MODULE 1: KNOWING ONESELF

Module 6: The Power of the Mind

Mind Power
o Mind Power is considered one of the strongest and most
valuable powers that a human person must possess.
o The human brain has the capacity to create ideas and concepts
and the thoughts that pass through our mind are responsible for
the execution of your actions or everything that happens in your
life.
o Your thoughts influence your behavior/ attitude and at the same
time control your own action.
According to Franklin D. Roosevelt, “men and women are not
prisoners of fate, but only prisoners of their own minds”.
The question of what we already know about our brain is still very
relevant.
According to Chopra & Tanzi (2012)- our brain contains roughly 100
billion nerve cells forming anywhere from a trillion to perhaps even a
quadrillion connections called synapses.
Our brain doesn't only interpret the world, it creates it (Chopra &
Tanzi, 2012).
In order to understand our brain, we need to usee this gift of nature.
Our brain leads us to mindful as we act as leader, inventor, teacher
and user of our brain as purported by Chopra & Tanzi (2012).
 The brain is one complex part of our body system which is
considered essential and vital. All functions of the human body
such as thinking and motor skills are interconnected to the
human brain.
 Our human brain contains billion of nerve cells known as
neurons. The brain consists of two cerebral hemispheres- the
artistic (right-brain dominant) and linear brain (left-brain
dominant).
Brain
 The left side of the human brain is responsible for controlling the
right side of the body. It also performs tasks that have to do with
our reasoning skills, the way we communicate or construct
speeches, and improving skills in problem-solving.
 People who have superiority of the linear brain are described as
logician and mathematician, analytical, and objective.
  The right side of the brain also coordinates the left side of the
body and performs tasks that have to do with creativity and

Left Brain Dominance Right Brain Dominance

1. Speaking 12. Organizing information
2. Reading 13. Abstract meaning
3. Writing 14. Spatial relationship
4. Listening 15. Visual information
5. Grammar 16. Face recognition
6. Number skills 17. Intuition
7. Computation skills 18. Emotion
8. Analyzing information 19. Imagination
9. Reasoning/logic 20. Detecting motion
10. Time awareness 21. Music and art awareness
11. Controls right side of the 22. Controls left side of body
body
aesthetic purposes.

