PERSONAL DEVELOPMENT 2ND QTR

LESSON 8: EMOTION
EMOTION
- psychological state which involves
physiological arousal, cognitive experience,
and behavioral expression.
- “Appraisal Theory of emotions”: emotions
are evoked/extracted based on our *-
- “Wheel of emotions”: emotions differ in
their degree of similarity and have diff. levels
of arousal.
- emotions are universal and felt by all people
across cultures
8 Primary Emotions: Anger, Fear, Sadness,
Disgust, Surprise, Anticipation, Trust, Joy.
6 Basic Types of Emotions
1. FEAR
- take appropriate action in order to escape
from a dangerous situation
2. ANGER
- prepares the body for action as a result of
protecting and defending ourselves/family
from a circumstance.
3. SADNESS
- arises as a result of difficulty, pain or feeling
of detriment
- too profound may result to crying
Limbic system
- set of structures in the brain that control
emotions, memories, and arousal.
Amygdala: emotional processing; emotional
part of brain
Cerebral Cortex: rational part
James-Lange Theory
- William james & Carl Lunge
- emotions occur as a result of physiological
reactions to events
- event > arousal > interpretation > emotion
Cannon-Bard Theory
- Walter Cannon and Philip Bard
- our body’s physiological reactions and
emotions simultaneously happen
- event > arousal & emotion (simultaneous)
EMOTIONAL INTELLIGENCE
ability to:
- perceive and express emotions accurately
and adaptively;
- understand emotion & emotional
knowledge; - to use feelings to facilitate
thought; and
- to manage emotions in oneself and others

4. DISGUST
- emotional response of dislike to something
considered distasteful or unpleasant
- nagging or nausea

5. JOY
- manifested when witnessed or experienced
a pleasant or encouraging situation

6. SURPRISE
- manifested if one has experience something
unexpected/unpredicted (shocking, disbelief,
astonishment, amazement)
NEURAL PERSPECTIVE OF EMOTION
PERSONAL DEVELOPMENT 2ND QTR
4 branches of Emotional Intelligence
1. Perceiving Emotions
- initial step of mastering emotions is
to know and discriminate each accordingly.
(Nonverbal cues, Facial expressions)
2. Reasoning with Emotions
- use of emotion to encourage thinking and
analysis
- emotions guide us as to what we put our
attention and reaction to.
3. Understanding Emotions
- emotions from others may convey
meanings or implications
4. Managing emotions
- capacity to handle emotions is a vital part of
emotional competence
- controlling emotions and reacting to it
accordingly
Emotional Competencies significant to
develop:
IMPORTANCE OF EMOTIONAL INTELLIGENCE
Emotions affect the ff:
1. Relationships
- capacity to build strong relationships
- communicate efficiently and establish
stronger bonds
2. Work Performance
- help relate to others in the workplace better
3. Physical and Mental Well-being
- affect the strength of one’s physical well-
being
EMPOWERING EMOTIONAL INTELLIGENCE
1. Focus on the Positive
- decide where you will put your attention,
emotions, energy to
2. Practice acceptance
- focus on the things we can control than we
do not.
3. Fully and mindfully participate in life
- being “present” in life

1. Being aware that expression of emotions

play a major role in relationships.

2. Adaptively cope with negative emotions by

using self-regulatory strategies that reduce
the intensity and duration of such emotional
states.

3. Understanding that inner emotional states

do not have to correspond to outer
expressions.

4. Being aware of one’s emotional states

without becoming overwhelmed by them.

