TG-DEVELOPING-THE-WHOLE-PERSON.docx

**[LESSON 2: DEVELOPING THE WHOLE PERSON]** **Holistic development** refers to the "process of self-actualization and learning that combines an individual's mental, physical, social, emotional, and spiritual growth (De Guzman & Nicolas, 2016). Hence, for the development of an adolescent to be holis...

**[LESSON 2: DEVELOPING THE WHOLE PERSON]** **Holistic development** refers to the "process of self-actualization and learning that combines an individual's mental, physical, social, emotional, and spiritual growth (De Guzman & Nicolas, 2016). Hence, for the development of an adolescent to be holistic, it must involve the physiological, cognitive, psychological, spiritual, and social aspects. These aspects relate to one another and affect each other. +-----------------------+-----------------------+-----------------------+ | | **Explanation** | **Evidence of | | | | Development** | +=======================+=======================+=======================+ | **Physiological | **During the | - **Health | | Development** | adolescence, a person | Maintenance** | | | experiences various | | | | body changes such as | | | | rapid body growth, | | | | hair growth, and | - **A systematic | | | muscle modification | program or | | | in some parts of the | procedure planned | | | body. These changes | to prevent | | | can make an | illness, maintain | | | adolescent feel | maximum function | | | uncomfortable and | and promote | | | self-conscious. | health.** | | | Adolescents grow to | | | | reach their adult | | | | height and their | | | | bodies begin to | - **Physical | | | resemble adult bodies | Fitness** | | | in size, shape, and | | | | body composition. The | | | | changes are preparing | | | | them to become | - **Exercising on a | | | physically capable of | regular basis and | | | biological | engaging in | | | reproduction (De | various types of | | | Guzman & Nicolas, | physical | | | 2016).** | activities.** | +-----------------------+-----------------------+-----------------------+ | **Cognitive | **There's a | - **Intellectual | | Development** | considerable | Capacity** | | | advancement in | | | | adolescents' thinking | | | | skills. They are | | | | beginning to think | - **Expanding | | | from concrete to | broad-based | | | abstract terms and | knowledge and | | | able to conceptualize | thinking | | | theoretical ideas. | analytically, | | | Problems are now | critically, and | | | being evaluated | creatively.** | | | logically and | | | | scientifically. These | | | | changes in** | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | **problem solving and | | | | thinking abilities | | | | happen concurrently | | | | with their social, | | | | emotional, and moral | | | | development (De | | | | Guzman & Nicolas, | | | | 2016).** | | +=======================+=======================+=======================+ | **Psychological | **The changes in the | - **Emotional | | Development** | emotions, feelings, | Health** | | | moods, and manner of | | | | thinking of persons | | | | are part of the | | | | psychological | - **Knowing, | | | development.** | recognizing and | | | | managing one's | | | **During adolescence, | own emotions** | | | individuals undergo | | | | the process of | | | | self-evaluation which | | | | leads to long-range | - **Self-Appreciati | | | goal setting, | on** | | | emotional and social | | | | independence, and | | | | maturity. There is | | | | thus an ongoing | - **Understanding, | | | establishment of | affirming and | | | strongly-held | appreciating | | | beliefs, values, and | one's self.** | | | goals in life (De | | | | Guzman & Nicolas, | | | | 2016).** | | +-----------------------+-----------------------+-----------------------+ | **Social | **Adolescents' clamor | - **Civic | | Development** | for independence is | Responsibility / | | | evident. They begin | Societal | | | to rely more on their | Responsibility** | | | friends or peer | | | | groups for support | | | | than on their family. | | | | However, since peer | - **Attending | | | groups become more | social activities | | | important to them | and political | | | than their family, | issues effects on | | | adolescents are more | society in both | | | prone to peer | local and global | | | pressure as they are | levels performing | | | expected to conform | responsibilities | | | to the standards of | as a person.** | | | their friends. But on | | | | the late stage of | | | | adolescence, there | | | | would be a | - **Community | | | reestablishment of | Care** | | | good relationships | | | | with families. | | | | Whereas romantic | | | | relationship in early | - **Performing | | | adolescence is | one's community | | | short-lived and | duties, engaging | | | fleeting, it is | oneself in the | | | relatively longer and | improvement of | | | more stable in late | the community and | | | adolescence (De | the world.