Developing the Whole Person A - Antecendent/ trigger (“What was the situation?

”
Dimensions of a whole person B - Belief/ thought (“What thoughts or beliefs did you have
- intellectual about the situation?”)
- emotional C - Consequences (“How did you feel and/oract when the
- physical situation happened?”)
- social
- occupational - ANTs are a stream of thoughts that we can notice, if we pay
- financial attention to them. They are negatively framed interpretations
- environmental of what we think is happening to us.
- spiritual intellectual
- ANTs can lead to self-doubt, depression, anxiety, anger,
Components of a whole person irritability and low mood. They are not useful and yet we
1.Social Dimension– how you relate to self, others, and all have them.
community; having supportive relationships and a sense of
belonging. Charactersitics of ANTs
2. Physical Dimension – how you care for you body and 1. They are always negative
mind; your health and vitality. 2. They make you feel bad about yourself
3. Environmental Dimension – how you create 3. They are self-sabotaging
environments around you to support your best self, as well 4. The are uninvited
as how you relate to the global environment. 5. They are biased 

4. Emotional Dimension – your awareness and acceptance
of your feelings; your thoughts, attitudes, and self-talk; your Common ANTs
resilience and self- esteem. - All or Nothing thinkning
5. Intellectual Wellness – having creative and stimulating - over-generalizing
activities that allow you to continue learning and pursuing - mental filter
your interests. - disqualifying the positive
6. Occupational – having fulfilling and meaningful work in - jumping to conclusions
which you nurture your gifts, skills and talents. - magnification (catastrophising and minimization, fortune
7. Spiritual Wellness – your sense of meaning and purpose telling)
in your life; how you integrate your beliefs and values into - emotional reasong
action. - should, must, ought
- labelling
Whole Person - personalization
• The self-concept is represented by several aspects of the
self. It is conceived as a collection of multiple, context Exterminating ANTs
dependent selves. - Situation
• Whole person represents the integration of an individual's - Emotions
multiple dimensions into positive beliefs and meaningful - Automatic thoughts
activities. - Rational response
- Outcome
In a nutshell, an individual is composed of three basic but
very different aspects of the self. These are the physical or Adolescence and Physical Development
tangible aspects as they relate to the BODY, the intellectual - G.S. Hall (1994) viewed adolescence as period of
and conscious aspects as they relate to the MIND, and the heightened storm and stress.
emotional and intuitive aspects as they relate to the SOUL. - The state of storm and stress can lead to imbalances
between and among the components of whole human.
MIND - The physical body provides a place to house feelings and
• The mind is important, as it is the part of the self that thoughts. During adolescence, heightened hormonal
directs the other two aspects. activity may result to challenging thoughts and feelings
• The mind learns what to do and
communicates the information to the body and the feelings. Adolescence
• What the mind believes, the body manifests or acts on, • Adolescence includes the ages of 10-18, but may
and the emotions feel or respond with. incorporate a span of 9 to 26 years depending on the source
(APA, 2002).
• This critical developmental period is conventionally
understood as the years between the onset of puberty
(Steinberg, 2014)
Physical Development of an Adolescent • The lymphoid system (tonsils, adenoids) decreases in
• The most readily recognized hallmark of adolescence is size. This makes teens less susceptible to asthma and
the pubertal metamorphosis orchestrating the visible colds.
transformation of a “child” into an “adult”. (Curtis, 2015) • Skin gets oilier, sweatier, more acne-prone.
• Adolescent physical growth and sexual maturation begin
and unfold with significant variability influenced by a Body Rhythms
variety of factors including gender, race, body mass, • Most teenagers’ bodies prefer to stay up late and
environmental influences and overall health status sleep in late.
(Stienberg, 2014; Styne, 2004). • Teens also tend to get too little sleep for their
• Puberty is a period of rapid physical growth and sexual growing bodies.
maturation. – Lack of sleep has been associated with higher risk of
• The sequence of physical changes is universal, but the mood disorders and driving problems.
timing varies (typically lasting 3-5 years).
• The accepted mean age for the onset of puberty is
simplified to 11 years, with boys beginning between the
ages of 9 and 13.5 years, and girls between 7 and 13
years (APA, 2002; Grumbach & Styne, 1998).

Puberty Begins
• Menarche: the term for a girl’s first period. It signals
that ovulation has begun (although is often irregular for a
few years).
• Spermarche: the term for a boy’s first ejaculation,
which signals sperm production has begun.
Hormones
• Puberty begins with a signal from the hypothalamus–to
the pituitary gland–to adrenal glands (the HPA axis) and
gonads.
• Gonads release testosterone and estradiol.
• Hormones influence MOOD and THOUGHT.

