REVIEWER IN PERSONAL DEVELOPMENT 11 (1ST QUARTER)

PERSONAL DEVELOPMENT
or self-development is a process of discovering oneself by realizing one's potential capabilities
are shaped over time either by studying in a formal school or through environmental factors.

BY: J. PAULSEN
"Knowing others is intelligence; knowing yourself is true wisdom. Mastering others is
strength; mastering yourself is true power. If you realize that you have enough, you are truly rich."
And The cost of not following your heart, is spending the rest of your life wishing you had."

SELF- is the union of elements, namely: Body, thoughts, feeling or emotions, and sensations that
constitute the individuality and identity of a person.

BODY- the body constitutes your physical attributes, your health and your posture and poise.

THOUGHTS- the way you think, and how you perceive things around you affect how you feel
about them and bring about sensations.

EMOTIONS & SENSATIONS -your experience prompt you to act and behave the way you do. The
union of these elements make up your character or personality and essentially distinguishes you
from others.

SELF CONCEPT
IDEAL SELF the self that you aspire to be. it is the one that you hope will possess characteristics
similar to that of a mentor or some worldly figure.
ACTUAL SELF- the one that you actually see, it is the self that has characteristics that you were
nurtured or in some cases, born to have.
SELF-AWARENESS - is the ability to assess yourselves. this require you to pauswe and analyze
what you think, feel and do.
-"Knowing oneself is the beginning of wisdom". This renowned quote is often attributed to
Socrates. When a person has a self-knowledge, he understands his strengths and weaknesses, his
passions and fears, his life's desires and dreams.
-Meg Selig (2016) suggests that when a person knew who he is, he develops understanding of
himself, he would be happier because he can express who he is. He develops less inner conflict,
make better decision and better choices about everything and understands what motivates him.
 CHANGES THAT OCCUR IN TEENAGERS
HOLISTIC DEVELOPMENT
-There are various elements involved in the holistic development of an individual.
-The process of self actualization and learning that combines an individual's Mental, Physical,
Social, Emotional and Spiritual Growth.
PHYSIOLOGICAL DEVELOPMENT
•Rapid body growth
•Hair growth •Muscle modification
-The changes are preparing you to become physically capable of biological reproduction.
COGNITIVE DEVELOPMENT
•The brain continues to develop. •You are beginning to think from concrete to abstract terms and
able to conceptualize theoretical ideas.
-problems are now being evaluated logically and scientifically.
PSYCHOLOGICAL DEVELOPMENT
1)changes in the emotions, feelings moods and manner of thinking.
2)ongoing establishment of strongly -held beliefs, values, and goals in life.
3) During adolescents, individual undergo the process of self-evaluation which leads to long-range
goal setting, emotional and social independence, and maturity.
SOCIAL DEVELOPMENT
You begin to rely more on your friends or peer groups for support than on your family. however,
you are more prone to peer pressure.
Spiritual Development
You begin to have interest in spiritual concerns. You start pondering on questions concerning
existence, essence, spirituality, religion and god.
THOUGHTS
Refers the ideas or arrangements of ideas that result from thinking or the act of producing
thoughts.
FEELINGS
Denotes state of conciousness, such as the resulting from emotions, sentiments or desires.
BEHAVIORS
Refers to the range of actions and mannerism made by individuals, organism, or any entities in
conjuction with their environment.

The need to evaluate one's thought, feelings and behavior:

-One's thought, feelings, and behavior are interconnected and interrelated. in fact they influence &
affect one another.
-Most Negative feelings and behaviors are generated by negatives thoughts.
-Adoloscents are also normally self conscious and sensitive individuals.
-Adolescents should also remember that we always have a choice on how we will look at things.
-The people around us do not necesarily cause our feelings; we are the ones responsible for them.
We have a choice; we have control over our feelings.
-Negative thoughts, counterproductive feelings and self destructive behaviors should not enslave us.
-We have the power to rid ourselves of harmful thoughts, feelings and behaviors.

PSYCOLOGISTS ALBERT ELLIS AND AARON BECK INTRODUCED THE:

COGNITIVE BEHAVIOR THERAPY
Through this therapeutic intervention, an individual can change his/ her thoughts which leads to a
change in his feeling and behavior.
The key, therefore, is in the positive interpretation of things.

