Lesson 3

DEALING WITH THE CHALLENGES OF ADOLESCENCE STAGE

SETTING THE STAGE

INITIATIVE

• MARILYN PRICE-MITCHELL defined initiative as the ability to push life in a forward

and purpose-driven direction. It involves both the motivation from within the individual
and the outward means of attaining one’s goals.

• The roots of an initiative are planted through KINDNESS, EMPATHY, AND

COMPASSION.

Issues during the Adolescent Period:

Physical concerns

-Eating Disorders usually begin in the adolescent stage. These are caused by several
factors including genetic, psychological and social factors.

-Anorexia Nervosa is shown by people who think that they are overweight when in
fact, they are already underweight.

-Bulimia Nervosa is shown by people who eat large amounts of food.

-*Binge-eating Disorder *is shown by uncontrollable eating.

Substance Abuse

 *DRUG ADDICTION *is defined as the condition in which an Individual is unable to

control the use of addictive substances known as psychoactive drugs.
 Alcohol Abuse.
 Teenage Pregnancy.
 Peer Pressure.

Issues during the Adolescent Period:

*MORALITY *is described as the way people choose to live their lives in accordance to a
set of principles and guidelines that influence their decisions about what is right and
wrong and what is good and evil.

Relationships among Adolescents:

 Emotional competence is the ability to handle and manage emotional

responses.
 Social competence is the ability to relate to others effectively.

EFFECTIVE COMMUNICATION

Expectations and Adolescents

• EXPECTATIONS are describe as mental sets people choose to create to help move
through time (now to later) and change (old to new) with some sense of what reality they
have to look forward to and what objectives they have to work for.

•SELF-FULFILLING PROPHECY is defined as a belief That becomes a reality because

you act as if it were already true or happening.
• *Expectancy effect *states that the expectations of other people can shape the way
you can confirm these expectations.

HOW DO Signincant People Influence Adolescent Behavior?

SOCIAL CAUSATION MODEL. In this model, it was stressed That economic

disadvantage and social conditions affect effective family functioning.

HOW DO Signincant People Influence Adolescent Behavior?

FAMILY STRESS MODEL. It explains that economic conditions affect how family
members interact with each other.

Coping with Emotions: Express Yourself

 Identify and name the feeling.

 Acceptance of what one feels.
 Express what you are feeling.
 Think of a healthy way of how you can take care of yourself.


Healthy Communications

 The use of “I statements.

 Recognize your feelings.
 Be trustworthy.
 Be clear, specific, and direct.
 Face-to-face interaction is important.
 Ask questions.
 Shouting and yelling are not effective.
 Apologize if necessary.

SELF AFFIRMATION
• Self-affirmation is described as the behavioral or Cognitive events that sustain,
strengthen and support the perception of self-integrity (Steele, 1988, cited by
Schmeichel and Vohs in 2009).

• Self-integrity is your perception or belief that you are virtuous, rightful, and is
capable of predicting and controlling outcomes.

• Self-Affirmation Theory this theory was created by Claude Steele. It asserts that the
main goal of the self is to protect its self-integrity. When the self-integrity is in danger,
you respond in a way that the self-worth is restored. It affects the cognitive, physical,
and actual behavior of a person.

Self-Affirmation and Executive Functioning

**WORKING MEMORY. *It is described as the Memory used in planning and carrying-
out behavior. It is memory-in-action. It is involved in preserving information while at the
same time processing the same information or another. It allows you to preserve and
manipulate momentary information.

• Inhibition. It is defined as the permission to suppress responses that may hinder a

goal.

Self-Affirmations and Positive Thinking

• Daily affirmations are statements describing a goal in its completion. It is considered

as a mental exercise designed to rewire the mind for success.

A Guideline on Creating Positive Self-Affirmations:

1. Begin your affirmation with “I am.”

2. Make use of the present tense.
3. Use a positive statement. Avoid using words that connote negativity.
4. Make it short and simple.
5. Make use of an action word that ends with -ing.
6. 6.Include a word that implies an action or a feeling.
7. 7.Make an affirmation about yourself.

Lesson 4

DEVELOPING EFFICIENT LEARNING

BRAIN POWER

The BRAIN has always been a fascinating body part. It is a delicate, gel-like organ that is
considered as the most powerful part of the human body.

THE MAIN PARTS OF THE BRAIN:

 The forebrain (also called PROSENCEPHALON) is considered as the biggest part

of the brain.
 The midbrain (also called MESENCEPHALON) is found between the forebrain and
the hindbrain. It is responsible for eye movement and auditory information.
  The hindbrain (Is also called THE RHOMBENCEPHALON) which is composed of
the cerebellum.

Forebrain

• The Limbic System. It consists of the:

Hippocampus which focuses on learning and memory;

Amygdala which is the center of emotions like aggression and anger;

Hypothalamus which is responsible for basic processes like control of hunger,

regulation of temperature, thirst, and circadian rhythms (body clock) which tells you
when to eat or sleep and rise. It responds to sunlight and temperature.

