Personal Development: Self-Concept PDF

THIRD QUARTER — PERSONAL DEVELOPMENT : SELF - CONCEPT LESSON 01 ❛ notes ni rai ‧₊˚✧ STEM 12 - A ❬ subject reviewer ❭ I. SELF - CONCEPT II. PERSONAL EFFECTIVENESS self knowledge — derived from social interact...

THIRD QUARTER — PERSONAL DEVELOPMENT : SELF - CONCEPT LESSON 01 ❛ notes ni rai ‧₊˚✧ STEM 12 - A ❬ subject reviewer ❭ I. SELF - CONCEPT II. PERSONAL EFFECTIVENESS self knowledge — derived from social interactions that means making use of all the personal resources – talents, provide insight into how others react to you skills, energy and time, to enable you to achieve life goals. your knowledge of yourself and how you manage yourself self concept — your awareness of yourself. impacts directly on your personal effectiveness. → the construct that negotiates these two selves; it connotes being self-aware = making the most of your strengths, first the identification of the ideal self as separate from learning new skills and techniques and behavioral flexibility others. are all keys to improving your personal performance. → encompasses all the behaviors evaluated in the actual self personal effectiveness depends on our innate that you engage in to reach the ideal self. characteristics accumulated in the process of personal development: ideal self — is the self that you aspire to be 1. talent — needed to be identified and then → is the one that you hope will possess characteristics similar developed to be used in a particular subject area to that of a mentor or some other worldly figure. (science, literature, sports, politics, etc.). → how we want to be; an idealized image that we have 2. experience — includes knowledge and skills that developed over time, based on what we have learned and we acquire in the process of cognitive and experienced. practical activities. → could include components of what our parents have taught 3. knowledge — required for setting goals, defining us, what we admire in others, what our society promotes, an action plan to achieve them and risk and what we think is in our best interest. assessment. actual self — is the one that you actually see. 4. skills — also determine whether real actions are → is the self that has characteristics that you were nurtured performed in accordance with the plan. or, in some cases, born to have. if the same ability is used many times in the same → built on self-knowledge; who we actually are, how we think, situation, then it becomes a habit that runs automatically, how we feel, look, and act. subconsciously. → can be seen by others, but because we have no way of truly knowing how others view us III. Skills that will greatly increase the efficiency of any person → the actual self is our self-image. who owns them: negotiation — exists between the two selves which is complex because there are numerous exchanges between 1. Determination — allows you to focus only on achieving a the ideal and actual self. specific goal without being distracted by less important → alignment is important things or spontaneous desires. may be developed with the help of self-discipline exercise. 1. If the way that I am (the actual self) is aligned with the way that I want to be (the ideal self), then I will feel a 2. Self - confidence — appears in the process of personal sense of mental well-being or peace of mind. development, as a result of getting aware of yourself, your actions and their consequences. 2. If the way that I am is not aligned with how I want to be, is manifested in speech, appearance, dressing, gait, and the incongruence will result in mental distress or anxiety. physical condition. to develop it, you need to: The greater the level of incongruence between the ideal a. learn about yourself and your capabilities self and real self, the greater the level of resulting b. gain positive attitude distress. c. believe that by performing right actions and achieving right goals you will certainly reach → incongruence — lack of alignment success → social roles — exemplifies exchanges between the actual 3. Persistence — makes you keep moving forward and ideal self ; are adjusted and unadjusted, and are regardless of emerging obstacles – problems, laziness, derived from outcomes of social interactions from infant to bad emotional state, etc. adult development. reduces the costs of overcoming obstacles can also be developed with the help of self discipline exercise rai — 01  4. Managing Stress — helps combat stress that arises in V. KINDS OF PEOPLE daily life from the environment and other people. increases efficiency in the actively changing environment. 1. MOVIEGOER stress : arises from the uncertainty in an unknown ⤷ watches the movie of their lives, admires some parts and situation when a lack of information creates the risk of criticizes others; they do nothing else. negative consequences of your actions. ⤷ all they say is “I like this think but I do not like that thing.” ⤷ feels they have absolutely no control of their lives — 5. Problem-solving skills — help cope with the problems except to comment about it. encountered with a lack of experience. ⤷ they are the most pathetic, miserable people in the world. increases efficiency by adopting new ways of achieving goals when obtaining a new experience. 