Perdev Notes PDF

MODULE 1: KNOWING ONESELF PERSONALITY - unique and enduring set of behaviors, feelings, thoughts and motives that characterize an individual. The Self...

MODULE 1: KNOWING ONESELF PERSONALITY - unique and enduring set of behaviors, feelings, thoughts and motives that characterize an individual. The Self -​ Individual differences in -​ Essence of a person – thoughts, characteristics patterns of thinking, feelingsm actions, experiences, beliefs, feeling and behaving values, principles, relationships, etc. -​ person’s life purpose meaning and BIG 5 PERSONALITIES aspirations 1.​ Openness to experience - imagination, -​ totality of the individual with all feelings, actions, ideas attributes, conscious/ unconscious, High: Curios, wide range of interests, mental/ physical independent -​ Awareness of yourself Low: Practical, conventional, prefers -​ Two selves: routines 1.​ Actual Self - true qualities, and characteristics of an individual 2.​ Conscientiousness - competence, 2.​ Ideal Self - person’s self-discipline, thoughtfulness, self-concept consisting of their goal-driven desires, hopes, and wishes High: Hardworking, dependable, -​ Self esteem (overall opinion of yourself) organized Low: Impulsive, careless, disorganized Self-Awareness - an important tool in knowing oneself 3.​ Extraversion - sociability, -​ Ability to see ourselves clearly assertiveness, emotional expression High: outgoing, warm, seeks adventure JOHARI WINDOW Low: quiet, reserved, withdrawn 1.​ Open Self - information that are known to self and the others 4.​ Agreeableness - cooperative, 2.​ Blind Self - information that are trustworthy, good-natured unknown to self but known to others High: helpful, trusting, empathetic 3.​ Hidden Self - infos that are known to Low: critical, uncooperative, suspicious self but unknown to others 4.​ Unknown Self - infos unknown to self 5.​ Neuroticism - tendency toward and others unstable emotions High: anxious, unhappy, prone to negative emotions Low: calm, even-tempered, secure 6.​ Honesty Humility (6th trait added to the big five) HEXACO MODEL OF PERSONALITY 1.​ Honesty Humility - sincerity, greed avoidance, fairness, modesty 2.​ Emotional Control - anxiety, dependence, sentimentality, fearlessness 3.​ Extraversion - sociability, social self-esteem, social boldness, liveliness  4.​ Aggreableness - flexibility, forgiveness, MODULE 2: DEVELOPING THE gentleness, patience 5.​ Conscientiousness - diligence, WHOLE PERSON orgnaization, perfection, prudence 6.​ Oppenness to experience - Thoughts (what we think) inquisitiveness, aesthetic appreciation, Feelings (what we feel) unconventionality, creativity Behavior (what we do) SELF-KNOWLEDGE Thoughts - mental cognitions that includes -​ Derived from social interactions ideas, opinions, and beliefs about ourselves providing insights into how others react and the world around us to you -​ Thinking - a private process that -​ personal effectiveness is making use of all personal resources — talents, skills, cannot be observed directly, but energy, and time in order to achieve life could be measured through goals assessment and tests. Feeling comes from external stimuli ATTITUDES -​ caused by physical sensations -​ Key factor in personality development experienced by the body. -​ Settled way of thinking and feeling about -​ Ex. happines, sadness, anger, or someone or something reflecting in a fear person’s behavior Behavior - outward manifestation/ act -​ Attitude manifests as behavior, and influenced by external stimulus (feeling). represents the personality ➔​ 2 types: -​ Social Factors: circumstances that affect people’s lifestyle and well-being 1.​ Overt - open behavior / can -​ Learning: involves ongoing, active be seen directly such as processes of injury, engagement and physical movements and participation in the world verbal statement -​ Operant Conditioning: a method of -​ Ex. performances on learning that uses rewards and stage punishments to modify behavior 2.