BOHOL ISLAND STATE UNIVERSITY

Clarin Campus
Poblacion Norte, Clarin Bohol

PSYCHOLOGY AND EDUCATION OF EXCEPTIONAL CHILDREN:

Creative, Gifted, Backward, Learning Disabilities and Mentally Retarded.
Personality: Type and Trait Theories-Measurement of Personality
Mental Health and Hygiene-Process of Adjustment, Conflict and Defense Mechanism,
Mental Hygiene and Mental Health, Sex Education.

Enad,Rchelle V. Gallo,Irene C.
Esteban, Shirlyne U. Gambe,Cathyrine P.
Estillore,Marjun B. Garcia,Rena D.

Estillore,Sheena J. Galicame,Cherry Mae A.

Estorba,Josephine P. Hera,Oligario Jr A.
Estorba,Melinda L.

Name: Rachelle V. Enad

Reporter
Course: MAED Subject: Philosophy & Pyscho- Sociological Foundation of
Education
PSYCHOLOGY AND EDUCATION OF CREATIVE CHILDREN

The psychology and education of creative children are important topics because
nurturing
creativity in children can lead to numerous benefits, both for the individuals and society
as a whole. Here an overview of these topics:
Psychology of Creative Children:
1. Characteristics of Creative Children: Creative children often exhibit certain
characteristics, such as curiosity, imagination, a willingness to take risks, the ability to
think outside the box, and a strong intrinsic motivation to explore and create.
2. Divergent Thinking: Creative children tend to excel in divergent thinking, which
involves generating multiple solutions to a problem. They can see connections
between seemingly unrelated ideas.
3. Emotional Sensitivity: Creative children may also be emotionally sensitive and have a
deep appreciation for the arts, music, and aesthetics.
4. Autonomy: Creativity often flourishes when children are given some autonomy in
their learning and problem-solving processes.
5. Personality Traits: Certain personality traits, such as openness to experience, play a
significant role in fostering creativity.
Education of Creative Children:
1. Fostering a Supportive Environment: Creating an environment that encourages
creativity is crucial. Teachers, parents, and caregivers can support creative children by
allowing them to explore their interests, make choices, and take ownership of their
learning.
2. Encouraging Curiosity: Encouraging questions, exploration, and curiosity can help
stimulate a child and creative thinking.
3. Open-Ended Tasks: Providing open-ended tasks and projects that allow for multiple
solutions and interpretations can challenge and stimulate a creative child and mind.
4. Cross-Disciplinary Learning: Encouraging children to explore a variety of subjects
and
fields can foster creativity by allowing them to draw connections between different
areas of knowledge.
5. Flexible Assessment: Traditional assessment methods may not capture the full extent
of a creative child ability. Educators can employ more flexible and holistic
assessment approaches.
6. Social Interaction: Collaborative activities and group projects can provide creative
children with opportunities to share and refine their ideas through interaction with
peers.
7. Mentorship and Guidance: Having mentors or role models who support and guide
creative children can be highly beneficial
8. Balancing Structure and Freedom: While it essential to provide freedom and
autonomy, some level of structure is also necessary to help creative children develop
organizational skills and work habits.
9. Recognition and Encouragement: Recognizing and celebrating a child creative
achievements can boost their self-esteem and motivation.
10. Adaptation to Individual Needs: Recognizing that each child is unique and may have
different creative strengths and interests is essential in tailoring educational
strategies.
It worth noting that creativity can take various forms, from artistic and musical
expression
to scientific innovation and problem-solving. Therefore, a holistic approach to education
that
values and supports diverse manifestations of creativity is crucial in nurturing the
potential of
creative children.

REFERENCES
Mangal, S.K.2007.Essential of Educational Psychology. New Delhi: Prentice
Hall of India
Bhatia, B. D.. Raghunath Safaya.1992.Educational Psychology and Guidance
Delhi: Dhanpat Rai and Sons.
Kuppyswamy, B, 1991. Advanced Educational Psychology. New Delhi: Sterling
Publishers.
Skinner, C. E, 1959. Educational Psychology. New Jersey: Prentice Hall
ESTEBAN,SHIRLYNE
REPORTER

GIFTED CHILDREN

INTRODUCTION
Gifted child, any child who is naturally endowed with a high degree of general mental
ability or extraordinary ability in a specific sphere of activity or knowledge. The
designation of giftedness is largely a matter of administrative convenience. In most
countries the prevailing definition is an intelligence quotient (IQ)of 130 or above.
Increasingly, however, schools use multiple measures of giftedness and assess a wide
variety of talents, including verbal, mathematical, spatial-visual, musical, and
interpersonal abilities.