Developmental Stages in Middle and Late Adolescence Lesson 3

Human Development focuses on human growth and changes across the lifespan, including physical,
cognitive, social, intellectual, perceptual, personality and emotional growth.
Joshua Liebman
"Maturity is achieved when a person postpones immediate pleasures for long term values."
Developmental Stages
1. Pre-natal (Conception to birth) Age when hereditary endowments and gender are fixed and all
body features, both external and internal are developed.
2. Infancy (Birth to 2 years) Foundation age when basic behavior are organized and many
ontogenetic maturation skills are developed.
3. Early Childhood (2 to 6 years) Pre-group/friend age, exploratory, and questioning. Language and
Elementary reasoning are acquired and initial socialization Ts Experienced.
4. Late Childhood (6 to 12 years) Group/friend and creativity age when self-help skills, social skills
and school skills are developed.
5. Adolescence (Puberty to 18 years) Transition age from childhood to adulthood, sexual
maturation and rapid physical development occur resulting to changes Th ways of feeling, thinking
and behavior.
6. Early Adulthood (18 to 40 years) +Age adjustment to new patterns of life and roles such as
spouse, parent and breadwinner.
 ERIK ERIKSON'S PSYCHOSOCIAL
STAGES OF DEVELOPMENT
ERIK ERIKSON
•Stage theorist; focused on social & emotional
development
•Viewed life as eight stages that occur between birth and death. Each stage has a challenge which
Erikson named "crisis". The individuals personality is affected by how they meet the challenge.
Each stage has a challenge which Erikson named "crisis.
The individuals personality is affected by how they meet the challenge. Individual who meet the
challenge with success move to the next stage.
•Those who do not, may be "stuck" in a stage. This can affect their development throughout life. A
person with strong sense of identity is one who knows where he is in life, has accepted this positions
and has workable goals of change and growth. He has a sense of uniqueness while also having a
sense of belonging and
Those who have weaker egos, encounter trying times, or who have poorly developed egos get
trapped in what is termed an identity crisis. This is a time in a person's life when they lack
direction, fell unproductive, and do not fell a strong sense of identity. Stages of Human
Development and Behavior

Stage 1: Infancy Trust vs. Mistrust Birth -

1 year

➤Crisis: Trust vs. Mistrust

➤Description: trust parents for the basics (providing food, care and __affection)

➤ Positive outcome: Secure attachment (parent and environment), (virtue of hope)

>Negative outcome: Mistrust people (even self)

➤Important Event: Feeding

Stage 2: Toddler indefendence vs. shame & doubt

1-2 years

➤Crisis: Independence vs. Doubt ➤Description: Develop self-control & self-confidence (to walk,
talk, use the toilet)

➤ Positive outcome: Develop confidence to cope with future situations (that require choice &
control), (attitude of will)
Stage 3: early childhood initiative vs. guilt 2-6 years
Crisis: Initiative vs. Guilt

➤Description: Find Balance between eagerness & responsibility.

➤ Positive outcome: Certain things are not allowed, imagination is OK.

➤Negative outcome: feel Guilty to be independent.

➤Important Event: Independence

Stage 4: elementary and middle School Years Competence vs. Inferiority 6-12 years
Crisis: Competence vs. Description: School is important. Transition from home to peers.
Positive outcome: Intellectual stimulation

➤ Negative outcome: develop a sense of inferiority

➤ Important event: School

Stage 5: Adolescence Identity vs. role confusion 13-18 years

> Crisis:Identity vs. Role Confusion

➤Description: The "Identity crisis" is most significant conflict a person must face. The question
"Who am 1?

➤ Positive outcome: Ready to plan for the future.

> Negative outcome: unable to make decisions (about vocation, sexual orientation & life in general.)

➤ Important Event: Deer Relationship

Stage 6: Young adult Intimacy vs isolation 19-40 years

➤ Crisis: Intimacy vs Isolation

➤Description: Relationship must be capable of intimacy.

Positive Outcome: Share with others.

➤ Negative Outcome: fear commitment & feel isolated

➤Important Event: Love Relationships

Stage 7: Middle adulthood generativity and Stagnation 40-65 years

➤Crisis: Generativity vs. Stagnation

➤Description: "Generativity" (care for next generation) Adults need children as much as children
need adults.

➤ Positive Outcome: Helping the next generation

➤Negative Outcome: Self centered and experience stagnation later in life.

