Perdev notes

SELF DEVELOPMENT
KNOWING ONESELF
KNOWING PERSONALITY OR THE SELF
TRAITS - Adjectives or characteristics of oneself that makes up personality
SELF - Encompasses ones body, feelings, emotions, thoughts, values, and
relationships. Synonymous with personality
VIEWS ON PERSONALITY
 Western View - one’s personality or ego
 Asian Perspective - bigger Self or whole Self or one’s essence (one’s
more true or authentic natural self
 Etiology - Personality came from Greek word persona which means
mask
 Personality refers to self that encompasses one’s body, feelings,
emotions, thoughts, values, and relationships.
 Personality is a unique personal identity made up of one’s
experiences, beliefs, convictions, longings, dreams, life purpose, and
meaning, manifested by one’s consciousness and behaviour.
Gordon Allport: Determining Personality Traits
 Traits are enduring and consistent disposition of human beings.
 He identified around 200 traits that guide people’s behaviour
 Trait Perspective
 16 PF Questionnaire
Raymond Cattell: Determining Personality Traits
Traits are reaction tendencies that are somewhat permanent parts of
personality.
Proposed 16 main source of traits (bipolar form)
SCALE LABEL POSITIVE POLE NEGATIVE POLE
Warmth Responsiveness, Unresponsiveness,
compulsiveness, need reserve, keep distance
of contacts, lack of from the outer world
reserve
Reasoning Shrewdness, logical Inertia of thinking,
thinking, abstract absence of logic,
thinking concrete thinking
Emotional Stability Emotional stability, Emotional instability,
stability under stress, cannot keep stability
poise under stress,
irritability
Dominance Dominance, Softness, diplomacy,
persuasiveness, inability, to persuade,
conflicted character, self-uncertainty
self-assuredness,
obstinacy
Liveliness Lack of reserve, Moderation, maturity,
infantilism, reticence, artificiality,
naturalness, vanity, reserve,
lack of restrains, inconspicuousness
loquaciousness
Rule – Consciousness Conventionality, Eccentricity,
resignation, politeness, irresponsibility,
responsibility, independence,
resistance impoliteness, lack of
resistance
Social Boldness Extroversion, vanity, Unsociability,
interpersonal, skills, inconspicuousness,
impudence diffidence,
withdrawnness
Sensitivity Emotionality, Good judgement,
sensibility, cynicism, insensitivity,
sentimentality, insusceptibility
receptiveness
Vigilance Skeptism, carefulness, Neivete, imprudence,
mistrust enthusiasm
Abstractedness Creativity, idealism, Good judgement, lack
imaginativeness, poor of imagination,
judgement, reasoning, lack of
inattentiveness creative ability,
attentiveness
Privateness Insincerity, tactfulness, Sincerity, tactlessness,
nondisclosure indiscretion
Apprehension Conscience, Integrity, unconcern,
melancholia, self- unscrupulousness, self-
uncertainity, anxiety, assuredness, zest of life
inner conflict
Openness to Change Curiousity, dynamics, Resistance,
versatility, fussiness, concervatisn, lack of
solidity, lack of curiousitym narrow
resistance field of interests
Self – Reliance Independence, Dependency,
individualism, self- cooperativeness, need
sufficiency, self- of contacts
dependence
Perfectionism Neatness, Negligence,
meticulousness, disorderliness,
methodicalness, inaccurateness,
zealousness scrappiness
Tension Irritability, Patience, quietness,
impatience, poise, control of initial
nervousness, self- impulses
control giving way to
excitement

Common traits These are traits which everyone shares; e.g. everyone
has some measure of intelligence or extraversion.
Unique traits These are traits that distinguish us as individuals; e.g.
 an interest in politics or sports such as basketball.
Ability traits Skills or abilities that determine how well we can work
toward our goals.
Temperament Emotions or feelings that determine how we react to
traits people and situations; examples include assertiveness
and the tendency to be fretful or easy going.
Dynamic traits These traits are underlie our motivations and drive our
behaviour.
Surface traits Characteristics that are composed of source traits or
behavioural elements. These can be unstable and
impermanent and may weaken or strengthen
depending on the situation.
Source traits These are single, stable, and permanent elements of
behaviour.
Constitutional Source traits that have biological origins, such as
traits behaviours which arise from too much alcohol
consumption.
Environmental- Source traits that have environmental origins such as
mold traits behaviours influenced by our friends, work
environment, or neighbourhood.

Robert McCrae & Paul Costa: Determining Personality Traits

 The Big Five (The Five Factor Theory)
 Traits remain stable throughout a person’s lifetime, especially after
30 years old.
 OCEAN - 5 dimensions or tendencies: openness to experience,
conscientiousness, extraversion, agreeableness, and neuroticism
TRAITS DEFINITION LOW HIGH
Openness Measures how Down to earth, Creative,
creative, pragmatic, risk, curious, sensitive
imaginative, averse, rational, to aesthetics,
down to earth conservative, receptive to
or pragmatic straightforward change, tolerant,
someone is liberal
Conscientiousnes Measures Content, bold, Organized,
s preference for carefree, reliable,
an organized easygoing, consistent, enjot
approach to life spontaneous, planning, seek
in contrast to a creative achievement
spontaneous
one
Extraversion Measures a Solitary, Outgoing,
tendency to reserved, socioable,
seek stimulation relaxed, serious, friendly,
in the external team-oriented talkative,
world, the energetic,
company of inclined to
others, and to leadership
express positive
emotions
Agreeableness Relates to a Assertive, Friendly,
 focus on skeptical, compassionate,
maintaining devious, gullible,
positive social autonomous, cooperative,
realtions, being indifferent, trusting, ready to
friendly, uncompromising compromise
compassionate,
and cooperative
Neuroticism Measures the Calm, delf- Anxious, pensive,
tendency to confident, bold, impulsive, self-
experience emotionally conscious,
mood swings stable, carefree yielding
and emotions
such as guilt,
anger, anxiety,
and depression

