Personal Development - A Review PDF

**Personal Development** - is a process in which persons reflect upon themselves, understand who they are, accept what they discover about themselves, and learn new sets of values, attitudes, behavior, and thinking skills to reach their fullest potential as human beings. - **Person...

**Personal Development** - is a process in which persons reflect upon themselves, understand who they are, accept what they discover about themselves, and learn new sets of values, attitudes, behavior, and thinking skills to reach their fullest potential as human beings. - **Personal Development** - is a journey towards self-discovery, self-improvement, and self-realization. - **Personality Development** \- refers to the unique and relatively enduring set of behaviors, feelings, thoughts, and motives. - **Personality** - refers to the unique and relatively enduring set of behaviors, feelings, thoughts, and motives that characterize an individual. **[Three factors affecting or influencing human development]** 1\. **Heredity or genetic (nature)** \- or the inborn traits passed on by the generations of offsprings from both sides of the biological parent's families. 2\. **Environment(nurture)** \- is the world outside of ourselves and the experiences that result from our contact and interaction with this external world. 3\. **Maturation** \- is the natural progression of the brain and the body that affects the cognitive (thinking, intelligence), psychological (emotion, attitude, and self-identity), and social(relationships) dimensions of a person. \* Psychology serves as foundation of personal development - **Self** - can be defined in different ways: philosophically, psychologically, spiritually, and also in thoughts, actions or behavior. - **Holistic development** - is a process of self-actualization and learning that combines an individual\'s mental, physical, social, emotional and spiritual growth. **[VARIOUS ASPECTS OF HOLISTIC DEVELOPMENT]** 1\. **Physical or Physiological** \- which covers the growth of the body and the brain, motor and sensory skills, and even physical health. It is also the physical attributes including 5 senses. 1\. **Infancy** 2. **Childhood,** 3**. Adolescence,** 4. **Adulthood,** 5. **Old Age** 2\. **Cognitive** \- the intellectual functions of the mind: thinking, recognizing, reasoning, analyzing, projecting, synthesizing, recalling and assessing. 3\. **Psychological** \- how thinking, feeling and behaving interact and happen in a person. 4\. **Social** \- the manner by which an individual interacts with other individuals or groups of individuals 5\. **Spiritual** \- the attribute of a person's consciousness and beliefs, including the values and virtues that guide and put meaning into a person's life. **[Five Dimensions of Personality or Big Five or Five- Factor Model by Psychologists Costa and McRae:]** +-----------------------------------+-----------------------------------+ | 1. **Openness** | 4. **Agreeableness** | | | | | 2. **Conscientiousness** | 5. **Neuroticism** | | | | | 3. **Extraversion** | | +-----------------------------------+-----------------------------------+ 1\. **Openness** \- curiosity, interest, imagination, and creativity to new ideas. 2\. **Conscientiousness** \- planning, organizing, hardworking, controlling, persevering, and functionality 3\. **Extraversion** \- sociable, talkative, active, outgoing, and fun-loving 4**. Agreeableness** \- friendly, warm, trusting, generous and kind hearted 5\. **Neuroticism** \- calm, relaxed, and comfortable **[Personality Trait Measurement By: Katherine Briggs and Isabel Briggs Myers]** **1. E or I ( Extraversion or Introversion)**-is how an individual prefers to channel his or her energy when dealing with people, whether it is inward(introverion) or outward(extraversion). **2. S or N(Sensing or Intuition)** is how one prefers to process information, whether through the use of senses such as being able to describe what one sees, or intuitively like dealing with ideas. **3. T or F (Thinking or Feeling)** is how an individual prefers to make decisions, either thinking or using logic and analysis, or feeling which uses the cognitive senses based on values or beliefs. **4. J or P (Judgment or Perception)** is how an individual prefers to manage one's life, whether through judging, which means a planned and organized life, versus perception, which has a more flexible approach to living. **DEVELOPING THE WHOLE PERSON** - Holistic Development The key phrase in this chapter that you have to pay attention to is the **WHOLE SELF,** emphasizing the complete aspects of a person or his/her totality. - **Holistic development** -is a process of self-actualization and learning that combines an individual\'s mental, physical, social, emotional and spiritual growth. **[VARIOUS ASPECTS OF HOLISTIC DEVELOPMENT]** +-----------------------------------+-----------------------------------+ | 1. **Physical or Physiological** | 4. **Social** | | | | | 2. **Cognitive** | 5. **Spiritual** | | | | | 3. **Psychological** | | +-----------------------------------+-----------------------------------+ 1\. **Physical or Physiological** \- which covers the growth of the body and the brain, motor and sensory skills, and even physical health. It is also the physical attributes including 5 senses. 