PERSONALITY ADJUSTMENT

AND MENTAL HYGIENE

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ADJUSTMENT

Either as a condition or as a process depends upon

the interplay of heredity and environment.
Changes in behavior which the individual must make
in order to fit himself into the community in which he
lives.
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SOURCES OF MALADJUSTMENT
Every individual has basic drives, needs or instinct
that must be satisfied, dissatisfaction follows, and
maladjustment can result if those needs cannot be
satisfied.

Maladjustment may either be due to;

1. Frustration 3. Tension
2. Thwarting 4. Humiliation
FRUSTRATION

Is a state of being disappointed or defeat.

THWARTING
Means the prevention of a need from being
satisfied.
TENSION
Is a condition of waiting, expecting something to happen, and fear
that the thing dreaded might be true.
Sort of mental or nervous strain that has its limits
HUMILIATION
Refers to a need about to be satisfied but is taken away from the
goal.
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CAUSES OF
MALADJUSTMENT

EXTERNAL FACTORS

PHYSICAL, SOCIAL, AND ECONOMIC FACTOR

PHYSICAL HANDICAPS, INCOMPATABLE GOALS, AND MORAL

STANDARDS

INTERNAL FACTORS
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PHYSICAL FACTOR
Needs may be thwarted by natural
obstacles or causes, like flood, drought,
an earthquake, erosion, or soil exhaustion.

SOCIAL FACTOR
Include restriction or rules set by
EXTERNAL elders, like teachers, administrator,
FACTORS or parents.

ECONOMIC FACTOR
Like insufficient income or poverty,
interfere with the satisfaction of a desire
to keep up with the recesses or prevent
the fulfillment of personality needs.
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PHYSICAL HANDICAPS
An individual who has a weak heart or is
physically disabled cannot do what a
normal one can.

INCOMPATIBLE NEEDS
Caused by facing two equal but
INTERNAL
conflicting offers or drives.
FACTORS

THE INDIVIDUAL’S MORAL STANDARDS

An urge may be thwarted by a person’s
code of morals or his conscience.
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MENTAL HAZARDS

There are other causes of maladjustment besides those

found in the personality of the individual and in the
external and internal causes of environment. There are
other conditions or situations, like those in the home, the
community, and the school that affect the personality of
an individual because they serve as mental hazards.
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1. HOME AND FAMILY LIFE

Poverty- A child coming from a poor family is

likely to become maladjusted. He envies more
fortunate children; he suffers from lack of
sanitation, poor of physical conditions, and
inadequate home facilities.

Diverse family relationships- Which can result in a

feeling of insecurity, inferiority, or a desire for
aggression.
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2. COMMUNITY CONDITIONS

The availability of recreational facilities, the

degree of freedom afforded the people, the
disparity in economic levels, the influence of
racial and other prejudices affect the individual’s
personality.
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3. SCHOOL CONDITIONS
Over-competition in school- It discourages slow learners and Spoils
fast learners. A good teacher should encourage all his pupils to do their
best although not all can win.
Unsuitable curriculum- If the curriculum in not applicable to life
situations, pupils may desire to quit school, and have a feeling of
antagonism resulting in misbehavior. Over-restrictions can be a cause of
the pupil's desire to burst forth due to a negative feeling. Over-
restrictions should give way to more flexible policies.
Teaching methods and teacher’s personality- A teacher is helpful,
friendly, approachable, and fair is well-liked. He gives pupils a feeling of
belonging, and they enjoy being in the classroom. But a teacher who is
partial and indifferent W cause pupils to have a feeling of inferiority, and
a desire for rebellion and aggression.
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HANDICAPPED CHILDREN
Whose personality is affected, they may be physically handicapped,
or sickly or have serious defects, and they become sensitive, timid,
self conscious of their inability to do what a normal being can do. In
such cases, the school doctor and nurse and the teacher can do
much to help the individual make necessary adjustment in life.
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GIFTED CHILD IS HANDICAPPED

Either he develops poor study habits because of
inadequate motivation, acquires a feeling of
boredom or dissatisfaction, or becomes conceited
and aggressive.
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DULL CHILDREN
Similarly have their frustrations, for they become
the butt of ridicule of brighter students, and they
feel humiliated. They either Withdraw or develop
an inferiority complex.
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ISOLATED CHILDREN
On the other hand, like the handicapped ones, are sensitive
about their being unwanted and they also acquire a feeling of
inferiority. By means of sociometrics, such children are
tactfully drawn to participate in social activities with the most
popular or admired children of the group.
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THWARTING VS FRUSTRATION

THWARTING FRUSTRATION
An accumulation of
Thwarting or
If an individual feels failures or frustrations can
frustration results Source of frustration is
secure or stable, a produce either an outburst
in increased personal, as when the best

