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2. Time-Oriented
Development is a PROCESS
Des NOT happen overnight
Right time for developmental change to take place and become evident
SELF-AWARENESS
Criteria for Self-Awareness
1. Reflective
How well do you know yourself?
What are your strengths and weaknesses?
Who has been the most influential person in your life?
What are your tendencies?
What are your aspirations in life?
2. Objectivity
Listen to how others describe us
3. Open mindedness
Being open to others’ comments and criticisms
Help in being aware of our actions and more sensitive about how others might see us
Constructive use of feedback to improve ourselves
7.2 Middle 40 years - 60 years Period of Social Isolation and Empty Nest
Adulthood
Peer Group → when an individual starts expanding his connection outside the
home
2. Hereditary Factor
Strongly imposes and draws out natural attributes of a person that are transmitted
through genes from generation to the next
Non-negotiable factors
Fixed and permanent
Heredity = biological process; genetic information of parents are passed onto offspring
= physical characteristics develop acdg. to the DNA* blueprint embedded in our genes
= great similarities (physical features) to biologically-related people
*self-replicating material; main constituent of chromosomes; carrier of genetic
information
3. Person-Volition Factor
“I can be whatever I want to be”
“My self is a product of choice”
“I am what I want to be”
People have the power to change and to develop acdg. to one’s will and choice
[VIDEO]
Common problems:
Depression
Suicide
Protective Factors:
Faith/Spiritual Meaning
Non-parental connection
Contributing Factors
1. Adolescence
Struggle with perspective taking
Sadness, loneliness, loss, isolation
negativity/ pessimistic
Struggle with identity
“Self”
Hopelessness
Broken relationships
Impulsive
Misread facial expressions
Outbursts
2. Culture
Plugged into technology rather than people
“Looking good” > promoting relationships
* Culture of WE than ME!!!
ABCs & ME
A - cceptance
B - elonging
C - ontrol
M - eaningful E - xistence
2. Gratitude
Via thank you notes → increased connection, positive mood, optimistic attitude, other-
oriented, appreciate life
3. Forgiveness
Control
Repaired relationships
Empowered
Reframe
Positive emotion
4. Humility
Values others
Deep connections
Repairs connections
Acceptance + Belonging
Module 2 Part 1
AREAS OF TRANSITION
1. Physical/ Physiological
[BOYS]: Voice, Body, Height
[GIRLS]: Physical Appearance
Attributed to the secretion of hormonal and other bodily chemicals inside our
bodies
Make individuals self-conscious and uncomfortable
Inevitable
Integral episodes of natural human development
sexual/biological reproduction (one important purpose of physiological
transitions)
2. Social/Interpersonal
Shy → outgoing personality
Start conversations
Social Sensitivity
Additional Friends (Interacting w/ people)
More mature social expectations
Let go of childish behavior
Start assuming mature responsibilities
Start claiming independence from familial influences and pressures
Tend to rely more on peers and outside influences
3. Emotional/Affective
Simple → Complex Emotions (Complicating emotional experiences)
Emotional Awareness
FRIENDS → first outlet of emotions
Unconsciously redefine the emotion by feeling it in a variety of ways (familial,
platonic, romantic) and extending emotion to people outside the family
Ranges, varieties, intensities of emotional experiences dictate how they react
and resolve related issues
4. Mental/Cognitive/Intellectual
Problem solving
Decision making
Plain concrete thinking → Abstract thinking w/c leads to analyzing concepts at
the theoretical level
Overcoming Emotional Hijack
Intellectual Autonomy (Ability to decide for yourself w/o the destruction of other
people)
Unfolding of certain capacities of brain
Some advanced function (brain) increases
Advances one’s cognitive capacities (creativity, problem solving skills, memory
and retention, and analytical skills)
5. Spiritual/Moral
Knowing what is good and evil or knowing what is right from what is wrong
More understanding
More patience
Ability to do good to others despite challenging situations
“Most difficult”
Continues to learn many things in life; certain expectations and rules of society
and humanity provide guidance/ compass to one’s behavior
STRESS
Feelings of tension, frustration, worry, sadness, and withdrawal that commonly last from
a few hours to a few days (Walker, 2005)
May elevate into MORE serious conditions (Depression)
2. Family Situations
Relationship with parents
Sibling rivalry
Financial problems
4. Personal Situations
Feelings w/n oneself
Negative evaluation of oneself: feeling worthless, conservative w/ the physical
appearance
Symptoms of Stress
Feeling of nervousness/anxiety
Feeling exhausted/tired
Feeling sad
Feeling overwhelmed
Procrastination / inability to perform responsibilities
Negative thoughts
Disruptions in eating and sleeping habits
Effects of Depression:
Interpersonal Impairment
Functional Impairment
Subjective/Personal Impairment
Factors/Causes of Depression
Biological Factors
Cognitive Factors
Social Factors
Contextual Factors
U
Risk factors
2. Psychological Truancy
Conduct problems
Early delinquency
Non-conformity
Depression
2. Psycho-Social Factor
Influences from friends → premature engagement to sexual activity
Peer’s sexual norms conformation
Family relationships and structure influence sexual cognition and behavior
Poor parental supervision, older siblings’ sexual activities, family’s orientation
and values regarding sexual activities and orientation
What is Emotion?
