Personal Development
1st Semester – Midterms Examination Reviewer – From PPT & TBL HUB
Module 1: Knowing Oneself
Adolescence
- Came from latin term “adolescere” which means “to
grow up”
- Father of Adolescence – Gravine Stanley Hall
(1844-1924)
- Period of many dramatic changes; physiological,
behavioral, intellectual, social, and personality
development.
- Transition period between childhood and early
adulthood.
3 Stages of Adolescence
1. Early adolescence (11-14 years old)
2. Middle adolescence (15-17 years old)
3. Late adolescence (18-21 years old)
Early Adolescence
- Experiences the beginning stage of puberty.
- Both sexes experience significant physical growth
and increased sexual interest.
- Cognitively - they have limited capacity for abstract
thought but intellectual interest expands and
becomes more important.
Middle Adolescence
- Puberty is completed both sex.
- Physical growth slows for females but continues for
males.
- Beginning in setting long term goals and becoming
interested in the meaning of life and moral reasoning.
- Experiences many social and emotional changes.
- Increased self-involvement and an increased drive
for independence.
Late Adolescence
- Also called the young adulthood phase.
- Experiences fear physical and cognitive
developments.
- Gain the ability to think about ideas rationally, delay
gratification, plan for the future, and gain a firm sense
of identity.
- Experience increases emotional stability and
independence.
Strength and Weaknesses
Personal Strengths
- defined as our built-in capacities for particular ways
of thinking, feeling and behaving.
Personal Weaknesses
- Positive psychology is considered a zone of the
Strengths that you are lower in, rather than a full
deficit of a strength in particular.
- Weakness is a fixable area we can work to improve
on through various positive psychology techniques
and tools.
Johari Window Model
It is a simple and useful tool for illustrating and
improving self-awareness and mutual understanding between
individuals within a group.
It was developed by American psychologists Joseph
Luft and Harry Ingham in 1955 while researching group
dynamics at the University of California Los Angeles.
This model is sometimes referred to as a
'disclosure/feedback model of "self-awareness."
Open Self
Information about you that both you and others know.
It is also referred to as open area, open self, free area, free
self, or ‘the arena.'
Blind Self
Information about you that you don’t know but others do know.
It is also referred to as blind area, blind self, or 'blind spot.'
Hidden Self
Information about you that you know but others don’t know
It is also referred to as hidden area, hidden self, avoided area,
avoided self or 'façade.'
Unknown Self
Information about you that neither you nor others know.
It is also referred to as unknown area or unknown self.
Self Awareness
- Knowing your values, personality, needs, habits,
emotion, strengths, weaknesses.
- A sense of who you are and a vision of the person
you want to become, a plan for professional or
personal development can be created.
- Allows you to motivate yourself and manage your
stress better, helps with your intuitive decision
making, and helps you to lead and motivate others
more effectively.
Self
- Cognitive and affective representation of one’s
identity, or the subject of experience.
Personality
- Unique and relatively enduring set of behaviors,
feelings, thoughts, and motives that characterizes an
individual.
Barriers to Self Awareness
Family of Origin Rules
Culture
Trauma
Depression or Anxiety
How to become more self aware
Look at yourself objectively
Keep a journal
Write goals, plans, and priorities
Perform daily self reflection
Ask trusted friends to describe you.
Self Concept
Learning about ourselves, what we desire, our
wants, interests, thoughts, and things like that allows a more
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1st Semester – Midterms Examination Reviewer – From PPT & TBL HUB
understanding of what we are, what we want, and what will
make us happy.
Three Components of Self-Concept
Self Worth
This is the assumption we hold about ourselves. Rogers
believed that for positive self-worth to develop, one has got to
receive unconditional positive regard.
Self Image
This is how we visualize ourselves, such as whether we see
ourselves as attractive or unattractive.
Idea Self
This is the person we wish to be. Our ideal selves have
achieved our goals and ambitions. However, this ideal self can
change over time.
Personal Development
- Activities that improve awareness and identity,
develop talents and potential, build human capital,
facilitate employability, and enhance the quality of life
and realization of dreams and aspirations.
Module 2: Developing the Whole Person
HOLISM
- Started with Descartes’ concept of duality which
describes a person as having a body and a soul.
- The concept of self
Cognito ergo sum - “ I think, therefore I am”
- Rene Descartes - Father of Modern Philosophy.
- It is the tendency in nature to form holes which are
greater than the sum of the parts through creative
evolution.
HOLISTIC DEVELOPMENT
- Focused on the:
- Physiological or physical attributes.
- Cognitive or intellectual functions of the mind.
- Psychological or how a person thinks, feels and
behaves.
- Social, about the manner of an individual on how
he/she interacts with others.
- Spiritual which embodies a person’s
consciousness, beliefs, values, and virtues.
