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GRADE 12 ME > Per dev PT > Flashcards

Per dev PT Flashcards

1
Q

Happiness and wellness are major concepts that caught the interest of researchers, psychologists, and philosophers across centuries. In this pursuit, researchers found that happiness and wellness (a good life) are only parts of a bigger concept: ______________

A

well-being

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2
Q

In understanding well-being, there were two approaches that emerged

A
  • Hedonic well-being
  • Eudaimonic well-being
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3
Q

Basic premise is that happiness could be achieved through decreased pain and with a consequent increase in pleasure.

A

Hedonic well-being

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4
Q

Hedonism comes from the Greek word ______, which means ________ (Harper, n.d.a). Hedonic
wellbeing, by contrast, is usually discussed in terms
of experiences, a focus on desire fulfillment and
pleasure seeking, and the presence of positive
affects and the absence of negative ones.

A

hedone; pleasure

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5
Q

Aristotle theorized that happiness is more than the
pursuit of pleasure.
Aristotle emphasizes that acts of virtue, which involve making the right choices, are central to ________

A

Eudaimonic well-being; eudaimonia.

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6
Q

____________ focuses on the ‘doing
good’ aspect of happiness. It is the “pursuit of virtue, excellence, and the best within us”

A

Eudaimonia

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7
Q

Psychological well-being is influenced by _____________. The theory indicates that you have an innate tendency to be at your best.

A

self-actualization

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8
Q
  • It means that in your every journey of finding your
    purpose, you are also in the process of becoming
    the best person that you can be.
  • In all aspects of your life, you are on the path of
    living and realizing your fullest potential.
A

Psychological Well-Being

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9
Q

Components of Psychological Well-being

A
  1. Self-acceptance - refers to the level of positive opinion and acceptance towards yourself.
  2. Positive relations with other people - importance of a healthy relationship with others is emphasized.
  3. Autonomy - refers to your capacity to decide, pursue and take action to personal beliefs,
    convictions, and goals
  4. Environmental mastery - refers to your ability to be able to adapt, manage, and change your environment effectively.
  5. Purpose in life - your ability to define, pursue, and act on your life purpose is the main focus.
  6. Personal growth - emphasizes on your ability to develop and realize your potentials, passions, and talents
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10
Q

Factors that may Affect Psychological Well-Being:

A
  • Sociodemographic factors
  • Age
  • Gender
  • Socio-economic level
  • Health
  • Biological factor
  • Personality factor
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11
Q

According to the World Health Organization (WHO),
__________ is the state of comprehensive physical, mental, and social well-being of an
individual.

A

mental health

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12
Q

Mental health is not merely determined by the
absence of illness whether mental and/or physical.
* Furthermore, mental health can be seen as:

A
  1. A state of well-being where you discover and develop your abilities;
  2. Capacity to cope with life’s normal stresses;
  3. Ability to work productively; and
  4. Capacity to contribute to the community.
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13
Q

Risk Factors that Affect Mental Health:

A
  • Peer rejection
  • Bullying
  • Adverse, traumatic events in childhood.
  • Conflict and post-conflict scenarios.
  • Death of someone close to you.
  • Socio-economic factor
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14
Q

Signs of Poor Mental Health:

A
  • Personality changes.
  • Emotional changes.
  • Social withdrawal and isolation.
  • Lack of self-care.
  • Problem with sleep.
  • Risky behaviors.
  • Sense of hopelessness or feeling overwhelmed.
  • Prominent physical symptoms.
  • Decline in academic performance
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15
Q

Tips on how to address disturbing signs and concerns regarding mental health:

A
  • Good communication.
  • Understanding of mental health disorders.
  • Be sensitive and attentive to others
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16
Q

part of mood disorders and is clinically known as depressive disorders

A

depression

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17
Q

feeling of fear or nervousness
about a possible outcome.

