UNIT 4: Dealing with the Challenges of Adolescence Stage

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UNIT 4: Dealing with the Challenges of

Adolescence Stage Table of Contents

Introduction 2

Lesson 1: Setting the Stage

Jump Start 5

Learn about It! 6

Check Your Understanding 23

Explore Your World! 25

Lesson 2: Effective Communication

Jump Start 28

Learn about It! 29



Lesson 3: Self-Affirmation

Jump Start 49

Learn about It! 50



Real-world Challenge 64

My Reflection 65

Wrap Up 66

Answers to Check Your Understanding 71

Bibliography 78

Glossary 82


GRADE 11/12 | Personal Development

UNIT 4

Dealing with the Challenges of

Adolescence Stage

“The hardest thing about adolescence is that everything seems too big. There's no way to

get context or perspective. Pain and joy without limits. No one can live like that forever,

so experience finally comes to our rescue. We come to know what we can endure, and

also that nothing endures.”

-Sara Paretsky

This unit focuses on how different events and situations affect the development of

adolescents. The topics covered help you to engage in self-discovery and

improvement. The knowledge that you will gain as you learn and understand these

topics make you grateful and appreciative of both the positive and negative events

in your lives. These events help in shaping your future self and make you realize

that life may not always be good but your innate strength and character can help

you face and learn from these challenges.

Adam and Leo

Adam is in deep trouble. He is a brilliant student but

rebels against school authorities and his parents. He was

brought up in a religious family, but when his parents

split, he started engaging in risky activities. Although he

maintained good grades at first, his focus wavered, and he

engaged in alcohol drinking, smoking, gambling, and

drugs. By the time he reached his third year in high

school, he became addicted to alcohol and gambling.

Adam is on the brink of not finishing his studies because

of his alcohol dependence and gambling addiction.


Leo is Adam’s classmate. The two of them share a lot of similarities in physical looks

and level of intelligence. Like Adam, Leo’s parents are separated. However, unlike

Adam, Leo turned to his friends and other family members for guidance when his

parents called it quits. He focused on his studies and avoided activities that would

lead him to trouble. He joined school activities and community outreach programs.

Gradually, Leo saw that there are other things to be thankful for. He refused to

dwell on the fact that he came from a broken family and promised himself that

when he becomes a husband and a father, he will be supportive of his wife and

children.

Adolescence is a chaotic stage. It is a stage full of contradictions. There is the pull of

being an emerging adult, with its increasing responsibilities and independence, and

at the same time, the pull of being a child with its innocence and carefree attitude.

It is a time that a young person begins to guide himself/herself into the world. As an

adolescent, a young person begins to have a greater understanding of how his

surroundings work, and upon learning this, he/she is baffled by possibilities and

restrictions. In a world full of contradictions, an adolescent learns to create his

perceptions and applies his/her gradually evolving value system. This makes this

stage both a wonderful and a frightening period in anyone’s life.

Essential Questions

What are the challenges that you face and how can you manage them?

What are the expectations placed upon you and how does you feel about

them?

How can you become a lovable and capable person?


Learning Targets

In this unit, you should be able to:

● discuss that facing the challenges during adolescence may able to clarify and

manage the demands of teen years;

● express his/her feelings on the expectations of the significant people around

him/her (parents, siblings, friends, teachers, community leaders); and

● make affirmations that help one become more lovable and capable as an

adolescent.


Lesson 1: Setting the Stage

Adolescence is a stage that prepares you for adulthood. It is an exciting period

since it allows you to widen your experiences and expand your social circle. At the

same time, it is also a frightening period since it is the beginning of breaking away

from childhood. The transition from being a child to being an adult can make you

confused and at a loss as to how you can handle the bumps of growing up.

Jump Start

Materials: paper, pen

Instructions:

You need to create an enough space for the activity. You will be shown a power

point presentation about the issues that you are facing. These issues will come in

the form of questions that are answerable by Yes or No. If you are facing the

chosen dilemma, you will go to the ‘Yes’ side and if not, you will go to the ‘No’ side.

Here are some questions:

Have you ever wished you live alone? Yes or No

Do you enjoy staying out late? Yes or No

Have you ever tried sneaking out just to go to parties? Yes or No

You will be asked to share your opinion as to why you chose your answer to a

certain question.

The activity will be processed by answering the following questions:


Was it easy for you to identify the issues that you are facing right now?

Do you think that these issues affect how you see the world around you? Why or

Why not?

As an adolescent, do you try to solve these problems on your own? Why or why

not?

Who are the people who support you in times of crisis?

Learn about It!

A person must grow and experience

trials to attain maturity. This is a key

issue during the adolescent stage.

Any person in this stage experiences

varying events and situations that

lead to a deeper understanding of

how you survive in a world where you do not always get what you want. In many

instances, you face the challenge of proving yourself to society and how you can

contribute to the betterment of your communities. The beginning of this stage is a

mark that you must start letting go of childhood and start the transition of

becoming an adult.

The Importance of Facing Challenges: The Development of Initiative

Challenges will either make or break a person. People live in a world that is

changing. When there is change, there is a challenge. The successful resolution of a

challenge results in the formation of initiative. An initiative is instrumental in

pursuing goals.

PAUSE FOR A THOUGHT

Do you believe that adolescence is a

period of stress and storm? Why?


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.

Teenagers seem to be blessed with initiative. It has been associated with motivation

and achievement, but it is more complicated than these two. It is developed during

the adolescent stage. There are two components that affect this development:

mastery of experiences and support coming from significant others like

families and friends.

The roots of an initiative are planted through kindness, empathy, and

compassion. When these three have been instilled since childhood, these children

become adolescents who have integrated these values. They are geared towards

taking initiatives that benefit not only themselves, but their communities or

societies, and employers as well.

Factors that Give Rise to Adolescent Issues

“It’s a jungle out there.”

This statement may be simple, but once it is applied into your world, it takes on a

whole new meaning. This can sum up your perception about the world around you.

It is a jungle in the sense that there are many challenges and issues that you

experience. Since your world is not limited to your immediate family (but includes

school, church, the peer groups to which you belong, and the greater community),

the scope of these challenges widen as well. You are faced with conflicting values,

inconsistent rules, and expectations that may prove to be challenging to meet and

resolve.


Nature and Nurture

Your development is dictated by the combination of your genes and culture. Since

people are made up of different combinations of genes, it is expected that you will

have unique characteristics. Aside from your genes, the environment where you

were brought up adds up to this uniqueness. These factors include your family

background; your socio-economic status; educational attainment of parents; having

an intact or a broken family; language factors; societal expectations; and other

things. This is the reason why two adolescents may have different personalities

despite the fact that they are of the same age. Since you are a member of the

society, you abide by the expectations of people around you. It is in these

expectations that conflicts may arise.

In the field of Science, Human Development is regarded as a scientific study of how

you change as you go from one life stage to another. This development comes in

sequential order. It is not shown randomly. Rather, it has specific timetables that all

human beings follow. Moreover, each stage of development has a specific

description and has hazards associated with it.

Lastly, there are expectations for every period. As discussed in the previous unit,

these expectations come in the form of tasks that you must meet to accomplish

and gain succeeding skills and behavior patterns. These expectations are also called

as developmental tasks.


The developmental tasks that are expected during adolescence are:

Achieving gender-specific roles

Creating mature relations with both genders

Accepting one’s physical characteristics

Developing a set of values and ethics to guide future behavior

Preparing for marriage and family

Developing emotional independence

Preparing for a career or profession

Achieving socially acceptable and responsible behavior

These tasks that you are expected to accomplish can be challenging. The inability to

meet these tasks causes problems or issues during the adolescent stage.

Issues during the Adolescent Period:

Physical Concerns

In the society, people emphasize on healthy living.

Campaigns are made towards healthy lifestyle by

encouraging people to eat a balanced diet and engage in

physical activities. The end goals are: to have a healthy body

so one can live longer, and to look and feel good. The latter is

where the issue is coming from for adolescents. Teenagers

like to appear attractive for some reasons. Unfortunately, the

manner of achieving physical perfection may be taken to

extreme degrees that result in more problems.


Eating Disorders

While it is expected that teenagers are bound

to gain weight; negative feelings are created by

the idea that gaining too much weight can

make you unattractive. These negative feelings

can result in eating disorders.

Eating disorders usually begin in the

adolescent stage. These are caused by several

factors including genetic, psychological and

social factors. Anorexia Nervosa, Bulimia

Nervosa, and Binge Eating are just some

examples of this disorder.

Anorexia Nervosa is shown by people who think that they are overweight

when in fact, they are already underweight. They usually restrict their food

intake; constantly monitor their weight; and eat small quantities of food.

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

feel that they cannot control this urge. This is followed by actions that

compensate for this lack of control like forced vomiting (done by inserting

the fingers or other long objects like a toothbrush in the mouth). The

person may also engage in excessive exercise.

Binge-eating Disorder is shown by uncontrollable

eating. This differs from Bulimia since there is no effort

to do excessive exercise, fasting, and forced vomiting.