MYERS-BRIGGS Type Indicator

 Personality type - unique collection of several traits that tend to go
together.
 An integrated collection of personality traits that tend to characterize
an individual.
EXTRAVERSION
 Could be described as talkative, outgoing
 Like to be in a fast-paced environment
 Tend to work out ideas with others, think out loud enjoy being the
center of attention
INTROVERSION
 Could be described as reserved, private
 Prefer a slower pace with time for contemplation
 Tend to think things through inside your head
 Would rather observe than be the center of attention
SENSING
 Focus on the reality of how things are
 Pay attention to condrete facts and details
 Prefer ideas to have practical applications
 Like to describe things in a specific, lateral way
INTUITION
 Imagine the possibilities of how things could be
 Notice the big picture, see everything connects
 Enjoy ideas and concepts for their own sake
 Like to describe things in a figurative, poetic way
THINKING
 Make decisions in an impersonal way, using logical reasoning
 Value justice, fairness
  Enjoy finding the flaws in an argument
 Could be described as reasonable, level-headed
FEELING
 Base on your decision on personal values and how your actions affect
others
 Value harmony, forgiveness
 Like to please others and point out the best in people
 Could be described as warm, emphathetic
JUDGING
 Prefer to have matters settled
 Think rules and deadlines should be respected
 Prefer to have detailed, step-by-step instructions
 Make plans, want to know what you’re getting into
PERCEIVING
 Prefer to leave your options open
 See rules and deadlines as flexible
 Like to improvise and make things up as you go
 Are spontaneous, enjoy surprises and new situations
NATURE VS NURTURE
If you talk about psychology with your friends, colleagues, or other people
you meet, you might find yourself in the middle of a Nature vs Nurture
debate.
 Nature – refers to the genetics and all the factors that are inherited.
 Nurture – refers to the variables of the environment: things you get
from the world around you after you are born.
The Archetype of Wholeness
 A universal symbol of the mystery of one’s wholeness
 The mystery of one’s wholeness as person whose essence is without
beginning and never ending
 All share basic characteristics of both constructive and destructive
forces, which can be used understand and accept both oneself and
other people/ best or worst potentials.
Riso and Hudson: Enneagram (Asian tool )
 one’s personality/ ego/self and a Deeper/Higher Self/ soul/essence
 Sense of fulfilling wholeness has been called by God/Buddha/Tao,
Allah, Divine Mother/Father, or the Force in Star Wars.
BRIEF DESCRIPTIONS OF THE BASIC PERSONALITY TYPES IN
THE ENNEAGRAM
Ennea Description
Type 1 Reformer The Rational, Principled,
Idealistic Type Purposeful, Self-
Controlled, and
 Perfectionist
Type 2 Helper The Caring, Generous,
Interpersonal Demonstrative,
Type People-Pleasing,
and
Possessive
Type 3 Achiever The Success- Adaptable,
Oriented, Excelling,
Pragmatic Type Driven, and
Image-
Conscious
Type 4 Individualist The Sensitive, Expressive,
Introspective Dramatic, Self-
Type Absorbed, and
Temperamental
Type 5 Investigator The Intense, Perceptive,
Cerebral Type Innovative,
Secretive, and
Isolated
Type 6 Loyalist The Committed, Engaging,
Security- Responsible,
Oriented Type Anxious, and
Suspicious
Type 7 Enthusiast The Busy, Spontaneous,
Variety-Seeking Versatile,
Type Acquisitive, and
Scattered
Type 8 Challenger The Powerful, Self-Confident,
Dominating Decisive, Wilful,
Type and
Confrontational
Type 9 Peacemaker The Easy-going, Receptive,
Self-Effacing Reassuring,
Type Agreeable, and
Complacent

Johari Window (disclosure/feedback model of self-awareness) By Joseph

Luft and Harrington Ingham
Method of inquiry involves:
 Oneself
 Other people
A model that gives a visual presentation of one’s level of self-awareness,
personal development, and relationships.
To know oneself:
 Asking others questions or even feedback about oneself
 Sharing with them information through self-disclosure
DEVELOPING THE WHOLE PERSON
SELF DEVELOPMENT
Five Areas of Development
 Aspects of one’s personality that need to be considered for a holistic
and balanced development
 Psychological, Emotional, Social, Cognitive, Spiritual
Physiological development
 Refers to the physical changes of the body, sense, and changes in skills
related to movement
 Puberty
 Health
Emotional development
 Emotion refers to the feelings that you experience, it is a physiological
experience (or a state of awareness) that gives you information about
the world
 they are responses that generate biochemical reactions in our bodies,
changing the physical state.
 Feeling is your conscious awareness of the emotion itself; subjective
as influenced by personal experiences, beliefs, and memories
 they are reactions to emotions and subjective due to influence of
personal experience, beliefs, and memories.
Social development
 Refers to the inborn capacity to relate to others, to connect, and to
feel belongingness
 Social self is enriched by building and cultivating relationship, being
comfortable in relating with other people is essential in social
development (i.e. bonds)
Cognitive development
 Refers to a person’s intellectual abilities as shown in his/her thoughts,
attitudes, beliefs, and values.
 Affects our decision making, remembering details, and problem
solving.
 Enhanced through academic and mental endeavour
3 types of attitude
 Attitude: relatively organization of beliefs, feelings, and behavioural
tendencies towards socially significant objects, groups , events, or
symbols.
 Affective – feelings and emotions (e.g. I am disgusted by snakes.),
 Behavioral – the way the attitude influences behaviour (e.g.
Whenever I see snakes, I run as fast as I can), and
 Cognitive – belief and knowledge about the object (e.g. Snakes are
dangerous)
Spiritual development
 Is discovering oneself beyond the ego known as the soul, spirit, or the
inner essence that is often disregarded or taken for granted.
  Inner guide of one’s beliefs and values for discovering meaning in life
 Connect with a Higher Power called God, Buddha, Allah, Life Fore in
Star Wars
 Beliefs determine how people react to life
 Values subjective judgements that people make about the importance
or certain
Shalom Schwartz’s (2012) 10 Basic Human Values
UNIVERSALISM POWER
Understanding, appreciation, Social status and prestige, control
tolerance and or dominance
protection for the welfare of all over people and resources.
people and for
BENEVOLENCE ACHIEVEMENT
Preservation and enhancement of Personal success through
the welfare of people with whom demonstrating
one is in frequent personal competence according to social
standards
TRADITION HEDONISM
Respect, commitment and Pleasure and sensuous gratification
acceptance of the for oneself.
customs and ideas that traditional
culture or
CONFORMITY STIMULATION
Restraint of actions & impulses Excitement, novelty and challenge
likely to upset or harm others & in life.
violate social expectations or
SECURITY SELF-DIRECTION
Safety, harmony, and stability of Independent thought and action-
society, or choosing,
relationships, and or self. creating, exploring