A

anxiety disorders

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18
Q

pertains to the abuse of and dependence on any
substance

A

Substance-related and addictive disorders

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19
Q

the largest
part of the brain and is
composed of right and left
hemispheres. It performs
higher functions like
interpreting touch, vision
and hearing, as well as
speech, reasoning,
emotions, learning, and
fine control of movement

A

Cerebrum

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20
Q

located
under the cerebrum. Its
function is to coordinate
muscle movements,
maintain posture, and
balance

A

Cerebellum

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21
Q

acts as a relay
center connecting the
cerebrum and cerebellum to
the spinal cord. It performs
many automatic functions
such as breathing, heart rate,
body temperature, wake and
sleep cycles, digestion,
sneezing, coughing,
vomiting, and swallowing.

A

Brainstem

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22
Q

WHAT BRAIN HEMISHPERE
* Language
* Logic
* Science and Math
* Analysis
* Reasoning
* Number skills
Right-hand control
* Controls the right side of
the body
* Academic and logical
* Formulates strategies
* Works from facts
* Positive outlook
* Concept of I

A

LEFT HEMISPHERE

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23
Q

WHAT BRAIN HEMISPHERE
* Spatial abilities
* Face recognition
* Visual imagery
* Art and Music
* Creativity and Imagination
* Intuition and insight
* Left-hand control
* Controls the left side of
the body
* Artistic and creative
* Presents possibilities
* Works from imagination
* Negative outlook
* Concept of being social

A

RIGHT

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24
Q

It is often said that if a person is a ______-handed, he is
more analytical and when ______-handed, he is more
creative.

A

right; left

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25
Q

no dominant use of either the left
or right hand. In relation to this, some people are
thought to be either “left-brained” or “right-brained.”

A

ambidextrous.

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26
Q

an illustration or diagram that makes use
of ideas branching from a specific concept.

A

mind map

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27
Q

keyword or the subject of mind map

A

concept

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28
Q

ideas related to the keyword or the subject in the mind map

A

branches

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29
Q

center of mind map is a representation of the

A

subject or core idea.

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30
Q

main branches in mind map symbolize the

A

relevant information that
is coming out from the subject or core idea

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31
Q

part of mind map that contain labels, stages, processes or categories that are in conjunction with the core idea.

A

The branches

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32
Q

representations of sub-topics in mind maps

A

twigs

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33
Q

branches in mind maps create an image of an ________________

A

interconnected
structure

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34
Q

Mind Mapping for Different Thinking Styles

  • When we think in words, we utilize the _____side of the
    brain.
  • When we think in images, we utilize the ______side of
    the brain.
A

left ; right

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35
Q

implest theory of __________ states that it is a class
of feelings.
* William James proposed that “_______________ are
specifically feelings caused by changes in
physiological conditions relating to the autonomic
and motor functions”

A

emotion

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36
Q

Our emotions are determined by the response of

A

Sympathetic Nervous System (SNS) and the
limbic system particularly the amygdala.

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37
Q

prepares our body
to respond to threats by activating the organs
and the glands in the endocrine system.

A

SNS

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38
Q

important in regulating perception and reaction
to fear and aggression.

A

limbic system includes amygdala

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39
Q

When we experience dangerous events, the _________ stimulates the brain to remember the
details of the situation so that we learn to avoid it
in the future.

A

amygdala

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40
Q

Components of Emotion

A

❖Subjective Experiences
❖ Physiological Responses
❖Behavioral Responses

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41
Q

All emotions begin with a subjective experience,
also referred to as a ___________

A

stimulus

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42
Q

can range from something
as simple as seeing a color to something as major
as losing a loved one or getting married.

A

Subjective experiences

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43
Q

________ the result of
the autonomic nervous system’s reaction to the emotion we are experiencing

A

physiological response i

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44
Q

, our physiological responses
are likely how ________________

A

emotion helped us evolve and survive as humans throughout history

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45
Q

studies have shown autonomic physiological responses are strongest when _____________ most closely resemble the expression of the emotion they’re
experiencing.

A

a person’s facial expressions

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46
Q

Tor F. facial expressions play an important role in
responding accordingly to an emotion in a physical sense.

A

T

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47
Q

the actual expression of
the emotion; can include a
smile, a grimace, a laugh or a sigh, along with
many other reactions depending on societal
norms and personality.

A

Behavioral Responses

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48
Q

Theory of Emotion that is one of the earliest emotion theories of
modern psychology; hypothesizes
that physiological stimuli (arousal) causes the autonomic nervous system to react which in turn
causes individuals to experience emotion.

