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FAMILY Our development is largely influenced by membership to crucial social groups that
shape various aspects of our self, from our beliefs system, values orientation, and manifest
behavior. Indeed, we are born into a family and toward the end of our lives, we evaluate our
self in the context of our contribution to society, quality of our social relationships, and how we
have helped touch lives of people we have directly encountered. At the beginning of life, we are
surrounded by our family. It is the most pervading, influential social that group that impacts our
self in the entire course of development. The conceptions we hold about our world, the values
we uphold in making choices and decisions, and our habits and persistent behavior have been
formed in the context of our respective families.

SCHOOL Next to family, schools form a significant part of our social self. Our world
perspectives go bigger as we get exposed to more people and a formal set of standards; but this
time, we are expected to meet a certain criteria of achievement and oftentimes, in
collaborative learning conditions. We harness our knowledge that we get from our mentors and
apply the socialization skills we got from our families in developing relationships with our
school peers. The information we glean from books, lectures of our mentors, insights from our
classmates are assimilated and imbibed consequently in the inner recesses of our self.
COMMUNITY Aside from one’s family and school, our communities also shape our social self to
a large extent. From an anthropological and sociological perspective, our cultural beliefs and
practices are influenced by what our communities and societies dictate. Values such as faith in
God, respect for the elderly, task persistence & dedication, and love for our country are often
the products of communal settings we belong to and societal expectations imposed on us
AMBIVALENCE -Means Filipino tolerates a double standard mentality.
1. PAKIKIPAGKAPWA-TAO -Ability to empathize with others, intimating helpfulness and
generosity in times of need.
BAYANIHAN (MUTUAL ASSISTANCE) -Which reflects the sensitivity to other people’s feelings
and needs is generally accepted trait of the Pilipino.
PAKIKIRAMDAM/PAGTITIWALA(TRUST)
UTANG NA LOOB (SENSE OF GRATITUDE) -Norm of reciprocity -Filipinos are expected by their
neighbors to return favors whether these were asked for or not, when it’s needed or wanted.
2. FAMILY ORIENTATION - Concern for the family is shown by the Filipino’s high regard
accorded to the elderly, the care given to women and children, sympathy towards relatives and
the sacrifices they endure for their family.
3. SENSE OF HUMOR -The Filipino’s sense of humor is shown in his ability to laugh even in the
worse circumstances. -This trait singles out the Filipino’s infectious, joyful and disposition in
almost all types of situations.
4. FLEXIBILITY, CREATIVITY AND ADAPTABILITY & CREATIVITY -Resourcefulness and being a
quick learner mark out the Filipino’s success in his chosen field. -His propensity to improvise
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new systems and product out of whatever resources available make him famous. -His flexibility
makes him adaptable to the foreign work environment.
5. HARDWORK OR INDUSTRY -Considered superior to most nations. -This is not only proven by
the Filipino’s willingness to take risks to work abroad but also his stubborn will and effort to
survive in the most challenging times abroad.
6. ABILITY TO SURVIVE -The Filipino has the ability to survive and to live through the most
challenging economic and political situation. He has the ability to remain strong despite worst
disaster.
7. SPIRITUALITY -The Filipino strong faith in God gives him a strong moral conscience. -The
sayings “Nasa diyos ang awa, nasa tao ang gawa”, “Bahala na ang diyos” and “God will provide”
seem to govern their decision especially in times of uncertainties and difficulties.
1. EXTREME PERSONALISM
- This is manifested in the tendency to give personal interpretations to actions such as: •
PAKIUSAP (request), • PALAKASAN (power and influence) • NEPOTISM • FAVORITISM.
2. EXTREME FAMILY CENTEREDNESS
-Political Dynasty, Compadreism and Kamag-anak Incorporated are conspicuous manifestations
of this dysfunctional value Filipino value.
3. LACK OF DISCIPLINE
-Lack of discipline encompasses several related characteristics: FILIPINO TIME PALUSOT
SYNDROME AND THE PUEDE NA YAN SYNDROME NINGAS COGON ATTITUDE MANANA HABIT or
MAMAYA NA HABIT or SAKA NA YAN ATITUDE
4. COLONIAL MENTALITY
-This is manifested by the Filipino’s penchant for buying imported goods instead of locally made
goods.
5. CRAB MENTALITY
-Filipinos have the propensities to pull each other down through gossips and destructive
criticisms resulting in disunity and hindering group cooperation in the workplace.
10 CODES OF DISCIPLINE
Godly
Positive Thinker
Creative
Clean and Neat
Agile/Swift
Honest and Honorable
Trustworthy
Helpful/Charitable
Patriotic
Pro-Environment
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ALFRED ADLER:BIRTH ORDER THEORY