Holistic Development Perspective
Thoughts, feelings, behaviors : Working together as one
- A holistic view was that all aspects of people’s
needs, psychological, physical and social, should be
taken into account and seen as a whole.
- A holistic perspective that sees man as a whole,
unitary being agrees with the notion of equilibrium,
harmony, or balance that man strives to achieve.
FIVE AREAS OF DEVELOPMENT
a. Physiological Development
b. Cognitive Development
c. Psychological and Emotional Development
d. Social Development
e. Spiritual Development
A. Physiological Development
- Period of transformation, primarily, in terms of
physical, cognitive, and social-relational change.
- Relates to your physical health, it entails eating the
right food, exercising to maintain a healthy body,
getting enough sleep and managing stress.
- Approximately between ages 10-20
Physiological Development
1. Growth - increase in weight and height of a child.
2. Development - this characterizes the changes
that take place from the conception of the child up to
his adult life.
3. Maturity - this process is biologically programmed
to happen sequentially. This mental progress varies
in different life stages.
4. Heredity - this means that your physical make-up
is genetically shaped and influenced by your parent’s
DNA.
B. Cognitive Development
- These include one’s worldviews encompassing
perspectives and thought content, memory,
encoding of information, keeping information in mind,
and retrieving information to be expressed verbally
or through writing.
- Cognitive development is the development of the
mind, the part of the brain responsible for processing
information, memory, problem-solving and decision-
making. It also refers to the development of thinking
across the lifespan.
- Piaget’s Formal Operational Stage
Aspects of Formal Thinking
1. Abstract Thinking
- You become better able to think about abstract
concepts.
- Adolescents begin to recognize that certain
concepts are intangible and can’t be quantified or
measured.
2. Thinking about Possibilities
- You become better able to think about what is
possible, instead of limiting thought to what is real.
- They can reason about chance and probability and
can envision and evaluate alternatives
3. Thinking about things in different ways
- You develop the ability to think about things in
multiple ways at the same time and can approach
problems with more sophisticated lenses.
- They can imagine multiple perspectives, consider
different dimensions, and weigh those dimensions
before taking a course of action.
4. Thinking about thinking
- Refers to as metacognition. You become more
reflective and show signs of increased introspection
and self-consciousness.
- They can understand complex relationships
between ideas and people
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5. Abstract vs. Concrete thinking
- There is often a difference between what you can
think and how thought influences behavior.
- Teens may have mature thought processes
sometimes, but not all the time. As teens mature,
their decision-making skills increase.
6. Risk-taking behaviors
- Some characteristics of your thinking can interfere
with your ability to use “adult-like” thinking and
planning on a consistent basis, increasing the
likelihood of taking risks and engaging in unsafe
behavior.
7. Focus on the present
- You focus more on the present and are less able to
think about the future.
- Many adolescents either seem unable to think
about the future—that is, they can’t think beyond the
present.
8. Feelings of Invulnerability
- You are more likely to see yourself as invulnerable.
Many teenagers like you think that they are invincible
and that they can’t get hurt.
- These beliefs contribute to adolescents weighing
risks differently than adults do.
9. Seeking novel and varied experiences
- You are more likely to seek out novels (new, fresh,
original) and varied experiences for the sake of trying
“something different.”
- Adolescents may undertake risky behaviors even
though they may recognize possible harmful
consequences, including physical and social risks.
C. Psychological and Emotional Development
- The ability to recognize, express, and manage
feelings and the ability to have empathy for the
feelings of others.
- Involves the understanding, control and expression
of a range of emotions, such as happiness, fear and
anger.
A. Theories of Emotion
B. Function of Emotion
- Emotion is often defined as a complex state of
feeling that results in physical and psychological
changes that influence thought and behavior.
- Emotionality is associated with a range of
psychological phenomena, including temperament,
personality, mood, and motivation.
- Feelings are the result from the emotions that were
experienced.
- Behavior is an outward manifestation or acting out
of the attitudes an individual has.
- Attitudes are a person’s thoughts, feelings, and
emotions about another person, object, idea,
behavior, or situation.
A. Theories of Emotion
1. Functionalist theories of emotion
- Emotions help people manage important tasks. It
entails a readiness to adjust one's relationship to the
environment with respect to something that is of
importance to the person.
- This perspective emphasizes the idea that
emotions function to focus action that achieves
personal goals.
2. Appraisal theories of emotion
- Emotions are extracted from our evaluations
(appraisals) of events that cause specific reactions in
different people.
