Personal Development

Ms. Arnie - Grade 12 LEVEL (CORE)

both sides of the biological
CHAPTER 1: INTRODUCTION TO parents’ families
PERSONAL DEVELOPMENT

TRAITS
LESSON 1: HUMAN DEVELOPMENT
PHYSICAL
- Hair Color
HUMAN DEVELOPMENT - Eye Color
- Height
- Measurements if achievements - Weight
by humans through advancement - Tone of voice
of knowledge, biological changes,
habit formation or other criteria MENTAL / COGNITIVE
that changes overtime - Memory
- IQ Scores
- Covers the whole lifespan of the
- Language Acquisition
human existence into three - Mental Retardation
domains
EMOTIONAL
- Extroversion
3 DOMAINS OF THE HUMAN EXISTENCE
- Shyness
Physical Development - Covers the - Anxiety
growth of the body and the brain,
motor and sensory skills, and even
ENVIRONMENT
physical health
- The world outside of ourselves
Psychosocial Development - and the experience that result
Advancement of social interaction with from our contact and interaction
other people, emotions, attitudes, w/ the eternal world.
self-identity, personality, beliefs, and
1. Nutrition
values
2. Housing
Cognitive Development - Covers the 3. Climate
capacity to develop how to learn, to 4. Culture
speak, to understand, to reason, and 5. Pollution
to create 6. Bacterial Disease

INFLUENCING FACTORS OF MATURATION

HUMAN DEVELOPMENT
- The natural progression of the
brain and the body that affects
HEREDITY the cognitive (Thinking +
- The inborn traits passed on by Intelligence), psychological
the generations of offsprings from (Emotion, Attitude, and
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
Self-Identity), and social - Conscious pursuit of personal
(Relationships) dimension of a growth by expanding
person. self-awareness and knowledge
1. Learning to walk and improving personal skills;
2. Learning to talk any focused and conscious effort
3. Attitude towards social groups to improve our personality.
4. Preparing for marriage and family - A process in which a person
life reflects upon themselves,
5. Problem Solving understand who they are, accept
what they discover about
LESSON 2: themselves, and learn (or
PERSONALITY DEVELOPMENT VS. unlearn) new set of values,
PERSONAL DEVELOPMENT attitudes, behavior, and thinking
skills, to reach their fullest
PERSONALITY potential as human beings.
- The individual differences in
characteristic pattern of thinking, BENEFITS OF PERSONAL DEVELOPMENT
selling, and behaving.
- Maximizing potentials
- Contemplate our aims
PERSONAL - Analyze our qualities and skills
- Setting of goals
- Belonging or matter relating to a
- Lifelong process
private person. - Helps us to be a more positive
- A being by which individuals person
meet others.

LESSON 3: PSYCHOLOGY AND

DEVELOPMENT PERSONAL DEVELOPMENT
- The act or process of growing or
causing something to grow or HUMANISTIC PSYCHOLOGY
become larger or more
➔ Deals with personal growth and
advanced.
meaning as a way of reaching
one’s full potential
PERSONALITY DEVELOPMENT
◆ Abraham Maslow and Carl
- Systematic emotional and Rogers
behavioral changes that reflects ➔ Carl was the first to propose and
the individuality of a person. Abraham supported it

PERSONAL DEVELOPMENT
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
- People want to lead meaningful
MASLOW’S HIERARCHY OF NEEDS and fulfilling lives, cultivate, and
enhance the best within himself
- Martin Seligman (2002,
p.263) - Proponent of
positive psychology

PERSONAL DEVELOPMENT IN
ADOLESCENCE

IN THE PHILIPPINE CONTEXT: (CORPUZ,

LUCAS, BORABO, & LUCIDO, 2010

Early Adolescence
- Between 10 and 13 years old
- Change in physical
characteristics (height, facial
hair for boys and start of period
● Created by Maslow in 1945 and for girls)
- Developed in the abilities to
expressed it in his book,
think, learn, reason, and
“Motivation and Personality”, remember
wherein he expressed his - Developed in emotions,
theories expressions, attachment, and
sociability

