrust (Infancy)  Children begin to assert
 Occur between birth or 1 their power and control
year of age. over the world through
 Most fundamental stage in directing play and other
life. social interaction.
 Need: Consistent,  “Time of vigor of action and
predictable, and reliable of behavior that the parents
care and support. may set as aggressive.” –
 Basic Virtue: Virtue of Bee
Hope  Major Question: “Am I good
 +: Sense of trust, feel or bad?”
secured when threatened  Basic Virtue: Purpose
 -: Fear, mistrust, suspicion,  Important Event(s):
anxiety, lack of confidence Exploration, Play
and heightened  +: Sense of initiative and
insecurities. feel secure in their ability to
lead others and make
2. Autonomy vs. Shame and Doubt decisions, interpersonal
(Early childhood) skills
 Occurs between the ages  -: Overstep the mark of his
of 18 months to around age forcefulness, sense of guilt
2 or 3 years.
 Children at this stage are 4. Industry vs. Inferiority (School
focused on developing a age)
greater sense of self-  Early school years from
control. approximately ages 5 to 11.
 Major Question: "Can I do  Sense of pride in their
things myself or am I reliant accomplishments.
on the help of others?"  Major Question: "How can I
 Basic Virtue: Will be good?"
 Important Event(s): Toilet  Basic Virtue: Competence
training  Important Event(s): School
 Other important events  Need: Encouraged,
include gaining more reinforced for their initiative,
control over food choices, balance in competency and
toy preferences, and modesty
clothing selection.  +: Industrious, confident to
 Need: Encouraged and ability to achieve goals
supported in their increased  -: Inferior, doubting their
independence own abilities, not reach
 Wrong: Criticized, overly potential
controlled, not given
opportunity to dissert 5. Identity vs Role Confusion
themselves (Adolescence)
 +: Confident and secured in  Occurs during adolescence
their own ability to survive between the ages of
the world approximately 12 and 18.
 -: Lack of self-esteem,  Search for a sense of self
overly independent on and personal identity.
others, sense of shame or  Transition of childhood and
doubt in their abilities, adulthood.
sense of inadequacy  Begin to look at the future
career, relationships,
3. Initiative vs. Guilt (Pre-school) families, housing.
 Want to belong to society.
  Major Question: "Who am 8. Integrity vs. Despair (Maturity)
I?"  This phase occurs during
 Basic Virtue: Fidelity old age and is focused on
 Important Event(s): Social reflecting on life.
Relationships  Major Question: "Did I live a
 Need: Learn the roles he meaningful life?"
will occupy as adult. Re-  Basic Virtue: Wisdom
examine identity to know  Important Event(s):
who he/she is. Reflecting back on life
 +: Virtue of fidelity  +: Sense of completeness,
 -: Role confusion, identity accepting death without
crisis fear.
 -: Feelings of bitterness and
6. Intimacy vs. Isolation (Young despair, depression,
adulthood) hopelessness
 Ages 18 – 40.
 Forming intimate, loving SEVEN DEVELOPMENTAL TASKS A
relationships with other FILIPINO ADOLESCENT NEEDS TO
people. LEARN
 Major Question: "Will I be By: Corpus et. al., 2010
loved, or will I be alone?" 1. Developing occupational skills
 Basic Virtue: Love 2. Self-reliance
 Important Event(s): 3. Ability to manage their finances
Romantic relationships 4. Social responsibility
 +: Happy relationships, 5. Mature work orientation
sense of commitment, 6. Personal responsibility
