Millennials 101

Millennial Trends: Behaviors,
Attitudes & Interests of the
Youth
Sheila Marie “Shake” Guevarra-Hocson

EMPTY YOUR CUPS,
BE OPEN & BELIEVE

Know that YOU need the
HELP of OTHERS

OPEN SPACE
TECHNOLOGY
PRINCIPLES

Principle One
Whoever comes is the
right person

Principle Two
Whenever it starts is
the right time

Principle Three
Whatever happens is
just a beginning

Principle Four
When it's over,
it's over

S
1. To know who are the millennials and what
are their common characteristics in order to
understand them.
2. To determine the strengths and weaknesses
of the millennials through their common
characteristics in order to manage, lead,
counsel and journey with them

• In Social Psychology, the kind of environment
that we have influence the type of behaviors
of the people.

Introduction
• Each year, the world quickly changes around
us, what could be trendy this year might not
have the same impact in the years to come.
• In the ever changing world that we live in we
are called to journey with the millenials that
we serve to manage, lead and counsel them
for their psychological well being

Introduction
• One must admit that there are challenges that
we can face in managing and counseling our
millenial counselees.
• With this session, we hope to allow ourselves
to fully understand the lives of the young
people that we serve, the world they live in
and how we can better use these things in
order for them to reach their fullest
potentials.

Who are the Millennials?
• individuals who reached adulthood around
the turn of the 21st Century
• “Millennial cohorts”- consisting of individuals
born between 1982 and 2004 (Howe&
Strauss, 1991)
• born at the dawn of a new age  first digital
natives (Philippine Association of National
Advertisers)

Research of Universum, Insead and
Head foundation
• Out of the 16, 000 millenials from 42 countries

• Study of Dean Ricardo Lim, Ph. D., Asian
Institute of Management pp 16-19.

Millennials across the borders
1. Millennials Online
• Generation Y is the most tech-savvy
and connected of all age groups
• Telefónica & Financial Times (2013)
surveyed more than 12,000
millennials across 27 countries in six
regions. On average, they spent 6
hours online everyday

2. Millennials in the Community
• Being so connected has made
millennials more globalized through
socialmedia
• Majority of millennials reported they
were most anxious about the
economy, with social inequality
being their second-most concern
(Telefónica, 2013)

• 36% of North American millennials, 59% of
Asian millennials and 70% of Latin
American millennials ranked climate
change as “very pressing” concern
• Majority of respondents from Latin
America, Asia, Central and Eastern Europe,
and the Middle East and Africa, were
optimistic about their countries’ futures,
while only minority of millennials in the
U.S. and in Western Europe felt confident
that their countries’ best days were ahead
of them

• The World Economic Forum’s
Global Shapers 2015 Annual Survey
surveyed more than 1,000
millennials representing 125
countries and found that 85% of
millennials voted in national
elections, 68.9% in regional
elections and 71.2% voted for city
authorities.
(From Developed to Developing Cultures: How Millennials
are Influencing the World, February 2016)

What are the common characteristics
of millennials?
A. SPECIAL
1. Treated as special and important.
2. Has been the most wanted.
3. Every milestone was marked with celebrations and
praise.
4. They may carry a sense of entitlement about them
and have an expectation of frequent positive
feedback.
5. They feel they are here to solve world problems that
older generations have failed to solve.
6. They crave attention.

of millennials?
B. SHELTERED
1. Highly protected as children.
2. They were sheltered.
3. As college students, they may expect faculty and
staff to shelter, protect, and nurture them – and
resolve their conflicts for them.

of millennials?
C. CONFIDENT
1. They are motivated, goal-oriented, and
confident in themselves and the future.
2. They expect college to help launch them to
greatness.
3. They have high levels of optimism and they feel
connected to their parents.
4. They are assertive and believe they are “right”.
In Canada the Millennial generation is called the
“Sunshine” generation

of millennials?
D. TEAM-ORIENTED
1. They are group oriented rather than being individualists.
2. They may sacrifice their own identity to be part of the
team.
3. They prefer egalitarian leadership, not hierarchies. They
are forming a tight-knit generation.
4. While they are group-oriented within their own cohort,
they may “politely” exclude other generations.
5. They do not want to stand out among their peers; they
want to be seen as part of the group.
6. They dislike selfishness and are oriented toward service
learning and volunteerism.