2\. **Cognitive** \- the intellectual functions of the mind: thinking, recognizing, reasoning, analyzing, projecting, synthesizing, recalling and assessing. 3\. **Psychological** \- how thinking, feeling and behaving interact and happen in a person. 4\. **Social** \- the manner by which an individual interacts with other individuals or groups of individuals**\ **5. **Spiritual** \- the attribute of a person's consciousness and beliefs, including the values and virtues that guide and put meaning into a person's life. - **Thought** - an idea or opinion produced by thinking or occurring suddenly in the mind. - **Feeling** **-** an emotional state or reaction, an idea or belief, especially a vague or irrational one, the capacity to experience the sense of it. - **Behavior** - Is the manifestation or acting out of the attitudes an individual has. - **Attitudes** - are a person's thoughts, feelings, and emotions about another person, object, idea, behavior, or situation. - **Emotion** **-** is any conscious experience characterized by intense mental activity and a certain degree of pleasure or displeasure - **Values** - are a system of beliefs that adhere to the highest ideals of human existence. - **Virtues** - describe positive and desirable qualities which usually mirror a value it represents. **[Corporate Values:]** +-----------------------------------+-----------------------------------+ | 1. **Integrity** | 4. **Perseverance** | | | | | 2. **Accountability** | 5. **Discipline** | | | | | 3. **Diligence** | | +-----------------------------------+-----------------------------------+ **[Ten Basic Values]** +-----------------------------------+-----------------------------------+ | 1. **Self-Direction** | 6. **Security** | | | | | 2. **Stimulation** | 7. **Conformity** | | | | | 3. **Hedonism** | 8. **Tradition** | | | | | 4. **Achievement** | 9. **Benevolence** | | | | | 5. **Power** | 10. **Universalism** | +-----------------------------------+-----------------------------------+ 1. **Self-Direction** - independent thought and action, choosing, creating, and exploring 2. **Stimulation** - excitement, novelty, and challenge in life 3. **Hedonism** - pleasure and sensuous gratification for oneself 4. **Achievement** - personal success through demonstrating competence according to social standards. 5. **Power** - social status and prestige, and control or dominance over people and resources 6. **Security** - safety, harmony, and stability of society of relationships, and of self. 7. **Conformity** - restraint of actions, inclinations, and impulses that are likely to upset or harm others and violate social expectations or norms. 8. **Tradition** - respect, commitment, and acceptance of the customs and ideas that traditional culture or religion provide the self. 9. **Benevolence** - preserving and enhancing the welfare of those with whom one is in frequent personal contact (the in-group) 10. **Universalism** - understanding, appreciation, tolerance, and protection for the welfare of all people and of nature. **[Development Stages in Middle and Late Adolescence]** - **Adolescence**-the period of life when a child develops into an adult. [The ages during adolescence:] 1.**Early adolescence** ages around 10-13 2\. **Middle adolescence**-ages from 14 to 16 3\. **Late adolescence**-ages from 17 to 20 C:\\Users\\josephine\\Documents\\SHS\\Subjects\\Personal Development\\Perdev lessons\\erikerikson-developmentas stages.jpg - **Puberty** \- involves the physical changes that happen during the adolescence stage. During puberty, the adolescence body matures sexually. - **Cognitive Development** - also happens during adolescence as the brain continues to grow and develop. New cognitive skills such as reasoning, abstract thinking and increase intelligence. - **Social Development** - happens during adolescence when adolescents desire for more autonomy and independence from their families; and as their friends and peers become their primary influence, taking over the previous roles their parents had. - **Idealism and experimentation** - are hallmarks of the adolescence stage. Beliefs and values are formed at this stage, sometimes even questioning the existing and accepted social norms. Experimentation of their bodies exploring their sexuality as well as substances such as alcoholic, drinks or drugs, which may result in addiction or crime. - **Self-identity or self-concept** - evolves from an individual's own set of beliefs and values system, in the roles he has identified for himself, the responsibilities he recognizes and owns, and the expectations others have on him. **[Developmental Task of Filipino Adolescent]** +-----------------------------------+-----------------------------------+ | 1.**Developing occupational | 5\. **Mature work orientation** | | skills** | | | | 6\. **Personal responsibility** | | 2\. **Self-reliance** | | | | 7\. **Positive attitude toward | | 3\. **Ability to manage their | work** | | finances** | | | | | | 4\. **Social responsibility** | | +-----------------------------------+-----------------------------------+ **[Challenges of Middle and Late Adolescence]** **Challenges during adolescence:** +-----------------------------------+-----------------------------------+ | 1.