Personality is the key to adjustment and mental health. A healthy, well-developed and well-integrated personality is a guarantee of effective adjustments.” -Alexander Schneiders

2. “Personality is the key to adjustment and
mental health. A healthy, well-
developed and well-integrated
personality is a guarantee of effective
adjustments.”
-Alexander Schneiders

3.  The word “personality” comes from a Latin words
per and sonare.
 The term personare literally means “to sound
through”.
 The word persona came from these two words and
originally meant actor’s mask.

4.  Carl Jung: comes up with the concept of
“persona” which means “public image”.
 Persona is a mask worn by a person in response
to the demands of social convention.
Personality is the public personality that people
display to those around them.

5.  Personality development begins at birth
and develops gradually. The infant
possesses only the barest rudiments of
personality. Potentialities for growth
should be developed and the process is
known as maturation.
oEvery feature of personality is influenced by
heredity and at the same time by the
surrounding conditions.

6. o Personality is not fixed during the first years of
life.
o Mental health of children are dependent
upon many factors brought by culture and
standards.
o The infant is entirely self-centered.

7.  During the child’s second or third year, he
or she usually becomes stubborn, even to
reasonable suggestions and wishes of
others. This resistance to adult authority is a
sign of the child’s self assertion.
oBy the age of three, the child has already
moved towards further personality
differentiation.

8.  The child from four to five years of age is
extremely talkative, and is curious about
the surrounding world.
oAt this stage, the child can also be expected
to play well with other children and work with
them on common projects.

9.  The first five years of life is the period of
fastest growth in all aspects – physical,
mental, social, and emotional development.
o Next to feeling loved, the child’s greatest personality
need is for security. It is very important in developing
a stable self-concept, which is the foundation of
child’s personality development.
o The preschool child has a tremendous store of
energy. Because of this and their increase in social
consciousness, he or she begins to understand the
meaning of personal-social relationships.

10.  The sixth year, because of their growing
concern for ethical and moral behavior.
o They are greatly motivated by the sense of duty
and accomplishment.
o It is during this period that latent talents can be
discovered.
o Also, children often live in a world of fantasy; they
frequently test their imagination through work and
play. Imitation of adult life gives them expression
and understanding of adult roles in society.

11.  Children from six to nine years old are
usually very active full of vigor and very
energetic.
oPlaying continues to be a major
preoccupation.
oThey attain a degree of physical, social, moral,
and emotional competence at this stage.

12. o They have the tendency to collect different things,
usually valueless and trivial. But to the child, the
collection is part of his or her world, and hoards
them in special places where they will not be
disturbed.
o Children sometimes rebel against their parental
standard because of their attempt to break away
from some dependence from their parents.
Difficulties in learning may arise; social and
speculative interests in group of persons and classes
of objects will begin to develop.

13.  The seventh year is a milestone in a
child’s life.
oThis is the age of reason and a big
transformation takes place in the psyche.
oHe or she becomes very attached to family
life, proud of his or her parents and generally
boasts about them.

14.  The figure “7” plays an important role in
a person’s life. Development follows a
pattern of seven cycles:
oAfter the age of reason, an individual goes
through seven years of (age of) puberty
oThen follows another seven years of
adulthood.

15.  Between eight and nine years old
o Period of “relaxation” where the child takes time to
rest from the exuberant period that preceded this
age.
o Period of preparation for the critical age of
puberty.
o The child likes school work and the eagerness to
learn is at its peak.
o There comes an attachment to organized and
orderly life; the child plans for the future; he or she
is sociable and polite.

16. oThe child likes school work and the eagerness
to learn is at its peak.
oThere comes an attachment to organized and
orderly life; the child plans for the future; he or
she is sociable and polite.

17.  At age ten, however…
oChildren become less calm and more difficult
to handle.
oTheir minds start to move forward, to develop.
oThey start to make judgments and analyze
things.
oThey become very critical of anything that
displeases them.

18.  Towards the age of eleven and twelve…
oChildren will start to hide behind small
affectations and slyness.
oBelieves that he or she is misunderstood and
persecuted.
oIt is also very difficult what is going on inside
their minds.
oThey do not understand themselves either.
oAt twelve, childhood begins to fade and
adolescence starts to flourish.

19.  The conditions which contribute to the
maintenance of emotional stability in later
life are:
1. Adequate material facilities
(Nourishing food, sleep that is commensurate to
his or her needs and age, and health that is
intelligently safeguarded)
2. Secure home life.
(The need for affection and status should be
satisfied in home. This will result in confidence and
stable outlook in life.)

