PERDEV FINALS REVIEWER ORIGINS OF PERSONAL DEVELOPMENT

➢ The first Homo Sapiens walked the

PERSONAL - belonging to a particular person
face of the Earth. They draw figures
- made or designed to be used by
on their cave walls attempted to
one person
narrate their experiences such as
- someone whose job involves working
hunting
for or helping a particular person
➢ Plato argued that building
- of, relating to, or affecting a
character, as much as intelligence, is
particular person
what education is all about. This
PERSONALITY - the set of emotional qualities,
could be the seeds of personal
ways of behaving that makes a person
development in Western thinking
different from other people
that eventually evolved into the
- attractive qualities (such as energy,
Human Potential Movement in 1960
friendliness, and humor) that make a
➢ The great Chinese being well always
person interesting or pleasant to be
desire to become the “superior
with
man”, not just to his peers and
- a person of importance,
followers but to himself most
prominence, renown, or notoriety
especially. He envisioned what
PERSONALITY DEVELOPMENT - refers to the
Confucius must have understood as
process by which the organized thought
a consequence of personal
and behavior patterns that make up a
development
person’s unique personality emerge over
PSYCHOLOGY OF PERSONAL DEVELOPMENT
time
➢ Abraham Maslow theorized the five
PERSONAL DEVELOPMENT - refers to the
stages of human development
process by which a person reflect upon
based on a hierarchy of needs,
themselves, understand who they are,
peaking in what he termed as
accept discovery on themselves, and learn
“self-actualization”
new sets of values, attitudes, behavior, and
➢ Carl Rogers, in his psychotherapy
thinking skills to reach their fullest potentials
practice, theorized that “the

individual has within himself the

 capacity and the tendency, latent if 18 years of age (Feist and

not evident, to move forward toward Rosenberg, 2012)

maturity” ➢ Early Adolescence - between 10

HIERARCHY OF NEEDS BY ABRAHAM and 13 years old

MASLOW ➢ Middle Adolescence - between 14

and 16 years old

➢ Late Adolescence - between 17 and

20 years old

➢ Adolescence starts with the

biological changes called puberty.

The physical body undergoes growth

spurts at this time, for both males and

females, leaning toward physical

maturity

➢ Biological changes bring about

THREE COMPONENTS OF SELF-CONCEPT BY cognitive (thinking and reasoning)

CARL ROGERS and effective (feeling and emotions)

➢ Self Esteem - how much value you changes

put on yourself ➢ At this time, the adolescents

➢ Ideal Self - how you wish you were become more inquisitive about

really like things. They begin to ask questions

➢ Self Image - how you perceive about their identity

yourself ➢ Relationships with family and friends

PERSONAL DEVELOPMENT IN ADOLESCENCE are also affected by puberty. Friends

➢ Adolescence - the transition period become the center of relationships

between childhood and early more than family

adulthood SELF-CONFIDENCE - a belief that one is

- It is widely believed to be between capable of successfully meeting the

ages 11 or 12, and lasting to about demands of a task

CONFIDENCE - can also play a role in the 7. Do things you are good at

motivation to pursue your goals, with studies, 8. Know when to say “NO”

linking higher levels of self-confidence in 9. Set realistic goals

athletes with increased motivation to DEFINING THE SELF

practice their sport of choice ➢ Adolescence is the time when young

- Your level of confidence even people start to ask questions about

affects how you present yourself to themselves, about their future, and

others even about their religious and

9 HABITS THAT ARE DESTROYING YOUR political beliefs

CONFIDENCE ➢ For Socrates, the most important

1. You care too much about what thing to pursue was self-knowledge,

other people think and admitting one’s ignorance is the

2. Negative thinking beginning of true knowledge

3. Social media living ➢ For Plato, the beginning of

4. Self-deprecating talk knowledge is self-knowledge

5. Blame game is favorite sport ➢ Philosophically, self is defined as the

6. You set the bar low for yourself being, which is the source of a

7. Thinking that you don’t have person’s consciousness. It is the

anything to say or contribute to a agent responsible for an individual’s

discussion thoughts and actions

8. You dismiss compliments ➢ Other definition of self is self being

9. Ruminating the essence of a person; this

9 WAYS TO BUILD YOUR SELF-CONFIDENCE thoughts, feelings, and actions. The

1. Stop comparing yourself to others self includes person’s life purposes,

2. Surround yourself with positive meaning, and aspirations

people PERSONALITY - refers to the unique and

3. Take care of your body relatively enduring set of behaviors, feelings,

4. Be kind to yourself thoughts, and motives that characterize on

5. Practice positive self-talk individual

6. Face your fears

 - Gardon Allport defines personality as BIG FIVE TRAIT THEORY

a “pattern of habits, attitudes, and ● O - Openness to experiences

traits that determine an individual's (curiosity, interest, imagination, and

characteristics, behavior, and traits creativity to new ideas)