Sexual Maturation
• Primary sex characteristics:

– The parts of the body directly involved in
reproduction(e.g., testicles, ovaries)
• Secondary sex characteristics:
– Not necessary for reproduction (e.g., odor, acne, breast
development, hair, voice changes)

Sudden Emotions
• Hormones contribute to the conflict, moodiness, and
sexual urges of adolescents, but are not the only cause.
• Social and cultural reactions to visible body changes
also play a large roll.

Growth Spurt
• The growth spurt which involves rapid skeletal growth,
usually begins at about ages 10 to 12 in girls and 12 to
14 in boys and is complete at around age 17-19 in girls
and 20 in boys. (Hofman & Greydanus, 1997)
Knowing Oneself Neuroticism - anxious, irritable, temperamental, and
Components of Self moody
Physical Dimension
- facial features Self-Concept
- body built - Self –concept is the individual's belief about himself
- organ systems or herself, including the person's attributes and who
- muscles andmovements and what the self is Baumeister (1999).
- A person’s subjective description of who the person
Spiritual Self thinks he or she is; filtered by his/ her own
- Perceived existence of God,of a greater good, or a perceptions.
superior being. - Ideal self and Actual self are two broad categories of
self-concept.
- Spiritual identity appears when the symbolic, religious,
and spiritual of a culture is found by individuals in the
setting of their own life.

Psychological Dimension
• Contains the concepts of stress, cognition, behavior,
attitude, emotion and ultimately, personality.
• Refers to the individual as set of characteristics,
behaviors, attitudes, cognitions and emotions.

To be able to know oneself, one must know his

interests, values, beliefs, and attitude. Self-Esteem
- The extent to which people see themselves as
Beliefs - is an internal feeling that something is true, even capable, successful, and worthy.
though that belief may be unproven or irrational. - Your self-esteem can fluctuate and rise or fall within
the course of a day.
Value - is a measure of the worth or importance a person
attaches to something; our values are often reflected in the - Continougous decline in self-esteem (11-13 y.o.)
way we live our lives. - Increase in self-esteem (14-18 y.o.)
- Continuous increase in self-esteem (19-20 y.o.)
Attitude -is the way a person expresses or applies their SELF-CONCEPT vs. SELF-ESTEEM
beliefs and values, and is expressed through behaviour. Self-concept is informative in nature
- A settled way of thinking and feeling about someone or Self-concept is knowledge about self
something. Self-concept is a cognitive aspect about self
- Affect - represntation of your emotions directed to
self, the environment and to others Self-Esteem is evaluative
- Cognition - the way we think There are positive or negative feelings in the case of
- Behavior - Action form or manifestatioon of attitude self- esteem
Self-esteem is emotional in nature
Personality - is the set of psychological traits and
mechanisms within the individual that are organized and Self-awareness
relatively enduring and that influence his or her - The process of understanding one’s own beliefs,
interactions with, and adaptations to, the intrapsychic, thoughts, motivations and recognize how they affect
physical, and social environments others.

Openness - curious, original, intellectual, creative and

open to new ideas

Conscientiousness - organized, systematic, punctual,

achievement oriented and dependable

Extraversion - outgoing, talkative, sociable and enjoys

being in social situations

Agreeableness - affable, tolerant, sensitive, trusting, king

and warm
Ways of Becoming Self-aware Cerebellum
- Meta-cognition
 - Voluntary movement 

The practice of being a neutral observer of yourself. - Receives and processes information concerning bodily
- Introspection
 movements and position from eyes, ears, and muscles
The practice of thinking about what you have among others. 

observed and finding correlations in thinking patterns. -  Coordinating different bodily parts 

- Recalibration
 -  Maintaining one’s balance 

The practice of self-inquiry or asking yourself what - Certain cognitive functions – attention, language, etc. 

you truly desire in life for yourself and others.
- Re-alignment
 Cerebrum
The practice of creating thinking patterns that are in - Largest part of the brain 

harmony with what you value, so that what you think, -  75% of the brain’s volume, 85% of the brain’s weight 

say, and do are all in agreement. -  Responsible for most of the brain’s function such as
- Personal Empowerment
 thinking and feeling 