- An example of this is going on a first date. If the
date is perceived as positive, one might feel
happiness, joy, giddiness, excitement, and/or
anticipation, because they have appraised this event
as one that could have positive long term effects.
B. Functions of Emotions
1. Intrapersonal Functions of
Emotion - refers to the role that emotions play within
each of us individually.
2. Interpersonal functions of Emotion
- refers to the role emotions play between individuals
within a group.
3. Social and cultural functions of
Emotion - refer to the role that emotions play in the
maintenance of social order within a society.
D. Social Development
- Social development is the gaining of the knowledge
and skills needed to interact with other people and to
establish positive and rewarding relationships.
A. Social Interaction
Social interaction is when you are around other
people. These people could be family, friends,
teachers, or just people in the community
B. Social Activities
Social Activities are activities based on doing things
with others. Social activities include spending time
with friends, attending parties, being involved in team
sports, etc.
C. Social Skills
Social Skills are skills that you need when interacting
with others. There are certain ways we all must
behave if we want to have fun and to have others like
being around us.
E. Spiritual Development
- Your belief in God, in the Higher Being, or however
you see it in your way that is bigger than you, takes a huge
part of yourself and your life. The spiritual dimension is an
integral part of our self.
Module 3: Developmental Stages in Middle and Late
Adolescence
What do we mean by Self-Identity?
SELF IDENTITY “Who am I’
- Self-Identity is how an individual sees himself or
herself as a person. This self-identity helps define
one’s relationships with other people as well as one’s
way of looking at things.
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SELF CONCEPT “What kind of person am I?”
- Self-concept is generally thought of as our
individual perceptions of our behavior, abilities, and
unique characteristics—a mental picture of who you
are as a person.
- Self-concept tends to be more malleable when
people are younger and still going through the
process of self-discovery and identity formation.
Self Identity and Self Concept
- Self-identity or self-concept evolves from one
individual’s own set of beliefs and values system, in
the role he has identified for himself, the
responsibilities he recognizes and owns, and the
expectations others have on him.
ERIK ERIKSON’S 8 STAGES OF PSYCHOSOCIAL
DEVELOPMENT
- Erik Erikson’s eight stages of psychosocial
development define each stage of human development with a
crisis or a conflict. Each crisis or conflict either gets resolved
or may be left unresolved, resulting in favorable or unfavorable
outcomes.
Stage 1 - Trust vs. Mistrust
- It occurs between birth and 18 months (Infancy) of age and
is the most fundamental stage in life.
Because an infant is utterly dependent, developing trust is
based on the child's caregivers' dependability and quality.
- Important Event: Feeding
- Outcome: Hope
Stage 2 - Autonomy vs. Shame and Doubt
- The second stage of Erikson's psychosocial development
theory takes place during early childhood and is focused on
children developing a greater sense of personal control.
- Age: 2 to 3 years – Early Childhood
- Important Event: Toilet Training
- Outcome: Will
Stage 3 - Initiative vs. Guilt
- Children begin to assert their power and control over the
world through directing the play and other social interactions.
- Age: 3 to 5 years – Preschool
- Important Event: Exploration
- Outcome: Purpose
Stage 4 - Industry vs. Inferiority
- It takes place during the early school years from
approximately ages 6 to 11. Through social interactions,
children begin to develop a sense of pride in their
accomplishments and abilities.
- Age: 6 to 11 years – School Age
- Important Event: School
- Outcome: Confidence
Stage 5 - Identity vs. Role Confusion
- This stage plays an essential role in developing a sense of
personal identity, which will continue to influence behavior and
development for the rest of a person's life. Teens need to
develop a sense of self and personal identity. Success leads
to staying true to yourself, while failure leads to role confusion
and a weak sense of self.
- Age: 12 to 18 years – Adolescence
- Important Event: Social Relationships
- Outcome: Fidelity
Stage 6 - Intimacy vs. Isolation
- This stage covers the period of early adulthood when you are
exploring personal relationships. Erikson believed it is vital
that people develop close, committed relationships with other
people.
- Age: 19 to 40 years – Young Adulthood
- Important Event: Relationships
- Outcome: Love
Stage 7 - Generativity vs. Stagnation
- Adults need to create or nurture things that will outlast them,
often by having children or creating a positive change that
benefits other people. Success leads to feelings of usefulness
and accomplishment, while failure results in shallow
involvement in the world.
- Age: 40 to 65 years – Middle Adulthood
- Important Event: Work and Parenthood
- Outcome: Care
Stage 8 - Integrity vs. Despair
- The final psychosocial stage occurs during old age and is
focused on reflecting on life. At this point in development,
people look back on their lives' events and determine if they
are happy with the life that they lived or if they regret the things