Emotion - basic element of communication and socialization with other people
Complex psychological state that involves 3 distinct components:
Subjective Experience (Situation)
Physiological Experience (Physical)
Behavioral/Expressive Response (Actions)
Paul Ekman (1972) stated that there are 6 basic emotions that are universal across
human cultures:
→ Fear
→ Disgust
→ Anger
→ Surprise
→ Happiness
→ Sadness
Esther Esteban (1990) proposed eleven basic emotions that are important in our lives:
→ Love → Aversion
→ Desire → Sorrow
→ Joy → Despair
→ Hope → Fear
→ Courage → Anger
→ Hatred
Importance of Emotion
1. Essential to one’s physical survival or mental health
2. Helps distinguish whether certain emotions are socially appropriate
3. Emotions motivate behavior
4. Emotions play an essential role in creativity and intellectual curiosity
Emotional Intelligence
Ability to perceive emotions
Way to access and generate emotions so as to assist thought
Form of understanding emotions and emotional knowledge, and to reflectively regulate
emotions so as to promote emotional and intellectual growth
What is Intelligence?
Intelligence
Variations in the ability to learn, to get along in society, and to behave according to
contemporary social expectations
Ability to learn/profit from formal instruction
Overall ability to act purposefully, to think rationally, and to deal effectively with the
environment
Collection of mental abilities that enables us to learn from experiences, to adapt to our
changing environment, to work in a goal-directed manner, and to solve problems and to
think creatively
Intelligence is purposeful
Intelligence is a functional ability that a person uses to benefit from learning experiences
This makes people remember, understand, analyze, and evaluate situations and
problems that demand decisions and solutions
Intelligence is multidimensional
Should NOT be defined unilaterally such as academic or school intelligence
There are many forms/ types of intelligences
What is Learning?
Learning - a relatively permanent change in behavior that occurs as a result of experience
“The more senses are involved, the Better Learning will take place...”
Certain relevant cognitive faculties will be activated and help in storing and making the
information available for use and for higher processing
The cognitive faculties that will help in processing raw information that pass through the
senses are:
1. Memory - helps us recall, remember, and retain any information for future use
Any information that is not anymore accessible for use can be considered
unlearned information
Memory and Forgetting → even if the information reached the long-term memory, this
does not guarantee permanence and some information may not be any more retrieved
and accessed for use.
Decay of information due to disuse. Information, knowledge, or abilities that are not
used for a long-time tend to be forgotten.
Interference: new vs. old information. Some new information tend to overwrite old
information. The interference happens when there is a large semblance and relatedness
of information (old and new).
Repression. This is also known as voluntary forgetting. This is a conscious effort of a
person to forget an undesirable information ( bad experiences, embarrassing moments,
etc.)
3. Estimation - helps us in making quick approximation of value, form, quantity, and quality
of any relevant information
1. The Frontal Lobe - motor function, problem solving, spontaneity, memory, language,
initiation, judgment, impulse control, and social and sexual behavior
4. The Temporal Lobe - Kolb & Wishaw (1990) have identified 8 principle symptoms of
temporal lobe damage:
a. Disturbance of auditory sensation and perception
b. Disturbance of selective attention of auditory and visual input
c. Disorders of Visual perception
d. Impaired organization and categorization of verbal material
e. Disturbance of Language Comprehension
f. Impaired long-term memory
g. Altered personality and affective behavior
h. Altered sexual behavior
Hemispheric Specialization
Division of the brain into 2 hemispheres (left and right hemispheres of the cortex) that
perform important functions to human intelligences and learning capacities