2. ACTOR ⤷ does not only watch the movie of her life but actually 6. Creativity— allows you to find extraordinary ways to carry realizes that she’s the actor, and can control a big part of out a specific action that no one has tried to use. her life. can lead to a decrease or an increase of costs, but usually ⤷ can actually make or break the movie – by how well she the speed of action is greatly increased when using delivers her lines and how she portrays her character. creative tools. ⤷ are a happy bunch; realizing that they are the start of the show and enjoy some level of control. 7. Generating ideas — helps you achieve goals using new, ⤷ many times, they with the movie would end in another way original, unconventional ideas. — but realize that they have no say in such things. you can use a method of mental maps, which allows you to materialize, visualize and scrutinize all your ideas, which in 3. SCRIPTWRITER turn contributes to the emergence of new ideas. ⤷ does not only watch, and she doesn’t only act, but she these are just some, but the most important personal actually creates the entire movie from her mind. effectiveness skills which make the achievement of any ⤷ she determines what she will say, what she will do, and goal easier and less costly. how the movie will end. idea : is a mental image of an object formed by the human ⤷ she realizes she has enormous control over her life, and mind, which can be changed before being implemented in sees to it that the movie of her life will turn out beautiful. the real world. ⤷ God — producer of the movie. IV. STRENGTHS AND WEAKNESSES VI. PURPOSE OF JOURNAL most failures emanate from: It is cost-efficient and available; writing is the most ○ weaknesses that are not recognized or probably inexpensive way to deal with stress. recognized but not given appropriate attention or It is preventive and proactive; writing yields remedy; this could be a weakness in self-awareness, when you write, you can discover your communications, personality or ability. strengths and limitations. instead of giving up or indulging in self-pity, take action. it is creative and productive; journal writing expounds your ○ go for speech lessons imagination, ○ get skills upgrading it is personal and private. Unless you want to share your ○ attend personality development sessions or stories, you have the choice to keep them to yourself. whatever appropriate remedies to your perceived weakness recognize your own talents and abilities, build on them, utilize them to your greatest advantage — this is where you — lesson 01 — can build your name and popularity. Jose Feliciano — handicapped person; like other blind singers, he did not brood over their physical handicap. ○ they search for ways to enrich that talent and now they have won international fame in the field of music. rai — 02  THIRD QUARTER — PERSONAL DEVELOPMENT : DEVELOPMENTAL STAGES LESSON 02 ❛ notes ni rai ‧₊˚✧ STEM 12 - A ❬ subject reviewer ❭ I. DIFFERENT ASPECTS OF YOURSELF Developmental Characteristics Stages 1. PHYSICAL SELF — descriptions of your height, weight, facial appearance, and quality of skin, hair and descriptions Age when hereditary endowments and of body areas such as your neck, chest, waist, legs. 1. Pre – Natal sex are fixed and all body features, (Conception to Birth) both external and internal are 2. INTELLECTUAL SELF — your capacity to learn and developed. create, your general and specific areas of knowledge, wisdom and insights you have acquired. Foundation age when basic behaviors 2. Infancy 3. EMOTIONAL SELF — feelings you have, you try to avoid, are organized and many ontogenetic (Birth — 2 years) you enjoy, feelings from your past or present, and feelings maturation skills are developed. associated with each other. Pre- gang age, children developed 4. SENSUAL SELF — using senses to take in information; 3. Early Childhood exploratory, and questioning skills. sight, smelling, hearing, speaking, touching. (2 — 6 years) Language and Elementary reasoning are acquired, and initial socialization is 5. INTERACTIONAL SELF — descriptions of your strengths experienced. and weaknesses in intimate relationships and relationships to friends, family, co-students and strangers in social Gang and creativity age when self-help settings. 4. Late Childhood skills, social skills, school skills, and (6 — 12 years) play are developed. 6. NUTRITIONAL SELF — the way you nourish yourself, foods you like and dislike, etc. Transition age from childhood to 5. Adolescence adulthood when sex maturation and 7. CONTEXTUAL SELF — areas of maintenance of your (Puberty – 18 years) rapid physical development occur living environment: reaction to light, temperature, space, resulting in changes in ways of feeling, weather, colors, sound and seasons and your impact on thinking, and acting. the environment. 