PERDEV NOTES (highlighted).pdf

- ⊹₊⟡⋆Perdev Notes- ⊹₊⟡⋆ notes by: Kendra Manar Knowing oneself - is the being which is the source of a > Personality is influenced by both nature person’s consciousness. (heredity or genetic make-up) and nurture - responsible for an individual’s thoughts (environment...

- ⊹₊⟡⋆Perdev Notes- ⊹₊⟡⋆ notes by: Kendra Manar Knowing oneself - is the being which is the source of a > Personality is influenced by both nature person’s consciousness. (heredity or genetic make-up) and nurture - responsible for an individual’s thoughts (environment) and actions > There are common personality traits that > the “self” is the essence of the person cross many cultures. Agreeables & openness to experiences are some examples of these cross-cultural traits > Asians exhibit strong “interpersonal relatedness” or how their behavior impacts relationships, compared to westerners who look at their behavior and its impact on their personal goals Self example: - in psychological context, it is the cognitive and affective representation of one’s identity, it is defined in terms of human characteristics such as behavior and thoughts Personality - the set of behaviors, feelings, thoughts, and motives that identifies an individual - essence of who we are and is the > An Asian who is pursuing a career by embodiment of one’s physical, migrating to another country will always psychological, cognitive, affective, and consider how will affect his family and spiritual self. social ties at home, whereas westerners, on the other hand will see working overseas as a career move that will Personality Psychologists have different enhance career growth viewpoints: Trait theory Feist & Rosenberg 2012 - an approach in identifying types of - defined personality as unique and personalities based on certain traits or relatively enduring set of behaviors, attributes, which vary from one person to feelings, thoughts, and motives that the other characterize an individual 2 key components DO NOT DEPEND ON THESE NOTES 1. the uniqueness of an individual. ENTIRELY. thoughts, feelings, and behaviors 2. being relatively enduring or being Forwarding these to your friends and consistent, over different situations and classmates is TOTALLY OKAY! over time Good luck on your exams, Liceo! Big Five factor model (OCEAN) TYPES OF BEHAVIORS: 1. Overt Openness to experience - actions which are visible and can be seen - curiosity, interest, imagination, and directly, such as physical movements and creativity to new ideas verbal statements Conscientiousness 2. Covert - planning, organizing, hard-working, - actions that can be observed directly. controlling, persevering, and punctuality - can only be inferred by an observer or Extroversion reported by the person under study. - sociable, talkative, active, outgoing, and fun-loving Agreeableness HOLLISTIC DEVELOPMENT - friendly, warm, trusting, generous, and kind-hearted Holism Neuroticism - seeing things as a whole and as - calm, relaxed, and comfortable something bigger than the sum of its parts. - to understand people as to see them in their totality Personality Traits - a deposition to behave consistently in a FIVE ASPECTS OF HOLLISTIC particular way, while personality is a DEVELOPMENT: broader term that comprises of traits, 1. Physical motives, thoughts, self-concept, and - progress of an individual’s control over feelings. his own body. - a process of physical growth in which the DIFFERENT WAYS IN MEASURING aspects of an individual increase. PERSONALITY 2. Cognitive 1. observing people’s behavior - intellectual functions of the mind: thinking, 2. Rorschach Inkblot Test recognizing, projecting, synthesizing, 3. Myers Briggs type indicator recalling, and assessing 4. Keirsey temperament sorter 3. Psychological - refers to how thinking, feeling, and behaving is used to interact and happen in DEVELOPING THE WHOLE PERSON a person. This includes one’s (thoughts, feelings, and behaviors) psychological health and well-being 4. Social Thoughts - the manner by which an individual - mental cognitions that includes our ideas, interacts with other individuals. opinions, and beliefs about ourselves and 5. Spiritual the world around us. - attribute of a person’s consciousness and Feelings beliefs, including values and virtues that - usually caused by physical sensations guide and put meaning into a person’s life experienced by the body as a reaction to a certain external stimulus. Behavior Self-integration - outward manifestation or an acting out of - process starts from awareness to the attitudes an individual has. This can acceptance and ultimately, the fulfillment either be overt or covert. of the whole person. It is a lifelong endeavor. HUMAN DEVELOPMENT 6. Young adulthood (intimacy vs. - focuses on human growth and changes isolation) across the lifespan, including physical, - 30 to 65 years cognitive, social, intellectual, perceptual, Influential figure: friends and romantic emotional, and personality growth relationships