Albert Bandura: Triadic Reciprocal Causation Model

 Human Agency – the capacity of humans to exercise control over
their own lives as the essence of humanness
 People are self-regulating, proactive, self-reflective and self-
organizing.
 Self-efficacy – the belief that they can succeed in what people want to
do
 CYCLE (Behavior, Person, Environment)
Albert Bandura: Type A versus Type B Personality
Basis for one’s belief in self-efficacy
 Mastery Experiences or past performances
 Social Modeling or vicarious experiences
 Social Persuasion
 Physical and emotional states
 If one wants to be a healthy human being, one must pay attention to
one’s whole person.
B.F. Skinner: Personality as the product of the Environment
 Tabula rasa (blank state) – people learn their behaviours from the
environment
 One is the sum total of behaviors that were rewarded by his/her
environment and hence were developed through repetition and
reinforcement.
 Modeling - where people looks up to can influence his/her identity,
beliefs, and values.
Inner Blossoming: By Llaneza-Ramos, 2013
Lotus Flower – symbol of self. Inner garden of dreams and aspirations that
need to be cultivated into a bigger and fuller self
An Inner Blossoming Map for Healing and Growing
7. Transformation and re-integration with choice
6. Freedom for self creation
5. Understanding
4. Acceptance of all ourselves
3. Awareness of one’s self and the world
2. Openness to enter sacred space
1. Pressence
A = Self Actualization
B = Self-Transcendence
DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE
ADOLESCENCE (CRISIS AND TRANSITION)
 Transition period between being a child and being an adult
 Period of being caught in the middle
 Internal conflicts within oneself are normal
 Puberty is the usual physiological indicator for one to enter
adolescence
ERIK ERIKSON (1902-1994)
8 STAGES OF PSYCHOSOCIAL DEVELOPMENT
 Identity Crisis – turning point in one’s life that may either strengthen
or weaken one’s personality
 Epigenetic principle – each stage develops at the proper time, and is
built upon the previous stage.
Interaction of opposites:
O Syntonic – interaction between harmonious Element
O Dystonic – interaction between disruptive element
STAGE BASIC BASIC CORE IMPORT KEY OUTCOM
CONFL STREN PATHO ANT QUEST E
 ICT GTH LOGY EVENTS IONS
TO BE
ANSW
EWRE
D
Infancy Trust HOPE WITHD Feeding/ Is my Children
(0-18 vs. RAWAL Comfort world develop a
months) Mistrus safe? sense of
t trust when
caregivers
provide
reliability,
care
and
affection.
A lack of
this will
lead to
mistrust.
Early Autono WILL COMPU Toilet Can I Children
Childho my vs. LSION Training/ do need to
od Shame Dressing things develop a
(2-3 yrs & by sense of
old) Doubt myself personal
or need control
I over
always physical
rely on skills and
others? a sense of
independe
nce.
Success
leads to
feeling of
autonomy,
failure
results in
feelings of
shame and
doubt.
Pre- Initiativ PURP INHIBI Explorati Am I Children
school/ e vs. OSE TION on/ Play good or need to
Play Guilt bad? begin
(3-5 yrs asserting
old) control
and power
over the
environme
nt.
Success in
this state
leads to a
sense of
 purpose.
Children
who try to
exert
too much
power
experience
disapprova
l, resulting
in a sense
of guilt.
School
School Industr COMP INERTI School/ How Children
Age y vs. ETEN A Activities can I be need to
(6-11 Inferior CE good? cope with
yrs old) ity new social
and
academic
demands.
Success
leads to a
sense of
competenc
e, while
failure
results in
feeling of
inferiority.
Adolesc Identity FIDEL ROLE Social Who am Teens need
ence vs. ITY DENIAL Relations I and to develop
(12-18 Role hips/ where a sense of
yrs old) Confusi Identity am I self and
on going? personal
identity.
Success
leads to
an ability
to stay
true to
yourself,
while
failure
leads to
role
confusion
and a
weak sense
of self.
Young Intimac LOVE EXCLU Intimate Am I Young
Adult y vs. SIVITY Relations loved adults
(19-40) Isolatio hips and need to
n wanted? form
intimate,
 loving
relationshi
ps with
other
people.
Success
leads to
strong
relationshi
ps, while
failure
results in
loneliness
and
isolation.
Middle Generat CARE REJECT Work & Will I Adults
Adultho ivity IVITY Parentho provide need to
od vs. od somethi create or
(40-65 Stagnat ng of nurture
yrs old) ion real things that
value? will outlast
them,
often by
having
children or
creating a
positive
change
that
benefits
other
people.
Success
leads to
feelings of
usefulness
and
accomplish
ment,
while
failure
results in
shallow
involveme
nt in the
world.
Old Ego WISD DISDAI Reflectio Have I Older
Age/ Identity OM N n on lived a adults
Maturit vs. Life full life? need to
y Despair look back
(65 yrs on life and
old up) feel a sense
of
 fulfillment.
Success
at this
state leads
to a feeling
of wisdom,
while
failure
results in
regret,
bitterness,
and
despair.

KAREN HORNEY (1885-1952)

 Social and cultural conditions, especially childhood experiences are
responsible for the formation of the personality
 A difficult childhood is largely responsible for abnormal personality.
Social relationship of the child and the parents is the key factor.
3 INTERACTION STYLES (USED TO COPE EASE ANXIETY :BY
KAREN HORNEY)
 Moving towards people – compliance; dependent on others, seek
affection, acceptance, and approval; create a friendly relationship w/
outside world.
 Moving against people – hostility & aggression; tendency to bully
others, take advantage of others, or push people around.
 Moving away from people – isolation; desire privacy, independence,
and self-sufficiency
2 VIEWS OF SELF (:BY KAREN HORNEY)
The real self – person’s actual and current being, the mix of a person’s
strategies, strivings, strengths, and weaknesses.
Ideal self (when under the problematic self) – also called the Imagined
fantasy that promises a sense of positive identity, thus it is called the
impossible self.
Developmental Tasks for Middle & Late Adolescence
Middle Adolescence Late Adolescence
(15-16 yo) (17-21 yo)
Movement • Self –Involvement • Firmer identity
Toward • Alternating between • Ability to delay
Independence unrealistically high gratification
expectations and worries • Ability to think through
about failure ideas
• Complaints that parents • Ability to express ideas in
interfere with words
independence • More developed sense of
• Extremely concerned humor
with appearance and with • Interests become more
 one’s own body stable
• Feelings of strangeness • Greater emotional
about one’s self and body stability
• Lowered opinion of and • Ability to make
withdrawal from parents independent
• Effort to make new decisions
friends • Ability to compromise
• Strong emphasis on the • Pride in one’s work
new peer group • Self-reliance
• Periods of sadness as the • Greater concern for
psychological loss of others
parents takes place
• Examination of inner
experiences
Future • Intellectual interests gain • More defined work habits
Interests & importance • Higher level of concern
Cognitive • Some sexual and for the
Development aggressive energies future
directed into • Thoughts about one’s role
creative and career in life
interests
• Anxiety can emerge,
related to school and
academic
performance
Sexuality • Concerns about sexual • Concerned with serious
attractiveness relationship
• Frequently changing • Clear sexual identity
relationships • Capacities for tender and
• More clearly defined sensual
sexual orientation with love
internal
conflict often experienced
by those who are not
heterosexual
• Tenderness and fears
shown toward opposite sex
• Feelings of love and
passion
Physical • Males show continued • Most young women are
Changes height and weight gains fully
while developed
female growth slows • Young men continue to
(females grow only 1-2 gain
inches height, weight, muscle
after their first menstrual mass, and
period). body hair