NATURE - heredity or genetic make-up ● C - Conscientiousness (planning,

NURTURE - environment organizing, hardworking, controlling,

TRAIT THEORY - an approach in identifying persevering, punctuality)

types of personalities based on certain traits ● E - Extraversion (sociable, talkative,

or attributes, which vary from one person to active, outgoing, fun-loving)

the other ● A - Agreeableness (friendly, warm,

- This theory was developed over the trusting, generous, kind-hearted)

past 60 years, started by D.W. Fiske ● N - Neuroticism (calm, relaxed,

(1949) and later pursued by other comfortable)

researchers, including Norman MEASURING PERSONALITY

(1967), Smith (1967), Goldberg ➢ There are many different ways to

(1981), and McCrae and Costa measure personality. One is by

(1987) observing people’s behavior. This is

NATURE, NURTURE, AND PERSONALITY quite limited as other people may

➢ There is no single gene that creates not be able to observe all aspects of

a trait.. It is always a combination of observed by others very subjectively

genes, environment exposure and ➢ Personality can be measured using

experiences, and cultural different kinds of tests like the

backgrounds Rorschach Inkblot Test, the

➢ Other personality traits are more Myers-Briggs Type Indicator (MBTI),

prominent in one culture than and the Keirsey Temperament Sorter.

another One online test that is free of use is

the Alberta Learning Information

Service of the Government of

Alberta in Canada
THE BENEFITS OF SELF-KNOWLEDGE ➢ Tolerance and Understanding of

➢ Happiness - you will be happier Others - your awareness of your own

when you can express who you are. foibles and struggles can help you

Expressing your desires will make it empathize with others

more likely that you get what you ➢ Vitality and Pleasure - being who

want you truly are helps you feel more

➢ Less inner conflict - when your alive and makes you experience of

outside actions are in accordance life richer, larger, and more exciting

with your inside feelings and values, THE BUILDING BLOCKS OF SELF: YOUR VITALS

you will experience less inner conflict ● V = Values - helping others, being

➢ Better decision-making - when you creative, health, financial security,

know yourself, you are able to make are guides to decision-making and

better choices about everything, motivates for goals

from small decisions like which ● I = Interests - include your passions,

sweater you’ll buy to big decisions hobbies, and anything that draws

like which partner you’ll spend your your attention over a sustained

life with. You’ll have guidelines you period of time. The focused mental

can apply to solve life’s varied state of being interested in

problems something makes life vivid and may

➢ Self-control - when you know give you clues to your deepest

yourself, you understand what passions

motivates you to resist bad habits ● T = Temperament - describes your

and develop good ones. You’ll have inborn preferences

the insight to know which values and ● A = Around-the-Clock-Activities -

goals activate your willpower refers to when you like to do

➢ Resistance to social pressure - when things—your biorhythms. In every

you are grounded in your values and area, it’s easier to enjoy life when

preferences, you are less likely to say you don’t waste energy pretending

“yes” when you want to say “no” to be someone you aren’t

 ● L = Life Mission and Meaningful Goals categorization or the yin-yang

- ask yourself the same question; eastern thought

➢ General Jan C. Smuts, a South
“what have been the most
African statesman, wrote about
meaningful events of your life?” you holism in his book, “Holism and
may discover clues to your hidden Evolution.” He introduced the
academic terminology for holism as
identity, to your career, and to life
the “tendency in nature to form
satisfaction holes which are greater than the
● S = Strengths - can include not only sum of the parts through creative
evolution
abilities, skills, and talents, but also
➢ Some examples of holism and gestalt
character strengths such as loyalty, is music
respect for others, love of learning,
THE VARIOUS ASPECTS OF HOLISTIC
and more. Knowing your strengths is
DEVELOPMENT OF PERSONS
one of the foundation of
★ Physiological - physical attributes
self-confidence; not being able to including the five physical senses