of millennials?
E. ACHIEVING
1. Grade points are rising with this generation and crime is
falling. The focus on getting good grades, hard work,
involvement in extracurricular activities, etc. is resulting
in higher achievement levels.
2. They see college as the key to a high paying job and
success, and may miss the bigger picture of what a
college education is all about.
3. They are pressured to decide early on a career – and
have been put on a career track orientation since grade
school.
4. Their focus is more on the world of achievement rather
than personal development. The Boomer generation
made their mark in the humanities and arts, whereas the
Millennials prefer math and science fields

of millennials?
F. PRESSURED
1. Tightly scheduled as children and used to having every hour of
their day filled with structured activity.
2. This generation may have lost a sense of pure spontaneous play.
3. They may struggle with handling free time and time
management in general. In elementary, middle, and high school,
have had more hours of homework and less free time than any of
the previous generations.
4. They feel pressured to succeed. They’ve been pushed hard to
achieve, to avoid risks, and to take advantage of opportunities.
5. They may take on too much, and then think others should be
flexible with them when they want to negotiate scheduling
conflicts.
6. They think multi-tasking saves time and is a smart thing to do,
but aren’t usually aware of the poorer quality of results.

of millennials?
G. CONVENTIONAL
1. Respectful to the point of not questioning authority.
2. They are civic-minded and believe the government knows
what’s best and will take care of them.
3. They fear being considered non-conformist. Their clothing,
music, and cultural markings will be very mainstream.
4. They value their parents’ opinions very highly.
5. They support and believe in social rules, and are more in
line with their parents’ values than most other generations
have been.
6. They are trying to invite rules and norms back into the
culture.
(Millennials Go To College (2003) by Neil Howe and William Strauss.)

Strengths that can be weaknesses of
the millennials
Strengths Turned weaknesses
They feel special and needed. They can act spoiled and conceited.
They own the world of technology. They expect quick and easy results.
They love community. They often won’t act outside of their clique.
They are the focus of their parents. They may be unable to cope with reality.
They are high on tolerance. They may often lack absolute values.
They’ve had a fairly easy life. The may lack stamina to finish school.
They catch on to new ideas quickly. They struggle with long-term commitment.
They can multi-task. They often can’t focus on one clear goal.
Bias for action and interaction. They’re too impatient to sit and listen long.
They want to be the best. They can get depressed when they aren’t
They plan to live a life of purpose. They often neglect tasks that seem trivial.
They are confident and assertive. They can come across careless and rude.
They hunger to change the world. They anticipate doing it quickly and easily.

Parenting in the 21st century comes with challenges
that parents even 20 years ago did not have to face that
also affects the behavior of the students

Some Challenges of a 21st century
parent
1. Busyness- parenting takes time
2. Lack of Communication- they cannot keep track of their
kids
3. OFW Syndrome
4. How to discipline a millennial child?

• Prof. Jocano, Jr. of UP stated that one of the most common practices of
Filipino parents with their children is the consistent accompaniment of
children with an elder, an old relative, a family friend or the traditional
yaya. According from Jocano, this practice is an excellent method for the
child to develop his/her interpersonal relationship or skills. However, the
reverse effect of this practice is the strong dependency of the children to
their parents until adulthood.

Study of Aguila
• Too much overprotection of the parents to their children can weaken the
children’s emotional, psychological, and even their moral backbone.
• Aguila says, “I do not see resilience in many of the young people today,
especially those who are born in well-off families. They are prone to
depression and become depressed at minor problems. You’d see cases of
a teenager who would lock himself in his room for days and not talk to
his parents for weeks just because he was snubbed by his barkada.”

LACK OF SELF EFFICACY & RESILIENCY

WHY DO CHILDREN MISBEHAVE?
• A misbehaving child is a discouraged child.
Why?

MISBEHAVIOR:
• Is based on a child’s mistaken interpretation of
how to find BELONGING & SIGNIFICANCE!

4 GOALS OF MISTAKEN BEHAVIOR:
1. Attention
2. Power
3. Revenge
4. Give-up

Most common reason for
misbehavior:
0
10
20
30
40
50
60
70
80
ATTENTION
OTHER BEHAVIORS

Teacher-Advisers as
Second Parents

21st Century PARENTING
• ATTACHMENT PARENTING: The goal is to strengthen the
intuitive, psychological and emotional bond between the
primary caregiver. The parent seeks to create strong
emotional bonds by avoiding physical punishment and
modifying the child's behavior through interactions that
recognize the child's emotional needs and focuses on
holistic understanding of the child.
• CONCERTED CULTIVATION: A style of parenting that is
marked by the parents' attempts to foster their child's
talents through organized leisure activities, such as music
lessons.

