PERDEV S1
Through this example alone we cannot fully
L1 Knowing Oneself
Adolescence ( child to adult )
 Adolescence is a time of great curiosity, intellect, physical function, and
emotionality. It depends on the individual where to direct this, either to
more responsible choices or more self-defeating odds.
 Mental capacity if left unused or untriggered will decay.
subdivided
early adolescence (12 to 14 years old)
middle adolescence (15 to 17 years old)
late adolescence (18 to 21 years old).
Puberty during early adolescence stage is marked with physical changes including
menarche (menstruation) and nocturnal emissions (wet dreams) for both female and
male respectively
Characteristics Experienced in each Stage
Middle Adolescents Stage (15-17 years
old)
Physical
- Most girls have completed
physical changes during
puberty by age of 15
- Boys continue to mature,
become stronger and taller,
almost completing the
development of sexual traits
Emotional/Affective
- May be anxious about school
and test scores
- Seek to be alone
- Has a tendency to complain
about parents preventing him
or her from doing thigs
independently.
- Begins to blend physical and
emotional intimacy with
relationship
Intellectual
- Becomes better at setting
goals and thinking in terms of
the future
- Starts to develop moral ideals
and select role models
Late Adolescent Stage ( 18-21 years old)
Physical
- Most girls are fully developed.
- Physical and sexual develop
determined by genes and
environment
- Adolescence as a period of
sexual excitement and anxiety.
Emotional/Affective
- Firmer identity
- Greater emotional stability
- Stable interest
- Ability to make independent
decision.
Intellectual
- Thought’s about one’s role in
life
- Higher level of concern for the
future
- being rejected, for example there must be underlying emotional response
Social Social to the action and its doer.
- Has tendency to experiment - Concerned about serious described attitude. Therefore attitude cannot be solely describe or defined
on relationships relationship.
- Starts to consider friends are - Clear sexual identity by one component alone.
more important - Greater concern for others.
- Is increasingly aware of  Cognition- is a way we think. It encompasses our thoughts in different
social behaviors of friends level, ranging from ourselves to our environment, from imaginary to
perceivable reality. While cognition involved all that we mentally
conceived, ideas that we create, etc. affect is solely focused on emotion.
The Johari Window Model Again, cognition as a component of attitude is only a viewpoint a portion
- Is a technique used to help you better understand your relationship with of the bigger picture of attitude.
yourself and others.
 Behavior- is the action form or manifestation of attitude.
Region 1: Open Self or Arena- is known by you -Without attitude, affect and cognition, behavior will be rendered baseless and
and others Open Blind ungrounded.
Region 2: Blind Self – unknown by you but Area o Area or
which others know. Arena spot
Region 3: Hidden Self- known by you but which  Attitude
others do not know. - can be form consequently through this, either from personal encounter or observed
Hidden Unknown
Region 4: Unknown Self – not known by you consequences.
area or
and others -is a prominent factor in personality. If you know how it is created, you can know
Facade
how to handle it especially when you need to. It is a matter of self-monitoring and
The Unique Self self-assertion.
 Rejection
1. Characteristics. This refers to a unique feature -is a common experience and often result to embittered attitudes towards the doer of
2. Habits. Refers to special or unique tendencies, activities or practices that you find the action- which influences the affect component.
yourself having difficulty to let go or give up because you really like them.  Social Factors
3. Experiences. Refers to significant experiences t - influence attitude heavily. Your roles in a social environment and of course the
social norms that tell you what to do and what not to do in a social situation also
Dimension of the Self: Physical, Psychological, Spiritual affect the attitude.
 Learning
The word “self” is popularly and generally defined as what an individual - Consider how commercial can affect your attitude towards particular products like
sees, perceives, and defines oneself apart from others. the usual fast-food commercial that caters to your appetite by showing off crispy
meals in a slow-motion and the like. The affect component being triggered by the
The self as we know is divided into three known dimension: hunger centers in our brain, our observant cognition component observing how
people in the commercials are all happy, pleasant and satisfied and their behavior of
physical dimension eating with sheer delight has an effect on your attitude. We then tend to associate
- revolves around the physical body of a human being, its process, function, what we observed with their attitude and employ the same mindset to the product. It
mechanism, and chemistry.
is a practical use of classical conditioning.