Problem That the Brain May Encounter When It Faces Injuries

Left Side Brain Injuries
Injuries on the left side of the brain can cause the following:
1) Difficulty in understanding and expressing the spoken and written
language.
2) There are changes in terms of speech.
3) Experience a verbal memory issue.
4) Impaired logic and the sequencing difficulties.
Feldman (2008) - What makes the brain astounding• According to
Feldman (2008), what makes the brain astounding is the ability to
allow the human intellect to flourish by guiding our behavior and
thoughts.
Right Side Brain Injuries
Injuries on the right side of the brain can cause the following:
1) There are impairments in terms of attention.
2) Experience of memory issues; and
3) The decrease of awareness in terms of art and music.
Mindfulness, the Way of the Brain
• Mindfulness has emerged as a popular component of psychology as
well as the guidance and counseling profession (Schuld, 2018).
• Psychotherapeutic techniques such as Cognitive Behavioral Therapy
(CBT), Acceptance and Commitment Therapy (ACT) and Dialectical
Behavioral Therapy (DBT) make good use of an activity called
"Mindfulness".
According to Davis & Haynes (2011), mindfulness is a moment-to-
moment awareness of one's experience without judgment. The
regular practice of mindfulness develops changes in how the brain
functions that contribute to emotional regulation, concentration, and
cognitive processing speed (Davis & Haynes, 2011).
Mindfulness Benefits
• In studies of Grossman, Niermann, Schmidt & Walach (2004) and
Hoffmann, Sawyer, Witt & Oh (2010), mindfulness reduces individual's
anxiety, stress, and symptoms of mood disorder, and the positive
effects are maintained long-term.
• Physical health benefits of mindfulness include improved immune
functioning and improved cardiovascular health.
Most of the time, the mind is in the saddle. Conscious control is ours
and always has been. There is no limit to what we can inspire the
brain to achieve.
• The brain has three major parts -- the cerebrum, the cerebellum
and the brain stem.
• The brain stem connects the spinal cord and the brain. It
controls functions that keep people alive such as breathing,
heart rate, blood pressure and food digestion. Those activities
occur without any thought. You aren't telling yourself, "Inhale.
Exhale. Inhale." You're just breathing
• Things are different in the cerebellum. That region controls
voluntary movement. When you want to lift your fork, wave your
hand, brush your hair or wink at a cutie, you form the thought
and then an area in the cerebellum translates your will into
action. It happens so quickly.
 • Think about how little time passes between your desire to
continue reading this sentence and the time it takes your eyes
to move to this word or this one. It seems automatic, but it isn't
• Neurons, the basic functional units of the nervous system, are
three-part units and are key to brain function. They are
comprised of a nerve cell body, axon and dendrite, and they
power the rapid-fire process that turns thought into movement.
• The cerebrum is the largest of the three brain sections, accounts
for about 85 percent of the brain's weight, and has four lobes.
The lobes-frontal, parietal, temporal and occipital -- each have
different functions. They get their names from the sections of
the skull that are next to them.
• The parietal lobe helps people understand what they see and
feel, while the frontal lobe determines personality and emotions.
Vision functions are located in the occipital lobe, and hearing
and word recognition abilities are in the temporal lobe.
• A critical age Because the brain's healthy functioning is essential
to living and determines quality of life, doctors emphasize
protecting the organ from injury and chemical abuse.
• There is a consensus among researchers that brain cells
regenerate throughout life, said Doug Postels, a pediatric
neurosurgeon in New Orleans, but that new growth happens
very slowly after a certain age.
• "The size of the brain doesn't increase much after 3," Postels
explains. During the first three years of life, the brain
experiences most of its growth and develops most of its
potential for learning. That's the time frame in which
synaptogenesis, or the creation of pathways for brain cells to
communicate, occurs.
• Second, "We know from experiments that if you deprive people
of intellectual stimulation and put them in a dark room, that it
produces permanent changes in the brain," Postels said. "That
occurs most dramatically before age 3. After that age, it's
impossible to ethically do a study."
Drug damage
• Because so little recovery occurs to brains damaged after age 3,
the effects of drugs and alcohol on the brain might be lasting
 • Inhalants, such as glue, paint, gasoline and aerosols, destroy the
outer lining of nerve cells and make them unable to
communicate with one another.
• Studies have found that marijuana use hinders memory,
learning, judgment and reaction times, while steroids cause
aggression and violent mood swings. Ecstasy use is rising
among young people, Rusche said, and scientists have found
that drug destroys neurons that make serotonin, a chemical
crucial in controlling sleep, violence, mood swings and sexual
urges.