​ Covert - closed behavior / -​ Modeling: learning by observing others can be observed directly and can only be inferred by an THREE COMPONENTS (ABC MODEL) observer or reported by a Affect - way a consumer feels/emotion person about an attitude object -​ Ex. in a formal -​ Ex. I like high heels event/environment Behavior - person’s intentions to do something with regard to an attitude -​ Ex. I will buy heels if I go to the mall Cognition - beliefs a consumer has about an attitude -​ Ex. I believe high heels make me gorgeous HOLISTIC DEVELOPMENT Universal Virtues: -​ To understand why people do the -​ Love things they do and think the way -​ Generosity they think, holism proposes that it is -​ Kindness necessary to look at the entire person rather than focus on one 7 Gifts of the Holy Spirit aspect of the problem. -​ Knowledge -​ Wisdom Holism - seeing things as a whole and as -​ Understanding something bigger than the sum of its parts. -​ Right judgement -​ Gestalt - the way things are being -​ Fortitude put together. -​ Piety -​ Fear of the Lord 5 aspects of holistic development SELF INTEGRATION 1.​ Physical Development - -​ a human is a totality of all 5 development in the physical aspect aspects of holistic development. of a human person. -​ a process of awareness and acceptance; the fulfillment of of the 2.​ Cognitive Development - whole person intellectual functions of the mind -​ highest development of a person thinking, recognizing, reasoning, analyzing, projecting etc. 3.​ Psychological Development - development in mental, feeling, and MODULE 3: DEVELOPMENTAL behavior STAGES, TASKS, AND 4.​ Social Development - development CHALLENGES IN MIDDLE AND of someone’s manner and actions. LATE ADOLESCENCE 5.​ Spiritual Development - HUMAN DEVELOPMENT development of a person’s -​ Focuses on human growth and consciousness and beliefs—values changes across the lifespan and virtues that guide and put including physical, cognitive, social meaning into a person’s life. intellectual, perceptual, emotional, and personality growth. -​ Divided into different stages ERIKSON’S STAGES OF PSYCHOSOCIAL DEVELOPMENT Psychosocial Development - he proposed a psychoanalytic theory of the eight psychosocial stages compromising human -​ Unfavorable Results: inferiority development from infancy to old age. Adolescence (Identity vs, Role confusion) -​ Puberty to 18 years -​ Influential figure: Teacher and Significant others -​ Favorable Results: sense of self and identity -​ Unfavorable Results: confusion, indecisiveness, and anti-social behavior Young adulthood (intimacy vs. isolation) -​ 30 to 65 years Infancy (trust vs. mistrust) -​ Influential figure: Friends and -​ Birth to 18 months romantic relationships -​ Influential figure: Parents -​ Favorable Results: intimacy and -​ Favorable Results: able to trust commitment others -​ Unfavorable Results: weak -​ Unfavorable Results: not trusting relationships others Middle adulthood (generativity vs. Early Childhood (autonomy vs. shame and stagnation) doubt) -​ 30 to 65 years -​ 18months to years -​ Influential figure: Community -​ Influential figure: Parents -​ Favorable Results: nurturance and -​ Favorable Results: self-control, productivity physical skills, independence -​ Unfavorable Results: shallow -​ Unfavorable Results: self-restraint, involvement defiance, shame/doubt Old age (integrity vs. despair) Play Age (Initiative vs. Guilt) -​ 65 onwards -​ 3 to 6 years -​ Influential figure: community -​ Influential figure: Parents and -​ Favorable Results: sense of Teachers fulfillment -​ Favorable Results: assertiveness -​ Unfavorable Results: sense of loss and purpose or bitterness -​ Unfavorable Results: perfectionism ADOLESCENT DEVELOPMENT School Age (Industry vs. Inferiority) Adolescence - puberty to 18 years -​ 6 to 12 years -​ Transition age from childhood to -​ Influential figure: Parents and adulthood when sex maturation and teachers rapid physical development occur -​ Favorable Results: competence and perseverance  resulting to changes in feeling, -​ Confusion on one’s self-concept pr the thinking, and acting absence of lack of concept 3 STAGES OF ADOLESCENCE: Identity Crisis - result of unclear self-identity -​ Not sure of who you are 1.