20. 3. Opportunities for self-expression
(The child should be given reasonable
opportunity for self expression.)
4. Protection from high emotional tension
(The child should be safeguarded against severe
traumatic experiences or situations which they
cannot understand and evaluate.)
5. Opportunities for social living
(It is through social intercourse that emotions are
developed in approved ways.)

21.  To grow healthy and strong, children should
have good food, plenty of sleep, exercise and
fresh air. Equally important is the fulfillment of
children’s emotional needs.
 To be both healthy and happy, children needs.
oLove
oAcceptance

22. oSecurity
oProtection
oIndependence
oFaith
oGuidance
oControl

23.  Adolescence is the period of transition from
dependence on adult direction and protection to
self-determination.
 The pubescent stage is from 12-15 years for females
and 14-17 years for males.
 Many facets of intelligence develop at a rapid
pace with the onset of adolescence.

24.  Emotional attitudes of adolescence are
unpredictable, as they swing from optimism
and enthusiastic cooperation to withdrawal
and pessimistic depression.
 Physiological changes make young
adolescents aware of one’s role.
 The degree of physical energy, the types of
pleasurable activities engaged in are
representative of the interest of one’s cultural
group.

25. 1. Freedom from parental supervision
The adolescent faces the problem of achieving
self-discipline while still under parental control and
dependent upon the family.
2. Constructive use of leisure
Team sports
Club activities
Hobbies

26. 3. Sexual relationships
Emotional difficulties arise because of correct
or inadequate information concerning sex.
4. Peer adjustment
The peer culture acts as transition period
reaching adult status in the community.
5. Intellectual maturity
Attitudes are formed, which are likely to
remain relatively unchanged throughout life.

27. 6. Vocational choice
Adolescent make little or no preparation for an
occupation.
7. Emotional maturity
Adolescent must learn to channel his/her impulse to
constructive endeavors.
8. Development of life goals
One factor in attaining maturity involves the
development of life goals and healthy personal
philosophy.

28. Personality is basically developmental in nature and factors,
such as learning, training, and discipline, are of primary importance
in its development. These factors are experienced at home, in the
school and in the community.
Home and Mental Health
The home is the first and most significant agency that
affects the life of a child. Aside from physical care, a
satisfactory family life is indispensable to the adequate
development of the child.

29.  Because of the relation between personality and
environment, family cohesion and disruption are
fundamentally important to adjustment and mental
health. The saying “a broken home results in a broken
child” has been found to be true in many instances.
 The following aspects of inter-parental relationships
were found to be factors to child adjustment:
1. Tension over matters of sex
2. Problems of ascendancy-submission
3. Lack of consideration for each other

30. 4. Lack of cooperation concerning the
upbringing of the child
5. Extramarital relations
6. Problems of health
7. Insufficient to talk over differences to
mutually acceptable solutions
8. Insufficient expressions of affection
9. Tension over friends, work, and relatives

31.  M.F Nimkoff described a good home as
“one in which the child has parents who
love each other, who love him,
understand his interests, and do what
they can to help him realize them and
thus achieve adequate adjustment.”

32.  Emotional rejection of the child
› Rejection may be defined as an overt behavior
toward an individual which leads him to believe that
he is neither loved nor valued.
The following are practice which indicates parental rejection:
1. Emphasis on the children’s shortcomings
2. Severe punishment and negative responses

33. 3. Rigid discipline
4. Desertion
5. Eviction
6. Unfavorable comparisons with other
children
7. Unfavorable verbal statements indicating
the he or she is unwanted

34.  Domination of the Parents
› Some parents are so rigid and
uncompromising with their standards that
anxiety is created in the child. Thumb-
sucking, nail biting and bed-wetting, which
frequently are the results of anxiety, are met
by threats and restraints by the parents.

35.  Submission to the child
› A submissive parent is one who capitulates
to unrealistic demands and requests, usually
following pressures and teasing by the child.
› Submissive behavior of parents tends to
develop conceit, over-confidence,
disobedience, and disrespect for authority in
children.