The Dominant Side of the Brain

RESEARCH STUDY “THE BRAIN’S LEFT AND RIGHT SIDES SEEM TO

WORK TOGETHER BETTER IN MATHEMATICALLY GIFTED MIDDLE-
SCHOOL YOUTH
• Mathematically gifted teens did better than average-ability
teens and college students on tests that required the two halves
of the brain to cooperate, as reported in the April issue of
Neuropsychology, published by the American Psychological
Association (APA)
MIND MAPPING
• Mind mapping is a powerful thinking tool. It is a graphical
technique that mirrors the way the brain works, and was
invented by Tony Buzan. Mind mapping helps to make thinking
visible. Most people make notes using lined paper and blue or
black ink. Making notes more attractive to the brain by adding
color and rhythm can aid the learning process, and can help to
make learning fun. The subject being studied is crystallized in a
 central image and the main theme radiates out from the central
image on branches
YOU CAN GROW YOUR INTELLIGENCE
• New Research Shows the Brain Can Be Developed Like a Muscle
Many people think of the brain as a mystery. They don’t know
much about intelligence and how it works. When they do think
about what intelligence is, many people believe that a person is
born either smart, average, or dumb—and stays that way for
life. But new research shows that the brain is more like a muscle
—it changes and gets stronger when you use it.
• A person who can’t lift 20 pounds when they start exercising can
get strong enough to lift 100 pounds after working out for a long
time. That’s because the muscles become larger and stronger
with exercise. And when you stop exercising, the muscles shrink
and you get weaker. That’s why people say “Use it or lose it!”
But most people don’t know that when they practice and learn
new things, parts of their brain change and get larger a lot like
muscles do when they exercise
• Inside the cortex of the brain are billions of tiny nerve cells,
called neurons. The nerve cells have branches connecting them
to other cells in a complicated network. Communication
between these brain cells is what allows us to think and solve
problems.
• The Key to Growing the Brain: Practice!
MODULE 7: Mental Health and Well-Being in Middle and Late
Adolescence
CHANGE YOUR MIND ABOUT MENTAL HEALTH
• Mental health. It’s the way your thoughts, feelings, and
behaviors affect your life. Good mental health leads to positive
self-image and in-turn, satisfying relationships with friends and
others. Having good mental health helps you make good
decisions and deal with life’s challenges at home, work, or
school.
Strategies for Becoming a Critical Viewer of the Media
• Media messages about body shape and size will affect the way
we feel about ourselves and our bodies, only if we let them. One
of the ways we can protect our self-esteem and body image
from the media’s narrow definitions of beauty is to become a
critical viewer of the media messages we are bombarded with
 each day. When we effectively recognize and analyze the media
messages that influence us, we remember that the media’s
definitions of beauty and success do not have to define our self-
image or potential
• Remember: All media images and messages are constructions.
They are NOT reflections of reality. Advertisements and other
media messages have been carefully crafted with the intent to
send a very specific message.
• Advertisements are created to do one thing: convince you to buy
or support a specific product or service.
• To convince you to buy a specific product or service, advertisers
will often construct an emotional experience that looks like
reality. Remember that you are only seeing what the advertisers
want you to see.
• Advertisers create their message based on what they think you
will want to see and what they think will affect you and compel
you to buy their product. Just because they think their approach
will work with people like you doesn’t mean it has to work with
you as an individual.
• As individuals, we decide how to experience the media
messages we encounter. We can choose to use a filter that helps
us understand what the advertiser wants us to think or believe
and then choose whether we want to think or believe that
message. We can choose a filter that protects our self esteem
and body image.
SELF ESTEEM AND BODY ESTEEM
• Does any of this sound familiar? "I'm too tall." "I'm too short."
"I'm too skinny." "If only I were shorter/taller/had curly
hair/straight hair/a smaller nose/longer legs, I'd be happy."
• Are you putting yourself down? If so, you're not alone. As a teen,
you're going through lots of changes in your body. And, as your
body changes, so does your image of yourself.
• It's not always easy to like every part of your looks, but when
you get stuck on the negatives it can really bring down your self-
esteem
Why Are Self-Esteem and Body Image Important?
• Self-esteem is all about how much you feel you are worth — and
how much you feel other people value you. Self-esteem is
 important because feeling good about yourself can affect your
mental health and how you behave. People with high self-
esteem know themselves well. They're realistic and find friends
that like and appreciate them for who they are. People with high
self-esteem usually feel more in control of their lives and know
their own strengths and weaknesses.
• Body image is how you view your physical self — including
whether you feel you are attractive and whether others like your
looks. For many people, especially people in their early teens,
body image can be closely linked to self esteem
What Influences a Person's Self-Esteem?
• Puberty and Development