-This dimension is responsible for giving us the ability to move our muscle, to  Operant Conditioning
perceive our surrounding and to think of the ideas and opinion that bring wonders to - can also affect and influence how we develop attitudes. A common example would
our life and others. be alcohol consumption and the headache its hangover gives a person. It is a matter
psychological dimension of consequences, pleasant or unpleasant, that our attitude towards it is affected. If it
-which contain the concept of stress, cognition, behavior, attitude, emotion and
helps one to escape from the problems one is suffering, one develops a pleasant
ultimately personality. attitude towards it, then again, when one wakes up after being drunk, one realizes
- set of characteristics, behavior, attitudes, cognition and emotion. alcohol did not solve the problem, thus, feel guilt and regret which are unpleasant
spiritual dimension  Modelling
-allow us to view ourselves in spiritual level as spiritual being. - when someone particularly close to us, a person we admire or adore, or a parent
does something, it is more than likely we would be doing the same things they are
Attitudes and its Components: Affect Behavior, Cognition doing. If our parents love playing musical instruments, we as kids would likely
imitate them and their attitude. In a negative application, if our parents dislike close
Attitude - manifests itself as behavior as a representative of personality. communication, we might end up having communicative constraints as well.
Implicit attitude - are thoughts or feelings that conscious awareness does not cover.
Explicit attitude - can be perceived consciously and expressed accordingly. Self-Concept
-is our cognition to ourselves, what we think and know about our identity,
 Affect – is the term used to represent emotions directed to the self, the personality and individuality.
environment and to others. For one to develop a bitter attitude towards - It is still focused on the cognition component of attitude, providing what Rene
Descartes said “I think, therefore I am”
-is purely or mostly informational
Self-esteem is related to self-concept but it is different. It does not focus on how we
know ourselves but rather our attitudes towards ourselves. It is more situational
approach in terms of attitude because self-esteem is how we value ourselves, given
the negative or positive feedback we receive.
- is emotional inclined.
Self-concept and self-esteem are learned variables, however. If one is
raised in an unsupportive home filled with verbal degradations one would probably
feel and think that he or she is a burden to blame for familial problems.
L2
Psychology refers to the science of mental processes and behaviors. To understand
your whole personal development as an adolescent, you first need to unlock some
essential concepts such as physiological, cognitive, social and emotional, and
spiritual development.
Five Areas of Personal Development
 Physiological Development
- The transition begins at puberty or early adolescence where most physical
developmental changes occur in both girls and boys,
Middle (15 to 17 years old) to Late Adolescence (18 to 21 years old)
- the physiological changes become more stable.
-you have become more mature and profound with a sense of acceptance and
comfort, already embracing these physical changes despite some emotional
turbulence at certain points in your life.
 Cognitive Development
-Cognitive Development refers to your capacity to think and reason.
- reflects a more complex process of thinking called Formal Logical Operations,
which include the following abilities:
During Middle Adolescence
 uses the capacity to reason out which makes him/her sound philosophical and
future-oriented
 is more comprehensive in delivering questions and analysis
 starts to consider his/her own "code of ethics" (evaluating what is right and
what is wrong before acting out) considers the question "Who am I?"
 is able to state more systematic life goals
 thinks about ang begins to make his or her own plans
 starts to plan out and consider long-term possibilities.
 uses systematic thinking and begins to influence relationships with others.
During Late Adolescence
 Exhibits more established thinking from concrete to abstract.
 is now hypothetical with the capacity to discern using basic principles
applied to specific situations encountered
 is more analytical and can figure out future possibilities and outcomes of
events
 can manipulate and cluster ideas and can create a system of sorting these
ideas or abstract thoughts to come up with a more focused solution to
specific concerns
 discovers and appreciates the diversity of people and their perspectives,
so that he/she could consider varied options in solving problems
 is more philosophical and idealistic
 Social Development
-Social development is about our inborn capacity to relate to others, to connect, and
to feel belongingness.
-Children who are rejected or seen as burdens by their social environment may
develop more negative views of themselves and other people. .
social self is enriched by building and cultivating relationships, being comfortable in
relating with other people is essential in relating with other people is essential in
social development.
 Emotional Development
- Emotional development has to do with the feelings that you experience.
McLaren (2010), a social science researcher, distinguished emotions from feelings.
"An emotion is a physiological experience (or state of awareness) that gives you
information about the world, and a feeling is your conscious awareness of the
emotion itself." All humans have emotions, but not all are aware of their emotions.
This explains why we hear other people say, "I don’t? feel anything anymore. That
does not mean they don't have an emotion. It's just that they are not conscious of it.
Apparently, there is a disconnection between their emotions and feelings.
 Spiritual Development
-A research study on adolescents' spirituality and involvement states that 50 percent
of young people engage in spiritual activities every week and more than 75 percent
share spiritual topics with their peers (Barna Group, 2006).
-adolescence, spiritual awakening happens and adolescents become aware of the
existence of the divine, share their spiritual experiences with peers, and find a way to
put faith into practice.
POWER TRIAD
The power Triad:
Thoughts – belief and knowledge about something.
