REVIEWER

PERSONAL DEVELOPMENT-WEEK 1

CHAPTER 1- Knowing Oneself

Knowing oneself paves the way to self-acceptance and better relationships with
others.

HUMAN PERSON
-has its own capabilities or attributes.
-Attributes includes reason, morality, consciousness, or self –consciousness and
culturally established form of social relations such as kinship, ownership of
property or legal responsibility.
-The unique characteristics of persons is based on their experiences, perceptions,
beliefs, creativity, hobbies, relationship,
-Some people take their uniqueness stand out as different, use their unique persona
to create and experience the life as different, use their unique persona to create and
experience the life they want.

SELF-CONCEPT
– refers to your awareness of yourself.

2 CATEGORIES OF SELF-CONCEPT
1. ACTUAL SELF- is built on self-knowledge which is derived from social
interactions that provide insights into how others react to you.
2. IDEAL SELF- is how we want to be. It is an idealized image that we have
developed over time, based on what we have learned and experienced.
PERSONAL DEVELOPMENT-WEEK TWO-DEVELOPING THE WHOLE PERSON

CHAPTER 2-SELF-DEVELOPMENT

DEVELOPING THE WHOLE PERSON

Imagine you are looking at yourself in the mirror. You see your face, your whole
body, the whole of you in front of that mirror. You start to ask for something that
will make you look good. You look for an ideal self- it can be a good implication or
a pretentious whip. You cannot understand this until you develop the whole person
in you.

According to GESTALT psychology your minds tend to perceive objects as part of

a greater whole and as elements of more complex systems.

ASPECT EVIDENCE OF DEVELOPMENT

PHYSIOLOGICAL 1. Health Maintenance
2. Physical Fitness
COGNITIVE 1. Intellectual Capacity
PSYCHOLOGICAL 1. Emotional Health
2. Self-Appreciation
SPIRITUAL 1. Art Appreciation
2. Spiritual Quest
3. Moral Commitment
SOCIAL 1. Civic/Societal Responsibility
2. Community Care
3. Cultural Engagement
4. Family Relationship
5. Peer Relationship
PERSONAL DEVELOPMENT-WEEK 3

CHAPTER 3- DEVELOPMENTAL STAGES IN MIDDLE AND LATE

ADOLESCENCE

AGES OF ADOLESCENE
10-13 YEARS OLD-Early Adolescence
14-16-Middle Adolescence
17-20-Late Adolescence

UNDERSTANDING THE DIFFERENT DEVELOPMENTAL THEORIES

1. Theory of Moral Development by Lawrence Kohlberg
2. The Psychosocial Stages of Development by Erik Erikson
3. The Developmental Task Theory by Robert J. Havighurst
4. The Cognitive Development by Jean Piaget

THEORY OF MORAL DEVELOPMENT BY LAWRENCE KOHLBERG

THREE LEVELS OF MORAL REASONING

1. Pre-Conventional Morality (most 9 yrs. old and younger, some over nine)
2. Conventional Morality (7 to 11 years old)
3. Post-Conventional Morality (11 years on)

Level 1- At this age, children's decisions are primarily shaped by the expectations
of adults and the consequences of breaking the rules.
Pre-Conventional Morality
Stage 1- Obedience and Punishment Orientation
The child/individual does good to avoid being punished. if a person is punished.
he/she must have done wrong.

Stage 2- Individualism and Exchange

This stage observes how children begin to adopt the views taught, but also
recognize that there is more than one point of view for each matter. Each person is
different and will, therefore, have a unique outlook according to their interests.

Level 2- Conventional morality is the stage where most adolescents and adults
frame their moral behavior.
Conventional Morality

Stage 1- Good Interpersonal Relationship

The child/individuals do good in order to be seen as being a good person by others.
Therefore, answers relate to the approval of others.

Stage 2-Maintaining the social order

Child/individual becomes aware of the wider rules of society, so judgments
concern obeying the rules in order to uphold the law and to avoid guilt.

Level 3- Postconventional morality occurs when an individual develops their own

set of ethics and morals to drive their decisions and actions. This is the highest
stage of morality. (According to Lawrence)

Post-Conventional Morality
Stage 1- Social Contract and Individual Rights
The child/individuals becomes aware that while rules/laws might exist for the good
of the greatest number, there are times when they will work against the interest of
particular individuals.
Stage 2- Universal Principles
People at this age have develop their own set of moral guidelines which may or
may not fit the law. The principles apply to everyone.