they did or didn't do.
- Age: 65 years to death – Maturity
- Important Event: Reflection on Life
- Outcome: Wisdom
DESIRABLE TASKS ADOLESCENTS SHOULD
DEVELOP
1. Adjust to sexually maturing bodies and feelings.
2. Develop and apply abstract thinking skills.
3. Develop and apply a new perspective on human
relationships.
4. Develop and apply new coping skills in areas such
as decision-making, problem-solving, and conflict
resolution.
5. Identify meaningful moral standards, values, and
belief systems.
6. Understand and express more complex emotional
experiences.
7. Form friendships that are mutually close and
supportive.
8. Establish key aspects of identity.
9. Meet the demands of increasingly mature roles
and responsibilities.
10.Renegotiate relationships with adults in parenting
roles.
Havighurst’s Developmental Tasks Theory
- According to this theory, when people successfully
accomplish the developmental tasks at a stage, they
feel pride and satisfaction.
- They also earn the approval of their community or
society. This success provides a sound foundation
that allows these people to accomplish the tasks that
they will encounter at later developmental stages.
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DEVELOPMENTAL TASKS A FILIPINO ADOLESCENTS
MUST LEARN
1. Developing occupational skills
2. Self-reliance
3. Ability to manage their finances
4. Social responsibility
5. Mature work orientation
6. Personal responsibility
7. Positive attitude toward work
ADDITIONAL DEVELOPMENTAL TASKS AND SKILLS
A FILIPINO ADOLESCENT MUST ACQUIRE
1. Developing Being courageous in standing up and
being different from your friends.
2. Developing self-esteem.
3. Being true to yourself and avoiding the tendency
to please others.
4. Learning how media and advertising are trying to
influence your thinking and feelings.
5. becoming aware, critical, and being involved with
social issues.
6. Embracing a healthy lifestyle.
7. Developing your spirituality.
8. Financial literacy.
COPING WITH CHANGE
- One of the main tasks of adolescence is to cope
with change. When you draw your timeline, you look
at different stages in your life, influences, and things
that happened to you.
- You see some of the different things you did at each
stage and how you are changing. You have had to
learn things all the time.
- Now, as a teenager, you are changing in many
ways and have more responsibility for your life.
Module 4: Coping Stress in Middle and Late Adolescence
STRESS
- Dr. Hans Selye (1907-1982) : an endocrinologist who made
the first scientific study about stress to refer to the mind and
body’s reaction to perceived threats or tension (stimulus) that
affects or disturbs the well being, state of calm, or our body’s
balance (equilibrium-homeostasis).
- Your physical response to stress as an adolescent is faster
than that of an adult simply because the part of your brain
called prefrontal cortex, that assesses danger and directs
action during stress is not yet fully developed.
Defining Stress as Relational
- Stress is rational when a person experiencing stress takes a
step back to look at the situation that is causing the stress and
assess it.
- Could be a positive or negative reaction.
Stress and your body
- According to Selye, when we are faced with a stressful
situation, our body reacts to adjust to it. He developed a model
to explain this bodily response called the General Adaptation
Syndrome (GAS). Our hormonal system runs and alerts the
body to focuson the stressful event.
- Adrenaline : causes or hearts to beat faster and mobilizes
our body to do something. More blood is diverted to the brain
and muscles which pushes us to
think.
Salye’s General Adaptation Syndrome
- Salye : father of stress research
- His work explains stress from a medical standpoint.
- He did not see stress as bad or harmful by itself.
- He said that stress is not what happens to you, but how you
react to it.
3 Phases
1. The Alarm Phase
You recognize the stressor. It could be a problem, a
difficulty, or threaten stirring reactions in your body. The
nervous system is activated. Your hormones act up, producing
a surge of energy intended to allow you to handle the stressful
situation.
2. The Resistance Phase
Being able to handle stress or adapt to the situation,
you can restore a sense of balance once again. Your defenses
may still be up, though. Your body is still in a state of arousal
to resist any effects of stress in you.
3. The Exhaustion Phase
If the stressful situation persists and you are no
longer able to neither adjust nor hold up, exhaustion sets in
that can seriously affect your body. Burnout, fatigue,
dysfunction, or health problems can occur.
HEALTHY STRESS
Stress at a minimum level is healthy. It can enhance
the body’s ability to be alert, to focus, or to prepare the body
to perform well under pressure. Eustress is Selye’s term for it.
There are certain types of stress that can benefit a
person.
Stress that is short and sporadic 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.
Stress and your way of thinking
Theory of Cognitive Appraisal or assessment of the
situation by Richard Lazarus
1. Primary Appraisal
At the onset of a stressful event, you think about its
meaning or importance. You must ask yourself these
questions:
“What does it mean to me?”
“How will it affect me or my goals?”
“Is the situation important for me to deal with?”
“Is it good or is it going to put me at risk?”
“Is it stressful?”
2. Secondary Appraisal
