5. • 10 Billion (UNICEF, 2011)
• 20% with mental/behavioral
problem
• Depression
• Suicide: 3rd leading cause of
death
• 71,000 suicide attempts/yr.
data on world youth
6. • Highest incidence of depression
in SEA (Redanneil & Gundell,
2005 in DOH, 2007)
• 4.5 M; 3% Filipinos with clinical
depression (WHO, 2004) - 30-
30-30
• 9.6% to 9.9% (YAFS 3)
data on Filipino youth
7. • 10% to 42% (WHO (2003-2004)
• 93 / 100, 000 suicide attempts
• More females attempt suicide
(3.3:1); more deaths on males
• 15 of 900 adolescents attempt
suicide (DOH, 2007)
data on Filipino youth
13. • brought about by
many factors.
• something to embrace
but must not be
hastened.
principles of change
14.
15. • ‘looking more adult-like
makes it easier for parents to
give me adult privileges’
• having more & bigger
expectations for more mature
and independent behaviors
Physically mature…socially
immature…
why adolescents rush
16. Free Powerpoint Templates
Page 16
Adolescent social
development involves a
dramatic change in the
quantity and quality of
social relationships.
17. Their social networks may
greatly expand to include
many more people and many
different types of
relationships outside the
home.
18. Adolescents begin to
differentiate friends from
acquaintances…
Friendships become closer
and intimate…
• Support during times of
problems
• Growing independence
22. The increased loyalty & cohesion
can lead to several problems…
Cliques may form & some teens
will inevitably be excluded
Conflict can also occur among
friends belonging to different
groups
23. Teens may modify their speech,
dress, behavior, choices, &
activities in order to become more
similar to their peers.
24. When teens modify their choices or
behavior to conform to what their
friends are doing or yield to what
they want…
Negative Peer Pressure… Positive Peer Pressure…
peer pressure
25. Any repeated acts which harm
the person or damage his
property
bullying
26. Social & emotional developmental
domains are closely intertwined.
Both emotional regulation &
emotional expression are necessary
ingredients for successful &
rewarding interpersonal
relationships.
33. johari window
Known to me Unknown to
me
Knownto
others
PUBLIC
ARENA
(this is me)
BLINDSPOT
(imperfections
that needs
improvement)
nknownto
others
HIDDEN
(secrets/lies)
UNKNOWN
(your
potentials,
waiting to be
discovered)
41. Personal “success” or failure history
Crisis and/or life events (personal and/or
other areas of life)
Developmental transitions – adolescence
Stress brought about by one’s roles, e.g.,
overload, strained, feelings of inadequacy
Lack or presence of internal and external
resources
Loss of control over one’s life and
dependency on others
factors influencing
self-concept/-esteem
43. Free Powerpoint Templates
Page 43
• Self-knowledge is a
prerequisite to the appreciation
of one’s worth.
• We are innately full of
potentialities; our negative
experiences bring forth fears,
apprehension and negative
self-concept.
• The challenge to us is to look
pass through these negative
self-concept and appreciate
our worth as a person.
key messages
45. Free Powerpoint Templates
Page 45
Free Powerpoint Templates
amidst changing
expectations:
quest for self-worth & identity
nephtaly joel b. botor
training of supervisors - YDS
Editor's Notes
Self is the representation of one’s identity
WHO’s Global School Based Student Health Survey . 9.9 feeling really hopeless, 9.6 feeling really depressed
10 felt lonely in the past 12 months; 42 sad and hopeless almost everyday for 2 weeks that they stopped doing their usual activity
WHO’s Global School Based Student Health Survey . 9.9 feeling really hopeless, 9.6 feeling really depressed
10 felt lonely in the past 12 months; 42 sad and hopeless almost everyday for 2 weeks that they stopped doing their usual activity
WHO’s Global School Based Student Health Survey . 9.9 feeling really hopeless, 9.6 feeling really depressed
10 felt lonely in the past 12 months; 42 sad and hopeless almost everyday for 2 weeks that they stopped doing their usual activity
Change is universal. It is experienced by everyone regardless of age, sex, race or ethnicity and religious affiliations.
Change is diverse. It can either be positive, negative or both. To check what kind of change is happening
Change is orderly. It follows a certain sequence.