acknowledge your own superpowers ★ Cognitive - intellectual functions of

the mind, thinking, recognizing,
could put you on the path to low
reasoning, analyzing, projecting,
self-esteem synthesizing, recalling, and assessing
HOLISTIC DEVELOPMENT - the social, ★ Psychological - how thinking, feeling,
emotional, physical, mental, and intellectual and behaving interact and happen
growth of a person in a person
- Taking a holistic approach to ★ Social - the manner by which an
education means focusing on all individual interacts with other
aspects of a child’s growth, not just individuals or groups of individuals
their academic advancements ★ Spiritual - the attribute of a person’s
MIND AND BODY DUALISM OF DESCARTES consciousness and beliefs, including
➢ Rene Descartes, one of the modern the values and virtues that guide
philosophers of our time, influenced and put meaning into a person’s life
much of mankind’s thinking with his
theory of duality or understanding EMOTIONS - taken from the Latin verb
the nature of things in a simple, dual “movare”, which means to move or be
mode upset or agitated. It is defined by Smith
➢ More examples of these are the (1973) as a descriptive term referring to
distinct male-female gender variations in level of arousal, affective state
or mood, expressive movements, and - these values can be characterized
attitudes by describing their central
- Paul Ekman identifies six (6) basic motivational goal
emotions that human beings ● Self-direction - independent thought
experience : happiness, sadness, and action; choosing, creating, and
fear, anger, surprise, and disgust exploring
● Stimulation - excitement, novelty,
ARE FEELINGS AND EMOTIONS THE SAME? and challenging in life
- According to Dr. Antonio Damasio ● Hedonism - pleasure and sensuous
(2005), from a neuro-scientific gratification for oneself
approach, feelings arise from the ● Achievement - personal success
brain as it interprets an emotion, through demonstrating competence
which is usually caused by physical according to social standards
sensations experienced by the body ● Power - social status and prestige,
as a reaction to a certain external and control or dominance over
stimulus people and resources
● Security - safety, harmony, and
ATTITUDES - person’s thoughts, feelings, and stability of society, of relationships,
emotions about another person, object, and of self
idea, or situation ● Conformity - restraints of actions,
- a result of a person’s evaluation of inclinations, and impulses that are
an experience with another person, likely to upset or harm others and
object, idea, or situation based on violates social expectations or norms
his or her values and beliefs system ● Tradition - respect, commitment,
and acceptance of the customs
VALUES - a system of beliefs that adheres to and ideas that traditional culture of
the highest ideals of human existence religion provide the self
- these are also the ideals that create ● Benevolence - preserving and
meaning and purpose in a person’s enhancing the welfare of those with
life whom one if in frequent personal
VIRTUES - refers to the description of positive contract
and desirable qualities which usually mirror ● Universalism - understanding,
the value it represents appreciating, tolerance, and
protection for the welfare of all
SHALOM SCHWARTZ - a psychologist and people and of nature
cross-cultural researcher, identified ten
common values people have regardless of
their racial and cultural backgrounds
PERSONAL DEVELOPMENT IN ADOLESCENCE ➢ Sociocultural - high interpersonal
➢ Early Adolescence - between 10 skills, more understanding on culture,
and 13 years old more emphatic on others
➢ Middle Adolescence - between 14 ● Level of curiosity is quite high
and 16 years old ● Peak of exploration phase
➢ Late Adolescence - between 17 and TRENDS ON ADOLESCENCE STAGE
20 years old ● Sexual curiosity
● Usage of social media
ERIK ERIKSON AND HIS STAGES OF ● Clothing and fashion styles
PERSONALITY DEVELOPMENT ● Social groups
- In referring to these eight stages of ● Self-appreciation
development espoused by Erikson, it ● Core values
is important to know that the stages ● Imitation of negative behaviors
and their corresponding
developmental crisis may overlap ADOLESCENCE AND SOCIAL BEHAVIOR
- Every culture has a representation of
ADOLESCENCE: Identity vs. Role Confusion how their adolescent population
➢ Identity is the concept of an behave over the decades
individual about himself or herself ADOLESCENCE AND SOCIAL MEDIA
and is often referred to as - Social media have become their
“self-identity” that is influences and outlet to express themselves,
molded by their external communicate with each other, and
environment even meet new people
➢ Role Confusion is the negation of
self-identity, in a sense that there is SKILLS AND TASKS APPROPRIATE FOR MIDDLE
confusion over one’s self-concept or AND LATE ADOLESCENCE