favorable results: intimacy and DIFFERENT THEORIES: commitment A. Erikson’s stages of psychological unfavorable results: weak relationships development: 7. Middle adulthood (generativity vs. - proposed a psychoanalytic theory of the stagnation) eight psychological stages compromising - 30 to 65 years human development from infancy to old Influential figure: community age. favorable results: nurturance and - each stage is characterized by a crisis productivity that needs to be resolved unfavorable results: shallow involvement 8. Old age (integrity vs. despair) STAGES: - 65 onwards 1. Infancy (trust vs. mistrust) Influential figure: community - birth to 18 months favorable results: sense of fulfillment Influential figure: parents unfavorable results: sense of loss or favorable results: being able to trust bitterness unfavorable results: not trusting others 2. Early childhood (autonomy vs. shame and doubt) Puberty - 18 months to 3 years - the physical change that happen during influential figure: parents the adolescent stage. the adolescent body favorable results: self-control and physical matures sexually skills; independence - cognitive development also happens as unfavorable results: self-restraint; defiance; the brain continues to grow and develop shame or doubt - reasoning, abstract thinking, and 3. Play age (initiative vs. guilt) increased intelligence also develops - 3 to 6 years - adolescents desire for more autonomy Influential figure: parents and teachers and independence from their family, friends, favorable results: assertiveness and and social relationships purpose - experimentation of body, exploring unfavorable results: perfectionism sexuality, as well as engaging to 4. School age (industry vs. inferiority) substances that leads to a crime - 6 to 12 years Influential figure: parents and teachers Four insights of adolescent favorable results: competence and development: perseverance - adolescence is sensational unfavorable results: inferiority - adolescence is social 5. Adolescence (identity vs. role - adolescence is out of control confusion) - adolescence is stressful - puberty to 18 years Influential figure: teachers and significant other favorable results: sense of self and identity unfavorable results: confusion, indecisiveness, and anti-social behavior IDENTITY VS. ROLE CONFUSION STAGES: - failure to achieve this, you become 1. Sensorimotor stage (birth - 2 years) uncertain about yourself or you don’t know - mainly focused on learning how to what to do. This happens when there is interact with your environment. Learning to lack of exploration and identification in understand that objects continue to exist one’s characteristics, values, and direction even when you cannot see them Identity 2. Preoperational stage (2 - 7 years) - self-belief of what the individual thinks - a child uses symbols (words and images) and feels about himself to represent objects but does not reason Role confusion logically. There is also lack of sympathy - negotiation of self-identity, in a sense that 3. Concrete operational stagr (7 - 11 there is confusion on one’s self-concept or years) the absence of lack of such concept - can think logically. they begin to process other individual’s perception, thoughts, and Identity crisis feelings and realize that they have an - result of unclear self-identity. opinion or perception of their own - failure to achieve a clear sense of identity 4. Formal operational stage (11 and up) - can think logically. they begin to process FOUR IDENTITY STATUSES: other individual’s perception, thoughts, and 1. Identity achievement feelings and realize that they have an - commitment is high and the person has opinion or perception of their own gone through a period of exploring many options 2. Identity foreclosure C. Kohlber’s stages of moral - a decision has been made without development looking into and considering other - focuses on how children develop morality alternatives and moral reasoning. each stage 3. Identity moratorium characterizes that moral logic is primarily - a person is trying out roles or activities in focused on seeking and maintaining justice order to find the most suitable one 4. Identity diffusion STAGES: - a person has no strong opinions or 1. Pre-conventional convictions and has made no effort to learn stage 1: avoiding punishment about or experience various options stage 2: self-interest - one’s code of morality is not personal but is instead shaped externally, implying B. Piaget’s stages of cognitive that our morality at this level is based on development the standards of adults and the Cognitive development consequences of obeying or disobeying - Jean Piaget is well-known for his theories the rules they have set about how our cognitive development 2. Conventional varies from childhood to adulthood. Each stage 3: good boy attitude stage corresponds to a different level of stage 4: law and order morality cognitive ability and word comprehension - begins to internalize the learned moral standards