VS
thwarting, like losing a of rage or a feeling of
Caused by a school or tension and friend could not help a
girl friend, may not TWA despair, or can make the
traffic regulation. feelings of despair person tide over a
result in a serious individual used to such
or failure or are financial debt, the results
maladjustment but a conditions that he
manifested in their may be disastrous
feeling of insecurity becomes indifferent to
behavior.
whatever may happen
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EFFECTS OF FRUSTRATION

Emotions following frustration may result in

anger, an attack on the enemy, or they can have a
tonic effect instead and result in increased effort
or energy.
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Facing and Solving Life’ S

Problems and Difficulties
(tension reduction)
Harmony may be brought about between the
individual and himself or between himself and the
environment, by means of both;

1.Direct method

2.Indirect method
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DIRECT METHODS
Are used consciously, and the results which are
more or less permanent. include the following;
1.Renewed attempts to each the goal
- Removing the obstruction or hindrance is a direct
response to a blocked goal.
2.Substitution of other activities
- Reducing tension by substitution means undertaking
another activity that can satisfy the need being blocked.
3.Analysis and decision
- When an individual faces a problem between two equally
desirable but contradicting goals, he may either renounce
one goal or both of them, or effect a compromise.
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INDIRECT METHODS
Are unconsciously used, they cannot solve
problems once and for all, but, rather relieve
tension temporarily. Include the following;
1.Sublimation
2.Withdrawal
3.Identification
4.Becoming dependent
5.Rationalization
6.Repression
7.Expiation
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1.SUBLIMATION

Is the unconscious deflection of the libido or sex

problem by means of worthwhile activities, such
as gardening, nursing, teaching, social work, or
religious work. Psychologists like Taylor and
Kirkendall, believe that sublimation cannot
completely obviate the sex problem, but whether
or not it does sublimation can reduce tension
even for a period.
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2.WITHDRAWAL
Is to remove oneself from a distressing
situation. Some persons lock themselves
inside a room and resort to crying.

3.IDENTIFICATION
is identifying oneself with another person
to improve his personality in order to
overcome the inferiority complex.
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4.BECOMING DEPENDENT
May result from a series of frustration
although one should guard against trusting
someone and loss of confidence in oneself.
Tension is released, very much.

5.RATIONALIZATION

Is the process of devising more or less

Plausible reasons to justify an opinion or
action. Denying the desirability of the goal is
called “sour grapes”.
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6.REPRESSION
Exists when an impulse is unconsciously excluded
from consciousness; it becomes projection when he
attributes to someone else his impulses, his behavior;
and reversal formation when he develops certain
attitudes and interests which are the opposite of
certain repressed wishes.

7.EXPIATION
Is an individual’s attempt to do a good deed in order
to atone for a bad act or a feeling of guilt. Making
donations to charity, walking-kneeling in church, or
taking care of an old relative whom one has
maltreated are examples of expiation.
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MENTAL HYGIENE
AND THE TEACHER
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WHAT IS MENTAL
HEALTH?
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MENTAL HEALTH IS
IDENTICAL WITH
ADJUSTMENT

It is said that if a person has arrived at a

condition of harmony between himself and his
environment, he is mentally healthy.

The belief that getting along with others is

mental health can lead to confusion.
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MENTAL HEALTH IS NOT

ALWAYS ADJUSTMENT

“Pakikisama,” or keeping friends, cannot last

long if such friends are drunkards, smugglers,
or murderers. Sometimes, it is a healthy sign
for the well-adjusted to disagree, as progress
often comes from disagreements.
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MENTAL HEALTH IS NOT ALWAYS

FREEDOM FROM ANXIETY AND TENSION
According to Dr. Fransworth, anxiety and
tension are often prerequisites of creativity and
self preservations
MENTAL HEALTH IS NOT FREEDOM
FROM DISSATIFACTION

A dissatisfied person tries to justify his

dissatisfaction, and this often serves as stimulus
towards a new process or a new invention
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MENTAL HEALTH IS NOT

CONFORMITY
Mental health cannot be completely free from
cultural or personal biases or prejudices.
MENTAL HEALTH IS NOT
CONSTANT HAPPINESS

Everyone has his good and bad moments- his

ups and downs.
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MENTAL HEALTH IS NOT DIFIANCE

OF AUTHORITY
A man accepts and respect authority, He is free,
however, to express himself against policies
inimical to his rights as a citizens, through
public opinion or hi vote.