the absence or lack of such a ★ Adjusting to Sexually Maturing
concept Bodies and Feelings - being aware
of the bodily changes happening,
managing sexual feelings, and
engaging in healthy sexual
CHANGES DURING ADOLESCENCE behaviors
➢ Physiological - increase in height, ★ Develop and Apply Abstract Thinking
menstruation for girls, development Skills - effectively understand and
of hair coordinate abstract ideas, think out
➢ Cognitive - higher logical reasoning possibilities, try out theories, plan
skills, abstract reasoning, wide ahead, reflect on how and what
comprehension on things they are thinking, and come out of
their personal philosophies
★ Develop and Apply a New productive and positive relationships,
Perspective on Human Relationship - behavior, and thinking
developing the capacity for ★ Establish Key Aspects of Identity - be
compassion by learning how to put encouraged to develop their own
themselves in “somebody else’s health self-concepts that reflect their
shoes” in order to understand other uniqueness in relation to themselves,
people’s feelings and perspectives their families and friends, and with
★ Develop and Apply New Coping the bigger community
Skills in Areas such as ★ Meet the Demands of Increasingly
Decision-Making, Problem Solving, Mature Roles and Responsibilities -
and Conflict Resolution - these one way of developing maturity and
coping skills develop emotional responsibility is by joining volunteer
intelligence by looking at situations groups and/or school organizations
more objectively rather than ★ Renegotiate Relationships with Adults
personally in Parenting Roles - Filipino
★ Identify Meaningful Moral Standards, adolescents should be able to
Values, and Belief Systems - communicate with their parents their
adolescents develop a more need for a certain degree of
complex understanding of morality, independence as they mature to
justice, and compassion that leads young adulthood
to the formation of their own belief
systems that will guide their decisions STRESS - a normal reaction the body has
and behaviors when changes occur
★ Understand and Express more - it can respond to these changes
Complex Emotional Experiences - physically, mentally, or emotionally
becoming more in touch with their - the body’s reaction to any change
emotions and seeing the complex that requires an adjustment or
variances among strong emotions response
and feelings, understanding the
emotions and feelings of other TYPES OF STRESS AND HEALTH HAZARD
persons, and learning how to detach ➢ ACUTE STRESS - usually brief
themselves from emotional situation - the most common and
whenever the need arises frequent presentation
★ Form Friendship that are Mutually - Most often caused by
Close and Supportive - peer reactive thinking
influence is very strong among - can be present in anyone’s
adolescents and this should be able life
to steer an adolescent toward - Highly manageable and
treatable
SHORT-TERM EFFECTS OF ACUTE STRESS ● Worrier : presents with almost
The most common signs & symptoms: incessant negative thoughts causing
● Transient Emotional Distress - some episodic acute stress on physical
combination of anger or irritability, and mental health
anxiety, and depression - “worry warts” project
● Transient Muscular Distress - tension, probable disaster and
headache, back pain, neck pain, negatively forecast
jaw pain, and other muscular catastrophe in almost every
tensions that lead to pulled muscles situation
and tendons and ligament problems EPISODIC EFFECTS OF ACUTE STRESS
● Transient Hyperarousal - elevated ● Emotional Distress - anger or
blood pressure, rapid heartbeat, irritability, anxiety and depression,
rapid pulse, sweaty palms, heart short-tempered, impatient, tense
palpitation, dizziness, migraine ● Cognitive Distress - compromised
headaches, cold hands or feet, attention/concentration,
shortness of breath, sleep problems, compromised processing speed,
and chest pain compromised new learning and new
learning memory consolidation and
➢ EPISODIC STRESS - people who retrieval, and mental fatigue
frequently experience acute stress, ● Muscular Distress - tension,
or whose lives present with frequent headache, back pain, jaw pain,
triggers of stress pulled muscles, tendons, and
- the individual’s who ligament problems
frequently suffer acute stress
often live a life of chaos and ➢ CHRONIC STRESS - the most harmful
crisis type of stress
- they are always rush or feel - if chronic stress is left
pressure untreated over a long period
PERSONALITY TYPES PRESENT WITH EPISODIC of time, it can significantly
ACUTE STRESS and often irreversibly
● Type A : has an excessive damage your physical health
competitive drive, aggressiveness, and deteriorate your mental
impatience, abrupt, and a sense of health
time urgency - can also set in when an
- presents as reactive with individual feelings hopeless,
hostility, and with a does not see an escape from
