EVALUATION OF AN

ADOLESCENT’S
DEVELOPMENT
THROUGH THE
SIGNIFICANT PEOPLE IN
THEIR LIVES
PRE-ACTIVITY: Evaluation of
Adolescents Development

Instruction: Identify whether you are

AGREE or NOT with the following
statements. Explain why.
1. Society plays a huge role in
molding teens’ behavior, character,
and attitude. It determines how they
see other people, their general outlook,
and their ethics.
2. As teens’ emotional maturity
increases, their relationships with their
peers change as they become more
vulnerable and emotionally intimate.
3. During the adolescent years, teen
peer groups become increasingly
crucial as they experience closeness in
there friendships resulting in more
gratifying relationships.
4. Nowadays, teens turn to their friends
for help; instead of their families as the
first line of support during times of worry
or upset. This increased reliance on
friendships is another way for teens to
demonstrate their growing independence.
SIGNIFICANT PEOPLE IN
ADOLESCENT’S
DEVELOPMENT

A. PEERS
B. FAMILY
 A. PEERS
1. Teens modifies their behavior, activities, etc. to
be accepted by a peer group.
- acceptance by a peer group becomes essential, teens
modify their speech, dress, behavior, choices, and
activities to become more similar to their peers.
- The developmental theorist Erik Erickson described
this developmental step as a Crisis Of Identity Vs.
Identity Confusion.
2. Teens modifies their Choices/ Behavior To Conform To
What Their Friends Are Doing - They Are Adapting To Peer
Pressure.
- PEER PRESSURE is often associated with positive and
negative effects.
 Negative Outcomes: Doing such skipping school, wearing
distasteful clothing, or drinking alcohol, and using drugs.
 Positive Outcomes: Due to advanced cognitive and emotional
maturity, teens can now encourage each other to make wise
decisions and discourage them from making wrong choices.
3. Teens tends to participate in the same hobbies or
activities of their friends.
- Teens enables them to spend more time together and to
bond over shared experiences.
- Teens will choose peer groups with whom they share
common interests and activities, similar cultural
backgrounds, or simply a similar outlook on life.
- Teens experiment with their identity, they may be
attracted to peer groups with very different interests.
IN SUMMARY
During adolescence, the number of close friendships
decline, but the quality of these relationships becomes
more vulnerable, trusting, and intimate.
Meanwhile, the number of casual acquaintances
continues to rise, as youths' social networks expand due to
sophisticated communication technologies, new
recreational and social activities, new educational
experiences, and employment.
 B. FAMILY
1. Family is important.
- ongoing positive family connections are protective
factors against a range of health risk behaviors.
- the nature of relationships is changing, BUT the
continuity of family connections is important to
secure emotional base which is crucial for the positive
development of young people.
2. Young people require stability in a home or
environment together with their family.
- Teens may get a secure emotional base from home
or environment together with their family which
aid to explore and experience the world.
- This sense of security provides them with
somewhere to come back to for reassurance,
support, and unconditional love, particularly during
tough times.
- They benefits from expectations of respect,
consideration, and reciprocity in family
relationships.
- There will still be times when they fall, yet they
will benefit from understanding and support to
pick them up.
 WAYS ON HOW TO
BECOME CAPABLE AND
RESPONSIBLE
ADOLESCENT PREPARED
FOR ADULT LIFE
 Treat
“difficulties”
as “challenges”.
 EIGHT (8) SIMPLE RULES BECOMING A
RESPONSIBLE ADOLESCENT PREPARED
FOR ADULT LIFE:

1. Focus on your studies and do well in all your

endeavors.
- There is a time for everything.
2. Take care of your health and hygiene.
- Healthy body and mind are important as you
journey through adolescence.
3. Establish good communication and relation
with your parents or guardian.
- Listen to them. Create good relationship with them
will do you good as they are the ones you can lean
on especially in times of trouble.
4. Think a lot before doing something.
- Evaluate probable consequences before acting.
Practice self-control and self-discipline.
5. Choose to do the right thing.
- There are plenty of situations in which it is better
to use your mind rather than your heart.
6. Do your best to resist temptations, bad acts,
and earthly pleasures and commit to being a
responsible adolescent.
7. Respect yourself.
- You are an adult in the making. Do not let your
teenage hormones get into you. If you respect
yourself, others will respect you too.
8. Be prepared to be answerable or accountable
for your actions and behavior.
- It is part of growing up in becoming an adult.
MENTAL HEALTH
& STRESS
LESSON OBJECTIVES
1. Discuss the understanding of mental health
and psychological well-being to identify ways to
cope with stress during adolescence.
2. Identify the causes and effects of stress in
one's life.
3. Demonstrate personal ways to cope with
stress and maintain mental health.
 MENTAL HEALTH vs. MENTAL ILLNESS
MENTAL HEALTH
- a successful performance of the mental
function, resulting in productive activities,
fulfilling relationships with other people, and
the ability to change and to cope with
adversity. (Magpantay and Danao 2016)
 MENTAL HEALTH vs. MENTAL ILLNESS
MENTAL ILLNESS
- refers to diagnosable mental disorders
characterized by alterations in thinking, mood,
or behavior (or a combination) associated with
distress and impaired functioning."
 MOST COMMON MENTAL DISORDERS AMONG
ADOLESCENTS
SYMPTOMS CAUSES
1. Depression • Disorder of emotion or mood (sadness, • Self-images or Body
hopelessness, misery, inability to enjoy). images
• Cognitive Aspects Symptoms manifest by • Separation of parents
negative conditions about self, world and • Emotionally unavailable
future. parents
• Motivational Aspects Symptoms are loss of • Parents who have high
interest, lack of drive, and difficulty on marital conflict,
starting in anything. • Parents with financial
• Somatic Aspects Symptoms are loss of problems
energy, sleep difficulties loss of appetite • Poor personal relationships
and weight loss /gain. • Experiencing peer
rejection.
 SYMPTOMS CAUSES
2. Eating Disorder • Extraordinary weight loss • Feeling negative about
their bodies
• Highly motivated to
look like same-sex
figures in the media.

TYPES OF EATING
DISORDER • Persistent pursuit of thinner built
through hunger.
A. Anorexia • Intense fear of gaining weight.
Nervosa Weighing less than what is considered
normal to their age and height.

B. Bulimia • Binge eating and then purges by self-

Nervosa inducing vomiting or using a laxative.
 SYMPTOMS CAUSES
3. ANXIETY Over worrying about future Genes likely play a role in causing
events and fear is a reaction to anxiety, as well as the home,
current events. neighborhood, school, and other
environmental factors.

TYPES OF ANXIETY • Excessive anxiety felt by children when their parents leave them.
They may worry that something bad might happen to their parent
A. Separation Anxiety or to someone else they love.
Disorder • Refuse to go to school or they may be unable to go to sleep
without a parent being present. They may have nightmares about
being lost or kidnapped.
• They may also have physical symptoms like stomach aches,
feeling sick to their stomach, or even throwing up out of fear.
 SYMPTOMS
TYPES OF ANXIETY • The condition in which has many worries and fears.
B. Generalized Anxiety Disorder (GAD) • They have physical symptoms like tense muscles, a
restless feeling, becoming tired easily, having
problems concentrating, or trouble sleeping.

C. Social Phobia • It involves worrying about social situations, like

having to go to school or having to speak in class.
• Symptoms may include sweating, blushing, or
muscle tension.
• Often overly sensitive to criticism and have trouble
standing up for themselves.
• Has low self- esteem, become easily embarrassed,
and become very shy and self- conscious.
 SYMPTOMS
TYPES OF ANXIETY • Uncontrollable thoughts ("obsessions") that are unreasonable.
D. Obsessive-Compulsive These thoughts come into their mind a lot.
Disorder (OCD) • They then need to perform certain routines or rituals to try to
get rid of the thoughts.
• Children and adolescents with this disorder often repeat
behaviors to avoid some imagined outcomes.