5. Being able to discern others’ emotions.

PERSONAL DEVELOPMENT 2ND QTR
LESSON 9: PERSONAL RELATIONSHIPS
Personal Relationship
- a connection between people involving the
exchange of interactions leading to strong
emotional ties.
FRIENDSHIP IN ADOLESCENT
- establishing friendship during adolescence
plays a major part in every teenager’s life.
- contribute to positive self-concept &
psychological adjustment ; higher self-esteem
Phases of Adolescent Romantic
Relationships
1. Initiation Phase
- attraction for the opposite sex begins but
most relationships remain on same-sex
peers.
- shallow romantic attention & selection
2. Affiliation Phase
- gathers in mixed-sex groups
- build more comfortable feeling towards
opposite sex
- “companionship than intimacy”
TRIANGULAR THEORY OF LOVE
- Robert Sternberg
1. Intimacy
- “a state of extreme interpersonal emotional
closeness such that each party’s personal
space can be entered without discomfort”
- Affectionate or loving personal relationship
and deep understanding for each other.
2. Passion
- a strong inclination toward a self-defining
activity that one likes/loves.
- strong sexual desire for your object of
interest.
3. Commitment
- cooperative; involves exclusivity, love, faith,
respect, trust, and sincerity.
- willingness to stay through thick/thin,
up/downs.
- willing to compromise to make the
relationship work

3. Intimate Phase
- peer groups regroups into opposite sex
combinations
- Focus: Intimacy & sexual activity
- Intimacy: deep feelings of emotional
attachment

4. Committed Phase
- Adolescents’ romantic relationships are
established and exclusive
- common in late adolescents since they are
likely to maintain commitment
PERSONAL DEVELOPMENT 2ND QTR
TRIANGULAR THEORY OF LOVE WHAT MAKES A GOOD RELATIONSHIP?

1. Liking 1. Learning how to give and receive

- top most area cuz it involves “intimacy”
alone
- warmth & acceptance we receive when we
are in their company
2. Infatuation
- isolated at leftmost side of triangle involves
“passion” alone
- physical attraction and sexual arousal
- “love at first sight”
3. Empty love
- right most side of triangle involves
“commitment” alone
- commitment is the only element left in the
relationship
- married couple still stay together despite
losing emotional and sexual attraction
- mutual affiliation; both agree to give and
take in the process
2. The ability to reveal feelings
- willingness to disclose things about
him/herself to strengthen intimacy leading to
deep emotional understanding
3. The power to listen and support
- when two care for each other, last thing
they want is to hurt his/her partner’s feelings
- respect for both sides
Tips how to get started in dating:
1. Focus on the other person.
2. Find non-romantic things to do.
3. Seek out people who share your interests.
4. Don’t let rejection get you down.

4. Romantic Love
- Passion + Intimacy
- intense physical and sexual attraction
towards each other & strong intimacy or
liking as they spend time and treat
themselves as best of friends.

5. Companionate Love
- Intimacy + commitment
- lacks passion/sexual arousal
- friendships; family

6. Fatuous Love
- Passion + commitment
- intense passion or sexual attraction led to
marriage in the absense of deep emotional
bond to stabilize the relationship

7. Consummate Love
- Intimacy + Passion + Commitment
- complete form of love
-Deep emotional understanding, intense
passion/sexual attraction, a promise of
commitment
PERSONAL DEVELOPMENT 2ND QTR
LESSON 10: SOCIAL RELATIONSHIPS IN
MIDDLE & LATE ADOLESCENTS
Social Relationship
- vital to adolescent’s development
- create an impact on his beliefs, outlook, and
convictions in life.
Family
- first social circle of adolescent
- set of values will influence the way one
looks at things
Social Roles
- behaviors expected of someone in a
particular situation
- it influences the norms
Norms
- principles of right action which guide,
control, or regular proper and acceptable
behavior.
- provides a key understanding and predicting
individuals’ behaviors
DIFFERENT RELATIONSHIPS VITAL FOR
ADOLESCENT’S DEVELOPMENT
1.Parental Relationships
- increase incidents of parent-child conflict
- many adolescents still share same attitudes
and values as their parents
- lesser tendencies to engage in var. risky
behaviors due to parental restrictions
2. Peer Relationships
- social bonds outside the home
- can influence the growth of an individual
- need to conform to fit in
- may engage in risky behaviors due to peer
pressure
3. Community, Society, and Culture
- cultural background may impact way
adolescents perceive things
- society, family, cultural setting can critically
affect one’s development
PEER GROUP LEADERS & FOLLOWERS
- individual can be influenced by the peers
and group they belong
- leader in a group that connects and links the
group to other groups.
- all group has hierarchic status system with
leader at the top
- group leaders can be influencial to the
thinking of the members
Self-determination Theory
- adolescent expected to follow leaders give
them the:
1. ability to choose (sense of autonomy)
2. atmosphere of healthy affiliation
(relatedness)
3. sense of proficiency and accomplishments
(competency)
SELF-IDENTITY
Identity
- mental representation of who a person is,
including his character, beliefs, personality.
“Identity versus Role” – Fith developmental
stage of psychosocial development
- main focus: Achieve a sense of identity
Role confusion/crisis: do not successfully find
their own identity
Aspects of Identity
1. Vocational & Career Identity
2. Political Identity
3. Spiritual Identity
4. Attainment & Intellectual identity
5. Sexual Identity
6. Physical Identity
7. Interests, Hobbies, Likes
8. Cultural/ethnic identity
9. Individual’s personality
10. Relationship Identity
PERSONAL DEVELOPMENT 2ND QTR
FOUR STATUSES OF IDENTITY