Feelings – affect/emotions
Behavior – the way the attitude influences your actions
Thoughts (-belief and knowledge about something)
Thoughts usually originate from things we have learned both in the
right way and in the wrong way. The thoughts that potentially affect our attitude
negatively are commonly associated with an irrational belief represented by a
statement that echoes in our heads.
Feelings (-affect/emotions)
No one is exempted from the experience and the color that emotion
brings into our lives, be it , again, subconscious and conscious. We might
consciously feel that we are angry but deep down our anger sterns from a
subconscious hurt brought about by rejection from someone we valuE
Behavior (the way the attitude influences your actions)
- Behavior is the primary output of our attitude.
-it also affects our thoughts and feelings, ultimately leading back to its source---
attitude
 Overt behavior is expressed consciously like replying to a friend or
volunteering for class recitation.
 Covert behavior, however, occurs beyond our awareness, in our blindspot.
Mannerism, body language, gestures, and personal tendencies fall here.
Feelings (affect) and behavior relate to each other interchangeably
—we may act or behave out of feelings or we may feel pleasant or unpleasant after
an action. Our ability to evaluate our feelings and behavior will allows us to get
better at knowing when and when not to express a particular feeling or action.
Thoughts (cognition), like affect, are also related to behavior. We act
in accordance to what we think, be it overt behavior, from either implicit or explicit
attitude.
Once the cognition component has analyzed the reactions with the behavior, it can
the again
Applying Power Triad to Daily Life Situations
A real winner is one who is able to:
 Win over his/her battles and difficulties in life and turns then into learning
and glorifying experience,
 Find meaning in pleasant and unpleasant events in his life,
 Live in peace with difficult people and difficult situations,
 Win the goodwill of others, their respect and admiration,
 Get what he wants using win-win strategies; never at the expense of
others,
 Develop and use his talents and abilities to the best advantage; and
 hange the attitude associated with the action or maintain it depending on
discretion.
Reading: The Story of the Two Wolves
The following is an enlightening and helpful old Cherokee Indian story.
One evening an old Cherokee told his grandson about a battle that
goes on inside of people. He said, ”My son, the battle is between two wolves
inside us all.” “It is terrible fight and its between two wolves. One is evil –
he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilty,
resentment, inferiority, lies, false pride, superiority, and ego.” He continued,
“The other is good – he is joy, peace, love, hope, serenity, humility, kindness,
benevolence, empathy, generosity, truth compassion and faith. The same
fight is going on inside you-and inside every other person, too.”
The grandson thought about it for a minute and then asked his
grandfather, “Which wolf will win?” The old Cherokee simply replied, “ The
one you feed”.
The purpose of this story is to help you find ways to manage your mind so
that you can live more in accordance with what your own judgement says is best for
you.
 As we grow up, we gradually become aware of the many things in the external
world which are largely beyond our ability to control. Initially this is difficult to play age
accept, but a more shocking realization is that there are many things about ourselves - the child rapidly develops becomes more active in initiating activities like play or Middle adolescence (approximately 15- Late Adolescence
16 years of age) (approximately 17-21 years of
that we seem powerless to control. discovering out of curiosity. age)
-natural creativity may also be constricted. While some guilt is needed to develop Movement  Self involvement  Firmer identity.
It can be also in the form of a behavior such as the inability to control one’s one's conscience and sense of control, it should be balanced by providing Toward  Alternating between  Ability to delay
craving for food such as caked and chocolates.” But are we indeed really powerless opportunities for the child to manifest his/her initiative, make his/her own decisions, Independence unrealistically high gratification.
to control our own manipulative thoughts, feelings and actions? The grandfather’s and enjoy leading others. expectation and worries about  Ability to think
failure. through ideas
answer “ The one you feed” is deceivingly simple. The results of psychological school age  Complaints that parents  Ability to express
research indicate that there are at least four important concepts or ideas implied by - the young pupil learns many new knowledge and skills. interfere with independence. ideas in words.
the answer. -In struggling to learn more and get along with peers  Extremely concerned with  More developed
-can be industrious and gain a sense of competence with enough recognition from appearance and with one’s sense of humor.
own body.  Interest becomes
L3 his/her authority figures. If the tasks are too demanding for his/her abilities, or when  Feeling of strangeness about more stable
he/she fails too often and ridiculed in the process, he/she can instead develop a sense oneself and body.  Greater emotional
of inferiority  Lowered opinion of and stability.
Erik Erickson’s Stages of Psychological Development withdrawal from parents  Ability to make
Adolescence  Efforts to make new friends independent
 Strong emphasis on the new decisions.