safety, came within a 7. Positive attitude toward work
relationship
 -: Isolation, loneliness, TASKS AND SKILLS A FILIPINO
depression ADOLESCENT SHOULD ACQUIRE
1. Being courageous in standing up
7. Generativity vs. Stagnation and being different from your
(Middle Adulthood) friends.
 Between the ages of 2. Developing self-esteem.
approximately 40 and 65. 3. Being true to yourself and avoiding
 Making our mark, being a the tendency to please others.
part of a bigger picture, 4. Learning how media and
raising children and advertising are trying to influence
contributing to the world. your thinking and feeling.
 Major Question: "How can I 5. Becoming aware, critical, and
contribute to the world?" being involved with social issues.
 Basic Virtue: Care 6. Embracing a healthy lifestyle.
 Important Event(s): 7. Developing your spirituality.
Parenthood and Work
 +: Feelings of usefulness, CHALLENGES DURING
accomplished. ADOLESCENCE
 -: Shallow involvement in 1. Attitudes and behavior toward
the world, stagnant, sexuality and sexual relationships.
unproductive, individuals 2. Academic concerns
may feel disconnected or 3. Group belongings
uninvolved with their 4. Health nutrition
community and with society 5. Developing and Regaining Self-
as a whole esteem
6. Roles
7. Material poverty
 8. Parents working abroad  Negative: Worsen the
9. Career choice situation.
10. Relationships  In adolescents, their pre-
11. Values and beliefs frontal cortex assesses
danger but is not yet fully
LESSON 3: Coping with Stress in developed so adolescents
Middle to Late Adolescents are more sensitive in
handling stress.
STRESS
– It is defined as a reaction of the mind 2 Sources of Stressors
and body to a stimulus that disturbs the 1. External Source
well-being, state of calm, or equilibrium.  Experiences
– Book of Ferret, “stress is our body’s  Events
response to internal or external danger”  People
– Subjective, something that is stressful to 2. Internal Source
you may not be stressful to others.  Thoughts
 Lack of control over
2 Categories of Stress situations
1. Eustress
 Positive stress that helps Common Effects of Stress
us to stay focused or On body,
motivated.  Headache
 “Eu” – Greek term, means  Muscle tension or pain
good  Chest pain
 Term is coined by Hans  Fatigue
Selye  Stomach upset
- Motivates, focuses energy  Sleep problems
- Short term
- Feels exciting On mood,
- Improves performance  Anxiety
 Restlessness
2. Distress  Lack of motivation or focus
 “Destresse” –  Feeling overwhelmed
circumstances that causes
 Irritably or anger
worry or hardships.
 Sadness or depression
- Causes anxiety or worry
On behavior,
- Can be short term or long
term  Overeating or under-eating
- Feels unpleasant  Angry outbursts
- Decrease performance  Drug or alcohol abuse
- Can lead to mental and  Tobacco use
physical problems  Social withdrawal
 Exercising less often
3 Points of View About Stress
1. Stress as Stimulus Possible Stressors an Adolescent
2. Stress as Response Faces
 Coping mechanism of a  School Demands and Expectations
person  Selecting a School, College
 How you react or response Course, or Career
to stressors  Separation Anxiety
3. Stress as Relational  College Life
 Stress is positive or  Romantic Relationships or Lack of
negative. it
 Positive: Takes it as a  Family Demands and Expectations
challenge
  Health concerns productively and fruitfully, and is
 Demands of Social Life able to make a contribution to his
 Bullying or her community.