1. Identity Diffusion
- state when not experienced identity crisis or
made any commitments
2. Identity Foreclosure
- state when made a commitment but no
experienced crisis
3. Identity Moratorium
- state when in the middle of identity crisis
and not made a clear commitment/identity.
4. Identity Achievement
- state when already suffered from identity
crisis and already made a commitment
- achieved stability and accept his self-
concept and commitments

THE LOOKING-GLASS SELF

- social psychological concept
- states that a person’s self grows out of
society’s interpersonal interactions and the
perceptions of others
- Self-perception based on the beliefs of
others than own’s self-evaluation.
- “Other people’s perception illuminates the
way we perceive ourselves.”

First: Assumption of how we appear to

another person

Second: Assumption of how people judge us

based on our appearance
Third: Imagine how the person feels about
us, based on their judgments
PERSONAL DEVELOPMENT 2ND QTR
LESSON 11: FAMILY STRUCTURES AND
LEGALITIES
Family
- Basic unit of society
- strong family, strong nation
- power motivation to strive & excel
- systems of interconnected and
interdependent individuals
TYPES OF FAMILY STRUCTURES:
1. Nuclear Family (Immediate Family)
- “Traditional Family set-up”
- Mother, Father, Children
2. Single Parent (Solo Parent)
- parent who takes care of his/her children
without the presence/assistance of the other
biological parent.
- divorce, death, unexpected pregnancy
- 13.9 mil Filipinos are single parents (14%)
3. Step Families (Reconstituted/Blended)
- created by marriage/cohabitation of two
persons when the other have their own set
of children from prev. relationship and living
as one family.
4. Extended Family
- a family which includes the other relatives
(grandparents, aunts, uncles,
nephews/nieces)
Different Parenting Styles
1. Authoritarian
- depending on force to control their children
- high expectations of children; set house
rules
- obedience-and-status-oriented
- punishment: form of feedback for
misbehavior
2. Permissive
- nondirective parents; not consistently
enforce rules and do not have high
expectations of children
- more on a “friend”, than parent
- more responsive than demanding
3. Authoritative
- child-centric approach
- hold high expectations but send necessary
support and resources
- children: good social skills, self-confident,
show happy life
4. Rejecting/neglecting
- “uninvolved parenting”
- lacking responsiveness to child’s needs
- show bare emotional attachment to
children
- children: more likely to be drawn into
delinquency
TYPICAL FILIPINO FAMILY
- source of inspiration
Father – head of the family
“Haligi ng Tahanan”
- Provides the material needs of the family
- has the control/authority in the family
Mother – “Ilaw ng Tahanan”
- takes care of family household
Children – expected to show respect and
follow orders from parents/elders
- role depends on birth orders
1. Eldest – most responsible and dependable
- takes care of younger siblings
2. Middle – may sometimes get the role of
the eldest
3. Youngest – often most loved
- always get special treatment from parents
PERSONAL DEVELOPMENT 2ND QTR
FAMILY ASSESSMENT
- methods of obtaining family information
include structured interviews, self-report
questionnaires, and observations.

