LESSON 1: MEANING AND 5.

More Fulfilling Relationships- give

IMPORTANCE OF PERSONAL more time to make us better and less
DEVELOPMENT to those who bring us down.

Personal Development LESSON 2: KNOWING ONESELF

- Process of improving oneself (knowing
our strengths, weaknesses and LESSON 3: CHARACTERISTICS,
creating a plan to improve) HABITS, AND EXPERIENCES
- Covers activities that improve
awareness and identity, develop NATURE
talents and potential, build human • Genes and hereditary factors that
capital and facilitate employability, influence who we are
enhance the quality of life and • From our physical appearance to
contribute to the realization of dreams personality characteristics
and aspirations
- One should be aware of the necessity NURTURE
to improve oneself • Environmental variables such as how
- Takes place over the course of a we are raised and what our social
person’s entire life relationships are that impact who we
- Not limited to self-help (reading/ are
listening to stories to gain • Includes our habits and experiences
understanding and lessons)
- Involves formal and informal activities CHARACTER
for developing others in roles • Attributes or features that make up and
(counselor, teacher, etc.) distinguish an individual
- Expansion of human capabilities, • Complex of mental and ethical traits,
widening of choices, enhancement of marking and often individualizing a
freedom and fulfillment of human rights person, group, or nation
- Life-long process to set goals to • Main or essential nature especially as
maximize our potential strongly marked and serving to
distinguish moral excellence and
IMPORTANCE firmness
1. Self Actualization - according to • Six Pillars of Character
Maslow’s hierarchy of needs - Trustworthiness
(physiological, safety, belonging and - Respect
love, esteem, self actualization and - Responsibility
self-transcendence). - Fairness
2. Self-awareness - when we are aware - Caring
of what’s wrong and right, we’ll know - Citizenship
how to improve. • Ways to strengthen
3. Sense of Direction - We will know - Focus on best qualities
what to do and get it. We will see - Practicing empathy and gratitude
each task for its true quality. - Taking on leadership roles
4. More Motivation and Greater
Resilience - it helps us deal with
hardships better

 HABITS
• Knowledge or mastery of an event or
subject gained through involvement or
exposure to it
• Takes 2 weeks to form a habit from a
routine
• Settled tendency or usual manner of
behavior that has become nearly or
completely involuntary
• Created by habituation, which is a
process of conditioning whereby
repeated triggers and actions become
automated
• Triggered by events, thoughts, and
situations
EXPERIENCE
• Knowledge or mastery of an event or
subject gained through involvement or
exposure to it
• Posteriori knowledge or knowledge
obtained through past events and
present fact rather than assumptions
• Types
- Physical
- Mental
- Emotional
- Spiritual FEELINGS (how we feel
- Social a ects what we think
- Virtual and simulation
LESSON 4: THOUGHTS, FEELINGS
AND BEHAVIOR
THOUGHTS
• Usually formulate a sentence
• Easiest of the three to report because
they can be communicated exactly as
they occur to you in your stream of
consciousness
FEELINGS
• Usually one or two words
• “I feel ____”
ff
ff
• Usually most accurate guide to what is
going on with you as long as your
thinking is accurate
• EMOTIONS VS FEELINGS
- EMOTIONS: physical states that
arise as a response to external
stimuli, arise before feelings,
observed through the physical
reactions
- FEELINGS: mental associations and
reactions to emotions, caused by
emotions, can be hidden
BEHAVIORS
• Observable actions
• If you are using actions to describe how
you feel, you are probably describing
the behavior the feeling makes you
want to enact
COGNITIVE TRIANGLE
• Tool used to better visualize the
relationship between thoughts,
behaviors, and feelings.
THOUGHTS (what we think a ects
how we feel and act)
and do)
BEHAVIOR (what we
do a ects how we
think and feel)
*we can change our thoughts, feelings,
and behaviors to have better thoughts,
feelings, and behaviors because they all
affect each other.
COGNITIVE RESTRUCTURING
• Going deeper into one’s self-belief and
doubts
• Negative feelings often trigger self-
doubts
ff

