REVIEWER-IN-PERSONALITY-DEVELOPMENT-FOR-MIDTERMS.pdf

REVIEWER IN PERSONALITY DEVELOPMENT LESSON 1: KNOWING ONESELF “STRENGTHS AND WEAKNESSES” Knowing yourself is also knowing your strengths. Teenagers need to know their strengths to know where they belong. They must discover their weaknesses...

REVIEWER IN PERSONALITY DEVELOPMENT LESSON 1: KNOWING ONESELF “STRENGTHS AND WEAKNESSES” Knowing yourself is also knowing your strengths. Teenagers need to know their strengths to know where they belong. They must discover their weaknesses and limitations through these strengths then overcome it. STRENGTHS WEAKNESSES Faith, trust, and confidence. Being envy towards others. The excitement to live. Keeping anger and resentments. To live courageously. Being Ingratitude. The skill of getting to know Being arrogant. with others. Acquiring Self-Discipline. Being gullible. Being insecure. Having lack of interest.  “GOOD AND BAD HABITS” Habit is something that you do often and regularly, sometimes without knowing that you are doing it. Examples of Bad Habits: 1. Snacking relentless, though not hungry. 2. Investing an excessive amount of energy in the lounge chair staring at the TV. 3. Skipping breakfast. 4. Drinking an excessive amount of liquor. 5. Smoking cigarettes. “WAYS TO STOP BAD HABITS” B- Be prepared to accept negative habitual consequences. A- Affirm that you want to commit change. D- Do an alternative way to resist temptations. DEVELOPMENTAL THEORIES “Sigmund Freud's Psychosexual Theory” Proponent: Sigismund Schlomo Freud (1856-1939). He proposed that personality development in childhood takes place during five psychosexual stages. The psychosexual energy, or libido, was described as the driving force behind behavior. 1. ORAL STAGE (0-1 year) Erogenous Zone: Mouth Oral or Mouth-oriented activities such as sucking, gnawing and breastfeeding. Oral incitement could prompt Oral obsession in later life. Oral identities: smokers, nail bitters, finger chewers and thumb suckers. 2. ANAL STAGE (1-3 years) Erogenous Zone: Bowel and Bladder Movement (ANUS) The major conflict at this stage is toilet training—the child has to learn to control their bodily needs. Developing this control leads to a sense of accomplishment and independence. 3. PHALLIC STAGE (3-5 or 6 years) Erogenous Zone: Genitals Children also begin to discover the differences between males and females. In this stage, suggestive fascination, hatred, envy, competition and dread which Freud called Oedipus Complex (in Young Men) and Electra Complex (in Young Women). 4. LATENCY STAGE (5 or 6 to Adolescence) Erogenous Zone: Sexual Feelings Are Inactive This energy is still present, but it is sublimated into other areas such as intellectual pursuits and social interactions. This stage is important in the development of social and communication skills and self-confidence. 5. GENITAL STAGE (Adolescence to Grown-up)] Erogenous Zone: Maturing Sexual Interests During the final stage of psychosexual development, the individual develops a strong sexual interest in the opposite sex. The goal of this stage is to establish a balance between the various life areas. “Erik Erikson's Psychosocial Theory” Proponent: Erik Homburger Erikson (1902-1994) Erikson's theory described the impact of social experience across the whole lifespan. He was interested in how social interaction and relationships played a role in the development and growth of human beings. 1. TRUST VS. MISTRUST Age: 0-1 1/2 yrs (Infancy) Basic Virtue: Hope The child is utterly dependent upon adult caregivers for everything they need to survive including food, love, warmth, safety, and nurturing. If a caregiver fails to provide adequate care and love, the child will come to feel that they cannot trust or depend upon the adults in their life. 2. AUTONOMY VS. SHAME AND DOUBT Age: 1 1/2 -3 (Early Childhood) Basic Virtue: Will At this point in development, children are just starting to gain a little independence. They are starting to perform basic actions on their own and making simple decisions about what they prefer. By allowing kids to make choices and gain control, parents and caregivers can help children develop a sense of autonomy 3. INITIATIVE VS. GUILT Age: 3-5 yrs (Play Age) Basic Virtue: Purpose Children begin to assert their power and control over the world through directing play and other social interactions. Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative 4. INDUSTRY VS. INFERIORITY Age: 5-12 (School Age) Basic Virtue: Competency Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. 5. EGO IDENTITY VS. ROLE CONFUSION Age: 12-18 yrs (Adolescence) Basic Virtue: Fidelity  Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. During adolescence, children explore their independence and develop a sense of self. 6. INTIMACY VS. ISOLATION Age: 18-40 (Youth Adult) Basic Virtue: Love Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. This stage covers the period of early adulthood when people are exploring personal relationships. 7. GENERATIVITY VS. STAGNATION Age: 40-65 (Adulthood) Basic Virtue: Care Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. During adulthood, we continue to build our lives, focusing on our career and family. 