MENTAL HEALTH IS NOT OPPOSED

TO RELIGIOUS VALUES
Religion is a way of life- a man’s sense of
values is kept at the proper level because of
religion.
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According to Bagley and Keith, there seems to be no

occupation more fundamental and fruitful to democratic
process than molding and guiding young people to become
good and happy citizens.
HAZARDS OF TEACHING
In the first place, teaching itself contains several
conflicts or imperfection
1.COMPETITION AND SUCCESS- A teacher can learn how
to take it can be encouraged to do his best.
2.STIMULATION OF ONE’S NEEDS- Like keeping up with
the rest, but there are blocks, rules, and restrictions. A teacher
should abide by rules and policies first and then peacefully
work for reforms.
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MENTAL HEALTH
Mental health is a condition of harmony and
adjustment.
MENTAL HYGIENE
Mental hygiene is the science and the means of
attaining mental health. It helps us understand the
individual’s psychological needs and how to meet
those needs, and how to deal with situations
where mental health may be endangered, although
it does not prescribe exact rules for treating
mental disturbances.
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3.ONE IS FREE- That all men are created equal, and the bitter
reality. A teacher should know that we were not born equal but
that we are expected to do our level best, and difficulties can be
surmounted.

4.DOCTRINE OF SOCIAL EQUALITY- As contrasted with

“dirty” politics which result in frustrations and personality
maladjustment. Again, it can be said that every teacher should
go on doing his best without bitterness.
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THE TEACHER’S MENTAL HYGIENE

Basically, teaching is conducive to mental health,
as stated in National Education Association
research bulletins for the following reasons:
1. Teaching is socially useful work.
2. It involves a continuous series of challenging new
problems: encourages creativeness, stimulates broad
interests.
3. It requires an unusual amount of self-control.
4. It affords an excellent opportunity for growth.
5. It is done in surroundings that are relatively pleasant
and comfortable.
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In the second place, many teachers become so lost

in teaching that they forget to get married, and
they become aware of a desire to have children
when it is too late to look for a mate. Every teacher
should be aware that as a human being he should
have time for other interests, including activities
leading to courtship and marriage. Some find that
the only solution is to befriend another teacher of
the same sex. But this is a poor substitute
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In the third place, there are pressures on required

reports, frequent meetings, meager pay, insecurity
of tenure, constant sharing of the burden of others,
serving the government as census enumerators and
poll clerks, heavy teaching load, lack of facilities,
and the lack of acceptance or recognition as a
professional. And so many teacher; become sick,
worn out, and spiritless and, in turn, make pupils
also sick, spiritless, restless, or confused.
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FACTORS FOR ADJUSTMENT TO HAZARDS

How can the teacher’s mental health be improved?
Pressey gives the following suggestions as the
school’s role in mental hygiene:
1. Select only teachers who are mentally and
physically fit for teaching. Teacher-training programs
should apply the criteria for selection, and' education
students should be given adequate knowledge of the
occupational hazards of teaching. Those who do not
qualify according to reasonable standards should be
discouraged from taking teaching as a career.
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2. Improve the teaching conditions -teaching load,

salaries, and school facilities.

3. Enjoin the administration to be more understanding,

giving teachers occasional praise or recognition, and
planning wholesome activities for the teachers to
participate in inside or outside the classroom.

4. Help raise the status of teaching. A teacher in our

country should be classified as professional, like those
who have passed board or bar examinations.
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5. Select the school population- only students who

have good physical and mental health should be
admitted or allowed to enroll.

6. Minimize reports to be submitted and meetings

to be attended; increase salaries; allow teachers
more time for themselves or for their families.
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THE TEACHER'S ROLE IN

THE HYGIENE OF TEACHING
1. The teacher should follow a regular program
for healthful living- diet, exercise, and rest or
break periods.
2. The teacher should participate in school and
local activities, and become a member of a civic
association, the church, or the PTA.
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3. The teacher should develop a wider area of

interests. Movies, reading, and occasional card games
are not enough- he should participate in those
activities that promote self-esteem, such as church
meetings, Red Cross, music, drama, and art.
4. Teachers can try writing articles and doing
activities that can have a tonic effect, as worries and
tension can be temporarily relegated to the
background if they have a talent for writing, singing,
or gardening. Reading articles about how frustrating
situations are handled and solved can also be of help.
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5. Another way is to “let off steam.” Chopping wood,

gardening, taking long walks, crying out loud, alone,
can alley thwarted feelings. Once the tension is eased,
a more constructive course of action can be planned.
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6.An analysis of action for the problem facing a teacher

mu place it in a true perspective and may convince the
teacher that he is better off than others. Or he can take a
short vacation by himself. He can take time out and
ponder on the pleasure, the thrill that he gets from
teaching. Just to watch and help young people correct
mistakes, learn new ideas, and take over some
responsibilities- in short, watch them respond to the
teacher’s efforts, is mental hygiene for a teacher.
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THANK YOU
FOR
LISTENING!
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Prepared by:
Barrientos, Ronald B.
Crecencio, Ailey DC.
Correo, Erica