 • Doubts can turn into a belief system - Time for self reflection
- Anxieties for career and school
CONNECTIONS
➡Experiences affect our thoughts, Late Adolescence (19-21, 17-21)
feelings and behavior which trigger our - looking to the future and having
corresponding actions purpose
➡These actions are results of how we
were molded to apply the values we STAGES OF COGNITIVE
learned DEVELOPMENT (Jean Piaget)
➡Thoughts, feelings, and behavior
influence one another. When a situation Sensorimotor (brith to 18-24 mo)
arises and we have thoughts about the • Goal is objective permanence
facts of that situation; those thoughts • All things are learned based on
trigger feelings and based on those experience, trial and error
feelings we engage in behaviors which
impact the situation and the cycle Pre-operational (2-7)
continues • Goal is symbolic thought
➡We have an option of what will be our • Development of language, memory and
action in a certain situation, no matter imagination
how bad the circumstance are there is • Intelligence is egocentric (self-centered)
always an alternative to be good. • Emergent literacy (drawing on walls)

LESSON 6: COGNITIVE AND Concrete Operational (7-11)

PSYCHOLOGICAL DEVELOPMENT • Operational thought
• Children are more logical and
COGNITIVE DEVELOPMENT methodological of symbols
• Focusing on the intellectual functions of • Less egocentric and more aware of the
the mind outside world

COMPONENTS Formal Operational (adolescence to

1. Strengthen advanced reasoning skills adulthood)
which includes thinking about multiple • Abstract concepts
options, pondering things, and • Use symbols for abstract concepts to
following logical thought process make hypothesis
2. Start to develop abstract thinking
skills FACTORS THAT AFFECT BRAIN AND
3. Enlarge capacity to metacognition, a THINKING
process of thinking about thinking 1. Learning Style and Multiple
Intelligences
Early Adolescence (11-13, 10-14) 2. Disabilities
- Career interests 3. Trauma
- Ask many questions 4. Mental Health Disorders
5. Substance Use
Middle Adolescence (14-18, 15-16)
- Sexual and aggressive energies Cognitive Ability Tests- usually include
directed into creative and career reasoning perception, memory, verbal

 and mathematical ability, and problem Self-actualizing (40-49)

solving • Expressing your true nature
• Concern is lack of purpose
PSYCHOLOGICAL DEVELOPMENT
• Refers to the development that involves Self-integrating (50-59)
interaction with several influences from • Connecting with others to make a
the person’s environment difference
• Concern lack of connection and
CHANGES AND DEVELOPMENT loneliness
DURING ADOLESCENCE
• Accepting of physical changes Serving (60+)
• Letting go of the parental home • Contributing to the well-being of future
• Building our own circle of friends generations
• First intimate experience and • Concern is lack of confidence and
relationships isolation
• Developing our own world view
• Thoughts of a professional career LESSON 7: SPIRITUAL AND SOCIAL
• Development of a future perspective DEVELOPMENT

STAGES OF PSYCHOLOGICAL SPIRITUAL DEVELOPMENT

DEVELOPMENT by Richard Barrett • Person’s belief including values and
virtues
Surviving (conception to 2) • Begin to formulate questions
• Staying alive and physically healthy by concerning existence, essence,
getting survival needs met spirituality, religion, and God
• Concern not getting what we need
RELIGIOSITY VS SPIRITUALITY
Conforming (3-7) • Religiosity - focuses on beliefs and
• Feeling safe and protected by staying practices of religious organization or
close kin and family creed
• Concern not getting a harmonious • Spirituality focuses on inspiration,
relationship reflection, and personal connection

