Personality Development (PERDEV) Unit 1 PDF

PERSONALITY DEVELOPMENT (PERDEV)  UNIT 1: SELF-DEVELOPMENT  LESSON 1: Knowing and Understanding Oneself during Middle and Late Adolescence  OBJECTIVES: ▪ At the end of this module, you will be able to: 1. Explain that knowing yourself can...

PERSONALITY DEVELOPMENT (PERDEV)  UNIT 1: SELF-DEVELOPMENT  LESSON 1: Knowing and Understanding Oneself during Middle and Late Adolescence  OBJECTIVES: ▪ At the end of this module, you will be able to: 1. Explain that knowing yourself can make you accept your strengths and limitations and dealing with others better; 2. Share your unique characteristics, habits and experiences; and 3. Start and maintain a journal  QUESTION: ▪ HOW CAN UNDERSTANDING YOURSELF PAVE THE WAY TO SELF-ACCEPTANCE AND BETTER RELATIONSHIP WITH OTHERS?  ACTIVITY: SELF CONCEPT INVENTORY ▪ Take a look at your own self-concept and answer the following self-concept inventory in your journal.  ACTIVITY: SELF CONCEPT INVENTORY ▪ Give yourself a rating using the scale: 0 = very weak 1 = weak 2 = somewhat weak or somewhat strong 3 = strong 4 = very strong  Activity: Self-Concept Inventory 1. I have strong sex appeal. 2. I am proud of my physical figure. 3. I am physically attractive and beautiful/handsome. 4. I exude with charm and poise. 5. I am easy to get along with. 6. I can adjust to different people and different situations.  Activity: Self-Concept Inventory 7. I am approachable; other people are at ease and comfortable with me. 8. I am lovable and easy to love. 9. I am a fast learner, can understand with one instruction. 10. I am intelligent. 11. I have special talents and abilities. 12. I can easily analyze situations and make right judgments.  Activity: Self-Concept Inventory 13. I can be trusted in any transaction. 14. I have a clean conscience and carry no guilty feeling. 15. I have integrity and good reputation. 16. My friends and classmates can look up to me as a model worth emulating. 17. I can express my ideas without difficulty. 18. I talk in a persuasive manner that I can easily get people to accept what I say.  Activity: Self-Concept Inventory 19. I can express my ideas in writing without difficulty. 20. I am a good listener. 21. I am emotionally stable and not easily rattled when faced with trouble. 22. I am logical and rational in my outlook and decisions. 23. I feel and act with confidence. 24. I am a mature person.  Activity: Self-Concept Inventory Scoring: Copy this table in your journal. Write your score opposite each number and get the subtotal.   Activity: Self-Concept Inventory Physical Appeal Human Relations Intelligence 1 5 9 2 6 10 3 7 11 4 8 12 Subtotal: Subtotal: Subtotal: Character Communications Maturity 13 17 21 14 18 22 15 19 23 16 20 24 Subtotal: Subtotal: Subtotal:   Activity: Self-Concept Inventory How do you perceive yourself? ▪ Look at the results of your self-concept inventory and answer the following: 1. In what areas do you consider yourself strong (with score 14- 16) or somewhat weak (score of 10-13) and very weak (below 10). 2. Are the qualities you consider as your weaknesses, but other people consider as your strength? What are these? Check with a partner. 3. How realistic is your self-image? 4. To what extent does it reflect your real self? SELF-CONCEPT   Imagine yourself looking into a mirror.  What do you see? Do you see your ideal self or your actual self?  IDEAL SELF ▪ It is the self that you aspire to be. ▪ It is the one that you hope will possess characteristics similar to that of a mentor or some other worldly figure.   ACTUAL SELF ▪ It is the one you actually see. ▪ It is the self that has characteristics that you were nurtured or, in some cases, born to have.   SELF - CONCEPT ▪ It refers to your awareness of yourself. ▪ It is the construct that negotiates these two selves (ideal and actual).   SELF - KNOWLEDGE ▪ It is where actual self built from. ▪ It is derived from social interactions that provide insight into how others react to you.   ACTUAL SELF ▪ The actual self is who we are. It is how we think, how we feel, look and act. ▪ It can be seen by others, because we have no way of truly knowing how others view us, the actual self is our self-image.   IDEAL SELF ▪ It 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.   IDEAL SELF ▪ This could include components of what our parents have taught us, what we admire in others, what our society promotes, and what we think is in our best interest.   PERSONAL EFFECTIVENESS ▪ This means making use of all personal resources – talents, skills, energy and time, to enable you to achieve life goals.  