they have with their valued role models. reasoning is derived from the norms of a particular group 3. Post-conventional Challenges during adolescence stage 5: social contract - attitudes and behaviors towards sexuality stage 6: universal ethical principles and sexual relationships - can think logically. they begin to process - academic concerns other individual’s perception, thoughts, and - group and belongingness feelings and realize that they have an - health and nutrition opinion or perception of their own - developing or regaining self-esteem and individual’s basis of his/her morality - roles rests on self-chosen principles - parents working abroad - career choices Havighurst’s development task theory - Robert J. Havighurst proposed that STRESS development is continuous throughout the - reaction of the mind and body to a entire lifespan, occuring in stages, where stimulus that disturbs the well-being, state the person moves from one stage to of calm, or equilibrium of a person another by means of either successful revolution of problems or performance of Cause and effect of stress: developmental tasks - anxiety - he believes that these tasks are those - pressure that are typically experienced by most - misery people in the culture where the individual - desperation belongs - tension - anger Adolescent development tasks - panic - adolescents adjusting to a new physical - dejection sense of self - adolescents adjusting to new intellectual > prolonged stress can be devastating; abilities burnout, breakdown, and depression are - adolescents adjusting to increase some of the potential results of long-term, cognitive demands at school unmanaged stress. - adolescents developing expanded verbal > everyday frustrations cause stress to skills build up if not resolved - adolescents developing a personal sense > problems in our personal life can be of identity devastating. surviving the normal. everyday - adolescents establishing emotional and stress can be difficult, but far more serious psychological independence from his or and painful circumstances can create long- her parents term stress - adolescents developing stable and > a common cause of stress is dealing with productive peer relationship life’s transitions especially when one copes - adolescents learning how to manage up with too many transitions all at once his/her sexuality adolescents adopting a personal value system Stress response - adolescents developing increased - collection of psychological changes that impulse control and behavioral maturity occur when you face a perceived threat- when you face situations where you feel the demands outweigh your resources to successfully cope. These situations are your stressors. Stress Management - understand the cause of stress - analyze your stress factors and write them down - deal with the stressors - learn to work under pressure or unusual conditions Stress Busters - seek group/social support - practice mindful breathing - keep a mood journal - listen to a relaxing song - do something fun - try grounding technique Tips to relieve stress: - play with a pet - exercise - take a nap - listen to music - meditate THE POWERS OF THE MIND The brain and how it works: - the brain works like a big computer. It processes information that interprets the world of our existence. Like a capsule of our consciousness, of what we know of our memories. It is also responsible for the overall functioning of the body - the brain is roughly the size of two clenched fists and weighs about 1.5kg BRAIN PARTS AND FUNCTIONS: Many mental disorders appear during 1. Frontal Lobe the adolescence stage - the largest among lobes - all the big changes the brain is - located in the front part of the brain experiencing may explain why adolescence - for motor skills, problem solving, is the time when many mental disorders- judgement, planning, and attention. It also such as schizophrenia, anxiety, depression, manages emotions and impulse control bipolar disorder, and eating disorders 2. Parietal Lobe emerge - located behind the frontal lobe - for organizing and interpreting sensory The adolescence brain is resilient information from other parts of the brain - some changes in the brain during this 3. Temporal Lobe important phase of development can - located on either side of the head on the actually help protect against long-term same level as the ears mental disorders - coordinates specific functions, including visual memory (facial recognition), verbal > The adolescents often think with their memory (understanding language), and feelings interpreting the emotions and reactions of others Intelligence 4. Occipital Lobe - an ability or set of abilities that allows a - located at the back of the brain person to solve a problem or fashion a - heavily involved in the ability to read and product that is valued in one or more recognize printed words, along with other cultures; the ability to acquire and apply aspects of vision knowledge and skills HOW TO IMPROVE YOUR The