KNOWING ONESELF - devised a technique to help people better understand

themselves as well as their relationship with others

Self —---------------------------------------------------------------------------------------
- Defined by the ff characteristics (Steven, 1996) DEVELOPING THE WHOLE PERSON
- Separate → distinct and unique from others
- Consistent→ Every “self” has its own personality that is Developmental Stages
enduring that lasts during late adolescence - Focused on human growth and changes across the
- Unitary → the center of all experiences and thoughts that lifespan, including physical, social, intellectual, perceptual,
run a particular person → Topmost executive in an personality, and emotional growth
individual where all processes, emotions, and thoughts - Change might be a growth or decline
converged. - Normal Development Adolescence:
- Private → may sort out info, feelings, and emotions w/in - Early (12-14 y/o), Middle (15-17 y/o), Late(18-20)
him/herself but is never accessible to anyone but the self; - Robert J. Havighirst explained that development is
the “self” lives within its own world continuous throughout the entire lifespan → each satage
has a role to perform on developmental tasks
Ideal Self
- Pertains to the image or aspirations of what you want to
become; the self that you aspire to be
- The one that you hope will possess characteristics similar
to that of a matter of some otherworldly figure
- Idealized image that we have developed over time based
on what we have learned and experienced → components
of our parents taught us, admire in others, and what our
society promotes

● Initiativeness starts at 5 years old

Actual Self
- Present self, that one you actually see
- Self that has characteristics that you were nurtured or, in
some cases, born to have (innate)
- Built on self-knowledge → derived from social
interactions that provide insight into how people react to Psychosocial Development
you - Erik Erikson strongly believed that personality developes
- It is how we think, how we feel, look, and act in a predetermined order through 8 stages of psychosocial
- Seen can be seen by others but because we have no way development
of truly knowing how others see us, our actual self is our - .According to the theory, successful completion of each
self-image → idea of one;s abilities, appearanc, and stage results in a healthy personality and the acquisition of
personality as seen by others. basic virtues. Basic virtues are characteristic strengths
which the ego can use to resolve subsequent crises.
Self-Concept
- Combined ideal self and actual self
- Refers to the awareness of yourself
- Collection of beliefs about one’s basic nature, unique
abilities, and typical behavior
- In the process of merging our actual self and ideal self, our
social roles provide us the adjustment in the changing and
conflicting development of our society
- Factors:
→ your own observations
- In social comparison theory, people need to
compare themselves with others in order to gain
insight into own behavior
→ feedback from others
- The amt of criticisms, the feedback we
sometimes give, helps shape the current
self-concept of what we choose to be or not Mindfulness
→ cultural values/ cultural guidelines - is described as maintaining a moment-by-moment
- The society in w/c we are raised defines what is awareness of our thoughts, feelings, bodily sensations,
good and bad in personality and behavior and surrounding environment, through a gentle, nurturing
lens.
Joseph Luft and Harrington Ingham → JoHari’s Window
 - breath mindfully, express gratitude, listen deeply, nurture
mutual respect, cultivate insight, build integrity, practice,
foster leadership, limit reactivity, be peaceful
Freud’s Psychosexual Stages of Development
- According to Sigmund Freud
- Children go through a series of psychosexual stages that
lead to the development of the adult personality
- LIbido → psychosexual energy, driving force behind
behavior
- Personality is mostly established by the age of 5 according
to Psychoanalytic theory
● Kinds of Stressors
a. Cataclysmic events - strong stresses that suddenly occur
and may simultaneously affect many people (Feldman
2010)
(Ex. Natural disasters, Terrorist attacks, ship/plane crash,
and bombings)
b. Personal Stressors - positive or negative conditions,
events, or anything that causes stress to an individual.
Stress occurs when the individual is experiencing
frustration, pressure, or conflict.
(Ex. Marrying, Death of a loved one, getting a new job, job
loss, starting and ending class, transferring)
c. Background Stressors - (daily hassles) displeasures that
could be encountered every day. (Feldman, 2010) (Ex.
traffic, noise, pollution, dissatisfaction with school or job,
unhappy relationship)

