1st Quarter - Personal Development PDF

1st Quarter - Personal Development By Alexis Joseph and Ysabella Marin, 11-STEM 2 (Hope Committee) *Information came from Ms. Pam’s PPTs and Personal Notes Good luck guys and kakayanin niyo ito! :) Lesson 1: KNOWING ONESELF Knowing Oneself - Understanding yourself - Be...

1st Quarter - Personal Development By Alexis Joseph and Ysabella Marin, 11-STEM 2 (Hope Committee) *Information came from Ms. Pam’s PPTs and Personal Notes Good luck guys and kakayanin niyo ito! :) Lesson 1: KNOWING ONESELF Knowing Oneself - Understanding yourself - Being aware of your strengths and weaknesses; likes and dislikes, and your tolerances and limitations - Knowing your shortcomings (pride, bad temper, fears, and insecurities) Models of Understanding Oneself 1. JOHARI WINDOW MODEL (1955) - Characteristics about yourself that you and others know are in the OPEN AREA OR ARENA - Characteristics that you hide from others are in the CLOSED AREA OR FAÇADE - Characteristics others are aware of but not yourself are in the BLIND SPOT - Characteristics that you still have yet to discover and signify the room for improvement is in the UNKNOWN AREA 2. SELF-CONCEPT (1951) ↦ REAL SELF - What you are currently ↦ IDEAL SELF - What you will be in the Future - This model is a set of perceptions and beliefs - How we perceive ourselves is heavily influenced by our childhood due to parenting styles - When all selves are attained, we become “SELF ACTUALIZED” 3. SWOT ANALYSIS - The positive attributes that you have are called your STRENGTHS - The negative qualities that you have are called your WEAKNESSES - External environment aspects that can help you develop are called OPPORTUNITIES - External environment aspects that can dampen your development are called THREATS Self - Union of elements (body, feelings/emotions, and sensations) that constitute the identity of a person - What you see, perceive, and define apart from others Dimensions of Self 1. PHYSICAL DIMENSION - Physical body that could be observed directly and measured - Example: (doing physical self-care) > Having quality sleep > Staying hydrated > Exercising > Fuel with Healthy foods 2. PSYCHOLOGICAL DIMENSION - Set of characteristics, behaviors, attitudes, cognitions, and emotions - Both internal and external factors that can or can’t be measured or observed - Example: > Having self-acceptance > Realizing life purpose 3. SPIRITUAL DIMENSION - View yourself on a spiritual level (as a spiritual being) - Can’t be observed but can be subjectively altered and perceived - Example: (doing spiritual self-care) > Writing thoughts in a journal > Connect with nature > Practice Yoga/meditation > Explore quiet time Differentiating your “self” from others Personality - Characteristic way of thinking, feeling, and behaving Values - Moral codes, norms of conduct, and ethical principles a person adheres to that affect their decision-making Body and Physical Attributes - Know your strengths to realize your potential and where to  improve yourself. Dreams and Aspirations - Know your goals and ambitions in life to serve as a roadmap for the future Preferences - Identifying the things you like and don’t like and being at peace with your preferences will allow you to thrive Embrace the Past - Make peace with it since pain is part of the process and if you chase after the highs to cover up the pain, you will never have the motivation to change (Mark Manson) Understand our perception of ourselves and others - Understanding others’ perceptions allows you to expand your perspective about who you are, and understand the world. Lesson 2: DEVELOPING THE WHOLE PERSON Puberty - Signals the beginning of adolescence. - Physical transformation that a child experiences as sexual maturity is reached. - Usually experienced between the ages eight and nineteen. - Girls develop more rapidly than boys. Stages of Puberty - Prepubescent stage: Development of secondary sex characteristics are not yet evident. Immediately before puberty. - Pubescent stage: Secondary sex characteristics are noticeable. Significant increase in hormones during this stage. - Post-pubescent stage: Rapid changes have stopped and fertility occurs. Changes during Puberty Both Genders ○ Sudden growth spurt ○ Appearance of hair around armpits and pubic area ○ Mood swings ○ Skin changes (Pimples) Boys ○ Appearance of facial hair ○ Growth of the larynx, deepening of the voice ○ Increased sperm production, allows for fertility  ○ Increase in the size of the penis Girls ○ Menarche occurs ○ Development of the breasts and hips ○ Mood swings Holism - Emphasizes the totality of a person. - Idea that human mind and behavior should be viewed as a whole. - Combination of intellectual, physical, emotional and spiritual aspects of a person. - All aspects must be developed at the