Coping Mechanisms/Stress Reduction Well-being

Methods  It is the experience of health,
 Group or Social Support happiness, and prosperity. It
 Meditation/Yoga includes having a good mental
 Time Management health, high life satisfaction, a
sense of meaning or purpose, and
 Proper Nutrition
ability to manage stress.
 Breathing Exercises
 Regular Exercise Resiliency
 Relaxation Response  It is the capacity to establish and
- Quiet Environment maintain one’s balance and well-
- Passive Attitude being in the face of adversity.
- Comfortable Position
Adaptability
Coping  It is the capacity to adjust to
 The way we deal with stress. changes necessary for one’s
 To avoid psychological trauma. survival and balance.
1. Problem focus CHALLENGES TO MENTAL HEALTH
 Analyze the problem AND WELL-BEING
 Find solution to the Mental Illness
problem By: Knopf, Park, and Muyle 2008
2. Emotion focus  It refers to diagnosable mental
 Lessen the emotional disorders characterized by
impact changes in one’s thinking, feeling
 Create positive and behavior as well as in one’s
thoughts. relationships and productivity.

LESSON 4: Mental Health and Well- Possible Mental Health Challenges

being in Middle and Late faced by Adolescents Worldwide
Adolescence By: World Health Organization
1. Conduct or behavior disorder
Mental Health 2. Anxiety
By: US National Institute of Health 3. Depression
 It includes our emotional, 4. Eating disorders
psychological, and social well- 5. Risks behavior including that
being relates to sexual behavior
6. Substance abuse
By: 1999 US Surgeon General’s Report 7. Violent behavior
 It is defined as “successful
performance of mental function, 5 Popular Steps to Improve Mental
resulting in productive activities, Health and Well-being
fulfilling relationships with other By: National Health Service of the United
people, and the ability to change Kingdom
and to cope with adversity”.  Once you achieve all, you will gain
“mindfulness”.
By: World Health Organization 1. Connect
 It is a state of well-being in which 2. Keep Learning
the individual realizes his or her 3. Take Notice
own abilities, can cope with the 4. Give
normal stresses of life, can work 5. Be Active
Puberty need and a social demand. It
 Involves the physical changes that assumes an active learner
happen during the adolescent interacting with an active social
stage. environment”
 During puberty, the adolescent  The idea of the concept is that
body matures sexually. children and young people want to
solve problems themselves (the
Cognitive development active learner).
 Happens during adolescence as
the brain continues to grow and Responsibility
develop.  Ability to be answerable or
 New cognitive skills develop such accountable for something within
as reasoning, abstract thinking, one's power, control, or
and increased intelligence. management.
 Having responsibility for things that
Social development matter and that contribute to the
 Happens during adolescence when welfare of others is part of a teen's
adolescent desire for more preparation for the future.
autonomy and independence from
their families; and as their friends Accountability
and peers become their primary  Obligation or willingness to accept
influence, taking over previous responsibility.
roles their parents had.
LESSON 5: Emotional Intelligence
Hallmarks of Adolescence Stage  By: Psychology
1. Idealism “A complex reaction pattern,
2. Experimentation involving experiential, behavioral
and physiological elements.”
 Beliefs and values are formed at  By: Merriam Webster
this stage, sometimes even “It is a conscious and subjective
questioning the existing and mental reaction toward a particular
accepted social norms. event and is usually accompanied
 With puberty, the adolescent also by changes in the physiologic and
goes into experimentation of their behavioral aspects of a person.”
bodies, exploring their sexuality, as
well as substances such as 3 COMPONENTS OF EMOTIONS
alcoholic drinks or drugs, which Physical
may result in addiction or crime.  Bodies reaction to emotion
 Ex: Feet getting cold
Self-identity/Self-concept
 Evolves from an individual’s own Behavioral
set of beliefs and value system, in  Action tendency to an emotion.
the roles he has identified for  Active expression of the emotion.
himself, the responsibilities he  Ex: Smiling to show
recognizes and owns, and the happiness.
expectations others have on him.
Cognitive
Developmental task  Appraisal of the person, perception
By: Robert Harvighurst or interpretation about a situation
 A developmental task is a task or event.
which an individual has to and  Ex: Positive emotion, joy
wants to solve in a particular life- arises
period.
 “A developmental task is the
midway between an individual
TYPES OF EMOTIONS ROBERT PLUTCHIK’S WHEEL OF
Positive Emotions EMOTIONS
 Pleasurable to experience. Robert Plutchik
 By: Oxford Handbook of Positive  Theorized that there are 8 basic
Psychology emotions with varying intensities.
“Pleasant and desirable situational
responses.” 8 Basic Emotions
 Motivates us to do more in our  Ecstasy
tasks.  Vigilance
 Build harmonious relationship to  Rage
others or with others.  Loathing
 Grief
Negative Emotions  Amazement
 Not pleasurable to experience.
 Terror
 By: Pam
 Admiration
“Unpleasant or unhappy emotion
that is evoked in individuals that
expresses negative thought
towards an event or person.”

Positive and Negative Emotions

 By: Psychologists
“While there are many positive
benefits that we can get from
positive emotions, these negative Most intense at the center.
emotions are also designed to
motivate us, to improve our life, to DANIEL GOLEMAN’S EIGHT MAIN
try, to grow, and to work on our FAMILIES OF EMOTIONS
goals.” 8 Main Families of Emotions
 Having or experiencing both gives  Anger
us a balanced life.  Sadness
 Fear
PAUL EKMAN’S SIX BASIC EMOTIONS
 Enjoyment
Paul Ekman
 Love
 Pioneer in the study of emotions
and relation to facial expression.  Surprise
 Disgust
Six Basic Emotions  Shame
 Anger
 Disgust
 Fear
 Happiness
 Sadness
 Surprise
8 Main Families of Emotions and their urination and sexual
Corresponding Members arousal.
THEORIES OF EMOTIONS
Subcortical Brain
o Involves complex activities
such as memory, emotion,
pleasure, and hormone
production.