➤Important Event: Parenting

Stage 8: Late adulthood Integrity vs despair 65-death

> Crisis: Integrity vsDespair

➤ Description: a time for reflecting (satisfaction or disappointment)

➤ Positive Outcome: accept death with a sense of intigrity

➤ Negative Outcome: fear death

➤Important Event: Acceptance

Coping with Stress in Middle and Late Adolescence

Challenges During Middle and Late Adolescence

1.Attitudes and behavior toward sexuality and sexual relationship. Adolescents exploring their
sexuality should be able to draw their limits in terms of sexual expressions and should be
responsible to see the consequences.
2.Academic concerns- The role of a students is the primary role of adolescent who is still in school.
3.Group Belongingness -While there is an urge to be independent and autonomous from family
members, there is also an urge to seek a replacement of this support system.
4.Health and Nutrition- adolescents, because of their growing bodies and brains, rae gifted with so
much energy that seems inexhaustible, resulting to abuse of body and mind.
5. Developing self-esteem- Adolescents who are creating their self indentity should be objective and
balanced when viewing themselves.
6. Roles- Although the roles seem separate and different from each other, we must learn to
integrate all these roles.
7. Material Poverty- There are lot of storis about adolescents who are going hrough various types of
financial difficulties.
8. Parents working abroad- Problems in behavioral during the absence of parents, some may act in
rebellious ways towards elders.
9. Career choice- The adolescent who is creating identity for himself is faced with an urgent need to
identify what course to take
10. RELATIONSHIPS- Female Adolescent desires autonomy and independence will encounter
more parental objections. She may not be allowed to attend social gathering without chaperones, or
go out of town trips with males in the group.
11. Values and beliefs- The adolescent is still developing cognitive skill that can be use in thinking of
abstract concepts and asking critical questions.
12. Other challenges- Experiencing depression-if suspect talk to your parents, guardians, or school
guidance counselor.

STRESS
Stress is common among teenagers. Recognizing stress and at the same time learning how to reduce
them are important.
A stressful event can trigger the "fight-or flight" response, causing hormones such as adrenaline
and cortisol to surge through the body.
STRESS AS A STIMULUS AND AS A RESPONSE
>Aside from being a reaction (or response) Stress is also a stimulus as well as relational condition
between persons and the situations they are in.
Stress as a response is the way body reacts to challenging situations. this involves the reactions
between the hormones, glands and nervous system where the adrenal gland drives the production
of cortisol or better known as "Stress Hormone".
HEALTH STRESS
•Stressors have a major influence upon mood, our sense of well being, behavior and health. Acute
stress in young, healthy individuals maybe adaptive and typically do not impose a health burden.
SCHOOL DEMANDS AND EXPECTATIONS
> Quizzes and Test, homework and project, oral recitation, quarterly and final exams and grades
most especially, epitomize the kind of stressors adolescents have when it comes to studying.

Lesson 6: the Powers of the mind Cognitive Development 3 Major Parts of the Brain
Brain Stem- connects the spinal cord and the brain, Controls functions that keep people alive such
as breathing, heart rate, blood pressure and food gestion.
Cerebellum- it controls voluntary movement. It translate your will into action.
Cerebrum- largest of the three brain sections, accounts for 85% of the brain weight and has for
lobes.

NEURONS
Basic functional units of the nervous system and the key to brain function. They are comprised of a
nerve cell body, axon and dendrite, and they power the rapid-fire process that turns thought into
movement.

WHAT HAPPENS INSIDE YOUR BRAIN WHEN YOU LEARN SOMETHING NEW?
During the first three years of life, the brain experiences most of its growth and develops most of its
potential for learning. That's the time frame in which synaptogenesis, or the creation of pathways
for brain cells to communicate, occurs.
-Research shows that the brain is more like a muscle-it changes and gets stronger when you use it
-People don't know that when they practice and learn new things, parts of the Tr brain change and
get larger a lot like muscles do when they exercise.
-Inhalants, such as glue, paint, gasoline and aerosols, destroy the outer lining of nerve cells and
make them unable to communicate with
-Studies have found that marijuana use hinders memory, learning, Judgment and reaction times,
while steroids cause aggression and violent mood swings.
-Scientists have found that drug destroys neurons that make serotonin, a chemical crucial in
controlling sleep, violence, mood swings and sexual urges.
THE KEY TO GROWING THE BRAIN:PRACTICE!

THE DOMINANT SIDE OF THE BRAIN

Researchers believed that brain dominance determines a person's preferences, problem solving
style, personality characteristics, and even career choices. For example, a right-brain Individual
will quickly get a feeling for a situation, while a left-brain person will usually ask a lot of questions
first.

LEFT BRAIN HEMESPHERE FUNCTIONS:

Constantly monitors our sequential, ongoing behavior.

➤ Responsible for awareness of time, sequence, details, and order. ➤ Responsible for auditory,
reception and verbal expressive strengths.

➤ Specializes in words, logic, analytical, thinking, reading, and writing.

➤ Responsible for boundaries and knowing right from wrong ➤ Knows and respects rules and
deadlines
RIGHT BRAIN HEMESPHERE FUNCTIONS:

➤ Alerts us to novelty and tell us when someone is lying or making a joke.