Towards Becoming responsible Adolescents: Corpuz, et al & Santos (2016)

1. Developing occupational skills
2. Developing self-reliance
3. Learning to manage finances
4. Understanding social responsibility
5. Acquiring a mature work orientation
6. Accepting personal responsibility
7. Instilling a positive attitude towards work
8. Being courageous in standing up and being different from friends
9. Developing self esteem
10. Being true to oneself and avoiding the tendency to please others
11. Learning how media and advertising try to influence one’s thinking and
feelings
12. Becoming aware, critical, and involved with social issues
13. Embracing a healthy lifestyle
14. Developing one’s spirituality
The Challenges of Middle and Late Adolescence
Challenges for the Adolescent:
 Adolescents feel overwhelmed by the rapid changes of growing up
 Hormones affect majorly their experiences
Major challenges that Adolescents face:
 Self-esteem
 Physical Appearance
 Group belongingness
 Relationships
 Sexuality and sexual relationships
 Academic concerns
 Choosing the right course and career path
 Socio-emotional challenges
Sigmund Freud (1856-1939)
 Psychoanalytic theory
 3 levels of awareness
 3 Provinces of the mind
 Slip of the tongue (unconscious)
 Defense mechanisms
Freud’s View of the Human Mind as energy system divided into 3 levels of
awareness (The Mental Iceberg)
 Conscious Level – thoughts, perceptions
 Preconscious Level – memories, stored knowledge
 Unconscious Level – fears, unacceptable sexual desires, violent
motives, immortal urges, irrational wishes, selfish needs, shameful
experiences
ID the pleasure principle (Freud’s View of the Human Mind)
  Most primitive part of the mind; what we are born with
 Source of all drives and urges
 Operates according to the pleasure principle and primary process
thinking
EGO the reality principle (Freud’s View of the Human Mind)
 The part of the mind that constrains the id to reality
 Develops around 2-3 years of age
 Operates according to the reality principle and secondary process
thinking
 Mediates between id, superego, and environment
SUPER EGO the conscience / guilt principle (Freud’s View of the Human
Mind)
 The part of the mind that constrains the id to reality
 Develops around 2-3 years of age
 Operates according to the reality principle and secondary process
thinking
 Mediates between id, superego, and environment
Alfred Adler (1870-1937)
 Strive for success or strive for superiority
 Social interest – community feeling/ oneness with humanity
 2 maladjustment factors:
O A pampered way of life
O A neglected style of life
 Safe guarding tendencies
O Excuses (yes but, if only)
O Aggression (depreciation or accusation)
O Withdrawal
Carl Jung (1875-1961)
Psychospiritual Dimension to the Self
 Personal unconscious rules one’s being
 Made up of all the repressed experiences of an individual
 By fully accepting and embracing our personal unconscious, we
achieve Individuation or self realization
 The Archetypes (12)
COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE
 Two most important Domains where stress source are centered in
SHS Student life: Home and School
 Stress - Subjective experience of distress in response to perceived
environmental problems. Can affect your health and it is important
to pay attention on how you deal with minor and major stressers, in
order for you to know when exactly should you seek health.
Source of Stress and its Effects:
Specific Adolescent Challenges (by Zarret and Eccles)
  Managing new roles and responsibilities
 Identifying personal strengths and weaknesses and refining skills to
coordinate and succeed in these roles
 Finding meaning and purpose in the roles acquired
 Assessing and making necessary life changes and coping with these
change
Source of Stressors for Adolescents:
 Breakup with a boyfriend or girlfriend
 Increased arguments with parents, and between parents
 The pressure of expectations from self and others
 Change in parents’ financial status
 Serious illness or injury of a family member
 Pressure at school from teachers, coaches, grades, and homework
 Relationship with family and friends
 *Peers
 *Family /Marital conflict
 *Academic related stress
The Positive Side of Stress: Eustress
 Eustress – kind of stress that is helpful in promoting one’s growth
and development by providing sufficient challenges that allow one to
become more resourceful and show initiative in problem-solving.
COPING STRATEGIES AND PERSONAL WAYS OF COPING WITH
STRESS
 Coping is the way people try to deal with problem, including the
problem of handling the typically negative emotion-focused coping.
2 BROAD DIMENSIONS OF COPING
 Problem-focused coping – dealing with the actual problems posed by
a stressful situation
 Emotion-focused coping – more subjective as it considers the
difficulties challenging the feeling states of the individual, and such
aims to comfort and soothe the stressed person
WHAT IS AVOIDANCE COPING?
 Avoidance coping – is what happens when one would rather ignore
the stressors or fantasize being in a different non-stressful
circumstance either of which does not solve the issue o truly bring
about true relaxation.
APPRAISALS
 Are evaluation of what effect an event can have on one’s well-being
 A stressful event can be appraised or considered as a loss, threat, or
challenge.
 Appraisal of loss – harm has already happened
 Appraisal of threat – anticipation of harm that could be brought
about in the future
  Appraisal of challenge – sees the opportunity for the stressful event to
turn into a positive outcome and results in a healthier way of coping
(i.e problem solving)
 The more threatening a stressor is appraised, the feeling of fear and
escape, withdrawal, and support seeking are applied as coping.
Controllability - extent to which one can handle or control a situation or
problem, where some stressors appear to have lower or high controllability.
 Stressor (high controllability) = active strategies & problem solving
 Stressor (low controllability) = withdrawal, mental/ cognitive
distraction, seek social support, or respond to reduce emotional
distress
Self-Efficacy - one individual resource, which refers to the individual’s
beliefs about one’s capacity to exercise influence over events that affect
his/her life
The Twelve Families of Coping
Family of Coping What are the How do they What are its
associated function in the related
strategies? Adaptive Process? behaviors?
Problem Solving Strategizing Adjusts thoughts Watch and
Instrumental Action and actions to be learn Master
Planning effective Efficacy
Information Seeking Reading Find additional Curiosity
Observation contingencies Interest
Asking Others
Helplessness Confusion Find limits of Guilt
Cognitive Actions Helplessness
Interference
Cognitive
Exhaustion
Escape Behavioral Escape non- Drop and roll
Avoidance contingent Flight
Mental Withdrawal environment Fear
Denial
Wishful Thinking
Self-Reliance Emotional Protect available Tend and
regulation social resources and befriend Pride
Behavior regulation attend to goals
Emotional
expression
Emotional approach
Support-Seeking Contract seeking Make use of Proximity-
Comfort seeking available social seeking
Instrumental aid references Yearning
Social Other alliance
referencing
Delegation Maladaptive Find limits of Self-pity
help-seeking resources Shame
Complaining
Whining
Self-pity
Social Isolation Social Withdraw from Duck and cover
withdrawal unsupportive Freeze
Concealments context Sadness
Avoiding others
Accommodation Distraction Flexibility adjust Pick and choose
Cognitive preferences or Secondary
restructuring goals control
Minimization to options
Acceptance
Negotiation Bargaining Find new Compromise
Persuasion options or select
Priority-setting goals
Submission Rumination Give up Disgust
Rigid preferences or Rigid
perseveration goals perseverance
Intrusive
thoughts
Opposition Other-blame Removed Stands and fight
Projection perceived Anger
Aggression constraints defiance