GENOGRAM “Family Diagram”

- pictorial presentation of person’s family
relationship
- often used to summarize relationships and
issues within the family
- reveal intergenerational behavioral patterns

COMMON USES OF GENOGRAM

1. Evaluate patient’s health risk.
2. Gather pertinent family data and track
changes across generations
3. used to present complex family trees

Genealogist (studies the descent of

persons/families)
PERSONAL DEVELOPMENT 2ND QTR
LESSON 12: PERSONS AND CAREERS
Career
- pattern of work experiences of the entire
life span of a person
Job
- something done short term to earn money
by engaging in a work
GOAL SETTING
- major component of career planning
process
- process of identifying something an
individual wants to accomplish.
- establish measurable goals & timeframes to
achieve it
- pioneered by John Locke (1968)
Goal setting affect performance:
1. Focuses Attention
2. Mobilizes effort in proportion to the
demands of the task
3. Enhances persistence
4. Encourages the individual to develop
strategies for achieving their goals
EFFECTIVE STRATEGIES IN ORDER TO
ACCOMPLISH THE GOALS:
1. Set Goals that Motivate You
- achieving a goal needs a strong willpower
2. Set S.M.A.R.T Goals
a. SPECIFIC
- clear and precise goals to show well-defined
direction
b. MEASURABLE
- quantifiable goals to know progress
c. ATTAINABLE
- feasible or achievable goals
d. RELEVANT
- appropriate or related goals
e. TIME-BOUND
- time-based goals
3. Set Goals in Writing.
- writing in a diary/piece of paper will help
remember the goals
- act of commitment to push forth
4. Make an Action Plan.
- “Backbone” that supports the dreams
- step by step plan help track and record the
progress
5. Stick with it.
- stick to the goals until you achieve it
INFLUENTIAL FACTORS
1. Skills & Abilities
- individual fits for a certain job basing on
skills and abilities
2. Interest and Personality Type
- determining factor in choosing a career
- personality that matches the desired career
3. Life Roles
- how they see their careers and how an
individual makes a choice for himself that
change over the course of time
4. Previous Experiences
- early experiences
- life events influential to career selection
- “Chance events”: create an opportunity
5. Culture
- important role in work-related values
- better grasp on different employee attitude,
value, behavior
6. Gender
- gender-based careers
- factor considered for making decision for a
specific job
7. Social and Economic Conditions
- environment factors (social, economic, &
cultural background)
PERSONAL DEVELOPMENT 2ND QTR
8. Childhood Fantasies
- career choice stages evolved from fantasy,
tentative, realistic
- influence how a person forms his career
idea
CAREER CHOICE THEORIES
1. Eli Ginzberg’s Developmental Theory
- 3 career choice stages
A. Fantasy – fantasize different careers
B. Tentative – transition from fantasy of
childhood to realistic
 Interest stage (11-12 years)
- likes and dislikes
 Capacity stage (13-14 years)
- aligning abilities with interests
 Values stage
- awareness of how a career choice
fulfills personal values
 Transition stage
- self-reliance and awareness of
occupations
C. Tentative
- less subjective to more realistic career
choice
- explores available careers
 Exploration stage
- explore college/formal training
 Crystallization stage
- declare major or commit to certain type
of work
 Specification stage
- specialize in grad school or specific job
 Super’s Self-concept Theory
- self concept plays vital role in career
choice
Phases:
1. Crystallization (14-18 yo)
- develop ideas about work that fit with self-
concept
2. Specification (18-22)
- narrow the career choices and initiate
behaviors
3. Implementation (22-24)
- complete the education or training & enter
of world of work
4. Stabilization (24-35)
- decision on specific appropriate career is
made
5. Consolidation (35+)
- seek to advance careers and reach higher
status
3. Holland’s Personality Type Theory
- individual’s career choice match with his
personality
1. Realistic
- physically strong, practical, little social
know-how, best oriented to practical careers.
2. Investigative
- conceptually and theoretically oriented
- thinkers than doers
- suited in math and science
3. Social
- good verbal skills and interpersonal
relations
- enter to “people” professions (teaching,
social work, counseling)
4. Conventional
- distate for unstructured activities
- best suited for jobs as subordinates
- bank tellers, secretaries,
5. Enterprising
- verbal abilities toward leading others,
dominating individuals, selling people.
- sales, politics and management
6. Artistic
- interact through their artistic expression
- arts and writing
PERSONAL DEVELOPMENT 2ND QTR
LESSON 13: CAREER PATHWAYS 4. School Influences

