NATIONAL CHRISTIAN LIFE COLLEGE

Senior High School Department

Division of Marikina City

FIRST QUARTERLY ASSESSMENT REVIEWER

PERSONAL DEVELOPMENT

Unit 1: SELF-DEVELOPMENT
Introduction to Personal Development
Personal Development is the process of improving oneself.

ESSENTIAL UNDERSTANDING
Achieving one’s full potential requires understanding ourselves, accepting our strengths and weaknesses, and being aware of the
developmental tasks and challenges that accompany our development

Lesson 1: Knowing Oneself

DIMENSIONS OF SELF
Physical Dimension
- revolves around the physical body of human being
- responsible for giving us the ability to move our muscles, to perceive our surroundings and to think of the ideas and opinions that
bring wonders to our lives and of others’.
Psychological Dimension
- contains the concepts of stress, cognition, behavior, attitude, emotion and ultimately, personality.
- has both internal and external factors that can or cannot be measured, observed, and calculated.
Spiritual Dimension
- allows us to view ourselves in a spiritual level – as spiritual beings.
- this dimension cannot be observed but can subjectively altered and perceived by the person.
- it holds a relevance to a perceived existence of God relating to the humble individual.

Attitude is a key factor in personality development – a settled way of thinking and feeling about someone or something, typically
reflecting in a person’s behavior.

THREE COMPONENTS OF ATTITUDE

Affect - used to represent emotions directed to the self, the environment and to others; touch the feelings of (someone); move
emotionally.
Behavior - the action form or manifestation of attitude. (Manifestation - the action or fact of showing an abstract idea; display,
demonstration, show, exhibition, presentation; i.e. "the manifestation of anxiety“)
Cognition - the way we think; the mental action or process of acquiring knowledge and understanding through thought, experience,
and the senses.

A human being learns as it interacts with the environment, thus, it experiences.

Experience is the best teacher; personal encounters or observed consequences.
Rejection - common experience and often result to embittered attitudes towards doer of the action – which influences the affect
component.

The social influence on attitude involves active interaction and exchange

Self-Concept - our cognition to ourselves, what we think and know about our identity, personality, and individuality. It requires a lot
of self-evaluation and reflection to be able to say that your self-concept is high.
Self-esteem - It does not focus on how we know ourselves but rather our attitude towards ourselves. It is how we value ourselves,
given the negative or positive feedback we receive.

Self-esteem and self-concept are two different concepts.

Self-esteem is how you feel for yourself.
Low self-esteem is usually a result of bad cognitions learned from upbringing, social factors, and environmental factors
Self-concept is what you think of yourself. Confidence is a state of mind
Self-perception is a personal choice – a crucial one

Lesson 2: Developing the Whole Person

8 ASPECTS OF SELF DEVELOPMENT
1. Physical Self 5. Interactional Self
2. Intellectual Self 6. Nutritional Self
3. Emotional Self 7. Contextual Self
4. Sensual Self 8. Spiritual Self or Life Force
Holism is about seeing things as a whole as something that is bigger than the sum of its parts.
To understand people better is to see them in their totality.

COMPONENTS OF ATTITUDE
Cognition will be represented by Thoughts
Affect will be represented by Feelings
Behavior represents itself

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Thought - an idea or opinion produced by thinking or occurring suddenly in the mind.
Thoughts usually originate from things we have learned both in a right way and a wrong way
Feeling – the emotional state or reaction; the emotional responses or tendencies to respond; a sensitivity to or intuitive
understanding (Intuitive – using or based on what one feels to be true even without conscious reasoning)
Feelings (affect) and behavior relate to each other interchangeably
Behavior is the primary output of our attitude.
It also affects our thoughts and feelings, ultimately leading back to its source – attitude.
Behavior can be overt or covert
Overt Behavior – expressed consciously like replying to a friend or volunteering for class recitation.
Covert Behavior – occurs beyond our awareness, in our blind spot. Mannerism, body language, gestures, and personal tendencies fall
here.
A way to look at our attitude is to assess the relationships between our thoughts, emotions, and behaviors.

THE VARIOUS ASPECTS OF HOLISTIC DEVELOPMENT OF PERSONS

Physiological
Cognitive
Psychological
Social
Spiritual

Physiological or the physical attributes including the five physical senses;

Cognitive or the intellectual functions of the mind: thinking, recognizing, analyzing, projecting, synthesizing, recalling, and assessing;
Psychological or how thinking, feeling, and behaving interact and happen in a person;
Social or the manner by which an individual interacts with other individuals or groups of individuals; and
Spiritual or the attribute of a person’s consciousness and beliefs, including the values and virtues that guide and put meaning into a
person’s life.