• Some people struggle with their self-esteem and body image
when they begin puberty because it's a time when the body
goes through many changes. These changes, combined with
wanting to feel accepted by our friends, means it can be
tempting to compare ourselves with others. The trouble with
that is, not everyone grows or develops at the same time or in
the same way.
• Media Images and Other Outside Influences
 Our tweens and early teens are a time when we become
more aware of celebrities and media images — as well as
how other kids look and how we fit in. We might start to
compare ourselves with other people or media images
("ideals" that are frequently airbrushed). All of this can
affect how we feel about ourselves and our bodies even as
we grow into our teens.
 Families and School
 Family life can sometimes influence our body image. Some
parents or coaches might be too focused on looking a
certain way or "making weight" for a sports team. Family
members might struggle with their own body image or
criticize their kids' looks ("why do you wear your hair so
long?" or "how come you can't wear – pants that fit you?").
This can all influence a person's self-esteem, especially if
they're sensitive to others peoples' comments. People also
may experience negative comments and hurtful teasing
about the way they look from classmates and peers.
Although these often come from ignorance, sometimes
they can affect body image and self-esteem.
 Common Eating Disorders
  Anorexia People with anorexia have a real fear of weight
gain and a distorted view of their body size and shape. As
a result, they eat very little and can become dangerously
underweight. Many teens with anorexia restrict their food
intake by dieting, fasting, or excessive exercise. They
hardly eat at all — and the small amount of food they do
eat becomes an obsession in terms of calorie counting or
trying to eat as little as possible. Others with anorexia may
start binge eating and purging — eating a lot of food and
then trying to get rid of the calories by making themselves
throw up, using some type of medication or laxatives, or
exercising excessively, or some combination of these
 Bulimia is similar to anorexia. With bulimia, people might
binge eat (eat to excess) and then try to compensate in
extreme ways, such as making themselves throw up or
exercising all the time , to prevent weight gain. Over time,
these steps can be dangerous — both physically and
emotionally. They can also lead to compulsive behaviors
(ones that are hard to stop)
 Although anorexia and bulimia are very similar, people
with anorexia are usually very thin and underweight, but
those with bulimia may be an average weight or can be
overweight.
SUPPORT STRATEGIES/COMMUNITY MENTAL HEALTH RESOURCES
Here are some strategies for supporting someone with mental health
concerns:
 encourage the person to seek help and support from an
adult.
 Spend time with the person, listen to his/her concerns.
 Be hopeful; help them feel like their life will get better.
 Stand by them. Invite your friend to things that you are
doing; keeping busy and staying in touch with friends will
help your friend feel better, when they are ready.
 Learn as much as you can about mental illness so that you
understand what is going on for them.
 If you are a close friend or family member of someone
with a mental health problem, make sure that you get help
as well. Talk to someone about what is happening. This will
help you be a better support person.
  Put the person’s life before your friendship. If the person
mentions thoughts of suicide, don’t keep it secret, even if
the person has asked you to.
HELP HOW-TO’S
• First Step, Reach Out To People You Trust
• Sometimes people don’t get the help they need because they
don’t know where to turn. When you’re not feeling well, it can be
a struggle to take the necessary steps to help yourself get
better. When dealing with mental health or emotional problems,
it’s important not to go at it alone. Healing is a combination of
helping yourself and letting others help you. Comfort and
support, information and advice, and professional treatment are
all forms of help.
• These people might include: · friends · parents and other family
members · someone who seems “like a parent” to you · other
adults whose advice you would value—perhaps a favorite
teacher or coach, a member of your church or other place of
worship, or a good friend’s parent.
• Second Step, Take Action The more you know, the easier
it is
• Libraries are an excellent source of information about mental
health. Bookstores often have “self-help” or “psychology”
sections. For those with Internet access, there are many
websites related to health and mental health. Some are better in
quality than others. It is important to know if the information on
a site comes from sources you can trust. Use caution whenever
you’re sharing or exchanging information online: there’s a
chance that it will not be kept private.
• Nothing is worse than nothing The consequences of not getting
help for mental health problems can be serious. Untreated
problems often continue and become worse, and new problems
may occur. For example, someone with panic attacks might
begin drinking too much alcohol with the mistaken hope that it
will help relieve his or her emotional pain.
• It’s All in the Attitude There are many reasons why people do not
get help for mental health problems. Fear, shame, and
embarrassment often prevent individuals and their families from
doing anything. Sometimes being able to get the help, support,
and professional treatment you need is a matter of changing