People with eating disorders run the risk of having

health problems. The lack of nutrients can weaken the

body. It can be done by making the people susceptible

to malnutrition, anemia, ulcer, dehydration, kidney

TIP!

When thinking about the

common eating disorders,

remember ABB.

A –norexia Nervosa.

B – ulimia Nervosa.

B –inge-eating Disorder.


failure, brittle bones, heart failure, muscle weakness, gastric rupture, tooth decay,

irregular bowel movement, rupture of the esophagus during vomiting, high blood

pressure and cholesterol level, heart disease, gallbladder disease, and diabetes.

Eating Disorders and the Developmental Task of Forming an Identity and

Group Conformity

Since you are beginning to develop your sense of identity, your self-esteem is also

affected. In trying to meet the standards of people regarding the ideal body weight

and appearance; you begin to feel that you must do something to meet these

standards. Hence, you engage in unhealthy patterns of behavior. Your

dissatisfaction with your body and low self-esteem are contributory factors to the

development of eating disorders.

In this stage, the influence of your peers is strong that

you begin to dress, act, and talk the way your peers do.

It becomes natural for you to consider losing weight to

fit into the mold. Adolescents who do not comfortably

fit into one group may feel alienated. This makes them

prone to emotional difficulties.

It is worth considering though, that “wanting to belong”

and social standards are not just the reasons for eating

disorders. Eating disorders can also be influenced by

physiological factors like genetics and brain activity. It is

recommended to seek the help of professionals when

dealing with this issue.

REMEMBER ME!

Eating disorders usually begin in the adolescent stage. They can result in

negative feelings. Eating disorders are caused by genetic, physiological,

psychological, and social factors.


Substance Abuse

Carandang et al. discussed drug addiction among the youth. Drug addiction is

defined as the condition in which an individual is unable to control the use of

addictive substances known as psychoactive drugs. Psychoactive drugs can be legal

or illegal.

Psychoactive drugs cause psychological effects. This happens when there is an

interaction between the brain chemicals and the chemicals from these substances.

They affect the balance of these brain chemicals that results in unusual behaviors.

The change in the number of neurotransmitters (brain chemicals) affects how

people sense things, feel, and behave. The U.S. National Institute on Drug Abuse

reported that regular consumption of these drugs could cause mental illness.

EXAMPLE

Some Mental Illnesses Caused by Psychoactive Drugs:

Hallucinations.

Uncontrolled Aggression.

Mood Disorders.

Irrational Fears.

Psychotic Disorders.

EXAMPLE

Legal Psychoactive Drugs – nicotine and alcohol

Illegal Psychoactive Drugs – marijuana, cocaine, and heroine among others


Types of Psychoactive Drugs

A. Stimulants like crystal meth and cocaine

B. Depressants like alcohol

C. Narcotics like morphine codeine, and

heroine

D. Hallucinogens like LSD and ecstasy

Just like eating disorders, substance abuse is a complex disorder that is caused by

some determinants like being genetically predisposed to drug addiction, social, and

psychological factors.

Alcohol Abuse

Alcohol is a drug that elevates five neurotransmitters that affect our thinking,

feeling, and behavior. It can heighten the level of GABA, serotonin, and glutamate

that produces the feeling of euphoria (extreme happiness) through its dopamine

effect. Due to this intense feeling, alcohol causes addiction.

REMEMBER ME!

Psychoactive drugs include stimulants, depressants, narcotics, and

hallucinogens. They cause psychological effects when combined with the

chemicals in the brain. These effects come in the form of disturbed

perception, emotional imbalance, and behavior changes.

TIP!

To remember the types of

psychoactive drugs, think of

Stay Distant from Negative

Habits.

S – timulants.

D – epressants.

N – arcotics.

H – allucinogens.


Alcohol is a depressant, which means that it

slows down important functions that are

manifested through unsteady movement,

slurring, slow reflexes, and disturbed

perceptions. It reduces the ability for rational

thinking and clouds a person’s judgment.

The effect of alcohol depends on the amount

consumed. There are people who drink alcohol

just to loosen up or decrease inhibitions.

However, if the consumption is more than what

the body can handle, it can lead to depressant

effects. Health problems result from long-term

use of alcohol like liver disease, malnutrition, ulcers, cancer and even injuries or

death due to accidents and violent behavior. Other effects include marital

problems, loss of productivity, domestic violence and the like.

Teen Pregnancy

During the National Summit on Teen Pregnancy held last 2014,

it was stated that the Philippines faces the possibility of having

a full-blown, national teenage pregnancy crisis. The facts

presented during this gathering stressed the importance of

comprehensive, scientific, and evidence-based knowledge and

healthcare services for young Filipinos with regards to their

sexual development.

The UN Population Fund presented the top ASEAN countries

with high rates of teenage pregnancy in 2011 and the

Philippines occupied the top spot. Other countries include

Indonesia, Cambodia, Thailand, and Vietnam.


What makes you prone to alcohol and substance abuse and teenage

pregnancy?

This can be attributed to your fable. During the adolescent years, you exhibit

personal fable. Its beginnings date back to the time when Jean Piaget used or

coined the word egocentrism.

Piaget, a psychologist who proposed the cognitive theory of development, defined

egocentrism as self-centeredness. This refers to a child’s tendency to consider

their point-of-view alone without taking other people’s perspectives. This concept

was picked up by David Elkind who formulated the Adolescent Egocentrism Theory

in 1967. Personal fable is regarded by Elkind as the thinking of being special,

invincible, or important, and that others are concerned or preoccupied with you.

It is believed that egocentrism is related to your risk-taking behavior. The result is

the impression that you can do different activities, even dangerous ones, and you

will not suffer from disastrous consequences. Research shows that you can identify

risks but do not pay attention to them due to immaturity.

EXAMPLE

Personal Fable is shown through:

1. You often feel that you, alone, can fulfill your ambitions.

2. You feel that other people will get into trouble but not you.

3. You believe that others are always watching you.

4. Engaging in alcohol drinking and drugs.

5. Driving recklessly and without a license.


Peer Pressure

During the adolescent stage, you begin to practice autonomy and form your

identity. This is manifested when you (at the age of 12-14 years old) begin to

practice emotional independence from the parents. You usually form same-sex

groups and a decrease in parental guidance and less participation in family

activities are noticed. In this stage, the influence of your peers is strong that you

begin to imitate the behavior of your friends. You may feel alienated if do not

comfortably fit into one group. This makes you prone to emotional difficulties.

By the age of 15-17, your peer group evolves into a mixed-gender group. You

develop intense emotional attachments to fellow adolescents and can get attracted

to adults. This stage starts the beginning of looking for a potential life partner.

When you reach the late adolescence stage (18-21 years), your identity is already

formed. You also begin to handle adult responsibilities; hence, your sense of

responsibility is enhanced. You may veer away from your peers. You start to

establish permanent relationships, and your values change.

Peer pressure is apparent at this stage. It is described as the influence of other

people’s perceptions on your decisions or actions, which may either, be the

perceptions of a group of people or just an individual. Your need to be your person

make you attracted to the company of young people.

REMEMBER ME!

Peer pressure is the influence of other people’s perceptions of individual

decision or actions, which may either be a group of people or just an

individual.


The lure of experiencing the subcultures in groups makes it hard for you to resist

your peers. Emotional independence makes it easy for you to rely more on friends

rather than your family members. Hence, conflict with parents is at its height. On a

positive note, your developing independence makes you examine your experiences,

relate you to others, and form the concern for other people.

Peer pressure is not always bad. There are teenagers who band together and

provide emotional support to their friends. At this point, a teenager must be

cautious in choosing friends. There are some who think about their welfare, while

there are others who do not.

Parents and Autonomy

Although autonomy is developed, cultural factors can affect the speed of this

development. In the Philippine context, parents are careful in allowing their

children to practice full independence. In a study by Fulgini in 1998 as mentioned in

the work of Carandang et al., it was determined that European, Mexican, Chinese,

and Filipino respondents show their autonomy through privacy and control of one’s

body and their choices, and preferences like fashion style and choice of friends.

Adolescents and their Morality: Rebels with or without a cause?

Rebellion is one issue during adolescent years. This

can be because of the need for independence

among young people. Parents look at resistance in a

negative light because it makes it difficult for them

to provide guidance and structure to the adolescent.

Also, rebelling teens expose themselves and others

to harm.

Another factor that can influence the development

of rebellion can be the moral development of

adolescents. 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.

As you grow, you expand your knowledge about morality and begin to align your

behavior based on your values and beliefs. The influence of peers can have a

significant effect on your morality. Your ability to think in abstract terms make

you realize that rules are simply made by others. This, in turn, makes you question

the authority of schools, parents, government, and other institutions. Teens who

are rebelling tend to push the boundaries that are set by society in general.

By the time you reach late adolescence, you have a clear knowledge of your

identity. Your belief system is beginning to solidify, and you begin to find your way

into the world. Rebellion may be apparent during the adolescent years; however,

not all teens who rebelled will grow up to be irresponsible individuals. Some of

them will develop a firm moral code that comes from their experiences during their

rebellious years. The maturity level of these people improves, and they can engage

in activities that show their convictions.