E. Panic Disorder • When they feel very scared or have a hard time breathing and
their heart is pounding.
• They may also feel shaky, dizzy, and think they are going to
lose their mind or even die.
• The teen or child may not want to go to school or leave the
house at all because they are afraid something awful will
happen to them.
 SYMPTOMS
TYPES OF ANXIETY • The symptoms include jumpiness, muscle tension, being
F. Post-Traumatic Stress overly aware of one's surroundings (hypervigilance),
Disorder (PTSD) nightmares, and other sleep problems.
• Feeling like they are "re-living" the traumatic experience.
 AFFECTED AREAS OF LIFE DUE TO
ONGOING MENTAL HEALTH PROBLEMS
A. relationships with others
B. sleep appetite
C. energy levels
D. ability to think clearly or make decisions
E. inability to perform daily tasks.
 STRESS AND STRESSORS
STRESS
- people's responses to events that threaten or challenge
them.
- a state of mental tension and worry caused by
problems in one's life, work, and others that causes
intense feelings of worry or anxiety.
- the body’s response to external events (taking exam,
giving a speech) or internal events (fear, worry, or
unresolved anger).
 TWO CATEGORIES OF STRESS
1. EUSTRESS
- The positive stress for it is helpful—it motivates the
individual to keep on working and reach for the goal.
2. DISTRESS
- The negative stress for it could give harmful implications to
the individual such as anxiety & depression.
- It discourages individual from becoming productive, could
cause emotional, physical, and psychological problems.
 STRESS AND STRESSORS
STRESSORS
- are any situations and pressures that causes stress.
- Example of Events Stressors:
A. Negative: such as an exhausting work schedule or a
rocky relationship and everything that puts high
demands.
B. Positive: such as getting married, buying a house,
going to college, or receiving a promotion.
 KINDS OF STRESSORS
1. CATACLYSMIC EVENT
- strong stresses that suddenly occur and may
simultaneously affect many people like:
A. NATURAL DISASTERS such as typhoons, coding,
global warming effects, and earthquakes
B. MAN-MADE TROUBLES such as terrorist attacks,
ship or plane crash, and bombings.
 KINDS OF STRESSORS
2. PERSONAL STRESSORS
- the conditions, events, situations, or anything that causes
stress to an individual.
- it could be positive or negative stressors such as
marrying, death of a loved one, getting a new job or job
loss, starting and ending class, transferring to new
schools, leaving old friends, experiencing frustration,
pressure, or conflict and many others.
 KINDS OF STRESSORS
3. BACKGROUND STRESSORS OR DAILY HASSLES
- refers to displeasures that could be encountered every day
such as standing in the long line while waiting for the train,
stuck in heavy traffic, noise, and pollution of the
environment.
- refers to experience of dissatisfaction with school or a job,
being in an unhappy relationship, or living in crowded
quarters without privacy.
 COMMON EFFECTS OF STRESS
 Stress symptoms can affect your body, thoughts,
feelings, and behavior.
 Your ability to recognize common stress symptoms
can help you manage them.
 Stress that is left unchecked can contribute to many
health problems like:
a. Hypertension
b. Heart Disease
c. Obesity
d. Diabetes
 STRATEGIES IN MANAGING AND
RESOLVING STRESS
1. Become attuned/aware to your body and
emotions.
2. Exercise regularly.
3. Dispute negative thoughts.
4. Rest and regenerate your mind, body, and spirit.
5. Use breathing methods.
 STRATEGIES IN MANAGING AND
RESOLVING STRESS
6. Develop hobbies and interests.
7. Create a support system.
8. Develop a sense of humor.
9. Plan; do not worry.
10. Be assertive.
11. Keep a journal.
12. Get professional help.
THE BRAIN PARTS,
FUNCTION &
SOCIETAL
RELATIONSHIP
LESSON OBJECTIVES
1. Discuss that understanding the
different parts of the brain, processes
and function may help in improving
thoughts, behavior and feelings.
The BRAIN plays an important role in
our consciousness. It is the center of
our being, which makes us who we
are, what we are as an existential
being.
 COMMON EXAMPLES OF
BRAIN STUDY
IF YOU CAN READ THIS
YOU HAVE A STRONG
MIND
 The Purpose of Nervous System
1. To gather information, produce responses to
stimuli, and to coordinate the workings of
different cells.
2. It is the command center of the other eights
systems in the human body.
MAIN PARTS OF NERVOUS SYSTEM AND ITS FUNCTIONS

1. The Central Nervous System (CNS)

- the specific command center that sends out
orders and information destined for muscles,
glands and body organs.
- FUNCTION: Process, interprets and stores
incoming sensory information bring about by 5
senses.
- Major parts are:
a. brain
b. spinal cord
 MAJOR PARTS OF CENTRAL NERVOUS SYSTEM AND ITS
FUNCTIONS
A. BRAIN- responsible for the peripheral and autonomic responses of the
other parts of the system in the body.
B. SPINAL CORD- the extension of the brain that acts as a sort of bridge
between the brain and the parts of the body below the neck. It produces
some behavior on its own, without any help from the brain. These
behaviors, called SPINAL REFLEXES, are automatic, requiring no
conscious effort.
REFLEX ARC - the neural circuitry underlying a reflex. This could be
best explained through situations such as:
knee jerking, shifting balance of weight of the body, when stepped broken
glass or shards.
Example:
If you accidentally touch a hot iron, you will immediately
pull your hand away, even before the brain can actually
comprehend the pain or the receptors kicks in. This is due
to the nerve impulses that brings message to the spinal
cord, in this case “hot”. The spinal cord immediately sends
out a command via other nerve impulses, telling muscles in
your arm to contract and pull your hand away from the
iron.
MAIN PARTS OF NERVOUS SYSTEM AND ITS FUNCTIONS