DEFINITION
• Gifted children are, by definition, “Children who give evidence of high-
performance capability in areas such as intellectual, creative, artistic, leadership
capacity, or specific academic fields, and who require services or activities not
ordinarily provided by the school in order to fully develop such capabilities “Dr.
Gail Gross
RECOGNIZING A GIFTED CHILD
• They are curious and ask a lot of questions.
• They take their own approach to assignments.
• They have a large vocabulary and prefer adult conversation.
• They have original ideas.
• They are cognitively advanced and able to self-teach new skills.
• They are sensitive to their environment.
They have strong feelings
BIOLOGICAL DIFFERENCES
• The gifted child seems to have and increased cell production that also increases
synaptic activity. This increased thought process. The neurons in the brain of the
gifted child seem to patterns that develop are able to process more complex
thought. There seems to be more prefrontal cortex activity in the brain, which
leads to insightful and intuitive thinking. Gifted children have more relaxed and
focused learning with greater presentation and integration. The brain rhythms of
the gifted child occur more often, and this allows for concentration, attention,
investigation, and inquiry.
CHARACTERISTICS
• Unusual alertness, even in infancy
• Rapid learner; puts thoughts together quickly
• Excellent memory
• Unusually large vocabulary and complex sentence structure for age
• Advance comprehension of word nuances, metaphors and abstract ideas
• Enjoys solving problems, especially with numbers and puzzles
• Often self-taught reading and writing skills as pre- schooler
• Deep, intense feelings and reactions
• Thinking is abstract, complex, logical, and insightful
• Idealism and sense of justice at early age
Cont.
• Concern with social and political issues and injustices
• Longer attention span and intense concentration
• Preoccupied with own thought- daydreamer
• Learn basic skills quickly and with little practice
• Ask probing questions
• Wide range of interests (or extreme focus in one area)
• Interest in experimenting and doing things differently
• Puts idea or things together that are not typical
• Keen and/ or unusual sense of humor
• Desire to organize people/ things through games or complex schemas
• Vivid imaginations (and imaginary playmates when in preschool

Teaching Strategies for gifted learners

EDUCATION
• There are three ways of educating children who are intellectually and
academically more advance than their peers:
1. acceleration, whereby the gifted child is allowed to learn material at a more rapid
pace or is promoted more rapidly through grades;
2. Enrichment, whereby the gifted child works through the usual grades at the usual
pace but with a curriculum supplemented by a variety of cultural activities;
3. differentiation, whereby gifted children are accelerated or enriched within the
regular classroom.
Special schools or classes enable gifted children to progress at an accelerated pace.
The instruction, method, and materials can be adapted to the needs of each student,
and because the children work and study with others who are bright, each is
motivated to put forth his best effort. Despite the opposition many educators have to
special provisions for gifted children, research shows that grouping gifted children
together is best for them, that this does no harm to average children, and that
acceleration in these groups provides greater opportunity for challenge and
intellectual development than does enrichment alone.

• https://www.huffpost.com/entry/who-is-the-gifted-child
• https://www.Britannica.com/science/gifted-child
• https://www.readandspell.com/signs-of-a-gifted-child
• National association for gifted children
Melinda L. Estorba
Reporter

Measurement of Personality

What is measurement?
- Means to describe anything or trait in quantitative value
- According to N.E Gronlund measurement is the process of obtaining a
numerical description of the degree to which an individual possesses a
particular characteristic.
-
The Origin of Personality
- The word personality is derived from the Latin word “persona”. Persona was
meant a “mask” which a Greek actor commonly used to wear when they work
on stage. This actor implied a cover for the real person behind it.

Personality
- Is the extent to which a person impresses or attract other people, but in
psychology it means the whole person outstanding characteristics, his ability,
his emotional and social traits, his interest and attitude.

Methods of Measuring Personality

When it comes to measuring of personality, psychologist employ an array of
techniques to capture the multifaceted nature of human behavior and traits. Here we
explore some of the primary methods used in measurement of personality.
Self-Report Questionnaires

One of the most commonly used method, self-report questionnaires

involve individuals responding to a series of statements or questions
designed to assess their personality traits.

Observer Ratings

This method involves gathering input from individuals who know the
person well, such as family members, friends, or colleagues. These
observers provide valuable insights into the person’s behavior, traits, and
tendencies from an external perspective.

Interview

In-depth interviews allow researchers to engage in detailed conversations

with individuals providing a rich source of information about their
personalities. The dynamic nature of interviews enables probing into
various aspects, uncovering hidden dimensions of personality.

Behavioral Assessment

This can involve controlled experiments or naturalistic observations, both

shedding light on how a person reacts and interacts with their
environments.
Projective Techniques

These techniques aim to uncover hidden emotions, conflict, and desires

that might not be readily accessible through other methods. It offers a
window into the subconscious mind, revealing hidden aspects of
personality.

How to Measure Personality

The measurement of personality involves a careful planning, implementation and
analysis. Here’s a step-by-step guide on how personality measurement takes place:
Selecting the methods

Researchers choose a suitable method based on their research objectives

and the depth of insight they seek into an individual’s personality.

Designing the Assessment

For self-report questionnaires, researchers create a set of well-structured

questions that cover various aspects of personality. For behavioral
assessments, researchers carefully plan the scenarios or situations in
which the individual’s behavior will be observed.

Data Collection

Data collection involves administering questionnaires, conducting

interviews, observing behavior or presenting projective stimuli to
participants.

Analysis and Interpretation

Once the data is collected, its meticulously analyzed to identify patterns,

correlations, and trends in personality traits. Researchers interpret the
findings to draw meaningful conclusions.

Conclusions:
In the realm of understanding human nature, the measurement of personality
stands as a profound endeavor. Through diverse methods such as self- report
questionnaires, observer ratings and projective techniques, expert delve into the
intricate layers of traits and behaviors that shape individuality. This dynamic field not
only allows us to grasp the nuances of personality but also challenges us to navigate
subjectivity, cultural influences, and the ever-evolving nature of human identity. As
research advances and techniques evolve, the measurement of personality continues to
provide insights that enrich our understanding of what makes us truly unique.
Marjun B. Estillore
Reporter