Development Stage Psychosocial Basic Strength Core -is a major stage of development as the child needs to know the roles, he/she will peer group.  Ability to
conflict Pathology assume as an adult. He/She is confronted with questions of who he/she is: a trouble  Period of sadness as the compromise
Infancy Trust vs. Mistrust Hope Withdrawal maker at home. psychological loss of parents  Pride in one’s work
- The teenager begins to seek a personal identity that makes sense to him/her with all takes place.  Self-reliance
 Examination of inner  Greater concern for
his/her many different behaviors.
Early Childhood Autonomy vs. Will Compulsion experiences. others
- The painful state of role confusion may lead the adolescent to experiment with Future  Intellectual interest gain  More defined work
Shame and Doubt
possible sources of more immediate security or a sense of belonging such a barkada Interests and importance. habits
or an organization, and maybe even alcohol, smoking, or drugs. Cognitive  Some sexual and aggressive  Higher level of
Play Age Initiative vs Guilt Purpose Inhibition Development energies directed into creative concern for the
and career interest. future
An adolescent grappling with an identity crisis may also be burdened by a sense of  Anxiety can emerge, related  Thoughts about
School Age Industry vs. Competence Inertia incompetence from childhood, a painful sense of inferiority with peers (school age), to school and academic one’s role in life.
Inferiority or may have doubts about his ability for intimacy with friends and romantic performance.
Adolescence Identity vs. Role Fidelity Role Denial attraction (young adulthood) in the next stage of development. Sexuality  Concern about sexual  Concerned with
Confusion attractiveness. serious relationship.
 Frequently changing  Clear sexual identity
Young Adulthood Intimacy vs. Love Exclusivity young adult relationship.  Capacities for tender
Isolation - is one of developing closer relationships that could lead to intimacy and the  More clearly defined sexual and sensual love.
Adulthood Generativity vs. Care Rejectivity possibilities of shared care, safety, and commitment. orientation, with internal
-young adult may squelch his need for closeness, become anxious about conflict often experienced by
Stagnation
those who are not
Old Age Integrity vs. Wisdom Disdain commitment, and sadly choose to be a loner unable to enjoy the virtue of Love.
heterosexual.
Despair  Tenderness and fear shown
middle adulthood toward opposite sex.
-usually, the challenge is to be generative/productive that is, to find a career, have a Physical  Males show continued  Most young women
lifetime partner and family, or have a vocation that enables one to become a Changes heights and weight gains are fully developed
ERIK ERIKSON meaningful part of a bigger world beyond just oneself. while female growth slow  Young men
-Erikson believed that these eight stages are appropriate to all cultures, all people down (females grow only 1-2 continue to gain
whether from the past or present generations (Feist et al, 2013) inches after their first height, weight
old age of senior citizens such as grandparents or the elderly, the challenge is to find menstrual period) muscle, and body
-Erikson proposed the Eight Stages of Psychosocial Development to explain ti satisfaction in a life that has been lived fruitfully and provides a sense of hair
changes that individuals experience throughout their lives. These stages are accomplishing worthwhile goals in life. Where these are absent, one faces the end of
characterized by a conflict between syntonic and dystonic elements. How the life with despair, hopelessness, and depression. Thus, success in meeting this final
individual resolves this conflict can significantly contribute to his or her personal developmental task leads to the virtue of wisdom which empowers one to look back
development. on his/her life with a peaceful sense of meaning and openness to death with hope. Towards Becoming Responsible Adolescents

infancy,
-an infant enters a world of uncertainty concerning the fulfillment of his/ her needs.
The baby looks up to a reliable caregiver who is usually the mother. When this
happens regularly, the baby feels secure and can develop basic trust in a world that
cares.
early childhood,
-as the child grows and discovers abilities, becomes assertive in exercising
newfound skills of walking and handling things.
Developmental Tasks During Adolescence
There are times though when the transition between middle to the late
adolescence may not easily be felt changes are more internal than visible to the naked eye.
Sedra Spano
- proposed the three stages of adolescence to account for the for developments that take
place in this phase of an individual's life. These stages are early adolescence, middle
adolescence, and late adolescence.
Corpus, et al. (2010) and Santos (2016) identified numerous developmental tasks and
skills that should help Filipino teens become responsible adolescent, maturing toward
meaningful and productive lives in young adulthood. These include the following
1. Developing occupational skills targeted to help develop responsibility in
preparation for future employment.
2. Developing self-reliance to identify one’s skills and knowledge, capabilities
and resources to engage in meaningful activities without relying too much on
others.
 3. Learning to manage finances which involves being to discern the difference
between “wants” and “needs” and learn self-control when handling finances.