This involves how you cope with the stressful
situation. Can you handle it? How do you feel about the
situation? What can you do about it?
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Other than your way of looking at the situation, there
are other factors that play an important role. Such as your
goals, motivation, self-esteem, and attitude.
SOURCES OF STRESS DURING ADOLESCENCE
2 source of stress
1. External stressors are those that come outside of you like
situations, people, and experiences.
2. Internal stressors are those that come outside of you like
thoughts that you have that caused you to feel fearful,
uncertainties about the future, lack of control over situations,
and even your personal beliefs which includes your own
expectations.
WAYS TO COPE WITH STRESS FOR HEALTHY LIVING
1. Problem-focused – when remedies or solutions are
thought
of to change the situation to lessen the stress.
2. Emotion-focused – when the objective is to lessen the
emotional impact caused by the stressful situation.
SPECIFIC STRATEGIES TO HANDLE STRESS
1. Track Your Stress - stress affects everybody differently.
By regularly monitoring and tracking your stress, you raise
your awareness of the way you experience stress and get a
better sense of your natural stress level. Knowing how your
body reacts to stress will help alert you when your stress level
is rising.
2. Identify the Sources of Your Stress - knowing the sources
of your stress is critical. After you have a good idea of the
things that cause your stress, you can develop a plan for
dealing with each of them.
3. Practice Mindfulness Regularly - mindfulness is a way to
be fully aware in the present moment of physical sensations,
emotions, and thoughts, but without judging them. Regular
daily practice of stress management techniques will allow you
to deal with your stress in a healthier way.
- FOCUS
- DISTRACTION
- AWARENESS
- REDIRECTION
4. Be Physically Active - Physical activity is one of the most
effective stress management techniques. Physical activity
increases endorphins, improves sleep, raises self-esteem,
and releases muscle tension. While moderate physical activity
is good for stress management, overly vigorous activity can
actually contribute to stress levels. If you are going to exercise
to help relieve stress, do so at an intensity level that is
comfortable for you.
5. Practice Deep Breathing - It is one of the fastest ways to
deal with stress at the moment. Use deep breathing to gain
control over stress, anxiety, and panic. It is also effective for
managing depression and emotional responses and can even
be helpful for some medical conditions. The more you
practice, the better you will become at managing stressful
situations.
- Diaphragmatic Breathing or Abdominal Breathing
- To perform basic diaphragmatic breathing, follow
the instructions below:
a. Lie down on a flat surface with a pillow under the
head and pillows beneath the knees.
Pillows will help keep the body in a comfortable
position.
b. Place one hand on the middle of the upper chest.
c. Place the other hand on the stomach, just beneath
the rib cage but above the diaphragm.
d. To inhale, slowly breathe in through the nose,
drawing the breath down toward the stomach.
The stomach should push upward against the hand,
while the chest remains still.
e. To exhale, tighten the abdominal muscles and let
the stomach fall downward while exhaling through pursed lips.
Again, the chest should remain still. (People should practice
this breathing exercise for 5–10 minutes at a time, around
three to four times each day.)
6. Plan Pleasant Activities - research has shown that the
things we do affect the way we feel. When you spend time in
activities that you find relaxing, enjoyable, or just plain fun, you
tend to feel less distressed and happier. For many people, life
demands seem to replace pleasant activities. If you notice this
happening to you, it is time to plan for a positive time
Module 5: Brain Parts, its processes and functions
The Power to Act
The brain has three major parts namely, the brain stem, the
cerebellum and, the cerebrum.
Three Major Parts of the Brain
Brain Stem - It connects the spinal cord and the brain.
Controls functions that keep people alive such as breathing,
heart rate, blood pressure and food digestion.
Those activities occur without any thought. When you breath
you just breath. You don’t instruct yourself to inhale and
exhale.
Cerebellum - It controls voluntary movement. It translates
your will into action.
When you want to lift your spoon, wave your hand, brush your
hair or wink at a cutie, you form the thought and then an area
in the cerebellum translates your will into action. It happens so
quickly. Think about how little time passes between your
desire to continue reading this sentence and the time it takes
your eyes to move to this word or this one. It seems automatic,
but it isn't.
Cerebrum - Largest of the three brain sections, accountsfor
85% of the brain’s weight and has four lobes.
The lobesfrontal, parietal, temporal and occipital -- each has
different functions. They get their names from the sections of
the skull that are next to them.
Neurons, the basic functional units of the nervous system, are
three-part units, and are key to brain function. They are
comprised of a nerve cell body, axon and dendrite, it powers
the rapidfire process that turns thought into movement.
The thought moves as an electrical signal from the nerve cell