FEELINGS AND EMOTION

Feelings, moods, and emotions do not exactly mean one and the same.
Six Basic Emotions that human beings experience:
- Happiness - Surprise
- Sadness - Anger
- Fear - Disgust
Emotion is taken from the Latin verb, movare, which means to move or to be upset or agitated. (Agitated – appearing troubled or
nervous)
Feelings arises from the brain as it interprets an emotion, in which usually caused by physical sensations experienced by the body as
a reaction to a certain external stimulus.
An example of this would be the emotion of being afraid, which produces a feeling of fear.

VALUES AND VIRTUES

Values are usually nouns; a person's principles or standards of behavior; one's judgment of what is important in life

Five Basic Values:

- Right Conduct - Love
- Peace - Non-violence
- Truth
Virtues are adjectives that describe positive and desirable qualities which usually mirror a value it represents.
Values are usually reflected through these virtues, which in turn become eminent in the attitude and behavior of a person.

Lesson 3: Developmental Stages in Middle and Late Adolescence

ADOLESCENCE – BETWEEN CHILDHOOD AND ADULTHOOD
As adolescence develop physically, they also develop cognitively, psychologically, socially, and spiritually.
Early adolescence – ages around 10 to 13
Middle adolescence – ages from 14 to 16
Late adolescence – ages from 17 to 20

ERIK ERIKSON’S EIGHT STAGES OF PERSONAL DEVELOPMENT

Erik Erikson’s eight stages of personal development define each stage of human development with a crisis or a conflict.

Influential Conflict or Crisis Possible Results from Resolving Conflict or Crisis

Stages
Figure to be Resolved
Favorable Result Unfavorable Result
Infancy Parents Trust vs. - Being able to trust others when primary - Mistrusting others, withdrawal or
(from birth to 18 Mistrust caregiver (usually the mother) provide estrangement
months) caring, attention, and love

Early Childhood Parents Autonomy vs. - Develops self-control and physical skills, - Compulsive self-restraint or compliance
(18 months to 3 Shame and Doubt and sense of independence without losing - Willfulness and defiance
years) self-esteem - Failure will result in feelings of shame and
- Ability to cooperate and to express doubt
oneself
- Develops feeling of autonomy

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 Influential Conflict or Crisis Possible Results from Resolving Conflict or Crisis
Stages
Figure to be Resolved
Favorable Result Unfavorable Result
Late Childhood Parents and Initiative vs. Guilt - Learns that being assertive, using power, - When using too much power and control,
(Pre-School) Teachers and being purposeful can influence their might experience disapproval resulting in
(3-5 years) environment lack of self-confidence and sense of guilt
- Develops sense of purpose - Pessimism, fear of being wrongly judged
- Starts to evaluate one’s behavior
School Age Parents and Industry vs. - Learns how to cope with the school - Loss of hope, sense of being mediocre
(6-12 years) Teachers Inferiority environment and its demands - Develops feelings of inferiority
- Learns how to create, develop, and - Withdrawal from school and peers
manipulate
- Develops a sense of competence and
perseverance
Adolescence Teachers and Identity vs. Role - Develops a sense of self and identity - Feeling of confusion, indecisiveness, and
(12-20 years) Significant Others Confusion - Plans to actualize one’s abilities anti-social behavior
- Develops the ability to stay true to - Weak sense of self
oneself
Young Friends Intimacy vs. Isolation - Develops strong need to form intimate, - Interpersonal, weak relationships
Adulthood loving relationship with a group of people - Avoidance of relationship, career, or
(20-25 years) or with another person lifestyle commitments
- Develops strong relationships - May result in isolation and loneliness
- Learns commitment to work and with
another person or group
Adulthood Community Generativity vs. - Creates or nurtures things that will - Self-indulgence, self-concern, or lack of
(25-65 years) Stagnation outlast them, either by having children or interest and commitments
creating a positive change that benefits - Shallow involvement in the world,
others. pessimism
- Creativity, productivity, feeling of
usefulness and accomplishment, and
concern for others
Maturity Community Integrity vs. Despair - Sense of fulfilment as one looks back in - Sense of loss, contempt for others
(65 years to one’s life and develops feeling of wisdom - May result in regret, bitterness and
death) - Acceptance of worth and uniqueness of despair
one’s own life
- Acceptance of the inevitability of death
and transitioning

ADOLESCENCE: IDENTITY VS. ROLE CONFUSION

Identity is the concept of an individual about himself and is often referred to as “self-identity”
Role confusion is the negation of self-identity, in a sense that there is confusion over one’s self-concept or the absence or lack of
such a concept.