same time, holistically. Dualism (Carl Jung) - Everyone has both a masculine and feminine side within their unconscious. - Consists of Anima (Feminine side within man’s unconscious) and Animus (Masculine side within woman’s unconscious). - Both sides are composed of things the opposite gender usually does. - Ex. Men wearing feminine clothing, girls into sports, etc. Gestalt Psychology (Max Wertheimer) - Gestalt means whole. - States that a whole is greater than the sum of its parts. Different aspects need to be grouped together to see the entire person. Aspects of Development - Physiological: Concerned with physical attributes (Fatigue, Height, Weight, etc.) - Psychological: Relates to thoughts and feelings. - Social: Refers to the way people interact with others (introverted, extroverted) - Cognitive: Talks about intellectual functioning and decision making processes. - Spiritual: Relates to one’s beliefs, values and virtues. Lesson 3:ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGE Stress, strong emotions, depressive moods, and intrusive thoughts are part of man’s conflict. CONFLICT  ○ A man’s conflict represents our strong emotions and in man’s nature (Erik Erikson) ○ Developing a psychological quality or failing to develop that quality Erik Erikson - Born on June 15, 1902 in Frankfurt, Germany - Studied Childhood, Adolescence, and Adulthood - Author of Psychosocial Development Stages Identity Crisis - A person questions their sense of self or place in the world - Erikson believed that it was one of the most important conflicts people are facing during the developmental process 1. STAGE 1: TRUST VS. MISTRUST > Infancy: Birth to 18 months old > Virtue: Hope - Develop a sense of trust when interactions provide reliability, care, and affection - Ex: Breastfeeding, Physical Touch from Caregiver 2. STAGE 2: AUTONOMY VS. SHAME AND DOUBT > Early Childhood: 18 months - 3 years old > Virtue: Will - Develop a sense of personal control over physical skills and a sense of independence - Give assurance to child to overcome failures - Parents must allow children to explore the limits of their abilities - Ex: Potty training, Preparing their simple meals 3. STAGE 3: INITIATIVE VS. GUILT > Preschooler: 3 - 5 years old > Virtue: Purpose - Child is asserting power over their environment - If they are dismissed through criticism, guilt is developed - Ex: Planning activities, accomplishing tasks 4. STAGE 4: INDUSTRY VS. INFERIORITY > School age: 6 - 12 years old > Virtue: Competence - Child’s peer group will gain greater significance and will become a major source of self-esteem - Child is coping with new learning and social demands  - Ex: Participating in class 5. STAGE 5: IDENTITY VS. ROLE CONFUSION > Adolescence: 12 - 18 years old > Virtue: Fidelity - Trust leads to fidelity (maintenance of trust) - Teenagers explore who they are and seek to establish a sense of self and may experiment with different roles, activities, and behaviors - Formation of strong identity and direction in life 6. STAGE 6: INTIMACY VS. ISOLATION > Early Adulthood > Virtue: Love - Strong Ethical awareness and the ability to commit themselves to intimate relationships - The ideal form of intimacy is relationships based on mutual trust, sharing spheres of work, recreation, and mutual simultaneous sexual satisfaction 7. STAGE 7: GENERATIVITY VS. STAGNATION > Adulthood > Virtue: Care - Need to feel needed in relationships with others - Satisfy through caring for children or the societal environment - “How can I contribute to the world?” - Ex: Genuine involvement with offspring, work 8. STAGE 8: EGO-INTEGRITY VS. DESPAIR > Aging / Late adulthood > Virtue: Wisdom - All conflicts have been resolved and healthy ego characteristics have been developed - Provides emotional integration and softens the fear of death Lesson 4:JEAN PIAGET’S COGNITIVE DEVELOPMENT THEORY Jean Piaget - Swiss biologist and psychologist responsible for the theory of cognitive development. - Proposed 4 main stages of cognitive development from birth to adolescence (Sensorimotor, pre-operational, concrete operational, and formal operational)  - His theory tries to explain how a child understands the world, thinks, reasons out, remembers and solves problems. - Education is considered a key element in developing one’s cognitive skills. Stage 1: Sensorimotor stage (Infancy - 2 years old) - Infants depend on five senses to explore and understand their environment. - They depend their thinking process and understanding on sensory and motor processing to discover the relationship between their bodies and the environment. - Develops the concept of object permanence. - The idea that objects exist, even when they can’t be seen. - Ex. Hiding a toy under a blanket, but the infant still knows it's there. Stage 2: Pre-Operational Stage (2-7 years old) - Children project the use of syntax and grammar to express themselves and their ideas. - They begin to rely on perception more than logic while thinking. - During this stage, symbolic thinking is developed. - The ability to represent objects symbolically in the mind. - Ex. Barbie is associated with being pretty. - They learn how to use their imagination by making stories out of things. This is also referred to as symbolic or pretend play. - They tend to focus on one aspect of the situation, aka centration. - Literal thinking - Ex. There are two jars, one wide and the other tall, with the same amount of water. They think the tall one has more water since it's tall. - Children are usually egocentric (self-obsessed) during this stage. Stage 3: Concrete Operational Stage (7-11 years old) - Children develop the ability to do simple math and measurement. - They develop an understanding of cause and effect. - They can understand concrete things in systematic ways, but not abstract concepts. - They understand concepts attached to concrete items. Like time, space and quantity. - No longer egocentric. Stage 4: Formal Operational Stage (12 years old and above)  - Children are able to think and reason abstractly without concrete items. They begin to question previously accepted thoughts, ideas and values. - They develop theoretical, hypothetical and counterfactual thinking. - They develop deductive and inductive reasoning. - Strategy and planning are possible in this stage. - Difficult for people with learning abilities to reach this stage. Ex. ADHDs and those with Down syndrome. Lesson 5:LAWRENCE KOHLBERG’S MORAL DEVELOPMENT THEORY Lawrence Kohlberg - Born on October 25, 1927 in New York - Said that individuals progress through 6 stages of moral reasoning LEVEL 1: PRE-CONVENTIONAL 1. STAGE 1: OBEDIENCE AND PUNISHMENT - Obedience: following demands of those older based on the reward given - Punishment: Effect of disobeying and causes fear, giving no reward 2. STAGE 2: INDIVIDUALISM AND EXCHANGE - Children start to identify their point of view - Taking into account their advantage of the situation (self-interest) LEVEL 2: CONVENTIONAL 3. STAGE 3: GOOD INTERPERSONAL RELATIONSHIPS - “Good boy/girl” orientation - Upholding social expectations and roles - Acting “nice” and relationships into account when making decisions 4. STAGE 4: MAINTAINING SOCIAL ORDER - Authority made by social order and the impact of a person’s actions - Ability to do one’s role in society and respect rules/authority LEVEL 3: POST-CONVENTIONAL 5. STAGE 5: SOCIAL CONTRACT AND INDIVIDUAL RIGHT - Laws keep society organized but it also acts as a barrier for the standards that the community agrees with 6. STAGE 6: UNIVERSAL PRINCIPLES  - Based on universal ethical principles and abstract reasoning - People have developed internalized principles of justice even if they conflict with laws/rules Lesson 6:ROBERT HAVIGHURST’S DEVELOPMENTAL TASKS “Limitations” – Challenges you are not aware of that you need to overcome Development Task - Individuals go through various stages of life, and in each stage, there are specific tasks (Robert Havighurst) 1. INFANCY/EARLY CHILDHOOD > 0 - 5 years old - Learn to walk - Use the toilet - Learn to talk - Learn to form relationships with others 2. MIDDLE CHILDHOOD > 6 - 12 years old - Learn school-related skills such as reading - Learn about conscience and values - To be independent 3. ADOLESCENCE > 13 - 18 years old - Establishing emotional independence - Learn skills needed for productive occupation - Achieve gender-based social role - Establish mature relationships with peers 4. EARLY ADULTHOOD > 19 - 25 years old - Choose a life partner - Establish a Family - Take care of a home - Establish a Career 5. MIDDLE ADULTHOOD > 36 - 60 years old  - Maintain a standard of living - Perform civic and social responsibilities - Maintain relationships with spouse - Adjust to physiological problems 6. LATE ADULTHOOD > Over 60 years old - Adjust to deteriorating health - Adjust to Retirement - Meet social and civil obligations - Adjust to loss of spouse Lesson 7:5 CLUSTERS OF CHALLENGES FOR ADOLESCENTS 1. PHYSIOLOGICAL - Concern for body image, excessive fat, eating disorders, and irregularity in sleep patterns 2. COGNITIVE - Thinking, learning, problem solving - Interpersonal perspective talking; idealism and commitment to social causes 3. PSYCHOSOCIAL - Searching for your identity - Increase in intensity of emotions - Peak of parent-child disagreements, peer group as focal point of interest, sexual interest, curiosity, experimentation and partnerships, and substance abuse. 4. MORAL - Moral decision-making clashed with their desire to follow their peers - Becomes more distinguished through the years 5. SPIRITUAL - Losing connection to faith and principles with God