“What a man can be, he must be. This Middle Adolescence

is what we call self-actualization” - Between 14 and 16 years old
- Abraham Maslow - Urgency for freedom
(independence)
- Change in voice, increase need
HUMANS NEED: (CARL ROGERS) for sleep, and increase in
appetite
- Genuineness - Developed in new thinking skills
- Acceptance through humor and by arguing
- Empathy with parents and others
- Worrying what others think
about them, growing, and
POSITIVE PSYCHOLOGY exercising, frequent mood
- Scientific study of the strengths swings
and virtues that enable
Late Adolescence
individuals and communities to
- Between 17 and 20 years old
thrive - Physically and emotionally
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
mature
- Can fully express ideas and
consider other points of views
- Could gain financial
independence
- Future goals become defined
- Seek one-on-one committed
relationships and intimacy

THE END
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
SOCIETY
CHAPTER 2: KNOWING ONESELF ➔ An individual person as the
object of its own reflective
consciousness and
LESSON 1: KNOWING SELF experiences

RELIGION
KNOWING THYSELF
➔ A creation from God, unseen
- Knowing one’s self is the first part of who we are that
step towards personal provides our physical self with
development insight, intuition, and other
ways of knowing and being
- “gnothi seauton” was written on
beyond what our five senses
the forecourt of the Temple of experience in the physical
Apollo at Delphi. world

Body
Socrates and Plato believed…
- Physical attributes, health,
- Wisdom begins in admitting posture and poise
your own ignorance.
- Self-knowledge is the ultimate Thoughts
virtue. - The way you think, and how
- People can arrive at truth you perceive things around you
through questioning
Emotions and
sensations/awareness
SELF IS… - Things that you experience
prompt you to behave the way
PHILOSOPHY you do.
➔ A “being”, as source of
consciousness;
➔ An agent responsible for an 4 WAYS TO GET TO KNOW YOURSELF
individual’s thoughts and BETTER
actions;
INTROSPECTION
➔ An intangible entity that directs
➔ Self - observation (examination
a person’s thoughts and actions
of one's conscious thoughts
outside the physical realm of a
and feelings)
person
➔ Paying attention to your…
PSYCHOLOGY ◆ own experiences,
➔ The essence of a person; his/ actions and reactions;
her thoughts, feelings and ◆ how you feel inside while
actions, experiences, beliefs, you participate in a
values, principles and variety of activities which
relationships can give you some
insight into your own
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
behavioral preferences;
◆ body language
OBSERVATION
➔ What you see in yourself and/
or how others see yourself
(covert/ overt);
➔ During observation, keep in
mind the following key
concepts:
◆ Situation -------- What is
going on?
◆ Specific
Behavior-------What
happened?
◆ Impact-----------What is
the result?
FEEDBACK - GIVING AND
RECEIVING
➔ Feedback information can be
given in a helpful or a harmful
way. Actually sharing
observation is an interpretation
of reality. So, be kind and real
to yourself and to others when
sharing your observations.
➔ Feedback from others is the
impression or opinion of the
observers. Try to evaluate the
feedback and think deeply on
that for yourself improvement
ASSESSMENT TEST
➔ Taking personality tests for
comprehending your
personality.
➔ Put some structure around
observations, inner thoughts,
feedback and score of the
assessment tool to make some
sense out of all the information.
➔ Assess your positive and
negative points. Start Playing
game on your strengths and
trying to improve your
weaknesses
LESSON 2: PERSONALITY
- The embodiment of one’s
physical, psychological, cognitive
and spiritual self
- (Feist & Rosenberg, 2012)
Unique and relatively enduring
set of behaviors, feelings,
thoughts, and motives that
characterize an individual
- A pattern of behavior
2 COMPONENTS OF PERSONALITY
- The uniqueness of an individual’s
thoughts, feelings, and behaviors
- Their thoughts, feelings, and
behavior relatively enduring, or
being consistent, over different
situations and over time
BUILDING BLOCKS OF PERSONALITY
Nature
- Our genetics
- Includes the genes we are born
with and other hereditary
factors that can impact how our
personality is formed and
influence the way that we
develop from childhood to
adulthood
Nurture
- Encompasses the
environmental factors that
impact who we are
- Includes our early childhood
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
experiences, the way that we
are raised, our social
relationships, and the strong
surrounding culture
LESSON 3: TRAIT THEORIES
HIERARCHY OF TRAITS
❖ Proposed by Gordon Allport
➢ Cardinal Traits
➢ Central Traits
➢ Secondary Traits
CARDINAL TRAITS
❖ Traits that dominate and shape
an individual’s behavior
❖ Stands at the top of the hierarchy
and are collectively known as the
individual’s master control
CENTRAL TRAITS
❖ General characteristics found in
varying degrees in every person
(such as loyalty, kindness,
friendliness, agreeable,
sneakiness)
❖ The basic building blocks that
shape most of our behavior
SECONDARY TRAITS
❖ Plentiful but are only present
under specific circumstances;
includes things like preferences
and attitudes
❖ These explain why a person may
at times exhibit behaviors that
seem unlikely with their usual
behavior
DIMENSIONS OF HUMAN PERSONALITY
TRAITS (16 PERSONALITY FACTS)
❖ Proposed by Raymond Cattell
3 DIMENSIONS OF PERSONALITY
❖ Proposed by Hans Eysenck
3 DIMENSIONS
Introversion - Extroversion
- He classified people as
extroverts, those who give
more attention to other people
and their environment, and
introverts, those who directs
focus on inner world
Neuroticism - Emotional Stability
- Synonymous to “moodiness vs
even-temperedness”, wherein a
neurotic person is inclined to
having changing emotions from
time to time, while an
emotionally stable person tends
to maintain a constant mood or
emotion
Psychoticism
- To the finding it hard to deal
with reality
- A psychotic person may be
considered hostile,
manipulative, antisocial and
non-empathetic
BIG FIVE PERSONALITY TRAITS
❖ Proposed by Robert McCrae &
Paul T. Costa
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
5 PERSONALITY TRAITS ❖ The identification and description
of the 16 distinctive personality
Extraversion types that result from the
- Tendency to be active, interactions among preferences
sociable, person-oriented,
talkative, optimistic, empathetic FAVORITE WORLD:
❖ Do you prefer to focus on the
Openness to Experience outer world or on your own inner
- Tendency to be imaginative,
world? This is called Extraversion
curious, creative, and may have
unconventional beliefs and (E) or Introversion (I)
values
INFORMATION:
Agreeableness
- Tendency to be good-natured, ❖ Do you prefer to focus on the
kind-hearted, helpful, altruistic, basic information you take in or
and trusting do you prefer to interpret and add
meaning? This is called Sensing
Conscientiousness (S) or Intuition (N)
- Tendency to be hardworking,
reliable, ambitious, punctual,
and self-directed DECISIONS
❖ When making decisions, do you
Neuroticism prefer to first look at logic and
- Tendency to become
emotionally unstable and may consistency or first look at the
even develop psychological people and special
distress; overthinker circumstances? This is called
Thinking (T) or Feeling (F)