Life experiences can affect the development of a sense of morality among

adolescents. Traumatic experiences like the death of a parent, or aggressive

behavior towards adolescents, and even negative influence from friends and peers

can lead to the inability to follow a moral compass among the youth.

REMEMBER ME!

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

You and your parents tend to clash during this period. Your perspectives and those

of your parents are quite different from each other. For the parents, they believe

that you must always be protected and be safe from any harm. Thus, there is a

constant need to check on what you are doing, where you are, or finding out who

are your companions.

For you, your need for independence is in contrast to the need of the parents who

always want to make sure that you are safe. To some adolescents, they may feel

that always asking for their activities and whereabouts intrudes their privacy.

While it is expected that your emotional competence or the ability to handle and

manage emotional responses is developed in this stage, this can be a difficult task

to achieve since you are not yet fully capable of controlling your emotions.

EXAMPLE

Joining protest rallies, engaging in environmental development activities,

participating in community development are ways of showing the moral

convictions of adolescents.

REMEMBER ME!

Abstract thinking involves imagining or comprehending things that are not

physically present. Concepts of love, justice, and peace are understood. Even

higher levels of mathematical calculations are understood.

Concrete thinking involves making conclusions based on the actual presence

or direct experiencing an object or concept.


In conjunction with emotional

competence is social competence. It

is the ability to relate to others

effectively. Its hallmark is the ability to

recognize your emotions and the

emotions of others.

As you grow, you widen your social relationships. You form cliques and engage in

romantic relationships. Nevertheless, the friendships you form may not always last

as criticisms, backstabbing, disloyalty, and other negative things can affect the

quality of these friendships. Even romantic relationships can affect you. At this

stage, romantic feelings are intense, which can also be said to other feelings that

are felt by a teenager. A budding romance can leave you giddy with happiness, but

a break-up can also lead to feelings of despair.

These situations add to the development of the emotional and social competence

of a person.

REMEMBER ME!

Emotional competence is the ability to handle and manage emotional

responses.

Social competence is the ability to relate to others effectively.


Academic Concerns and Career Options

No matter how hardworking you are, you will be distracted by some things.

Distractions come in many forms like preoccupation with friends or hobbies

including online gaming, going out with friends, or playing sports. Social media can

also affect the concentration of an adolescent. Procrastination is also a dangerous

distraction. It is describe as the postponement of the completion of an activity.

Anxiety is also a prominent concern among adolescents. Since you are looking

forward to your future, you also could not help but wonder what the future would

bring. This causes you to feel afraid of failure. It is normal to feel anxious from time

to time just as long as it does not interfere with your daily routines and

relationships with other people.

Choosing a career is not an easy thing to do, especially if there are pressing

concerns to attend to like lack of funds for college, family problems, and lack of

opportunities for the career in mind. Seeking the advice of others like parents,

siblings, teachers, counselors, and even friends can help you decide on the career

or course that you will take.

The Need for Working-Out the Issues: Resolution Leads to Successful Living

A healthy discussion about these issues can work wonders for the peace of mind of

any adolescent. As stated at the beginning of this unit, the initiative is developed

when people face challenges. The acts of working out issues and facing tough tasks

harness your ability to face any obstacle that comes your way. This is sure to be

achieved if you can meet and surpass the challenges head-on.


In a study about parental support

about the ability of children to

face challenges, it was found out

that supportive fathers and close

relationships with mothers help

young people face the demands

of adolescence. This indicates that

a loving and supportive family is

always an antidote to negative

outcomes that result from the

inability to handle difficulties and

succeed during the adolescent

period.


Check Your Understanding

A. Read each statement carefully. Supply the correct words to complete the

statement.

1. The way people choose their lives based on a set of principles and guidelines

is known as ____________.

2. _____________ cause psychological effects when combined with the chemicals

in the brain.

3. A _____________ is the belief that one is special, important, and that he/she will

not get into trouble.

4. If a child insists that she is afraid of the basement because there are ghosts

despite assuring her that there are no ghosts in there, she is showing

_____________.

5. An adolescent shows ________________ if he/she can handle or control his

emotional outbursts.

B. Read each situation carefully and answer the questions for each item.

1. What could be the reason why adolescents create their own value systems?

Identify and explain you answer.

___________________________________________________________________________________

___________________________________________________________________________________

_________________________________________________________________________________

2. How does too much alcohol consumption affect the safety of a person?

___________________________________________________________________________________

___________________________________________________________________________________

_________________________________________________________________________________


3. How can you explain the quote that was given at the start of this unit?

“The hardest thing about adolescence is that everything seems too big. There's

no way to get context or perspective. Pain and joy without limits. No one can live

like that forever, so experience finally comes to our rescue. We come to know

what we can endure, and also that nothing endures.”

___________________________________________________________________________________

___________________________________________________________________________________

________________________________________________________________________________

C. Answer the following questions in a brief but concise manner.

1. When Annie became a teenager, she noticed a lot of changes in her body.

She gained weight and this bothered her a lot. She became preoccupied with

losing weight and to solve this problem, she began to eat less and less. How

can this behavior affect Annie?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

2. Leo is a 16-year-old who insists on riding his scooter without wearing a

helmet because it makes him uncomfortable. His parents always remind him to

wear his helmet but he makes it a point to avoid this by saying to himself that

he drives carefully so he will not experience an accident. How can you explain

this behavior?

___________________________________________________________________________________

___________________________________________________________________________________

_________________________________________________________________________________

3. Natalie is a shy girl. She does not easily make friends due to her excessive

shyness. However, this changed when she became a part of a group who call

themselves as “The It Girls.” Soon she started dressing just like them and

showed mannerisms that are similar to the members’ mannerisms. How can


you explain this change?

___________________________________________________________________________________

___________________________________________________________________________________

_________________________________________________________________________________

Explore Your World!

Task 1: Me Today, Me in the Future


Instructions:

Make a list of what you want to change in your life right now. These things could be

in the form of health concerns, socio-economic status, relationship problems,

family conflict, or academic difficulties. Choose three and write down how these

things are affecting you and how you can overcome these concerns. Share your

output and insights with the class.

Criteria for Scoring Points

Clarity of ideas 3

Presence of relevant details 3

Creativity and uniqueness of the presentation 2

Grammatically correct sentences and level of

confidence

2

Total 10


Task 2: People Watching


Instructions:

Pick a partner in class. Think of a fictional character that you and your partner both

like (Ex. Harry Potter or Katniss Everdeen). Discuss the issues that confronted this

character and how he/she was able to overcome these obstacles. Share your

output to the class using your discussion and an image of this character.

Task 3: Debate

Instructions:

Your class will be divided into two. Your task is to debate on the issue “Should

Filipino Adolescents (those 18 and above) be encouraged to live on their own?” Each

group is given enough time to do your research. You will be given a set rules of

engagement that each of your group must follow together with the corresponding

criteria.


Clarity of ideas 3

Presence of relevant and accurate details 3



confidence

2

Total 10



Accuracy of information 5

Clarity and logical reasoning 5


confidence

5

Total 15

In the journal Developmental Review published in 2008, it was discussed that

oxytocin is a hormone that affects the self-centeredness of teens. Oxytocin is

known as the “bonding hormone.” A greater sensitivity to its effects increases

the feeling of self-consciousness. This makes a teenager feel that other people

are watching him or her. This self-consciousness reaches its peak at 15 years of

age.



Adolescence is a stage that prepares you for adulthood. It is an exciting period

since it allows you to widen your experiences and expand your social circle. At the

same time, it is also a frightening period since it is the beginning of your breaking

away from childhood. The transition from being a child to being an adult can make

you confused and at a loss as to how you can handle the bumps of growing up.

Jump Start

Materials: pieces of paper

Instructions:

Play a little game. Those who are interested can volunteer for the activity. These

volunteers must act out the emotion that the teacher will write on a piece of paper.

These emotions can include disappointment, happiness, fear, anger, sadness. You

will guess what the emotion is being acted by the volunteers. The teacher will write

these emotions on the board after you have identified them.

After the activity, you will be asked by these questions:

Was it easy to recognize and identify the emotions?

What made it easy to guess the emotions?

Have you ever felt these emotions strongly?

How did you handle them?

You will also be asked with this question: “When people expect you to do or

accomplish something, what are the feelings that you experience?” and/or “Can

expectations affect you?


Learn about It!

Expectations - a word that sends shivers down your spine. The thought of

accomplishing specific tasks creates a feeling of discomfort that is magnified by the

uncertainty of the future. A well-adjusted teen is not immune to the effect that this

simple word brings. A teenager, who has not yet formed enough self-confidence

can fall into the trap of feeling apprehensive about what the future may bring.

Dictionary.com defines expectation as the degree of probability that something

will occur. This word connotes possibility, the chance that something will happen.

People use this word to imply that they are waiting and that they are hoping.

How do people view expectations? Do we need them?

Carl Pickhardt described expectations

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. He

added that expectations are needed

so people can anticipate what comes

next. When there is no expectation, there is emotional discomfort.