A

James-Lange Theory

Developed by William James and
Carl Lange in the 19th century, t

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49
Q

According to this theory, the physiological response
comes before the emotional behavior.

A

James-Lange Theory

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50
Q

Theory of Emotion that suggests that facial expressions are crucial to experiencing emotion

A

Facial-Feedback Theory.

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51
Q

hypothesized that
facial expressions impact emotion as opposed to
their being a response to an emotion

A

Charles Darwin and William James

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52
Q

This theory holds that emotions are directly tied to physical changes in the facial muscles. Thus, someone who forced himself to smile would be
happier than someone who wore a frown.

A

Facial-Feedback Theory

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53
Q

Theory of Emotion that was developed to refute the James-Lange theory. This theory posits that bodily changes and emotions occur simultaneously instead of one right after the other.

A

Cannon-Bard Theory

Developed by Walter
Cannon and Philip Bard in the 1920s,

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54
Q

This theory is backed by neurobiological science
that says that the once a stimulating event is
detected, the information is relayed to both the
amygdala and the brain cortex at the same time.
If this holds true, arousal and emotion are a
simultaneous event.

A

Cannon-Bard Theory

Developed by Walter
Cannon and Philip Bard in the 1920s,

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55
Q

introduces the element of reasoning into the process of emotion. The theory hypothesizes
that when we experience an event that causes physiological arousal, we try to find a reason for the arousal. Then, we experience the emotion.

A

Schachter-Singer Theory

developed by Stanley Schachter and Jerome E.
Singer

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56
Q

________________
pioneered this theory of emotion

A

Richard Lazarus

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57
Q

According to the __________________ theory thinking must
occur before experiencing emotion. Thus, a person would first experience a stimulus, think,
and then simultaneously experience a physiological response and the emotion.

A

Cognitive Appraisal Theory,

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58
Q

*It can be described as any feeling which causes us
to become miserable and sad.
* These emotions are primarily responsible for
gradual declination or downfall of our normal
thinking process but these feeling are completely
normal

A

Negative Human Emotions

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59
Q

prevent us from thinking and
behaving rationally; and seeing and accepting the
life situations in its true perspective

A

Negative emotions

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60
Q

warn us of threats or
challenges that we may need to deal with; if out of balance,
problems might seem too big to handle; our motivator to act upon our current situation

A

Negative emotions

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61
Q

*It can be described as any feeling where there is no pain or feeling of discomfort. It includes pleasant and desirable responses to situations

A

Positive Emotions

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62
Q

markers of a person’s
overall well-being or happiness; occurs during safe and controllable situations. It also enhances our future growth and success

A

Positive Emotions

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63
Q

ways in
which we can express our emotion:

A
  • Name the emotion.
  • Control the way you describe the emotion.
  • Support using the body language
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64
Q

associated with recognizable facial
expressions and tend to happen automatically. Charles
Darwin was the first to suggest that emotion-induced
facial expressions are universal. This suggestion was a
centerpiece idea to his theory of evolution, implying
that emotions and their expressions were biological and
adaptive

A

Basic emotions

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65
Q

six basic emotions that could be interpreted through
facial expressions

A

happiness,
sadness, fear, anger, surprise and disgust
- Paul Ekman

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66
Q

have differing appearances
and may not be as easily recognizable, such as
grief, jealousy or regret.
defined as “any emotion that is an aggregate of two or more others.”

A

Complex emotions

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67
Q

Knowing what we feel and telling why we feel them is what we call as____________________;helps us know what we need
and what we want or does not want.

A

emotional awareness.

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68
Q

choosing how and when
to express our feelings.

A

Managing our emotions

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69
Q

The emotional skill that we
need to develop is our _________
*it is the ability to understand,
use, and manage our emotions.

A

emotional intelligence.

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70
Q

a guide for a better
interaction with others, what to say and how to behave around them.

A

Understand how other people feel and why.

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71
Q

knowing when, where, and how to express
what we feel. We need to practice our selfcontrol to hold our reactions especially if
the time and the place do not permit us to
express it.

A

Managing our reactions

72
Q

an emotional state which may last for a long period of time.