LESSON 4: MEASURING PERSONALITY

JUDGING
❖ In dealing with the outside world,
RORSCHACH INKBLOT TEST
do you prefer things to get
❖ Developed by Hermann decided or do you prefer to stay
Rorschach open to new information and
❖ Projective psychology test options? This is called Judging
❖ Personality characteristics (J) or Perceiving (P)
❖ Emotional functioning
❖ Thought disorder
THE END
MYERS-BRIGGS TYPE INDICATOR (MBTI)
❖ Developed by Isabel
Briggs-Myers & Katherine Briggs
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
- Means form, pattern,
CHAPTER 3: DEVELOPING THE WHOLE configuration, or organized
PERSON structure.
- Focuses on mind’s perceptive
LESSON 1: DEVELOPING THE WHOLE processes. In which viewing the
PERSON “whole,” a cognitive process
takes place – the mind makes a
leap from comprehending the
PHILOSOPHICAL THEORIES
parts to realizing the whole
● Dualism - “The whole is greater than the
● Holism sum of its parts.” Or “The whole
is more meaningful than the sum
of it parts
HOLISM AND GESTALT
- In 1926, General Jan C. Smuts, a
GESTALT PRINCIPLES
south African statesman, a
military leader, and philosopher ● Figure-ground
wrote about holism in his book: ○ Foreground
“Holism and Evolution” ○ Background
- “The tendency in nature to form ● Similarity
wholes which are greater than ○ Patterns
● Proximity or contiguity
the sum of the parts through ● Continuity
creative evolution” ● Closure
● Simplicity
THE CONCEPT OF GESTALT ○ Lines, curves, that make
images
- Introduced back in 1890 by
German philosopher and
psychologist, Christian von THE WHOLE PERSON PERSONALITY
Ehrehfels
HOLISTIC DEVELOPMENT
PSYCHOLOGISTS WHO SUPPORTED THE
- This pertains to the whole person
GESTALT PRINCIPLE
emphasizing the complete
● Max Wetheimer aspects of a person or his totality.
● Kurt Kofka - Refers to overall growth and
● Wolfgang Kohler progress of an individual that
encompasses various
GESTALT dimensions of life