Personal Ways of Coping with Stress

1. Tackle the Problem
2. Create a stress journal or include the topic in your personal journal
3. Develop a “stress relief toolbox”
APA’S HOW TO DEAL WITH STRESS
1.Understand how you stress
2.Identify your sources of stress
3.Learn your stress signals
4.Recognize how you deal with stress
5.Find healthy ways to manage stress
6.Take care of yourself
7.Reach out for support
The Powers of the Mind
THE HUMAN BRAIN
 Is a highly essential and powerful
 Considered one of the largest & most complex organs of the body.
 (Voytek, 2013) estimates that there are 86 billion neurons in the
human brain
 It is the processing center of different signals and information,
communicating over a trillion connections through the synapses.
PARTS OF THE BRAIN
  Brainstem – consists of the medulla, the pons, and the midbrain
which controls breathing, digestion, heart rate, and other autonomic
processes. This also connects the brain with the spinal cord and the
rest of the body.
 Cerebellum – plays an important role in balance and motor control.
It also involved in some cognitive functions such as attention,
language, emotional functions (e.g., regulating fear and pleasure
responses), and processing of procedural memories.
 Cerebrum (Forebrain) – makes up 75% of the brain by volume and
85% by weight. It is divided by a large groove, known as the
longitudinal fissure, into two distinct hemispheres. The left and right
hemispheres are connected by a large bundle of nerve fibers called
the corpus collosum.
THE WHOLE BRAIN THEORY
Ned Herrmann is known as the "father of brain dominance technology."
He drew on the work of Sperry and developed the theory of brain
dominance where people develop a dominant mode of thinking preferences.
These can range from an analytical “left brain" approach to "right brain"
approaches involving pattern matching and intuitive understanding.
The whole brain model states that the brain is divided into four metaphoric
quadrants. This also refers to your preferred modes of thinking, learning,
and working. Accordingly, whatever is being stated for each of the parts is
based on well-grounded research. It further acknowledges your capacities
by nature which can be nurtured and enhanced. All of the styles of each of
the quadrants are neutral. Moreover, what you may prefer to use is
different from your competent level of performance. This can mean that
your preference will point to what is comfortable for you to use and that
competence level can mean your extent and level of performance in such
preference.
The following briefly describes each of the quadrant and some of the
possible preferred activities in that quadrant:
1. Logical Rational/Analytical Thinking (Quadrant A - blue). This refers to
the logical, analytical, linear thinking, quantitative, and the "here and now”
aspects and capacities of the brain.
Preferred Activities: collecting data, listening to informational lectures;
reading textbooks; judging ideas based on facts, criteria; and logical
reasoning
2. Organized Planned/Sequential Thinking (Quadrant B - green). This
refers to the organized, sequential, safekeeping, planned, and detailed
capacities.
Preferred Activities: following directions, doing repetitive detailed
homework problems, managing time and schedules
3. Interpersonal Feelings/Interpersonal Thinking (Quadrant C - red). This
refers to the interpersonal, feeling-oriented, intuitive, and communicative
capacities.
Preferred Activities: listening to and sharing ideas, looking for personal
meaning, giving sensory input, and joining group studies
4. Big Picture Creative/Imaginative Thinking (Quadrant D-yellow). This
refers to the creative, innovative, holistic, synthesizing, and visionary
capacities.
Preferred Activities: looking at the big picture, taking initiative, simulations
(what-if questions), visual aids, brainstorming
FUNCTION OF THE RIGHT AND LEFT SIDE OF BRAIN
According to the theory of right-brain or left-brain dominance, each side of
the brain has its designated function and each person has his/her own
preference as to which side is mostly used. This means that one person
prefers one type of thinking over the other. A person who is "right-
brained” is said to be more intuitive, thoughtful, and subjective. The "left-
brained” person, on the other hand, is logical, analytical, and objective.
There is also a cross function of either side of the brain which means, the
right side of the brain controls muscles at the left side of the body. In like
manner, the left side of the brain controls the right side of the body. Thus,
whatever damages there is on either side of the brain have corresponding
effects to the muscles controlled by either side.
The Right Brain The Left Brain
According to the right-brain, left- he left side of the brain is
brain dominance theory, the right considered to be adept at tasks that
side of the brain is best at involve logic, language, and
expressive and creative tasks. Some analytical thinking. The left brain is
of the abilities popularly associated described as being better at the
with the right side of the brain following:
include the following:
  Recognizing faces  Language
 Expressing emotions  Logic
 Music  Critical thinking
 Reading emotions  Numbers
 Colors  Reasoning
 Images
 Intuition
 Creativity