Differentiating (8-24) ASPECTS OF SPIRITUAL

• Feeling recognized by establishing DEVELOPMENT
yourself in the community that values • Beliefs
who you are • A sense of awe, wonder, mystery
• Concern is lack of recognition in your • Experiencing feelings of transcendence
community • Search for meaning and purpose
• Self-knowledge
Individualizing (25-39) • Relationships
• Discovering your true nature by • Creativity
embracing your soul’s value and • Feelings and emotions
purpose
• Concern lack of freedom and autonomy

 BENEFITS 2. Student
• Higher self-esteem and self-worth - enhances positive attitude and skills in
• More positive relationships personal and social aspects
• Lower alcohol and drug use - Developed through interaction and the
• Greater sense that life has meaning academics are crucial
and purpose
• Greater sense of belonging and 3. Adolescence
connectedness - search of an individual identity
• Lower anxiety and stress
• Stronger relationship with parents 4. Young Adults
• More friends who are positive - fit into the roles they desire
influences - Seek partners, fear rejection and
• More respect for yourself and others attack of their egos
• Greater success in life
• Experiencing hope amid hardships 5. Middle Adulthood
- help the growth and development of
KOHLBERG’S STAGE OF MORAL the next generation (starting and
DEVELOPMENT raising a family)

1. Pre-Conventional Morality (9 or 6. Late Adulthood

younger) - reduce productivity and into retirement
- Stage 1 Obedience & Punishment - Sees if they have contributed
- Stage 2 Individualism & Exchange - Socialization is incredibly important

2. Conventional Morality LESSON 8: DEVELOPMENTAL TASKS

- Stage 3 Good Interpersonal
Relationships HAVIGHURST’S DEVELOPMENTAL
- Stage 4 Maintaining the Social Order TASKS FOR ADOLESCENTS

3. Post-Conventional Morality 1. The adolescent must adjust to a new

- Stage 5 Social Contract & Individual physical sense of self
Rights 2. The adolescent must adjust to new
- Stage 6 Universal Principles intellectual abilities
3. The adolescent must adjust to
SOCIAL DEVELOPMENT increase cognitive demands at school
• How people develop social and 4. The adolescent must develop
emotional skills across the lifespan, expanded verbal skills
with particular attention to childhood 5. The adolescent must develop a
and adolescence personal sense of identity
6. The adolescent must establish adult
ERIK ERIKSON’S SOCIAL vocational goals
DEVELOPMENT THEORY 7. The adolescent must establish
1. Children emotional and psychological
- learn to trust others and learn more independence from his or her parents
about theirselves and their skills 8. The adolescent must develop stable
and productive peer relationship

 9. The adolescent must learn to manage 6. Early Adulthood

his or her sexuality - 20-29
10. The adolescent must develop a - Virtue: Love
personal value system - Crisis: Intimacy vs Isolation
11. The adolescent must develop - Sig. Rel.: Friends and Partners
increased impulse control and - E.Q: Can I love?
behavioral maturity
7. Middle Adulthood
LESSON 9: EVALUATE ONE’S - 40-59
DEVELOPMENT - Virtue: Care
- Crisis: Generativity vs Stagnation
Erik Erickson’s Different Stages of Life - Sig. Rel.: Workmates
- E.Q: Can I make my life count?
1. Infancy
- under 2 years old 8. Late Adulthood
- Virtues: Hope - 60 +
- Crisis: Trust vs Mistrust - Virtue: Wisdom
- E.Q: Can I trust the world? - Crisis: Ego Integrity vs Despair
- Sig. Rel.: Mankind
2. Toddlerhood - E.Q: Is it okay to have been me?
- Virtue: Will
- Crisis: Autonomy vs Shame and Doubt Developmental Tasks Theory by
- Sig. Rel.: Parents Havighurst (1953)
- E.Q: Is it okay to be me? • Most systematic and extensive manner
• Development is continuous throughout
3. Early Childhood life, occurring in stages, where an
- Virtue: Purpose individual moves from one stage to the
- Crisis: Initiative vs Guilt next by means of successful resolution
- Sig. Rel.: Whole family of challenges by performing the
- E.Q: Is it okay for me to do/act? developmental tasks
• Encountered by individuals in a society
4. Middle Childhood where he belongs
- 9-12 years old
- Virtue: Competence SELF-CONFIDENCE
- Crisis: Industry vs Inferiority • Developed in an individual as he
- Sig. Rel.: Neighborhood and School successfully performs his tasks
- E.Q: Can I make it in the world of • Results in family or society’s approval
people and things? • Helps an individual to be prepared to
handle complex tasks in the later
5. Adolescence stages of life
- 13-19 • When they fail to develop these, they
- Virtue: Fidelity become unhappy and results to
- Crisis: Identity vs Role Confusion disapproval of society which will give
- Sig. Rel.: Peers and Role Model them difficulty in performing tasks
- E.Q: Who am I? Who can I be? expected of them