A

mood

73
Q

state of being related or connected to other people; means that you are emotionally involved or connected in some way

A

RELATIONSHIP (love is often involved)

74
Q

4 basic types of relationships

A

friends, casual relationships, family relationships, romantic relationships

75
Q

group of people to whom we are blood-related; include your siblings and parents, cousins, aunts, uncles, and grandparents

A

Family

76
Q

someone you know well & regard with affection, trust, and respect

A

friends

77
Q

best way to make new friends

A

be involved in school & community activities

78
Q

formed with people we encounter everyday; anyone who is not our friend or family member; easy to maintain

A

Casual Relationship

79
Q

involves person whom we have an emotional connection with; being in love; respect each other and have your own identity

A

romantic relationships

80
Q

feelings of interest into something someone

A

attraction

81
Q

2 theories that explain why we get attracted to opposite sex are

A
  1. evolutionary need
  2. role of hormones
82
Q

form of chemical compounds in our body which is released at various stages of life and times as when needed

A

Hormones

83
Q

Stages of love that are influenced by diff hormones

A

S1 - Lust (erotic passion)
S2 - Attraction (romantic passion)
S3 - Attachment (commitment)

84
Q

in this stage we lose our ability to think rationally; love is blind is experienced; hormones in this state are dopamine & adrenaline; spend many hours getting to know

A

attraction

85
Q

stage in which oxytocin, vasopressin, and endorphins are the hormones which are responsible for this feeling. ; real love; strong enough

A

attachment

86
Q

natural feelings where person is being drawn to other individuals and desire their company

A

attraction

87
Q

ways of showing attraction

A
  1. smile
  2. make eye contact
  3. talk to person everytime u see him/her
  4. repeat his or her name
  5. listen to his/her stories
  6. laugh when he/she tells a joke
88
Q

body language that shows you are open; acts as a reward

A

smile

89
Q

it will give an impression that you are paying attention to details

A

repeat name

90
Q

the “ “ motivates us to bond with others in relationships that provide positive interactions

A

Love

91
Q

Ways of showing love through words

A
  1. give compliments
  2. encourage & support them
  3. ask for advice
  4. open up and share your feelings
92
Q

ways of showing love through daily behavior

A
  1. be a good listener
  2. be affectionate (kiss & hug)
93
Q

Ways of showing love through special gestures

A
  1. cook for them
  2. make time for them
  3. random surprises
  4. give gifts
94
Q

a decision that one cares for the other person and wishes to maintain a relationship; keep on treating each other with respect & promise

A

commitment

95
Q

ways of showing commitment

A
  1. love and respect each other
  2. be honest
  3. trust each other
  4. be loyal to each other
  5. listen more to how he or she feels
  6. stand & support each other when things are not doing well
  7. make a long-term plan together
96
Q

being in a responsible relationship will require both to

A

make relationship work & accept ownership for its result

97
Q

ways to become responsible in a relationship

A
  • right attitude (high value, priority, and focus, respect privacy, compromise, stay positive, make feel safe & comf)
  • actions (apologize, respect each other, make decisions together)
  • emotional maturity (communication, don’t suppress negative emotions, share emotions)
98
Q

described as the social
model or pattern by which the society is organized.
The pattern can be horizontal or vertical

A

social structure

99
Q

refers to the relationships
among social groups as well as the physical and
social attributes of communities where you belong.

A

horizontal structure

100
Q

also known as social
inequality) is the ranking of people or groups of
people in a hierarchy

A

vertical structure

101
Q

often defined as a set of people
with different characteristics; sharing ties, similar views,
and participating in joint deeds in geographical settings
or locations.

A

community

102
Q

defined by sociologists as the people
interacting to share a common or general culture

A

society

103
Q

relative rank or position
that an individual holds in the society.

A

social status (ascribed/achieved)

104
Q

defines a set of behaviors that are expected of someone who holds a particular position or status

A

Role

105
Q

Sometimes, a status has more than one role associated with it known as

A

role set

106
Q

power or ability of an individual to lead other people.

A

leadership

107
Q

an important component of a leader’s ability to use power and maintain respect; occurs when a person’s emotion, opinion, or behavior is affected by other people.