PERSONAL EFFECTIVENESS Keys To Improve Personal Performance Behavioral Self-awareness Flexibility Learning New Skills and Strengths Technique  ▪ Our personal effectiveness depends on our innate characteristics – talent and experience accumulated in the process of personal development.  ▪ Talents first are needed to be identified and then developed to be used in a particular subject area.  ▪ Experiences includes knowledge and skills that we acquire in the process of cognitive and practical activities.  ▪ Knowledge is required for setting goals, defining an action plan to achieve them and risk assessment.  ▪ Skills also determine whether real actions are performed in accordance with the plan. If the same ability is used many times in the same situation, then it becomes a habit that runs automatically, subconsciously.  ▪ If the same ability is used many times in the same situation, then it becomes a habit that runs automatically, subconsciously.  ▪ Here are some skills that will greatly increase the efficiency of any person who owns them:  DETERMINATION SELF- CREATIVITY CONFIDENCE Skills to Increase Efficiency PROBLEM PERSISTENCE SOLVING SKILLS MANAGING STRESS GENERATING IDEAS  DETERMINATION ▪ It allows you to focus only in achieving a specific goal without being distracted by less important things or spontaneous desires.  SELF-CONFIDENCE ▪ It appears in the process of development, as a result of getting aware of yourself, your actions and their consequences.  PERSISTENCE ▪ It makes you keep moving forward regardless of emerging obstacles – problems, laziness, bad emotional state etc.  MANAGING STRESS ▪ It helps combat stress that arises in daily life from the environment and other people.  PROBLEM-SOLVING SKILLS ▪ They help cope with the problems encountered with a lack of experience.  CREATIVITY ▪ It allows you to find extraordinary ways to carry out a specific action that no one has tried to use.  GENERATING IDEAS ▪ It helps you achieve goals using new, original, unconventional ideas.  Activity: MY BANNER- THE TREASURE WITHIN ME ▪ In the spaces indicated by numbers, write down the following:  7  11 9 8 10 1 3 2 5 4 6 7 8  In the spaces indicated by numbers, write down the following: ▪ 1 and 2 Two things I do very well ▪ 3 and 4 My two greatest achievements in life ▪ 5 what in myself am I proudest of ▪ 6 my happiest moment ▪ 7 positive words that my friends use to describe me  In the spaces indicated by numbers, write down the following: ▪ 8 a personal goal that I have already achieved ▪ 9 three blessings for which I am most thankful to God ▪ 10 three of my positive qualities ▪ 11 difficulties, challenges, and problems that I was able to solve and overcome  Portfolio: Journal Reflection on My Banner ▪ Write about your banner: 1. What do you consider as your weaknesses, abilities and talents? 2. what are the remedies you will take to improve or compensate for your weakness? 3. How can you further enrich your assets and strengths? 4. Where and how do you use it to your best advantage?  TALENT/ VARIETY SHOW PRESENTATION  There are three kinds of people in this world:  MOVIEGOER ACTOR SCRIPTWRITER This person watches This person does not This person does not the movie of their only watch the movie only watch, and she lives, admires some of her life. doesn’t only act, but parts and criticizes Control a big part of she creates the entire others. her life. movie from her mind. They do nothing else. Actors are a happy She determines what Absolutely no control bunch, realizing she will say, what she of their lives. they’re the start of the will do, and how the Most pathetic, show and enjoy some movie will end. miserable people in level of control. She realizes she has the world. But many times, they enormous control wish the movie would over her life and sees end in another way- to it that the movie of but realize that they her life will turn put have no say in such beautiful. things.   MOVIEGOER, ACTOR, SCRIPTWRITER ▪ Who are you among these three people? ▪ Do you merely watch your life go by? ▪ Or do you act out a script that you feel has been handed to you? ▪ Or do you write the script and make your life beautiful?   UNFOLDING YOUR PERSONAL JOURNEY ▪ Write your answers in your personal journal. 1. What have you discovered in yourself? 2. What are your core strengths? 3. What are the qualities you want to hone and improve on?  LESSON 2: DEVELOPING THE WHOLE PERSON  LESSON 2: DEVELOPING THE WHOLE PERSON OBJECTIVES: At the end of the lesson, you will be able to: 1. Discuss the relationship among physiological, cognitive, psychological, spiritual and social aspects of development, to understand your thoughts, feelings and behaviors. 2. Evaluate your own thoughts, feelings and action and 3. Show the connection of your thoughts, feelings and actions to actual life situations.   