Theory of Psychosocial Stages of Development by Erik Erikson

EIGHT STAGES OF DEVELOPMENT

1. Infancy- Trust vs. Mistrust
2. Early Childhood- Autonomy vs. Shame and Doubt
3. Pre-School- Initiative vs. Guilt
4. School Age- Industry vs. Inferiority
5. Adolescence- Identity vs. Role Confusion
6. Young Adulthood- Intimacy vs. Isolation
7. Middle Adulthood- Generativity vs. Stagnation
8. Maturity- Ego Integrity vs. Despair

Erik Erikson- The father of Psychosocial Development

Stage 1
Infancy- Trust vs. Mistrust (Most Fundamental Stage of Life)
Important Event- Feeding
Virtue- Hope
Infants depends on their primary caregiver- -During this stage, the infant is
uncertain about the world in which they live and looks towards their primary
caregiver for stability and consistency of care.
-If these needs are not consistently met, mistrust, suspicion, and anxiety may
develop. In this situation the infant will not have confidence in the world around
them or in their abilities to influence events.
Stage 2
Early Childhood- Autonomy vs. Shame and Doubt (18 mos. To 3 years old)
CHILDREN AT THIS STAGE ARE FOCUSED ON DEVELOPING A SENSE OF
PERSONAL CONTROL OVER PHYSICAL SKILLS AND A SENSE OF
INDEPENDENCE
Important Event- Toilet Training. Potty training plays an important role in helping
children develop this sense of autonomy. He believed that toilet training was a vital
part of this process. Erikson believed that learning to control one's bodily functions
leads to a feeling of control and a sense of independence.
By allowing kids to make choices and gain control, parents and caregivers can help
children develop a sense of autonomy.
Success in this stage will lead to feeling of autonomy, failure results in feelings of
shame and doubt.

Stage 3
PRESCHOOL- INITIATIVE vs. GUILT (3-5 years old)

Important Event- Exploration. Involves the child regularly interacting with other
children at school. Central to this stage is play, as it provides children with the
opportunity to explore their interpersonal skills through initiating activities.
Virtue- Purpose
The child begins to assert control and power over their environment by planning
activities, accomplishing tasks, and facing challenges.
Success at this stage leads to a sense of purpose and if the initiative is dismissed or
discouraged children will develop a sense of guilt.
Stage 4
SCHOOL AGE- INDUSTRY vs. INFERIORITY (6-12years)

Important Event- School. Children are at the stage where they will be learning to
read and write, to do sums, to do things on their own. Teachers begin to take an
important role in the child’s life as they teach the child specific skills.
Virtue- Confidence. Those who receive little or no encouragement from parents,
teachers, or peers will doubt their abilities to be successful.
Success leads to a sense of competence while failure results in feelings of
inferiority.

Stage 5
ADOLESCENCE- IDENTITY vs. ROLE CONFUSION (12-18 yrs. Old)
TEENS NEED TO DEVELOP A SENSE OF SELF AND PERSONAL IDENTITY.
SUCCESS LEADS TO AN ABILITY TO STAY TRUE TO YOURSELF, WHILE
FAILURE LEADS TO ROLE CONFUSION
Important Event-Social Relationships
Virtue- Fidelity
This is important to the process of forming a strong identity and developing a sense
of direction in life.

Stage 6
YOUNG ADULTHOOD-INTIMACY vs. ISOLATION (18-35 years old)
THIS STAGE COVERS THE PERIOD OF EARLY ADULTHOOD WHEN
PEOPLE ARE EXPLORING PERSONAL RELATIONSHIPS.
Important Event- Relationships
Virtue-Love
Successful completion of this stage can result in happy relationships and a sense of
commitment, safety, and strong relationships while failure results in loneliness and
isolation.

Stage 7
MIDDLE ADULTHOOD- GENERATIVITY vs. STAGNATION (35-65 years)
ADULTS NEED TO CREATE OR NURTURE THINGS THAT WILL OUTLAST
THEM, OFTEN BY HAVING CHILDREN OR CREATING A POSITIVE
CHANGE THAT BENEFITS OTHER PEOPLE.
Important Event- Work and Parenthood.
Virtue-Care
Success leads to feelings of usefulness and accomplishment, while failure results in
shallow involvement in the world.

