REVIEWER PDE 1ST QUARTER 3.

Extraversion - Is the person's inclination to be

outgoing, sociable, fun-loving, active, and
______________________________________________
passionate. Extraverted people tend to have a
KNOWING ONESELF preference to be around people and be affectionate
and talkative.
SELF - Treated synonymously as one's personality.
4. Agreeableness - Distinguishes people for being
- is what is manifested by one's consciousness and
trusting, generally good-natured, generous, and soft-
behavior.
hearted among others. It places people into a
- It is the whole person: body, thoughts, emotions,
continuum of being compassionate to being tough.
values, and relationships.
- People's self expression or personality is unique and
5. Neuroticism - Is generally seen as a person's
distinct from that of others. It is also relatively stable
tendency to experience anxiety, worry, negative
overtime.
emotions, and one's vulnerability to stress-related
- From the Western psychological perspective,
disorders as well. Neuroticism also identifies people
personality came from the Greek word persona
in a continuum in accordance to their emotional
which means mask. This mask represents what the
stability.
person chooses to show to the world.
PERSONALITY TYPES
Determine Personality Traits.
- People's personality can also be understood by their
- Raymond Cattell theorized that there are 16 core
types. A personality types refers to people's
traits at the core of one's personality. He holds that
integrated traits that characterize them.
traits are tendencies to react in a somewhat
- For example, a person who is a bookworm can be
permanent way.
expected to be reserved, imaginative, and prefers to
- Cattell classified traits into two general types:
be alone.
surface and source traits.
- Surface traits are readily observable by others. MBTI is a personality test that distinguishes people based on
- Source traits are underlying one's personality. the following:
Robert R. McCrae AND Paul T. Costa Jr. - Worked together Extraversion (E) or Introversion (I)
and proposed the big five categories of personality. They - Refers to a person's mental energy source. Those
believed that the big five factors of personality are stable who are extraverted are fueled by being surrounded
through people's lifetime especially after reaching their 30th by people. Introverts, on the other hand, benefit
year. from solitude.
Sensing (S) or Intuition (N)
- Worked together and proposed the big five
- Individuals' preference to use senses or ideas in
categories of personality. They believed that the big
interpreting information.
five factors of personality are stable through
Thinking (T) or Feeling (F)
people's lifetime especially after reaching their 30th
- A person's tendency to think or feel when making
year.
decisions.
THE BIG FIVE DIMENSIONS OF PERSONALITY ARE: Judgment (J) or Perception (P)
- People's inclination to deal with situations by
1. Openness to Experience - Refers to the extent to planning or spontaneity.
which someone is open to new things and
experiences. People who are open to experience The MBTI produces 16 different personality types consisted
love to get out of their comfort zone and to seek of four letter acronyms that correspond to the E/I, S/N, T/F,
adventure. They also tend to be imaginative, and J/P bipolar.
original, and liberal.
Nature through nature - Recent findings suggest one's
2. Conscientiousness - This trait primarily relates to personality is not a dilemma of nature versus nurture but
goal-directed behavior; it describes how people deal rather a situation of nature through nurture. This means that
with tasks and goals. Is the extent to which a person individuals carry certain genetic potentials that will only be
can be considered as orderly, controlled, organized, developed if nurtured.
hardworking, and rule-bounded among others.
The Enneagram - is an Asian tool used for knowing oneself
and one's personality type. The Yin yang figure represents 4. Cognitive Development – Refers to a persons
the wholeness of a person's personality. It both has a intellectual abilities as shown in his/her through
constructive and destructive component. One each found on attitudes, beliefs and values. The development of
another making a person whole in spite of the side. ones mental abilities affects how one makes
decisions, remembers details. And solves problems.
Why do we have to know our strengths and weaknesses?