Expectations can both be positive and negative. On the positive side, expectations

can make you motivated to achieve success. On the flipside, the failure to meet

expectations can result in negative feelings. Expectations are both powerful and

difficult to handle.

PAUSE FOR A THOUGHT

How do you handle expectations? Do

you see them as challenges or

potential failures? Do you thrive on

challenges or do you shrink away from

them?


Suppose you can meet your expectations for an examination. Upon receiving high

marks, you could feel a sense of security and pride. This affirms a positive reaction

from you. But if the result did not go as planned, a feeling of anxiety can happen.

There are disappointment and self-doubt.

Expectations and Adolescents

The expectations of parents and

previous academic performance

were the impetus that drove Wigfield

and Eccles to develop the

Expectancy-Value Theory in 2002.

This assumption upholds the notion

that your values and expectations

are influenced by the social

environment and your prior academic performance. The social environment

pertains to influences coming from the parents, neighborhood, teachers, and

community). These elements influence your persistence level, academic

performance and the choice of academic subjects.

The parental expectation is directly associated with the academic achievement of

students. This is based on the studies done by Aldous in 2006 and Benner and

Mistry in 2007. Furthermore, parental expectations buffered the negative effects of

low expectations of teachers. When there is a high expectation coming from the

parents, students tend to do well in their academics. However, the perception of

these expectations must run parallel to each other. Perception of low expectation

REMEMBER ME!

Expectations are describe as mental sets people choose to create to help move

through time and change with some sense of what reality they have to look

forward to and what objectives they have to work for.

.


from the students but high expectation from the parents can result in negative

feelings. In short, both the students and parents must have the same perception or

knowledge of this perception for it to work and happen. Also, the academic

expectations of the parents are in turn, affected by the academic performance of

the students.

These studies show the power of expectations on students. However, these

expectations are not always linear which means that high expectations always

results in high achievement. Both parents and adolescents must have shared

knowledge of these expectations to have a positive effect.

Self-Fulfilling Prophecies: The Pygmalion Effect

A self-fulfilling prophecy is defined as a belief that becomes a reality because you

act as if it were already true or happening. This is also known as the Law of

Attraction (the expectations that you have to change your behavior and influence

how other people see you). A self-fulfilling prophecy makes you anticipate

feedbacks that strengthen the original belief.

EXAMPLE

Jerry Trusty conducted a study to find out if family and parenting affects the

expectations about education. It was found out that the knowledge of the

parents’ involvement affects educational expectations.


Expectancy Effect

The description of expectancy

effect states that the expectations

of other people can shape the way

you can confirm these

expectations. A classic study about

expectancy effect was conducted

by Robert Rosenthal in which the

teachers were given names of

several students who were tested

and found to be intellectual

bloomers. This information was not true because the names were just randomly

picked and the students were not tested at all. Nevertheless, the teachers’

expectations changed. By the end of the year, these students did bloom and

performed better as compared to others.

REMEMBER ME!

Self-fulfilling prophecy is a belief that becomes a reality because you act as if

it were already true of happening.

Expectancy effect stresses that the expectations of other people can shape

the way you can confirm these expectations.


How Do Significant People Influence Adolescent Behavior?

A. Family

The particular example in this discussion

focused on the effect of parents and

economic conditions of families and how

these can influence the behavior of

adolescents. Rand D. Conger asserted that

the family and the economic conditions

affect the behavior and emotions of both

parents and their children. Conger

explained the social causation model. In

this model, it was stressed that economic disadvantage and social conditions affect

effective family functioning. In short, a family that is not able to meet the needs of

its members brings a negative effect on the psychological welfare of the parents

and children. These needs can be in the form of financial, emotional, social,

cognitive, and psychological factors.

In connection with the social causation

model, the family stress model explains that

economic conditions affect how family

members interact with each other. In this

model, punishing experiences like economic

pressure can worsen negative emotions like

depression, aggression, or anger. The family’s

emotional response and the adolescent

determine how the event can cause a

psychological effect.

TIP!

To easily remember Social

Causation Model, imagine

this figure:

Effective Family Functioning

Social Conditions

Economic Disadvantage


Figure 1. Diagram of the Family Stress Model

B. Peers

Mitchell J. Prinstein and Kenneth

A. Dodge said that peer influence

is a complex matter. A topic that

has been receiving attention is

the relationship of your behavior

and the behavior of your peers.

Two possible reasons have been

given to explain this association:

You are prone to belong to

a group that has the same characteristics because you choose people who

are similar to you.

Economic conditions

Family Interaction

Psychological Effect

EXAMPLE

When parents develop negative emotions like depression or anger with each

other, it can result in increased conflict. Consequently, inconsistent, harsh

parenting, and even withdrawal can happen. The adolescent, in response,

becomes prone to risky behavior and develops lesser competencies that protect

or makes them immune from these risks.


When you befriend a particular set of people, you have the tendency to

imitate the traits or the behaviors they show.

Peer influence is not always beneficial. The quality of friends can have detrimental

effects on you particularly if you belong to a group that engages in risky behavior.

Your need to belong makes you susceptible to the influence of your peers. You

would like to follow or imitate people who are popular. This is because you pay

attention to social comparison and appraisal. You are also concerned with meeting

the demands of popular people.

Prinstein differentiated well-liked students from popular students. Popular

adolescents are those who are at the top of dominance hierarchy. This means that

they are the most influential people, particularly to risky behaviors. They are

aggressive and usually are prone to high-risk behavior.

Furthermore, he offered a possible mechanism for engaging in risky behavior. This

is called deviancy training. Deviancy training is described as the specific types of

interactions within friendships that may strengthen or reinforce talk about deviant

(rule-breaking) behavior.

REMEMBER ME!

You are prone to belong to a group that has the same characteristics because

you choose people who are similar to you.

When you befriend a particular set of people, you have the tendency to

imitate the traits or the behaviors they show.


What are some of the risky behaviors that are influenced by peers?

Aggressive behavior

Substance abuse

Depressive symptoms including suicidal behavior, weight-related behavior

(like Anorexia Nervosa)

Non-suicidal self-injury

Who is most likely to be influenced by peers who are prone to risky behavior?

Teens with low self-esteem or high level of social anxiety (fear of mingling or

interacting with other people)

Teens who are rejected

Teens with poor relationships with their families

The Peer Group and Its Expectations

In any peer group, there is a set of rules that are observed. For instance, if a group

is known to be the adventure type and is always on the lookout for a good time

outside of the school, it becomes an unwritten rule that members must find time to

join them. This expectation can become the rule in this particular peer group.

EXAMPLE

When two young friends have done a deviant act (like drinking), this may be

followed by laughter and encouragement. Laughter and encouragement can

influence the possibility of repeating and engaging in the deviant behavior of

drinking at a young age.


C. School

The school plays an important part

in developing behavior. A school

influences your experiences

regarding the feeling of being

connected; your belief of feeling

safe within the school; and the

worth or the value of relationships

that are formed during your stay.

The expectations placed by the

school on you can also affect students. For instance, if you are able to enroll in a

school that emphasizes on high academic performance, you will continue to do well

in academics so you can continue attending this institution.

D. Community

The community influences your behavior.

Tama Leventhal and Deborah Gorman-Smith acknowledged the influence of the

community in your development. Specifically, the neighborhood, including its

housing quality, economic status, and availability of resources are important. So,

too, are the social processes that happen in these communities like the interaction

between the peers, families, schools, and community leaders. Your belonging in a

community makes you aware of the expected behaviors that members follow so

you abide by these rules.

TIP!

To remember the factors

that influence an adolescent,

remember FPSC.

F –amily.

P –eers.

S –chool.

C –ommunity.


Putting Them All Together

There is no doubt that the influence of these people on you is massive. Since you

cannot live alone, you learn to interact with other people. Upon interacting, you

learn the sub-culture, the likes and dislikes, the traditions, and even the behavior

patterns and mindsets of the members of the social groups you mingle with. Your

expectations, whether explicitly stated or not, can make a person reshape your way

of thinking and behaving. This makes you motivated into joining the “bandwagon”

so as not to be left behind. However, this need not be the case at all time. You have

the right and the will to choose. Conforming to other people can make you lose

your motivation to be different and create your life.

More importantly, the immediate family is pivotal in influencing how you will

respond to the expectations of others. If, for example, a poor family does not

expect you to finish your education because of the expensive cost, then their

motivation to send their family members to school will not be as great compared to

others in which the members have gone and finished college.

In essence, the self-fulfilling prophecy and expectancy effect can have a significant

bearing on your behavior. For instance, if the peer group where you belong to is

composed of members who are active members of community outreach groups,

with this, you will begin to form the impression that it is expected that you will also

participate in these activities. Your repeated participation will result in positive

feedback from your friends that will trickle down to the belief that you can help


other people and make a difference. This will result in the action being repeated

until it becomes part of your system.

Overwhelming Expectations: Their Effects on Adolescents

You are not immune to the effects of emotional difficulties. In fact, you feel it deeply

since it is a part of your maturation process. Combine this with the fact that you are

beginning to handle more and more responsibilities and a potential problem is

likely to occur.

