REVIEWER IN PERDEV

Lesson 1: Knowing Oneself

Development
- progressive series of changes
- result of interactions between biological and environmental factors (Salkind, 2004)
- act or process of growing, become larger or more advanced
Human Development
- developing through the many changes in the life of human beings as a result of many
factors.
- attempts to understand how human grow in different aspects:
 Physical

 Mental

 Emotional

 Social

 Behavioral

 Spiritual

3 ASPECTS OF HUMAN DEVELOPMENT

 Cognitive Development

 Physical Development

 Psychosocial

FACTORS THAT INFLUENCE HUMAN DEVELOPMENT

o HEREDITY- inborn traits passed on by the generation
o ENVIRONMENT- world outside of ourselves and experiences
o MATURATION- natural progression of the brain and body
PERSONAL DEVELOPMENT
- reflects upon themselves
- understand who they are
 REVIEWER IN PERDEV
- accept what they discover about themselves
- learn (or unlearn) new sets of values, attitudes, behavior, and thinking skilled
SELF
- in philosophical terms, source of a person's consciousness
- agent responsible for individual's thoughts and actions
IMPORTANCE OF SELF AWARENESS
 Able to experience yourselves truthfully as unique and separate individuals.

 Keeps you away from living a lie, fantasy, imagination, or pretension.

 Empowers you to make personal improvements.

 The starting point that leads to any improvement.

 The better you will understand why you do the things you do.

 The easier it is to improve on those urges or habits

WAYS ON HOW TO HAVE A BETTER SELF-AWARENESS

1. Make an effort to look at yourself
2. Set your personal goals
3. Keep a journal
4. Make a self- review
ADOLESCENCE
- latin term is adolescere means "grow".
- period of storm and stress of human life.
- teenager's conflict
- implies a stage of extreme transformation and growth in an individual.
- encompass various aspects of development such as physical, mental, social, and emotional
 REVIEWER IN PERDEV
Lesson 2: Holistic Development
Holistic Development- connections between thoughts, feelings, and behaviors
Different Aspects of Holistic Development
 Physiological

- body growth
- feel uncomfortable and self-conscious
 Cognitive
- think from concrete to abstract terms and able to conceptualize theoretical ideas
- problems are being evaluated logically and scientically
- increasing the capacity to memorize
- performing more complicated process of information organization and retrieval
 Psychological

- changes emotions, feelings, moods, and manner of thinking

- process of self- evaluation leads to long-range goal setting, emotional, social
independence and maturity
EARLY ADOLESCENE (11-14)
- self-image
- self-concept
MIDDLE STAGE ADOLESCENE (15-17)
- become more independent
- become adventurous and start to experiment with various things and behaviors
pike engaging unusual and risky activities
- conflict between one's set of values
- start to decide on his/her educational or vocational pursuits
- display a sense of responsibility
 REVIEWER IN PERDEV
LATE ADOLOESCENCE (18-21)
- Arises more stable sense of identify among adoloescence
- Feel more pyschologically integrated
- Exhibit concern for others
- Realized their functions in society
- Established realistic goals in life
 Social

MIDDLE ADOLESCENCE
- Begin to rely on their or peer groups for support
- Prone to peer pressure
LATE ADOLESCENCE
- Re- establishment of good relationship with families as well with other people
- Romantic relationship in early adoloscence
SPIRITUAL ADOLESCENCE
- Interest in spiritual concerns
- Establish personal relwtionship with creator
- Interest in taking on sacred vocation

EVALUATING THOUGHTS, FEELINGS, AND BEHAVIOR

 Thoughts

- composed of our ideas, beliefs, observation, interpretation, and reasoning

- the way we think
Thoughts: Self- Talk
- communicate our thoughts to our selves
 REVIEWER IN PERDEV
 Feelings
- emotions which are positive and netative
- words that describe how we feel
 Behaviors

- express intentionally or unintentionally

Behavior: Self- monitoring
- ability to recognise and keep track of your own behavior
COGNITIVE TRIANGLE
Feelings (Emotions)

EVENT

Thoughts (Thinking) Behavior (Doing)

Cognitive Triangle- actual life situations trigger thoughts and feelings.
Event- what happened
Thoughts- thinking
Feeling- emotions
 REVIEWER IN PERDEV

Lesson 3: Developmental Stages in Middle & Late Adolescence

HAVIGHURST DEVELOPMENTAL TASK THEORY

6 stage of HAVIGHURST
 Infancy & Early Childhood (Birth till 6 yrs old)