• EMOTION COACHING: This style of parenting lays out a loving, nurturing
path for raising happy, well-adjusted, well-behaved children by teaching the
child how to recognize and express the way he is feeling in an appropriate
way.
• HISTORIC DEVELOPMENTAL MODEL: Also called the Child as Apprentice
model. As a child's independent capacities emerge, opportunities are
continuously presented at an age appropriate level. The child gains self-
worth simultaneous to the emergence of various competencies in an ever-
growing number of essential venues, as adulthood is approached. From the
initial highly dependent relationship with parents, high levels of
independence are attained seamlessly while special skills and abilities of the
child have emerged in a manner relevant to adult vocational choices and life
interests.
• NURTURANT PARENTING: A family model where children are expected to
explore their surroundings with protection from their parents.

• OVERPARENTING: Parents who try to involve themselves in
every aspect of their child's life, often attempting to solve all
their problems and stifling the child's ability to act
independently or solve his own problems. A helicopter parent
is a colloquial, early 21st-century term for a parent who pays
extremely close attention to his or her children's experiences
and problems, and attempts to sweep all obstacles out of their
paths, particularly at educational institutions.
• Helicopter parents are so named because, like helicopters, they
hover closely overhead, especially during the late adolescence
to early adulthood years, when a level of independence and
self-sufficiency is normal. Modern communication technology
has promoted this style by enabling parents to keep watch over
their kids through cell phones, emails, and online grades.

• POSITIVE PARENTING: Consistent support, guiding them and supporting them for healthy
development.
• SLOW PARENTING: Encourages parents to plan and organize less for their children, instead
allowing them to enjoy their childhood and explore the world at their own pace. Allowing the
child to develop their own interests and allowing them to grow into their own person, lots of
family time, allowing children to make their own decisions, limit electronics, simplistic toys.
• SPIRITUAL PARENTING: Respecting the child's individuality, making space for child to develop a
sense of their own beliefs through their personality and their own potentials.
• STRICT PARENTING: An authoritarian approach, places a strong value on discipline and following
inflexible rules as a means to survive and thrive in a harsh world. Focused on strict discipline,
demanding, with high expectations from the parents.

• Don’t even try to manage Millennials, the largest
generation in the workforce. Lead them. They
cannot be managed the way other generations
have been managed. They must be inspired and
enabled through BRAVE leadership
• Behaviors, Relationships, Attitudes, Values, and
Environment
• building those from the outside in through
context, purpose, strategy, message, and
implementation

A. Environment- Context
• With the Internet, information is always
available. But it is a raw, unfiltered, incomplete
flood that needs to be assessed and merged with
experience and skills to be practically useful
B. Values- Purpose
• Millennials are “primed to do well by doing
good.” For Millennials, work must have meaning.
They won’t commit to you or to the organization.
They will commit to a meaningful, good for
others cause.

C. Attitude- Strategy
• Millennials “have a wonderful ‘can-do’ attitude
and positive personal self-image”. This can be
utilized to everyone’s advantage by encouraging
them, being careful neither to squash their
ambitions nor put up artificial boundaries.
D. Relationships- Message
• Any communication with Millennials must be
wrapped in respect. You must say you respect
them. You must act with respect. You must truly
respect them. In general, they deserve your
respect. They have knowledge and skills that the
other generations can learn from.

Comparison of Counseling & Psychotherapy
Counseling
Focus:
• Developmental-
fosters coping skills
to facilitate
development and
prevent problems.
Psychotherapy
Focus:
Remediative-aimed at
helping clients
overcome existing
problems such as
anxiety and
depression

Comparison
Client’s Problem
• Clients tend to have
problems of living
such as relationship
difficulties, or need
assistance with
specific problems
such as career choice
Client’s Problem
Client’s problems are
more complex and
may involve using
formal diagnostic
procedures to
determine if there is
a mental disorder

Comparison
Goals
• The focus is on more
short-term goals
(resolution of
immediate concerns)
Goals
• The focus is on
short-and long-term
goals. Long-term
goals can involve
processes such as
helping client
overcome a mental
disorder.

Comparison
Treatment Approaches
• The treatment
program can include
preventative
approaches and
various counseling
strategies to assist
with the client’s
concerns.
Treatment Approaches
• Psychotherapeutic
approaches are
complex. They utilize
strategies that relate
to conscious and
unconscious
processes.

Comparison
Setting
• Counseling services
can be provided in a
variety of settings
such as school,
churches, and
mental health clinics.
Setting
• Psychotherapy is
typically offered in
settings such as
private practice,
mental health care
centers and
hospitals.