4. Understanding social responsibility which involves being able to see beyond
oneself, considering the greater community, and seeing one's role in the
community as an agent of change
5. Acquiring a mature work orientation which entails having pride in what one
does, and raising standards of excellence in one's quality of work
6. Accepting personal responsibility which involves knowing the consequences
of one's actions, being responsible for one's own decisions without putting
blame on others
7. Instilling a positive attitude towards work by seeing work as a way towards
self-improvement and as an expression of love for others and him/herself
8. Being courageous in standing up and being friends, not losing one's own
identity to one's group of friends, learning to say no to peer pressure especially
when he/she knows that it is bad for a person or when it goes against his/her
values and beliefs
9. Developing self-esteem which involves learning to understand, accept, and
appreciate oneself as a unique person without comparing him/herself to others.
10. Being true to oneself and avoiding the tendency to please others, which
means not having to conform to others, being true to oneself, and asserting
his/her individuality and uniqueness, true friends will accept a person for who
they are
11. Learning how media and advertising try to influence on" thinking and
feelings, which involves understanding that news is reported for a reason (to
serve the purpose of someone or some organization) and that advertising uses
fears or desires to sell products
12. Becoming aware, critical, involved social issues by asking questions and
speaking up about social issues that one is concerned with; letting leaders
know how one thinks and feels about society, and even suggesting solutions to
help improve lives
13. Embracing a healthy lifestyle by being aware of one's health, thinking about
the food and drinks he/she takes, engaging in sports and other physical
activities, and allowing oneself to rest and relax
14. Developing one's spirituality by finding what gives meaning to one's life and
experiences.
Types of Challenges for the Adolescent
Among the major challenges that the adolescent faces in senior high school are the
following:
1. Self-esteem 6. Academic Concern
2. Physical Appearance 7. Choosing the right course and career path
3. Group belongingness 8. Socio-emotional challenges
4. Relationship
5. Sexuality and sexual relationship
Self-Esteem
-Self-esteem is a subjective evaluation of his/her own worth. It is about believing in
oneself, having confidence in one's own value as a person, and positively seeing oneself.
LOW self-esteem usually means that a person does not regard him/herself in a favorable
light.
Physical Appearance
Teenagers are also more self-conscious of their bodies and physical
appearance since it is the first thing that other people notice about a person.
It is important to accept even one's flaws and to be satisfied with the body that one
has. It helps to keep in mind that some people are not fortunate enough to have
complete body parts.
Group Belongingness
-One may not need to be wary of peer pressure, since one does not have to prove
anything to anyone. One does not have to indulge in smoking or drinking or
experimenting with drugs. It pays to be true to oneself, and understand that one does
not need to please other people by doing what they want him/her to do.
Relationships
- Relationships require a person to be emotionally mature-to be rational in thought
and behavior. Maintaining a relationship with parents may be difficult because
parents usually have a different perspective from an adolescent. When adolescents
fail to understand why their parents are being "overly" protective, strict, and/or
controlling, they tend to resent and rebel. It is a must for adolescents to have a more
objective view of what is happening in their relationship with their parents.
Relating with Peers and one's barkada is easier as adolescents share the same
concerns, issues, and complaints. While it is easy to establish friendships, it is more
challenging to maintain them. Through time, friendships are negatively affected by
jealousy, tactless criticisms, disloyalty, backbiting, and rejection. Comparing oneself
with others breed negative feelings. True friendship is built on mutual respect and
trust.
Romantic relationships also Start to develop during this Stage Such relationships are
highly intense and emotional and people do not usually think with reason and
objectivity. Acting on impulse or being blinded by what One only wants to see often
brings harm and danger and leads to quarrels and breakup experiences. A broken
heart, however, may allow a person to know more about him/herself and find ways
to cope with theses challenges.
Sexuality and Sexual Relationship
one's hormones become very active and awaken strong sexual passions. Some
teenagers feel shame and guilt over experiencing sexual urges as they find them a
strange and new experience. But sex is a natural part of being human, so there is
nothing to be ashamed or guilty of.
Academic Concerns.
It can be easy to get distracted by Other things that may divert one's attention from
fulfilling his/her academic obligations. Some distractions include using technology
such as watching television, going on social media, playing video games, and using
the laptop/ tablet for non-academic purposes. Another distraction would be the urge
to go out, spend time with friends, play sports, or engage in a hobby when it is not
the right time to do so. Last but not the least, an internal distraction such as
procrastination in one’s worst enemy. Postponing the completion of your academic
requirements will prolong your agony.
Choosing the Right Course and Career Path
When choosing a course, it would be good to consider your strengths, capabilities,
skills, and most importantly your interests, the things you find exciting, and the
things you are passionate about For some, this is something yet to be discovered.
That is normal since a person still needs more experience to know what he/she really
wants to be in future. When a person chooses something, he/she loves and is
passionate about, he/she will surely work hard at it and excel. These choices take
time and reflection.
