Theology Hand Out.docx

CHAPTER 7: The Power of the Mind: The Whole Brain Theory PAUL BROCA – conducted a study on the language and left-right brain specialization on a patient who had problems with language and he theorized that some language functions reside on the left side of the brain. DR. ROGER SPERRY- conducted a study for epilepsy, which gave him the 1981 Nobel Prize for Physiology or Medicine -

Dr. Sperry’s theory was known as the “Split-Brain Theory”

RIGHT HEMISPHERE- performing tasks that were INTUITIVE, CREATIVE and SYNTHESIZING LEFT HEMISPHERE- more adept with ANALYTICAL, LOGICAL, REASONING AND CRITICAL THINKING DR. PAUL MACLEAN- came up with a theory that identified three distinct parts of the brain: neocortex, limbic system, and reptilian complex, which were referred to as “The Triune Brain Theory” 3 distinct parts of the brain:   

NEOCORTEX or RATIONAL BRAIN- Responsible for intellectual tasks such as language, planning, abstraction and perception LIMBIC SYSTEM or the INTERMEDIATE BRAIN- Responsible for the motivation and emotion involved in feeding, reproductive behavior, and parental behavior REPTILIAN COMPLEX or PRIMITIVE BRAIN- Controls the self-preservation and aggressive behavior of humans similar to the survival instincts of animals

NED HERRMANN - Father of Brain Dominance Technology - His theory was known as BRAIN DOMINANCE THEORY HERRMANN LABELED THE FOUR QUADRANTS OF THE BRAIN AS:  Upper Left (A) Cerebral Mode – ANALYTICAL  Lower Left (B) Limbic Mode – ORGANIZED  Lower Right (C) Limbic Mode – INTERPERSONAL  Upper Right (D) Limbic System – IMAGINATIVE Quadrant A  Learners are very much into logical thinking.  They enjoy analyzing information and understand better when presented with numbers and quantities.  They are also good at theorizing and concluding based on facts and information that support their theories.

PREPARED BY: MS. JESSA MAE C. MALLILLIN

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 Learners expect exact information that are straight to the point.  They would also want to be fed up with lots of theories, numbers, data, logical explanation, and result of research studies. Quadrant B  Learners easily grasp things in sequences, enjoy organizing ideas and things, assess situations and information.  They often apply what they learned in practice.  Learners will always demand for clear instruction or direction and would further apply what they have learned practical situation rather than just theories.  Being a sequential thinker, the B learners need to be able to see the sequence of things, which are consistent and in proper order.  They may find it difficult to understand concept without any examples to show how this are applied.  Their big challenges are in taking risks and doing things that are not clearly to them. Quadrant C  They are sociable learners who enjoy learning with the group with whom they share ideas and projects.  They are very focus and involve when they are trying to learn something.  They also tend to reflect on what they have understood and acquired in terms of knowledge, and most of the time use their body and movement while learning.  They get bored with data and intellectual discussion without activities and participation.  C learners are emotional and would share their emotions with group. Quadrant D  D learners are curious ones who enjoy discovering, experimenting and exploring activities.  They are strong thinkers when it comes to conceptualizing and putting all the seemingly unrelated parts and connecting these parts together, synthesizing and in creating new ideas and concept.  D learners enjoys games and surprises, is a visual learner, and needs different varieties of approaches to learning. MIND MAPPING/MIND MAP -Is a diagram used to represent ideas or information branching from a central key word or idea and used as an aid in study, organization, problem-solving, decision making and writing

PREPARED BY: MS. JESSA MAE C. MALLILLIN

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CHAPTER 8: Mental Health and Well-Being in Middle and Late Adolescence CONCEPTS OF MENTAL HEALTH AND WELL-BEING  According to the US National Institutes of Health, “mental health” includes our emotional, psychological, and social well-being.  It affects how we think, feel and act as we cope with life.  It also helps determine how we handle stress, relate to others, and make choices.  Mental health is important at every stage of life, from childhood and adolescence through adulthood.  The 1999 US Surgeon General’s Report on Mental Health defined mental health as “successful performance of mental function, resulting in productive activities, fulfilling relationships with other people, and the ability to change and to cope with adversity” RESILIENCE- being able to cope with the normal stress of life“ – is an important component of most definitions of mental well-being, with great relevance for the prevention of mental illness. The World Health Organization’s (WHO) World Health Report released in 2001 stated that “mental health is defined differently by different experts from different cultures Concepts of mental health includes the following: 1. 2. 3. 4. 5. 6.