 Middle Childhood (6-12 yrs old)

 Adolescence (13-18 yrs old)

 Early Adulthood (19-30 yrs old)

 Middle Age (30-60 yrs old)

 Later Maturity (60 yrs old and over)

HAVIGHURST'S THREE SOURCES OF DEVELOPMENTAL TASKS

 Walk  Occupation  Learning to be

 Talk  Philosophical Outlook

Responsible Citizen
 Bowel and Urine

 Acceptable Behavior
(opposite sex)
Physical Maturation Personal Values Pressures of Society
 REVIEWER IN PERDEV
DEVELOPMENTAL TASKS: ADOLESCENCE (13-18 yrs old)
 More mature relations with age mates of both sexes

 Masculine/Feminine Role

 Accepting Physique

 Emotional Independence

 Setting Values and Ethical System

 Social Responsible Behavior

Robert James Havighurst 8 Developmental Tasks:

1. To achieve new and more mare relations with peer of both sexes.
2. To adopt socially approved masculine or femine adult roles.
3. To accept your physical self and to use your body effectively.
4. To achieve emotional independence.
5. To develop your personal attitude toward marriage and family living.
6. To select and prepare for an occupation.
7. To acquire a set of standards as a guide to behavior.
8. To accept and adopt socially responsible.
 REVIEWER IN PERDEV
Lesson 4: Coping with Stress in Middle and Late Adolescence
Middle and Late Adolescence- period of "storm and stress" & forward growth
Stress
- non- specific response of the body to any demand for change (Selye, 1965)
- general adaptation syndrome (Selye,1965)
- Alarm Reaction, Resistance Stage and Exhaustion Stage
- "not all stress is bad" fight-or-flight
DIFFERENT KINDS OF STRESS
 Eustress- postive/beneficial stress

 Distress- emotional, mental, and physical suffering

 Hyperstress- excessive or overwhelming stress

 Hypostress- deficient

COMMON SOURCES OF STRESS

 Physical Apperance

 School/Academic Pressure

 Family/Home

 Social/Peer Pressures

 Loss

 Frustration

 Romantic Relationships

 Future

DIFFERENT TYPES OF STRESS

o Physical Stress- actual physical activities that wreak the human body
o Emotional Stress- problem that cause you to feel despressed or anxious
o Traumatic Stress- trauma to the human body lead to intense pain, coma and etc.
 REVIEWER IN PERDEV
o Acute Stress- short-term, triggers our fight-or-flight response
o Episodic Acute Stress- acute stress happens frequently, people who are "worry
warts" or pessimistic who tend to see negative side of everything
o Chronic Stress- long-term, acute stress is not resolved that last for long periods of
time
Coping- cognitive and behavioral strategies, where internal or external

TWO DIFFERENT COPING STRATEGIES

1) Problem-focused strategy- You must concentrate on the problem
a) Analyze the situation
b) Work harder
c) Apply what you learned in your daily life
d) Talk to a person has direct imapct on the situation
2) Emotional-focused strategy- You must focus on your emotions
a) Brood
b) Imagine/Magic thinking
c) Avoid/Deny
d) Blame
e) Social Support
 REVIEWER IN PERDEV

Lesson 5: The Power of the Minds

BRAIN
- one of the largest and most complex organs in the human body
- 3-pounds organ in a human skull and filled with CEREBROSPINAL FLUID (CSF)
- has 100 billion neurons
- synapses derived from a Greek words "syn" means altogether and "haptein" means to
clasp

MAIN FUNCTION OF CSF

o Protection: CSF acts a cushion, providing a proctive layer to help absorb shock and
damage in tissues of the brain and spinal cord. provides buffer against sudden
movements or impacts
 REVIEWER IN PERDEV
o Bouyancy: buoyant nature of CSF helps support the weight of the brain. reduces
effective weight of the brain by 95% relieving pressure in structures within the skull
o Temperature Regulation: CSF helps in regualting temp of the brain.

 Cerebrum
- largest part and composed of right and left hemisphere
- 85% total weight
- acts as "executive center" responsible for remembering, learning, thinking,
language and emotion
 Cerebellum
- located under cerebrum
- to coordinate muscle movements, posture and balance
 Brainstem
- acts relay center connecting to cerebrum and cerebellum to spinal cord
- perform many automatic functions like heart rate, coughing and etc.
REVIEWER IN PERDEV