Assess Aspects of Your Development PHYSICAL SELF Describe yourself. Try not to censor any thoughts which come to your mind. Include descriptions of your height, weight, facial appearance, and quality of skin, hair and descriptions of body areas such as your neck, chest, waist, legs.   Assess Aspects of Your Development INTELLECTUAL SELF Include here an assessment of how well you reason and solve problems, your capacity to learn and create, your general amount of knowledge, your specific areas of knowledge, wisdom you have acquired, and insights you have.   Assess Aspects of Your Development EMOTIONAL SELF Write as many words or phrase about typical feelings you have, feelings you seldom have, feelings you try to avoid, feelings you especially enjoy, feelings from your past and present, and feelings which are associated with each other.   Assess Aspects of Your Development SENSUAL SELF Write how you feel as a sensual person. What sense do you use most – sight, hearing, speaking, smelling, touching? How do you feel about the different ways to take in information – through the eyes, ears, mouth, nose, pores and skin? In what ways do you let information in and out of your body?   Assess Aspects of Your Development INTERACTIONAL SELF Include descriptions of your strengths and weaknesses in intimate relationships and relationships to friends, family, co-students and strangers in social setting. Describe the strengths and weaknesses which your friends and family have noticed. Describe what kind of son or daughter, brother or sister you are.  Assess Aspects of Your Development NUTRITIONAL SELF How do you nourish yourself? What foods do you like and dislike? What do you like and dislike about these?  Assess Aspects of Your Development CONTEXTUAL SELF Descriptors could be in the areas of maintenance of your living environment: reaction to light, temperature, space, weather, colors, sound and seasons and your impact on the environment   Assess Aspects of Your Development SPIRITUAL SELF Write words or phrases which tell about how you feel in this area. This include your feelings about yourself and organized religion, reactions about your spiritual connections to others, feeling about your spiritual development and history, and thought about your metaphysical self. Think about your inner peace and joy. Think about your spiritual regimen or routine. THE STORY OF THE TWO WOLVES    THE STORY OF THE TWO WOLVES How aware are you of the two different opposing “wolves” operating within your mind, one of which leads to pain and a diminished sense of life and the other to a joyous, meaningful, and fulfilling life?   THE STORY OF THE TWO WOLVES When was the time you feel disappointed by the choice of behavior because you knew that there was a more positive option, but you just didn’t choose it?   THE STORY OF THE TWO WOLVES What ways or techniques or exercises do you use to strengthen yourself so as to increase its potency to choose and hence control your life?   THE STORY OF THE TWO WOLVES In what specific ways do you feed the negative wolf? What specific ways do you use to feed the positive wolf?   LESSON 3: DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE Objectives: At the end of the lesson, you will be able to: 1. Classify various developmental task according to developmental stage. 2. Evaluate your development in comparison with persons of the same age group 3. List ways to become a responsible adolescent prepared for adult life.   DEVELOPMENTAL STAGES Developmental Characteristics Stage 1. Pre-natal Age when hereditary (Conception to birth) endowments and sex are fixed and all body features, both external and internal are developed.   DEVELOPMENTAL STAGES Developmental Characteristics Stage 2. Infancy (Birth to 2 Foundation age when years) basic behavior are organized and many ontogenetic maturation skills are developed.   DEVELOPMENTAL STAGES Developmental Characteristics Stage 3. Early Childhood (2 to Pre-gang age, 6 years) exploratory, and questioning. Language and Elementary reasoning are acquired, and initial socialization is experienced.   DEVELOPMENTAL STAGES Developmental Characteristics Stage 4. Late Childhood (6 to Gang and creativity age 12 years) when self-help skills, social skills, school skills, and play are developed.   DEVELOPMENTAL STAGES Developmental Characteristics Stage 5. Adolescence (puberty Transition age from to 18 years) childhood to adulthood when sex maturation and rapid physical development occur resulting to changes in ways of feeling, thinking and acting.   DEVELOPMENTAL STAGES Developmental Characteristics Stage 6. Early Adulthood (18 to Age of adjustment to 40 years) new patterns of life and roles such as spouse, parent and bread winner.   