8. SPIRITUAL SELF or LIFE FORCE — your feelings about 6. Early Adulthood Age of adjustment to new patterns of yourself and organized religion, reactions about your (18 — 40 years) life and roles such as spouse, parent, spiritual connections to others, feelings about your spiritual and breadwinner. development and history, and thoughts about your 7. Middle Age Transition age when adjustments to metaphysical self. (40 years — initial physical and mental decline are retirement) experienced. NOTE: The human emotions are the most feared aspect of the self, as individuals are reluctant and unprepared to manage them. 8. Old Age Retirement age when increasingly rapid (Retirement — physical and mental decline are death) experienced. II. DEVELOPMENTAL STAGES Human Development — focuses on human growth and III. HAVIGHURST'S DEVELOPMENTAL TASKS changes across the lifespan, including physical, cognitive, social, intellectual, perceptual, personality and emotional Robert J. Havighurst — an American Psychologist; growth. developed his Theory of Developmental Tasks between 1948- 1953. Human Developmental Stages — essential to → development is continuous throughout the entire lifespan, understanding how humans learn, mature and adapt; occurring in stages, where the individual moves from one humans go through various stages of development. stage to the next by means of successful resolution of problems or performance of developmental tasks. Human Being — either in a state of growth or decline, but either condition imparts change; some aspects of our life “A developmental task is a task which is learned at a specific point change very little over time, are consistent. and which makes achievement of succeeding tasks possible. When the timing is right, the ability to learn a particular task will be possible. This is referred to as a 'teachable moment. It is important to keep in mind that unless the time is right, learning will not occur. Hence, it is important to rai — 03 repeat important points whenever possible so that when a student's → Desiring and achieving socially responsibility behavior teachable moment occurs, s/he can benefit from the knowledge.” D. Early Adulthood (19 - 30 years old) V. INFLUENCES IN DEVELOPMENTAL TASKS → Selecting a mate → Learning to live with a partner SOCIAL — pressures of society → Starting a family → these are the rules of society and other cultural ideas that → Rearing children influence an individual’s developmental tasks. → Managing a home → Havighurst lists “Achieving a masculine or feminine social → Starting an occupation role” multiple times as a developmental task. → Assuming civic responsibility PSYCHOLOGICAL — personal values E. Middle Adulthood (30 - 60 years old) → these tasks do not just come from external forces. An → Helping teenage children to become happy and individual’s personality and interests will also influence the responsible adults. tasks required to develop successfully. → Achieving adult social and civic responsibility. → psychological influences may also lead an individual to → Satisfactory career achievement. prioritize some developmental tasks over others → Developing adult leisure time activities. → Relating to one's spouse as a person. BIOLOGICAL — physical maturation → Accepting the physiological changes of middle age → biology is also at play here; certain tasks are reserved for → Adjusting to aging parent childhood or adulthood simply because the body can or cannot take on those tasks. F. Later Maturity (61 years old above) → if someone is seriously injured or develops a debilitating → Adjusting to decreasing strength and health condition later in life, their developmental tasks may → Adjusting to retirement and reduced income change. → Adjusting to death of spouse → Establishing relations with one's own age group VI. STAGES IN HAVIGHURST'S DEVELOPMENTAL TASK → Meeting social and civic obligations → Establishing satisfactory living quarters A. Infancy and Early Childhood (0 - 5 years old) → Learning to walk → Learning to take solid foods → Learning to talk VII. STAGES IN HAVIGHURST'S DEVELOPMENTAL TASK → Learning to control the elimination of body wastes → Learning sex differences and sexual modesty 1. Breathe Mindfully → Acquiring concepts and language to describe social and 2. Listen Deeply physical reality 3. Cultivate Insight → Readiness for reading 4. Practice Compassion → Learning to distinguish right from wrong and developing a 5. Limit Reactivity conscience 6. Express Gratitude B. Middle Childhood (6 - 12 years old) 7. Nurture Mutual Respect → Learning physical skills necessary for ordinary games 8. Build Integrity → Building a wholesome attitude toward oneself 9. Foster Leadership → Learning to get along with age-mates 10. Be Peace → Learning an appropriate sex role → Developing fundamental skills in reading, writing, and calculating → Developing concepts necessary for everyday living — lesson 02 — → Developing conscience, morality, and a scale of values → Achieving personal independence → Developing acceptable attitudes toward society C. Adolescence (13 - 18 years old) → Achieving mature relations with both sexes → Achieving a masculine or feminine social role → Accepting one’s physique → Achieving emotional independence of adults → Preparing for marriage and family life → Preparing for an economic career → Acquiring values and an ethical system to guide behavior rai — 04  THIRD QUARTER — PERSONAL DEVELOPMENT : THE CHALLENGES OF ADOLESCENCE LESSON 03 ❛ notes ni rai ‧₊˚✧ STEM 12 - A ❬ subject reviewer ❭ I. CHALLENGES OF LATE ADOLESCENCE Most commonly, we discourage in five general ways: 1. PHYSICAL DEVELOPMENT — most girls have 1. We set standards that are too high for others to meet completed the physical changes related to puberty by 15. because we are overly ambitious. → boys are still maturing and gaining strength, muscle mass, 2. We focus on mistakes as a way to motivate change or and height and are completing the development of sexual improved behavior. traits. 