DEVELOPING THE WHOLE PERSON PDEV 11

LESSON 2 – DEVELOPING THE WHOLE PERSON

THE ASPECTS OF HOLISTIC DEVELOPMENT

1. Physiological Development
During adolescence, a person experiences various body changes such as rapid body growth, hair
growth, and muscle modification in some parts of the body These changes can make an adolescent
feel uncomfortable and self-conscious. Adolescents grow to reach their adult height and their bodies
begin to resemble adult bodies in size, shape, and body composition. The changes are preparing them
to become physically capable of biological reproduction.

2. Cognitive Development
There’s a considerable advancement in adolescents’ thinking skills. They are beginning to think
from concrete to abstract terms and able to conceptualize theoretical ideas. Problems are now being
evaluated logically and scientifically. These changes in problem-solving and thinking abilities happen
concurrently with their social, emotional, and moral development.

3. Psychological Development

During adolescence, individuals undergo the process of self-evaluation which leads to long-range
goal setting, emotional and social independence, and maturity. There is thus an ongoing
establishment of strongly-held beliefs, values, and goals in life.

The psychological development varies according to the sub-stages within adolescence. In the early
stage of adolescence, the development centers on the formation of self-image partly as a consequence
of bodily changes. Adolescents in this stage begin to form their respective self-concept by being
aware and accepting what they have become physiologically and cognitively.

Upon reaching the middle stage adolescence, they tend to lose ties with their parents or guardians
and become more independent especially in the way they think and feel. They also become adventurous
and start to experiment with various things and behaviors such as engaging in unusual and risky activities.
This therefore calls for checking and controlling one’s behavior so as not to ruin one’s future. At this
stage also, there is a conflict between one’s set of values and the one expected by his/her parents or
guardians. The adolescent also starts to decide on his/her educational or vocational pursuits and asserts
self-dependence. On a positive note, there’s a display of a sense of responsibility and the desire to find out
how he or she can contribute to society.

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In the late adolescence, there arises a more stable sense of identity among adolescents. During this
time, they feel more psychologically integrated. They exhibit concern for others through giving and
caring as opposed to the selfish acts and inability to delay gratification during childhood. By the end
of late adolescence, many of them would have realized already their functions in society, have
established realistic goals in life, and have been in the journey of realizing and achieving them.

4. Social Development
Especially during the middle adolescence stage, adolescents’ clamor for independence is evident.
They begin to rely more on their friends or peer groups become more important to them than on their
family. However, since peer groups become more important to them than their family, adolescents are
more prone to peer pressure as they are expected to conform to the standards of their friends.

By late adolescence, there would be a re-establishment of good relationships with families as well
as a formation of significant relationships with other people and acquaintances. Whereas romantic
relationship in early adolescence is short-lived and fleeting, it is relatively longer and more stable in
late adolescence.

5. Spiritual Development
Adolescents begin to have interest in spiritual concerns. They start pondering on questions
concerning existence, essence, spirituality, religion, and God. Many would desire to establish a
personal relationship with the Creator and some would even be interested in taking sacred vocation.
Adolescents also entertain and try to answer the existential questions such as “Who am I?,” “What
brought me here?,” “What is the essence of life?,” and “What happens after death.” Some begin to
seriously seek answers to questions related to the concepts of life, existence, life meaning, trials, and
miseries from the religious, biblical, and spiritual realm.

THOUGHTS, FEELINGS AND BEHAVIOR

Thought may refer to “the ideas or arrangements of ideas that result from thinking, the act of producing
thoughts, or the process of producing thoughts.”

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Thoughts are cognitive. That is, they are mentally produced and possessed. It is usually clear to the person
when he or she is having thoughts that he or she can verbalize them. When expressed, thoughts are
normally in sentence form. (e.g. “I think the movie was nice;” “I think the dress fits me.”)

Thoughts are influential. As the Chinese philosopher Lao Tzu once said, “If you correct your mind, the
rest of your life will fall into place.”

Feeling, on the other hand, denotes “a state of consciousness, such as that resulting from emotions,
sentiments or desires.” Feelings are usually mild emotional states. Examples of feelings are anger,
sadness, fear, and happiness.

Behavior refers to “the range of actions and mannerisms made by individuals, organisms, systems, or
artificial entities in conjunction with themselves or their environment, which includes the other systems or
organisms around, as well as the physical environment.”

Reference:
De Guzman, J., Nicolas, M. (2016) Personal Development, Malabon City, Mutya Publishing House, Inc.

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