Schachter-Singer’s Two-Factor theory

 Stanley Schachter and Jerome
Singer
James-Lange Theory  Emotion is based on 2 factors: the
 William James and Carl Georg arousal and cognitive label.
Lange  Cognitive label – Interpretation of
 Shows that the emotion is the the arousal.
interpretation of the physiological  Arousal – Physiologic or Figural
arousal or reaction.
 Ex: Event: Nervous,
Arousal: Hands and feet
are getting cold.

Cannon-Bard Theory
 Walter Cannon and Philip Bard
 Emotion states occur at the same
time in response to a situation or
event.
 Ex: Palpitating and angry at
the same time.

Lazarus or Cognitive Appraisal Theory

of Emotion
 Richard Lazarus
 The experience of emotion
depends upon the person’s
 Arousal and emotion happen at the appraisal/evaluation or what we
same time. You are shaking and call the interpretation or perception
you are afraid. to a situation.

ANS – Autonomic Nervous System

o Control system that
regulates body function
such as heart rate,
digestion, respiratory rate,
 Intelligence, Why It Can More
Matter than IQ’

FIVE DOMAINS OF EMOTIONAL

INTELLIGENCE
By: Peter Salovey
 Self-awareness – Ability to
 Ex: You’re riding a roller recognize and understand
coaster and you’re so afraid emotions.
while others find it exciting  Self-management – Ability to keep
and are happy. negative emotions and impulsive
behavior under control, to stay
EMOTIONAL INTELLIGENCE calm and unshakable even under
 By: Daniel Goleman stressful conditions.
“It is the individual’s ability to  Self-motivation
motivate oneself despite  Empathy – Ability to recognize
frustrations, the capacity to control emotions in other people.
impulses, and the ability to  Social relationships
empathize with others.”
1. Knowing one’s emotions or self-
 Ability to understand, use and awareness.
manage emotion in a positive way - To become self-aware, you
to relieve stress, communicate need to recognize first your
effectively, overcome challenges emotions and how these
and diffuse. emotions affect your
 Hope is a major indicator of thoughts and behavior.
emotional intelligence. 2. Managing emotions or self-
 Optimism – great motivator. management.
- People who fail on this
Effects of Emotional Intelligence ability are more prone to
 Emotional intelligence has a great feeling of stress.
effect on our work performance in 3. Motivating oneself or self-
school or at work, our physical motivation.
health, mental health, relationship, - Hope – Positive state of
and social intelligence. mind that is based on your
expectations of positive
IQ is not enough for you to achieve outcomes.
success. IQ for acads, but EQ will - Optimism is a great
help you manage your stress. motivator like hope. It gives
people the expectation that
PETER SALOVEY things will turn out better,
 Introduces the concept of that things will be all right.
emotional intelligence. (Daniel Goleman)
 Showed intelligence can be 4. Recognizing emotions in others or
brought to emotions. empathy.
- The root cause of our
JOHN D. MAYER capacity to empathize
 Joined Peter Salovey in others is self-awareness.
formulating emotional intelligence. (Daniel Goleman)
- Empathy helps us to care
DANIEL GOLEMAN about others, build
 Popularized emotional intelligence. harmonious relationships
 Author, ‘Working with Emotional and it also guides us to the
Intelligence’ ‘Emotional things that we should say
 and how to behave around - There are chemicals
someone. released from your brain.
5. Handling relationships or social - Dopamine: When it is
relationship. release from your brain, it