● Common Disorders (Mental Illnesses) caused by stress

1. Depression
- Causes Self-images, family problems, financial
problems, poor personal relationships,
experiencing peer rejection
- Disorder of emotion or mood (sadness,
hopelessness, misery, inability to enjoy)
- somatic symptoms are loss of energy, sleep
—-------------------------------------------------------------------------------------
difficulties loss of appetite, and weight loss /gain
MENTAL HEALTH AND STRESS/ DEFENSE - Motivational symptoms are loss of interest, lack
MECHANISM of drive, and difficulty on starting in anything

Mental Health
- successful performance of the mental function, resulting in 2. Eating Disorders
productive activities, fulfilling relationships with other - Extraordinary weight loss, feeling negative about
people, and the ability to change and to cope with their bodies, and being highly motivated to look
adversity (Magpantay and Danao, 2016) like same-sex figures in the media
- is the way your thoughts, feelings, and behavior affect - 2 types: Anorexia Nervosa & Bulimia Nervosa
your life.
● Anorexia Nervosa - Persistent pursuit of thinner
Mental Illness built through hunger. Intense fear of gaining
- Diagnosable mental disorders characterized by alterations weight.
in thinking, mood, or behavior associated with distress and ● Bulimia Nervosa - Binge eating and then purging
impaired functioning by self-inducing vomiting or using a laxative.
- Most mental health problems developed in adolescence
3. Anxiety
Stress - Over worrying about future events and fear is a
- Feeling of emotional or physical tension reaction to current events.
- Can come from any event or thought that makes you feel
frustrated, angry, or nervous ● Separation Anxiety Disorder - may have somatic
- A reaction to stimuli that disturbs our physical or mental symptoms (lack of sleep, appetite loss, feeling
equilibrium. It is an omnipresent part of our life sick) when people like their parents, peers, or
- Athe way your body responds to challenges and gets you loved ones leave them
ready to face them with attention, energy, and strength ● Generalized Anxiety Disorder - The condition in
which has many worries and fears. Symptoms:
● 2 types of stress (Magpantay and Danao, 2016) tense muscles, trouble concentrating & sleeping
● Social Phobia - involves worrying about social
Eustress Distress
-Positive stress b/c it’s -Negative stress b/c it gives harmful situations or speaking publicly; has low
helpful implications to the individual such as self-esteem, very shy and self-conscious
- Motivates the anxiety and depression ● Obsessive Compulsive Disorder - causes
individual to keep on - Discourages the individual to be repeated unwanted thoughts or sensations
working and reach the productive (obsessions) or the urge to do something over
goal and over again (compulsions).
 ● Panic Disorder - When they feel very scared or
have a hard time breathing and their heart is
pounding. (ex. Teen not wanting to go to school
b/c of fear of what might happen inside)
● Post Traumatic Stress Disorder - Feeling like they
are "re-living" the traumatic experience
● Altruism - deal with stress through dedication
● Anticipation - anticipate possible events
● Humor - deal with stress by being ironic
● Sublimation- maladaptive impulses (acceptable behavior)
● Suppression - avoid thinking about stressors
● Affiliation- turn to others for support

Conflict
- A serious clash or struggles/ disagreement/ argument/
incompatibility
- Double Approach: happy, both positive
- Double Avoidance: both negative
- Approach Avoidance: Positive and Negative
- Mixed
Frustration
- Feeling of being upset or annoyed, especially because of
inability to change or achieve something.

Tripartite of Model of Man

● ID - primitive part → “ I want to do it now!“
● EGO - realistic part/ rational part (Maybe we can
compromise)
● SUPEREGO - moral conscience (it’s not right to do that) —----------------------------------------------------------------------
POWERS OF THE MIND/ BRAIN
Defense Mechanisms
- From Freudian Psychoanalytic Theory
- Unconscious psychological strategies brought into play by
various entities to cope with reality and to maintain
self-image
** Freud discovered most of the defense mechanisms
1. Defenses are major means of managing instinct and affect
2. They are unconscious
3. They are discrete
4. Although often the hall maks or major psychiatric
syndromes, defenses are dynamic and reversible.
5. They can be adaptive as well as pathological

Nervous System
- A complex network of nerves and cells that carry
messages to and from the brain and spinal cord to various
parts of the body.
- ensures that each organ system, such as the
cardiovascular, gastrointestinal, and immune systems, can
adequately communicate with one another (command
center of the body)
- functions : (1) gather information, (2) produce responses
to stimuli, (3) coordinate workings of different cell