Psychology and education of Exceptional Children; backward learning

-The term exceptional is applied to trait or to the person possessing the trait if the extent
deviation from normal possession of the trait is so great that because of it individual
warrants or receives special attention from his fellows and his behavior responses and
activities are thereby affected
-is a field that focuses on understanding and addressing the unique needs and
challenges of children with exceptionalities. This includes children with disabilities, gifted
and talented children, and those who may have learning or behavioral differences.
Backward learning
-The idea behind backward learning is to break down complex tasks into smaller, more
manageable components and teach them in a way that starts with the end goal in mind
and works backward. This approach can help exceptional children who struggle with
traditional linear learning methods.
-also known as reverse learning, is a concept in the context of exceptional children that
involves teaching skills or knowledge in a reverse or unconventional order.
In this group of exceptional children, such are children are included who when
compared with their own age group children, show marked deficiency of traits.
-According to Barton Hall,” Backwardness is general is applied to cases where them
Educational achievement falls below the level of their natural abilities.
-Burt says,” Backward child is one who in mid-school career is unable to do the work of
the class next below which is normal for his age.”
The characteristics of backward child are as given below:
1.Their learning speed is very low
2.Their educational attainment is less than their physical and mental abilities
3.They suffer from mental ill-health
4.They fail to learn from the usual methods
5.They often feel depressed in life
Causes of backwardness
1.ill-health
2.Physiological defect in them leads to their backwardness
3.Physical disease
4.Quarrel in the family
5.Negative parental attitude
6.Large size of the family
7.Lower economic status
8.Bad habits of the family
Backward children, imminently, need the ff. services.
1.Provision of guidance
2.Provision of trained teachers
3.Check-up and necessary treatment
4.Re-adjustment in homes and schools
Advantages of Backward Learning
1.Increased Motivation
2.Clarity of goals
3.Alignment with Assessment
4.Focus on Essential Skills and Knowledge
Disadvantages of Backward Learning
1.Time-Consuming
2.Differences
3.Difficulty in Implementation
In summary, while backward learning has its advantages in terms of goal clarity,
focused teaching, and increased motivation, it also comes with challenges related to
time consumption, individual differences, and the difficulty of implementation.

REFERENCE:
http://www.preseveaticles.com/education/psychology-and-education-of -exceptional-
children-creative and backward-learning-disable/22940
https://wandofknowledge.com/backward-children/
Sheena J.Estillore
Reporter

What are Learning Disabilities?

• Learning disabilities are problems that affect the brain’s ability to receive,
process, analyze, or store information.
• These problems can make it difficult for a student to learn as quickly as someone
who isn’t affected by learning abilities

LEARNING DISABILITIES

Concept of LD (2000):
Strong converging evidence supports the validity of the concept of specific learning
disabilities (SLD). This evidence particularly impressive because it converges across
different indicators and methodologies. The central concept of SLD involves disorders of
learning and cognition that are intrinsic to the individual. SLD are specific in the sense
that these disorders each significantly affect a relatively narrow range of academic and
performance outcomes…
…SLD may occur in combination with other disabling conditions, but they are not due
primarily to other conditions, such as intellectual disability behavioral disturbance, lack
of opportunities to learn, or primary sensory deficits.”

Heredity
• Learning disabilities often run in the family. Children with learning disabilities are
likely to have parents or other relatives with difficulties.

Problems During Pregnancy and Birth

• Learning Disabilities can result from anomalies in the developing brain, illness or
injury, fetal exposure to alcohol or drugs, low birth weight, oxygen deprivation, or
by premature or prolonged labor.
Accidents after Birth
• Learning disabilities can also be caused by head injuries, malnutrition, or by toxic
exposure (such as heavy metals or pesticides).
INCIDENT RATE:
• Estimated 15% of the U.S. population
• 6% to 8% of school age population
 Types of Learning Disabilities

1. Dyslexia
2. Dysgraphia
3. Dyscalculia
4. Dyspraxia

1. Dyslexia
people with dyslexia usually have trouble making the connections between letters and
sounds and with spelling and recognizing words.

People with dyslexia often experience other symptoms. These may include:
• Failure to fully understand what others saying
• Difficulty organizing written and spoken language
• Delayed ability to speak
• Poor self-expression (for example, saying “thing” or “stuff” for words not recalled)
• Difficulty learning new vocabulary, either through reading or hearing
• Trouble learning foreign language
• Slowness in learning songs and rhymes
• Slow reading as well as giving up on longer reading tasks
• Difficulty understanding questions and following directions
• Poor spelling
• Difficulty recalling numbers in sequence (for example, telephone numbers and addresses)
• Trouble distinguishing left from right

2. Dysgraphia
Dysgraphia is characterized by problems with writing. This disorder may cause a child
to be tense and awkward when holding a pen or pencil, even to the extent of contorting his
or her body. A child with very poor handwriting that he or she does not outgrow may have
dysgraphia.

Other signs of this condition may include:

• A strong dislike of writing and/or drawing
• Problems with grammar
• Trouble writing down ideas
• A quick loss of energy and interest while writing
• Trouble writing down thoughts in a logical sequence
• Saying words out loud while writing
• Leaving words unfinished or omitting them when writing sentences

3. Dyscalculia
Signs of this disability include problems in understanding basic arithmetic
concepts, such as fractions, number lines, and positive and negative
numbers.
 Other symptoms may include:
• Difficulty with math-related word problems
• Trouble making change in cash transactions
• Messiness in putting math problems on paper
• Trouble recognizing logical information sequences (for example, steps in math
problems)
• Trouble with understanding the time sequence of events
• Difficulty with verbally describing math process
4. Dyspraxia
A person with dyspraxia has problems with motor tasks, such as hand-eye
coordination, that can interfere with learning.
Some other symptoms of this condition include:
Problems organizing oneself and one’s things
Breaking things
Trouble with tasks that require hand-eye coordination, such as coloring with in
the lines, assembling puzzles, and cutting precisely
Poor balance
Sensitivity to loud and/or respective noises, such as the ticking of a clock
Sensitivity to touch, including irritation over bothersome feeling clothing

MENTAL RETARDATION
“Mental retardation refers to significantly subaverage general intellectual
functioning resulting in or associated with concurrent impairments in adaptive behavior
& manifested during the developmental period”
Epidemiology
About 3% of the world population is estimated to be mentally retarded.
In India, 5 out of 1000 children are mentally retarded (The Indian Express, 13th
March 2001)
Mental retardation is more common in boys than girls.
With severe & profound mental retardation mortality is high due to associated
physical disease.

