PDV01 Q1 MIDTERMS

Self

Defined as what an individual sees, perceives, and defines oneself apart from others.

Physical Dimension

Dimension that:

• Revolves around the physical body of a human being

• Responsible for giving us the ability to move, perceive surroundings, and think of ideas and opinions.

Psychological Dimension

Dimension that contains the concept of stress, cognition, behavior, attitude, emotion, and personality

Spiritual Dimension

Dimension that allows us to view ourselves on a spiritual level—as spiritual beings.

Attitude

Manifests itself as behavior, as a representative of personality.

Affect

Component of attitude that is used to represent emotions directed to the self, the environment, and to others.

Cognition

Component of attitude that encompasses our thoughts in different levels, ranging from ourselves to our environment, from imaginary to perceivable reality

Behavior

Component of attitude that is the action form or manifestation of attitude.

Social Factors

Roles and social norms guide what is acceptable or not in a situation. Related to upbringing—parents, elders, and peers set examples to follow.

Learning

When we see people who are happy at a certain experience or state, we tend to associate what we observed with their attitude and employ the same mindset to a particular experience or state.

Operant Conditioning

A matter of consequences, pleasant or unpleasant, that our attitude towards it is affected.

Modelling

When someone close to us, a person we admire or adore, does something, it is more than likely we would be doing the same thing they are doing.

Self-understanding

The individual’s cognitive representation of the self—the substance and content of self-conceptions.

Self-awareness

How much an emerging adult is aware of his/her psychological make-up, including strengths and weaknesses.

Self-esteem

The global evaluative dimension of the self.

Self-concept

The domain-specific evaluation of the self.

Narcissism

Refers to a self-centered and self-concerned approach towards others.

Malcognitions

Thoughts that affect our attitude negatively.

Overt Behavior

Behavior that is expressed consciously

Covert Behavior

Behavior that occurs beyond our awareness (mannerisms, body language, etc.)

Puberty

When the body matures in all aspects, with its sexual characteristics, primed to the natural process of reproduction

Adolescence

The transition period between childhood and early adulthood

Early Adolescence

Characterized by rapid physical growth and maturation

Middle Adolescence

Characterized by the emergence of new thinking skills

Late Adolescence

Characterized by final preparations for adult roles

Robert Havighurst

Creator of the Developmental Tasks Theory

Developmental Tasks Theory

Theory that states “developmental tasks“ need to be satisfied in order to satisfy the next stages.

11

How many developmental tasks of adolescents?

Infancy and Early Childhood (0 to 5)

• Learn to walk

• Learn to use the toilet

• Learn to talk

Middle Childhood (6 to 12)

• Learn school-related skills

• Learn about values

• Learn to be independent

Adolescence (13-17)

• Establish emotional independence

• Learn skills needed for productive occupation

• Achieve gender-based social role

• Establish mature relationship with peers

Early Adulthood (18 to 35)

• Choose a life partner

• Establish a family

• Establish a career

Middle Age (36 to 60)

• Maintain a standard of living

• Perform civic and social responsibilities

• Maintain relationship with spouse

• Adjust to physiological changes

Layer Maturity (Over 60)

• Adjust to deteriorating health

• Adjust to retirement

• Meet social and civic obligations

• Adjust to loss of spouse

Creator of the Psychosocial Development Theory

Erik Erikson

Trust vs Mistrust

Basic Conflict of Infancy (0 to 18 months)

Autonomy vs Shame and Doubt

Basic Conflict of Early Childhood (2 to 3 years)

Initiative vs Guilt

Basic Conflict of Preschool (3 to 5 years)

Industry vs Inferiority

Basic Conflict of School Age (6 to 11 years)

Identity vs Role Confusion

Basic Conflict of Adolescence (12 to 18 years)

Intimacy vs Isolation

Basic Conflict of Young Adult (19 to 40 years)

Generativity vs Stagnation

Basic Conflict of Middle Adulthood (40 to 65 years)

Ego Identity vs Despair

Basic Conflict of Maturity (85 to death)

