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PDEV

1.1. Discuss the relationship among physiological, cognitive, psychological, spiritual, and social development to understand his or her thoughts, feelings, and behavior; 1.2. Evaluate his or her thoughts, feelings, and behavior; 1.3. Show the connection between thoughts, feelings, and behavior in actual life situations

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rainmae robleza
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1K views

PDEV

1.1. Discuss the relationship among physiological, cognitive, psychological, spiritual, and social development to understand his or her thoughts, feelings, and behavior; 1.2. Evaluate his or her thoughts, feelings, and behavior; 1.3. Show the connection between thoughts, feelings, and behavior in actual life situations

Uploaded by

rainmae robleza
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LEARNING CONTENT: Developing the Whole Person

Reference(s):
Ricardo Rubio Santos. Personal Development. Manila City. Rex Book Store,

LEARNING TARGET
1.1. Discuss the relationship among physiological, cognitive, psychological, spiritual, and
social development to understand his or her thoughts, feelings, and behavior;
1.2. Evaluate his or her thoughts, feelings, and behavior;
1.3. Show the connection between thoughts, feelings, and behavior in actual life situations

LEARNING CONCEPT

I. What is Stress?

 It is a reaction of the mind and body to astimulus that disturbs the well- being, state of calm, or
equilibrium of a person.
 There are common beliefs that stress is unhealthy but Psychologists have agreed that small and
sporadic amounts of stress can be helpful and beneficial to individuals.
 Excessive amounts of stress sustained over a lengthy period of time can be destructive to both
physical and mental health.

Several points of view about Stress

1. Stress as STIMULUS it is caused by situation that may be life changing.

 As well as a relational condition between persons and the situations they are in (Feist and
Rosenberg 2012).

2. Stress as RESPONSE is the way the body reacts to challenging situations.

 Involves interactions between the hormones, glands and nervous system where the adrenal
drives the production of cortisol or better known as “stress hormone”.
 The adolescent’ s physical response to stress is faster than that of an adult.
 Prolonged or chronic situations involve both cortisol and norepinephrine will eventually affect
body to wear down causing fatigue, aging and illness caused by low immune system.

3. Stress as RELATIONAL is when a person experiencing stress takes a step back to look at the
situation that is causing the stress, and assesses it.

Asessment here means that when a person allows reasoning to prevail and weigh the relevance or
irrelevance of the situation.

Healthy Stress
 There’ s a certain types of stress that can benefit person, stress that can propel a person to a
necessary action and these type of stress can motivate, energize, spur an individual into fruitful
action.
 Other types of healthy stress: competing in sports.
 Bad Stress can also be transformed into good stress depending on how individual assesses the
situation.

What are the usual stressors of middle and late adolescents?

 The Mayo Clinic in United States identified two sources of stressors as:

External Stressors are those that come outside of you like situations, people, and experiences.

Internal Stressors are those coming from within you, like thoughts that have you caused
stressful, uncertainties about future, lack of control over situations, personal beliefs which
include your own expectations.

Possible Stressors of high school student faces:

School Demand and Expectations

Quizzes, tests, home works, projects, oral recitation, quarterly and final exams, and most
especially grades, epitomize the kind of stressors adolescents have when it comes to studying..
Graduating senior high/ students feel stress more than any other year level.

Selecting a School, College Course, or Career

Related to first stressor, a high school student who just graduated

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