**Attitudes and behavior toward | 7\. **Material poverty** | | sexuality and sexual | | | relationships** | 8\. **Parents working abroad** | | | | | 2.**Academic concerns** | 9\. **Career choice** | | | | | 3.**Group belongingness** | 10\. **Relationships** | | | | | 4\. **Health and nutrition** | 11\. **Values and Beliefs** | | | | | 5\. **Developing or regaining | 12\. **Other challenges** | | self-esteem** | | | | | | 6\. **Roles** | | +-----------------------------------+-----------------------------------+ **[Coping with Stress in Middle and Late Adolescence]** **Views understanding the stress:** **1. Stimulus** \- stress is caused by situations that may be life threatening or life challenging such as separation, moving into new home, or having new job. These situations called stressors. **2. Response** \- stress causes the body and the brain to secrete hormones and chemical that are manifested physically, which may drive a person to a certain behavioral direction in dealing with the stress. **3. Relational** \- stress is seen as a situation that a person interacts with. - **Stress** **-** may be both good and bad, depending on the acuteness and length of time it persists. - **Coping** - is the human organism's way of bringing itself back to a state of equilibrium, which is the healthy state. Also, a way for a person to deal with stress in a healthy, acceptable manner. **[SAMPLES OF POSSIBLE STRESSORS OF HIGH SCHOOL STUDENT]** - School demands and expectation - Selecting a school, college course or career - Separation anxiety - College life - Romantic relationships or the lack of it - Family demands and expectations - Health concerns - Demands of social life - Bullying **[The Powers of the Mind: The whole brain theory]** **Dr. Roger Sperry-explained that the brain has 2 hemispheres:** - **LEFT BRAIN** - ANALYTICAL - LOGICAL - REASONING - CRITICAL THINKING - **RIGHT BRAIN** - INTUITIVE - CREATIVE - SYNTHESIZING **[FOUR QUADRANTS OF THE BRAIN AS:]** **1.UPPER LEFT (A) Cerebral Mode** \- key word for this quadrant is ANALYTICAL **2. LOWER LEFT (B) Limbic Mode** \- key word for this quadrant is ORGANIZED **3. LOWER RIGHT (C) Limbic Mode** \- key word for this quadrant is INTERPERSONAL **4. UPPER RIGHT (D) Limbic System** \- key word for this quadrant is IMAGINATIVE **[3 Major Parts of Brain]** **1. Cerebrum** \- is the largest of the three brain sections - **[Parietal lobe]** \- helps people understand what they see and feel - **[Frontal lobe]** \- determines personality and emotions - **[Occipital lobe]** \- vision functions - **[Temporal lobe]** \- hearing and word recognition. **2. Brain stem** \- it controls functions that keep people alive such as breathing, heart rate, blood pressure and food digestion. **3.Cerebellum** \- it translates your will into action. - **Brain dominance** - leads to thinking preferences that influence and determine the learning styles of a person. - **Mind Mapping** - is a technique or tool that organizes and put into contextual relationships various information, concepts, and ideas. **Using Mind Maps Effectively:** +-----------------------------------+-----------------------------------+ | 1.**Use single words or simple** | 4\. **Use symbols and images** | | | | | 2\. **Print words** | 5\. **Use cross-linkages** | | | | | 3\. **Use color to separate | | | different ideas** | | +-----------------------------------+-----------------------------------+ **Mental Health and Well-being in Middle and Late adolescence** - **Well-being** - is a state of wellness where every aspect of a person is in balance. - Self-concept - this refers to the awareness of oneself. - **Self-concept** or **self-identity** \- is an important foundation in developing good health and well-being. **Physical health is important factor to good mental health (WHO)** Concept of mental health: +-----------------------------------+-----------------------------------+ | 1\. **Subjective well-being** | 4\. **Competence** | | | | | 2\. **Perceived self-efficacy** | 5\. **Intergenerational | | | Independence** | | 3\. **Autonomy** | | | | 6\. **Self-actualization of | | | one's intellectual and | | | emotional potentials** | +-----------------------------------+-----------------------------------+ - **Subjective well-being** \- This may be defined as one's personal thoughts and feelings about overall state of being. - **Perceived Self-efficacy** \- Self efficacy is one's perception of one's value and worth, effectiveness, and ability in performing a task or activity. - **Autonomy** \- deals with one's capacity to separate one's identity from other significant persons like parents, lovers, and special friend. - **Competence** \- is related to self --esteem and self-identity. It is the perception of one's capacity to effectively perform a function or activity using specific skills and knowledge, and achieving the desired results at a given time. - **Intergenerational Independence** \- refers to the relationships between individuals who belong to different generations but may be living separately as independent, autonomous persons during specific period of time. - **Self** - actualization of one's intellectual and emotional potential- **Mental Health and Well Being Model** +-----------------------------------+-----------------------------------+ | 1\. **Essence or Spirituality** | 4\. **Love** | | | | | 2\. **Work and Leisure** | 5\. **Self-direction** | | | | | 3\. **Friendship** | | +-----------------------------------+-----------------------------------+ **5 Steps to Improve Mental Health:** +-----------------------+-----------------------+-----------------------+ | 1.