Genetic Factors
Chromosomal abnormalities
• Down’s syndrome
• Fragile X syndrome
• Trisomy X syndrome
• Cat-cry syndrome
• Prader-will syndrome
Cranial malformation
• Hydrocephaly
Metabolic disorders
• Phenylketonuria
• Wilson’s disease
• Galactosemia
Gross disease of brain
• Tuberous scleroses
• Neurofibromatosis
• Epilepsy

Prenatal Factors
Infection
Rubella
Cytomegalovirus
Syphilis
Toxoplasmosis, herpes simplex
Endocrine disorders
Hypothyroidism
Hypoparathyroidism
Diabetes mellitus
Physical damage & disorders
Injury
Hypoxia
Radiation
Hypertension
Anemia
Emphysema
Placental dysfunction
Toxemia of pregnancy
Placenta previa
Cord prolapse
Nutrition growth retardation
 Perinatal Factors
• Birth asphyxia
• Prolonged or difficult birth
• Prematurity
• Kernicterus
• Instrumental delivery

Postnatal Factors
• Infections
• Encephalitis
• Measles
• Meningitis
• Septicemia
• Accidents
• Lead poison
Environmental & socio-cultural Factors
• Cultural deprivation
• Low socio-economic status
• Inadequate care takers
• Child abuse
Classification:
Mild Retardation (IQ 50-70)
This is commonest type of mental retardation accounting for 85-
90% of all cases. These individuals have minimum retardation in sensory-motor
areas.
Moderate Retardation (IQ 35-50)
About 10% of mentally retarded come under this group

Classification:
• Severe Retardation (IQ 20-35)
Severe mental retardation is often recognized early in life with poor
motor development & absent or markedly delayed speech & communication
skills.
• Profound Retardation (IQ below 20)
 This group accounts for 1-2% of all mentally retarded. The
achievement of developmental milestones is markedly delayed. They require
constant nursing care & supervision.
SIGNS AND SYMPTOMS
• Failure to achieve developmental milestones
• Deficiency in cognitive functioning as inability to follow commands or directions
• Failure to achieve intellectual developmental markers
• Reduced ability to learn or to meet academic demands
• Expressive or receptive language
• Psychomotor skills deficits
• Difficulty performing self-esteem
SIGNS AND SYMPTOMS
• Irritability when frustrated or upset
• Depression or labile moods
• Acting-out behavior
• Persistence of infantile behavior
• Lack of curiosity
DIAGNOSIS
• History collection from parents & caretakers
• Physical examination
• Neurological examination
• Assessing milestones development
• Investigations
- Urine & blood examination for metabolic disorders
- Culture for cytogenic & biochemical studies
- Amniocentesis in infant chromosomal disorders
- Chorionic villi sampling
- Hearing and speech evaluation
DIAGNOSIS
• EEG, especially if seizure are present
• CT scan or MRI brain, for example, in tuberous sclerosis
• Thyroid function tests when cretinism is suspected
• Psychological tests like Stanford Binet Intelligence Scale & Wechsler Intelligence
Scale for children (WISC), for categorizing the Child’s level of disability.
TREATMENT MODALITIES
• Behavior management
• Environmental supervision
• Monitoring the child’s development needs & problems
• Programs that maximize speech, language, cognitive, psychomotor, social, self-
care, & occupational skills.
• Ongoing evaluation for overlapping psychiatric disorders, such as depression,
bipolar disorder, & ADHD.
• Family therapy to help parents develop coping skills & deal with guilt or anger.
• Early intervention programs for children younger than 3 with mental retardation
• Provide day schools to train the child in basic skills, such as bathing
NURSING MANAGEMENT
• Determine the child’s strengths and abilities & develop a plan of care to maintain
& enhance capabilities.
• Monitor the child’s development levels & initiate supportive interventions, such as
speech, language or occupational skills as needed.
• Teach him about natural & normal feelings & emotions.
• Provide for his safety needs
• Prevent self-injury. Be prepared to intervene if self-injury occurs.
• Monitor the child for physical or emotional distress
• Modify his behavior by having him redirect his energy
NURSING MANAGEMENT
• Teach the child adaptive skills, such as eating, dressing, grooming & toileting.
• Demonstrate & help him practice self-care skills.
• Work to increase his compliance with conventional socials norms & behaviors.
• Maintain a consistent & supervised environment.
• Maintain adequate environmental stimulation.
• Set supportive limits on activities.
• Work to maintain & enhance his positive feelings about self & daily
accomplishments.
PROGNOSIS
• The prognosis for children with mental retardation has improved & institutional
care is no longer recommended.
• These children are mainstreamed whenever feasible & are taught survival skills.
A multidimensional orientation is used when working with these children,
considering their psychological, cognitive, social & emotional development
Name; Josephine P. Estorba

Course: MAED-01 Subject: PHILO

PPT report about the PERSONALITY (TYPES and TRAITS THEORIES)

What is Personality theories?

=it is attempt to describe and explain human behavior, thought and feelings.