Thalamus is also found in the forebrain. Its main job is to control the flow of information
going into the cerebral cortex, which is distributed to the muscles and senses, and vice
versa.

The Cerebral Cortex. The cerebral cortex is the outer thin layer of the cerebrum.

Midbrain

• This part is found between the forebrain and the hindbrain. It is responsible for eye
movement and auditory information. The midbrain serves as the link in the signal
transmissions between the forebrain and the hindbrain.

Hindbrain

• The medulla oblongata is considered as the extension of the spinal cord that is found
in the skull. It regulates important processes like circulation and other involuntary
processes like heart rate, blood pressure regulation, salivation, sneezing, breathing,
vomiting, and coughing.

THE FOUR LOBES OF THE BRAIN:

1. Frontal lobe. This lobe is found at the front of the brain. It is responsible for the
higher level thinking processes like problem-solving, Learning, and organizing.
2. Parietal lobe. This region integrates sensory data like touch, pain, Pressure,
and temperature.
3. Temporal lobe. Its main function is to process auditory signals andInformation.
4. Occipital lobe. Its job is to process visual information including the detection
and identification of colors, and other visual stimuli

LEFT BRAIN/RIGHT BRAIN DOMINANCE THEORY:

 The left side of the brain has direct influence on the right side of the body while the
right side of the brain has direct control over the left side of the body.
 In terms of learning, the two hemispheres are said to operate differently in terms of
acquiring information and processing them. The thinking styles of individuals are
considered to be influenced by whichever is the dominant side. This renders
 methods of learning unique styles. Thus, require different approaches to
processing different types of information.

The Whole Brain Theory:

This model emphasizes the different thinking styles used by people. Moreover, it added
that some styles are more dominant as compared to others

THE FOUR DIFFERENT STYLES ARE:

 Quadrant A (ANALYTICAL THINKING – UPPER OR CEREBRAL LEFT BRAIN).

People who use this mode of thinking like to read textbooks, collect data, listen to
informative lectures or talks, make use of criteria or facts when evaluating ideas or
situations, and apply logical reasoning..
 Quadrant B (PRACTICAL THINKING – LOWER OR LIMBIC LEFT BRAIN).
People who use this style prefer detailed instructions, make use of time
management, follow directions easily, observe schedule and plan and organize
activities.
 Quadrant C (RELATIONAL THINKING – LOWER OR LIMBIC RIGHT BRAIN).
People who use this model like to find meaning in what they do. They are
cooperative, like to listen and share ideas, and prefer win-win situations.
 Quadrant D (EXPERIMENTAL THINKING – UPPER OR CEREBRAL RIGHT
BRAIN). People who use this style look at the whole picture and not at the details.

KEYPOINTS:

 Amygdala. It is found in the limbic system. It is the center of emotions like

aggression and anger.
 Cerebellum. It is also known as the little brain which controls movement and
balance.
 Cerebral Cortex. It is the outer thin layer of the cerebrum.
 Cerebral dominance. It is a concept that stresses that one hemisphere plays a
dominant position in regulating intricate cognitive and behavioral processes.
 Cerebrum. It is the part of the forebrain that controls speech, reasoning, learning,
emotional control, and memory.
 Corpus callosum. It acts as the relay center or bridge between the left and right
hemisphere of the brain.
 Frontal lobe. It is responsible for the higher level of thinking processes like
problem-solving, learning, and organizing. It also regulates attention, memory, and
mobility.
 Occipital lobe. Its job is to process visual information including the detection and
identification of colors, movement, and other visual stimuli.
 Parietal lobe. This region integrates sensory data like touch, pain, pressure, and
temperature. It also helps in kinesthesia or the perception that the limbs or body is
moving.
 Temporal lobe. Its main function is to process auditory signals and information. It
is an important component in understanding language.

Brain Dominance and Mind mapping

Mind-Maps as Tools:

• A mind map is an illustration or diagram that makes use of ideas branching from a
specific concept.

The concept is the keyword or the subject and The branches are the ideas related to
the keyword or the subject. They are strategically placed around the subject to explain
its processes or characteristics.

Essential characteristics of mind-maps:

1. The center is a representation of the subject or core idea.

2. The main branches symbolize the relevant information that is coming out from
the subject or core idea.
3. The branches contain labels, stages, processes or categories that are in
conjunction with the core idea.
4. Twigs are representations of sub-topics.
5. The branches create an image of an interconnected structure.

The Process of Mind-mapping:

1. Write a subject on the center of a paper. Encircle this topic to indicate that it is
the keyword or subject.
2. Draw several lines around the circle. These lines are properly labeled with the
major ideas or themes related to the keyword.
3. For each branch, draw twigs to indicate sub-topics that should be included in
the branches.
4. When new data are learned, write them down in the proper twig or branch.