down the axon to a dendrite, which looks like branches at the
end of nerve cells. The signal jumps from the end of the
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dendrite on one cell across the space, called a synapse, to the
dendrite of another cell with the help of chemicals called
neurotransmitters. That signal continues jumping from cell to
cell until it reaches the muscle you need to wave, wink or walk.
The parietal lobe helps people understand what they see and
feel, while the frontal lobe determines personality and
emotions. Vision functions are located in the occipital lobe,
and hearing and word recognition abilities are in the temporal
lobe.
The Critical Age
“There is a consensus among researchers that brain cells
regenerate through out life,” said Dr. Douglas Postels
(Pediatric Neurologist)
“The size of the brain doesn’t increase much after 3”
It is during the first three years of life, the brain
experiences most of its growth and develops most of its
potential in learning.
The brain parts are adaptable.
Deprivation of intellectual stimulation occurs dramatically
before age 3.
During our first three years of life, our brain experiences most
of its growth and develops most of its potential for learning.
That's the time frame in which synaptogenesis, or the creation
of pathways for brain cells to communicate, occurs.
The Drug Damage
“The question scientists can’t answer now is if the damage is
permanent.”
Doctors know what inhalants, steroids, marijuana, cocaine
and alcohol do to the brain when people use them. "The
question scientists can't answer now is if the damage is
permanent," said Sue Rusche, co-author of "False
Messengers," a book on how addictive drugs change the
brain.
Inhalants, such as glue, paint, gasoline and aerosols, destroy
the outer lining of nerve cells and make them unable to
communicate with one another. In 1993, more than 60 young
people died from sniffing inhalants, according to National
Families in Action, a drug education center based in Atlanta.
Marijuana hinders memory, learning, judgment and reaction
times.
Ecstasy destroys neurons that makes serotonin - a chemical
crucial in controlling sleep, violence, mood swings and sexual
urges.
Steroids cause aggressions and violent mood swings.
There's a lot we won't know about until later.
The classic example is cigarettes. We allowed people to
smoke for 100 years before we knew about all the horrible
things that nicotine will do.
The Brain Dominance
Left Brain and Right Brain
The human brain is an intricate organ. At approximately 3
pounds, it contains about 100 billion neurons and 100 trillion
connections. Our brain is command central of all you think,
feel, and do.
The brain is divided into two halves, or hemispheres.
Within each half, particular regions control certain functions.
The two sides of the brain look very much alike, but there’s a
huge difference in how they process information. Despite their
contrasting styles, the two halves of the brain don’t work
independently of each other.
Different parts of the brain are connected by nerve fibers.
If a brain injury severed the connection between sides, we
could still function. But the lack of integration would cause
some impairment.
The human brain is constantly reorganizing itself. It is
adaptable to change, whether it is physical or through life
experience. It is tailor-made for learning. As scientists
continue mapping the brain, people are gaining more insight
into which parts control necessary functions. This information
is vital to advancing research into brain diseases and injuries,
and how to recover from them.
The left brain/right brain theory: This theory explains that
people are either left-brained or right-brained, meaning that
one side of their brain is dominant. If a person is mostly
analytical and methodical in their thinking, they are said
to be left-brained. If they tend to be more creative or
artistic, they are thought to be right-brained.
The theory of brain lateralization was developed by Nobel-
prize winners Robert Ornstein and Roger Sperry. It states that
each side of the brain has different specific functions. While
humans use both sides, each one has a dominant side which,
according to the theory, explains much about his or her
behavior, interests, personality, and mode of thinking. This led
to the coined terms left-brained or right-brained individuals.
Left brained people are ORGANIZED, LOGICAL and
DETAIL-ORIENTED. The left brain is more verbal, analytical,
and orderly than the right brain. It’s sometimes called the
digital brain. It’s better at things like reading, writing, and
computations.
Right brained people are INTUITIVE, RISK-TAKERS and
CREATIVE.
The right brain is more visual and spontaneous. It is
sometimes referred to as the analog brain. It has a more
creative and less organized way of thinking.
The theory of the whole-brain-work basically explains the
oscillatory dynamics of the human and nonhuman brain during
cognitive processing. The theory is based on principles
according to which brain functions are represented by the
oscillatory activity.
The Whole Brain Model was developed by Ned Herrmann.
The four different styles are:
Analytical (Upper or Cerebral Left Brain)
Practical (Lower or Limbic Left Brain)
Relational (Lower or Limbic Right Brain)
Experimental (Upper or Cerebral Right Brain)
Arianne Nhicole B. Bautista, A.Y. 2022-2023 7
Personal Development
1st Semester – Midterms Examination Reviewer – From PPT & TBL HUB