- Some activities that one can practice to get to know ATTITUDE HAS THREE COMPONENTS:
themselves better are Enneagram Affirmations, 1. Affective – feeling and emotions
journaling, and Johari's Window. 2. Behavioral – the way the attitudes influences
behavior.
The Johari Window 3. Cognitive – beliefs and knowledge about the
object.
- Is a model that requires a method of inquiry to
capture a visual representation of one's level of self-
5. Spiritual Development – is define as discovering
awareness, personal development, and
oneself beyond the ego known as the soul. Spirit or
relationships.
the inner essence that often disregarded or taken for
granted.
- It is also referred to as the disclosure/feedback
model of self-awareness. It is an original concept by
- A social psychologist, Albert Bandura, defined
two American Psychologists namely Joseph Luft and
personality as the interaction of many factors that
Harrington Ingham hence the Johari.
affect a person (thoughts, feelings, and body
characteristics), his/her behavior and his
- It was originally meant to be a model for
environment.
interpersonal awareness and self-development. It
- Bandura sees “Human Agency” (FILTER) the capacity
has four quadrants. These four parts are known as
of human to exercise control over their own lives as
the open, blind, hidden, and unknown self.
the essence of humanness.
- He believe that people are “ self regulating, pro-
- The Johari Window: Open Self - The open self
active, self reflective and self organizing”
quadrant refers to the part of one's self that is
- In his view, human reaction is a result of the
known to the person and other people as well. It is
interplay of three variables (P) Person which includes
synonymous with the conscious self—what one is
cognitive, affective and biological factors (B)
aware of. It is what the person consciously shows
Behavior and (E) Environment.
everyone else. Examples of the content of the open
self may be your general disposition and B.F SKINNER ON PERSONALITY CONDUCT OF THE
preferences. ENVIRONMENT.

- People are born with a blank state and “Tabula

DEVELOPING THE WHOLE PERSON Rasa” it means that they learn their bahavior from
the environment MODELING
Five Areas of personal Development.

1. Physiological Development – Refers to the physical - Example: one’s capacity to excel in school may have
come from observing hard working parents or
changes in the body as well as the senses and
directly experiencing support from them.
changes in skills related to movement.
- Because of this nurturing environment with
2. Emotional Development – Has to do with the POSITIVE MODEL one is able to acquire POSITIVE
feelings that your experience. When we fail to pay SELF SCHEMAS.
attention to our feelings and emotions. Our
judgment becomes clouded. Which may cause us to
do things or not do things that we may later regret.  (+) Research show that people who believe in their
capacity to excel tend to perform better
 (+) People with high efficacy view challenge as an
3. Social Development – is about our inborn capacity opportunity to be equipped.
to relate to others. To connect and to feel  (-) People with weak efficacy do not believe in their
belongingness. ability to succeed.
  (-) When they evaluating themselves they only see 3 INTERACTION STYLE THAT INDIVIDUAL USE TO COPE
their weaknesses.  Moving Towards People - (Compliance) these
People become very dependent on others and seek
“What a person believe he/she can and can’t do matters” affection, attention and approval.
 Moving Against People - (Aggression) these people
Self Regulation - Self regulation pertains to the ways in which may have a tendency to bully others, take advantage
we control and direct our own actions. In control theory of of others or push people around
self regulation of Charles Carver and Michael Scheier’s (1981,  Moving Away from People - (Isolation) these people
1998) they assert that self-awareness allows individual to desire privacy, independence and self-sufficiency.
assess how one is doing in meeting one’s goals and
aspirations. Toward Becoming Responsible Adolescence

DEVELOPMENTAL STAGES IN MIDDLE AND LATE

 Developing occupational skills
ADOLESCENCE.
 Developing self-reliance
Adolescence - the transition period between being a child and
 Learning to manage finance
being an adult. “Caught in the middle” & “Midlife Crisis”
 Understanding social responsibility
ERIK ERICKSON  Acquiring mature work orientation
Born: June 15, 1902  Accepting personal responsibility
Died: May 12, 1994  Instilling a positive attitude towards work
Nationality: German –born American  being courageous in standing up and being
different from friends
Eight Stages of Psychosocial Development  Developing self-esteem
 Being true to oneself and avoiding the tendency to
please others
 Learning how media and advertising try to
influence one’s thinking and feelings
 Becoming aware, critical, and involved with social
issues

COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE

STRESS
 Challenging STIMULI or things that happened to
people like a time pressured exam, going to
unfamiliar places or death of love one’s
 A Person’s response to what happens to him
 The subjective experience of DISTRESS in response
to perceived environmental problem

HOW DOES ONE KNOW THAT HE/SHE IN UNDER STRESS?