DEVELOPMENTAL STAGES Developmental Characteristics Stage 7. Middle Age (40 years Transition age when to retirement) adjustments to initial physical and mental decline are experienced.   DEVELOPMENTAL STAGES Developmental Characteristics Stage 8. Old Age (retirement to Retirement age when death) increasingly rapid physical and mental decline are experienced.   HAVIGHURST’S DEVELOPMENTAL TASKS DURING THE LIFE SPAN INFANCY AND EARLY CHILDHOOD (0-5) Learning to walk Learning to take solid foods Learning to talk Learning to control the elimination of body wastes Learning sex differences and sexual modesty Acquiring concepts and language to describe social and physical reality Readiness for reading Learning to distinguish right from wrong and developing a conscience   HAVIGHURST’S DEVELOPMENTAL TASKS DURING THE LIFE SPAN MIDDLE CHILDHOOD (6-12) Learning physical skills necessary for ordinary games Building a wholesome attitude toward oneself Learning to get along with age-mates Learning an appropriate sex role Developing fundamental skills in reading, writing, and calculating Developing concepts necessary for everyday living Developing conscience, morality and a scale of values Achieving personal independence Developing acceptable attitudes toward society   HAVIGHURST’S DEVELOPMENTAL TASKS DURING THE LIFE SPAN ADOLESCENCE (13-18) 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 Desiring and achieving socially responsibility behavior   HAVIGHURST’S DEVELOPMENTAL TASKS DURING THE LIFE SPAN EARLY ADULTHOOD (19-30) Selecting a mate Learning to live with a partner Starting a family Rearing a family Managing a home Starting an occupation Assuming civic responsibility   HAVIGHURST’S DEVELOPMENTAL TASKS DURING THE LIFE SPAN MIDDLE ADULTHOOD (30-60) Helping teenage children to become happy and responsible adults Achieving adult social and civic responsibility Satisfactory career achievement Developing adult leisure time activities Relating to one’s spouse as a person Accepting the physiological changes of middle age Adjusting to aging parent   HAVIGHURST’S DEVELOPMENTAL TASKS DURING THE LIFE SPAN LATE MATURITY (61- ) Adjusting to decreasing strength and health Adjusting to retirement and reduced income Adjusting to death of spouse Establishing relations with one’s own age group Meeting social and civic obligations Establishing satisfactory living quarters  LESSON 4: THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE OBJECTIVES: At the end of this module, you will be able to: 1. Discuss how facing the challenges during adolescence, you may be able to clarify and manage the demands of teen years; 2. Express your feelings on the expectations of the significant people around you, such as your parents, siblings, friends, teachers, community leaders, and 3. Make affirmations that help you become more lovable and capable as an adolescent   THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE PHYSICAL DEVELOPMENT ▪ Most girls have completed the physical changes related to puberty by age 15. ▪ Boys are still maturing and gaining strength, muscle mass, and height and are completing the development of sexual traits.   THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE EMOTIONAL DEVELOPMENT ▪ May stress over school and test scores. ▪ Is self-involved (may have high expectations and low self-concept) ▪ Seeks privacy and time alone. ▪ Is concerned about physical and sexual attractiveness.   THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE EMOTIONAL DEVELOPMENT ▪ May complain that parents prevent him or her from doings things independently. ▪ Starts to want both physical and emotional intimacy in relationships. ▪ The experience of intimate partnerships.   THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE SOCIAL DEVELOPMENT ▪ Shifts in relationship with parents from dependency and subordination to one that reflects the adolescent’s increasing maturity and responsibilities in the family and the community.   THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE SOCIAL DEVELOPMENT ▪ Is more and more aware of social behaviors of friends. ▪ Seeks friends that share the same beliefs, values and interests. ▪ Friends become more important.   THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE SOCIAL DEVELOPMENT ▪ Starts to have more intellectual interests. ▪ Explores romantic and sexual behaviors with others. ▪ May be influenced by peers to try risky behaviors (alcohol, tobacco, sex)   THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE MENTAL DEVELOPMENT ▪ Becomes better able to set goals and think in terms of the future. ▪ Has a better understanding of complex problems and issues. ▪ Starts to develop moral ideals and to select role models.