A

Influence

108
Q

suggested that there are three varieties of social
influence: compliance, identification,
internalization

A

Herbert Kelman, a Harvard psychologis

109
Q

influence when a person seems to agree and follows what is requested or required of him or her
to do or believe in, but does not necessarily have
to really believe or agree to it.

A

Compliance

110
Q

influence when a person is influence by someone he or she likes or looks up to, like a
movie star, a social celebrity, or those who are famous and respected

A

identification

111
Q

influence when a person is able to own a certain belief or act and is willing to make it known publicly and privately.

A

internalization

112
Q

relationship between individual persons and people around them; comes from our communication
with others

A

self

113
Q

how we think and feel about
ourselves; affected by what others
tell us who we are, what we look like, and how they feel about us.

A

SELF-CONCEPT

114
Q

the way in which you see yourself; comes from your experiences

A

self-perception

115
Q

messages that we get
about ourselves from other people. It is what our
parents, friends, and teachers tell us.

A

Reflected appraisals

116
Q

Besides being given messages about ourselves, we
are also given lines to speak (Murial&Joneward,
1971).
* Some people refer to these lines as

A

scripts

117
Q

We are making a ________ when we compare ourselves with
others to see how we measure up.
* It occurs when we learn about our abilities and
skills, the validity of our opinion, and social status.
* We compare our own attitudes, beliefs, and
behaviors to others.

A

social comparison

118
Q

We often compare ourselves to:

A
  • People we know
  • People we interact with
  • People we read in magazines
  • People we see on television
119
Q
  • Although we use social comparison in part to
    develop our self-concept, it has a bigger impact on
    our ________
  • Individuals naturally want to have positive _______, so we frequently attempt to compare
    ourselves positively with others
A

self-esteem.

120
Q

occurs when we
attempt to create a positive image of ourselves
through favorable comparisons with others who
are worse off than we are.

A

Downward social comparison

121
Q

may lower our self-esteem since it will remind us that we are
not as well off as others; useful because it can provide information that can help us do better, imaging ourselves as part of the group of successful people that we want to be like, and give
us hope

A

upward comparison

122
Q

regarded as which is good, desirable, or worthwhile. People usually act based on the _______
he believes which we call personal _______

A

values

123
Q

“broad desirable goals that
motivate people’s actions and serve as guiding
principles in their lives”. It represents what is vital
to someone. Proper utilization of values is a key in
making career decisions

A

Personal values

124
Q

process in which persons reflect upon themselves,
understand who they are, accept what they discover
about themselves, and learn (or unlearn) new sets of
values, attitudes, behavior, and thinking skills to
reach their fullest potential as human beings

A

personal development

125
Q

Personal development encourages self-reflection
and awareness. Understanding one’s strengths, weaknesses, interests, and values helps
adolescents make informed career decisions. When individuals have a clear understanding of
themselves, they can align their career choices with their true passions and aptitudes.

A

Self-awareness leads to better choices.

126
Q

The world is constantly evolving, and careers are no exception. Personal development fosters
adaptability and resilience, crucial skills for navigating a rapidly changing job market. Adolescents who invest in personal development are better equipped to handle unexpected challenges and pivot when necessary.

A

Adaptability in a dynamic world.

127
Q

Successful careers often require strong interpersonal
skills. Personal development activities, such as
communication workshops, leadership training, and
networking events, contribute to the development of
effective communication, teamwork, and leadership
abilities. These skills are invaluable in any
professional setting.

A

Enhanced interpersonal skills

128
Q

Personal development cultivates a __________
emphasizing the belief that abilities and
intelligence can be developed through dedication
and hard work. This mindset is essential for facing
setbacks, embracing challenges, and continuously
learning—a crucial aspect for career success.

A

growth mindset,

129
Q

Adolescence is an ideal time to develop goalsetting and time-management skills. Personal
development activities help individuals set realistic
and achievable career goals. Learning how to
manage time effectively ensures that they can
balance academic, personal, and professional
responsibilities.