Socio-Emotional Challenges
Other socio-emotional struggles include anxiety, depression, bipolar disorder,
trauma, eating disorder. Anxiety is a sense of impending doom without a factual
basis. The anxious person tends to be apprehensive, irritable, full of fears and lack of
confidence.
Generalization :
 Adolescence is the transition that individuals go through from childhood to
adulthood. This period is marked by various significant changes in one’s body
thoughts, emotions, and behavior.
 Adolescents face numerous challenges in different aspects, which include self-
esteem, academic concerns, and socio-emotional challenges. These challenges may
manifest in different forms and may be faced by adolescents in their own way.
L4
Stress
-is a state of mental or emotional strain or tension resulting from adverse or very
demanding circumstances. It is also a physical, chemical, or emotional factor that causes
bodily or mental tension and disease.
- The way your body responds to stress is also partly instinct and has something to do with
the way you think, which, as an adolescent, you may want to manage later.
A stressor is chemical or biological agent, environmental condition, external stimulus, or
an event thar causes stress to an organism.
1. External stressors include changes in temperature (heat or cold) and stressful
psychological environments such as classroom conditions or abusive
relationships in school (bullying).
2. Internal stressors include physical ailments such as infection or inflammation
and psychological problems such as worrying about something.
Mental Health
is defined as a level of psychological health or well-being. It also indicates a state of
normalcy or an absence of mental illness. From this you could assess yourself in being in a
satisfactory level of emotional and behavioral adjustment. In positive psychology, this
point to an ability to simply enjoy life and create balance between life activities and efforts
to achieve psychological resilience.
Well-being
is defined as the subjective state that emerges from a general feeling of satisfaction with
oneself. It is also described as a condition of good health, happiness and prosperity.
Mental Health Concern in Adolescence
Several mental health concerns afflict teenager in a middle and late stages of
adolescence. A foremost concern is depression, It is manifested as negative views of
oneself, the world and the future. There is a deep sense of hopelessness and possibly even
despair. A depressed teenager tends to be highly withdrawn, with low energy, little
motivation, lack of enjoyment, or pleasure in daily living. He/she prefers to be by
him/herself most of the time is uninterested in school or social interaction, and may have
thought of suicide. (APA,2013)
Anxiety
is also one of the common mental health concerns in adolescent. It is a sense of a vague unease with no
known actual cause that makes one feel mostly tensed and restless. Or it may be sometimes
overwhelming like a scary panic attack where one can hardly breathe. Aside from anxiety, these
teenagers may also feel a sense of deep sadness or depressions. (WHO,2016)
Conduct disorder
-is defined as a repetitive and persistent pattern of behavior that violates the right of others,
social norms, rules, or laws.
- bullying, initiating fights, destruction or property or theft.
Self-injury
refers to the intentional damage to the body tissues in connection with, or to change a
particular feeling or emotion. This has been quite prevalent with adolescent and manifested
in the forms of cutting, burning, marking, tattooing, piercing and other example of self-
mutilation.
Risky Sexual Behavior
can be in the form of an early start of sexual intercourse, unprotected sex (e.g. absence of
condoms and contraceptives) or having multiple sex partners.
Substance Abuse
as defined by Keanne, et al., is maladaptive pattern of substance use that significantly
cause distress and maladjustment, in the form of failure to fulfill obligations at work,
home, school, and other responsibilities: recurrent usage in potentially dangerous situation
(e.g., drunk driving) legal problem; and persistent use despite negative consequences in
interpersonal or social relation exacerbated by the substance.
Antisocial Behavior
covers a wide range of actions, from theft and burglary to physical abuse and substance
abuse. The intention may be to inflict intentional harm to people, or to community, or it
may simply be behaviors running out of control and affecting other people negatively.
Getting Support for Mental Health
a. Family Members are the immediate support group of the individuals. Siblings
and parental bonds are typically the strongest because of the biological and
emotional connection that is shared since individuals early years.
b. Friends and Peers when family members are not around, peers can serve as a
strong source of emotional support. They can also serve as a second set of
siblings with whom the individuals can share activities.
c. Teachers serve as a second parents, as the school serve as a second home to
adolescents. They guide the individuals in academic. Social, and even
emotional concern. Together with peers, teachers make up a “second family”
of adolescence.
d. Counselors provide emotional support and help the individuals cope with
personal issues and concerns and help them make decision in terms of
relationships, school, career plan, and path to take in the future.
The Road to Psychological Well-being
These are skills which anyone can learn. Social skills, problem solving skills,
and tools for the development of self-esteem are tools one can use to survive that turbulent
stage called adolescence.