In this day and age, being a teenager is not a walk in the park. Some of these

difficulties are depression and anxiety. These two factors can occur due to the

overwhelming expectations that you are challenged to meet.

Dr. Heidi Peddell Hall, a clinical psychologist, underscored the fact that going to

school is no longer as enjoyable as it was in the past. The requirements that have to

be passed, the changing curriculum, having both parents who work, and the

increasing crime are just some of the effects of modern living.

These days, parents are cautious about letting their children go out and mingle with

others. Being social beings, interacting with other people is important. This

condition leads to isolation and lessens the participation in church activities and

other social networks. Social media is also a contributory factor.

EXAMPLE

A teenager from Plymouth struggled with anxiety since she was little. At 15,

she was hospitalized after she planned on committing suicide. She explained

that the expectations were overwhelming. She further explained that being

exposed to so much information through the use of media, processing them

and balancing a social life and extracurricular activities while maintaining

grades can cause stress and self-loathing.


Anxiety and depression can happen to you

if you could not handle the pressure

anymore. But this does not mean that you

will automatically experience these two

emotions. There are students who can

handle obstacles while others need

support. It is important to distinguish

normal pressure from a debilitating one.

Adolescents who feel the need to express their worries and anxiety to others are

advised to do so. A good way to lessen the burden of handling overwhelming

expectations is to talk to people, especially those who are trained to handle student

problems and emotions.

Coping with Emotions: Express Yourself

Psych Central underscored the importance of dealing with difficulties. There are

skills that can be learned so that challenges can be handled easily. Coping with

feelings is one of them. Lisa Schab, a clinical social worker, suggested these coping

mechanisms:

1. Identify and name the feeling. You should identify the type of emotion you are

feeling. Is it sadness, happiness, or anger?

2. Acceptance of what you feel. Avoiding the feelings intensify them. Hoping that

they will go away does not necessarily mean that they will. Remember that it is

alright to feel that emotion. Say, “It’s OK to feel ____________.”

3. Express what you are feeling. The expression of a feeling helps in releasing its

hold on you. There are many ways that this can be done. You can write about them,

talk to other people, cry, or engage in relaxing activities. There is one thing that

must be remembered though, when expressing the feeling - make sure that no one,

including you, is hurt.


4. Think of a healthy way of how you can take care of yourself. Ask yourself,

“What do I need right now to feel better? How will I take care of myself? This can be

in the form of a hug, a walk, or support.

Schab also suggested that to become familiar with your feelings; it would help to

monitor the feelings felt throughout the day. Writing the feeling on a piece of paper

can help you to pay attention to your emotions. If possible, you can also observe

the part of the body where the emotion is greatly felt.

Other Methods of Expressing Your Feelings:

1. Singing your feeling or playing an instrument.

2. Taking a walk.

3. Swimming.

4. Saying the feeling.

5. Writing about the feeling.

6. Stretching the body.

7. Drawing objects that represent the feeling.


Healthy Communication

Communication is not just about receiving a message. Listening intently and giving

respect are both essential in effectively conveying a message. You may have

difficulty in expressing your thoughts and emotions due to varying reasons.

Nevertheless, the importance of expressing the things that bother you is important.

This creates a feeling that you are welcome to express fears, happiness,

disappointments, and frustrations.

Healthy communication is a two-way process. You and your parents are both

encouraged to talk things out without resorting to bickering, a shouting match, or

hurling insults. Communication is not about winning an argument. It is about

making each other hear and understand what the other is saying and feeling.

There are suggested ways of communicating healthily:

The use of “I statements.” You or your parent can say this type of

statement: “I feel upset when you leave your clothes on the floor.” This type

of statement does not blame or accuse the listener; rather it makes him/her

aware of the feelings that are evoked when he/she does a specific act.

Recognize your feelings. Bring up the things that make you uncomfortable

early on, so they do not build up and turn into a bigger issue.

Be trustworthy. Follow your words with actions. Trust is built if the person

knows that you mean what you say.


Be clear, specific, and direct. Engage in an honest conversation. Make your

message clear, so the other person does not have to guess your meaning.

Face-to-face interaction is important. Talk to the person directly. The use

of emails and text messages can make him/her miss out on your expression

and body language.

Ask questions. Clarify things if they are not clear. It is ok to admit that you

don’t always understand what the other person is saying.

Shouting and yelling are not effective. The only thing that you can

remember is the loud voice and not the message itself. It means waiting for

things to simmer down before talking to another person. This will make it

easier to voice out the concerns because both of you are in control of your

emotions.

Apologize if necessary. If a mistake is done, be humble enough to

recognize it and apologize. This shows that you are willing to admit mistakes,

so the relationship remains intact.

Growing up is not an easy task. There are expectations that must be met, and these

can affect your well-being. Significant people can affect how you develop and meet

expectations. The family, peers, school personnel and classmates, and community

contribute to how you react and feel about expectations. The feedbacks that you

receive from these people affect how you view yourself and how you respond.

Depending on the circumstances, you may look forward to the expectations set by

others or be discouraged and feel anxious. To deal with the negative feelings

brought about by these negative feelings, you should learn how to express yourself.

This can be done through various methods like naming the feeling, doing physical

activities, engaging in artistic expression and others.




statement.

1. A ___________ is a belief that becomes a reality because a person acts as if it

were already true or happening.

2. One of the pioneers of the expectancy effect was ______________, who made a

study about teachers who were given names of intellectual bloomers and who

in turn, treated these students with greater expectations.

3. In the ______________, it was implied that economic disadvantage and social

conditions have an influence on effective family functioning.

4. The ______________ emphasizes that economic conditions affect how family

members interact with each other.

5. The ____________ is described as the specific types of interactions within

friendships that may strengthen rule-breaking behavior.

B. Answer the following questions in a brief but concise manner.

1. There is an expression “Birds of the same feather flock together.” How can this

be related to the participation of teens in unwanted behaviors?

_______________________________________________________________________________________

_______________________________________________________________________________________

____________________________________________________________________________________

2. Daisy is a consistent honor student since elementary. Her parents think that she

can achieve her goal of becoming a brilliant lawyer. Her sister, Reign is not showing

any inclination to high academic performance. Their parents are not sure about


what course Reign would take. How can their lack of specific expectation for Reign

be explained?

_______________________________________________________________________________________

_______________________________________________________________________________________

____________________________________________________________________________________

3. Prinstein offered an explanation that deviancy training influences the possibility

of engaging in risky behavior. What example can you give that shows deviancy

training?

_______________________________________________________________________________________

_______________________________________________________________________________________

____________________________________________________________________________________

Part C. Read each situation carefully and answer the questions for each item.

1. What makes expectations necessary for setting goals?

_______________________________________________________________________________________

_______________________________________________________________________________________

____________________________________________________________________________________

2. What is the Pygmalion Effect? How is this related to expectations?

_______________________________________________________________________________________

_______________________________________________________________________________________

____________________________________________________________________________________

3. Dennis is mad. People are always saying that he is the bad boy in the family. How

can Dennis deal effectively with his anger if he is being constantly accused of being

the bad boy in the family?

_______________________________________________________________________________________

_______________________________________________________________________________________

____________________________________________________________________________________


Explore Your World!

Task 1: Future Me: A Dialogue


Instructions:

Create a short script between your present self and your future self. Make a

dialogue about the things you want to say to your future self. Let your future self be

the one to answer you about the concerns or praises you said to yourself. You can

volunteer to share your script with the class. Include your insights and self-

discoveries when sharing your answers. Take note that this activity should be

properly guided by the teacher.

Task 2: My So-Called Life


Instructions:

Pick a partner. With the use of the Internet, search for sayings or quotes that reflect

your feelings about the expectations of the people around you. Make a simple

scrapbook containing these quotes. You can print or write them on colored paper

to make each one of them attractive. Share your output to the class together with

your insights and the feelings while you are making the scrapbook. Take note that

this activity should be properly guided by the teacher.


Clarity of ideas 3


Sincerity/Genuineness of the dialogue and

emotions

2

Grammatically correct sentences 2

Total 10


Task 3: Scene Analysis

Materials: pen, paper

Instructions:

Divide the class into several groups with a maximum of five members each. You will

watch a short video. Each group will be asked to choose the pivotal moment that

caused the change in the character. Then you will illustrate that particular moment

and share why they chose that part of the video and explained the reasons for

highlighting that scene/moment. They must use the concepts learned when

explaining their choice.

Note: Your teacher will select a video that must show an adolescent that is

undergoing major changes in his/her life.


Clarity of ideas 3


Sincerity and genuineness of the sharing 2


confidence

2

Total 10


Accuracy of information 5

Clarity and logical reasoning 5


confidence

5


Total 20


Non-suicidal self-injury is the deliberate, self-inflicted destruction of body

tissue without suicidal intent and for purposes not socially sanctioned

includes behaviors such as cutting, burning, biting, and scratching the skin.