FIRST BORN/OLDEST
•Nurturing and protective of others
•Good organizer
•Intelligent and achiever
•Highly anxious
•Intensified feeling of powers and superiority
•Uncooperative
•Must always be right whereas others are wrong
SECOND CHILD
•Highly motivated
•Cooperative
•Highly competitive
•Easily discourage
•Go between

YOUNGEST CHILD
•Most pampered (spoiled)
•Run a high risk of being a problem child
•Lack a sense of independence
•Want to excel in everything
•Likely to have a strong feeling of inferiority
•Self-centered

ONLY CHILD
•Socially mature
•Exaggerated feeling of superiority
•Low feelings of cooperation
•Inflated sense of self
•Pampered style of life
BF SKINNER: OPERANT CONDITIONING
- Burrhus Frederic Skinner was born on March 20, 1904 at Pennsylvania, USA
SHAPING - The child can reach the final target behavior only if the parent breaks up the
complex behavior into its component parts and then reinforces successive approximations to
each response.
ABC BEHAVIOR MODIFICATION
1. ANTECEDENT Also known as the “setting event”. It is referring to the action, event or
circumstances that led up to the behavior and encompasses anything that might contribute to
the behavior.
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2. BEHAVIOR Refers to what the individual does in the response to the antecedent.
3. CONSEQUENCE Either reward or punishment.
1. Punishment (negative consequence)
•Positive punishment - add - add chores as punishment for kids misbehaving
•Negative punishment - remove - confiscating the toy / removing the toy
2. Reinforcement (reward)
•Positive reinforcement - add - if a kid cleans his/her room, you treat them with ice cream
•Negative reinforcement - remove - Strengthen a behavior that avoids or removes a negative
outcome
UTHORITARIAN PARENTING -Authoritarian parents are often thought of as disciplinarians.
•They use a strict discipline style with little negotiation possible.
•Punishment is common.
•Communication is mostly one way: from parent to child.
•Rules usually are not explained.
•Parents with this style are typically less nurturing.
•Expectations are high with limited flexibility
PERMISSIVE PARENTING - Permissive or Indulgent parents mostly let their children do what
they want and offer limited guidance or direction. They are more like friends than parents.
•Their discipline style is the opposite of strict.
•They have limited or no rules and mostly let children figure problems out on their own.
•Communication is open, but these parent’s let children decide for themselves rather than
giving direction.
•Parents in this category tend to be warm and nurturing.
•Expectations are typically minimal or not set by these parents.
UNINVOLVED PARENTING -Uninvolved parents give children a lot of freedom and generally
stay out of their way. Some parents may make a conscious decision to parent in this way, while
others are less interested in parenting or unsure of what to do.
•No particular discipline style is utilized.
•An uninvolved parent lets a child mostly do what he wants, probably out of a lack of
information or caring.
•Communication is limited.
•This group of parents offers little nurturing.
•There are few or no expectations of children.
AUTHORITATIVE PARENTING - Authoritative parents are reasonable and nurturing, and set
high, clear expectations. Children with parents who demonstrate this style tend to be self-
disciplined and think for themselves. This style is thought to be most beneficial to children.
•Disciplinary rules are clear and the reasons behind them are explained.
•Communication is frequent and appropriate to the child's level of understanding.
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•Authoritative parents are nurturing.