5 ASPECTS OF HOLISTIC DEVELOPMENT

Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
Physical
- The physical aspect of whole
person development relates to
your physical health,
- It entails eating the right
foods, exercising to
maintain a healthy body,
getting enough sleep,
and managing stress.
Psychological or Emotional
- This is the ability to understand,
manage, and effectively use
your own emotions, as well as
recognize and empathize with
the emotions of others. It’s
crucial for building healthy
relationships and making
informed decisions.
- Entails trying to maintain
a positive attitude,
discover your personal
stress reliever, etc.
Social
- Social skills encompass
effective communication,
empathy, active listening, and
the ability to navigate social
situations successfully,
fostering positive interactions
with others.
- Entails knowing who
your best friends are,
balancing social life with
academic responsibility
Cognitive
- Intellectual growth involves
continuous learning, expanding
knowledge, developing critical
thinking skills, and engaging in
activities that stimulate the
mind.
- Entails keeping abreast
of current affairs, taking
school work seriously,
seeking academic help,
etc.
Spiritual
- This is the exploration and
growth of one’s inner self,
beliefs, values, and the search
for meaning and purpose in life.
It can encompass religious or
non-religious aspects.
- Entails finding a quiet
place and spending time
there everyday
LESSON 2: DUALISM
RENE DESCARTES
- One of the modern philosophers
of our time, influenced much of
mankind’s thinking with his theory
of duality or understanding the
nature of things in a simple, dual
mode. Hence, you are familiar
with the separation of body and
spirit in Western religion, and of
the mind and body in the study of
human sciences. People perceive
things as dual in character
BIG FIVE PERSONALITY TRAITS
- Sigmund Freud
FREUD’S DRIVE THEORY:
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
- Anger, Anticipation, Joy, Trust,
Fear, Surprise, Sadness, and
Disgust

WHEEL OF EMOTIONS
- Anticipation + Joy = Optimism
- Joy + Trust = Love
- Trust + Fear = Submission
- Fear + Surprise = Awe
- Surprise + Sadness =
Disappointment/Disapproval
- Sadness + Disgust = Remorse
- Disgust + Anger = Contempt
- Anger + Anticipation =
Aggressiveness

FREUD’S AFFECT THEORY:

EMOTIONS
- Mind and body’s integrated
response to a certain stimulus. It
involves physiological arousals.

6 BASIC EMOTIONS
- Is a term that refers to the theory
of American psychologists Paul
Ekman and Wallace V. Friesen. FOUR BASIC EMOTIONS
- Happiness, Sadness, Fear,
- Dr. Rachel Jack (Gaslow
Anger, Surprise, and Disgust
University)
- Happiness, Sadness, Fear, And
8 PRIMARY EMOTIONS Anger
- Robert Plutchik
FEELINGS
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
- Mental association and reactions VALUES
to emotions, and are subjective
- Ideals that create meaning and
being influenced by personal
purpose in a person’s life.
experience, beliefs, and
memories.
- Feelings are mental experiences UNIVERSAL VALUES
of body states, which arise as the Truth
brain interprets emotions, - Honesty,
themselves physical states Accuracy, Courage,
arising from the body’s responses Discernment, Integrity,
to external stimuli. Reason, Fairness, Curiosity,
- “Emotions play out in the theater Self-Awareness, Trust,
Justice
of the body. Feelings play out in
Love
the theater of the mind.” - Empathy,
Kindness, Sharing,
CBT: COGNITIVE BEHAVIORAL THEORY Friendship, Generosity,
Patriotism, Acceptance,
- Thoughts create feelings, feelings Consideration, Care,
create behavior, behavior creates Compassion, Humanness
thoughts. Non-Violence
- Harmlessness,
Equality, Citizenship, Care
T: What you think of the environment,
F: What you feel Appreciation of other culture
B: What you do and religion, Universal
Compassion
Peace
ATTITUDES - Being Calm,
Attention, Contentment,
- Person’s thoughts, feelings, and
Patience, Discipline,
emotions about another person, Happiness, Self-esteem,
object, idea, behavior, or Surrender
situation. Right Conduct
- A result of a person’s evaluation - Good diet, Tidy
of an experience with another appearance, Hygiene,
person, object, idea, behavior, or Responsibility, Duty,
Self-reliance, Punctuality,
situation.
Good behavior, Cooperation