​ Early adolescence (10-13 years) -​ Failure to achieve self-identity 2.​ Middle Adolescence (14-16 years) 3.​ Late Adolescence (17-20 years) 4 IDENTITY STATUSES 1.​ Identity Achievement - commitment is Puberty - physical changes that happen high and the person has gone through during adolescent stage a period of exploring options -​ Cognitive development happens as 2.​ Identity Foreclosure - decision has the brain continues to grow been made without looking into and -​ Social development occurs as considering other alternatives adolescents desire for independence 3.​ Identity Moratorium - person is trying from their family out roles or activities in order to find the most suitable one -​ Adolescent goes into 4.​ Identity Diffusion - person has no experimentation of their body strong opinions or convictions -​ Has no effort to learn various 4 INSIGHTS OF ADOLESCENT options DEVELOPMENT: -​ Sensational -​ Social -​ Out of Control -​ Stressful IDENTITY VS. ROLE CONFUSION PIAGET’S -​ Establish a clear personal identity STAGES OF COGNITIVE DEVELOPMENT -​ Important during adolescence stage -​ Be clear of who you are by knowing what you want Cognitive Development - Jean Piaget is a -​ Positive side: Balancing and navigating well-known about how cognitive development well through this phase achieves clear varies from childhood to adulthood self-identity -​ Each stage corresponds to cognitive ➔​ Identity achievement: an effort ability and word comprehension to know yourself -​ Negative side: becomes uncertain Piaget’s Stages of Cognitive about yourself (lack of exploration and Development identification in one’s characteristics, Sensorimotor Stage value, direction) -​ Birth to 2 years -​ Focused on learning how to interact with Identity - self-belief of what the individual environment / understand that object/s think and feels about himself continue to exist even if you cannot see them Role Confusion - negotiation of self-identity Preoperational Stage -​ 2 to 7 years  -​ Child uses symbols (words and images) Post-Conventional - individual’s basis of his or -​ Does not reason logically her morality rests on self-chosen principles -​ Lack of sympathy -​ Stage 5: social contract Concrete operation stage -​ Stage 6: universal ethical principles -​ 7 to 11 years -​ Child thinks logically HAVIGHURST’S DEVELOPMENTAL TASK -​ Begin to process individual perception, THEORY thought, feelings -​ Believes that these tasks are typically -​ Realizes they have perception on their experienced by most people in culture own and individual belongings Formal operational stage -​ 11 years up Adolescent Developmental Task -​ Child think logically and begins to -​ Adjust to new physical sense of self process other individual’s perception, -​ Adjust to new intellectual abilities thoughts, feelings -​ increase cognitive demand at school -​ Develop expanded verbal skills KOHLBERG’S STAGES OF MORAL -​ Develop personal sense of identity DEVELOPMENT -​ Establish emotional and psychological Moral Development - lawrence kohlberg’s independence from parents theory of moral development focuses on how -​ Develop stable/productive peer children develop morality and moral reasoning relationship -​ Each stage has moral logic seeking and -​ Learns to manage his/her sexuality maintaining justice -​ Adopts personal value system -​ Increased impulse control and behavioral maturity Challenges in Middle and Late Adolescence -​ Attitude and behavior toward sexuality and sexual relationships -​ Academic concerns -​ Group and belongingness -​ Health nutrition -​ developing / regaining self-esteem -​ Roles -​ Parents working abroad Pre-Conventional - code of morality is not -​ Career choice personal but instead shaped externally -​ Morality is on standards of adults -​ Stage 1: avoiding punishment -​ Stage 2: self-interest Conventional - realizes the learned moral standards from their valued role models -​ Reasoning is from norms of particular group -​ Stage 3: good boy attitude -​ Stage 4: Law and order morality