Sperry’s split-brain theory: A theory which suggests each
hemisphere of our brain has distinct functions. Sperry’s theory
divides the brain into two hemispheres; right and left. Each
hemisphere is specialized for some behaviors and controls
different types of thinking. The left brain is believed to be more
logical, analytical, and objective. The right brain is said to be
more intuitive, creative, emotional, and subjective. This theory
was discussed in detailed above.
According to Sperry’s dated research, the left brain
prefers:
logic
sequencing
linear thinking
mathematics
and the neo-cortex have two halves, a right and left side.
Reptilian Brain pedals the body’s vital functions such as heart
rate, breathing, body temperature, and balance. Limbic
System is the middle part of the brain, and is controls the
emotions, instincts, feeding, fighting, and fleeing. This system
controls the body’s autonomic nervous system. Neocortex
controls the higher cognitive functions which differentiate Man
from the animals. This is the “thinking cap.” It is accountable
for functions that are considered uniquely human such as
abstract reasoning, aesthetic values, judgment, and language.
Herrmann’s Whole Brain Model: Herrmann’s combination of
theories produces a quadrant model of the brain. This model
has two halves of the cerebral system and the two halves of
the limbic system.
The Quadrants
Left Cerebral (upper left) quadrant with logical, analytical,
quantitative and rational thinking,