BEHAVIOR
- Manifestations or acting out of FIVE CORE VALUES (for the Workplace)
the attitudes an individual has. - Robert L. Dilenschneider
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
1. Integrity, - Adjectives that describe positive
2. Accountability, and desirable qualities which
3. Diligence, usually mirror a value it
4. Perseverance, and represents.
5. Discipline
NOTE:
10 BASIC VALUES
1. Self – direction – Independent VALUES can be positive/negative
while VIRTUES are always positive.
thought and action; choosing, creating,
and exploring
2. Stimulation – excitement, novelty, THE END
and challenge in life
3. Hedonism – pleasure and
sensuous gratification for oneself
4. Achievement – personal success
through demonstrating competence
according to social standards
5. Power – social status and
prestige, and control or dominance over
people and resources
6. Security – safety, harmony, and
stability of society, of relationships, and
of self
7. Conformity – restraint of actions,
inclination
8. Tradition – respect, commitment,
and acceptance of the customs and
ideas that the traditional culture of
religion provides the self
9. Benevolence – preserving and
enhancing the welfare of those with
whom one is in frequent personal
contact (the “in-group”)
10. Universalism – understanding,
appreciation, tolerance, and protection
for the welfare of all people and of
nature

VIRTUES
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
CHAPTER 4: DEVELOPMENTAL STAGES
IN MIDDLE AND LATE ADOLESCENTS
ADOLESCENCE
- Transition period from childhood
to adulthood
1. Early Adolescence
10 – 13 years old
2. Middle Adolescence
14 – 16 years old
3. Late Adolescence
17 – 20 years old
JEAN PIAGET’S STAGES OF
COGNITIVE DEVELOPMENT
Sensorimotor Stage
- Birth to 2 years old
- Covers children ages birth to 18
– 24 months old. Characteristics
include motor activity without use of
symbols. All things learned are based
on experiences, or trial and error.
- The main goal at this stage is
establishing an understanding of
object permanence – in other words.
Knowing that an object still exists even
if you can’t see it or it’s hidden.
Preoperational Stage
- 2 to 7 years old
- Children ages 2 through 7.
Memory and imagination are
developing. Children at this age are
egocentric, which means they have
difficulty thinking outside of their own
viewpoints.
- The main achievement of this
stage is being able to attach meaning
to objects with language. It’s thinking
about things symbolically. Symbolic
thought is a type of thinking where a
word or object is used to represent
something other than itself.
Concrete Operational Stage
- 7 to 11 years old
- Children are much less
egocentric in the concrete operational
stage. It falls between the ages 7 to 11
years old and is marked by more
logical and methodical manipulation of
symbols.
- The main goal at this stage is
for a child to start working things out
inside their head. This is called
operational thought, and it allows kids
to solve problems without physically
encountering things in the real world.
Formal Operational Stage
- 12 and up
- Children 12 years old and older
fall into Piaget’s formal operational
stage. A milestone of this period is
using symbols to understand abstract
concepts. Not only that, but older kids
and adults can also think about
multiple variables and come up with
hypotheses based on previous
knowledge.
- Piaget believed that people of
all ages developed intellectually. But
he also believed that once a person
reaches the formal operational stage,
it’s more about building upon
knowledge, not changing how it’s
acquired or understood.
FREUD PSYCHOSEXUAL STAGES
Oral Stage: Birth to 1 Year Erogenous
Zone: Mouth
Anal Stage: 1 to 3 Year Erogenous
Personal Development
Ms. Arnie - Grade 12 LEVEL (CORE)
Zone: Bowel and Bladder Control

Phallic Stage: 3 to 6 Year Erogenous

Zone: Genitals

Latent Stage: 6 to Puberty Libido

Inactive

Genital Stage: Puberty to Death

Maturing Sexual Interest

BOOK: PAGES TO REVIEW

(Mga wala sa reviewer)

- Chapter 4: pp. . 36 – 38
(Adolescence: Identity vs. Role
Confusion) 42 – 45
- Chapter 5: All pages of the
Chapter