PERDEV PDF - Personal Development

01 KNOWING ONESELF DEFINITION OF SELF PHILOSOPHICAL - The Being. Includes the person's life, purpose, meaning. PSYCHOLOGICAL - The self will be described in terms of PERSONALITY. - Set of behaviors and thoughts. PERSONALITY is the essence of who we are and the embodiment of one's physical,...

01 KNOWING ONESELF DEFINITION OF SELF PHILOSOPHICAL - The Being. Includes the person's life, purpose, meaning. PSYCHOLOGICAL - The self will be described in terms of PERSONALITY. - Set of behaviors and thoughts. PERSONALITY is the essence of who we are and the embodiment of one's physical, psychological, cognitive, affective, and spiritual self. Gordon Allport- pattern of habits HOW DO WE GET TO KNOW OURSELVES 1. SELF ASSESSMENT - Who am I? - What do I like? What I don't like? - What makes me happy? What makes me sad? 2. SELF REFLECTION - Journal 3. BE SELF AWARE - Errors in what we have done 4. WORD OF AFFIRMATION - love yourself THE JOHARI WINDOW OPEN SELF BLIND SELF Information about you that you Information about you that you and others know. don't know but others know. HIDDEN SELF UNKNOWN SELF Information about you that you Information about you that you know but others don't. and others don't know. 02 DEVELOPING ONESELF. WHAT IS WHOLENESS? - It is an integral sense of integration. - A lifelong pursuit. A transcendental goal. BIG FIVE THEORY - OPENNESS - curious, original, intellectual, creative, and open to new ideas. - CONSCIENTIOUSNESS - being responsible, careful, diligent - EXTRAVERSION- outgoing, talkative - AGREEABLENESS - personality traits that refer to as kind, sympathetic, cooperative, warm, honest, and considerate. - NEUROTICISM - associated with negative emotions. VARIOUS ASPECT OF HOLISTIC DEVELOPMENT OF PERSON Physiological Cognitive  Psychological Social Spiritual FEELINGS AND EMOTIONS EMOTION - Latin: MOVARE 6 BASIC EMOTIONS THAT HUMAN EXPRESSED Happiness Fear Anger Sadness Surprise Disgust INSTITUTE OF NEUROSCIENCE AND PSYCHOLOGICAL UNIVERSITY. Happy Fear Sadness Surprise HELPFUL TIPS 1. Take care of your body 2. Keep your mind at work 3. Let your emotions lead you to doing what is good and express them in ways that build relationship 4. Believe in God. 03 DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE ADOLESCENCE - Developmental transition from childhood to adulthood. - Preparation for Adulthood STAGES OF HEALTHY ADOLESCENT DEVELOPMENT CHARACTERISTIC DEVELOPMENTAL MILESTONE AND TASKS EARLY MIDDLE LATE ADOLESCENCE ADOLESCENCE ADOLESCENCE (12-14) (15-16) (17-19) Puberty - Rapid Secondary sexual Physical maturity and growth period characteristic reproductive leveling Secondary sexual advanced off and ending characteristics appear 95% of adult height Abstract thought Concrete thoughts reached established dominate - "here and Growth in abstract Future oriented; able now" thoughts; reverts to to understand, plan Cause and Effect concrete thoughts and pursue long range relationship is when stressed goals underdeveloped Cause- effect Philosophical and Stronger "self" than relationship better idealistic social awareness understood Emancipation: Challenge authority, Very self-absorbed (Vocational/ technical, family, anti- parent Conflict with family college and/or work) Loneliness predominates due to Adult lifestyle Wide mood swings ambivalence about Usually comfortable Things of childhood emerging with body image rejected independence Decisions/ values less Argumentative and Less concern about influenced by peers disobedient physical changes but Relates to individuals Preoccupation of more concerned about more than group physical changes and personal Selection of partners critical of appearance attractiveness based on individual Anxieties about Excessive physical preference secondary sexual activities alternating Pursue realistic  characteristics with lethargy vocational goals with changes training or career Peers as standards for Strong peer employment normal appearance allegiances fad Relate to family as (comparison of self to behaviors adult peers) Sexual drives emerge