Social Skills
- greatly help individuals gain friends, strike conversations, and generally be able to
properly carry themselves in public and in situations where they need to socialize. The
following are important tips to improve one's social skills:
1. Try to understand different perspectives
Before trying to judge a person or make conclusions, it would be best to understand
where they are coming from.
2. Learn to listen with empathy
Empathy is being able to place oneself in the shoes or situation of the other person.
Being able to empathize with people allows one to create a clear picture of What they want
to say, and gives a more concrete explanation for their actions as well.
3. Develop emotional intelligence
Emotional intelligence pertains to an understanding of one's own emotions,
relating effectively with others, and adjusting to the demands of the environment.
4. Learn to read facial expressions
Being able to correctly perceive facial expressions is very important 1in
interpersonal relationships.
5. Learn impulse control
is about learning to react appropriately, making sound and objective decisions and
transactions, and lessening the possibilities of fights or quarrels.
6. Learn to use the "I" message.
Using "" messages means expressing our feelings and thoughts about experiences in a
calm manner, usually beginning with statements like "I feel... "I am disappointed
because... "I am happy that..." and other forms that convey emotions from the speaker's
personal experience than from an objective point of view. "" messages help lower self-
justification thus improving communication during interactions. On the other hand, "you" Sources of Stress and its Effects
messages typically imply self-protectiveness and strong emotions rather than having Adolescents experience greater responsibility and autonomy in actively
sincerity to compromise and solve problems collaboratively (Darrington and Brower, managing their own development. They go into a period of experimentation and
2012). exploration as they begin to try out new roles and responsibilities to establish and prepare
their identity and their place in the greater adult social world. Specific adolescent
Problem Solving Skills challenges are described as follows: (1)) managing new roles and responsibilities, (2)
identifying personal strengths and weaknesses and refining skills to coordinate and
Whether in school, at work, or in daily activities, problems arise and the first thing succeed in these roles, (3) finding meaning and purpose in the roles acquired, and (4)
everybody does is to try to arrive at a solution. Unfortunately, people sometimes perceive assessing and making necessary life changes and coping with these changes (Zarret &&
the problem to be too difficult and their minds are clouded with pressure and stress. The Eccles 2006).
following are step-by-step instructions that could aid in solving problems:
What Stresses Senior High School Students
1. Identify the problem The sources of stress in adolescents range from the daily, trivial, and common
The most essential step in problem solving is knowing what the problem really is. hassles of daily living to major events. Compared to children, adolescents encounter many
What is it all about? Is it one problem in itself, or could it be broken down into smaller new, potentially threatening, and challenging social experiences. These changes in one's
problems? Understanding and being able to correctly identify the problem is crucial in environment cause stress as one tries to find new ways of responding and adapting. The
coming up with the correct solution. common sources of stress are centered on the two most important domains of an
2. Brainstorm possible solutions adolescent namely, home and school. Below is a list of some of the common sources of
Once the problem is identified, it is important to open our minds to all possibilities. stressors for adolescents.
Whether alone or in a team or group, it is important to have alternative plans; to come up 1. Break up with a boyfriend or girlfriend
with as many possible solutions, in case the first solution does not solve the problem. 2. Increased arguments with parents, and between parents
3. Evaluate the pros and cons of each problem 3. The pressure of expectations from self and others
Some solutions may offer a compromise, as well as a set of positive and negative 4. Change in parents' financial Status
outcomes. Though it may be tempting to go with the easiest solution, weighing in the pros 5. Serious illness or injury of a family member
and cons of all solutions may provide a clearer perspective as to what action the individual 6.Pressure at school from teachers, coaches, grades, and homework
or group may undertake. Moreover, listing down the pros and cons could present both 7. Relationships with family and friends
short-term and long-term Consequences Of all possible solutions.
4. Choose the best option The Positive Side of Stress: Eustress
Once all the solutions have been considered and their corresponding pros and cons Stress is not always bad thing.
laid out, carefully evaluate which solution would be the best for you, for the problem, or
for the group (if working in a group setting). Sometimes consensus cannot be reached, so Eustress is kind of stress that is helpful in promoting one’s growth and development by
individuals bargain the best compromise they could have. providing sufficient challenges that allow one to become more resourceful and show
5. Create a backup plan initiative in problem solving. Without some stress, life would be such a comfort zone and
Sometimes, as people try to solve problems, unexpected mishaps or change of heart may lead to boredom
or plans happen. It would be wise to have backup plans in case the initial plan does not
work, to not to leave the problem unsolved. Coping Strategies
Developing Self-Esteem Coping is a way people to deal with problem including the problem of handling the
typically negative emotion that stress produces.