A

goal setting & time managemen5t

130
Q

is a key factor in career success.
Personal development activities, such as public
speaking or skill-building workshops, contribute to
increased self-confidence. A confident individual
is more likely to take risks, pursue ambitious goals,
and present themselves effectively in job interviews
and professional setting

A

increased self-Confidence

131
Q

Making career decisions can be stressful. Personal
development practices, such as _________________ techniques, provide tools to
cope with the pressures of decision-making. A
calm and focused mind is better equipped to
analyze options and make well-thought-out
choices.

A

mindfulness and
stress management

132
Q

Personal development instills a mindset of lifelong
learning. In today’s rapidly evolving job market,
continuous learning is essential for career growth.
Adolescents who embrace personal development
are more likely to view education and skill
acquisition as ongoing processes, positioning
themselves for long-term success.

A

Continuous learning for career growth

133
Q

_________________ involves a holistic understanding of oneself, incorporating interests, skills, values, and goals. By considering these factors, adolescents can make informed and thoughtful career decisions that align with their individual aspirations and potential for growth.

A

Personal development

134
Q

traditionally known to be the basic unit of society
and a primary agent of socialization.; group of two or more persons related by
birth, marriage, or adoption who live together; all such
related persons are considered as members of one family.

A

family

135
Q
  • Basic Functions of Family:
A

✓reproduction.
✓socialization and education.
✓identity.
✓economic support.
✓emotional support

136
Q

considered a family
support system which involves two married
individuals providing care and stability for their
biological offspring.

A

Traditional family structure

137
Q

different types of family
structure

A

nuclear family,
single parent family,
extended family,
childless family
stepfamily, and
grandparent family

138
Q

family unit that includes a married
man and woman and their biological or adopted
children living in the same house.
* It is also called a traditional family where parents and
children shaer the values, duties, and responsibilities of
the family unit. There can be any number of children
in the family. One or both parents work

A

Nuclear family

139
Q

can be either a father or a mother who is individually responsible for the raising of a child. The child can be by birth or adoption. They may be a single parent by choice or by life circumstances.

A

S i n g l e Pa re n t F a m i l y

140
Q
  • According to Encyclopedia of Children’s Health, there are different types of single parent family.
A
  1. A family headed by a separated parent.
  2. A family headed by a widowed parent.
  3. A family headed by a single parent who had never
    been married or chooses to be a single parent.
141
Q

generally consists of three
or more generations living in the same household (or
very close proximity). The usual name for this type of
family is a “vertically extended group” because the
“extensions” to the basic family group are intergenerational (that is, “between generations” - they
involve grandparents rather than uncles or aunts).

A

E x t e n d e d F a m i l y

142
Q

there are multiple adults in the family that share in the
responsibilities for providing for the whole family,
either by contributing financially or in other ways.
* In any household, there should only be one head. In
the ___________, the leader is the owner of the
house. In some cases, the head is the oldest in the
family or the person who contributes a significant
portion of the family finances.

A

extended family

143
Q

benefits of an extended family

A

Greater security for family members to feel
connected.
* Greater financial security with multiple working
adults.
* Increased sharing of cultural and cross-generational
family values.
* More role models for younger family members.

144
Q

consist of a husband and wife
living and working together.
* Other probably plans to have children in the
future but are not yet ready. While some wanted
to have children but were not able to because of
social and/or biological factors which result in
unplanned childlessness.

A

childless family

145
Q

One consequence of high rates of divorce and remarriage (or cohabitation) is an increase in the
number of families headed by step-mothers and step-fathers. This type of family is usually nuclear in form and involves parents, children of either spouse from a first marriage and (possibly) children from their present marriage.

A

Stepfamily

146
Q

consists of grandparents and
their grandchildren whose parents are not present
in the child’s life.
* This type of family structure could be due to
parents’ death, abandonment or being unfit as
parents, and cannot support their children
financially

A

G r a n d p a re n t F a m i l y

147
Q

any activity that your family does
ritualistically, and often these begin rather
unintentionally, as we just naturally fall into grooves of
repeatedly doing things that we enjoy doing together.
They provide order in confusion and chaos. They bring
us back to one another.

A

Traditions

148
Q

come in all shapes and sizes, from
the smallest repeated gestures to the grandest, spareno-expense celebrations such as talking, reading,
singing, snuggling up together, and saying a prayer are
things to look forward to on a regular basis.