 TIPS OF FACING THE CHALLENGES IN LESSON 11: STRESS AND ITS

MIDDLE AND LATE ADOLESCENCE EFFECTS
1. Know Your Values
2. Draw up a Plan for Your Life STRESS
3. Develop Yourself • Resultant of a change, whether
4. Have a Role Model expected or otherwise and the reaction
5. Make Decisions to it
6. Be Assertive • May be good or bad
7. Learn a Skill • Affects people differently
8. Take Advantage of Holiday Periods
KINDS
LESSON 10: UNDERSTANDING
MENTAL HEALTH & PSYCHOLOGICAL Physical
WELL-BEING TO COPE WITH STRESS • Actual physical events
• ex. Travel, walking long hours
WELL-BEING
• Experience of health, happiness, and Emotional
prosperity • Most common
• Feeling well • Occur after triggering events
• May cause physical changes
PSYCHOLOGICAL WELL-BEING • Temporary
• Inter and intraindividual levels of
positive functioning that include one’s Traumatic
relatedness with other and self-referent • Occurs because of some type of
attitudes that include one’s sense of trauma that leads to intense pain
mastery and personal growth
Acute
CONNECTION OF BRAIN AND MENTAL • Immediate reaction to a new challenge
HEALTH or demand
• Mental illnesses result from the • Triggers fight or flight response
complications in the communication • Severe cases may lead to mental
between neurons in the brain health problems like PTSD
• Serotonin is lower in those who have
depression Episodic
• Amygdala recognizes the threat and the • When acute stress happen frequently
frontal lobe signals the amygdala if the • Short-tempered, pessimistic, worry-
alarm is justified warts
• We need to understand the physical
and physiological aspects of our body Chronic
to understand our mental health • Happens for a long period of time
• Constant and doesn’t go away
COPING WITH STRESS
- Sleep right TYPES
- Eat right
- Exercise Eustress
- Keep learning • Positive stress



 Distress • Maintain posture, balance and

• Discomfort, anxiety and unfamiliarity equilibrium
• Acute (long-term) and short-term
Brain Stem
Hyperstress • Regulates involuntary actions such as
• Overworking breathing, consciousness, heart rate,
• Pushed beyond their capabilities blood pressure, and sleep
• Low tolerance to stressful situations • Controls flow of messages between
brain and the rest of the body
Hypostress
• Bored Cerebrum
• Does not face a challenge and lacks • Largest portion of the brain
enthusiasm • Responsible for most of the brain’s
function such as thought and
FACTORS movement
• Predictability • Divided into four areas:
• Controllability - Frontal (important cognitive skills
• Stress Reactivity such as emotional expression,
problem solving, memory, language,
EFFECTS judgment, and sexual behaviors)
• Cardiovascular system - Parietal (processes sensory
• Gastrointestinal tract information, language, and math)
• Muscles - Occipital (processes and interprets
• Skin everything we see)
- Temporal (primary auditory
RESILIENCY perception and holds primary
• Universal capacity which allows a auditory cortex)
person, group or community to prevent,
minimize, or overcome the damaging OTHER TERMS
effects of adversity (E. Grothberg) Sulci - deep furrow that divides the
cerebrum into halves
LESSON 12: BRAIN PARTS AND Neuron - term for nerve cells
FUNCTIONS Neurotransmitters - chemical
substances that transmit messages from
Thomas Willis one neuron to the next
• English doctor in 1664 Synapse - space between two neurons
• Pioneered the study of the anatomy of where neurotransmitters are released
the brain, nervous system and muscles
• Brain is responsible for mental DEVELOPMENT OF THE BRAIN
functioning DURING PUBERTY
• brain continues to bloom in the frontal
THREE MAIN STRUCTURES region (prefrontal cortex involve
decision making and cognitive control)
Cerebellum • Girls: largest physical size at 11
• Helps with coordination of voluntary • Boys: largest physical size at 14 - 20s
movement related to motor skills