Subjective well-being Perceived self-efficacy Autonomy Competence Intergenerational independence; and Self-actualization of one’s intellectual and emotional potential among others

1. Subjective Well-being -Defined as one’s personal (subjective) thoughts and feelings about one’s overall state of being. Mental health denotes positive and healthy interpretations of a person’s self concept and how a person feels about himself. Good mental health is tied to the individuals self-concept and emotions about him. -A positive warm regard for oneself serves as a foundation of mental health 2. Perceived Self-Efficacy -Self-efficacy is one’s perception of one’s value and worth, effectiveness, and ability in performing a task or activity. 3. Autonomy -deals with one’s capacity to separate one’s identity form other significant persons like parents, lovers, and special friends. Autonomy is the capacity for self-direction and having a clearly defined role identity PREPARED BY: MS. JESSA MAE C. MALLILLIN

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4. Competence -Is related to self-esteem and self-identity Competence -is the perception of one’s capacity to effectively perform a function or activity using specific skills and knowledge, and achieving the desired results at a given time. Responsibility-is a major underlying factor for competence. 5. Intergenerational Independence - Refers to the relationships between individuals who belong to different generations but may be living separately as independent, autonomous persons during a specific period of time.\ 6. Self-Actualization of One’s Intellectual and Emotional Potential  Self-actualization is about fulfilling one’s perceived potentials, becoming the person that one has always aspired for. Mental Health and Well-being Model by Witmer and Sweeney in 1991. The model includes what is referred to as the five life tasks: 1. 2. 3. 4. 5.

Essence or Spirituality Work and Leisure Friendship Love Self-direction

Twelve sub-tasks as major components of wellness or well-being that comprise the Wheel of Wellness by Myers, Witmer, and Sweeney in 2000 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Sense of worth Sense of control Realistic beliefs Emotional awareness and coping Problem solving and creativity Sense of humor Nutrition Physical exercise Self-care Stress management Gender-identity Cultural identity

Resiliency- the capacity to establish and maintain one’s balance and well-being in the face of adversity Adaptability- the capacity to adjust to changes necessary for one’s survival and balance

PREPARED BY: MS. JESSA MAE C. MALLILLIN

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Positive regard -means looking at oneself as someone who is worth loving and worth caring for, regardless of physical flaws and defects, regardless of what other people perceive him to be, an in spite of the thoughts, feelings, and behavior one experiences. - It is about understanding and accepting one’s personality, uniqueness and individuality WELL-BEING- is a state of wellness where every aspect of a person is in balance. Being well and feeling well means that there is a general sense of contentment, happiness, calmness, and peace within. Five popular steps to improve mental health and well-being 1. Connect -With the people around you: your family, friends, classmates, schoolmates, and neighbors. Spend time developing these relationships. 2. Be active -Physical activity generates a positive sense of wellness. Engage in some sports or physical activity like playing basketball, badminton, bowling, biking or swimming. Take a walk if you do not have enough time for some sports 3.Keep Learning -Learning new skills or obtaining new knowledge can give you a sense of achievement and a new confidence 4. Give to others -Giving to others is not limited to money or other material things. A smile or a warm and sincere greeting or thank you can brighten up the day for both the giver and the receiver -Social involvement such as volunteering during disasters or helping out in your community 5.Take notice -Be in the here and now, be in the present moment, be aware of what is happening around you, your own thoughts and feelings, and the physical sensations that you experience. This awareness is referred to as “mindfulness” and being mindful can positively change the way you feel about life and how you approach challenges