Lesson 4: The Challenges of Middle and Late Adolescence

THE PASSAGE TO ADULTHOODCHALLENGES OF LATE ADOLESCENCE
Passage - the act or process of moving through, under, over, or past something on the way from one place to another; the process
of transition from one state to another.
Challenge - a task or situation that tests someone’s abilities.

Adolescence - Identity vs. Role Confusion

(16-20 years) - Teachers and Significant Others (Influential Figure)
Young Adulthood - Intimacy vs. Isolation
(20-25 years)
Adulthood - Generativity vs. Stagnation
(25-65 years)

Physical Development - Most girls have completed the physical changes related to puberty by age 15. Boys are still maturing and
gaining strength, muscle mass, and height and are completing the development of sexual traits.
Emotional Development - May stress over school and test scores. Is self-involved (may have high expectations and low self-concept).
Seeks privacy and time alone. Is concerned about physical and sexual attractiveness. May complain that parents prevent him or her
from doing things independently. Starts to want both physical and emotional intimacy in relationships. The experience of intimate
partnerships
Social Development - shifts in relationship with parents from dependency and subordination to one that reflects the adolescent’s
increasing maturity and responsibilities in the family and the community, is more and more aware of social behaviors of friends.
Seeks friends that share the same beliefs, values, and interests. Friends become more important. Starts to have more intellectual
interests. Explores romantic and sexual behaviors with others. May be influenced by peers to try risky behaviors (alcohol, tobacco,
sex, illegal drugs).
Mental Development - Becomes better able to set goals and think in terms of the future. Has a better understanding of complex
problems and issues. Starts to develop moral ideals and to select role models.
Encouragement is the key ingredient for improving your relationships with others.
- The action of giving someone support, confidence, or hope. Synonyms: heartening, cheering up, inspiration, motivation, stimulation,
fortification, support, morale-boosting. It develops a person’s psychological hardiness and social interest.
It is the lifeblood of a relationship. And yet, this simple concept is often very hard to put into practice.
Encouragement is not a new idea. Its spiritual connotation dates back to the Bible in 1 Thessalonians 5:11
“Therefore encourage one another and build each other up, just as in fact you are doing.”

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However, even today, relatively few (individuals, experts) utilized this valuable concept.
Most of the time, people mistakenly use a technique like praise in an effort to “encourage” others.
Half the job of encouragement lies in avoiding discouraging words and actions.

Most commonly, we discourage in five general ways:

- We set standards that are too high for others to meet because we are overly ambitious.
- We focus on mistakes as a way to motivate change or improved behavior.
- We make constant comparisons (self to others, siblings to one another).
- We automatically give a negative spin to the actions of others.
- We dominate others by being overly helpful, implying that they are unable to
do it as well.

Encouragement enhances a feeling of belonging which leads to greater social interest.

Social interest is the tendency for people to unite themselves with other human beings and to accomplish their tasks in cooperation
with others. The first step to becoming an encouraging person is to learn to distinguish encouragement from discouragement.
As a rule, ask yourself: Whatever I say or do, will it bring me closer together or farther apart from this person?
We all have the power to be more encouraging people. The choice, as always, is yours.

Unit 2: ASPECTS OF PERSONAL DEVELOPMENT

ESSENTIAL UNDERSTANDING
An adolescent’s well-being can be developed by exercising one’s thinking skills, regulating one’s emotions well, and managing
personal stress effectively.

Lesson 5: Coping with Stress in Middle and Late Adolescence

Stress - Defined as a reaction of the mind and body to a stimulus that disturbs the well-being, state of calm, or equilibrium of a
person. It is a normal reaction to anything that can disturb our balance, commonly termed as homeostatic state or equilibrium.

Equilibrium (noun) - a state in which opposing forces or influences are balance; a state of physical balance
Stimulus (noun) - a thing or event that evokes(bring or recall to conscious mind) a specific functional reaction in an organ of tissue.