2. The Peripheral Nervous System

(PNS)
- this system handles the CNS’s input
and output.
- It contains all portions of the nervous
system outside the brain and spinal
cord, right down to nerves in the tips of
the fingers and toes.
NERVES PRESENT IN PERIPHERAL NERVOUS SYSTEM
1. SENSORY NERVES
- carry messages from the special receptors in the
skin, muscles and other internal and external sense
organs to the spinal cord and sends it to the brain.
2. MOTOR (MOTION-PRODUCING)
NERVES
- carry orders from the central nervous system to
muscles, glands and internal organs. It enable us to
move our bodies, cause glands to contract and
secrete various substances, including chemical
messengers called the hormones.
 TWO DIVISIONS OF PERIPHERAL NERVOUS SYSTEM
1. AUTONOMIC NERVOUS SYSTEM
- responsible for movements or actions and responses that are
involuntary.
- regulates blood vessels, glands and internal organs like the
bladder, stomach and pumping of the heart.
- it works more or less automatically, without a person’s
conscious control.
- It has 2 subdivisions:
A. Sympathetic Nervous System
B. Parasympathetic Nervous System
 TWO SUBDIVISIONS OF AUTONOMIC NERVOUS SYSTEM
A. SYMPATHETIC NERVOUS SYSTEM
- acts like the accelerator of a car, mobilizing the body for
action and an output of energy.
- As reaction it makes you blush, sweat, and it pushes up your
heart rate and blood pressure.
B. PARASYMPATHETIC NERVOUS SYSTEM
- acts more like a brake.
- It doesn’t stop the body, but it does tend to slow down or
keep them running smoothly.
- It conserves energy and helps the body store it.
EXAMPLE:
If you have to jump out of the way of a preoccupied
motorcyclist, sympathetic nerves increase your heart rate.
Afterwards, parasympathetic nerves slow it down again
and keep its rhythm regular.
 TWO DIVISIONS OF PERIPHERAL NERVOUS SYSTEM
2. SOMATIC NERVOUS SYSTEM
- responsible for the voluntary responses.
- controls the skeletal muscles of the body and permits
voluntary action.

Examples: when you are running, writing, going to work by

walking, doing a lecture in front of the class, following a dance
moves or simply creating your own moves, the somatic system
is presently active.
COMPLEX SYSTEM OF NERVOUS SYSTEM
1. NERVE CELLS (NEURONS)
- basic unit of the nervous system
which conducts electromagnetic
signals.
- a communication cells which
transmits information to and from
inside of the CNS, and are often
called the building blocks of the
nervous system.
COMPLEX SYSTEM OF NERVOUS SYSTEM
- 3 major basic structures of Nerve
Cells or Neurons are:

A. CELL BODY - shaped like a

sphere or a pyramid which contains
the biochemical machinery for
keeping the neurons alive.
- responsible in the transmission of
messages to other neurons.
COMPLEX SYSTEM OF NERVOUS SYSTEM
B. DENDRITES
- look like branches of a tree used as an
antennas which receives messages from
other nerve cells and transmit them toward
the cell body.
C. AXONS
- look like trunk of a tree which transmits
messages away from the cell body to other
cells.
- it is covered by a layer of fat cells called
MYELIN SHEATH to prevent signals from
opposite cells from interfering with each
other.
 THE BRAIN
- The storage of our memories, the seat of our intelligence and it is
also where our emotions are found.
- plays an important role in our thoughts, behavior and feelings.
- The brain’s structure is as complicated as its counterpart on moving
the body itself.
- 3 MAIN SECTIONS OF BRAIN:
A. Hindbrain
B. Midbrain
C. Forebrain
3 MAIN SECTIONS OF BRAIN:
A. Hindbrain (Rhombencephalon)
- starts at the base of the skull and the
brain stem.
- the region of the brain in which the
medulla oblongata, pons and
cerebellum found.
- It coordinates functions that are
fundamental to survival, including
respiratory rhythm, motor activity, sleep
and wakefulness.
3 MAIN SECTIONS OF BRAIN:
B. Midbrain (Mesencephalon)
- Located towards the base of
your brain which is is a small is
the topmost part of the
brainstem, the connection
central between the brain and the
spinal cord .
3 MAIN SECTIONS OF BRAIN:
C. Forebrain
(Prosencephalon)
- plays a central role in the
processing of information
related to complex
cognitive activities, sensory
and associative functions,
and voluntary motor
activities.
 Brain lateralization (left and right hemisphere) produces different evidences that suggests distinction of
personality. The PERSONALITY of the individual is complex and unique, therefore the interaction and
communication of both hemispheres is needed to further understand the complexity of personality in every
individual.