How to Use Both Sides of the Brain If You Are Left-Brained

You should do the following in order to use both sides of your brain if you
are left-brained:
1. Balance mind and heart when you communicate or engage in activities.
2. Use images and visualization exercises.
3. Listen to music. Find any interest or hobby that awakens and challenges
your creativity.
4. Try to break your daily routine, schedule, and plans and engage in
unplanned trips or activities.
How to Use Both Sides of the Brain If You Are Right-Brained
You should do the following in order to use both sides of your brain if you
are right-brained:
1. Engage yourself deeper into getting facts and details.
2. Engage in planning activities or exercises. You may join youth
organizations that provide you
the opportunity to do this.
3. Play complex games that interest you like chess or any board games.
4. Work with numbers and explore or study any mathematical topics.
BRAIN DOMINANCE THEORY: LEARNING STYLES AS
INFLUENCED BY DOMINANT HEMISPHERE OF THE BRAIN
LEFT BRAIN RIGHT BRAIN
 Analytical thought  Intuitive thought
 Detail oriented perception  Holistic perception
 Ordered sequencing  Random sequencing
 Rational thought  Emotional thought
 Verbal  Non-verbal
 Cautious  Adventurous
 Planning  Impulse
 Math/ Science  Creative writing/art
 Logic imagination
 Right field vision  Left field vison
 Right side monitor skills  Left side motor skills
Mind Mapping
A mind map refers to a diagram based on a particular word or idea. This
presents a picture or a powerful graphical style which leads the brain to
unlock its potential to explore its possibilities from a word, image, number,
logic, rhythm, color, and spatial consciousness in a unique manner. It gives
the brain enough freedom to tread into many possibilities. It can be useful
in all aspects of life to enhance learning and thinking.
Origin of Mind Mapping
The use of mind mapping can be traced to Tony Buzan, a popular British
psychology author and television personality in the late 1960s who used
diagrams to map out information. Despite its popularity in the 60s, mind
mapping has been used throughout history in learning, brainstorming
memory, planning, visual thinking, and problem solving by varied
professionals such as teachers, engineers, psychologists, and industry
managers, among others.
Materials Needed to Mind Map
1. a blank sheet of paper
2. colored pens and pencils
3. your brain
4. your imagination
MIND MAP
1. a blank sheet of paper
2. colored pens and pencils
3. your brain
4. your imagination
•A technique where ideas branch from a central image.
•Helps us remember and understand information
 Create a central idea
 Add branches to the map
 Add keywords
 Color code the branches
 Include images
1) Identity crisis refers to a turning point in one's life that may either
strengthen or weaken one's personality. Therefore it is very
important for parents to help and guide their children when they are
going through adulthood. (FALSE)
2) You said goodbye instead of hello, and left the group instead of
staying when your crush joined your group. This is Minimization
type of defense mechanism. (FALSE)
3) School age inculcates either industry or competence, or inferiority or
inhibition. (FALSE)
4) When an individual grows, he or she faces certain conflicts that either
helps develop basic strength or harmonious relationship with others.
(FALSE)
5) The turning point in one's life that may either strengthen or weaken
one's personality (IDENTITY CRISIS)
6) Karen Horney inevitably believed that childhood is largely
responsible for abnormal personality development. That is why, the
vital factor to bring up a child well is to nurture and provide him or
her education, shelter, food, and away from violent people. (FALSE)
7) As an adolescent, it is important to understand the importance of
independence, interests, sexuality, and physical changes. It is solely
the tasks of the parents to guide their children and enforce the
essence of adolescence by doing the tasks for them so they will learn.
(FALSE)
8) Excuses and aggression are just temporary solutions to problem in
order to ease our anxiety. That is why Freud suggested that through
these, we can protect ourselves from the harsh world and undesirable
events. (FALSE)
9) He used iceberg to visualize the levels of mind. (Sigmund Freud)
10) This author spoused 2 views on self, by which the real self is
who and what we actually are. (Karen Horney)
11) He believed that sexual urges and libido signifies importance on
the development of personality, that can be satisfied or become
potential frustrations in later life to be fixated. (Sigmund Freud)
12) He taught for parents/guardians to neither overly pamper
children or neglect their needs in order for them to be adjusted
individuals. (Alfred Adler)
13) This author believed that our personalities have been passed on
to us from our great ancestors, and that there is a psychospiritual
dimension of our self. (Carl Jung)
14) Whose idea is "slip of the tongue"? (Sigmund Freud)
15) Whose idea is striving for success or striving for superiority?
(Alfred Adler)
16) By fully accepting and embracing our personal unconscious, we
achieve Individuation or self-realization (Carl Jung)
17) The theorist to believe that our relationship with our care
givers/parents/guardians have strong impact on our personality, and
that we go through 8 developmental stages. (Erik Erikson)
18) He proposed Defense mechanisms as our instinctual response to
threats or anxiety. (Sigmund Freud)
19) Picking on your younger cousin after your mother scolded you
for not washing the plates. This is what kind of defense mechanism?
(Displacement)
20) There are 8 stages conceptualized by Erikson that a person
encounters during development. The most important is during
pubertal stage. (FALSE)
21) Their motto says "Rules are made to be broken". (THE
REBEL)
22) His/her motto is "I make things happen", and has a talent in
finding win-win solutions. (THE MAGICIAN)
23) Also known as the warrior, crusader, rescuer, superhero, the
soldier, dragon slayer, the winner and the team player; with the
motto: "Where there's a will, there's a way". (THE RULER)
24) This archetype thought that "All men and women are created
equal". (THE EVERYMAN)
25) Their talent includes passion, gratitude, appreciation, and
commitment. They are also known as: The partner, friend, intimate,
enthusiast, sensualist, spouse, team-builder. (THE LOVER)
26) Is also known as: The expert, scholar, detective, advisor,
thinker, philosopher, academic, researcher, thinker, planner,
professional, mentor, teacher, contemplative. (THE SAGE)
27) They are also known as: The seeker, iconoclast, wanderer,
individualist, pilgrim; whose strategy includes journey, seeking out
and experiencing new things, escape from boredom. (THE
EXPLORER)
28) To be happy is this archetype's goal, and their talent is faith
and optimism. (THE INNOCENT)
29) Has humor as talent, and their motto is "You only live once".
(THE JESTER)
30) They are generous and compassionate. Also known as: The
saint, altruist, parent, helper, supporter. (THE CAREGIVER)
31) Their talent is creativity and imagination (THE CREATOR/
ARTIST)
32) Also known as: The boss, leader, aristocrat, king, queen,
politician, role model, manager or administrator. (THE RULER)
33) There are 2 types of self according to Horney, they are the real
self and the ideal self. The real self is a person's actual self, and the
ideal self is a person's current being. (FALSE)
34) Lotus according to Llaneza Ramos is a symbol of life. (TRUE)
35) Choice is the ultimate step in inner blossoming: this is claiming
the power to decide how one will meet challenges, crises, or changes
(TRUE)
Talking to a five yeard old, here is what he said when asked about his
favorite day of the year.:
1. "Halloween is a special occasion for me because it makes me happy.
2. It is my time to collect free candies and lollilops.
3. I get to wear my special outfit my mom bought me.
4. I am neither afraid of the dark nor the monsters only during this day
because I know that everyone is celebrating.
5. Also, I get to visit house to house and even go to malls and see
everyone running around with their pumpkin baskets filled with sweets,
in their awesome costumes.
6.For me halloween is every kid's fantasy world came into reality for a
day!"
36) What kind of attitude is being described in statement 2?
(Behavioral)
37) What kind of attitude is being described in statement 4?
(Behavioral)