A. Central Nervous System

- processes, interprets, and stores incoming information and
Common Defense Mechanism
consists of the brain and the spinal cord
● Displacement -anxiety; satisfying impulse (aggression)
- The spinal cord acts as a bridge b/w the brain and the
with a substitute object. (venting out anger on someone)
body and also produces reflexes (involuntary)
● Sublimation - mature defense mechanism; satisfying
- Protected by the meninges → skull and vertebrae
impulse with a substitute object in a socially acceptable
cebrospinal fluid
way. (boxing, exercise)
● Repression -suppressing unwanted thoughts and
● CNS TISSUES
information from consciousness (forgetting trauma)
- Grey Matter - mainly found in the outer layers, While the
● Regression -immature; using previous developmental
spinal cord it forms the core butterfly shape; compromises
behaviors when faced with overwhelming stress. (Sucking
neurons cell bodies and their dendrites, glial cells, and
thumb when pressured, being childish)
capillaries.
Mature Defense Mechanisms
 - White Matter- areas of the CNS which most the majority - Blushing, sweating, pushes up your heart rate and blood
of axons, the long cords that extend from neurons; myelin pressure
→ a white, fatty insulating cover that helps nerve signals B.2.2 Parasympathetic Nervous System
travel quickly and reliably - Doesn’t stop the body, tend to slow things down or keep
- Spinal Cord - acts as a sort of bridge between the brain them running smoothly
and the parts of the body below the neck.; produces - Conserves energy and helps the body store it
behavior on its own, w/o any help from the brain
Parasympathetic (relax) Sympathetic (accelerate)

Constrict pupils Dilate pupils

Stimulate saliva
Slow heartbeat
Constrict airways
Stimulate stomach activity
Stimulate gallbladder
Stimulate intestines activity
Contract bladder
Inhibit salivation
Increase heartbeat
Relax airways
Inhibit stomach activity
Inhibit gallbladder
Inhibit intestine activity
Secrete epinephrine and
norepinephrine
Relax the bladder

- Spinal Reflex - automatic, requiring no
conscious effort
- The neural circuitry underlying a reflex is called a
reflex arc
- EX: Knee jerking, shifting balance of the weight
of the body when stepped broken shards/
glasses
Brain
- Storage of our memories, the seat of our intelligence
(Davis, 1984) and where our emotions are found (darwin
1872)
- The reflexive or autonomic behavior is controlled by the
Hindbrain and Midbrain.
- The complex behavior of the individual belongs to the
controlled area of the forebrain.
The Major Divisions of the Brain

B. Peripheral Nervous System

- Handles the CNS’ input and output

● Sensory Nerves
- carry messages from the special receptors in the
skin, muscles, and other internal/ external sense
organs; Sends the stimuli to the brain
● Motor Nerves
- Carry orders from the CNS to the muscles,
glands, and internal organs of the body
- Causes glands to contract and secrete
hormones.
- Contains all portions of the nervous system outside the
brain and spinal cord; divided int two:
B.1 Somatic Nervous System
- Also called the skeletal nervous system
- Controls the skeletal muscles of the body and permits
voluntary action
B.2 Autonomic Nervous System
- (self-governing) → involuntary (without conscious control)
- Regulates blood vessels, glands, and internal (visceral)
organs like the bladder and the heart
B.2.1 Sympathetic Nervous System
- Accelerator; mobilizing the body for action and output of
energy
● Forebrain
- Prosenchephalon: thalamus, pineal bodies, hypothalamus,
and limbic system, entire cerebrum
- processes sensory information, helps with reasoning and
problem-solving, and regulates autosomal, endocrine, and
motor functions
- Sensory and associative functions, and voluntary motor
activities
● Hindbrain
- Rhonbencephalon: skull-brain stem, medulla oblongata,
pons, and cerebellum
- helps to regulate autonomic functions, relay sensory
information, coordinate movement, and maintain balance
and equilibrium
- Coordinates functions that are fundamental to survival
(respiratory rhythm, motor activity, sleep, and
wakefulness)
 ● Midbrain —-------------------------------
- Mesenchephalon- 3 main parts: colliculi, tegmentum, and ● Cerebral Cortex
cerebral peduncle
- helps to regulate movement and process auditory and
visual information