deep-seated insecurity about the cause of stress, and gives
performance up on seeking solutions
 - can be caused by a aversive REDUCING STRESS
experiences in childhood or People can learn to manage stress and
traumatic experiences later lead happier, healthier lives. You may want
in life to begin with the following tips:
- when an individual lives with chronic ★ Keep a positive attitude
stress, his/her behavioral actions and ★ Accept that there are events that
emotional reaction become you cannot control
ingrained. There is change in the ★ Be assertive instead of aggressive.
hardwiring of the neurobiology of Assert your feelings, opinions, or
the brain and body. There by beliefs instead of becoming angry,
making them constantly prone to defensive, or passive
the hazardous stress effects on the ★ Learn and practice relaxation
body + mind + cognitive regardless techniques: try meditation, yoga, or
of the scenarios tai-chi
★ Exercise regularly. Your body can
WARNING SIGNS OF STRESS fight stress better when it is fit
Chronic Stress can wear down the body’s ★ Eat healthy, well-balanced meals
natural defenses, leading to a variety of ★ Learn to manage your time more
physical symptoms, including the following: effectively
★ Dizziness or a general feeling of ★ Set limits appropriately and say no to
“being out of it” requests that would create excessive
★ General aches and pains stress in your life
★ Grinding teeth, clenched jaw ★ Make time for hobbies and interests
★ Headaches ★ Get enough rest and sleep. Your
★ Indigestion or acid reflux symptoms body needs time to recover from
★ Increase in or loss of appetite stressful events
★ Muscle tension in neck, face, or ★ Don’t rely on alcohol, drugs, or
shoulders compulsive behaviors to reduce
★ Problems in sleeping stress
★ Racing heart ★ Seek out social support. Spend
★ Cold and sweaty palms enough time with those you love
★ trembling/shaking ★ Seek treatment with a psychologist
★ Tiredness, exhaustion or other mental health professional
★ Weight gain or loss trained in stress management or
★ Upset stomach, diarrhea biofeedback techniques to learn
★ Sexual difficulties more healthy ways of dealing with
the stress in your life
MENTAL HEALTH - includes our emotional, ● Autonomy
psychological, and social well-being ● Competence
- it affects how we think, feel, and act ● Intergenerational dependence
as we cope with life. It also helps ● Self-actualization of one’s
determine how we handle stress, intellectual and emotional potential
relate to others, and make choices PERCEIVED SELF-EFFICACY - person’s
- a successful performance of a perception of his value and worth,
mental function, resulting in effectiveness, and ability in performing a
productive activities, fulfilling task or an activity
relationships with other people, and SELF-EFFICACY - can influence a person’s
the ability to change and to cope feelings about himself or herself, the way a
with diversity person thinks, the manner in which the
HEALTH - a state of complete physical, person encouraged himself or herself, and
mental, and social well-being and not the behavior he or she will take
merely the absence of disease or infirmity AUTONOMY - one’s desire to be
where the positive aspects of mental health acknowledged and respected for and be
are given more importance given the independence to think and
SUBJECTIVE WELL-BEING decide for oneself can impact a person’s
★ An external evaluation is done by an mental health
outsider or observer of another - It is about respecting and trusting an
person’s desirable qualities, such as individual’s choice and freedom on
virtues like goodness and kindness, how to live one’s life without much
which gives the person being interference from others
evaluated a sense of well-being and COMPETENCE - related to responsibility,
happiness self-esteem, and self-identity
★ The internal evaluation of how a - The perception of one’s capacity to
person assesses his life using positive effectively perform a function or
terms, such as having a good life or activity using specific skills and
a satisfying life. The person’s knowledge, and achieving the
self-evaluation has its own set of desired results at a given time
criteria when evaluating themselves RESPONSIBILITY - a major underlying factor
★ The experience of having more for competence
pleasant and positive emotions than
negative emotions INTERGENERATIONAL DEPENDENCE - the
relationships between individuals who
SIX CONCEPTS OF MENTAL HEALTH belong to different generations but may be
(According to World Health Organization) living separately as independent,
● Subjective well-being autonomous persons during a specific
● Perceived self-efficacy period of time
SELF-ACTUALIZATION - where self-fulfillment HEALTHY SELF-CONCEPT + HEALTHY MIND &
needs are identified, such as the need to BODY = GOOD MENTAL HEALTH &
accomplish one’s mission in life, the WELL-BEING (H(SC + MB) = GMHW)
