Personal Development Reviewer

Lesson 1: Psychosocial, Cognitive,

and Physical
Development
Physical development involves growth and changes in the body and
brain, the senses, motor skills, and health and wellness. Cognitive
development involves learning, attention, memory, language, thinking,
reasoning, and creativity. Psychosocial development involves emotions,
personality, and social relationships.

Psychosocial development
Psychosocial development involves changes in our interactions and
understanding of one another as well as in our knowledge and
understanding of ourselves as members of society. Erik Erikson (1963)
viewed the developmental changes that occur throughout life as a series
of eight stages of psychosocial development.
 Stage 1: Trust vs. Mistrust (Infancy from birth to 18 months)
 Stage 2: Autonomy vs. Shame and Doubt (Toddler years from 18
months to three years)
 Stage 3: Initiative vs. Guilt (Preschool years from three to five)
 Stage 4: Industry vs. Inferiority (Middle school years from six to 11)
 Stage 5: Identity vs. Confusion (Teen years from 12 to 18)
 Stage 6: Intimacy vs. Isolation (Young adult years from 18 to 40)
 Stage 7: Generativity vs. Stagnation (Middle age from 40 to 65)
 Stage 8: Integrity vs. Despair (Older adulthood from 65 to death)

Psychosocial:

- Attitude
 - Values
- Personality
- Emotions
- Social

Cognitive Development
Cognitive development means how a person develop its way of thinking,
explore, mindset and how to figure things out. It is the development of
knowledge, skills, problem solving and dispositions, which helps the
person to think about and understand the world around them. Brain
development is part of cognitive development.
Cognitive:

- Speak
- Create
- Learn
- Understand
- Reason

Physical development
Physical development (PD) is the growth and development of both the
brain and body in infancy to adolescence that involves developing
control of muscles and physical coordination.

Physical:

- Motor skills
- Teamwork
- Brain
- Health
- Wellness
- Body
- Senses
Lesson 2: Environment, Maturation,
and Heredity
Heredity
Heredity refers to what occurs to individuals by nature. These are
capabilities and tendencies possessed by individuals and are realized as
one matures (Plomin, 1994). Heredity may give some characteristics that
are representative of an individual, group or species. For example, skin
color, hair, eyes temperament, body size and the use of language. These
inherited features sometimes aid a child to excel in particular sports or
subjects. According to this theory therefore human beings are born with
specific personalities and talents. These characteristics later determine
what an individual would become later in life.

Environment
The environment or nurture refers to external factors that an individual is
exposed to throughout his or her lifetime (Papalia, Old’s, and Feldman,
2001). The environment can be social for example peer pressure, media,
neighborhoods, friends and families or it can be physical such as
secondhand smoking, global warming etc. In order for an infant to be
sportive-adult or healthy-minded then it needs to be exposed to an
environment which will support such traits. The praises and rewards
given to an individual after performing certain acts would encourage
them. On the other hand, people avoid doing things which lead to
punishment and or disapproval from elders.

maturation
According to Gesell’s theory of maturation the development of a child is
greatly influenced by the process of aging (Salkind, 1981). This is
opposed to other life experiences such as learning. Development is
therefore perceived as resulting from biological forces. The rate of a
child’s development is determined by biological and genetic make-up
regardless of influences from the environment. This theory therefore
bares similarity with heredity since no external influence is perceived to
be responsible for the growth of children.

- Maturation is a natural progress of brain and the body from

childhood to adolescence stages. It affects the cognitive,
psychological, and social dimensions of a person.

It is important to note that there are a number of factors which determine

the different personalities in society. As much as a child will inherit
some characteristics from parents, still the environment molds and helps
to determine character in individuals. It is nature that ensures infants are
born healthy, whereas as children mature they learn through experience
and practice. In this way the environment helps children develop
effectively.
Lesson 3: Hierarchy
Abraham Maslow
- Who proposed the hierarchy of needs.

Maslow's hierarchy of needs is a theory of motivation which states that

five categories of human needs dictate an individual's behavior. Those
needs are physiological needs, safety needs, love and belonging needs,
esteem needs, and self-actualization needs.

4 Components of Motivation
1. Motivation is Holistic
2. Motivation is Complex
3. People are always motivated
4. People are always motivated in similarly.