3. We make constant comparisons (self to others, siblings to one another). 2. EMOTIONAL DEVELOPMENT. 4. We automatically give a negative spin to the actions of → May stress over school and test scores. others. → Is self-involved (may have high expectations and low 5. We dominate others by being overly helpful, implying that self-concept). they are unable to do it as well. → Seeks privacy and time alone. → Is concerned about physical and sexual attractiveness. Encouragement — is not a technique nor is it a special → May complain that parents prevent him or her from doing language used to gain compliance; conveys the idea that things independently. all human beings are worthwhile, simply because they → Starts to want both physical and emotional intimacy in exist. relationships. Encouragement — develops children’s psychological → The experience of intimate partnerships. hardiness -- their ability to function and recover when things aren’t going their way. 3. SOCIAL DEVELOPMENT — shifts in relationship with Encouragement — enhances a feeling of belonging which parents from dependency and subordination to one that leads to greater social interest. reflects the adolescent’s increasing maturity and Social Interest — is the tendency for people to unite responsibilities in the family and the community. themselves with other human beings and to accomplish → Is more and more aware of social behaviors of friends. their tasks in cooperation with others. → Seeks friends that share the same beliefs, values, and interests. III. THE POWER OF PERSONAL DECLARATIONS → Friends become more important. by Dr. EMILY DE CARLO → Starts to have more intellectual interests. so often we accept the declarations that others have made → Explores romantic and sexual behaviors with others. concerning our own lives, well-being or fate. → May be influenced by peers to try risky behaviors (alcohol, declarations — are meant to encourage you to take control tobacco, sex). of the influences in your life; → are suggestions as to what positive things you can speak 4. MENTAL DEVELOPMENT about your own life instead of accepting whatever has → Becomes better able to set goals & think in terms of future. been said about you in the past. → Has better understanding of complex problems & issues. → Starts to develop moral ideals and to select role models. IV. BEING HAPPY being happy is not an inevitable fate, but a victory for those who can travel towards it with your own being. II. ENCOURAGEMENT by TIMOTHY D. EVANS, Ph. D. being happy is to stop being a victim of problems but become an actor in history itself. Encouragement — is the key ingredient for improving your being happy is not being afraid of one's feelings; it is to relationships with others. know how to talk about ourselves. is the single most important skill necessary for getting being happy means allowing the free, happy and simple along with others – so important that the lack of it could be child inside each of us to live. considered the primary cause of conflict and misbehavior. develops a person’s psychological hardiness and social interest Encouragement — is the lifeblood of a relationship; and — lesson 03 — yet, this simple concept is often very hard to practice. Encouragement — as a psychological idea, was developed by psychiatrist Alfred Adler in the early 20th century and continued to evolve through the work of Adler’s follower Rudolph Dreikurs. rai — 05  THIRD QUARTER — PERSONAL DEVELOPMENT : COPING WITH STRESS LESSON 04 ❛ notes ni rai ‧₊˚✧ STEM 12 - A ❬ subject reviewer ❭ I. STRESS MANAGEMENT IV. KEEPING STRESS UNDER CONTROL stress — is the feeling one gets from prolonged, pent-up there are many effective ways to handle stress emotions. you can’t avoid stress – you wouldn’t want to avoid all if the emotions you experience are pleasant and desirable stress, because you’d never grow. – joy, elation, ecstasy, delight, you usually feel free to let understand the causes of your stress: them show. ○ stress requires deliberate, conscious effort to an emotional factor that causes bodily or mental tension pause and simply ponder your situation. positive emotions do not usually cause stress V. DEAL WITH STRESSORS II. CAUSES AND EFFECTS OF STRESS develop techniques to deal with the causes of stress. → Anxiety → Strain → Anger the longer you avoid dealing with the stress factors, the more the stress will build up. → Pressure → Desperation → Panic if tension comes because you have put off an unfinished → Misery → Tension →Dejection task, restructure your priorities so you can get the task that you have been avoiding out of the way and off your mind. prolonged stress can be devastating; burnout, breakdown, and depression are some of the potential results of TIPS TO RELAX WHEN UNDER PRESSURE: long-term, unmanaged stress 1. Stop for a moment and take a deep breath. a series of stressful and frustrating experiences throughout 2. Do a relaxing exercise. Swing your hands at your sides the day can cause you to lie awake at night in an emotional and stretch. turmoil – unable to get needed rest. 3. Take a “power nap.” Lie down and totally relax for a few surviving the normal, everyday stress described above can minutes. be difficult 4. Find time to do the things you enjoy. other major causes of stress are: 5. Leave your study area for a while to take a brisk walk. 1. drug and alcohol abuse 6. Find a quiet place to read a magazine or novel during 2. domestic violence break or at lunch. 