● Two Hemispheres of the Cerebrum

Corpus Callum
- (neural highway) a band of nerve, which carries
back and forth between the two hemispheres
- A combination of sensory motor, and cognitive
information is constantly being transferred
between hemispheres
- If severed → two hemispheres can’t
communicate properly, changes in visual
perception, speech and memory - The cerebral cortex which is the cap of the brain has four
- Surgical severing of the Corpus Callosum → last lobes: Frontal, Parietal, temporal, occipital
resort method to untreatable epilepsy —------------------------
NEURONS
Left Hemisphere Right Hemisphere - Nerve cells/ neurons are the basic unit of the nervous
system and conduct electromagnetic signal
Functions: Speech and Functions: Intuition, spatial - Held in place by glial cells (greek word → glue) which
language, math, logic, awareness, music, creativity, provide them with nutrients, insulate them, and remove
rationality art, rhythm cellular debris when they die
- Neurons are communication cells
Personality: Logical, detail Personality: Artistic, creative,
- 3 major basic structure namely → cell body, dendrites,
oriented, analytical openminded
axon
Traits: linear thinking, rational Traits: Random thoughts,
decision thinking, reality non-verbal processing, holistic
oriented thinking, fantasy oriented

Thought process: verbal and Thought process: random

sequential thoughts

Problem solving: logic Solve problems intuitively

Right motor skills and right Left side motor skills, left field
field vision vision

Planning, cautious Adventurous, impulsive, ● Cell Body

emotional, imagination - shaped roughly like a sphere or pyramid
- Contains biochemical machinery for keeping
neuron alive
● We use both hemispheres equally. The
- Responsible in the transmission of messages
continuous communication of both hemispheres
● Dendrites
works far better.
- Look like a branches of the tree, which is used as
● Creativity is a complex process. According to a
an antennas, receiving messages from other
study, creative thinking does not seem to depend
nerve cells and transmitting them toward the cell
on a single mental process or the brain region.
body
● Roger W. Sperry was responsible for the theory
● Axons
of the right and left brain dominance → showed
- Likened to trunk of a tree, which is more slender
that perception and memory had been profoundly
- Transmits messages away from the cell body
affected
- Have branches to their tips, less numerous than
—-------------------------------
dendrites
LIMBIC PARTS
● Hippocampus - Memory centers of our brains
- “A neuron is first a catcher, then a batter.” (Gazzaniga,
● Amygdala - Emotional responses, including feelings of
1988)
happiness, fear, anger, and anxiety
- In the PNS, the individual cells collect bundles called
● Hypothalamus - Hunger, thirst, body temperature, blood
nerves. The human body has 43 pairs of peripheral
pressure, heart rate, and sexual activity
nerves, with 12 pairs in the head ( the CNS contains
● Pituitary gland: Known as the “master gland,” it controls
bundles of neuron fibers —> tracts)
other endocrine glands in the body. It secretes hormones
that control sexual development, promote bone and
muscle growth, and respond to stress.
 (3 types neurons: sensory, motor, interneurons)
● Receptors - any change to the environment will be
● Myelin Sheath
detected by receptors found in the sensory organs and
- Major purpose of this covering is to prevent
glands
signals from adjacent cells from interfering with
● Effectors - the receptors send a message to the effectors
each other
which alter the bodies and returns it back to normal.
- Make the cells look like sausages → so neural
Glands and muscular contraction, hormone, and enzyme
impulses travel in hops
production are all effector responses.
● Synapses
—-------------------------------------------------------------
- Gaps that separate neuron to neuron and bridge
BRAIN LATERALIZATION
their communication
- It is complex and ongoing process by which differing
● Neurotransmitters
regions of the brain take over the functioning of specific
- Chemical substances that allow nerve impulses
behaviors and cognitive skills.
to move from one neuron to another
- Found in synapses: (norepinephrine, substance Left hand control Right Hand Control
P, acetylcholine, enkephalins, endorphins,
serotonin Language, writing, logic, Music, fantasy, art,, genius,
- Can be either excitatory or inhibitory maths, science creativity, perception
—-------------------------------------------------------------
THEORY OF MULTIPLE INTELLIGENCE (Howard Gardner)