There are four traits theories of personality: Allport’s traits theory, Cattell’s 16- factor personality model,
Eysenk’s three dimensional model, and the five factors model of personality. This theories discusses how traits are
defined and the different traits theories of personality have been proposed.

What is a traits?
• It is personality characteristic that meet the three criteria: it must be consistent, stable and vary from
person to person.
The way psychologist have thought about personality, including how they define traits, that has evolved
over- time, unlikes many other theories of personality, such as psychoanalytic or humanistic theories, the traits
approach to personality is to focused on differences between individual.

Theorist that generally assume.

➢ Traits are relatively stable over time
➢ Traits is differ among individual
➢ Traits also are bipolar
➢ Traits influence behavior.
 Gordon Allport

The First theory trait theory was proposed by a psychologist named

Gordon Allport in 1936. Allport found that one English language dictionary
contained more than 4000 words that describing a different personality
traits, and He recognized this traits into three levels.

• Cardinal Traits
these traits are rare and dominating, usually developing later in life. They tend to define a
person to such an extent that their names become synonymous with their personality.
➢ Central Traits
This general characteristic form basic personality foundation. While central traits are not as
dominating as cardinal traits, they describe the major characteristic you might use to describe
another person.
• Secondary Traits -are sometimes related to attitude or preferences. They often appear only in a
certain situation or under specific circumstances.
Cattell’s 16- factor Personality Model:
➢ Trait’s theories of Raymond Cattell reduced the number of main personality traits from
Allport’ initial list of over 4000 down to 171. He did so primarily by eliminating uncommon
traits and combining common characteristics.

Eysenck’s 3 Dimension of personality

➢ British psychologist Hans Eyesenck developed a model of personality

based on just
➢ “Three Universal Traits”
• Introversion/ Extraversion – involved directing attention to inner experiences, while extraversion
relates to focusing attention outward, onto other people and the environment.
A person high in introversion might be quiet and reserved, While an individual high in extraversion (often
spelled “ extraversion”) might be sociable and outgoing.
Neuroticism/ emotional stability:
• This dimension of Eysenck’s traits theory is related to moodiness versus even-tempered.
Neuroticsm refers to an individual’s tendency to become upset or emotional, while stability refers
to the tendency to remain emotional.
• PSYCHOTICISM- Studying the individual suffering from mental illness, eyesenck added a
personality dimension he called psychoticism to his trait theory.
Individual who are high on this trait tend to have difficulty dealing with reality and may be antisocial,
hostile, non- empathetic, and manipulative.

The five-factor models of personality:

• Agreeableness: this level is a cooperation and caring for others.
• Conscientiousness: level of thoughtfulness and structures.
• Extraversion: levels of socialness and emotional expressiveness
• Neuroticism: levels of mood stability and emotional resilience.
➢ Openness: level of adventure and creativity.
Criticism of Traits theory:
Most theories and psychologist agree that people can be described based on their personality traits. Yet,
theories continue to debate the number of basic traits that make up human personality. While traits theory
has an objectivity that some personality theories lack (such as Freud’s psychoanalytic theory), it also has
weaknesses.
Irene C. Gallo
Reporter

MENTAL HYGIENE
- developing, maintaining, and promoting necessary behavioral, emotional and social
skills to sustain good, effective and efficient mental health.

Mental hygiene is a science dealing with the preservation and promotion of mental
health as well as prevention and treatment of mental illness or abnormalities.
The term “mental hygiene” refers to daily activities that support and maintain mental
health.

Mental hygiene is what we do to keep our mind healthy.

The five concepts of Mental Hygiene:
1.The preventive of mental disorders through an understanding of the relationship that
exists between wholesome personality development and life experiences.
2.The preservation of the mental health of the individual and of the group.
3.The discovery and utilization of therapeutic measures to cure mental illness.
4. Balanced Development of the Personality
5. Leading Happy and Contented life

Aims and Objectives of Mental Hygiene

Prevention of mental disorder
Preservation of the mental health
Rehabilitation of the mentally disturbed
Help individuals and groups in coping in the stressful world
To deal with social problem
Maintain happiness
To avoid mental problems in children
To prevent social problems
For maintaining adjustments in students

How to maintain mental hygiene:

1. Listening to calming or upbeat music.
2. Talking about feelings with friends or family.
3.Keeping the mind busy by doing small tasks.
4. Don’t hold grudges. 5. Dump the “junk” out of your conscious thoughts. 6.Doubt your
hearing and your sight, doubt your negative interpretations of what you “heard “or “saw
“ignore subtle actions of others.
7. Assume that no one will think that you’re odd if you:
• Act calmly
• Avoid erratic behavior (unpredictable behavior)
• Do not glare and grimace at people -smile a little.
• Do not argue or accuse people of insults, etc. in a public place.
• Realize that you attitude makes a great impact.
• Find an activity your attitude makes a great impact.
• Help someone that has less than you and wants some help.