1. Exercise, relax and have fun
2. Do something good for others.  Problem-Focused Coping- means dealing with actual problem praised by a
3. Accept compliments stressful situation.
4. Take pride in your opinions and ideas  Emotion-Focused Coping- is more subjective as it considers the difficulties
5. Set goals challenging the feeling states of the individual , and as such aims to comfort and
6. Recognize what you can change and those that are not in your control. soothed the stress person. This coping style puts immediate importance to reducing
7. Manage your inner critic, use helpful self-feedback instead. distress and re-establishing calmness or peace rather than resolving the issue or
8. Practice gratitude, focus on the good that is going in your life. problem.
9. Aim for effort rather than perfection.  Avoidance Coping- is what happen when one rather ignore the stressors or
10. Have a growth mindset, view mistakes as learning experiences. fantasize being in a different non-stressful circumstance either of which does not
11. Avoid comparing yourself to others. solve the issue or truly bring about true relaxation. Avoidance coping is a refusal to
12. Remind yourself that everyone excels in different things. accept and deal with stressors which unfortunately prolong and even possibly
13. Give yourself credit. worsen the problem.
COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE Personal Ways of Coping Stress
1. Tackle the Problem. People who are able to cope by actively trying to fix
Stress Defined problems tend to be emotionally heathier.
Some researchers define stress as the challenging stimuli or things that happen 2. Create a stress Journal include the topic in your personal journal. A stress
to people like a time-pressured exam, being in an unfamiliar place, or the death of a loved journal can help you keep track of and identify the regular stressors in your
one. Meanwhile, other researchers also define it as a person's response to what happens to life. Each time you begin to feel stressed out, note it down in your journal. As
him. A more encompassing definition of stress would be the subjective experience of you keep a daily log, patterns and common themes may begin to form.
distress in response to perceived environmental problems (Kring, Davidson, Neale & 3. Develop a stress relief toolbox. You can also come up with a list of healthy
Johnson, 2007). ways to relax and recharge. You can try to implement one or more of these
 ideas each day, even if you are feeling good just to keep the stress level in
check. Here are some examples that you can add to your toolbox: go for a
walk, sweat Out tension with a quick workout, play With a pet cat or dog, read
a good book for an hour, take a 30-minute nap.

4. Recognize how you deal with Stress. Do you use unhealthy behaviors such as
smoking, drinking alcohol, or over/undereating to cope with stress? Are these
behaviors routine or are they specific to certain situations?

5. Find Heathy Ways to manage stress. These includes meditation, exercising,

or talking things out with friends or family.

6. Take Care of Yourself. Keep yourself healthy by eating right, getting enough
sleep, drinking plenty of water, and engaging in regular physical activity. Take
breaks or vacations from work. Make time for yourself - read a book or listen
to your favorite music.

7. Reach out for Support. Support from friends and family can improve the
ability to manage stress. You may also talk to psychologist. Who can help you
better manage stress and change unhealthy behavior.

GENERALIZATION
 Mental health is a vital component of a person's overall well-being. Being
mentally healthy enables a person to endure life challenges and recover from
them quickly.
 Adolescence is considered a confusing and ambiguous stage. The challenges
in this life stage may result in mental health issues and other behavioral issues.
 Psychological well-being consists of positive emotions, engagement, positive
relationships, a sense of meaning, and a sense of accomplishment.
 Among the most significant mental health and behavioral issues faced by
adolescents include depression, anxiety, conduct disorder, eating disorders,
self-injury, risky sexual behavior, substance abuse, antisocial behavior, and
post-traumatic stress.
 Psychological well-being can be achieved and maintained by cultivating
social| skills, engaging in effective problem solving and maintaining positive
self-esteem.
 Adolescence is a time of changes and transitions which bring about challenges
and stress on the adolescent.
 Stress is the subjective experience of distress due to problems such as negative
experiences and challenges. There are two kinds of stress. Eustress is the kind
of stress that is helpful in promoting one's growth and development. Distress,
on the Other hand, has a negative effect on the person.
 Major sources of stress for adolescents include romantic relationships, family
conflict, and academics.
 Stress management refers to techniques that people use to cope with
difficulties and manage their stressors.
 Coping refers to ways people try to deal with their problems. Problem-focused
coping involves dealing directly with the problem, while emotion-focused
coping aims to comfort and soothe the stressed person.
 Self-efficacy refers to the individual's belief regarding his or her ability to
influence events. Social support refers to social resources that help a person
cope with difficulties.
 There are various ways of coping with stress. Individuals may choose direct
problem-solving strategies to address the problem, maintaining a stress
journal, or making a "stress relief toolbox." All in all, the adolescent must
identify and understand his/her stressors, recognize stress signals, and identify
healthy ways of managing stress.