 your mind about mental health and changing the way you react
to mental health problems.
Here are some important reminders:
• Mental health is as important as physical health. In fact, the two
are closely linked.
• Mental health problems are real, and they deserve to be treated.
·
• It’s not a person’s fault if he or she has a mental health problem.
No one is to blame. ·
• Mental health problems are not a sign of weakness. They are not
something you can “just snap out of” even if you try. ·
• Whether you’re male or female, it’s ok to ask for help and get it.
·
• There’s hope. People improve and recover with the help of
treatment, and they are able to enjoy happier and healthier
lives.
HEALTHY EATING AND MENTAL HEALTH
• Healthy eating nourishes the body, including the brain, and
supports mental health through:
• · Improved overall health and vitality ·
• Increased ability to concentrate ·
• Reduced irritability and mood swings ·
• Lowered risk of mental illness
• There is some evidence that healthy eating may be a factor in
lowered risk of depression and improved ability to deal with
stress and anxiety (Healthy U Alberta, 2009). Physical Activity
and Mental Health
Physical Activity and Mental Health
• Physical activity can make you feel good physically and build
confidence. Evidence suggests that physical activity may
contribute to improved mood and increased self-e
• Esteem, self-confidence and sense of control (UK Dept of Health,
2004; Fox, 1999). Some types of physical activity may provide
an opportunity to connect with others and develop supportive
relationships. Getting physically active may (CSEP, 2011):
 • Make you feel better physically and feel better about yourself.
• Improve your mood.
• Improve self-esteem
• Reduce physical reactions to stress
• Help you sleep better.
• Give you more energy.
Physical activity may be effective in preventing or reducing
symptoms associated with anxiety and depression. How physical
activity improves mood and relieves anxiety is not yet clear. Some
theories propose that physical activity (UK Dept. of Health, 2004;
Fox, 1999):
• Increases body temperature, thus relaxing muscle tension.
• Releases feel-good chemicals that improve mood.
• Offers a “time-out” from worries and depressing thoughts.
• Increases self-confidence, feeling of competence and a sense of
mastery.
• Provides a sense of belonging and mutual support when
participating with others.
Sleep and Mental Health
• Most teens need 9-11 hours of sleep every night. Problems from
not being fully rested include:
• Irritability
• Difficulty concentrating and learning
• Don’t move information from short-term to long-term memory
as well
• Falling asleep in class
• Mood swings and behavior problems
• More accident prone
• More prone to depression
Suggestions for getting a good night sleep:
• Suggestions for getting a good night sleep:
• Stay away from stimulants like caffeine in the evening, including
chocolate, colas, and other caffeinated beverages. These delay
sleep and increase night waking.
• Do not go to bed hungry, have a light snack.
• Turn off any TV’s, computers, or cellphones, or just do not have
electronics in the bedroom.
• Disengage from any stimulating activities like exercise,
computer games or talking on the phone for at least 30 minutes
prior to bedtime. Reading is much more relaxing and may help
you fall asleep.
• Taking a warm bath or shower helps prepare the body for sleep.
• If you are not feeling rested and functioning at your best most
days, talk to your parents. You may need to speak to a doctor if
you are having problems sleeping in spite of trying the above
tips.
• Try a cup of hot milk
Module 8: Emotional Intelligence
More Than One Kind of Intelligence
• You may have heard people mention "IQ" when talking about
intellect and how smart someone is.
• IQ stands for "intellectual quotient.“
• It can help predict how well someone may do academically.
• IQ is just one measure of our abilities, though.
There are many other kinds of intelligence in addition to
intellect.
• For example, spatial intelligence is the ability to think in 3D.
• Musical intelligence is the ability to recognize rhythm, cadence,
and tone.
• Athletic, artistic, and mechanical abilities are other types of
intelligence.
• One important type of intelligence is emotional intelligence.
What Is Emotional Intelligence?
• Emotional intelligence is the ability to understand, use, and
manage our emotions.
• Emotional intelligence is sometimes called EQ (or EI) for short.
• Just as a high IQ can predict top test scores, a high EQ can
predict success in social and emotional situations.
• EQ helps us build strong relationships, make good decisions, and
deal with difficult situations.
• One way to think about EQ is that it's part of being people-
smart. Understanding and getting along with people helps us be
successful in almost any area of life.
• In fact, some studies show that EQ is more important than IQ
when it comes to doing well in school or being successful at
work.
Improving Your EQ
 • Emotional intelligence is a combination of several different skills:
• Being Aware of Your Emotions simply noticing them as we
feel them — helps us manage our own emotions.
• It also helps us understand how other people feel.
• Make it a daily habit to be aware of your emotions. (for
example, by saying to yourself "I feel grateful," "I feel
frustrated," etc.).
Understanding How Others Feel and Why
• Part of EQ is being able to imagine how other people might feel
in certain situations. It is also about understanding why they feel
the way they do.
• Being able to imagine what emotions a person is likely to be