8. EGO INTEGRITY VS. DESPAIR Age: 65 + (Maturity) Basic Virtue: Wisdom At this point in development, people look back on the events of their lives and determine if they are happy with the life that they lived or if they regret the things they did or didn't do. LESSON 2: DEVELOPING THE WHOLE PERSON Adolescence is known as the stage of transformation as different aspects of a person’s life is changing or developing. These aspects are PHYSICAL, SOCIAL, INTELLECTUAL, MORAL, and PSYCHOLOGICAL. 1. PHYSICAL DEVELOPMENT -It refers to body changes such as growth, gross and fine motor skills enhancement, and biological maturity. 2. SOCIAL DEVELOPMENT Refers to the maturation of interaction with individuals or group. Adolescents spend less time with their families and may focus more on their peers. Meeting a wider circle of friends and experience romantic and sexual attraction towards others. They exaggerate reactions towards issues. 3. INTELLECTUAL DEVELOPMENT During early adolescence, youth tend to show curiosity and display wide array of interest. Also, they grasp abstract processes/concepts (like freedom and justice). They develop progress from concrete logical operations to higher development of abilities.  They also improve their problem-solving skills. 4. PSYCHOLOGICAL DEVELOPMENT In these years of adolescent stage, they are into seeking their own sense of individuality and uniqueness. They feel for peer approval, adult identity and acceptance. They develop their relationship towards their peers and family. Early adolescents are intense and unpredictable - Moody, restless, erratic and anxious. They are self-conscious and sensitive towards criticism. Self-esteem arises and improves while self-competence in academic subject decline. They believe that their experiences, feelings and problems are unique. 5. MORAL CHANGES Refers to the ability of making principled choices and on how to treat others. Influenced by key adults or parents. Tend to be fair and ideal. “ADOLESCENT'S DEVELOPMENTAL TASKS” 1. EARLY ADOLESCENCE (12-14 years old) During this stage, children often start to grow more quickly. These body changes can inspire curiosity and anxiety in some―especially if they do not know what to expect or what is normal. Early adolescents have concrete, black-and-white thinking. Pre-teens feel an increased need for privacy. 2. MIDDLE ADOLESCENCE (15-17 years old) Have an outlook towards life based. Physical changes from puberty continue during middle adolescence. At this age, many teens become interested in romantic and sexual relationships. Many middle adolescents have more arguments with their parents as they struggle for more independence. The brain continues to change and mature in this stage, but there are still many differences in how a normal middle adolescent thinks compared to an adult. 3. LATE ADOLESCENCE (18-21 years old) Learn to work with them for a common purpose without thinking of your personal feelings and to lead without dominating. Encompasses less physical development and more cognitive developments Young people become able to think about ideas rationally, have impulse control and can delay gratification, and plan for the future. A stronger sense of identity and individuality and can identify their own values. They also experience increased independence, emotional stability, stability in friendships and romantic relationships.  “HAVIGHURST'S DEVELOPMENTAL TASKS” (Adolescence) 1. Learn to make friends on both sexes. Usually starts from EARLY ADOLESCENCE Learn more about yourself through friends of the opposite gender. Widen your vision and enhance personal development. Learn the different characteristics of the opposite gender in order to improve communication with each other. 2. Learn to accepts your physical body and keep it healthy Positive physical health habits can help decrease your stress, lower your risk of disease, and increase your energy. 3. Learn to be self- sufficient. Usually, for LATE ADOLESCENTS. Self-sufficient people are less likely to need expensive possessions to feel good about themselves or to seek fame or power to make themselves look good. If you have inner order, you are less likely to seek the compensations of material goods and status. 4. Learn to make decisions about marriage and family life Belongs to LATE ADOLESCENCE. Relationships, marriage and family are at the core of every community. Families are universally recognized as an important source of support and security. 5. Learn to prepare for a job or career Also, for LATE ADOLESENCE. You become more adaptable and prepared for changes in the job market. This flexibility can help you take advantage of new job opportunities and make smart future career moves. 6. Learn to guide behavior through set of values Prominent in MIDDLE ADOLESCENCE. Just like respecting older citizen without dependence upon them. To form a set of values that are possible of realization To develop a conscious purpose of realizing these values. 7. Learn to be responsible towards society Must be learned at EARLY ADOLESCENCE. It provides a sense of purpose, in addition to building resilience amidst adversity on an individual and societal level.