Stage 8
MATURITY- EGO INTEGRITY vs. DESPAIR (65- death)
The final psychosocial stage occurs during old age and is focused on reflecting on
life.
Important Event- Reflection on life.
Virtue- Wisdom
Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to
look back on their life with a sense of closure and completeness, and also accept
death without fear while failure results in regret, bitterness and despair.
The Developmental Task Theory by Robert J. Havighurst (1950’s)
For Havighurst, developmental tasks derived from physical maturation, personal
values and the pressures of society.

1. Infancy and Early Childhood (0-5) In this stage, humans learn basic survival.
Babies and young children find control of their bodies, develop initial
language concepts, and form friendships.
2. Middle Adulthood (6-12) This is the stage humans learn about self, morals,
values, and personal independence. Children learn rules, different functions
in society, academic skills, and attitudes toward various groups of people.
3. Adolescence (13-18) This is when humans learn maturity, emotional
independence, and planning for the future. Teenagers learn about careers,
create personal ideologies, and become socially responsible.
4. Early Adulthood (19-30) Humans learn how to be productive members of
society. Adults manage to select a mate, raise a family, manage a home, and
further their career.
5. Middle Adulthood (30-60) This is the stage humans establish a standard of
living and support their families, often both caring for their children and
parents.
6. Late Maturity (61-) At this stage, humans have worsening health and
strength. A changing work schedule, adjustment to lower income, and coping
with the death of loved ones often occur during this time.

The Cognitive Development by Jean Piaget

Jean Piaget was one of the 20th century’s most influential researchers in the area of
development psychology.
Piaget theory of infants were based on his observation on his three children.
1. SENSORIMOTOR STAGE- (BIRTH -2 YEARS)
2. OBJECT PERMANENCE
3. SCHEMAS
4. PREOPERATIONAL STAGE (2 -7YEARS)
5. CONCRETE OPERATIONAL STAGE (7 -11YEARS)
6. FOMAL OPERATIONAL STAGE(11 and over YEARS)
SENSORIMOTOR STAGE- (BIRTH -2 YEARS)
Main achievement during this stage is object permanence –knowing that an object
still exists, even if it is hidden. It requires the ability to form a mental
representation (schema) of the object.
OBJECT PERMANENCE
The awareness that things continue to exist even when they cannot be sensed.
SCHEMAS
Frameworks that people use to organize and interpret information. A person’s
picture of the world.
PREOPERATIONAL STAGE (2 -7YEARS)
During this stage, young children can think about things symbolically. This is the
ability to make one thing- a word or an object-stand for something other than itself.
Thinking is still egocentric, and the infant has difficulty taking the viewpoints of
others.
CONCRETE OPERATIONAL STAGE(7 -11YEARS)
children are in what Piaget referred to as the concrete operational stage of
cognitive development (Crain, 2005). This involves mastering the use of logic in
concrete ways. The word concrete refers to that which is tangible; that which can
be seen, touched, or experienced directly.

FOMAL OPERATIONAL STAGE(11 and over YEARS)

Characterized by the emergence of logical thinking processes, particularly the
ability to understand theories and abstract ideas and predict possible outcomes of
hypothetical problems.
PERSONAL DEVELOPMENT-WEEK 4
CHAPTER 4- The Challenges of Middle and Late Adolescence
It is very important for you to note that challenges are part and parcel of life. At the
end of the day, success is not determined by how many times you make mistakes
rather you put emphasis on the times you learn from those mistakes.
According to Brian Tracy, “successful people are always looking for opportunities
to help others; while unsuccessful people are always asking the question, “what is
it for me?”
According to Geldard and Geldard (2006), a time when a young individual starts to
feel like being free and independent is known as the period of adolescence.

The Challenges of Middle and Late Adolescence

Young people, as well as significant others around them, have to deal with this
period of development called adolescence.
Challenges refer to a task or a situation that test someone’s abilities.
Problems include behavioral issues which become quite common. Hence, to be
able to deal with and help our young people, it is very important to address these
challenges in their adolescent years to make them more prepared to face them.