Counseling Psychology & Clinical
Psychology (The Greystone Conference)
1.The Counseling Psychologist works with normal, convalescent
or recovered clients who do not require long-term treatment
because their problems are neither severe nor deep-seated.
2. The emphasis is on more typical (more normal) needs and
problems that can be dealt with monthly on a cognitive level.
3. The focus is not on reconstructuring personalities [as it is with
Clinical Psychology] but on drawing out and developing what
is already there and on helping clients use their own
resources.

4. Counseling Psychologists attach importance to the
roles of education and work in a client’s life.
5. The Counseling Psychologist’s role is essentially
educational, developmental and preventive rather
than medical or remedial. This role calls not only for
identifying, removing or circumventing obstacles to
normal development but also for helping individuals
achieve optimal development.

Building on Psychological Well Being
Through Life Wheel

Building on Self-Efficacy and
Resiliency

Building on Resiliency and other
models p. 42

CBT Techniques for Bullying and others

Case Study
Case Study #1 Source: www.pathwayscourses.samhsa.gov
Henry is 11 years old and attends an Elementary School which is
located a few blocks from his home. He is in the sixth grade and is an
average student. Henry has always been a bit shy and somewhat
anxious around his peers. He just moved to this city 3 months ago
and has not yet made any friends at the new school, though he does
have a "best friend" at his old school. Henry is quite tall and thin for
his age and is very self-conscious about his appearance.
Over the past month, Henry has become increasingly withdrawn.
Several weeks ago he came home with a tear in his favorite jacket.
When his mother asked him what happened, he hurriedly said it was
an accident. He goes straight to his room after school and shuts the
door. His mother has noticed that he has become more irritable and
is often tearful, but when she tries to talk to him about this, he tells
her to go away. She is worried about him but, thinks this is a phase
he's going through because they've just moved to a new city, etc. She
also worries about making Henry too dependent on her if she gets
too involved in his problems.
You hear through others that Henry is being teased by his classmates
several times a week. In particular, two children -a girl and a
boy,make fun of the way he looks and have convinced most of his
classmates to avoid him at lunch.

Discussion Questions
• Does a problem exist? If so, what is it?
• How could you encourage Henry to talk about what is happening?
• Who are the people you may want to talk to about this problem?
• Who are the bullies? The victim? The witnesses?
• What are some of the warning signs Henry displays?

Ask your student these questions.
• Does it make you feel better to hurt other
people or take their things?
• Are you bigger and stronger than other
people your age? Do you sometimes use
your size and strength to get your way?

• Have you been bullied by someone in
the past and feel like you have to make
up for doing the same thing to others?
• Do you avoid thinking about how
other people might feel if you say or
do hurtful things to them?

SELF-ASSESSMENT THROUGH
ENNEAGRAM

Assessment & Diagnosis for Childhood,
Adolescent & other mental disorders

ICD 10
• The major international nosologic system
for the classification of mental disorders
can be found in the most recent version of
the International Classification of Diseases,
10th revision (ICD-10). The ICD-10 has
been used by (WHO) Member States since
1994. Chapter five covers some 300
"Mental and behavioural disorders." The
ICD-10's chapter five has been influenced
by APA's DSM-IV and there is a great deal
of concordance between the two. WHO
maintains free access to the disorders.
Below are the main categories of disorders:

F00-F09 Organic, including symptomatic, mental disorders
F10-F19 Mental and behavioral disorders due to
psychoactive substance use
F20-F29 Schizophrenia, schizotypal and delusional disorders
F30-F39 Mood [affective] disorders
F40-F48 Neurotic, stress-related and somatoform disorders
F50-F59 Behavioral syndromes associated with
physiological disturbances and physical factors
F60-F69 Disorders of adult personality and behavior
F70-F79 Mental retardation
F80-F89 Disorders of psychological development
F90-F98 Behavioral and emotional disorders with onset
usually occurring in childhood and adolescence
F99 Unspecified mental disorder

Game Addiction Test & Internet
Addiction Test

E. Behavior – Implementation
• Treat Millennials with the same respect
with which you want them to treat you.
Give them access to information. Forget
“need to know” limitations. They hunger to
know what’s going on and how their jobs fit
into the organization’s purpose – which
should have a component that betters the
world.

o Work and personal. Get over this historical divide. The
two blur for Millennials. Accept it. Embrace it.
o Individual and group. Leverage Millennials’ bias to
work in networked teams. Encourage and applaud their
joint efforts.
o Face-to-face and electronic. Leverage and let them
leverage the electronic tools they are so familiar with.
Text and chat are as valid forms of communication for
this generation as were PowerPoint slides in darkened
rooms for Baby Boomers.
o Inspiring and enabling. Leadership is about inspiring
and enabling others. For Millennials, enabling is
inspiring. Do both. And do both together

Millennials 101

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