REVIEWER (PERSONAL DEVELOPMENT)
Decision - It is made out of our thoughts, feelings, and behavior.
ADOLESCENCE - stage when a person transforms from puberty to adulthood.
ACCOUNTABILITY - taking responsibility for one’s actions.
RESPECT - feeling of admiration for someone or something elicited by their abilities, qualities, and
achievements.
HUMBLE - showing a modest or low estimate of one's own importance.
DISTRESS - focuses energy.
STRESS - simple reaction to an input that disturbs our physical and mental balance.
EUTRESS - motivate someone to regain enthusiasm in their endeavor, it can give excitement to
revitalize performance.
CHRONIC STRESS - response to emotions that bring pressure to an individual wherein they think that they
have little or no control on the situations.
DYSTRESS - referring to negative stress or bad stress as cited by Dr. Lazarus, building on Dr. Selye’s
work.
COPING - refers to mental and behavioral efforts that we use to deal with problems relating to stress,
including its presumed cause and the unpleasant feelings and emotions it produces
DISGUST - emotion evoked by well-being, success, and good fortune or by the prospect of
possessing what one desires.
SADNESS - emotional pain associated with, or characterized by, feelings of disadvantage, loss, despair, grief,
helplessness, disappointment and sorrow.
EMPHATY - ability to emotionally understand what other people feel, see things from their point of view, and
imagine yourself in their place.
SELF- AWARENESS - knowing what one is feeling at any given time and understanding the impact those moods
have on others.
developmental task commonly experienced during adolescence
Establishing autonomy and identity
Developing intimate relationships
Adjusting to physical changes
the primary purpose of developmental tasks during adolescence
To prepare individuals for adulthood
developmental challenges differ from developmental tasks
Challenges are temporary, while tasks are ongoing
mental health and psychological well-being during adolescence
To cope with stress effectively
main purpose of discussing ways to cope with stress during adolescence
To promote mental resilience
psychological well-being" refer to
Having a positive self-image
understanding mental health help adolescents cope with stress
By identifying healthy coping strategies
understanding the different parts of the brain, processes, and functions
can help in improving thoughts, behavior, and feelings
understanding the different parts of the brain, processes, and functions be beneficial
It can enhance cognitive abilities.
primary purpose of understanding the different parts of the brain, processes, and functions
improve overall mental well-being
Anger is the negative emotion that has been shown to have the biggest impact on our health and well-being,
particularly when it is poorly managed.
Social relationships are good for your health, and reaching out to someone about your
stress can improve your outlook.
Counselors and therapists are trained to teach people how to break out of negative emotions.
Emotions are also essential in the social functioning that keeps human groups together.
Exercise boosts the release of feel-good chemicals known as "endorphins" in the brain.
personal plan to enhance the brain functions
Be prepared with your goals.
Remember to recognize your skills, traits, and strengths.
Appreciate the suggestions of your mentors to reach that certain goal.
Improve your plan. If possible, include all factors affecting such plan.
Need to apply more strategies and recommendations in mind mapping to make the mind map easy
Imagine a student named KD who is a talented artist but struggles with public speaking. KD is invited to present
their artwork at a local art exhibition. However, they feel anxious about speaking in front of a large audience.
Explain how knowing oneself can help KD accept their strengths and limitations and deal with this situation
effectively.
- By combining self-reflection and acceptance with preparation and practice, KD can develop the confidence and
skills needed to effectively deal with the situation and present their artwork at the exhibition.
Imagine a new student named Minda joins your class. Minda comes from a different country and has unique
cultural traditions and experiences. Discuss how sharing her unique characteristics and experiences with her
classmates can contribute to a more inclusive and diverse classroom environment. Explain the potential benefits
for both Minda and her classmates in terms of understanding and appreciating different cultures.
- By sharing her unique characteristics and experiences, Maya contributes to a more inclusive and diverse
classroom environment. This benefits both Minda and her classmates by fostering understanding,
appreciation, and a sense of community among students from different cultural backgrounds.
Cindy, a high school student, wants to improve her brain functions to enhance her personal development and
academic performance. You have been researching various strategies to improve brain functions. Discuss
different ways you can explore and implement these strategies to enhance your cognitive abilities and personal
growth.
- By exploring and implementing strategies like mindfulness and meditation, as well as making healthy
lifestyle choices, Cindy can enhance her cognitive abilities and personal growth. These practices can
lead to improved focus, memory, and overall well-being, ultimately supporting her academic performance
and personal development.