36.  Overprotecting the child
› Overprotection of parents involves over
attention and pampering without offering
opportunities for the child to make decisions
or to assume responsibilities.
Factors which appear to account for such
overindulgence:
a. Absence of love and affection in the parent’s
own childhood.
b. Inharmonious marital relationships

37. c. Frustrations of personal achievement or
thwarting of vocational aspirations
d. Loss of mate or of another child
Some parents wish to relive their lives through
their children’s career and thus impose their
vocational or professional ambitions without
regard to the child’s own interest and abilities.

38. › Some parents who have acquired
considerable social and economic prestige
because of their perseverance and drive
expect their children to be like them.
› A parent who has a strong preference for a
child of a given sex is likely to make a child
of the undesired sex feel unwanted and/or
will focus emphasis on the preferred sex
characteristics.

39. Child rearing practices of parents are greatly
influenced by the manner in which they themselves
were reared. The adults upon whom the child must
depend on the exert the greatest influence on the
child’s life- the parents, Grandparents, aunts,
uncles, or an elder sibling.
Mother-child relationship
Father-child relationship
Parent Surrogates

40.  Through the years, the accepted social and
educational philosophy of child rearing is that
control based on authority and command.
Some still believe that severe regulation of
children is essential for their development. Yet,
when too rigidly enforced, discipline lays the
foundation for later rebellion.

41.  The modern view of discipline does not
dispense with punishment but utilizes it only
when there are certain indications that it will
result in improved adjustment on the part of
the child. Punishment is no longer regarded as
an end in itself or as a repressive measure, but
as means to develop socially desirable
behavior.

43.  Mental hygienists have long been faced with the
problem of ascertaining the criteria of “full maturity”, as
well as determining what characteristics mirror the
“healthy” versus the unhealthy” society.
 There is no sharp demarcation line between normal and
abnormal behavior. The difference between normal
behavior and abnormal behavior is more on the
degree that in kind.

44. PERCIVAL M. SYMONDS CONCEPTS OF
MENTAL HEALTH INCLUDES
1. A balance or a compromise between the
demands of society and the desires of the
individual.
2. Maturity, or the absence of infantile and
childish patterns.
3. Adequate functioning, or the ability to
surmount severe threats and frustrating
situation.

45.  Mental health is the achievement of a satisfactory
adjustment to the requirements of reality. It is a condition
where the basis needs of the individual are the
adequately satisfied and the behavior patterns adapted
conform to the requirements of a given culture.
 The social criteria of a mentally healthy person include the
determination of how closely a person resembles others in
term of behavior; how well one gets along and is like by
others; how much one contributes to and supports his or
her social group; and; how much one conform to the
codes, laws or ideals of society or social group.

46.  The individual criteria for mental health
concerns the person him or herself, his or her
happiness, the ability to withstand
psychological stress, the assumption of
personal responsibility, a favorable r realistic
self- perception and self- actualization.
 A functional criteria would involved the ability
of the person to cope with the environmental
stresses and demand efficiently, productively,
and maturely.

47. 1. Maintain a sound physically health
2. Develop a wholesome outlook in life.
3. Gain confidence through achieving even
small successes.
4. Learn to enjoy people and to make
stimulating social contacts.
5. Cultivate a variety of actives interests.
6. Conquer fears by facing them.

48. 7. Adopt a wholesome attitude towards ex
matters.
8. Develop sensible independence.
9. Plan a balanced program of work and play.
10. Beware of alluring escapes.
11. Learn to face things as they are.
12. Strive for a balanced satisfaction of life’s
needs.
13. Remember that time is a great healer.

49.  Healthy interpersonal relationships are good for
personality development and, hence, basic of
mental health. The following are some of the things
a person can do to improve relations with others.
1. LEARN TO LIKE PEOPLE – Do not expect
people to respond favorably unless one show
interest in them.
2. LEARN TO UNDERSTAND PEOPLE – Every
individual, old or young, has cherished hopes,
interest and forms of recreation

50. 3. LEARN TO BE CONSIDERATE – Practically
everyone reacts favorably to thoughtful
people. Thoughtful person give time and effort
to help others with their problems.
4. LEARN TO BE SOCIALLY SKILLFUL – a socially
skillful person avoids arguments and seldom
says what he or she thinks. They avoid crude
frankness in favor of intelligently worded
commendations to those who deserved it.

52. Abalos, Angelica Alyanna D.
Abit, John Louise G.
Aboc, Christian Joy A.
Amutan, Anthony T.
Arizala, Rosemarie DR.
Aromin, Erika May B.
Ayen, Ella Mae D.
CAS-06-502P