38) What kind of attitude is being described in statement 6?
(Cognitive)
39) What kind of attitude is being described in statement 3?
(Behavioral)
40) What kind of attitude is being described in statement 1?
(Affective)
41) What kind of attitude is being described in statement 5?
(Behavioral)
42) Extraversion of the Big Five Factor is the opposite of
Introversion (FALSE)
43) Quadrant A: Logical Rational/Analytical Thinking
 Gather facts
 Solve problems logically
 Argue rationally
 Realistic and present-oriented
 Efficient
 Critical analysis
44) Quadrant B: Organized Planned/Sequential Thinking
 Stable leadership and supervision
 Neatness and protocol count
 Keep financial records straight
 Discipline and reliable
 Maintain standard of consistency
 One thing at a time
 Action-oriented
 Stand firm on issues
45) Quadrant C: Interpersonal Feelings/Interpersonal Thinking
 Intuitive, understanding
 Care about values
 Expressive, talkative, an friendly
 Empathic and nurturing
 Build relationship and teams
 Attuned to people and group dynamics
46) Quadrant D: Big Picture Creative/Imaginative Thinking
 Curious and adventurous
 Impulsive and playful
 Multitasking
 Originality and imagination
 Artistic
47) It is important to tackle our problem to someone who we feel
comfortable with. (TRUE)
48) Each side of the brain has its own designated function and we
all use both sides similarly. (FALSE)
49) The creative part of the brain is found in the quadrant D or in
the right hemisphere. (TRUE)
50) If stress is unavoidable and impossible, it if appropriate to
reach out for help. (TRUE)
 51) Afred Adler is considered to be the father of brain dominance
technology. (FALSE)
52) It is considered one of the largest and most complex organs of
the body. (BRAIN)
53) Stress to one is a stress source to all. (FALSE)
54) Home and school are two of the major stressors of adolescents.
(TRUE)
55) To avoid a problem is one way of coping. (TRUE)
56) Playing boardgames like chess or investigating facts through
research are bright ways to maximize our right and left brain. This is
according to whole brain theory. (FALSE)
57) Voytek estimates that there are at least 86 million neurons in
the human brain. (FALSE)
58) This part of the brain is responsible of our breathing.
(BRAINSTEM)
59) Based on the left and right brain theory, which one holds the
ability or interest on music? (RIGHT)
60) Cerebrum is where our right and left hemispheres are
connected to. (TRUE)
61) The capacities of our brain can be nurtured and enhanced
based on the right and left brain theory. (TRUE)
62) Coping is the evaluation of what effect an event can have on
one's well-being. (FALSE)
63) Some stress is a source of growth and development, allowing us
to be problem solvers. This is called eustress. (TRUE)
64) Some individuals find stressful events as a challenge, and
motivates them to cope with the situation for their advantage. This is
known as appraisal of challenge. (TRUE)
65) APA stands for American Psychological Association (TRUE)
66) Controllability refer to one's individual resource, which refers
to the individual's beliefs about one's capacity to exercise influence
over events that affect his/her life. (FALSE)
67) Cerebellum is responsible for our motor coordination. (TRUE)
68) Kinesthetic is under which quadrant of the brain?
(QUADRANT C)
69) Colors are not necessary in making a mind map, only words.
(FALSE)
70) Being intuitive is characteristic of which quadrant of the brain?
(QUADRANT D)
71) Mind map refers to a technique useful in all almost all aspects
of life to enhance learning and thinking. (TRUE)
UNIT 2: ASPECTS OF PERSONAL DEVELOPMENT
MENTAL HEALTH AND WELLBEING IN MIDDLE & LATE
ADOLESCENCE
• Developmental needs important for children & adolescents (URBIS):
– Physical development
– Social & emotional development
– Peer relationships
– Self-esteem/body image
– Transition to independence
Mental Health & Psychological Well-Being
• Seligman (2011) describes PERMA :
– Positive emotions
– Engagement
– Positive Relationships
– Sense of Meaning, and
– Sense of Accomplishment
Signs of Mental Distress
• Domains – Signs
– Academic = non-attendance, deadlines, task incompletion, etc.
– Emotional & Psychological = confusion, tearful, anxiety, irritability, etc
– Physical = pale, perspires excessively, difficulty breathing, etc.
– Behavioral = avoids tasks, withdrawn, poor hygiene, etc.
Mental Health Concerns in Adolescence
• Depression
• Anxiety
• Conduct disorder
• Self-injury
• Risky sexual behavior
• Substance abuse
• Anti-social behavior
• Identity vs. identity confusion
• Post-traumatic stress (PTSD)
Getting Support for Mental Health
• Family Members
• Friends, peers
• Teachers
• Counselors
The Road to Psychological Well-Being
• Social skills – understand different perspectives, empathy, emotional
intelligence, facial expression, impulse control, and I message.
• Problem Solving skills – identify problem, brainstorm possible solutions,
pros& cons, best option, & back-up plan.
• Developing Self-esteem (tips p.95)
UNIT 2: ASPECTS OF PERSONAL DEVELOPMENT
Emotions are expressed through
1. voluntary - avoid people when uncomfortable, smile
2. involuntary - one’s facial expression
Ekman and Rosenthal (1997): impulses are always sent to facial muscles
when emotion is felt.
Emotional expressions
• Primary emotions (basic emotions) – innate emotions that are experienced
for short periods of time and appear rapidly, usually as a reaction to an
outside stimulus,
 e.g. joy, distress, anger, fear, surprise, and disgust.
• Secondary emotions –require higher order thinking, not reflexive;
develops overtime and take longer to fade, influenced by thoughts and has
to be managed for people to become more competent communicators.
 e.g. love, guilt, shame, embarrassment, pride, envy, and jealousy.
• Emotional sharing – communication of our thoughts and feelings
following an emotional episode.
• Intensity - People experience emotions at different levels of intensity.
POSITIVE AND NEGATIVE EMOTIONS
• Positive emotions – are pleasant and provide one with a good feeling
• Negative emotions – unpleasant and cause feeling of discomfort
HOW TO MANAGE EMOTIONS?
• Emotional intelligence (EI) - a set of skills for processing emotional
information and using this information to guide one’s thinking and actions.
• Peter Salovey and Jon D. Mayer (1990) - a form of social intelligence that
involves the ability to monitor one’s own and others’ feelings and emotion.
DANIEL GOLEMAN
 understanding one’s feelings, empathy for the feelings of others and
the regulation of emotion in a way that enhances living.
 Self-awareness – key component of intelligence.
Personal skills/Competencies
1. Self-awareness – being aware of emotion
 Emotional awareness – recognize one’s own emotion and their effects
 Accurate Self-Assessment – good understanding of one’s
strengths/weaknesses
  Self-confidence – strong sense of self worth
2. Self-regulation or self management – manage emotion appropriately
 Self –control – recognize and control emotion appropriately
 Trustworthiness – maintain integrity
 Conscientiousness – taking responsibility for personal performance
 Adaptability – flexible in response to change
 Innovation – open to different and new ideas
3. Self-Motivation – force that drives one to do things
Social Skills / Interpersonal Competencies: are used to interact and handle
relationships; skills to effectively handle and influence others people’s
emotions
Emotional skills:
1. Empathy: Learn to listen effectively; Ask questions; Learn to respect the
feelings of others
2. Journal writing - one’s emotional experiences
3. Practice Mindfulness - awareness that emerges through paying attention
on purpose, in the present moment * nonjudgmentally to the unfolding of
experiences moment by moment (3 minute check-in, inner states diary)
UNIT 3: BUILDING & MAINTAINING RELATIONSHIPS
LESSON 9: PERSONAL INTELLIGENCE
◦ We do not live in isolation
◦ Personal relationships refer to close connections between people, formed
by emotional bonds and interactions.
Factors that lead to liking & loving and forming relationships
◦ Proximity
◦ Mere exposure
◦ Similarity
◦ Physical attractiveness
Friendship, Attraction, Love, and Commitment (The State of Being
Connected)
You = Another Person
RELATIONSHIP AREAS: FAMILY, SOCIAL, AND PERSONAL
◦ Attraction
◦ Romantic love
◦ Commitment
Types of love:
◦ Passionate Love
◦ Companionate love
◦ Triangular theory of love by Robert Sternberg: intimacy, passion, and
compassion
◦ Inauthentic love
◦ Authentic love