acceptance and love for oneself, the ★ A healthy self-concept plus a
fulfillment of one’s potentials, and the drive healthy mind and body are one’s
to achieve lofty ideals for oneself guarantee of good mental health.
When all of these elements are in
HEALTHY SELF-CONCEPT balance, then general well-being is
★ Having a healthy self-concept or experienced
positive regard for oneself means ★ Being well and feeling well means
looking at oneself as someone who is that there is a general sense of
worth loving and worth caring fro, contentment, happiness, calmness,
regardless of physical flaws and and peace within
defects, regardless of what other WELL-BEING - a state of wellness where
people perceive us to be, and in every aspect of a person is in balance
spite of the thoughts, feelings, and
behavior one experiences CHALLENGES TO MENTAL HEALTH &
★ Having a positive warm regard for WELL-BEING AMONG ADOLESCENTS
oneself is also about seeing one’s ● Many adolescents are more
strengths, challenges, and successes, susceptible to mental health
as well as the stumbling blocks that concerns than adults
come along the way in one’s search ● Comparison of themselves to other
for meaning and happiness people in social media
★ Having a wonderful self-concept is ● Daily social concerns or issues
about having a spirituality that (poverty, education, nutrition, etc.)
provides philosophical and
existential meaning to one’s life and SUPPORT FOR MENTAL HEALTH & WELL-BEING
about one’s relationship with his ★ CONNECT - with the people around
perceived supreme being you
★ BE ACTIVE - physical activity
GOOD PHYSICAL HEALTH IS GOOD FOR generates a positive sense of
MENTAL HEALTH wellness
★ One’s physical health is also an ★ KEEP LEARNING - learning new skills
important factor to good mental or obtaining new knowledge can
health. Sleep and nutrition, for give you a sense of achievement
example, should be given and a new confidence
importance and properly observed ★ GIVE TO OTHERS - giving to others is
by an adolescent whose tendency is not limited to money or other
to take these things for granted material things
 ★ TAKE NOTICE - be in the here and for self-reflection. It is about a person
now, be in the present moment, be who recognizes an emotion being
aware of what is happening around felt, and is able to verbalize it
you, your own thoughts and feelings, ★ Managing Emotions - according to
and the physical sensations that you Goleman, we often have very little
experience or no control when an emotion
occurs and what this emotion will be,
NEUROSCIENCE - the study of how the but we can have control over how
nervous system develops, its structure, and long an emotion will last. This may
what it does also referred to as self-management
NEUROPSYCHOLOGY - focuses both on ★ Motivating Oneself - research studies
basic research and on applied, clinical have shown that hope is a major
research, to stimulate systematic indicator of emotional intelligence.
investigation into brain-behavior Hope is the element present when
relationships and to improve clinical one is fighting some overwhelming
practice anxiety, a defeatist attitude, or
AMYGDALA - has become the center of depression
action, the emotional sentinel that can take ★ Recognizing Emotions in Others - the
control of our actions even before the capacity to recognize the emotions
neocortex could assess what to do. It also in other people is called empathy.
keeps a memory bank of previous The root cause of capacity to
experiences related to emotions empathize is self-awareness. If we
EMOTIONAL INTELLIGENCE recognize other people’s emotions
★ Daniel Goleman popularized the as well. Empathy is important in
term maintaining relationships as this also
★ Peter Salovey first introduced the taps on the caring capacity of
concept of emotional intelligence people
★ It is the ability to motivate oneself ★ Handling Relationships - emotional
and persist in the face of frustrations, intelligence is also evident in the way
to control impulse and delay we manage our relationships with
gratification, to regulate one’s other
moods and keep distress from HANDLING RELATIONSHIPS
swamping the ability to think, to ➢ Organizing Groups - a leadership skill
empathize, and to hope (Goleman, essential in mustering groups of
1995) people toward a common action
SALOVEY’S FIVE DOMAINS OF EMOTIONAL ➢ Negotiating Solutions - this talent to
INTELLIGENCE bring people in conflict to talk and
★ Knowing One’s Emotions of come up with a solution is usually
Self-Awareness - brings with it the skill found among mediators of disputes
 ➢ Personal Connection - this is the GOLEMAN ALSO REFERS TO 8 MAIN FAMILIES
talent where empathy and OF EMOTIONS AND THEIR CORRESPONDING
connecting with another person’s MEMBERS :
emotions are manifested 1. Anger : fury, outrage, resentment,
➢ Social Analysis - the talent to step wrath, exasperation, indignation,