• Expectations and goals are high but stated clearly. Children may have input into goals.
ERIKSON: PSYCHOSOCIAL STAGES OF DEVELOPMENT
1. TRUST / MISTRUST
2. AUTONOMY / SHAME AND DOUBT
3. INITIATIVE / GUILT
4. INDUSTRY / INFERIORITY
5. IDENTITY / ROLE CONFUSION
6. INTIMACY / ISOLATION
7. GENERATIVITY / STAGNATION
8. EGO-INTEGRITY / DESPAIR
ABRAHAM MASLOW: HOLISTIC DYNAMIC THEORY (HIERARCHY OF NEEDS)
-In order to better understand what motivates human beings, Maslow proposed that human
needs can be organized into a hierarchy. This hierarchy ranges from more concrete needs such
as food and water to abstract concepts such as self-fulfillment. According to Maslow, when a
lower need is met, the next need on the hierarchy becomes our focus of attention.
SELF-ACTUALIZATION (desire to become the most that one can be)
ESTEEM (respect, self-esteem, status, recognition, strength, freedom)
LOVE AND BELONGING (friendship, intimacy, family, sense of connection)
SAFETY NEEDS (resources, health, property)
PHYSIOLOGICAL NEEDS (air, water, food, shelter. Clothing, reproduction)
CARL ROGERS' CONGRUENCE
self-image
ideal self
SIGMUND FREUD: PSYCHOANALYTIC THEORY LEVELS OF THE MIND
•UNCONSCIOUS - Contains all those drives, urges or instinct that are beyond awareness but
that nevertheless motivate most of our words, feelings and actions.
•PRECONSCIOUS - Contains all those elements that are not conscious but can become
conscious either quite readily or with some difficulty.
•UNCONSCIOUS -This is where our current thoughts, feelings, and focus live.
PROVINCES OF THE MIND
ID
• Has no contact with reality, yet it strives constantly to reduce tension by satisfying basic
desires.
• It serves as pleasure principle.
• Its purpose is to seek pleasure without regard for what is proper and just.
EGO
• It is the only region of the mind that is in contact with reality.
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• It is governed by reality principle.

• The decision maker.
SUPEREGO
•As children reach the age of 5 or 6 years, they identify their parents and begin to learn what
they should and should not do.
•Represent the moral and ideal aspects of personality.
PSYCHOSEXUAL STAGES OF DEVELOPMENT
1. ORAL STAGE (BIRTH TO 1 YEAR)
Erogenous Zone: Gratification gained through stimulation of the mouth.
-In the first stage of personality development, the libido is centered in a baby's mouth. It gets
much satisfaction from putting all sorts of things in its mouth to satisfy the libido, and thus its id
demands. Which at this stage in life are oral, or mouth orientated, such as sucking, biting, and
breastfeeding. Freud said oral stimulation could lead to an oral fixation in later life. We see oral
personalities all around us such as smokers, nail-biters, finger-chewers, and thumb suckers.
Oral personalities engage in such oral behaviors, particularly when under stress
2. ANAL STAGE (1 TO 3 YEARS)
Erogenous Zone: Gratification gained through stimulation of the anus.
-A child enters the anal stage around age 2. During the anal stage, a child displays destructive
and aggressive behaviors. They may act out against potty training or express their frustrations
with aggressive behavior. A child also experiences pleasure through the act of defecating. The
term 'anal' may be used to describe the personality of a person. This is a term popularly used to
refer to people who are overly neat, orderly, and rigid. Freud believed that this may happen as
a result of shame coming to a child from a parent after defecating. He also theorized that the
anal characteristic resulted from resistance to potty training.
3. PHALLIC STAGE (3 TO 6 YEARS)
Erogenous Zone: Gratification gained through stimulation of the genitals.
-Sensitivity now becomes concentrated in the genitals and masturbation (in both sexes)
becomes a new source of pleasure. The child becomes aware of anatomical sex differences,
which sets in motion the conflict between erotic attraction, resentment, rivalry, jealousy and
fear which Freud called the Oedipus complex (in boys) and the Electra complex (in girls). This is
resolved through the process of identification, which involves the child adopting the
characteristics of the same sex parent. You sent You unsent a message
4. LATENCY STAGE (6 YEARS TO PUBERTY)
Erogenous Zone: None. Sexual urges and impulses for erogenous stimulation lie dormant.
-No further psychosexual development takes place during this stage (latent means hidden). The
libido is dormant. Freud thought that most sexual impulses are repressed during the latent
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stage, and sexual energy can be sublimated (re: defense mechanisms) towards schoolwork,
hobbies, and friendships. Much of the child's energy is channeled into developing new skills and
acquiring new knowledge, and play becomes largely confined to other children of the same
gender.
5. GENITAL STAGE (PUBERTY TO ADULT)
Erogenous Zone: Gratification gained through stimulation of genitals with sexual interest in
others.
-This is the last stage of Freud's psychosexual theory of development and begins in puberty. It is
a time of adolescent sexual experimentation, the successful resolution of which is settling down
in a loving one- to-one relationship with another person in our 20's. Sexual instinct is directed
to heterosexual pleasure, rather than self- pleasure like during the phallic stage. For Freud, the
proper outlet of the sexual instinct in adults was through heterosexual intercourse. Fixation and
conflict may prevent this with the consequence that sexual perversions may develop. For
example, fixation at the oral stage may result in a person gaining sexual pleasure primarily from
kissing and oral sex, rather than sexual intercourse.

HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES

LINGUISTIC INTELLIGENCE ("WORD SMART")
LOGICAL-MATHEMATICAL INTELLIGENCE (“NUMBER/REASONING SMART”)
SPATIAL INTELLIGENCE (“PICTURE SMART”)
BODILY-KINESTHETIC INTELLIGENCE (“BODY SMART”)
MUSICAL INTELLIGENCE (“MUSIC SMART”)
INTRAPERSONAL INTELLIGENCE (“SELF SMART”)
INTERPERSONAL INTELLIGENCE (“PEOPLE SMART”)
NATURALIST INTELLIGENCE (“NATURE SMART”)
EXISTENTIAL INTELLIGENCE

JEAN PLAGET’S THEORY OF COGNITIVE DEVELOPMENT

THEORY AND STAGES OF COGNITIVE DEVELOPMENT Piaget's (1936) theory of cognitive
development explains how a child constructs a mental model of the world. He disagreed with
the idea that intelligence was a fixed trait, and regarded cognitive development as a process
which occurs due to biological maturation and interaction with the environment
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THE SENSORIMOTOR STAGE (BIRTH TO 2 YEARS)

•The infant knows the world through their movements and sensations.
•Children learn about the world through basic actions such as sucking, grasping, looking, and
listening.
•Infants learn that things continue to exist even though they cannot be seen (object
permanence).
•They are separate beings from the people and objects around them.
•They realize that their actions can cause things to happen in the world around them.
THE PREOPERATIONAL STAGE (2 TO 7 YEARS)
•Children begin to think symbolically and learn to use words and pictures to represent objects.
•Children at this stage tend to be egocentric and struggle to see things from the perspective of
others.
•While they are getting better with language and thinking, they still tend to think about things
in very concrete terms.
THE CONCRETE OPERATIONAL STAGE (7 TO 11 YEARS)
•During this stage, children begin to think logically about concrete events.
•They begin to understand the concept of conservation that the amount of liquid in a short,
wide cup is equal to that in a tall, skinny glass, for example.
•Their thinking becomes more logical and organized, but still very concrete.
•Children begin using inductive logic, or reasoning from specific information to a general
principle.
THE FORMAL OPERATIONAL STAGE (12 AND UP)
•At this stage, the adolescent or young adult begins to think abstractly and reason about
hypothetical problems.
•Abstract thought emerges.
•Teens begin to think more about moral, philosophical, ethical, social, and political issues that
require theoretical and abstract reasoning.
•Begin to use deductive logic, or reasoning from a general principle to specific information.

•SCHEMA pre-formulated concepts or knowledge that can be modified or expanded.

•ASSIMILATION adding new information to the original set of schema to broaden the
knowledgebase of an individual
•ACCOMMODATION modifying what already exists in the schema especially when the original
knowledge does not apply to the situation
•EQUILIBRATION a balance between assimilation and accommodation