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PERSONAL DEVELOPMENT LESSON 1: KNOWING ONESELF Understanding Oneself during Middle and Late Adolescence DEFINING THE CONCEPT OF THE SELF Self is the union of elements, namely: body, thoughts, feelings or emotions, and sensations that constitutes individuality and identity of a person. The body...

PERSONAL DEVELOPMENT LESSON 1: KNOWING ONESELF Understanding Oneself during Middle and Late Adolescence DEFINING THE CONCEPT OF THE SELF Self is the union of elements, namely: body, thoughts, feelings or emotions, and sensations that constitutes individuality and identity of a person. The body constitutes the physical, attributes, your health, your posture and your poise. Your thoughts, the way you think, and how you perceive things around you affect how you feel about them and bring about sensation. DEFINING THE CONCEPT OF OF PERSONALITY DEVELOPMENT Personality came from the Latin word "persona" which means "mask". It is what people project which includes the inner areas of psychological experience which we collectively call as our "self" Development entails progression either quantitatively and qualitatively. It is a great motivation to aim to improve every single day. As an initial step to aiming for self- improvement, one must be able to identify means on how to get to know himself first. PSYCHOLOGY AS A WAY OF UNDERSTANDING THE SELF Psychology has been defined as a study of human behavior. People observing other people, identifying similarities and differences among their observations, and creating theories on those ideas about the individuals. There are different styles in understanding human behavior. ❖ Some people would prefer to explain it through biological factors. They say that the way we are is caused by genetic factors. Most of the time, People will associate a child's behavior to a similar behavior of a parent. ❖ There are also psychological predispositions that may be attributed to this. One might want to think about their personality traits, defense mechanisms, coping mechanisms, character strength, and qualities for improvement. ❖ Aside from these, the environment also plays a vital role in one's personal development. The environment may be understood as the social factors that contribute to the development of self, including family, friends, and colleagues. TWO INFLUENCE THAT A PERSON MIGHT EXPERIENCE: NEGATIVE INFLUENCE POSITIVE INFLUENCE CHOOSING YOUR PEERS WISELY One must be able to decide wisely whom to hang out with. It is always wise to reflect back to your ideas of who you are and think of whether you will jive with the other. LESSON 2: DEVELOPING THE WHOLE PERSON 5 AREAS OF PERSONAL DEVELOPMENT 1. PHYSIOLOGICAL DEVELOPMENT Refers to physical changes in the body as well as the senses and changes in skills related to movement. 2. EMOTIONAL DEVELOPMENT It has something to do with the feelings that you experience. These include coping mechanism, defense mechanism, personality as defined through traits, mannerisms, habit, and character strengths. 3. SOCIAL DEVELOPMENT It is about our innate capacity to relate with others, to connect, and to feel the sense of belongingness. Why is social development important? Social development can impact many other forms of development a person Texperiences. Healthy social development allows us to form positive relationships with family, friends, teachers, and other. Healthy social development can help you; Develop Communication Skills. Build self-esteem. Strengthen learning skills. Resolve conflicts. Establish a positive attitude. 4. COGNITIVE DEVELOPMENT Refers to a person's intellectual abilities as shown in his/her thoughts, attitudes, beliefs and values. 5. SPIRITUAL DEVELOPMENT It is discovering oneself beyond the ego known as the soul, spirit, or the "inner essence" that is often disregarded or taken for granted. "inner guide". CONNECTING THOUGHTS, FEELINGS, AND FOR EVALUATING ONE'S SELF EVALUATING ONE'S THOUGHTS, FEEELINGS AND BEHAVIOR THOUGHTS ➤ the capacity or faculty of thinking, reasoning. FEELINGS ➤ Both emotional experiences and physical sensations BEHAVIOR ➤ Both In psychology, behavior consists of an organism's external reactions to its environment. THOUGHTS, FEEELINGS AND BEHAVIOR: THEY ARE ALL CONNECTED! EVALUATING ONE'S THOUGHTS, FEEELINGS AND BEHAVIOR Becoming a whole person involves utilizing our heart, our soul, our mind, and our strength. These elements are meant to operate in an integrated and holistic manner by making themwork together. Human life is complicated, consisting of many different facets- our work life, home life, social life, spiritual life, to name a few. Balancing is the key. LESSON 3: DEVELOPMENTAL STAGES IN MIDDLE LATE ADOLESCENCE ADOLESCENCE a period of life in which dramatically shifts into an adult, bound by the task and responsibilities. Through dramatic physiological, cognitive and socio-emotional