**Connect** | 3\. **Keep | 5\. **Take notice** | | | learning** | | | \- with the people | | \- be in the here and | | around you. | \- learning new | now, be in the | | | skills or obtaining | present moment, be | | 2\. **Be active** | new knowledge can | aware of what is | | | give you a sense of | happening around you. | | \- physical activity | achievements and new | | | generates a positive | confidence. | | | sense of wellness | | | | | 4**. To Others** | | | | | | | | \- is not limited to | | | | money or other | | | | material things. | | +-----------------------+-----------------------+-----------------------+ **Important Skills in Developing Mental Health:** +-----------------------+-----------------------+-----------------------+ | 1.**Coping** | 2.**Resiliency** | 3.**Adaptability** | | | | | | | \- is the capacity to | \- is the capacity to | | | establish and | adjust to changes | | | maintain one's | necessary for one's | | | balance and | survival and balance. | | | well-being in the | | | | face of adversity. | | +-----------------------+-----------------------+-----------------------+ **Physiological/Physical health for adolescents** +-----------------------+-----------------------+-----------------------+ | **1. Adequate sleep** | 2. **Observe good | 3. **Exercise | | | nutrition** | regimen** | +-----------------------+-----------------------+-----------------------+ - **IDEAL SELF** **-** 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** **-** is the one that you actually see. It is the self that has characteristics that you were nurtured or, in some cases, born to have. The actual self and the ideal self are two broad categories of self-concept. - **SELF CONCEPT** **-** refers to your awareness of yourself. It is the construct that negotiates these two selves. In other words, it connotes first the identification of the ideal self as separate from others, and second, it encompasses all the behaviors evaluated in the actual self that you engage in to reach the ideal self. - **ACTUAL SELF** **-** is built on self-knowledge. - **SELF KNOWLEDGE** - is derived from social interactions that provide insight into how others react to you. The actual self can be seen by others, but because we have no way of truly knowing how others view us, the actual self is our self-image. - **The ideal self,** on the other hand, 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. - **NEGOTIATION** that exists between the two selves which is complex because there are numerous exchanges between the ideal and actual self. These exchanges are exemplified in social roles that are adjusted and re-adjusted, and are derived from outcomes of social interactions from infant to adult development. If the way that I am is not aligned with how I want to be, the incogruence or lack of alignment, will result in mental distress or anxiety. - **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 (science, literature, sports, politics, etc.). - **Experience** 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** 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. **DEFINITION OF TERMS** **1.DETERMINATION** \- It allows you to focus only on achieving a specific goal without being distracted by less important things or spontaneous desires. It may be developed with the help of self-discipline exercise **2. Self-confidence** \- It allows you to focus only on achieving a specific goal without being distracted by less important things or spontaneous desires. It may be developed with the help of self-discipline exercise **3. Persistence** \- It makes you keep moving forward regardless of emerging obstacles -- problems, laziness, bad emotional state, etc. It reduces the costs of overcoming obstacles. It can also be developed with the help of self-discipline exercise. **4. Managing stress** \- It helps combat stress that arises in daily life from the environment and other people. Stress arises from the uncertainty in an unknown situation when a lack of information creates the risk of negative consequences of your actions. **5. Problem-solving skills** \- They help cope with the problems encountered with a lack of experience. It increases efficiency by adopting new ways of achieving goals when obtaining a new experience. **6. Creativity** \- It allows you to find extraordinary ways to carry out a specific action that no one has tried to use. It can lead to a decrease or an increase of costs, but usually the speed of action is greatly increased when using creative tools. **7. Generating ideas** \- It helps you achieve goals using new, original, unconventional ideas. Idea is a mental image of an object formed by the human mind, which can be changed before being implemented in the real world. For generating ideas you can use a method of mental maps, which allows you to materialize, visualize and scrutinize all your ideas, which in turn contributes to the emergence of new ideas.