The practice of becoming stronger because you now -   Two cerebral hemispheres divided by a deep furrow
act from a place that resonates with what you believe called, “sulcus” (plural: sulci) – left and right hemisphere 

in and have removed the mental clutter and confusion -  Two hemispheres connected by a bundle of nerve cell
of what “should” be done to what you want to do. fibers/axons called “corpus callosum”
- Empathy and Engagement
 Left Hemisphere:
The practice of being aware of yourself and of those -  Logical Abilities 

around you. -  Functions of the right side of the body 

- Remaining in Love
 -   Damage to this side usually leads to speech
The practice of staying in a grace relationship with abnormalities
yourself and others. Right Hemisphere:

-  Creativity 

Powers of the Mind -  Functions of the left side of the body 

The Brain -   Spatial reasoning, especially in doing visual spatial
-  The seat of the mind tasks 

-  Responsible for mental functioning Cerebral Cortex
-  Sophisticated information-processing system The Brain’s Lobes
-  Pinkish-gray - Frontal - decision making, problem solving,
-  Weighs about 3 lbs., collections of nerve cells or deliberate movements, conciousness, emotions
neurons consisting of about 10 million cells (100
billion neurons - Parietal - processing sensory, information, body
- At birth, around 350 grams and increases rapidly orientation, attention
- By age 7, the child’s brain is almost adult in weight
and size - Temporal - auditory processing, language
- Brain cells regenerate throughout life, but that new comprehension, speech
growth happens very slowly after a certain age: "The - Occipital - visual processing, object
size of the brain doesn't increase much after age 3” recognition
-  Because so little recovery occurs to brains
damaged after age 3, the effects of drugs and - 3 millimeter (mm.) thick mantle with 6 layers that cover
alcohol on the brain might be lasting the surface of the brain
-  Most neurons, also called nerve cells, are found in the
Brainstem cerebral cortex
- Smallest of the three major parts of the brain - Neurons communicate with each other and it is the
- Connects the brain to the spinal cord strength of these connections between them that determine
- Receives all the data transmitted by the spinal cord, storage of knowledge 

at the same time, feeds information to the latter, which
further relays signals to other parts of the body
- Bodily processes that function automatically –
breathing, blood pressure, heart rate, digestion, etc.





Neocortex Brain (analytical mind) - higher functions, Acetylcholine – causes many of our dreams, and
analytical thinking, decision making (especially at the front) it is directly related to memory (Sleep enables us
to practice what we have learned when we were
Limbic Brain (emotional mind) (Emotional Command center, awake)
running all basic social interactions, part conscuous - Glutamate – involved in long term potentiation
(LTP)
Reptillian Brain (instinctive mind) - non-conscious, geared for
survival and regulating major body processes Dendritic Growth
-   As you learn, new dendrites can grow,
Neuron creating more connections to other neurons 

- Also called nerve cells or brain cells - New connections are basis for learning 

- Basic functional units of the nervous system - People with higher education have more
- Specialized cells that transmit and receive electrical signals dendritic connections than a high school
in the body dropout.
1. Receive signals or information (sensory neuron)
2. Integrate incoming signals to determine whether or not the - When two dendrites grow close together, a
information should be passed along (interneuron) contact point is formed. A small gap at the
3. Communicate signals to target cells such as other neurons or contact point is called the synapse.
muscles or glands (motor neuron) - Messages are sent from one neuron to another
as electrical signals travel across the synapse.

- Special chemicals called neurotransmitters

carry the electrical signals across the synapse.
- When you practice something, it gets easier for
the signals to cross the synapse. That’s because
the contact area becomes wider and more neuro-
transmitters are stored there. When you practice
something, the dendrites grow thicker with a
fatty coating of myelin.
- The thicker the dendrites, the faster the signals
travel. The myelin coating also reduces
interference
Learning and Neural Communication
Learning occurs when two neurons communicate with each - With enough practice, the dendrites build a
other (i.e. neurons have “learned” when one neuron sends a double connection.
message to another neuron) (Hannaford, 1995) - Faster, stronger, double connections last a very
Via electrical transmission long time. You remember what you learned!
- Also known as conduction
- Mechanism that involves the communication of the cell body - With enough practice, the dendrites build a
with its own terminals via the axon (intracellular signaling or double connection.
communication within the cell) - Faster, stronger, double connections last a very
- Involves electrical signals (action potentials) along axons to long time. You remember what you learned!
achieve long distance and rapid communication Neuroplasticity
-Brain’s ability to grow and change
2. Via chemical transmission Neural Pruning
- Communication between neurons (intercellular signalling) - At birth, there is about 100 billion neurons, and
that occurs in the synapses by the process of although we maintain that number, the neurons
neurotransmission may lose their connecting powers (Diamond &
Hopson, 1998)
Neurotransmitters
- Norepinephrine and epinephrine – makes your brain alert - If neurons are not used at appropriate times
- Dopamine – facilitates information flow to the higher levels during brain development, their ability to make
in the brain; low level affects working memory connections dies
The Brain Dominance Theory
- A brain-behavior theory which states that our behavior is a
function of the heightened activity of either left or right
brain hemisphere
- If you are good at performing certain cognitive tasks, then
the brain area associated with those cognitive abilities is
your dominant brain part
- Dominant brain part = Dominant brain type