Giving encouraging words can brighten up a person’s day. The act of showing

support makes another person think that people are there to lift one’s spirit. Life

always has its ups and downs, and the thought of receiving comfort from other

people who inspires you to keep trying and trying until things turn out well. But is it

enough to rely on the encouraging words from other people? Does a person have

the ability to lift his/her spirits? This lesson will answer this burning question that

can make a difference between resignation and giving up.

Jump Start

Materials: Power point presentation or cartolina/marker

Instructions:

You will be presented with these quotes:

“The only one who can tell you that you can’t is yourself; and you don’t have to

listen.”

“If no one thinks you can, then you have to.”

You will be asked what it means to you and how you felt the first time you read it.

You will also be asked whether you agree with the quotes or not. You need to

elaborate on your answers by asking you to give an explanation or examples.


Learn about It!

A self-defeating attitude can be a bitter pill to swallow. No matter how much you

want to improve yourself, negative beliefs always find your way to remind you of

your faults and imperfections. Is there a way of defeating this monster that eats up

your self-worth? Improving yourself and maintaining your self-confidence is always

a popular topic when studying and observing human behavior. Let us learn more

about how you can defeat uncertainties and improve ourselves.

Affirmations happen when there is a

need to reprogram the subconscious

mind. It is used to encourage you to

believe specific things about yourself

and the world around you.

Affirmations help you in attracting

positive things or objects. Some

examples of these things or objects

include attracting wealth, love, or

even happiness.

What is 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).

The term self-affirmation is also defined as

the process of focusing on your most

important values. The values mentioned are

based on the set of goals or people whom

you regard as very important.

PAUSE FOR A THOUGHT

When things get tough, what

encouraging statements do you use so

you can get out of a difficult situation?

Do you feel reassured when you are

saying these statements or do you feel

unsure?


Self-integrity is your perception or belief that you are virtuous, rightful, and is

capable of predicting and controlling outcomes. Self-integrity is present in all

cultures and different points in history. There is a shared belief in all cultures of

what it means to be a person with self-integrity.

Self-integrity means that you are following the concept of agency, virtue, and

goodness. Self-affirmation theory evaluates how you keep your self-integrity when

it is under attack.

Self-affirmation is a form of self-help technique. Its primary job is to develop self-

control. Self-affirmation runs counter to the tendency of automatic responses.

Simply put, habitual acts and thoughts are controlled, suppressed, or changed so

that self-control is developed and practiced.

REMEMBER ME!

Self-affirmation is described as the behavioral or cognitive events that

sustain, strengthen, and support the perception of self-integrity.

EXAMPLE

Events Showing Self-Affirmation:

Receiving favorable feedback from others.

Reflection of the positive aspects of the self.


In the article written by Timothy A. Pychyl, a psychologist whose area of expertise is

the study of procrastination, he highlighted the recent studies that concentrated on

self-affirmations. The results of these studies suggest that self-affirmation modifies

how you think about tasks and goals. When there is self-affirmation, you view them

in an abstract or value-oriented way.

The authors of the research emphasized that self-affirmation is a powerful aid

against negative feedback. This results in less defensiveness and makes you more

open and level-headed in response. Self-affirmations strengthen self-concept.

Origins of Self-Affirmation

The experts in the field of Psychology suggested that you have personal regard and

that it is present as early as the infancy stage. Daniel Gilbert, a social psychologist,

and his colleagues claim that people have a built-in psychological immune system

that facilitates protective adaptations or protective mechanisms when the self-

regard is threatened. These mechanisms come in the form of rationalization

(justification) or explaining why our behavior is that way, and reality-distortion.

EXAMPLE

One example of this distortion of reality is when a beauty pageant candidate

lost and she kept on telling herself that the reason she lost was that she was

not feeling well during the pageant night but when in fact, she was very much

excited during the entire event.


Tony Greenwald said that the self is

totalitarian. It interprets events in a way that it

complements its desires and needs. You tend

to believe that you can control the outcomes.

You like taking excessive credit for success.

However, you tend to deny responsibility when

failure happens. Moreover, you are too

optimistic when predicting your success but

are not paying too much attention to your

incompetence. You refuse to learn new things

because of the belief that you are always right.

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.

REMEMBER ME!

Self-affirmation theory asserts that the main goal of the self is to protect self-

integrity. You respond to the dangers of eroding this self-integrity by restoring

your self-worth.


Benefits of Self-Affirmation

It can protect you from the harmful effects of stress on problem-solving.

It can reduce anxiety.

It makes you more receptive to your errors allowing you to correct your

mistakes.

It can make you become less defensive and focus more on the things you

value instead of always justifying your actions.

It can make you more open-minded to persuasive information and less

biased on evaluating political information or health risk warnings.

It can make you accept your defeat.

It can lessen discrimination.

It can lessen the adverse psychological effects of being the target or focus of

unpleasant stereotyping in schools.


Self-Affirmation and Executive Functioning

The Journal of Experimental Social Psychology featured a study entitled “Self-

Affirmation Improves Performance on Tasks Related to Executive Functioning.” In

this study, an experiment was conducted about how self-affirmation can affect the

executive functioning of the participants. Executive functioning is made up of

different processes. However, it can be classified into two broad parts: the

inhibition and working memory.

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. It is similar to short-term

memory.

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

goal.

The results of this study showed that self-affirmation caused the superior

performance of the participants in the working memory and inhibition tasks. They

made fewer errors on tasks that require working memory and responded quickly to

inhibition-related tasks. It must be noted that participants were not stressed when

performing this tasks. The researchers believe that self-affirmation works best

EXAMPLE

You are using your working memory if you are solving an equation and

retaining the answer without writing it down on a piece of paper.

Working memory is at work if you can imagine an object and manipulates its

appearance or movement mentally.


when there is less stress.

Self-affirmation is believed to be a

significant influence in developing self-

confidence. However, it may not always

work for all people. A study was conducted

in 2009, and the results suggested that

people with low self-esteem who repeated a

positive self-affirmation statement like “I am

a lovable person” or who paid attention to

the truth in this statement felt worse. The

participants with high self-esteem felt better

but only in a limited degree.

Dr. Ronald Alexander, a psychotherapist, and a book author, offered an explanation

about this matter. He stressed that if there is a deep-seated contrary belief about

your self, positive thoughts will be blocked. This is the reason why affirmations do

not work for some people.

He offered steps on how to make useful and powerful affirmations:

1. Create a list of what you think are your negative qualities. You can include

criticisms that you have received from others. Do not judge their accuracy since all

people have flaws. Look for consistent attributes that have been mentioned.

2. Make an affirmation about your positive qualities using powerful words. For

instance, you can write “I am lovable and remarkable.” You can ask your friends if

they can give suggestions on making your statements more powerful.

3. Repeat the statements for five minutes, three times a day. This helps in

reinforcing or strengthening the belief. You can also write the affirmations on a

notebook. Tick them off one-by-one as you progress.

TIP!

Self-affirmation is easily

remembered once you apply

this:

Self-affirmation x 3 times a

day = solid belief


4. Place your hand on the body area that felt uncomfortable while you were writing

down the affirmation. This makes the statements feel real.

5. Ask a friend to help you out in repeating this affirmation. You can also face the

mirror when repeating the positive statement.

Just like Dr. Alexander, Jack Canfield, book author and the creator of Chicken Soup

for the Soul, suggested eight guidelines on how to make daily affirmations.

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. It helps in

doing away negative thoughts or beliefs that limit your actions in accomplishing

tasks and goals. Instead of always saying “I can’t,” daily affirmation replaces this

with “I can.”

Affirmations remind you to stay focused and find solutions to challenges. Positivity

results if there is a constant affirmation.

EXAMPLE

“I am so pleased that I am now walking on the stage to get my college

diploma.”

“I am so happy that I am now joining a marathon and leading it.”

“I am so happy that I am now gaining weight after getting sick for two

weeks.”


Guidelines 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.

7. Include a word that implies an action or a feeling.

8. Make an affirmation about yourself.

Self-affirmations must be repeated daily to

maintain its impact. Taking 5-10 minutes a

day to repeat the self-affirmations is

advisable. This can be done early morning or

before going to bed.

After learning these guidelines on how to

make affirmations, it is now time to apply

them. Self-affirmations are powerful

statements that can help you develop your self-esteem. It has many benefits:

reducing defensiveness; making you more open to suggestions about political

issues and health risks; learning how to admit mistakes and correcting them;

lessening anxiety; and preventing negative psychological thoughts.

You who are besieged with self-doubts can make use of these statements to

improve your self-confidence. It makes you look at the brighter side of things and

concentrate on the people or things you value the most.

Repeating a positive statement over and over again might

be seen as a chore; however, there is no harm in trying

this as long as a change of perspective is possible. A

positive thought a day creates wonders to a mind beset

with worries about school work, family life, and the

future.

TIP!

When making a self-

affirmation, use positive

words like eager, grateful,

optimistic, calm, joyful, or

thrilled.




statement.

1. The origin of self-affirmation is known as _____________.

2. The behavioral or cognitive events that sustain, strengthen, and support the

perception of self-integrity is called _______________.