1. Verbal- linguistic intelligence

- sounds, meanings, the rhythm of words / finding the right
words to express what you mean
2. Logical-mathematical intelligence
- Think conceptually and abstractly, logical and numerical
patterns, quantifying things
3. Spatial-visual intelligence
- Think in images and pictures, visualize accurately and
abstractly, visualizing words
4. Bodily-kinesthetic intelligence
- ability to control one’s body movements and handle
objects skillfully, coordinating your mind and body
—----------------------------------- 5. Musical intelligence
Receptors and Effectors - Produce and appreciate rhythm pitch, and timber
6. Interpersonal intelligence
- Capacity to detect and respond appropriately to the
moods, motivations, and desires of others
7. Intrapersonal
- Capacity to be self-aware and in tune with feelings,
values, beliefs, and thinking processes.
8. Naturalist Intelligence
- Recognize and categorize plants, animals, and objects of
nature
9. Existential intelligence
- Sensitivity and capacity to tackle deep questions about
human existence and death

Mental age is a concept related to intelligence. It looks at how a

specific individual (usually a child), at a specific age, performs
intellectually, compared to average intellectual performance for that motivate us to improve our lives, just as positive emotions
individual's actual chronological age. do.
Improving Managing Emotions and Its Importance on
Chronological age- the age of a person as measured from birth to Communication
a given date. 1. Being Aware of Your Emotions
2. Understanding how others feel and Why (Empathy →
IQ = Mental Age / PhysicalAge x 100 being able to imagine what emotions a person is likely to
—-------------------------------------------------------------------------------------- be feeling)
EMOTIONAL INTELLIGENCE 3. Managing Emotional Reactions
4. 4. Choosing your Mood
Emotions
- What you feel on the inside when things happen The Emotions of Adolescence
- Also known as feelings - Adolescence (Western culture) → period of emotional
upheaval and confusion (Arnett, 1999), others described
youth's inner lives using the word like alienated,
Positive Emotions Negative Emotions desperate, and overwhelmed
- Adolescents deals with lots of emotional highs and lows
Confident - feeling able to do Afraid - feeling fear and worry
- Experiencing new levels of emotional variability,
something Angry - feeling mad w/ person
Energetic - feeling full of or idea moodiness, and emotional outbursts
energy Ashamed - feeling bad after - Adolescents also feel overwhelmed by the emotional and
Excited- feeling happy or doing wrong physical changes they are going through → facing
aroused Confused - feeling unstable to different pressures from friends to “fit in.” These pressures
Glad - feeling joy and pleasure think clearly also come from the responsibilities they have at home, the
Proud - feeling pleased for Depressed - feeling sad, blue, demanding policies in school, and the expectations to do
doing well discouraged and unhappy
Relaxed - feeling at ease and Embarrassed - feeling worried well in other activities like sports or part-time jobs.
without worry, calm about what others may think
Contentment Jealous - feeling upset when
Amusement someone has something you
Happiness would like to have
Serenity or they get to do something
Joy you wanted
Love Lonely - feeling alone and that
Satisfaction nobody cares
Stressed - feeling tense, tired,
uneasy, and overwhelmed.
Fear, Disgust, Sadness,
Melancholy, Annoyance

Emotional Intelligence (EQ or EI)

- Ability to understand, use, and manage our emotions
- Can predict success in social and emotional situations
- Help build strong relationships, make the right decisions,
and deal with stressful situations

● Both IQ and EQ need to work together. It is proven to be

most effective when a person has both.
● Emotions are attitudes or responses to a situation or an
object, like judgments (Zemach, 2001).

Positive Emotions
- Find pleasurable experience
- According to the Oxford Handbook of Positive Psychology
→ Pleasant or desirable situational responses… distinct
from pleasurable emotions and undifferentiated positive
affect (Cohn & Fredrickson, 2009).

Negative Emotions
- Unpleasant or unhappy emotion which is evoked in
individuals to express a negative effect toward an event or
person (Pam, 2013)
- Positive psychologists also argue that while there are
many benefits to positive emotional states, our negative
emotions are also designed to keep us safe and to