Here are Edward G. Brown’s six techniques for taking care of our mental hygiene
to keep our mind ready to tackle a challenge at any time:
1. Transcend the environment.
-To transcend the environment, we must mentally
overcome any physical factors that we can’t control, such as when the air conditioning
goes out at work during a hot summer.
2. Cultivate constructive acceptance.
-Learn not only to accept the physical things we cannot change, but to accept
then graciously.
3. Visualize the ideal self
-Before taking on any task, from tackling a hefty to- do list to giving a company -wide
presentation, visualize ourselves coming out successful.
4. Use positive affirmation.
-Think of a phrase that gets motivated – for example.” You can do it! - and repeat it
as it tells yourself to think positive thoughts.
5. Practice Psychological counterpunching
- To implement this psychologically, Brown suggests using a double dose of positive
affirmations. - When a negative thought comes to mind, such as “I’ll never finish this on
time, “first block it by saying something like “Yes, I can,” and then knock it away with a
phrase such as “Just do it! “ .
6. Change your internal computer chip.
- Like computer memory chips, our minds become programmed to constantly think
certain things, Brown said. - So, in order to change a negative behavior, we must
replace it with a positive one.
https://www.slideshare.net/SLAKSHMANAN1/1-mental- hygiene-by-slakshmanan-
psychologist
https://www.slideshare.net/priyanka29490/unit-3-mental- health-and-mental-hygiene-
250885530
Cathyrine Paquiabas- Gambe

Reporter

Process of Adjustment of Mental Health and Hygiene

The process of adjustments of mental health and hygiene is an ongoing and dynamic
process that involves both individual and environmental factors. It is about developing
healthy coping mechanisms, building resilience, and finding ways to manage stress and
maintain emotional well-being.

Here are some key steps in the process of adjustments of mental health and hygiene:

1. Self-awareness: The first step is to become aware of your own mental health and
hygiene needs. This means understanding your own triggers, stress levels, and
coping mechanisms. It also means being honest with yourself about your mental
health challenges and seeking help when you need it.

2. Build a support network: Having strong social connections is essential for mental
health. Surround yourself with people who care about you and who you can
count on for support. This could include family, friends, a therapist, or a support
group.

3. Develop healthy coping mechanisms: When you're feeling stressed or

overwhelmed, it's important to have healthy ways to cope. This could include
exercise, relaxation techniques, journaling, spending time in nature, or listening
to music.

4. Practice self-care: Self-care is essential for both your physical and mental health.
Make sure you're eating healthy, getting enough sleep, and exercising regularly.
It's also important to take time for yourself to relax and de-stress.

5. Seek professional help if needed: If you're struggling with your mental health,
don't hesitate to seek professional help. A therapist can help you understand
your symptoms, develop coping mechanisms, and create a treatment plan.

6. Adapting to change Life is full of changes and transitions, which can be

challenging for mental health. Part of the adjustment process is adapting to these
changes in a positive and resilient way

7. Long term Maintenance. Maintaining good mental health is an ongoing process.

You continue to make adjustments and implement healthy practices to sustain
your well-being.

The process of adjustments in mental health and hygiene is highly

individualized and can vary from person to person. It's about taking proactive
steps to manage and improve your mental health over time, ensuring that you
can lead a fulfilling and balanced life.

References:
 National Alliance on Mental Illness (NAMI): www.nami.org

 National Institute of Mental Health (NIMH)

 MentalHealth.gov

 American Psychological Association (APA): https://www.apaservices.org/

• The Relationship Between Adjustment and Mental Health of Chinese Freshmen:

The Mediating Effect of Security and the Moderating Effect of Gender (NCBI
PMC)

• Adjustment | Coping, Stress, Adaptation (Britannica)

• Adjustment Method of College Students' Mental Health Based on Data Analysis

Under the Background of Positive Psychology (Frontiers in Psychology)

• Personal adjustment and mental hygiene. (APA PsycNET

Rena D. Garcia
Reporter
Conflict and Defense Mechanisms

Conflict, in psychology, the arousal of two or more strong motives that cannot be
solved together. A youngster, for example, may want to go to a dance to feel that he
belongs to a group and does what his friends do. For an adolescent in Western culture,
that is a strong motive. But the youth may be a clumsy dancer and sensitive to the real
or imagined ridicule of his fellows. Therefore, he also has a motive to avoid the dance to
escape humiliation. He is in a dilemma; whether he goes or stays he will experience
distress. This type of situation is termed an approach-avoidance conflict.
Psychologically, a conflict exists when the reduction of one motivating stimulus involves
an increase in another, so that a new adjustment is demanded.

Conflict refers to disagreements between opposing ideas, interest or individuals. It can

stem from differences in values, objectives, needs, or perceptions

Conflicts can manifest at various scales from individual to global. It tends to lead to
physical, emotional, environmental, or other types of damage.

Conflicts are not all equally severe. A conflict between two desired gratifications
(approach-approach conflict), as when a youth has to choose between two attractive
and practicable careers, may lead to some vacillation but rarely to great distress. A
conflict between two dangers or threats (avoidance-avoidance conflict) is usually more
disturbing. A man may dislike his job intensely but fear the threat of unemployment if he
quits. A conflict between a need and a fear may also be intense. A child may be
dependent on his mother but fear her because she is rejecting and punitive. The
conflicts that involve intense threat or fear are not solved readily but make the person
feel helpless and anxious. Subsequent adjustments may then be directed more to
the relief of anxiety than to the solution of real problems.

Conflicts are often unconscious, in the sense that the person cannot clearly identify the
source of his distress. Many strong impulses—such as fear and hostility—are so much
disapproved by the culture that a child soon learns not to acknowledge them, even to
himself. When such impulses are involved in a conflict, the person is anxious but does
not know why. He is then less able to bring rational thinking to bear on the problem.
Approach-approach conflict is a situation where a person is trying to make a choice
between two desirable options1234. It is an emotionally conflicted situation involving a
choice between two equally desirable but incompatible goals2.

Here are some examples of approach-approach conflict:

• A student wishes to pursue a graduate degree and has been accepted into two
graduate programs and needs to make a decision about which one to attend 1.
• A person may want to eat at home but also want equally much to try a new
restaurant2.
• Your year-end bonus is finally reflected in your account, and you’ve decided to treat
yourself to a new luxurious car 3.