3. care of children and elderly relatives 7. If possible, look at some peaceful images such as forests, 4. chronic and mental illness beaches, etc 5. injury and physical handicaps 8. Keep something humorous on hand, such as a book of 6. moving to a new home jokes. dealing with life’s transitions — common cause of stress, when a person must cope with too many transitions all at once. — lesson 04 — III. STRESS RESPONSE stress response — is the collection of physiological changes that occur when you face a perceived threat and face stressors. stressors – situations where you feel the demands outweigh your resources to successfully cope. CHANGES IN YOUR BODY WHEN STRESSED: 1. Redirection of blood away from extremities and instead to major organs 2. The release of cortisol and other hormones, which bring other short- and long-term changes. 3. The stress response is intended to give you a burst of energy so you’re able to fight off attackers or run away from them effectively. rai — 06  THIRD QUARTER — PERSONAL DEVELOPMENT : POWERS OF THE MIND LESSON 05 ❛ notes ni rai ‧₊˚✧ STEM 12 - A ❬ subject reviewer ❭ I. THE BRAIN DRUGS: inhalants — glue, paint, gasoline and aerosols, destroy the has three major parts — the cerebrum, the cerebellum and outer lining of nerve cells and make them unable to the brain stem. communicate with one another. brain stem — connects the spinal cord and the brain. marijuana — use hinders memory, learning, judgment and → controls functions that keep people alive such as reaction times, while steroids cause aggression and violent breathing, heart rate, blood pressure and food mood swings. digestion. ecstasy — rising among young people, destroys neurons that make serotonin, a chemical crucial in controlling sleep, cerebellum — controls voluntary movement. violence, mood swings and sexual urges. → when you want to lift your fork, wave your hand, brush your hair or wink at a cutie, you form the III. DOMINANT PART OF THE BRAIN thought and then an area in the cerebellum translates your will into action. researchers believed that brain dominance determines a → happens so quickly person’s preferences, problem-solving style, personality characteristics, and even career choices. neurons — the basic functional units of the nervous LEFT DOMINANCE RIGHT DOMINANCE system, are three-part units and are key to brain function. → Classical music → Popular music → comprised of a nerve cell body, axon and → Being on time → A good times dendrite, and they power the rapid-fire process → Careful planning → To visualize the outcome that turns thought into movement. → To consider alternatives → To go with the first idea → communication between these brain cells is what → Being thoughtful → Being active → Monopoly, scrabble, chess → Athletics, arts, music allows us to think and solve problem. thought — moves as an electrical signal from the nerve cell down the axon to a dendrite, which looks like branches at scientists started thinking that the human brain could the end of nerve cells. develop and change when they studied animals’ brains. found out that animals who lived in a challenging cerebrum — is the largest of the three brain sections, environment, with other animals and toys to play with, were accounts for about 85 % of the brain's weight, has four different from animals who lived alone in bare cages lobes: → lobes-frontal, parietal, temporal and occipital, IV. SMART AND DUMB each have different functions. no one thinks babies are stupid because they can’t talk. parietal lobe — helps people understand what they see but some people will call a person dumb if they can’t solve and feel, while the frontal lobe determines personality and math problems, or spell a word right, or read fast—even emotions. though all these things are learned with practice. occipital lobe – vision functions to get smarter: temporal lobe — hearing and word recognition abilities. ○ you need to practice ○ learn skills that let you use your brain in a smarter TAKE NOTE THAT: way. the size of the brain doesn't increase much after 3 — Doug you can grow your intelligence Postel. during the first three years of life, the brain experiences most of its growth and develops most of its potential for learning Michael Jordan — one of the best basketball players of all if you deprive people of intellectual stimulation and put time. His average points per game is the highest in NBA them in a dark room, that it produces permanent changes history, 31.5. in the brain, II. DRUG DAMAGE — third quarter — effects of drugs and alcohol on the brain might be lasting inhalants, steroids, marijuana, cocaine and alcohol do something to the the brain when people use them. rai — 07