Adolescence has three stages namely:

a. Early adolescence – from 12 to 14 years old
b. Middle adolescence – from 15 to 17 years old
c. Late adolescence – from 18 to 20 years old

Common challenges that adolescents in both early and middle stages face,
according to Wayne State University Physician Group:
1. Attitude and Behavior
2. Sexual Relationships
3. Academic Concern
4. Group Belongingness
5. Health and Nutrition
6. Developing/Re-gaining self-esteem
7. Roles
8. Material Poverty
9. Parents working abroad
10.Career Choice
11.Self-Identity
12.Values and Beliefs
13.Depression
14.Defining responsibilities
15.Time Management

The Importance of Affirmation

We have to see and appreciate the beauty of giving positive feedback as our
way to help each other to cope with the struggle of being an adolescent. In fact,
feedback is considered to be a vital discourse of effective learning. Young
people improve their self-confidence, self-awareness, and enthusiasm about
how he or she behaves when favorably perceived by others.
Open and constructive communication with others is an important step to self-
awareness.
The first step to becoming an encouraging person is to learn to distinguish
encouragement from discouragement. As a rule, ask yourself: Whatever I say or
do, will it bring me closer.
We all have the power to be more encouraging people. The choice, as always is
yours.
PERSONAL DEVELOPMENT-WEEK 5
CHAPTER 5-Coping with Stress in Middle and Late Adolescence
Stress is a feeling that people experience whenever they are overloaded, and they
are not able to cope with the demands of time and the people.
Categorizing Stressors
There are three general types of stressors according to Felman (2008)
• Cataclysmic events
• Personal stressor
• Posttraumic stress disorder (PTSD)

CATACLYSMIC EVENTS
considered as strong stressors that occur suddenly and may affects many people
simultaneously.
(e.g. natural disasters such as typhoon, earthquake and etc)

PERSONAL STRESSOR
Includes major life events such as the death of special someone, loss of one’s
career, and major personal failures.

POSTTRAUMATIC STRESS DISORDER (PTSD)

In which a person has experienced a significantly stressful event that has long-
lasting effects that may include reexperiencing the event in vivid flashbacks or
dreams.
Some Common Reactions to a Stressful Event according to Baum (1994) as cited
by Feldman (2008)
STRESS DIRECT PHYSIOLOGICAL EFFECTS
HARMFUL BEHAVIORS
INDIRECT-RELATED BEHAVIORS

Effects of Prolonged Stress

When we can no longer handle situations such as pressures and problems in our
daily living, our personality and our way of thinking get adversely affected. We are
too preoccupied with many things in our mind and more bad experiences than good
ones. We will turn out as stressed individuals. Prolonged stress affects our human
body like it can cause damage to our organs.
Coping Mechanism of Stress
Since stress is always part of our life, we need to cope with stress to lessen our
frustration and problem. According to Sevilla, Punsalan and et al (2006), coping is
an active effort to eliminate stress or to get rid of it. We try to deal directly with the
anxiety producing situations by
1) appraising the situation and
2) doing something to avoid it or change its course.
According to Tria, Gaerlan, Limpia (2012), the following are stress-coping
strategies.
• Problem-focused – dealing with the stressor itself. It includes reducing,
modifying, or eliminating the source of stress;
• Emotion-focused – efforts to modify the unpleasant emotional
consequences of stress:
• Proactive coping – anticipating some stressful situation and taking active
measure to avoid minimize its consequences.
.
PERSONAL DEVELOPMENT-WEEK 6
CHAPTER 6- The power of the mind
Our brain contains roughly 100 billion nerve cells forming anywhere from a
trillion to perhaps even a quadrillion connection called Synapses.

Our brain leads us to be mindful as we act as a leader, investor, teacher and use of
our brain. (Chopra & Tanzi 2012)

• As a LEADER, you hand out the day’s order to your brain.

• As an INVESTOR, you create new pathways and connections
between inside your brain that didn’t exist yesterday.
• As a TEACHER, you train your brain to learn new things.
• As a USER, you are responsible for keeping your brain in
good working order.

The theory of brain lateralization was developed by Nobel-prize winners

Robert Ornstein and Roger Sperry

• 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.

• The brain consists of two cerebral hemispheres;

• THE ARTISTIC (right brain dominant)
• The LINEAR BRAIN (Left brain Dominant)