Developing the

whole person

“A life unexamined is a life not worth living.”
- Socrates
 Holistic Development:
Thoughts, Feelings, and
Behaviors

 
Thoughts
Something that you think of; Usually originate from things
we have learned both in a right way and a wrong way.
Feelings
Emotional state or reaction
Behavior
The way a person act or behaves
Overt behavior (behavior expressed consciously)
Covert behavior (behavior occuring beyond our awareness)
 THOUGHTS

What we think

EMOTIONS BEHAVIOR
What we feel What we do
 Overview on the Aspects of Development

1. Physical and Neurobiological Development
During the first 12 or so years, rapid development
occurs in the human being’s physical and
neurobiological aspects.
Puberty – stage wherein the body matures in all aspects,
with its sexual characteristics – primed for the natural
process of reproduction.
2. Cognitive Development
Piaget’s stage theory of Intellectual Development


1. Sensorimotor stage (0-2 years)
 Our cognitions were mainly focused
on learning how to interact with our
environment.
 Children experience the world and
gain knowledge through their senses
and motor movements
 Object permanence - a child's
understanding that objects continue to
exist even though they cannot be seen or
heard.
 
2. Pre-operational stage (2-6
years)
 Stage when we learned how
to pretend play or symbolic
play
 We imitate our parents or
our guardians
3. Concrete operational stage

(7-12 years)
 Children begin to process
other individual’s
perceptions, thoughts, and
feelings and realize that
they also have their own.
 
4. Formal operational
stage (12-adult)
 The adolescent can
now think abstractly
and apply these in
multiple situations.
 Moral development

What is
Morality?
The individual’s
capacity to know what
is right from what is
wrong and applying
this in social situations.
 Moral development

 Lawrence Kohlberg

Level 1 – Pre-Conventional Morality

 Morality is based on the standards of adults and the
consequences of obeying or disobeying the rules they
have set.
Level 2 – Conventional Morality
 Individuals begin to internalize the learned moral
standards they have with their valued adult role
models.
 
Level 3 – Post-Conventional Morality
 An individual’s basis of his or her morality rests on
self-chosen principles.
Socio-emotional development

 Adolescents begin to be more conscious with their
looks and actions with high regard to what their peer
think and feel.
 Misunderstandings between the parents and the
adolescents.
 Handling and coping with rejection is an accurate
measure of emotional maturity.
 It is natural to be angry, hurt, jealous, anxious,
disgusted or happy. It is alright to feel.
 Corporate Values:

 Integrity
 Accountability
 Diligence
 Perseverance
 Discipline
 Ten Basic Goals:

1. Self Direction- independent thought and
actions
2. Stimulation- Excitement, novelty and
challenging life
3. Hedonism- Pleasure and sensuous
gratification.
4. Achievement- Personal Success
5. Power- Social status and prestige, and
control dominance.
 
6. Security- safety, harmony and stability of
society.
7. Conformity- retrains actions, inclinations
8. Tradition- respects, commitment and
acceptance
9. Benevolence- persevering, and enhancing
the welfare.
10. Universalism- understanding,
appreciation tolerance and protection.
 Motivational goal

1. Openness to change
2. Self – transcendence
3. Self- enhancement
4. conservation
Virtues:

 there has been confusion over the
definition of values and virtues,

Values are usually nouns, while virtues

are adjectives that describe positive.
Which usually mirror a value it
represents.
 Values Virtues

Peace Peaceful. Calm

Integrity Reputable, responsible, honest and trustworthy

Love Caring, Compassionate, gentle

Respect Respectful, Civil

Balance Objective, fair , harmonious

Thank you!!!