Approach-avoidance conflicts occur when there is one goal or event that has both
positive and negative effects or characteristics that make the goal appealing and
unappealing simultaneously.

Examples of approach-avoidance conflicts include:

• Eating a cake but also wanting to avoid gaining weight
• Deciding between two appealing destinations for your vacation
• Spending money on an expensive prestigious purchase or an exciting trip
• Deciding between going on a date with an attractive girl or with another
• Wanting to embrace career and at the same time start a family.

Avoidance-avoidance conflict refers to making a decision between two equally

undesirable choices.
Examples of avoidance-avoidance conflict include:
• Deciding between doing a homework assignment or doing housework.
• Deciding whether to pay the bill imm67ediately and have no money, or to pay more,
but later.
• Deciding between unemployment and a salary cut3.
• Deciding whether to eat a cake (positive valence) but also wanting to avoid gaining
weight (negative valence).

Defense mechanisms are psychological strategies that individuals unconsciously use

to cope with thoughts, feelings, or situations that are perceived as threatening or
anxiety-inducing. These mechanisms help manage internal conflicts, protect the ego,
and reduce anxiety by distorting reality in some way.

There are various types of defense mechanisms, some of which include:

1. Denial: Refusing to acknowledge or accept a reality or aspect of reality.

Denial is a defense mechanism where someone refuses to accept or

acknowledge a reality or truth, typically because it's uncomfortable or distressing
for them to do so. It's a way of protecting oneself from an unpleasant situation or
emotions by denying its
2. Projection: Attributing one's own unacceptable thoughts, feelings, or motives to others.

Projection is a psychological defense mechanism where individuals attribute their

own unacceptable or unwanted thoughts, feelings, or traits onto someone else. It
involves unconsciously attributing one's own thoughts, impulses, or
characteristics to another person, often to avoid dealing with them in oneself.
3. Rationalization: Creating logical or acceptable explanations to justify behaviors,
thoughts, or feelings that might otherwise be unacceptable.

Rationalization refers to the psychological process of creating logical or plausible

explanations or justifications to make behavior, beliefs, or decisions seem more
reasonable, acceptable, or justifiable, especially when they might be perceived as
irrational or unacceptable by oneself or others.

4. Displacement: Redirecting emotions from the original source toward a less threatening
target.

Displacement is a defense mechanism where an individual redirects their

emotions, desires, or impulses from their original source toward a substitute
target, usually a less threatening or safer target. This shift allows the person to
avoid dealing directly with the source of their anxiety or distress by transferring
those feelings onto something or someone else.
5. Sublimation: Channeling unacceptable impulses or emotions into more socially
acceptable outlets. For example, channeling aggressive tendencies into competitive
sports.

Sublimation is a psychological defense mechanism where individuals channel

their unacceptable impulses or emotions into socially acceptable actions or
pursuits. Instead of expressing the desires or feelings in a direct manner,
sublimation allows for their expression in a way that is constructive and socially
acceptable.
6. Regression: Reverting to earlier, more childlike stages of behavior in response to
stress or conflict. For instance, an adult having a temper tantrum.
In psychology, regression as a defense mechanism refers to the act of reverting to
an earlier stage of development in the face of stressful situations. Essentially, when
individuals encounter stress or anxiety, they may cope by retreating to behaviors or
coping mechanisms that were effective at an earlier, less stressful time in their lives.

7. Intellectualization: Overemphasis on thinking or using intellectual processes to avoid

uncomfortable emotions associated with a situation.

Intellectualization is a psychological defense mechanism wherein a person deals

with emotional stress or conflict by overly relying on rationalizing and
intellectualizing the situation. Instead of facing the emotions associated with a
distressing event, someone might distance themselves from their feelings and
focus solely on the intellectual aspects or abstract details of the situation.
References:
https://chat.openai.com/c/3c6a3d49-d05f-44a7-afc7-bee765a9f230
https://www.google.com/search?q=Defense+Mechanism+images&sca_esv=585243981
&tbm=isch&source=lnms&sa=X&ved=2ahUKEwi1j5yqlN-
CAxX3yTgGHapBA9EQ_AUoAXoECAIQAw&biw=1366&bih=597&dpr=1#imgrc=RsGK
H4e4UNEatM
https://www.britannica.com/science/conflict-psychology
CHERRY MAE A. GELICAME
REPORTER

Mental Health- is defined as “A state of well-being in which every individual realizes