3. According to _____________, the self, interprets events in a way that

complements its desires and needs.

4. The self-affirmation theory was formulated by _____________.

5. The _______________ is working if an action is being carried out while

processing information.

B. Answer the following questions in a brief but concise manner.

1. How can you explain what self-integrity is? Use your own words when explaining.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

________________________________________________________________________________

2. When the self-integrity is attacked, what do people usually do to preserve this

integrity?

___________________________________________________________________________________

___________________________________________________________________________________

________________________________________________________________________________


3. What are the similarities and differences between the self-affirmation creation

given by Dr. Alexander and the daily affirmations given by Jack Canfield?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

_________________________________________________________________________________

Part C. Read each situation carefully and answer the questions for each item.

1. Recall and describe a situation where you showed a positive attitude. How did

you illustrate your positive approach in this situation?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

____________________________________________________________________________________

2. Do you agree that we always view other people in an objective or impartial

manner?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_____________________________________________________________________________________

3. When the going gets tough, how do you motivate a friend into overcoming

obstacles? List down 5 motivating statements you say.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

____________________________________________________________________________________


Explore Your World!

Task 1: Self-Affirmation at Work


Instructions:

You will make three affirmations. Think of three beliefs about yourself that you

want to change. Make a chart of your affirmations, with each statement being

repeated for five minutes each day for one month. After one affirmation is done,

you will process the next until you finish all three.

Share your thoughts and feelings about the affirmations that you made. Were you

able to follow the chart? How did the affirmation affect you?


Clarity of ideas 4

Impact of the presentation 3

Ability to follow the chart 3

Total 10


Task 2: Personal Power


Instructions:

Pick a partner. Create a slogan about positive self-affirmation and make a poster.

Your slogan and poster must be unique. Present your output to the class. Explain

why you created this kind of slogan. You will also explain why the poster was

designed in such a way. Share your self-discoveries about self-affirmations.

Task 3: Motivation Commercials

Materials: laptop, speakers

Instructions:

You will be divided into several groups with a maximum of five members each. You

will create a commercial about motivation that shows self-affirmation. You will

present your commercial that lasts for 20 seconds only.

Once the activity is done, you will share your experiences while you were doing

your commercials. The experiences can include both positive and negative

experiences. You can also share what you have learned as a group while you were

filming your commercials.


Clarity of ideas 3


Sincerity and genuineness of the sharing 2


confidence

2

Total 10



Observation of the time duration (20 seconds) 5

Clarity of ideas 5


confidence

5

Creativity and impact of the presentation 5

Total 20

Your self-esteem acts as your emotional immune system. If you have high self-

esteem, stress and anxiety, it will have less effect. You experience less hurt when

you experience failure and rejection. Also, you can recover from them faster as

compared to others with low self-esteem.


Real-world Challenge

Task: Spoken Word Poetry

Materials: microphone, sound system, decorations

Instructions:

You will have a spoken word poetry activity.

A leaders will be selected to oversee the entire activity. The leaders will be in

charge of the sound system, decorations, program of activities, hosting jobs,

invitations, and other documents.

There will be some participants who will recite the spoken word poetry.

The poems must feature challenges faced by teenagers, how they cope, and

solutions to their conflicts and trials and their self-affirmations.

The program must run for one hour or less.

Note: The individual scores of the participants will be added to the score of

the whole program.

Criteria for Scoring (Whole Program) Score

Impact and creativity of the program 5

Originality and relevance of the poems 5

Overall flow of the presentation 5

Total 15

Criteria for Scoring (Individual

Participants)

Score

Level of confidence of the hosts 10

Aesthetic impact of the decorations 10

Preparedness of the leaders 10

Performance of the spoken word artists 10


My Reflection

Write a short paragraph about the things that you have learned from this unit.

Write down your insights and feelings about the discoveries you have learned.

Enumerate how they have affected you. Furthermore, write three statements of

self-affirmation that you will repeat to yourself to improve your self-concept and

confidence.


Clarity of ideas 3

Presence of relevant, accurate, and logical

details

3

Impact and uniqueness of the presentation 2

Use of grammatically correct sentences 2

Total 10


Wrap Up

In this unit, the following points were discussed:

Facing challenges is an important component since it forms initiative, which

is the ability to push life in a forward and purpose-driven action. The initiative

is affected by the mastery of experiences and the support coming from

significant others.

Nature and nurture play equal roles in your development. Nature involves

the physical characteristics, including your genes and physiological make-up.

Nurture involves the environmental factors that affect your development.

Personal fable was also discussed as one reason why you engage in risky

behaviors. This came from egocentrism which is manifested by a child and

evolves into a personal fable in the adolescent years.

The occurrence of peer pressure was also tackled. An adolescent may

succumb to the expectations of the group because of your motivation to

form an identity and identify with peers.

Some of the Concerns During the Adolescent Stage Come in the Form of:

A. Physical concerns like eating disorders, which include Anorexia Nervosa, Bulimia Nervosa., and Binge-eating Disorders

B. Substance abuse which is the use of psychoactive drugs

C. Alcohol abuse and its effects on

the health of a person

D. Teen pregnancy


Rebellion is also mentioned. It can be attributed to your ability to test existing

rules and form your conclusions about why rules are created and if you can

follow these rules.

The academic concerns include the distractions that you encounter like the

preoccupation with friends, hobbies, and even online activities.

Expectations can be both positive and negative. Expectations can make you

feel motivated to achieve success. However, the failure to meet expectations

can result in negative feelings.

It was also found out that parental expectations can influence your academic

achievement. The combination of the parental expectations and previous

learning achievement are directly associated with either high or low

academic achievement.

Self-fulfilling prophecy and the expectancy effect stressed how your

expectations of people affect how you view yourself. The self-fulfilling

prophecy stresses that your expectations that you have to change your

behavior can influence how other people see you. The expectancy effect

states that your expectations of other people can shape the way you can

confirm these expectations.


Social Causation Model

Family Stress Model

Overwhelming expectations can have detrimental effects. The examples of

these effects include anxiety and depression. Isolation from others can also

give rise to these emotions.

Lisa Schab offered four steps on how you can deal with the emotions that

result from expectations:

The Four Steps:

1. Identify and name the feeling.

2. Acceptance of the feeling.

3. Express what you are feeling.

4. Think of a healthy way of how you can take care of yourself.

Effective Family Functioning

Social Conditions

Economic Disadvantage

Economic conditions

Family Interaction

Psychological Effect


Tips for Establishing Healthy Communication:

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 statements are made to restore your self-integrity.

Self-integrity is your inherent belief regarding you goodness, virtue, agency,

and the ability to predict and achieve your success.

The self-affirmation theory asserts that the main goal of the self is to protect

its self-integrity. When the self-integrity is in danger, people respond in a way

that the self-worth is restored.

The Benefits of Self-Affirmation:

It can protect you from the negative effects of stress on problem-solving.

It can reduce anxiety.

It makes you more receptive to your errors allowing you to correct your

mistakes.

It can make you become less defensive and focus more on the things you

value instead of always justifying your actions.

It can make you more open-minded to persuasive information and less biased

on evaluating political information or health risk warnings.

It can make you accept your defeat.

It can lessen discrimination.

It can lessen the negative psychological effects of being the target or focus of

unpleasant stereotyping in schools.

These are steps in writing self-affirmations:


Steps

• Writing down qualities that you want to change, adapt, or improve.

• Use positive words.

In Making

• Write positive sentences in such a way that they seem to have been completed.

• Make them short and simple.

Self-Affirmations

• Repeat them regularly for 5 -10 minutes.

• Ask a friend or a coach to help out in improving the affirmations.


Answers to Check Your Understanding Lesson 1: Setting the Stage

Part A

1. morality

2. psychoactive drugs

3. personal fable

4. egocentrism

5. emotional competence

Part B

1. Adolescents learn to create their value systems because they already can

think in abstract terms. Since they can understand concepts like love, justice,

peace, equality and the like, they can compare these to existing rules. Upon

realizing that some rules/principles are not congruent with their emerging

beliefs, adolescents begin to realize that these principles can be tested and

revised. This comparison leads to the understanding that not all principles

are correct. Therefore, adolescents start making and following their value

systems.

2. Alcohol is a depressant, and as a depressant, it slows down important

functions that are shown through unsteady movement, slurring, slow

reflexes, and disturbed perceptions. It reduces the ability for rational thinking

and clouds a person’s judgment. This can lead to injuries and death caused

by accidents.

3. It means that the adolescent period is a time of making sense of the real

world. An adolescent must identify and understand everything that is

happening around him. His/Her emotions are extreme and difficult to

understand at first, but the more mature he/she becomes and the more

exposed to life’s ups and downs, an adolescent begins to understand that

challenges are part of life and that they are not enduring. Rather, they help in


testing our character, building our strength and skills, and the increasing the

confidence that we can surpass these obstacles.

Part C

1. Annie is showing signs of an eating disorder. This will pose a risk to her

health because lack of food can make her body unhealthy. By depriving

herself of food, Annie is losing out important nutrients that are needed for

the normal functioning of her body. This can result in different diseases like

an ulcer, heart problems, weakened muscles and other health concerns.