will help you feel better.
 Be kind to others
 Be open and accept what’s going
around you
- Apply the skill of
HOWARD GARDNER & THOMAS mindfulness
HATCH  It is good to talk
Howard Gardner  Distract yourself
 Multiple Intelligences (Bodily  Do not give in to negative thoughts
Kinesthetic, Logical Intelligence,  Spend time outside
Interpersonal, Intrapersonal, etc.)
 Be grateful
 Play on strengths
Four Components of Social Intelligence
By: Howard Gardner and Thomas Hatch  Be aware of the good things in
your life.
 Social analysis
- Ability to step out of the
situation and form ideas or LESSON 5: The Power of Mind
insights how people feel Brain
and behave.  Part of the body that is visible and
 Ex: Psychologists and tangible.
therapists Mind
 Organizing groups  Invisible world of thoughts.
- Ability that is vital in  By: Cambridge Dictionary
assembling groups of Part that make decision possible.
people towards a common
action. Major Parts of the Brain
 Ex: Military officers, director  Brainstem
 Negotiating solutions - Automatic Nervous System
- Ability that brings people to (ANS)
in conflict to talk, to - Reticulum Activating
discuss, to settle things and System (RAS)
come up with solutions. - Relay center connecting
 Ex: Found in people in the cerebrum and
mediator of disputes, ie. cerebellum to the spine.
Lawyers.  Cerebrum
 Personal connection - Consists of 2 Hemispheres
- Ability to empathize and (left and right)
connect with other people. - Corpus callosum
 Ex: Teachers, mothers – bundle of fiber that
transmits messages from
Social Intelligence/Interpersonal skill one side to the other.
 Ability to relate and understand
people. Two Hemispheres
 Empathy is under social o Right Hemisphere
intelligence. – controls the left side of
the body.
POSITIVE ACTIONS TO HELP YOU o Left Hemisphere
MANAGE EMOTIONS – controls right side of the
 Don’t let your emotions manage body
you, you manage your emotions.
 Exercise 4 Lobes of Cerebrum
 1. Occipital Lobe  “Split-Brain Theory”
- Vision  Identified 2 Parts of the Brain:
2. Frontal Lobe (Perform different functions)
- Cognitive functions 1. Analytical/Rational/Logical
- Planning, reasoning, - Reside on the left part of
thinking, problem solving the brain.
3. Parietal Lobe 2. Synthesizing/Creative Thinking
- Language functions - Reside on the right side of
- Sensory information; touch, the brain.
pain, temperature
4. Temporal Lobe ROBERT ORNSTEIN & ROGER
- Sounds, music SPERRY
- Creating and preserving  “Brain Lateralization Theory”
conscious and long-term  Left-brained: Organized, logical,
memory. detail-oriented
 Right-brained: Intuitive, risk-takers,
 Cerebellum creative
- Located under the
cerebrum PAUL MACLEAN
- Monitor, muscle  “Triune Brain Theory”
movements and maintain  3 Different Parts of the Brain
balance.  Neocortex (Rational)
- Planning, reasoning
Interior Parts of the Brain  Limbic (Emotional)
Limbic System - Intermediate
 Center or emotions, learning, and - Motivation, emotion,
memory. parental/reproductive
1. Thalamus  Reptilian (Primal Brain)
- Sensory relay of visual and - Primitive
auditory information. - Aggressive behavior of
2. Hypothalamus humans
- Maintaining normal state of
the body. NED HERRMANN
- Controlling hunger, thirst,  Father of Brain Dominance
and sexual. Technology
3. Amygdala  H - Hermann
- Processing fear  B - Brain
- Responsible for emotion  D - Dominance
4. Hippocampus  I - Instrument
- Consolidating learning  120 question survey instrument.
- Converting memory into  Measure preference strength of 4
long-term. quadrants.

PAUL BROCA Four Quadrants:

 French pathologist and Q1: logical, analytical, fact based
anthropologist. Q2: organized, sequential,
 Theorized that some language planned, detailed
functions reside on the left side of Q3: interpersonal, feeling-based,
the brain. kinesthetic, emotional
Q4: holistic, intuitive, integrating,
synthesizing, creative
ROGER SPERRY TORY BUSAN
 Conducted study for epilepsy.  “Mind Map” – developed the
 Won 1981 Prize for physiology and technique in creating map and
medicine. popularized the term.
6 Ways to Improve Brain Functions and
Increase Brain Performance
1. Brain Exercises
- Help stimulate your brain
 Puzzles
 Painting
 Drawing
 Sports
2. Physical Exercises
- Keep your body and brain
strong.
3. Brain Boosting Diet
- If you eat healthy, you keep
your brain strong.
- Ex:
 Mineral, vitamins (Can
create a perfect functioning
brain)
 Fish; salmon
 Blueberries
 Walnuts
 Avocado
 Spinach
 Eggs
4. Quality Sleep
- 7-8 hours
5. Laughter Therapy
- Laughter is the best
medicine
- Strengthens our human
body
- Release negativity in our
body.
6. Meditation
- Empower your mind to
think.
SOCIAL RELATIONSHIP IN effect on his conviction, beliefs,
attitudes, behavior in his/her life.
MIDDLE AND LATE  It is how we interact and behave
ADOLESCENCE with other people and how they
 Social beings not only live together interact with us.
but they continually interact with  Interaction among individuals that
one another. affect every participant in which
 First social circle an adolescent bind people together into groups or
has is his/her family. The set of teams.
values his/her family owns will
influence him/her on how s/he SOCIAL INFLUENCE
looks at things. However, as the  These are things that change
child becomes an adolescent and people’s behavior, belief, and
engages into different social attitude as a result of an action of
relationship outside home, s/he will another person or group.
come across different beliefs, (Rashotte)
attitudes, perspectives, point of  Process by which a person’s
view, etc. and this will bring behavior, belief and attitude are
him/her confusion and will lead modified or changed by the
him to trial and error in order for presence or actions of other
him/her to find his/her real identity. people.
 AGE BRACKET: by Corpuz et., al.
(PH based)  The Person I Want to be Like
Early adolescence – 10-13 - (Hogg and Vaughan) the
Middle adolescence – 14-16 person who influences you has
Late adolescence – 17-20 the power to change you
because you tend to imitate
MIDDLE ADOLESCENCE some of his/her personality
 Peer Group traits. Called referent power.
- Play an important role in - Referent Power: the ability of
defining the adolescence a leader to influence a follower
identity. due to the follower’s respect,
- Become a source of social identification, and admiration
support and companionship. with the leader.
- Plays a vital role in shaping
thoughts and ideas.  3 Varieties of Social Influence
 The feelings of romantic and (by: Herbert Kelman, Harvard
sexual relationship begin to form. psychologist)
1. Compliance
LATE ADOLESCENCE - It is when a person seems
 Friendships become more stable, to agree and follows what is
interdependent, and tolerant of the requested or required of
differences of the group. him or her to do or believe
 Became more concerned on the in but does not necessarily
impact of their behavior to their have to believe or agree to
significant others. it.
- It is when people agree to a
SOCIAL RELATIONSHIP belief or behavior but
 Is important because it plays a vital actually keep their opinions
role in the development of any private.
adolescent. - Ex: when you laugh at your
 The kind of circle and adolescent friends joke but deep inside
has will create an impact or an you don’t agree to them.