 • Grows and strengthens through: CHUNKS

- growing brain cells • Information bound together through use
- Pruning some extra growth and meaning
- Strengthening connections • Best built with focused, undivided
attention, and understanding of the
BRAIN DOMINANCE THEORY basic idea
• Left Brain is more on the mathematical, • Transfer - chunk in one area can help
logical, and analysis side you learn chunks of information
• Right Brain is more on the creative,
arts, and feeling side ILLUSIONS OF COMPETENCE IN
LEARNING
WHOLE BRAIN THEORY • Recognize when you’re fooling yourself
• Test yourself frequently through recall
Paul Broca
• Study on language and left-right brain LESSON 13: EMOTIONS
specialization on a patient who had
problems with language 5 EMOTION FAMILIES (PAUL EKMAN)
• Language functions reside on the left • Anger
side of the brain • Fear
• Disgust
Roger Sperry • Sadness
• Study for epilepsy which won a Nobel • Enjoyment
Prize
• “Split-Brain Theory”, brain has two 9 CHARACTERISTICS OF BASIC
hemispheres EMOTIONS

Paul MacLean 1. Universal Signals

• “The Triune Brain Theory” - facial expressions evidently distinguish
• Distinct parts: neocortex, limbic system, one’s feelings for other people to
and reptilian complex understand

Ned Hermann 2. Physiology

• “Brain Dominance Theory” - distinctive patterns occurring in our
• Four parts: cerebral mode (UL, brain that respond to specific emotions
analytical); limbic mode (LL, organized);
limbic mode (LR, interpersonal); limbic 3. Universal in Antecedent Events
system (UR, imaginative) - specific emotions are triggered when
responding to specific stimuli
MODES OF THINKING
Focused Mode 4. Presence in Other Primates
• Tight spacing for rubber bumpers, - our closest relatives in the evolutionary
keeping thoughts concentrated tree also exhibit similar facial
Diffused expressions us humans use to show
• Widely spaced bumpers, allows broad our emotions
ranging ways of thinking

 5. Coherence Among Emotional Consequences

Response - Emotions
- consistently makes you act a certain - Behaviors
way after feeling an emotion - Other thoughts

6. Quick Onset
- easy to change
- Facial expression can immediately
form milliseconds after stimuli has
occurred

7. Brief Duration
- Your emotions are quick to trigger, thus
leading to a certain mood occurring

8. Automatic Appraisal
- Appraisals are interpretations or
automatic thoughts.
- The way you interpret different aspects
of a situation and a lot of different
things can influence your appraisals
- Emotional responses differ with things
that influence the person like their
personal experiences

9. Unbidden Occurrence
- involuntary and can trigger
unconsciously, we do not choose to
feel them
- Emotions prepare us for events without
thinking about them

EMOTIONAL EXPERIENCE AS A
PROCESS

Activating Agent
- actual event
- Client’s immediate interpretations of
the event

Beliefs
- Evaluation
- Rational
- Irrational