facts Left Limbic (lower left) quadrant, with the abilities of

planning, organizing, focusing on detail, and sequential
thinking in words thinking.

like to set goals Right Limbic (lower right) quadrant controls emotions,
feelings, interpersonal skills and kinesthetic, while the
can interpret information well
Right Cerebral (upper right) quadrant is responsible for
keep a tidy room holistic, imaginative, intuitive, integrative and synthesizing
processes.
answer questions spontaneously
Herrmann’s theory allows a person to differentiate between
follow directions and read directions the left and right brain, as well as the concept of cognitive
thinking and emotional response. The upper brain is believed
Sperry’s dated research suggests the right brain is also to control the intellectual process (cerebral thinking), while
connected to: lower brain (limbic system) controls the emotional response
such as anger, happiness and fear. Depending on which
imagination quadrants a person engages, their learning and thinking
processes can be very different.
holistic thinking
Herrmann characterizes the upper left (A) quadrant with
intuition logical, analytical, quantitative and rational thinking, and the
lower left (B) quadrant, with the abilities of planning,
arts organizing, focusing on detail, and sequential thinking. The
lower right (C) quadrant controls emotions, feelings,
rhythm interpersonal skills and kinesthetic, while the upper right (D)
quadrant is responsible for holistic, imaginative, intuitive,
nonverbal cues integrative and synthesizing processes.

feelings visualization Theory’s Advantages and Disadvantages

daydreaming Pro: Leaning - Upon knowing the brain inclination or to which

brain a person is ‘affiliated’, he or she could think of ways to
adventure boost strengths and compensate for weaknesses. It may lead
someone to develop effective ways to learn and study.
writing
Con: Stereotyping - Brain dominance may have a negative
fantasies effect or may even impede learning when this results in a self-
fulfilling prophecy.
expression
The Mind Mapping
MacLean’s Triune brain theory: MacLean’s Triune brain A mind map is a diagram used to visually organize information.
theory proposes that humans have three brains; the reptilian A mind map is hierarchical and shows relationships among
brain, the limbic system, and the neo-cortex. Both the limbic pieces of the whole. It is often created around a single

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Personal Development
1st Semester – Midterms Examination Reviewer – From PPT & TBL HUB

concept, drawn as an image in the center of a blank page, to

which associated representations of ideas such as images,
words and parts of words are added.

Popularized by Tony Buzan. It is a thinking technique used to

visually organize information. It is a creative and logical way
of organizing thoughts and ideas in your mind through a
diagram. This mind mapping technique uses diagram to
visually organize information. This technique is hierarchical
and shows relationship among pieces of the whole. It is often
created around a single concept, drawn as an image in the
center of a blank page, to which associated representations of
ideas such as images, words and parts of words are added.

You can Grow your Intelligence

New Research Suggests that the Brain is More like a
Muscle

It changes and gets stronger when you use it. Scientists have
been able to show how the brain grows and gets stronger
when you learn.
A person who can’t lift 20 lbs when they start exercising can
get strong enough to lift 100 lbs after working out for a long
time.
“Use it or lose it!”

Scientists started thinking that the human brain could develop

and change when they studied animals’ brains. They found
out that animals who lived in a challenging environment were
different from animals who lived alone in brain cages.

Power of an Enriched Environment

The whole brain of those playing outside were 10%
heavier than the animals who lived alone without toys.
Even old animals got smarter and developed more
connections in their brain when they got the chance to play
with new toys and other animals, their brains also grew by
about 10%.

From the very first day you are born, you can hear everyone
talk and you make sense of these strange sounds and figure
out what they mean. As young as you are, you’re exercising
your brain and learn how to talk goo- goo to real words. The
brain has changed – it has actually gotten smarter.

Don’t be dumb, you’re smart!

No one thinks babies are stupid because they can’t talk. They
just haven’t learned how to yet.

Some people will call a person dumb if they can’t solve

problems or spell a word right, or read fast – even though all
these things are learned with practice. You can learn
something difficult until you find one topic easier because your
brain muscles gotten stronger!

When one say – “That’s the smartest student in the class”.

They don’t realize that any other students could learn to do
as well if they exercised and practice studying as much.

No one is really that well-rounded. But you can achieve this

goal by learning how to use your brain effectively. Boost it up
with mind boggling questions, read a book, learn some facts,
make good decisions and devise an idea or plan.

Arianne Nhicole B. Bautista, A.Y. 2022-2023 9