Adolescence is a time filled with many changes and the social domain is one area which will show numerous changes. Given your changing bodies and the more adult-like appearance you are showing, the people around you start to perceive you as young men and women. This may have both good and bad consequences for you. On one hand, looking more adult-like may make it easier for parents to give you adult privileges like staying outside at night much later. On the other hand, they may start to have more and bigger expectations, in particular, expectations for more mature and independent behaviors. Even if you are physically mature, you may be socially immature. You may not yet be capable of functioning well in adult social roles and may misuse the independence given to you. This lack of fit between the two may lead to stress and confusion until that time that physical maturity and social maturity coincide.
Adolescents will begin to form many different types of relationships outside the home and many of their relationships will become more deeply involved and more emotionally intimate. Your social networks may greatly expand to include many more people, and many different types of relationships.
Adolescents begin to differentiate friends from acquaintances, indicating a more mature understanding of the different ways to know another person.
By late adolescence peer groups may resemble a close-knit, second family and may provide youth with a large portion, if not most, of their emotional support. This may be especially true if youth reside apart from their families because of school or work, or if youth have separated themselves from their biological families because of conflict or other problems.
You develop the capacity to form closer, more intimate relationships with your friends. They become the first line of support during times of worry or upset. This increased reliance on friendships is yet another way that teens demonstrate their growing independence
Form romantic attachment and, as the desire for a romantic relationship increases, you may begin to question your sexual orientation and gender identity.
Youth must also learn to balance multiple relationships that compete for your time, energy, and attention. You have many teachers with different requirements and priorities. In order to complete group projects or assignments with your classmates, you need the ability to form cooperative relationships. If you are working, you have to learn to interact with an employer and co-employees in a respectful manner.
through email, chat rooms, texting with mobile phones, online social networks such as Facebook® and Twitter™, and online gaming.
These technologies have dramatically expanded the size and complexity of social networks by: 1) changing the way youth relate to one another, 2) increasing the amount of time spent staying connected with one another and, 3) redefining what it mean to be a "friend." In fact, it is quite possible to have a "virtual" friendship without ever having direct face-to-face personal contact. Parents are often amazed and confused by these vastly different means of socializing and connecting with others.
The increased loyalty & cohesion that is characteristic of adolescent peer groups can lead to several problems, particularly in the early and middle adolescent years. Cliques may form and some children will inevitably be excluded. This kind of rejection is often very painful, particularly for very sensitive children. Conflict and extreme upheaval can also occur among friends belonging to different groups.
This increased similarity among peers provides them a sense of security and affirms their acceptance into their chosen peer group.
When teens modify their choices or behavior in order to conform to what their friends are doing, they are answering to peer pressure. Peer pressure is often associated with negative outcomes such as skipping school, wearing distasteful clothing, or alcohol and other drug use. However, many parents do not recognize that peer pressure can also exert a positive influence. Because of advanced cognitive and emotional maturity, teens can now encourage each other to make wise decisions, and discourage each other from making harmful choices.
In general, teens will gravitate toward peer groups with whom they share common interests and activities, similar cultural backgrounds, or simply a similar outlook on life. But as teens experiment with their identity, they may also be attracted to peer groups with very dissimilar interests.
The law defines bullying as any severe or repeated use by one or more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment at school for the other students. A 2008 study of Britain-based Plan International showed that one in two school children in the Philippines are bullied or suffer from other forms of abuse inflicted by peers or teachers.
Most incidents go unreported due to fear of retribution, it added.
Social and emotional developmental domains are closely intertwined. Both emotional regulation (remaining in control of emotions) and emotional expression (effective communication about emotions) are necessary ingredients for successful and rewarding interpersonal relationships
SELF IS THE SUBJECT OF OUR EXPEREIENCES / SIMUNO NG KARANASAN / I / ME
IDENTITY IS AN EXPRESSION OF OUR INDIVIDUALITY
SELF IMAGE – MENTAL PICTURE – WHAT I BELIEF DO PEOPLE THINK ABOUT ME – SELF/PEOPLE/PERCEPTION
ROLE IS OUR FUNCTION/PAPEL NA GINAGAMPANAN SA ISANG SITWASYON
Open arena
Façade
Blind spot
ROLE IS OUR FUNCTION/PAPEL NA GINAGAMPANAN SA ISANG SITWASYON
-under the table-
Charade different identities taken by the adolescent
SELF CONCEPT – SET OF BELIEFS ABOUT ONESELF WHO AM I
SELF ESTEEM – FEELING ABOUT ONE;S SELF CONCEPT/EVALUATION OF ONE;S WORTH
BODY IMAGE IS A VERY SPECIFIC EXAMPLE OF THE INTERACTION OF SE/SC