PREPARED BY: MS. JESSA MAE C. MALLILLIN

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CHAPTER 9: Emotional Intelligence Neurological Basis of Emotions Daniel Goleman stated that: “all emotions are, in essence, impulses to act, the instant plan for handling life that evolution has instilled in us” - He was the author of the best-selling book Emotional Intelligence: Why It Can Matter More than IQ (1995) “Flight or fight” - Survival instinct to sense, detect, assess, and act on any threat to its life and survival. This the response that animals and humans are capable of doing when faced with danger Parts of the human brain primary involved in the creation of emotions 1. Amygdala 2. Neocortex 3. Frontal Lobes Dr. Joseph LeDoux (1992) Amygdala -center of action -the emotional sentinel that can take control of our actions -keeps a memory bank of previous experiences related to emotions Dr. Joseph LeDoux (1992) -he pointed that small amounts of the pulses coming from the thalamus escape to the amygdala, which triggers what we know as the knee-jerk reaction to a situation happening even before the information was processed by the rational part of the brain. This phenomenon is also known as the “hijacking of the amygdala” Daniel Goleman (1995) The pre-frontal cortex can take control of the amygdala and modulate its impulses and puts it on hold while it allows the processing of the information for a more rational and effective response Emotional intelligence lies between this interaction of the amygdala and the pre-frontal cortex Daniel Goleman- Popularized emotional intelligence Peter Salovey- He first introduced the concept of emotional intelligence - A Psychologist from Yale University who showed how intelligence can be brought to our emotions PREPARED BY: MS. JESSA MAE C. MALLILLIN

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John Mayer- A Psychologist from the university of New Hampshire, in formulating emotional intelligence Emotional Intelligence - Defined by Goleman – “the ability to motivate oneself and persist in the face of frustrations, to control impulse and delay gratification, to regulate one’s moods and keep distress from swamping the ability to think, to empathize, and to hope” Salovey identified five domains of emotional intelligence 1. Knowing one’s emotions or self-awareness 2. Managing emotions  Dolf Zillman an Alabama Psychologist defined Anger- is triggered by something that endangers a person’s life or status, or even one’s balance 3. Motivating oneself Hope- is the major indicator of emotional intelligence. It is the element present when one is fighting some anxiety, or depression. Goleman points out that optimism is a great motivator, and like hope, it provides a person with expectations that things will turn out better or right, when faced with adversity 4. Recognizing emotions in others Empathy- is the capacity to recognize the emotions in other people According to Goleman, the root cause of our capacity to empathize is self-awareness. Empathy is important in maintaining relationships as this also taps on the caring capacity of people 5. Handling relationships -emotional intelligence is also evident in the way we manage our relationship with others. Howard Gardner (proponent of multiple intelligences) and his colleague; Thomas Hatch came up with four components of social intelligence (or interpersonal intelligence) Four components of social intelligence (or interpersonal intelligence) 1. Organizing groups - a leadership skill essential in mustering groups of people toward a common action. Examples: orchestra conductors, military officers, stage directors. 2. Negotiating solutions -this talent to bring people in conflict to talk and come up with a solution is usually found among mediators of disputes 3. Personal connection- this is the talent where empathy and connecting with another person’s emotions are manifested. Teachers usually have this natural tendency to relate to others 4. Social Analysis- the talent to step out of a situation and objectively form insights about the way people feel and behaves. Therapists are gifted with this talent. EMOTIONS -A descriptive term referring to variations in level of arousal, affective state or mood, expressive moments, and attitudes PREPARED BY: MS. JESSA MAE C. MALLILLIN