2. Identification
 - It is when a person is something by force or
influenced by someone he threat.
or she likes to look up to,
like a movie star, social  TYPES OF LEADERSHIP (Lippit
celebrity, or superhero. and White)
- Ex: dressing up like a kpop 1. Autocratic Leadership
star - This leadership type
centralizes in authority. A
3. Internalization leader who makes all of the
- It is when a person is able decisions with little to no
to own a certain belief of consultation with the group.
act and is willing to make - Aka, authoritarian
known publicly and leadership.
privately. 2. Democratic Leadership
- Ex: Businessman who - This leadership type
supports or promotes local encourages members to be
charity believing that this part of decision-making. A
will give him the good will of leader who asks for
the community. suggestions and discusses
plans with members.
Management is doing things right. - Aka, participative
Leadership is doing right things. leadership.
- Leader holds final
LEADERSHIP AND FOLLOWERSHIP responsibility.
 Leadership 3. Laissez-faire Leadership
- Gives motivation, - This leadership type is
inspiration, and a push for hands-off and allows group
your subordinates to members to make the
become successful too. decisions and resolve the
- A process of social problem on their own.
influence that maximizes - Laissez-faire: French,
efforts towards the means “let do” “leave
achievement of goals or alone”
vision. - Aka, delegative leadership.
 Leader - Least effective
- Ultimate inspiration who management style. Lowest
pushes his people towards productivity among
better vision. members of the group.
- Influence plays a major role
in leadership.  QUALITIES OF A GOOD
- (Chester Barnard) It is the LEADER
ability of a person in - Shared Vision
position of authority to - Forward Looking
influence others to behave - Competent
in such a manner that goals
- Honest
are achieved.
- Empower People
- (French and Raven) May
- Inspire People
obtain power through
various means and - Set Example
sources, such as position, - Lead Change
giving rewards, expertise,
respect, or coercion.  Followership
COERCION: Practice of - (Ivey Business Journal) It is
persuading someone to do the ability to take direction
well, to get in line behind a
 program, to be a part of a QUALITIES OF A GOOD
team, and to deliver on FOLLOWER
what is expected of you. - Champions of Change
- The willingness to - Effective problem-solving
cooperate in working skills
towards the achievement of - Results-driven
defining goals while - Encourages a variety of
demonstrating interactive perspectives
teamwork. - Supportive of others
 Follower
- (Cambridge Dictionary) He FAMILY STRUCTURES,
or she is someone who
supports, admires, or PARENTING STYLES, AND
believes in a particular FAMILY LEGACIES
person, group, or idea.
FAMILY
TYPES OF FOLLOWERSHIP - Latin word ‘’familia” (group of
(Robert Kelly) people living together in a
1. Alienated Followers household
- These are followers who - First social circle
are independent and critical - Basic unit of…. (Meriam webster)
thinkers but are inactive in o - 2000, Allen et. Al, o A unit
carrying out their role. comprising one person
- Negative but negative related to blood, marriage,
critical skeptics (often adaption bound by social
question and doubt economic ties particularly…
themselves) o o Family has different
- Mavericks; independent- structure
minded people
2. Passive Followers FAMILY TYPES
- These followers lack  Nuclear family
initiative and commitment - Aka. Conjugal family or Family
and require constant of Procreation.
supervision from the leader. - Comprised of married partners
3. Conformist Followers and their offspring.
- These followers are content - The nuclear family is the
to simply take orders, to traditional type of family
defer to their leader; they structure.
do not question the - This family type consists of two
decisions or actions of the parents and children.
leader. - The nuclear family was long
4. Exemplary Followers held in esteem by society as
- These followers are willing being the ideal in which to raise
to be mentored or coached children.
by the leader and at the - Children in nuclear families
same time are willing to receive strength and stability
teach the leader. from the two-parent structure
5. Pragmatic Followers and generally have more
- These followers are averse opportunities due to the
in taking risks and live by financial ease of two adults.
the slogan ‘better safe than
sorry’.  Foster Family
- One child or children is legal
temporarily part of a family
  When it comes to rules, you
 Single-parent family believe it's "my way or the
- The single parent family highway."
consists of one parent raising  You don't take your child's
one or more children on his feelings into consideration.
own.  Authoritarian parents
- This family may include a believe kids should follow
single mother with her children, the rules without exception.
a single dad with his kids, or a  Authoritarian parents are
single person with their kids. famous for saying,
"Because I said so," when
 Adoptive Family a child questions the
- Family contains atleast one reasons behind a rule.
adopted child and atleast one They are not interested in
adoptive parent negotiating and their focus
is on obedience.
 Step/Blended family  Authoritarian parents may
- Family consists of 2 families use punishments instead of
brought together due to discipline. So rather than
divorce/remarriage. teach a child how to make
better choices, they're
 Extended family invested in making kids feel
- The extended family is the sorry for their mistakes.
most common type of family in  Kids often experience poor
the world. Extended families social skills and have
include at least three emotional problems
generations: grandparents,
married offspring, and 2. Authoritative
grandchildren.  Authoritative parents have
- Consists of two or more adults rules and they use
who are related either blood, consequences, but they
marriage that lives in the same also take their children's
home opinions into account. They
validate their children's
PARENTING STYLES feelings, while also making
- Each parent has different parenting it clear that the adults are
style. ultimately in charge.
- Combination of strategies to raise  Researchers have found
children. kids who have authoritative
parents are most likely to
History of Parenting Styles become responsible adults
Diana Baumrind who feel comfortable
- Defined the first 3 parenting styles. expressing their opinions.
- Identified the first 3 parenting
styles. 3. Permissive
John Martin and Eleanor Maccoby  Always allowing the child to
- Further studied parenting and get what he wants.
propose additional changes.  You set rules but rarely
enforce them.
1. Authoritarian  You don't give out
 Have very high expectation consequences very often.
on kinds. (Discipline &  You think your child will
Obedience) learn best with little
 Believe kids should be interference from you.
seen and not heard.
4. Uninvolved
 Little care to the child
 No particular discipline
style.
 May not receive guidance
 Children struggle with self-
esteem issues.