Other traditions are set with intention either because
they have been passed down through the generations or
because the parents want to purposely create a sense of
unity. Some traditions reflect family values, such as
donating used toys and/or giving white gifts around
the Christmas season, or volunteering regularly at the
orphanage.

A

Family traditions

149
Q

Importance of family traditions

A
  1. Provide a source of identity.
  2. Strengthen family bond
  3. Offer comfort and security.
  4. Teach values
  5. Add to the rhythm and seasonality of life.
  6. Pass of cultural and religious heritage.
  7. Connect generations
  8. Create lasting memories.
  9. Keep Our Families Closer to God
150
Q

Importance?? They tell a story about a
family. It can help children understand where their
family came from and what they are all about.
Psychologist Marshal Duke (2017) has found that
children who have an intimate knowledge of their
family’s history are typically more well-adjusted and
self-confident than children who don’t.

A

Provide a source of identity

151
Q

importance?? Traditions usually involve
unity and face-to-face interaction that is becoming
rarer in this technological age. Traditions create trust
and helps family members feel like they are part of
something special

A

Strengthen family bond. T

152
Q

importance??? Especially important in
times of change and grief. Should be constant in a
fast-paced, ever-changing world

A

Offer comfort and security

153
Q

importance?? Daily family prayer teaches the
importance of faith; nightly bedtime stories teaches
the importance of education, reading and life-long
learning; family dinner and activities instills the value
of family solidarity

A

teach vlaues

154
Q

importance?? Rituals can
give children consistent events to look forward in
anticipation and something to look back on with
satisfaction. Breaks the monotony of life.

A

Add to the rhythm and seasonality of life

155
Q

importance?? Religion
and family history are a great place to look if
you want to start some meaningful family
traditions

A

Pass of cultural and religious heritage

156
Q

importance?? Extended family gets
involved

A

Connect generations.

157
Q

importance??? “Family traditions enhance
children’s emotional well-being by helping to create
feelings of security, continuity and identity. Families with
established traditions and those who actively form new
actions or events as traditions are more likely to create
strong bonds among members. Family configurations
vary considerably, but those who live together can create
and celebrate traditions that reflect their caring for each
other.” (Leah Davies, M.Ed., 2017)

A

Create lasting memories.

158
Q

importance??? If we will build
righteous traditions in our families, the light of
God’s Word can grow ever brighter in the lives of
our children from generation to generation. We can
look forward to that glorious day when we will all
be united together as eternal family units to reap the
everlasting joy promised by our Eternal Father for
His righteous children

A

Keep Our Families Closer to God

159
Q

a very detailed and elaborate visual
representation of a family tree. It maps out not just
details on hierarchy and lineage, but also important
information on the family’s medical history,
psychological health and relationship status through
symbols.

A

genogram

160
Q

Purposes of a genogram

____________ - Genograms allow us to analyze the hereditary patterns and psychological factors that
affect the relationships.

_____________ - Genograms can help in evaluating the health risks that a family or individual
faces.

_____________ - Genograms
can also reveal the quality of relationships that family
members were or are in.

______________ - Genograms are used as a starting point of therapists in assessing the status of a family or an individual in the middle of an issue

A

Tracking of Patterns -

Tracing of Medical History

Understanding Emotional Relationships

  • Family and Individual Therapy
161
Q

genogram content

A

Genogram contains the basic information of each
individual.
* Name
* Gender
* Date of birth
* Date of death

It may also include:
- educational attainment - emotional relationship
- occupation - social relationship
- major life events
- illness
- social behavior
- nature of family relationship

162
Q

defined as the combination and sequence of
roles played by a person during the course of lifetime
(Super, 1980)

A

career

163
Q

dictates a lot of things in your life –it can determine the kind of lifestyle that you will be
leading, the quality of relationships that you have with
people around you, the kind of balance you will be able
to keep with your life and your responsibilities

A

career

164
Q

According to Sigelman and Rider, there are two factors
that adolescents consider when choosing a career. These
are