Tip in Mind Map

When writing a mind-map, remember SBT!

 S – ubject
 B-ranches that represent the main ideas
 T-wigs that represent the sub-topics of the branches

The Left Brain Hemisphere and Mind-Maps:

• The left hemisphere is primarily known as the side that regulates speech and
language. This was based on the observed result of the damage to Broca’s. This area is
found on the left side of the frontal lobe. When this is affected, there is a difficulty in
speech sound production.

Mind-Mapping Strategies for Left-Brain People

 1. Library Maps. These are also known as reference maps. Their main purpose is to
categorize, organize, and connect information from multiple sources about a
specific topic without losing vital information.
2. Problem Solving Map. This mind-map is used during a single brainstorming
session with the goal of getting ideas in a fast manner.

Brain Dominance and Mind mapping

Similarities Between Linear Note-Taking and Mind-mapping:

• Both the linear and mind-mapping promote new ways of mastering the material that
you are studying. You make use of ordinary materials like paper and pen. To make the
mind-map more attractive, images and other elements can be added instead of just plain
text.

The Right Brain Hemisphere and Mind-Maps

• The right side of the brain controls the perception of visual and spatial stimuli. The
right hemisphere is responsible for focusing our attention.

Elements of Effective Mind-Maps:

 Single Words and Phrases. They should be stated in the proper context.
 Symbols, Icons, and Images. The elements can also be added to enhance the
mind-maps.
 Colors. The use of different hues and shades can separate ideas included in the
mind-map.

Mind Mapping strategies for the Right-brained people:

 Presentation Map. This mind map is meant to tell a story or Present an

argument. Its focus is on the audience. It directly informs the audience about an
argument, a case or a proposition.
 Tunnel Timeline Map. The key phrase in this mind map is Visualizing success. It
is designed to deliver a solution or outcome.

Mind-Maps and Flexibility:

• Tony Buzan created the mind mapping technique to make the two hemispheres work
together. It is believed that the use of the two sides of the brain can make you develop a
deeper understanding of the concept or process.

Lesson 5

ENCOUNTERING STRESS AS PART OF THE ADOLESCENCE

STRESS

Stress, as defined by Selye, is the non-specific response of the body to any demand. It
is your body’s reaction to certain pressure or challenge or situation -whether physical,
mental or emotional.

This stimulus that triggers the body to respond is called a stressor.

KINDS OF STRESS
 1. Acute stress – most common and short-term only.
2. Episodic Acute stress – persistent acute stress
3. Chronic stress – most damaging type with long-term effects.

ADOLESCENTS AND STRESS

Biological Foundations

When you encounter a stressor, the NERVOUS SYSTEM is activated to respond to it. The
hypothalamus releases the hormones adrenaline and cortisol into the bloodstream,
which allows a quick physical response addressed towards the stressor

- such as increased blood pressure, heart rate and energy, and more focus.

SOURCES OF ADOLESCENT STRESS:

 *Social Pressures. *You, who are in the process of finding yourself and forming
your identity, encounter a lot of stress in your struggle to conform to pressure from
your peers.
 Family Relationships. Changes in family dynamics cause you stress.
 Academic Pressure. Stress may also come from the pressure to succeed in
school.
 *Self-Doubt. * This is the stage where you begin to wonder if you can have it all.

COPING TECHNIQUES

SIGNS OF STRESS

1. Physical constant fatigue and weight changes are some examples.

2. Cognitive – lack of focus and forgetfulness are some examples.
3. Emotional/Behavioral – change in eating and sleeping habits are some
examples.

LONG-TERM EFFECTS OF STRESS

THE PHYSICAL HEALTH OF AN ADOLESCENT CAN BE AFFECTED BY STRESS.

 Musculoskeletal System. When your body encounters stress, the common reflex
is for muscles to tighten up and feel tense.
 *Respiratory System. It is common for a person under stress to experience
Difficulty in breathing.
 Cardiovascular System. Under stress, your heart rate increases, as well as your
blood pressure and levels of stress hormones.
 Endocrine System. The brain produces the hormone cortisol and the adrenal
glands near the kidneys produce epinephrine as a response to stress.
 *Digestive System. * People under stress may Experience an increase in appetite
or a loss of it.
 Reproductive System. *Continuous stress May harm the male reproductive
system by affecting the testosterone and sperm production which may eventually
cause impotence or erectile dysfunction.
  Stress can also affect the mental health of an adolescent.
 Because the prefrontal cortex is not yet fully developed, the brain cannot calm
down and shut down the stress responses of the body, which causes you to
experience the stress more quickly and for longer periods of time. Recent studies
show that because of this, there are indeed links between continuous exposure to
stress and mental health issues in adolescents, such as depression, bipolar
disorders, schizophrenia, substance abuse, and anxiety disorders.

COPING STRATEGIES

 Manage your time.

 Talk it out.
 Laugh.
 Rest.
 Move.
 Be positive.
 Meditate.