out of a situation and objectively vexation, acrimony, animosity,
from insights about the way people annoyance, irritability, hostility, and
feel and behave to its extremes, hatred, and violence
2. Sadness : grief, sorrow, cheerlessness,
EMOTIONS - a descriptive term referring to gloom, melancholy, self-pity,
variation in level of arousal, affective state loneliness, dejection, despair,
or mood, expressive movements, and depression
attitudes 3. Fear : anxiety, apprehension,
VARIANCES OF EMOTIONS nervousness, concern, consternation,
★ Six (6) basic emotions by Paul Ekman misgiving, wariness, qualm, edginess,
(happy, sad, afraid, angry, surprised, dread, fright, terror, phobia, panic
and disgusted) 4. Enjoyment : happiness, joy, relief,
★ Four (4) basic emotions identified by contentment, bliss, delight,
the Institute of Neuroscience and amusement, pride, sensual pleasure,
Psychology at the University of thrill, rapture, gratification,
Glasgow (happy, sad, afraid or satisfaction, euphoria, whimsy,
surprised, angry or disgusted) ecstasy, mania
★ Eight (8) basic emotions of Robert 5. Love : acceptance, friendliness, trust,
Plutchik (adoration, ecstasy, kindness, affinity, devotion,
anticipation, rage, disgust, grief, adoration, infatuation, agape
surprise, fear) 6. Surprise : shock, astonishment,
amazement, wonder
7. Disgust : contemp, disdain, scorn,
abhorrence, aversion, distaste,
revulsion
8. Shame : guilt, embarrassment,
chagrin, remorse, humiliation, regret,
mortification, contrition
BENEFITS OF EMOTIONAL INTELLIGENCE
★ It is often believed that emotional
intelligence (EI) or also referred to as
emotional quotient (EO), is more
important in achieving success in
one’s success, EQ has been
 identified as the foundation in HOW ARE ATTACHMENTS DEVELOPED?
developing important skills necessary - the very first meaningful relationships
for one’s success at work every human being encounters is
★ Equips one with tools in managing with one’s mother
stress; and stress, which usually brings THREE (3) ATTACHMENT STYLES
discomfort and illnesses, can be - According to Bowlby (1982), our
avoided succeeding relationships in the future
★ Either in school if you are still a are all shaped to a large extent by
student, or at work, if you are our attachment to our parents
already employed, EI helps in ★ SECURE ATTACHMENT - when the
understanding people and situations primary caregiver is most of the time
more objectively present and available and when all
★ Interpersonal relationships are emotions needs of an infant are met.
enhanced because emotions are A child exposed to this attachment
expressed in a more positive way, style will grow up to have more
and with empathy, genuine caring is secure and stable relationships
expressed and shared ★ AVOIDANT ATTACHMENT - when the
DEVELOPING EMOTIONAL INTELLIGENCE primary caregiver is cold and
★ In developing one’s emotional detached and even unresponsive to
intelligence, one must first be aware a child’s needs. The person given this
of the neurological genesis of style of attachment will usually avoid
emotions, which emanates from the getting into meaningful relationships
interplay between different parts of when they reach adulthood
the brain ★ ANXIOUS-AMBIVALENT ATTACHMENT
★ Domain 1 : knowing one’s emotions - when the primary caregiver is not
— self awareness consistent in terms of presence and
★ Domain 2 : managing emotions — in meeting a child’s emotional
self regulation needs. A person who experience this
★ Domain 3 : motivating oneself — style of attachment may develop
motivation separation anxieties which a loved
★ Domain 4 : recognizing emotions in one, or mixed feeling between
others — empathy hesitancy and commitment when
★ Domain 5 : handling relationships — entering relationships
social skills
ATTRACTION - the first stage in a continuum
RELATIONSHIP - the way in which two or of stages that lead to intimacy and
more people, groups, etc. talk to, behave commitment
toward, and deal with each other
THREE (3) STAGES OF FALLING IN LOVE ★ Personality Characteristics and Traits
➢ LUST - driven by the sex hormones, - people get attracted to two
testosterone, and estrogen. These characteristics that lead to liking the
hormones affect both sexes other person (empathic person and
➢ ATTRACTION - described as the social competent person)
love-struck phase, which involves
neurotransmitters in the brain, such WHAT IS LOVE?
as dopamine, norepinephrine, and ➔ strong feeling of affection and
serotonin. This is the stage when a concern, arising from kinship
person loses sleep ➔ sexual desire or activity; the
➢ ATTACHMENT - when the couple in pleasures of love
love decides to continue with the ➔ strong feeling of affection and
relationship, they enter the concern, accompanied by sexual
attachment stage where long-lasting attraction
commitments are exchanged, and ➔ a feeling of kindness or concern by
may lead to raising a family God towards humans