SOCIAL – CULTURE VIEW OF KNOWING ONESELF
 It is characterize by feeling of TENSION,
KAREN HORNEY
FRUSTRATION, WORRY, SADNESS and
 In contrast with Erik Erikson Karen Horney did not
WITHDRAWAL this feeling commonly last for few
believe in Universal Developmental Stages or
hours or days or for some it maybe longer.
Inevitable Childhood Conflicts.
 She attributed social and cultural condition most
Inadequately managed stress may lead to:
especially childhood experiences to be largely
 Anxiety
responsible for the formation of one’s self.
 Withdrawal
 Ex: if the child grow in a harsh environment he/she
 Aggression
will find ways to cope and survive
 Poor Physical Health
 Substance abuse
Source of Stress and its effect - Adolescence experience voluntary movement in a contralateral manner
greater responsibility and autonomy in actively managing (left side controls the right side of the body, and
their development. vice versa).
2. TEMPORAL LOBE – Which contains the primary
auditory area. In charge of hearing and
THE POSITIVE SIDE OF STRESS processing of auditory stimuli.
 STRESS is not always a bad thing. If the Person
experience just a right amount of stress, it may lead 3. PARIETAL LOBE – Which contains the primary
them to become more productive. somatosensory area. Which process sensory
 EUSTRESS Is a kind of stress that is helpful in signals such as touch, pressure, pain, thermal
promoting one’s growth and development by sense, and sense of body movements
providing sufficient challenges that allow one to (kinesthesia)
become resourceful and show initiative in problem
solving. 4. OCCIPITAL LOBE – Which is the location of the
primary visual area. This receives visuals signals
PERSONAL WAYS OF COPING WITH STRESS – from the thalamus and processes visual
- What differentiate the reaction of people with stress sensations.
is their COPING STYLE.
THE PARTS OF NEURON
THERE ARE TWO BROAD DIMENSION OF COPING: - Dendrites are a branch-like structure that receives
- Problem Focus Coping – Dealing with the actual messages from other neurons. They are attached to
problems posed by a stressful situations. Its the soma.
objective is to fixed what is out of order. - Soma or cell body is responsible for maintaining the
- Emotional Focus Coping – It is more subjective life and function of the cell. It is attached to the
because it considers the difficulties challenging the axon
feeling state of individual. It focus on the re- - Axon is a tube like structure that carries messages
establishing calmness or peace rather than resolving from soma to the axon
the problem
- Another Type is Avoidance Coping - Is what happens THE HEMISPHERES OF THE BRAIN
when one would rather ignore the stressors or - The LEFT HEMISPHERE is associated with logic,
fantasize being in a different non stressful reasoning and language while.
circumstance. Ex: Perfectly you - The RIGHT HEMISPHERE is involved in spatial
relationships, art, imagination, and personal
Appraisals - -Evaluation of what effect an event can have on memories.
one’s well-being. - CEREBRAL HEMISPHERES - The brain is also divided
1. Appraisal Of loss into left and right hemisphere. According to research
2. Appraisal Of threat by SPERRY (1961) and GAZZANIGA (1967. The two
3. Appraisal of challenge hemispheres of the brain communicate with each
other through the CORPUS CALLOSUM. Which serves
Social Support - It refers to social assets, social resources, or as a bridge between the left and the right brain
social networks (online and offline) that people may use to hemispheres.
turn to when they need advice, help, and protection. - Damage to corpus callosum forces the two
hemispheres of the brain to work independently
STRESS MANAGEMENT - refers to a set of techniques that because the connection between them is no longer
people can use to be able to manage their stressors. there.
- Split-brain surgery which was done by severing the
THE PERSON OF THE MIND corpus callosum to alleviate epileptic seizures,
allowed researchers to study the resulting
HOW THE BRAIN WORKS consequences and how each hemisphere of the
- To understand how the brain works a basic knowledge of brain functions independently.
the parts of the brain will help.
- The brain can be divided into four separate lobes: BRAIN DOMINANCE THEORY
1. FRONTAL LOBE – This is where the primary - Fueled by the split-brain research of ROGER SPERRY
motor area is located. This area controls suggests that learning styles and information
 processing of the left-brain and right brain
hemisphere are different. Emotion can be categorized into two ways:
- Individuals whose left brain is more dominant prefer
analysis and inductive reasoning and learned in  VOLUNTARY - communicating of emotion by
steps. choosing to avoid other people because he/she feel
uncomfortable seeing them or by smiling at people
to communicate that he/she is happy to see them
- Individuals whose right brain is more dominant  INVOLUNTARY - Communication of emotion can be
prefer global thinking and deductive reasoning and seen in one’s facial expression.
learned better by understanding the broad concept
before focusing on details. EKMAN & ROSENTHAL (1997)
- The Whole Brain Theory is based on the notion that They explain it clearly by
the entire brain is active during mental cognitive proposing that when an
processing. And there is interaction among various emotion is felt, impulses are
parts during mental processes such as perception always sent to the facial
and memory. muscles. Although we choose
to interfere with the
MIND MAPS appearance of that expression
 BUZAN recommends some steps to follow when we cannot prevent the
making a mind map: impulses from being sent to
1. Create a central idea. Place it at the facial nerve.
the middle of the paper. Include an
image.
2. And branches to the map. Main EMOTIONAL EXPRESSION
branches are from the central idea  Because of the evolutionary past, some emotion are
but one can continue to add child universal and are dictated to people this can be
branches. identified as PRIMARY EMOTION (basic Emotion)
3. Add keywords using one word per which are innate emotion that is that are
branch. experienced in a short period of time and appear
4. Color code the branches. rapidly and similarly across culture. (Joy, Anger,
5. Include images. Distress, Fear, Disgust, Surprise).
 However some do not have corresponding
expression that is universally recognize these are
 For the left – hemisphere SECONDARY EMOTION it is process by higher order
dominant, mind maps use thinking and therefore not reflexive (Love, Guilt,
structure and words while Shame, Pride, Envy, Jealousy) they develop over
for the right – hemisphere time and take longer to fade.
dominant, mind maps use
images and colors. INTENSITY
 After knowing how emotion work (Voluntary and
Involuntary) and differentiating them (basic and
EMOTIONAL INTELLIGENCE secondary)
EMOTIONS - One must first understand that EMOTIONS are  One may begin to ask: why do I feel some emotion
both COGNITIVE and BEHAVIORAL components, which strongly than others?
maybe OVERT (displayed) or COVERT (hide)  (ex: black Pink craze, recess, horror movie)
 It is called intensity: It is about how strong one feels
 This means that emotion are often times internally emotion.
experienced (ex: increase heart rate, butterfly in  Intensity can be highly energizing or it can also be
stomach, or coldness) they still have the potential to paralyzing
be exhibit.
 Some exhibit their emotion by a change in a
behavior (being silent) otherwise it is being
manifested in facial expression (shaking when
nervous, blushing when embarrassed.
 POSITIVE AND NEGATIVE EMOTION EMOTIOANL INTELLIGENCE - First coined by PETER SALOVEY
and JOHN D. MAYER (1990) describing it as “form of social
POSITIVE EMOTION – are pleasant and provide people with intelligence that involves the ability to monitor one’s own and
good feeling. others’ feelings and emotions, to discriminate among them
and to use this information to guide one’s thinking and
action.” They found out that emotional clarity predicts
positive mood change after stressful experiences and that
those who have the ability to perceive accurately