development. BASIC CONCEPT OF DEVELOPMENT GROWTH When a child grows inches in a couple of months, it can easily be measured and seen. Growth is quantitative in perspective. DEVELOPMENT This characterizes the changes that take place from the conception of the child up to his adult life. Development sees the qualitative changes in an individual. MATURITY Corner and Gould (2013), it explains that the process is biologically programmed to happen sequentially. This mental progress varies in different life stages. HEREDITY When others see you as a carbon copy of either of your parents, then heredity is at work. This means that your physical make-up is genetically shaped and influenced by your parents' DNA (deoxyribonucleic acid). DEVELOPMENTAL MILESTONE ➤ Adolescence begins at puberty and individuals at this stage gradually assumes adult responsibilities. Psychologists divided the stages of adolescence into three: early, middle and late adolescence. This is a time of changes and these changes must be welcomed and understood by the individual. DEVELOPMENTAL STAGES EARLY ADOLESCENT (11-14 years old) PHYSIOLOGICAL Height and weight gains; growth of hair in the pubic area and underarm, and hair on face for boys; more body sweats; more oily hair and skin; breast development and menstruation in girls; deepening of voice. COGNITIVE Increasing career interest; big interest in present and near future, greater ability to work. SOCIO-EMOTIONAL Struggle with sense of identity improved abilities to use speech to express oneself; more likely to express feelings by action than by words; realization that parents are not perfect; identification of their faults. MIDDLE ADOLESCENT (15-17 years old) PHYSIOLOGICAL Boys continue to grow, while girls growth slows down (females grow only 1-2 inches after their first menstrual period). COGNITIVE Interest in moral reasoning; intellectual interest gain importance; some sexual and aggressive energies directed into creative and career, or other activities. SOCIO-EMOTIONAL Development of moral principles and selection of roles models; becoming more conscience; greater goal setting capacity. LATE ADOLESCENT (18-21 years old) PHYSIOLOGICAL Most young women are full developed; young men continue to gain height, weight, muscle mass, body hair. COGNITIVE Ability to think through ideas; higher level of concern for the future; thoughts about one's role in life. SOCIO-EMOTIONAL Firmer identity; expresses ideas in words; more developed sense of humor, stable interests; greater emotional stability; makes independent decisions; able to compromise; work pride; self-reliance; greater concern for others. DEVELOPMENTAL TASK Infancy and Early Childhood (0-5 years old) 1. Learning to walk. 2. Learning to take solid foods. 3. Learning to talk. 4. Learning to control the elimination of body waste. 5. Learning sex differences and sexual modesty. 6. Acquiring concepts and language to describe social and physical reality. 7. Readiness for reading. 8. Learning to distinguish right from wrong and developing a conscience. Middle Childhood (6-12 years old) 1. Learning physical skills necessary for ordinary games. 2. Buiding a wholesome attitude toward oneself. 3. Learning to get along with age mates. 4. Learning an appropriate sex role. 5. Developing fundamental skills in reading, writing, and calculating. 6. Developing concepts necessary for everyday living. 7. Developing conscience, morality, and a scale of values. 8. Achieving personal independence. 9. Developing acceptable attitudes toward society. Adolescence (13-18 years old) Adolescents Developmental Task The essential developmental tasks of adolescence cited by Havighurst (1953) are as follows: 1. Achieving mature relations with both sexes. 2. Achieving a masculine or feminine social role. 3. Accepting one's physique. 4. Achieving emotional independence of adults. 5. Preparing for an economic career. 6. Acquiring values and ethical system to guide behavior. 7. Desiring and achieving socially responsible behavior. Early Adulthood (19-29 years old) 1. Selecting a mate 2. Learning to live with a partner. 3. Starting a family 4. Rearing children 5. Managing a home. 6. Starting an occupation. 7. Assuming civic responsibility. 8. Preparing for marriage and family life. Middle Adulthood (30-60 years old) 1. Helping teenage children to become happy and responsible adults. 2. Achieving adult social and civic responsibility. 3. Satisfactory career achievement. 4. Developing adult leisure time activities. 5. Relating to one's spouse as a person. 6. Accepting the physiological changes of middle age. 7. Adjusting to aging parent Later Maturity (61-over) 1. Adjusting to decreasing strength and health. 2. Adjusting to retirement and reduced income. 3. Adjusting to death of spouse. 4. Establishing relations with one's own age group. 5. Meeting social and civic obligations. 6. Establishing satisfactory living quarters.