Identity Confusion

• Withdrawal or isolation from peers or family

• Loss of identity to the crowd

Role Experimentation

Young people try out different roles and behaviors

Identity Formation

Develop strong sense of self, identify future career path

Jean Piaget

Creator of the Cognitive Development Theory

Cognitive Development Theory

Theory that states that children move through four different stages of learning

Sensorimotor

Stage wherein an individual understands the world through senses and actions

Preoperational

Stage wherein an individual understands the world through language and mental images

Concrete Operational

Stage wherein an individual understands the world through logical thinking and categories

Formal Operational

Stage wherein an individual understands the world through hypothetical thinking and scientific reasoning

Brain

Responsible for mental functioning

350 grams

How much does the brain weight at birth?

Frontal Lobe

• Problem solving

• Creative thinking

• Personality

Parietal Lobe

• Visual functions

• Reading

• Understanding language

Temporal Lobe

• Memories

Occipital Lobe

• Vision

Brain Stem

• Basic life functions

Cerebellum

• Balance

• Coordination

• Motor learning

Brain Dominance Theory

Theory that states that our behavior is a function of the heightened activity of either the left or right brain hemisphere

Left Hemisphere

• Logical, analytical thinking

• Math / sciences

• Rational thinking

Right Hemisphere

• Emotional

• Intuitive

• Creative

Whole-Brain Theory

Theory that states that the brain is divided into four quadrants where each quadrant is responsible for particular abilities.

Rational Self

• Analyzes, quantifies

• Logical, critical, realistic

Experimental Self

• Infers, imagines, speculates

• Takes risks, breaks rules

• Curious, plays

Safekeeping Self

• Takes preventive action

• Gets things done

• Reliable, neat, timely

Feeling Self

• Sensitive

• Supportive, expressive, emotional

• Talks a lot

Howard Gardner

Proponent of Multiple Intelligences

Intelligences

The ability to solve problems or produce something in a particular setting

Bodily-Kinesthetic Intelligence

The ability to control body movements and handle objects skillfully

Interpersonal Intelligence

The ability to relate to and understand other people

Intrapersonal Intelligence

The ability to understand ourselves, who we are, and what makes us the way we are

Linguistic Intelligence

The ability to use words in both oral and written communication

Logical-Mathematical Intelligence

The ability to reason, apply logic, and work with numbers

Musical Intelligence

The ability to produce and appreciate music

Naturalistic Intelligence

• The ability to recognize and categorize things

• Lovers of nature, see patterns in nature

Visual-Spatial Intelligence

The ability to perceive the visual

Stress

The body’s natural response to the demands or challenges of our environment

Eustress

• Positive, energizes

• Can improve performance

Distress

• Feels unpleasant

• Decreases performance

• Can lead to illness

Stressor

An event or situation that causes stress

Cataclysmic Event

Type of stressor that occurs suddenly and typically affect many people simultaneously

Personal Stressors

Type of stressor that produces a significant reaction that soon tapers off

Background Stressors

Type of stressor that are daily hassles or minor irritation that we face time and time again

Activities

A in ACCEPTS

CONTRIBUTING

1st C in ACCEPTS

Comparisons

2nd C in ACCEPTS

Emotions

E in ACCEPTS

Pushing Away

P in ACCEPTS

Thoughts

T in ACCEPTS

Sensations

S in ACCEPTS

Danger

Imposing a risk of danger to oneself or the other is considered to be abnormal

Deviance

Being extremely different, unusual, and behaving in an eccentric manner

Distress

Anxiety, insomnia, various pains and aches or emotionally

Dysfunction

Inability to perform daily functioning or everyday activities

Health

A state of complete physical, mental, and social well0being and not merely the absence of disease or infirmity

Creator of the General Adaptation Syndrome Model

Dr. Hans Selye

General Adaptation Syndrome Model

Model that suggests the physiological stress response follows the same pattern regardless of the stressors

Alarm and Mobilization

The initial phase when an individual becomes aware of the stressor’s presence