DANIEL GOLEMAN - postulated that EI is a master aptitude

and a capacity that affects all other abilities, making a claim
NEGATIVE EMOTION – are opposite it cause unpleasant and that EI may be more important for personal success than IQ.
discomfort. BY: DANIEL GOLEMAN
WHY DO WE NEED TO MANAGE OUR EMOTIONS?
Divided Emotional Intelligence into two competencies

PERSONAL SKILLS
1. Self Awareness
 Emotional Awareness
 Accurate Self Assessment
 Self Confidence

 Charles Darwin - “the Expression of the Emotions in 2. Self-Regulation or Self

Man and Animals”  Management
 We learn that one must experience emotion  Self-Control
whether they are positive or negative because it  Trustworthiness
serves a purpose. In this theory it appears that  Conscientiousness
certain emotion have been retained because of their  Adaptability
function for survival.  Innovation
 Ex: people might think anger is bad (negative
Emotion) but it help us protect peoples right when 3. Self- Motivation
they feel that it is violated.
 As well as Positive Emotion, it gives excitement, SOCIAL SKILLS/INTERPERSONAL COMPETENCIES
motivate people to take on different situation that 1. Empathy
will require energy and initiative. A. Learn to listen effectively
 These Emotion are likely to translate into different B. Ask Questions
mood namely: Positive effect (excitement, C. Learn to respect the feelings of others
cheerfulness and love) and Negative effect
(boredom, tiredness and hate) 2. Social Skills
 this include building bonds, communications skills,
HOW TO MANAGE EMOTION conflict management skills, and change management
skills.

 IQ (INTELLIGENCE QUOTIENT) - measures a person’s

intellectual level by assigning a score based on a
series of tests. longer to fade. GOOD LUCK
 EQ (EMOTIONAL QUOTIENT) - set of skills for PREPARED BY: SIR MICKEY
processing emotional information and using this
information to guide one’s feeling and actions.