SEVERAL THEORIES AND RESEARCH RELATED ROBERT STERNBERG’s TRIANGULAR THEORY

TO ATTRACTION AND LIKING OF LOVE
★ Transference Effect - our past ★ INTIMACY - being intimate with
relationships can therefore affect our another person is about being open
current interactions with people and vulnerable to that person
★ Propinquity Effect - we often develop whom we deeply trust, who we feel
a sense of familiarity with people connected with, and who values us
who live close to us, work with us, or with unconditional positive regard
go to school with us, which leads us (Rogers), which is seeing the other
to liking them more person with complete trust and
★ Similarity Effect - we often like devoid of suspicion or negative
people who we have similarities with, thought
such as social class background, ★ COMMITMENT - an act of deciding
religious beliefs, age, and education to consistently fulfill and live by
★ Reciprocity - we like people who like agreements made with another
us back person, entity, or cause, and where
★ Physical Attractiveness - major the values of integrity and respect
factor in liking someone, and usually, serve as a guide to one’s behavior
first impression counts a lot, too and thinking. It is expressed
continuously in caring and loving
actions for the beloved
 ★ PASSION - as defined in generic According to the United Nations and
terms, is the intense state of being Economic and Social Commission for ASIA
that drives and consumes a person and the Pacific (ESCAP), there are Four (4)
to pursue an interest, a vision, or a Stages of Conflict
person. In terms of romantic love, ★ INTRAPERSONAL - with oneself. Like
passion connotes sexual attraction, one is indecisive about things
as well as intimacy ★ INTERPERSONAL - among two or
more individuals, like having a
RESPONSIBILITIES IN A RELATIONSHIP misunderstanding between friends,
● Be responsible for what you think family, members, or lovers
and say to the other person ★ INTRAGROUP - within the same
● Be responsible for what you promise interest group, like a student
to do or not do organization
● Ensure the relationship is mutually ★ INTERGROUP - between two or more
beneficial groups, like association
● Respect the other party or parties
involved In the book of Mediation for Managers:
● Be ready to provide support when Resolving Conflict and Rebuilding
needed Relationships at Work by John Crawley and
Katherine Graham, the authors identifies
CONFLICT - the dynamics when two or more Four (4) Strategies that people can use when
people organizations, or nations perceive in conflict in the workplace
one another as a threat to their needs or ★ FIGHT - force the other party to
interests accept a stand that is against that
- a perceived incompatibility of party’s interest
actions or goals between people or ★ SUBMIT - yield to the demands of the
nations and happens when there is other party and agree to end the
an imbalance between concern for conflict
oneself and those of others ★ FLEE - leave the situation where the
REASONING - often clouded and conflict is occuring or change the
miscommunication occurs especially at the topic
height of an emotional argument when ★ FREEZE - do nothing and just wait for
words are exchanged to inflict harm on the the other party’s next move or allow
other the pressure to build up
WHAT CREATES CONFLICT? two dimensions: assertiveness and
● Competing for scarce of limited cooperativeness, and five (5) modes
resources such as time, jobs, food, in dealing with conflict
natural resources, and even love ★ Competing - assertive and
and affection uncooperative. An individual’s
● Disagreement over the interpretation interests are above all else, power,
or facts or information and authority are often used to win
● Perceiving threats to one’s own against others
needs and interests ★ Accommodating - unassertive and
● Perceiving unjust treatment caused cooperative. An individual is willing
by another person to neglect his or her interests or
● Miscommunication between parties needs for the sake of other person,
● Misjudging another person’s or yielding one’s position and allowing
group's belief system the other to pursue his or her position
● Exhibiting behaviors that are at the other’s expense
destructive to another person’s ★ Compromising - moderately
well-being or reputation assertive and moderately
POSITIVE EFFECTS OF CONFLICT cooperative. An individual is neither
● Allows for issues to surface nor there, prefers split whatever is at
● Raises the awareness of both stake in half to partly satisfy both
person’s needs parties just to get over the problem
● Allows emotions to be expressed ★ Avoiding - unassertive and
● Understand and accept the uncooperative. The individual prefers
uniqueness and differences of other to stay out of the situation either by
people postponing a decision, or
● Strengthens the resolve of the parties withdrawing completely until
to pursue common goals conditions are better
● Encourages dialogue and ★ Collaborating - assertive and
empowerment cooperative. The individual seeks
mutually satisfying solutions by
CONFLICT MANAGEMENT STYLES understanding the needs and
➢ Dr. Ken Thomas and Dr. Ralph interests of the other person, and
Kilmann developed what is now expanding the resources rather than
popularly known as the competing over them. Seeks a
Thomas-Kilmann Conflict Mode win-win solution
Instrument to help people
understand how they deal with
conflict by measuring a person’s
behavior in a conflict situation. It has