Career Choice a. School

- start of job readiness for adolescents
- major role in establishing career path
EXTERNAL FACTORS
- adolescents have no power/control which
cannot be changed.
- most effective in developing students by
using its various resources including
manpower to meet student’s career guidance
needs.
- school curriculum to empower career
development

Social influences that affect career decision- b. Teachers

making: - strongly influence their student’s career
choice
1. Socioeconomic Status
- family’s financial status affect the choice c. Guidance counselors
- settle for a course which is cheaper - important role in adolescent’s life
- access to various student’s data
2. Parents - readily assist students in their educational
- influence their children’s career choices and career goals
- Direct Inheritance: child takes the same
course as parents’.
- Apprenticeship training: acquires the skills
from exposure to parent’s job
- Role models in choosing the career

3. Peers
- plays important role in adolescent’s life
- influence one’s career choices
- choose similar source to his peers
PERSONAL DEVELOPMENT 2ND QTR
LESSON 14: INSIGHTS INTO ONE’S PERSONAL
DEVELOPMENT
Self-awareness
- awareness of one’s interests, skills, abilities
- propels the adolescents to look closely to
their characteristics and capabilities.
Opportunity awareness
- look for careers based on their skills,
capabilities, interests.
Personality development
- way for people to assess their skills and
qualities, consider their aims in life and set
goals.
- improving: Self-awareness, Self-knowledge,
skills, learning, strengths or talents,
potentials.
- vital for person’s growth, maturity, success,
and fulfillment
FACTORS AFFECTING PERSONAL
DEVELOPMENT:
1. Self-awareness
- central concept of personal development
and planning
- “Knowing thy self”
- understanding of personality
a. Know your interests
- interesting/dream job
b. Know your learning style
- refers to individual’s method of gaining
knowledge based on his strengths,
weaknesses, preferences.
 Visual Learners – learns through
“vision”
 Auditory Learners – learns through
“sound/verbal”
 Reader/writing Learners – learns
through reading and writing
 Kinesthetic learners – learns through
touching and doing (body and hands)
c. Know how you work with people
- ability to listen, communicate, relate to
others on a personal or professional level.
d. Know your temperament.
- temperament: the characteristics and
aspects of personality that we are born with.
- endure calmness, anxiousness, nervousness
e. Know the skills you possess and what
your good at.
- honest and accurate assessment of one’s
strength and skills
- awareness of the area needs to improve
and make a positive outcome.
Transferable Skills
- skills used in one job or career that can also
be used in another.
2. Opportunity Awareness
- career exploration: background check for
the industry they want to work for.
3. Decision Making
- once assessed skills and preparation, ready
to decide their career options
a. Identify the decision to be made
b. Gather relevant information
c. Identify Alternatives
d. Weigh the evidence
e. Take action
f. Review and evaluate the decision
IMPORTANCE OF PERSONAL DEVELOPMENT
1. It helps to understand oneself better.
2. It helps create goals and life purpose.
3. It enhances the ability to handle stress,
adversity, and change.
4. It teaches to build better relationship with
people.
5. It leads to manage and spend time
effectively.
6. It supports in managing your finances
wisely.
7. It allows you to live a balanced lifestyle.