2. Mike has a personal fable. This is a belief that an adolescent is special and

that he or she will not get into trouble but others will. This is an attitude that

comes from the egocentricity of children. Having a personal fable makes

adolescents engage in risky behavior since they believe in their invincibility.

Their safety is always at risk because they may know the consequences or

possibilities that their acts bring out, but due to their underdeveloped

maturity, they discard these potential risks and still insist on doing what they

want.

3. Natalie is trying to form her autonomy and identity. Her identification with

her new friends influences her behavior in such a way that she copies their

qualities and adapts them as her own. She also fits in with other people who

are of the same age as hers. The act of fitting in makes her acceptable to

other people and lessens her emotional difficulties because these people can

become her source of support. However, Natalie must be able to identify

people who can influence her in a positive way. The quality of friends one has

can sway a person into becoming a mature adult or not. Failure to mingle

and make friends with people who can influence a person in a good way can

affect his/her future.


Answers to Check Your Understanding


Part A

1. self-fulfilling prophecy

2. Robert Rosenthal

3. social causation model

4. family stress model

5. deviancy training

Part B

1. This expression is related to the participation of teens in unwanted

behaviors because of the motivation of students to find a group where they

can belong. Group members who participate in rule-breaking behavior

expect new members to participate in activities that are not allowed. Also,

according to one belief, adolescents tend to seek out groups with whom they

share plenty of similarities, thus making it easier to connect with them and

follow their lead.

2. This lack of expectations can be explained by the absence of high academic

performance from Reign. The parents who notice talent and intellect from

their children will form high expectations since the academic performance of

their children is very high. If a child shows no academic inclination, this can

also be a signal for the parents to not make a high expectation from their

child.

3. This question can be answered using different examples. The student can

think of a rule-breaking or risky behavior of his choosing. When explaining,

please make sure that the student can explain that the positive response of

an adolescent’s friends can encourage them to participate in the risky

behavior. Also, he/she must include how the expectations of the group can


lead the adolescent into participating in unwanted behavior due to the

reason of wanting to belong.

For example, reckless driving can be reinforced by positive attitude

from the friends of an adolescent. Cheers and encouragement to drive faster

can influence the adolescent into following what they are asking him/her to

do. When this is repeated regularly, the adolescent will get used to it, and it

will become normal for him/her to drive recklessly.

Part C

1. Expectations are necessary because it makes people look forward and

accomplish tasks or goals they need. When there is no expectation, people

cannot anticipate what happens next. The lack of expectations can cause

emotional discomfort because a person is unsure of what will happen in the

future. Creating expectations facilitates the motivation to keep moving so

long-term goals are met.

2. The Pygmalion Effect is the belief that becomes real because a person acts as

if it were already true or happening. This is related to expectation since it

suggests that when people expect something from a person, he/she

unknowingly modifies her behavior so that what he/she was told will

eventually happen in the future. For instance, if people think that a person

has a good singing voice and encourages him/her regularly to audition in a

singing contest, the person will be swayed eventually and will audition. If the

person makes it, then he/she will receive feedback from people that will

reinforce the original belief.

3. Dennis can deal with his anger by identifying this specific emotion. He can

vent his anger by doing things that can lessen the burden of this feeling. He

can do things like writing it down or engaging in physical activities that will

not hurt him or others. He can also talk to a person who can help him ease

his feelings of anger. Talking to a friend, a teacher, or a counselor can be of

great help.


Answers to Check Your Understanding


Part A

1. personal regard

2. affirmation or self-affirmation

3. Tony Greenwald or Greenwald

4. Claude Steele or Steele

5. working memory

Part B

1. Self-integrity is the belief that we are good by nature, can abide by the rules,

and we can predict what the future holds. In all cultures, there is a collective

belief of what a virtuous person is, or how good he is. This shows that we

may come from different cultures, but we all have a basic idea of how people

show goodness, kindness, positive attitude, and virtue.

2. The most common thing that people do is to give justifications and

rationalizations or defend their actions and behavior. This makes them feel

good about themselves and retains their self-integrity. However, this is not

always a positive thing because it lessens their capability of recognizing their

mistakes. They will always rationalize their behavior and fail to make

improvements. They believe that what they do is always right. Because of

this, they uphold their beliefs and close their minds to other explanations or

options.

3. The two have the same purpose: to encourage people to do away with

negative thinking and focus on their positive qualities. They also encourage

people to constantly affirm by repeating powerful statements regularly -

which equals to daily repetitions for 5-10 minutes. Also, they make use of


powerful and positive statements.

Canfield is more detailed when it comes to making affirmations. He

gave instructions on how each statement can be started and the words (even

the tenses) that have to be included in each statement. His belief that these

statements must show completion is also reflected in how daily affirmations

are stated. Each affirmation shows that it is already completed.

Dr. Alexander began by recalling both the positive and negative things

that people believe about themselves, although he stressed that the people

must not put too much emphasis on the truthfulness of these beliefs. He

also instructed that a person must identify the body parts that show

reactions to negative statements. The affirmations must be held close to

these areas to make them feel real. He also instructed to find a coach or a

friend to help the person in making and carrying out affirmations.

Part C

1. This question can be answered by allowing the student to describe a

particular activity. He/she must relate how the positive behavior was shown

and how it affected the outcome of the event.

Example:

I was one of the players on a basketball team. In one game, we were

trailing behind by as much as 7 points. My teammates were losing hope

because the game was already in its 4th quarter. Our coach told us not to lose

hope. I followed his lead and concentrated more on how to play the game

rather than the possibility of losing. Little by little, our team relaxed, and

because of the attitude of not losing hope, we were able to close the gap and

ended the game with a tied score. When we came into overtime, we were

able to lead by 3 points. We won the game because of this.


2. This question makes the student reflect on how he/she views other people.

The ideal answer is no. This is because we have limited knowledge of another

person. Since we do not always know other people in an intimate or close

manner, our view may be affected by our impressions about them. Also, the

feedback coming from our peers or other acquaintances may impair our

judgment about other people. It is best to get to know people first before

making any sweeping statements about them.

If the answer is yes, it must reflect the capability of the student to

research or find out the facts about a person before rendering a view or a

conclusion. This shows the ability of the student to be impartial or objective

when making judgments.

3. Sample answers

“You can do it.”

“Pray so that you can be guided.”

“You are smart, so I know you can win that.”

“I know how talented you are; you just have to practice more.”


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Glossary

Alcohol. It is a drug that elevates five neurotransmitters that affect our thinking,

feeling, and behavior.

Anorexia Nervosa. It is shown by people who think that they are overweight when

in fact, they are already underweight. They usually restrict their food intake,

constantly monitor their weight, and eat small quantities of food.

Binge-eating Disorder. It is exhibited by uncontrollable eating. This differs from

Bulimia since there is no effort to do excessive exercise, fasting, and forced

vomiting.

Bulimia Nervosa. It is shown by people who eat large amounts of food that they

feel they cannot control this urge. This binge-eating is followed by actions that

compensate for this lack of control like forced vomiting which is done by inserting

the fingers or other long objects, like a toothbrush, in the mouth to induce vomiting

and excessive exercise.

Developmental tasks. These are the expectations that a person must meet to

accomplish succeeding skills and behavior patterns.

Deviancy training. It is described as the specific types of interactions within

friendships that may strengthen or reinforce talking about deviant behavior.

Drug addiction. It is defined as the condition in which an individual is unable to

control the use of addictive substances known as psychoactive drugs.

Emotional competence. It is the ability to handle and manage emotional

responses.

Expectancy effect. It states that the expectations of other people can shape the


way a person can confirm these expectations.

Expectations. These are mental sets people choose to create to help move

through time and change with some sense what reality they have to look forward to

and what objectives they have to work for.

Family Stress Model. It explains that economic conditions affect how family

members interact with each other.

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

goal.

Initiative. It is the ability to push life in a forward and purpose-driven action.

Morality. It 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.

Peer pressure. It is the influence of other people’s perceptions of individual

decision or actions, which may either be a group of people or just an individual.

Personal fable. It is the adolescent thinking of himself as being special, invincible,

or important, and that others are concerned or preoccupied with him/her.

Psychoactive drugs. These are substances that cause psychological effects. This

happens when there is an interaction between the brain chemicals and the

chemicals from these substances.

Self-affirmation. It is described as the behavioral or cognitive events that sustain,

strengthen, and support the perception of self-integrity. Also, that it is the process

of focusing on a person’s most important values.

Self-fulfilling Prophecy. It is defined as a belief that becomes a reality because a

person acts as if it were already true or happening.


Self-integrity. It is the perception or belief of a person that he is virtuous, good,

and is capable of predicting and controlling outcomes.

Social Causation Model. It stressed that economic disadvantage and social

conditions affect effective family functioning.

Social Competence. It is the ability to relate to others effectively.

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 us to preserve

and manipulate momentary information.

UNIT 4: Dealing with the Challenges of Adolescence Stage

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