Types of Motivation:
1. Extrinsic motivation: related to physical rewards such as salary and
fringe benefits, security, promotion, contract of service, the work
environment and conditions of work. Such tangible rewards are
often determined at the organizational level and may be largely
outside the control of individual manager.
2. Intrinsic motivation: related to psychological rewards such as the
opportunity to use one's ability, a sense of challenge and
achievement, receiving appreciation, positive recognition, and
being treated in caring and considerate manner. The psychological
rewards are those that can usually be determined by the actions and
behavior of individual managers (Mullins, 2006).

Be/being Values
- Self-actualization
- Truth
- Goodness
- Transcendence
- Aliveness
- Uniqueness
- Perfection
- Completion
- Simplicity
The original hierarchy of needs five-
stage model includes:
Maslow (1943, 1954) stated that people are motivated to achieve
certain needs and that some needs take precedence over others.
Our most basic need is for physical survival, and this will be the first
thing that motivates our behavior. Once that level is fulfilled the next

level up is what motivates us, and so on.

1. Physiological needs - these are biological requirements for human

survival, e.g. air, food, drink, shelter, clothing, warmth, sex, sleep.
If these needs are not satisfied the human body cannot function
optimally. Maslow considered physiological needs the most
important as all the other needs become secondary until these needs
are met.
2. Safety needs - once an individual’s physiological needs are
satisfied, the needs for security and safety become relevant. People
want to experience order, predictability and control in their lives.
These needs can be fulfilled by the family and society (e.g. police,
schools, business and medical care).
For example, emotional security, financial security (e.g.
employment, social welfare), law and order, freedom from fear,
social stability, property, health and wellbeing (e.g. safety against
accidents and injury).
3. Love and belongingness needs - after physiological and safety
needs have been fulfilled, the third level of human needs is social
and involves feelings of belongingness. Belongingness, refers to a
human emotional need for interpersonal relationships, affiliating,
connectedness, and being part of a group.
Examples of belongingness needs include friendship, intimacy,
trust, and acceptance, receiving and giving affection, and love.
4. Esteem needs - are the fourth level in Maslow’s hierarchy and
include self-worth, accomplishment and respect. Maslow classified
esteem needs into two categories: (I) esteem for oneself (dignity,
achievement, mastery, independence) and (ii) the desire for
reputation or respect from others (e.g., status, prestige).
Maslow indicated that the need for respect or reputation is most
important for children and adolescents and precedes real self-esteem
or dignity.
5. Self-actualization needs are the highest level in Maslow's
hierarchy, and refer to the realization of a person's potential,
self-fulfillment, seeking personal growth and peak experiences.
Maslow (1943) describes this level as the desire to accomplish
everything that one can, to become the most that one can be.

The expanded hierarchy of needs

It is important to note that Maslow's (1943, 1954) five-stage model
has been expanded to include cognitive and aesthetic needs
(Maslow, 1970a) and later transcendence needs (Maslow, 1970b).
Changes to the original five-stage model are highlighted and include
a seven-stage model and an eight-stage model; both developed
during the 1960s and 1970s.
1. Biological and physiological needs - air, food, drink, shelter,
warmth, sex, sleep, etc.
2. Safety needs - protection from elements, security, order, law,
stability, freedom from fear.
3. Love and belongingness needs - friendship, intimacy, trust, and
acceptance, receiving and giving affection and love. Affiliating,
being part of a group (family, friends, work).
4. Esteem needs - which Maslow classified into two categories: (I)
esteem for oneself (dignity, achievement, mastery, independence)
and (ii) the need to be accepted and valued by others (e.g., status,
prestige).
5. Cognitive needs - knowledge and understanding, curiosity,
exploration, need for meaning and predictability.
6. Aesthetic needs - appreciation and search for beauty, balance,
form, etc.
7. Self-actualization needs - realizing personal potential, self-
fulfillment, seeking personal growth and peak experiences. A desire
“to become everything one is capable of becoming” (Maslow, 1987,
p. 64).
8. Transcendence needs - A person is motivated by values which
transcend beyond the personal self (e.g., mystical experiences and
certain experiences with nature, aesthetic experiences, sexual
experiences, service to others, the pursuit of science, religious faith,
etc.).