SOURCES OF STRESS
Stressor - It is but anything that induces a stress response.
It may be physical, mental, emotional, social, psychological, economic, or even spiritual in nature.
Physical stressors may come in form of pollution, a congested place, or a high level of noise. It may also include fatigue, pain, shock,
trauma, and other physiological conditions in our body.
Mental stressors include academic overload, reviewing for exams, running after deadlines or situations that call for sustained mental
effort.
Social, emotional, and psychological stressors are somehow interrelated because they involve relating with other people.
As we interact with others, we encounter conflicts and disappointments leading to feelings of frustration, tension, anxiety, and even
anger or depression.
Economic stressors may involve one’s socio-economic condition such as limited financial resources to meet our essential needs in life.
Lastly, stressor affecting our spirituality involves loss of joy and peace or disturbance of tranquillity.

MANAGING STRESS
Common Signs and Symptoms of Stress
Cognitive Symptoms Emotional Symptoms
Memory problems Moodiness
Inability to concentrate Irritability or short temper
Poor judgement Agitation*, inability to relax
Seeing only the negative Feeling overwhelmed
Anxious or racing thoughts Sense of loneliness and isolation
Constant worrying Depression or general unhappiness

Physical Symptoms Behavioral Symptoms

Headaches Eating more or less
Back pains Sleeping too much or too little
Diarrhea or constipation Isolating oneself
Frequent colds Procrastinating*
Rapid heartbeat Forgetting or neglecting obligations
Dizziness
Procrastinate (verb) – delay or postpone action; put off doing something

Coping Strategies: Emotion-Focused and Problem-Focused Coping

Emotion-Focused Coping is used when a person has no capacity to deal with the source of the problem.
i.e.: avoiding, distancing, accepting the situation, or turning to alcohol or asking for professional help.
Problem-Focused Coping deals with the stressors directly in practical ways.
People with problem-focused coping take control of their situation by removing the source of the stress or
reducing the effect of stressors.

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Several steps can be used in problem-focused coping such as defining the problem, looking for alternative solutions, learning new
skills to deal with the stressors, and reappraising to find new standards of behavior.

Emotion-Focused Coping Behavior Problem-Focused Coping Behavior

Eating more or eating less Talking with the person concerned

Sleeping more or sleeping less Researching about the topic

Excessive playing of computer games Talking with friends about their opinion

Crying, shouting Strategizing

TWO FACES OF STRESS: EUSTRESS AND DISTRESS

HEALTHY STRESS OR EUSTRESS

There are certain types of stress that can benefit a person. Stress that is short and sporadic (occurring occasionally) can propel a
person to a necessary action. These types of stress can motivate, energize, and spur an individual into fruitful action.
Bad stress can be transformed into good stress depending on how an individual assesses the situation.

Lesson 6-8: Powers of Mind, Mental Health and Emotional Intelligence

THE BRAIN DOMINANCE THEORY VERSUS THE WHOLE BRAIN MODEL
Brain dominance leads to thinking preference that can influence and determine the learning styles of a person
Thus, whether we use the Brain Dominance Theory or the Whole Model theory, we can see that brain functions affect the way we
approach solving problems day to day.

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

Ned Herrmann theorized that the brain has four parts known as Four Dominant Quadrants

Multiple Intelligences as proposed by Howard Gardner:

1. Body Smart: Bodily – Kinesthetic
2. People Smart: Interpersonal
3. Word Smart: Verbal – Linguistic
4. Logic Smart: Logical – Mathematical
5. Nature Smart: Naturalistic
6. Self Smart: Intrapersonal
7. Picture Smart: Visual – Spatial
8. Music Smart: Musical

Mental health is defined as “a state of emotional and psychological well-being in which an individual is able to use his or her cognitive
and emotional capabilities, function in society, and meet the ordinary demands of everyday life.”

Macroexpressions are emotions that we do not intend to hide and occur whenever we are alone or with family and close friends.
On the other hand, microexpressions, are expressions that go on and off the face in a fraction of a second, as fast as 1/30 of a
second. In an attempt to conceal emotions, microexpression can happen so fast that one cannot recognize or see them easily.

Praise be to the God and Father of our Lord Jesus Christ, the Father of compassion and the God of all comfort, who comforts us in all our
troubles, so that we can comfort those in any trouble with the comfort we ourselves receive from God.
- 2 Corinthians 1:3-4 (NIV)

God bless!

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