** | | | Guzman & Nicolas, | | | | 2016).** | | | | | | | | | - **Cultural | | | | Engagement** | | | | | | | | | | | | | | | | - **Actively | | | | interacting with | | | | people of | | | | different | | | | cultures and | | | | ethnic | | | | backgrounds.** | | | | | | | | | | | | | | | | - **Family | | | | Relationship** | | | | | | | | | | | | | | | | - **Building | | | | positive | | | | relationship with | | | | the family | | | | members** | | | | | | | | | | | | | | | | - **Peer | | | | Relationship** | | | | | | | | | | | | | | | | - **Building and | | | | maintaining a | | | | friendship with | | | | love, care and | | | | empathy for | | | | peers.** | +-----------------------+-----------------------+-----------------------+ | **Spiritual | **Adolescents begin | - **Art | | Development** | to have interest in | Appreciation** | | | spiritual concerns. | | | | They start pondering | | | | on questions | | | | concerning existence, | - **Engaging | | | essence, | oneself in | | | spirituality, | aesthetic | | | religion and God. | activities** | | | Many would desire to | | | | establish a personal | | | | relationship with the | | | | Creator and some | - **Spiritual | | | would even be | Quest** | | | interested in taking | | | | on sacred vocation. | | | | Adolescents also | | | | entertain and try to | - **Understanding | | | answer the | the meaning of | | | existential questions | life and showing | | | such as 'Who Am I?' | gratitude** | | | 'What brought me | | | | here?' 'What is the | | | | essence of life?' and | | | | 'What happens after | - **Moral | | | death?' Some begin to | Commitment** | | | seriously seek | | | | answers to questions | | | | related to the | | | | concepts of life, | - **Standing firm | | | existence, life | by moral values, | | | meaning, trials, and | social ethics, | | | miseries from the | and professional | | | religious, biblical, | code of** | | | and spiritual realm | | | | (De Guzman & Nicolas, | | | | 2016).** | | | | | - **conducts** | +-----------------------+-----------------------+-----------------------+ **[Thoughts, Feelings, and Behaviors]** Thoughts, feelings, and behaviors are interconnected concepts that constantly influence and affect each other. It is essential for adolescents to assess and understand this relationship, as it allows them to evaluate the accuracy of their beliefs, the appropriateness of their emotions, and the decency of their actions. Negative feelings and behaviors often stem from negative thoughts, while positive feelings and behaviors are typically the result of positive thoughts. By recognizing these connections, adolescents can better navigate their emotions and actions to foster more positive outcomes in their lives. **Thoughts may refer to "the ideas or arrangements of ideas that result from thinking, the act of producing thoughts, or the process of producing thoughts" ("Thoughts," n.d.) Thoughts are cognitive. That is, they are mentally produced and possessed. It is usually clear to the person when he or she is having thoughts that he or she can verbalize them. Thoughts are influential. As the Chinese philosopher Lao Tzu once said, "If you correct your mind, the rest of your will fall into place."** **The Cognitive Triangle refers to a "psychological model encompassing the interrelationships of *thoughts*, *actions*, and *feelings* surrounding the event" ("The Cognitive Triangle,"n.d.). It explains that thoughts, feelings, and behaviors are interconnected and elucidates how they affect each other. It puts forward for instance, that change in one of them produces a change to the others. This psychological model is actually one of the bases of the psychological therapy called Cognitive Behavior Therapy (CBT). The therapy is based on the work of two psychologists, Abert Ellis and Aaron Beck. CBT is a commonly used form of psychotherapy which aims to assist individuals in understanding the link between thoughts and feelings and in realizing how these two impact behavior. Though individuals have no control over things around them, through CBT however, people can control the way they interpret things and the manner they behave in accordance to that interpretation. Its fundamental principle is that individuals usually have destructive thoughts and feelings that can affect their functioning and relationships at home, work, school, and in the community. Through this therapeutic intervention, an individual can change his thoughts which lead to a change in his feeling and behavior. The key therefore, is in positive interpretation of things (De Guzman & Nicolas, 2016)**