his or her own potential, can cope with the normal stresses of life, can work productively
and fruitfully, and is able to make a contribution to his or her community.
NATURE OF MENTAL HEALTH
▪ There is nothing to be called as perfect mental health.
▪ Mental health is a dynamic concept.
▪ Mental health can’t be achieved without physical health.
▪ Mental health and efficiency are not the same thing.
▪ Mental health and sociability are not the same thing.
▪ Mental health differs from ethical standards/morality.
CHARACTERISTICS OF A MENTALLY HEALTH PERSON
▪ Knows such as own strength and weaknesses.
▪ Has the ability to make adjustments.
▪ Emotionally mature and stable.
▪ Socially adjustable.
▪ Intellectual powers are adequately developed.
▪ Lives in the world of reality.
▪ Courage and tolerance to face failures in his life.
CHARACTERISTICS OF A MENTALLY HEALTH PERSON
▪Free from mental illness.
▪Good health habits.
▪Self-confident and optimist.
▪Has an adequate sex adjustment.
▪Healthy interest and aptitudes.
▪Well balanced life.
▪Satisfied with profession and occupation
BENEFITS OF GOOD MENTAL HEALTH
▪A stronger ability to cope with life’s stressors
▪A positive self-image
▪Healthier relationships
▪Better productivity
▪Higher quality of life
FACTORS OF POOR MENTAL HEALTH
▪ Child abuse
▪ The environment
▪ Biology
▪ Lifestyle
What are the signs of poor mental health?
1.Are you always worrying?
2.Are you unable to concentrate because of unrecognized reasons?
3.Are you continually unhappy without justified cause?
4.Do you lose temper easily and often?
5.Are you troubled by regular insomnia?
6.Do you have wide fluctuations in your mood?
7.Do you continually dislike to be with people?
8.Are you upset if the routine of your life is disturbed?
9.Do your children consistently get on your nerves?
10. Are you browned off and constantly bitter?
11. Are you always right and the other people always wrong?
12. Do you have numerous aches and pains for which no doctor can find a physical
cause?
WARNING SIGNS OF POOR MENTAL HEALTH
▪ GENERAL FEATURES
▪ BODILY SIGNS
▪ BEHAVIORAL SIGNS
▪ GENERAL FEATURES
• Emotionally unstable and easily upset.
• Suspicious and insecure.
• Self critical
• Lack of self-confidence.
• Lack of adjustments.
• Frustrations and conflicts.
• Over anxious and tensed.
• Poor self-concept.
• Lives in the world of imagination
▪ BODILY SIGNS
•Back pain
•Change in appetite.
•Chest pain
• Diarrhea
• High blood pressure.
• Palpitations
•Insomnia
• Sexual problems
▪ BEHAVIORAL SIGNS
• Sudden change in mood.
• Long lasting sadness.
• Temper tantrums.
• Excessive fear, worry.
• Confused thinking, illogical reasoning.
• Paranoid thinking
• Delusions and hallucinations.
• Alcoholism and drug abuse.
• Difficulty in concentration

MAINTAIN MENTAL HEALTH AND WELL-BEING

▪ Taking up regular exercise.
▪ Prioritizing rest and sleep on daily basis.
▪ Trying meditation
▪ Learning coping skills for life challenges.
▪ Keeping in touch with loved ones.
▪ Maintaining a positive outlook on life.
“Taking care of your mental health is not selfish; it’s an act of self-love and self-
preservation.’
THANK YOU!
OLEGARIO JR A. HERA
REPORTER
SEX EDUCATION

INTRUDUCTION
There is no doubt that ignorance about sex and sex related problems is one of the main
causes of unhappiness and maladjustment in life. Moreover, research shows that a
large number of anti-social acts are committed by the adolescents as proper and timely
inform on sex not being made available to them. Therefore, there is an urgent need of
imparting sex education to the youngsters and adolescents.
Sex education should be considered secretive:
Talking about sex is usually considered taboo, sinful or not worthy of mention in a
conservative society. There is general inhibition in talking about sex. However, it is
increasingly being realized now that without sex education people cannot live a happy
and well-adjusted life, because many marital, emotional and mental problems occur as
a result of the misdirection and misconceptions about sex.
Scope of Sex Education
Sex education includes in its scope not only physical and biological aspects of the
growth of an individual including reproduction, but also, matters pertaining to ethics,
morality and development of a responsible, wholesome and correct attitude towards the
other sex.
Role of Parents in Sex Education
To make this education effective, it must commence from the earliest stages of a child’s
life. It is the family where foundation is laid of a child’s personality and where, by stages,
his outlook on life and character are molded.
Role of the Teacher
During the school stages, the teachers must play a very important role in giving
requisite knowledge to the students and guide them to acquire a sense of regard and
helpfulness towards the other sex. The instruction should be given according to the age
of the student and his state of physical, mental and psychological development. Such
information should be integrated with other subjects such as civics, nature study,
biology and physiology. Sex education should thus permeate the entire school
curriculum. It should never be taught as a separate subject, but incidentally in the
context of other subjects and in response to children’s questions.

General guidelines to teachers in imparting

sex education:
The teacher should try to establish a warm, friendly, open-minded classroom
environment, free of embarrassment and self-consciousness in which students feel free
to ask questions which trouble them and can expect to get honest, sensible answers.
A REFERENCES
REFERENCCES:

Mangal, S.K.2007.Essential of Educational Psychology. New Delhi: Prentice

Hall of India
Bhatia, B. D.. Raghunath Safaya.1992.Educational Psychology and Guidance
Delhi: Dhanpat Rai and Sons.
Kuppyswamy, B, 1991. Advanced Educational Psychology. New Delhi: Sterling
Publishers.
Skinner, C. E, 1959. Educational Psychology. New Jersey: Prentice Hall
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https://www.Britannica.com/science/gifted-child
https://www.readandspell.com/signs-of-a-gifted-child
National association for gifted children
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https://wandofknowledge.com/backward-children/
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250885530
National Alliance on Mental Illness (NAMI): www.nami.org
National Institute of Mental Health (NIMH)
MentalHealth.gov
American Psychological Association (APA): https://www.apaservices.org/
The Relationship Between Adjustment and Mental Health of Chinese Freshmen: The
Mediating Effect of Security and the Moderating Effect of Gender (NCBI PMC)
Adjustment | Coping, Stress, Adaptation (Britannica)
Adjustment Method of College Students' Mental Health Based on Data Analysis Under
the Background of Positive Psychology (Frontiers in Psychology)
Personal adjustment and mental hygiene. (APA PsycNET
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&tbm=isch&source=lnms&sa=X&ved=2ahUKEwi1j5yqlN-
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https://www.britannica.com/science/conflict-psychology