➤ Specializes in understanding the whole picture.

➤ Specializes in music, art, visual spatial and/or visual-motor activities.

➤ Helps us form mental images when we read and/or converse.

➤ Responsible for intuitive and emotional responses.

➤ Help us to form and maintain relationships.

➤Cognition or thinking is a mental activity that occurs in the brain when information is being
organized, stored, communicated or processed.

➤The short term memory encodes information in the form of sound and visual images. Mental
images are then formed. This mental images represent objects or events and have picture-like
quality.

➤Concept, on the other hand, are ideas that represent a class or category of events, objects or
activities.
A prototype of a concept actually depends on the experiences and exposures of a person.
PROBLEM SOLVING

➤ it consists of thinking and behaving in certain ways to reach a goal.

➤ One of the barriers of solving a problem is functional fixedness. It is the tendency to perceive
object as having only the use for which they were originally intended for and, therefore, failing to
see them possible tools for solving other problems.

➤While divergent thinking involve coming up with as many different answers as possible.

FORMS OF PROBLEM SOLVING

Mechanical solutions - include trial-and error learning and role solutions
Algorithm- one follows step-by-step procedures for solving certain types of problems
Heuristic or "rule of thumb- narrows down the possible solutions for a problem
Insight- the sudden perception of a solution

According to Howard Gradner, the proponent of Multiple Intelligence, everybody is intelligent in

his/her own way.
He viewed intelligence as the capacity to solve problems or to passion products that are valued in
one or more cultural setting (Gardner & Hatch 1989)
NATURALIST INTELLIGENCE
Designates the human ability to identify and distinguish among living (Flora & Fauna) as well as
sensitivity to other features of the natural world (clouds, rock, configurations). This ability was
clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be
central in such roles as botanist or chef. It is also speculated that much of our consumer Society
exploits the naturalist intelligences, which can be mobilized in the discernment among cars,
sneakers, kind of makeup, and the like.

Potential career Choices:

•Botanist
•Biologist
•Astronomer
•Meteorologist
•Geologist
Charles Robert Darwin (12 February 1809-19 April 1882) was an English naturalist, geologist, and
biologist, widely known for contributing to the understanding of evolut Tonary biology. His
proposition that all species of life have descended from a common ancestor is now generally
accepted and considered a fundamental concept in science.

Jane Goodall is best known for her study of chimpanzee social and family life.

MUSICAL INTELLIGENCE is the capacity to discern pitch, rhyme, timbre, and tone. This
Intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by
composers, conductors, musicians, vocalists, and sensitive ITsteners. Interestingly, there is often an
affective connection between the music and the emotions; and mathematical and musical
intelligences may share common thinking processes. Young adults with this kind of Intelligence are
usually singing or drumming to themselves. They are usually quite aware of sounds others may
miss.

LOGICAL-MATHEMATICAL INTELLIGENCE refers to the capacity to analyze problems

logically, carry out mathematical operations, and investigate issues Scientifically.
People with logical-mathematical intelligence, such as Albert Einstein and Bill Gates, have an
ability to develop equations and proofs, make calculations, an solve abstract problems.
Mathematician Accountant Statistician Scientist Computer Analyst
SPATIAL INTELLIGENCE features the potential to recognize and manipulate the patterns of
wide space (those used, for instance, by navigators and pilots) as well as the patterns of more
confined areas, such as those of importance to sculptors, surgeons, chess players, graphic artists, or
architects.
•People with spatial intelligence, such as Frank Lloyd Wright and Amelia Earhart, have an ability
to recognize and manipulate large-scale and fine-grained spatial images.
-Pilot Surgeon Architect Graphic Artist Interior Decorator

LINGUISTIC INTELLIGENCE- Deals with sensitivity to the spoken and written language, ability
to learn languages, and capacity to use language to accomplish certain goals.
•People with linguistic intelligence, such as William Shakespeare and Oprah Winfrey, have an
ability to analyze information and create products involving oral and written language such as
speeches, books, and memos.
Careers you could dominate with your linguistic intelligence: Lawyer, Speaker/Host, Author

BODILY KINESTHETIC INTELLIGENCE is the potential of using one's whole body or parts of
the body to solve problems or to fashion products.
INTRAPERSONAL (SELF SMART) -Means understanding oneself

INTERPERSONAL (PEOPLE SMART)- Understanding and Interacting with others

EXISTENTIAL INTELLIGENCE- Sensitivity and capacity to tackle deep questions about human
existence, such as the meaning of life, why do we die, and how did we get here. Skills – Reflective
and deep thinking, design abstract theories.