adolescent brain INTELLIGENCE: - when a child transitions to becoming an adolescent, brain remodeling occurs where Seeking out mental stimulation instead of other people giving negative - try new things notions toward adolescents, this process - challenge yourself constantly helps teenagers perform activities that - eliminate certain conveniences would help improve themselves which will - network with other people result to the pathway of well-being Engaging in the right activities - play an instrument > the brain DOES NOT get bigger as you - read regularly grow older - do puzzles > girls’ brain reaches its largest physical - practice meditation size around 11 years old and 14 for the - study a second language boys Changing your lifestyle > the brain does not finish developing and - exercise maturing until your mid-late 20s. - eat right > the front part of the brain (prefrontal - improve sleep cortex), is one of the last brain regions to - manage stress mature. This part of the brain is responsible - get checked for underlying conditions for planning, prioritizing, and controlling impulses. > the adolescent brain is ready to adapt and learn. STERNBERG’S TRIARCHIC THEORY OF Interpersonal Intelligence INTELLIGENCE - ability to understand and interact - developed by a psychologist Robert effectively with other Sternberg, proposes that intelligence is Intrapersonal Intelligence composed of three distinct but interrelated - capacity to understand oneself and one’s types of cognitive abilities own emotions, motivations, and inner states - being self-aware and reflective Naturalistic Intelligence - ability to recognize, categorize, and draw upon features of the natural environment Existential Intelligence Analytical Intelligence - ability to ponder deep questions about - often what people think as “academic human existence, such as the meaning of intelligence” life and death - the ability to analyze, evaluate, and - philosophical and reflective thinking compare information and solve problems Creative Intelligence - ability to generate new ideas and think outside the box Practical Intelligence - “street smart” - involves the ability to adapt to changing environmental conditions that effectively manage everyday tasks HOWARD GARDENER’S THEORY OF MULTIPLE INTELLIGENCE (1983) Brain Theories - suggests that intelligence is not a single, general ability, but rather, a collection of Roger Sperry’s Split Brain Theory distinct types of intelligence - two hemispheres of the brain have specialized functions, with the left Linguistic Intelligence hemisphere typically handling language and analytical tasks, while the right - ability to use language effectively, including reading, writing, and speaking hemisphere deals with spatial and creative - good with words and language tasks Logical-Mathematical Intelligence - for logical reasoning, problem solving, and understanding mathematical concepts Spatial Intelligence - ability to think in three dimensions and visualize spatial relationships - essential for careers in fields such as architecture, engineering, and visual arts Bodily-Kinesthetic Intelligence - capability of using one’s body effectively for physical activities and coordination Musical Intelligence - ability to understand, create, and appreciate music and rhythmic patterns Paul MacLean’s Triune Brain theory How to make a mind map: - the human brain is organized into three - think of your theme and write it on the distinct layers, reflecting its evolutionary center of your page development - figure out sub-theme of your main concept and draw branches to them - make sure to use very short phrases or words - add images to invoke thought - think of at least two main point for each sub-theme you created and create branches out to those Self-esteem and body image Whole brain model by Ned Hermann - starts in the mind and not in the mirror - the brain is divided into four distinct Self-esteem thinking styles or quadrants, each - how you value and respect yourself as a associated with different cognitive person functions - opinion you have of yourself Body image - mental and emotional - the mental picture that you have of your body and the way you feel about your body Common Mental health conditions to adolescents Anxiety Disorders - excessive fear or worry that can interfere with daily activities Mood Disorders - changes in emotional states - persistent feelings Behavioral Disorders Mind Mapping - patterns of disruptive behaviors that can - creative and logical means of note-taking impact social, academic, or familial and making that literally maps out your functioning ideas. - impulsivity, hyperactivity, or defiance - diagram used to represent ideas or Psychotic Disorders information branching from a central key - disconnection from reality word and used an aid in study and Eating Disorders organization - severe disturbances in eating behaviors and body image Substance use Disorders - compulsive use of alcohol or drugs despite negative consequences