Expressing love to people significant in one’s life

◦ Be thankful
◦ Accept the differences between yourself and others
◦ Learn to communicate to the other persons involved in the relationship
◦ Through communication, you can check out assumptions about your loved
ones rather than decide for them as to how they should think and feel
◦ Be true to yourself and give up living up to others’ expectations.
LESSON 10: SOCIAL RELATIONSHIPS IN MIDDLE AND LATE
ADOLESCENTS
◦ Leadership – monitor and control the direction or goals of the community
and the methods used by the members to reach these goals; enforce
discipline among members
Forms and models of leadership:
Traditional paradigm:
◦ Dictatorial
◦ Authoritative
◦ Democratic-participative
◦ Laissez-faire (relaxed)
◦ Transactional (give and take)
Non-traditional
◦ Contingency (situational)
◦ Transformational
◦ Side-by-side
◦ Tribal
◦ Group leadership
9 Leadership essentials:
1. Has followers
2. Listen well
3. Combine both empathy and logic
4. Provide clear and compelling communication
5. Have visions
6. Genuinely take care of their people
7. Provide actual modelling & provide structure and organization
8. Are both reflective and action-oriented
9. Are team players and help develop other great leaders
◦ Servant-leadership –Robert Greenleaf; great leader is first experienced as
a servant to others; central to the leader’s greatness
A servant leader:
◦ Listens well
◦ Empathic
◦ Heals
◦ Self-aware
◦ Persuasive
◦ Conceptualizes (dreams great dreams)
◦ Has foresight
◦ Has sense of stewardship
◦ Committed to the growth of people
◦ Builds community
GRIT: major factor for success
PHYSICAL - Physical capacity to dig deep, suffer, endure, withstand pain,
and persevere in pursuit of your goals.
EMOTIONAL - Emotional capacity to commit and to remain strong,
determined, engaged, and unwavering in the pursuit of your goals.
MENTAL - Mental capacity to focus intently, even struggle over long
periods of time, in pursuit of your goals.
SPIRITUAL - Spiritual capacity to suffer well, to maintain your faith and
belief, to remain centered and clear, and to transcend any.
2 more significant aspects of GRIT by Stoltz
◦ Robustness – how well a person holds up over time, and the degree to
which one is worn down or becomes stronger on the face of difficulties
◦ Quality – achieved when a person consistently and reliably demonstrates
their fullest grit in achieving his or her goals
LESSON 11: FAMILY STRUCTURES AND LEGACIES
POSITIVE ELEMENTS OF PARENTAL CARE:
◦ Parents wo are positive behavioral role models and transmitters of values
◦ Parents who provide emotional and psychological support and
encouragement
◦ Parents who monitor their children but still promote autonomy and
independence
◦ Parents who enable and nurture open communication among members of
the family
NEGATIVE ELEMENTS OF PARENTAL TRAITS
◦ Parents who engage in substance abuse, violence, and inability to resolve
conflicts
◦ Parents who maltreat their children whether emotionally and physically
◦ Parents who lack attachment to their children
◦ Parents who lack in monitoring their children’s behavior and well-being
Diana Baumrind’s 4 parenting style
High
Authoritative parent - Nurturing, Affectionate, Sets boundaries, Disciplines
through guidance, Open Communication.
Authoritarian parent - Strict, Inflexible, High expectations, Punishes rather
than disciplines, “Tiger Mom”.
Low
Permissive parent - Nurturing, Affectionate, Few inconsistent boundaries,
Takes the role of “friend” rather than parent”.
Uninvolved parent - Emotionally detached, Self-absorbed, Inconsistent or
no boundaries, Little interaction.