A
  1. Environmental factors. The available opportunities
    and the demands of the market.
  2. Personal factors. Young individuals also take into
    consideration their own strengths and limitations when mapping out their career plans; their skills,
    socio-economic status, their personal values and physical capabilities are strong indicators of what their potential career is.
165
Q

A Career Begins with a

A

Plan

166
Q

A successful career is built along several components.
These components are:

A
  1. Life goals. Life goals play a key role in determining the choice of career of an adolescent. Nair defined them as conditions or
    states that an individual wants to achieve, avoid, or sustain.
  2. Career planning. It entails the selection of appropriate steps necessary in meeting specific
    career goals.
  3. Career development. Hansen in 1976 defined career development as a lifelong process dedicated to finding out and processing information regarding one’s identity, the educational and occupational opportunities and
    alternatives that are available and also the roles and lifestyles that one can adapt
167
Q

In the said theory,
factors like individual skills, interests, sets of
values, and even traits are studied and matched
to a particular job or profession.

A

The Trait and Factor Theory

168
Q

Theory by Albert Bandura, a well-known psychologist, posed that the degree of
one’s conviction about his or her skills and talents
can influence his way of thinking.

A

theory of self-efficacy

169
Q

Developed by
Donald Super, this theory emphasizes that people
are always in constant change.

A

Life span/ Life Space theory

170
Q

theory by John Holland stressed
that a career is a product of the interaction between the individual and the environment.

A

Theory of Career Choice

171
Q

In relation to Holland’s Theory of Career Choice, he
proposed the six personality types:

A
  1. Realistic. “The Doers.” They usually like the outdoors and prefer the use of their hands when
    working like building or crafting things.
  2. Enterprising. “The Persuaders.” They like meeting and influencing people. They enjoy public speaking and managing people.
  3. Investigative. “The Thinkers.” They like to discover ideas and do experiments. They are the problem solvers.
  4. Social. “The Helpers.” They like working with people and helping them. Their main consideration is ensuring the well-being of others.
  5. Conventional. “The Organizers.” They enjoy following procedures. They enjoy activities that are data-driven.
  6. Artistic. - “The Creators.” They like performing. They thrive self-expression through music, art or
    drama.
172
Q

Internal Factors that influences your career choice

A
  1. Skills and abilities (how they fit in particular occupation; trait & factor theory)
  2. Interest and Personality Type (Theory of career choice connect personality and career)
  3. Life roles (super’s lifespan theory)
  4. Previous experiences (social cognitive career theory)
  5. Childhood fantasies (Ginzberg’s theory - fantasy first stage)
173
Q

External Factors that influences career choice

A
  1. Parental influence (his or her parents’ professions are something he or she should pursue too)
  2. Parental Wishes and Preferences. You take into
    consideration the wishes of the elders when making an important decision.
  3. Peer influence begins in school and in the community. Some people lack motivation within
    themselves and see motivation when they are in a group. This is why peer influence is also a factor in choosing a career.
  4. Socioeconomic Conditions. All of our career choices take place within the context of society
    and the economy. Events that take place in our lives may affect the choices available to us and
    even dictate our choices to a certain degree. Changes in the economy and resulting job market
    may also affect how our careers develop.
  5. Financial Difficulties. One of the most common factors that influence the career choice is the
    financial situation of the family. Sometimes, the inability of the parents to meet the financial
    demands of the school makes the adolescent think twice about pursuing the career that he/she likes
  6. Culture. Our culture often shapes our values and
    expectations as they relate to many parts f our lives, including jobs and careers.
  7. Gender Stereotyping. There are many careers that
    are still identified for a specific gender.
  8. Values and Religious Beliefs - There are people who put importance on their religious and
    spiritual beliefs when choosing a career like nuns, priests, and preachers
  9. Career Counseling. The history of guidance and counseling in the Philippines can be traced back to
    the need to counsel students in the job/career that they can take.
174
Q

a lifelong process that involves
a series of decision making in order to manage
personal and professional life

A

career planning

175
Q

our career and life goals
combined.
* A goal without a timeline is just a dream.

A

Personal goals

176
Q

Characteristics of Goals

A
  • Specific
  • Measurable
  • Attainable
  • Realistic
  • Time-bound

GRADE 12 ME (21 decks)

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