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Paul Ekman’s Six basic emotions Happy Sad Afraid Anger Surprise Disgust Goleman also refers to EIGHT main families of emotions and their corresponding members: ANGER: fury, outrage, resentment, wrath, exasperation, indignation, vexation, acrimony, animosity, annoyance, irritability, hostility; and to its extremes, hatred and violence SADNESS: grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness, dejection, despair; and in extreme, depression FEAR: anxiety, apprehension, nervousness, concern, consternation, misgiving, wariness, qualm, edginess, dread, fight, terror; and in extreme, phobia and panic ENJOYMENT: happiness, joy, relief, contentment, bliss, delight, amusement, pride, sensual pleasure, thrill, rapture, gratification, satisfaction, euphoria, whimsy, ecstasy; and to its extreme, mania LOVE: acceptance, friendliness, trust, kindness, affinity, devotion, adoration, infatuation and agape SURPRISE: shock, astonishment, amazement, and wonder DISGUST: contempt, disdain, scorn, abhorrence, aversion, distaste and revulsion SHAME: guilt, embarrassment, chagrin, remorse, humiliation, regret, mortification, and contrition Self-awareness- the ability to recognize and understand your moods, emotions and drives, as well as their effect on others Self-Regulation- the ability to control or re-direct disruptive impulses and moods and the propensity to suspend judgment and think before acting

PREPARED BY: MS. JESSA MAE C. MALLILLIN

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Chapter 10: Personal Relationship Personal Relationship- this is the type of relationship which is closely associated with a person and which can only have meaning to this person. Privacy and intimacy are two characteristics that define personal relationship. Love- this is a strong feeling of affection and concern toward another person, as that arising from kinship or close friendship

Three attachment styles as defined by Ainsworth, Blekar, Waters and Wall (1978) 1. Secure Attachment- when the primary caregiver is most of the time present and available and when all the emotional needs of an infant are met, providing a sense of security to the infant. Chances are, a child who is exposed to this style of attachment will grow up to have more secure and stable relationships 2. Avoidant Attachment- when the primary caregiver is cold and detached, and even unresponsive to a child’s needs. The child needs rejection and this often leads to premature detachment and self-reliance. 3. Anxious-ambivalent attachment- when the primary caregiver is not consistent in terms of presence and in meeting a child’s emotional needs. According to Fisher, there are three stages of falling in love: 1. Lust- is driven by the sex hormones, testosterone, and estrogen. These hormones affect both sexes. 2. Attraction- is described as the lovestruck phase, which involves neurotransmitters in the brain such as dopamine, neropinephrine, and serotonin. This is the stage when a person loses sleep and appetite over someone, ad swoons while daydreaming of this special person 3. Attachment- when the couple in love decides to continue with the relationship, they enter the attachment stage where long-lasting commitments are exchanged, and may lead to raising a family.  Oxytocin- which is released during childbirth to help in breastfeeding and during orgasm, is believed to promote intimacy  Vasopressin- which promotes long-term relationships  Pheromones- an odorless chemical found in urine and sweat and can only be detected through an organ as the nose. Three components of LOVE 1. Intimacy -Researchers Reis, Clark, and Holmes (2004), and Reis and Shaver (1998) defined intimacy as “that lovely moment when someone understands and validate us” - Communication is the key component in developing intimacy

PREPARED BY: MS. JESSA MAE C. MALLILLIN

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2. Commitment - An act of deciding to consistently fulfill and live by agreements made with another person, entity, or cause, and where the values of integrity and respect serve as a guide to one’s behavior and thinking. 3. Passion - The intense state of being that drives and consumes a person to pursue an interest, a vision, or a person. Sternberg’s Triangular Theory of Love Liking (intimacy alone is present) Companionate Love (intimacy + commitment) Romantic Love (intimacy + passion) Infatuation (passion alone is present) Fatuous Love (passion + commitment) Empty Love (commitment alone) Consummate Love (intimacy + passion + commitment) “Non love” - the eighth type of love is the absence of the three components Three behaviors married couples may do that can predict a divorce or separation 1. Criticism- this happens when there is the absence of unconditional positive regard for each other in a relationship. Constantly finding fault in the other partner will result in negative feelings and resentment. 2. Denial of the existence of conflict- when one party eludes the presence of a problem and refuses to discuss it, as if belittling the problem, it will result in frustration on the side of the other party. 3. Contempt- like criticism, contempt is present when someone who looks down on the party as inferior does not give unconditional positive regard, and aggravates the situation by expressing superiority over the other.

Get Started. Stick to It. Work hard. Accomplish your goals. REVIEW WELL!  PREPARED BY: MS. JESSA MAE C. MALLILLIN

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