feeling (even when you don't actually know) is called empathy.
• Empathy helps us care about others and build good friendships
and relationships. It guides us on what to say and how to behave
around someone who is feeling strong emotions
Managing Emotional Reactions
• Managing your reaction means knowing when, where, and
how to express yourself.
• When you understand your emotions and know how to manage
them, you can use self-control to hold a reaction if now is not
the right time or place to express it.
Choosing Your Mood
• Moods are emotional states that last a bit. We have the power
to decide what mood is right for a situation, and then to get into
that mood.
• Choosing the right mood can help someone get motivated,
concentrate on a task, or try again instead of giving up.
• People with good EQ know that moods aren't just things that
happen to us. We can control them by knowing which mood is
best for a particular situation and how to get into that mood.
EQ: Under Construction
• We can all work to build even stronger emotional intelligence
skills just by recognizing what we feel, understanding how we
 got there, understanding how others feel and why, and putting
our emotions into heartfelt words when we need to.
Emotions are what you feel on the inside when things happen.
Emotions are also known as feelings.
1. Afraid: feeling fear and worry
2. Angry: feeling mad with a person, act, or idea
3. Ashamed: feeling bad after doing wrong
4. Confident: feeling able to do something
5. Confused: feeling unable to think clear
7. Embarrassed: feeling worried about what others may think
8. Energetic: feeling full of energy
9. Excited: feeling happy and aroused
10. Glad: feeling joy and pleasure
11. Jealous: feeling upset when someone has something that
you would like to have or they get to do something you wanted
12. Lonely: feeling alone and that nobody cares
13. Proud: feeling pleased for doing well
14. Relaxed: feeling at ease and without worry, calm
15. Stressed: feeling tense, tired, uneasy, and overwhelmed
Dealing with Difficult Emotions Shyness and anger are two emotions
that can be difficult to manage in some situations. Let us learn about
them and how we can manage them to be able to be more effective in
dealing with others.
Type of Responses
• Passive response:
- Behaving passively means not expressing your own needs
and feelings, or expressing them so weakly that they will not
be addressed
- A passive response is not usually in your best interest,
because it allows other people to violate your rights. Yet there
are times when being passive is the most appropriate
response. It is important to assess whether a situation is
dangerous and choose the response most likely to keep you
safe.
 • Aggressive response:
- Behaving aggressively is asking for what you want or saying
how you feel in a threatening, sarcastic or humiliating way
that may offend the other person(s)
- An aggressive response is never in your best interest,
because it almost always leads to increased conflict
• Assertive response:
- Behaving assertively means asking for what you want or
saying how you feel in an honest and respectful way that
does not infringe on another person's rights or put the
individual down.
- An assertive response is almost always in your best interest,
since it is your best chance of getting what you want without
offending the other person(s).
- At times, however, being assertive can be inappropriate. If
tempers are high, if people have been using alcohol or other
drugs, if people have weapons or if you are in an unsafe
place, being assertive may not be the safest choice.
Agenda
• Introduction
• Building confidence
• Engaging the audience
• Visual aids
• Final tips & takeaways
Power of Communication
- Overcoming nervousness
- Engage the Audience
 Make eye contact with your audience to create a sense of
intimacy and involvement
 Weave relatable stories into your presentation using
narratives that make your message memorable and
impactful
 Encourage questions and provide thoughtful responses
to enhance audience participation
 Use live polls or surveys to gather audience opinions,
promoting engagement and making sure the audience feel
involved
- Selecting Visual Aids (Enhancing your presentation)
- Effective delivery techniques

This is a powerful tool in Effective body language

public speaking. It involves enhances your message,
varying pitch, tone, and making it more impactful
volume to convey emotion, and memorable:
- Navigating Q&A Sessions
1. Know your material in advance
2. Anticipate common questions
3. Rehearse your responses
Maintaining composure during the Q&A session is essential
for projecting confidence and authority. Consider the
following tips for staying composed:
• Stay calm
• Actively listen
• Pause and reflect
• Maintain eye contact
- Speaking Impact
 Your ability to communicate effectively will leave a
lasting impact on your audience
 Effectively communicating involves not only delivering
a message but also resonating with the experiences,
values, and emotions of those listening
- Dynamic Delivery
Learn to infuse energy
into your delivery to
leave a lasting
impression.

One of the goals of

effective
communication is to
motivate your audience.
Final tips & takeaways

Consistent rehearsal • Seek feedback

- Strengthen your familiarity • Reflect on performance
Refine delivery style • Explore new techniques
- Pacing, tone, and emphasis • Set personal goals
Timing and transitions • Iterate and adapt
- Aim for seamless, professional
delivery
Practice audience
- Enlist colleagues to listen &
provide feedback

Speaking Engagement Metrics