- Although both sides are active in the learning process,

individuals prefer to learn in one way or another in terms of
solving problems, interacting with others, and in facing
challenges in life
- Left-brain student: outlines, didactic environments,
straight lecture, long reading assignments
-Right-brain student: stories, experiential learning

Criticisms of the Brain Dominance Theory

- Over the years, it has come to disrepute and is now
considered as incorrect and a myth
- Although it is true that the left cerebral hemisphere
controls most of our language- based skills and the right
cerebral hemisphere controls most of our creative, meaning-
making skills, the two are necessary for certain cognitive
abilities, like reading
- Too simplistic in terms of accounting for human
Multiple Intelligences
personalities and cognitive abilities, the brain has many
- Challenged the classical view of intelligence:
intricate parts
...capacity to understand the world, think rationally,
- Some psychologists have questioned its reliability
and use resources effectively when faced with
(measuring cognitive abilities is not replicable) and validity
challenges (Wechsler, 1975)
(reading and math use both cerebral hemispheres)
- For Howard Gardner (2004):

...the ability to solve problems or to produce
Whole Brain Theory
something in a particular setting
-Another brain-behavior model which states that the brain is
Innate intelligences are expressed in different sensory
divided into four quadrants where each quadrant is
modalities
responsible for particular abilities
- It states that each of us has a preferred way and mode of
thinking that affects the way we take in and process
information
- These quadrants do not work independently but rather
functions cooperatively by integrating information
- Proposed by Ned Herrmann
- The awareness of one’s own thinking preferences and
the thinking preferences of others, combined with the
ability to act outside of one’s preferred thinking
preferences is known as “Whole Brain Thinking”
Visual Mapping
- To tap the power of the mind, it is helpful to
perform thinking tasks that deliberately put
different cognitive processes at play 3. Develop the central idea by identifying related ideas then
- You can start by visually representing your visually represent these ideas in your map
ideas; this is called visual mapping or visual 4. Use small branches, keywords not phrases or sentences,
thinking: color codes, images and visuals.
**Your mind map doesn’t have to be a work of art, the idea is
Concept Mapping to simply make it as memorable as possible.
- Requires us to critically identify the logical
relationship between concepts
- Connected concepts are either in boxes or
circles, and words and phrases are used to
explain the link between concepts
- Structure is often hierarchical: broad concepts
first followed by more specific concepts
- Here are the steps in developing concept maps:
1. Identify a central idea, topic, or issue (I/T/I).
Note that it helps if you just focus on one
question.
2. List down I/T/Is related to this central I/T/I.
3. Place the central I/T/I in a box or circle at the
top of your map afterwards.
4.Place related I/T/Is, in a box or oval and link it
to the central I/T/I with arrows. 

5.Use connecting words or phrases to identify the
logical link between the central I/T/I and the
secondary I/T/I.
**You can also identify and link related ideas to
the secondary ideas to make your map even
more complex.

Mind Mapping
- Tony Buzan, an English author and educational
consultant, suggests the use of mind mapping to
enhance creativity
- It is a visual tool that utilizes cognitive functions
like memory, learning, creativity, and analysis
- Compared to traditional linear notes, mind maps
have a lot of advantages:
1. A mind map’s radiant structure directly
corresponds to the way our brain stores and
retrieves information. 

2. A mind map conveys hierarchy and
relationships between individual ideas and
enables you to see the “big picture.”
3. A mind map makes use of mental triggers
(such as pictures, colors and connections) to help
your brain memorize things more easily.
§ Here are the steps in creating mind maps:

1. Identify a central idea and place it in the center
of
your paper.
2. Represent this visually in your map using
colors, shapes, symbols, and drawings.