Realization of own Serves as and teens begin to limitations and developmental explore ability to date mortality purpose and attract a partner Establishment of Intense friendship Experimentation sex, sexual identity and with same sex drugs, friends, jobs, sexual activity is Contact with opposite risk-taking behaviors common sex in groups Establishment of "Am I normal?" moral and ethical Daydreaming value system Vocational goals More capable of change frequently intimate and complex Begin to develop own relationships value system Emerging sexual feelings and sexual exploration Imaginary audience Desire for privacy Magnify own problems "no one understands” Professor Robert Havighurst identified eleven developmental tasks associated with the adolescent transition. Each of the tasks can be seen as elements of the overall sense of self which they carry with them as they move toward young adulthood. ADOLESCENT MUSTS 1. adjust to a new physical sense of self. 2. adjust to new intellectual abilities. 3. Adjust to increased cognitive demands at school. 4. Develop expanded verbal skills.  5. develop a personal sense of identity. 6. Establish adult vocational goals. 7. Establish emotional and psychological independence from his or her parents. 8. develop stable and productive peer relationships. 9. learn to manage her or his sexuality. 10. Adopt a personal value system. 11. develop increased impulse control and behavioral maturity. 04 THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE - Adolescence stage can be both exciting and challenging THE BIOPSYCHOSOCIAL APPROACH - emphasizes that biological, psychological, and social factors interact to produce the problems adolescents develop. BIOLOGICAL APPROACH - drug therapy PSYCHOLOGICAL APPROACH - Distorted thoughts, emotional turmoil. Mental health-> drug therapy, seek professional help such as therapy. SOCIAL FACTORS - Culture, social status. MAJOR PROBLEMS ADOLESCENTS FACE 1. SUBSTANCE ABUSE - alcohol, marijuana, inhalants 2. JUVENILE DELINQUENCY - lying, aggression, negative identity, cognitive distortions, low self control  3. DEPRESSION SUICIDE - adolescents have higher rate of depression than children do. - Treatment: drug therapy & psychiatrist 4. EATING DISORDER - overweight or underweight 05 TWO FACES OF STRESS THREAT OR CHALLENGE - The story of Michael and Jason exemplifies how stress can help or hurt you EUSTRESS - GOOD STRESS or POSITIVE STRESS - You become motivated to find ways to address the problem - Ex: doing what makes you happy DISTRESS - You worsen the stressful situation by running away from stressors - Ex: problems HAPPY STRESS - The stress caused by positive activities. - Ex: Graduation COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE ENVIRONMENTAL FACTORS - Happenings around you that affects you  LIFE EVENTS - Big changes in life - Ex: death of loved ones, major illness, breakup DAILY HASSLES - Events you experience everyday - Ex: traffic, deadlines SOCIOCULTURAL FACTORS - Pressure and expectations from the society COPING STRATEGIES - According to the American Academy of Child and Adolescent Psychiatry in 2015, teens can decrease stress with the following behaviors and techniques 1. Exercise and eat regularly. 2. Avoid excess caffeine intake, which can increase feelings of anxiety and agitation. 3. Avoid illegal drugs, alcohol, and tobacco. 4. Learn relaxation exercises (abdominal breathing and muscle relaxation techniques). 5. Develop assertiveness training skills. For example, state feelings politely: ("I feel angry when you yell at me" "Please stop yelling.") 6. Rehearse and practice situations that cause stress. One example is taking a speech class if talking in front of a class makes you anxious. 7. Learn practical coping skills. For example, break a large task into smaller, more attainable tasks.  8. Decrease negative self-talk: challenge negative thoughts about yourself with alternative neutral or positive thoughts, "My life will never get better" can be transformed into "I if I work at it and get some help." 9. Learn to feel good about doing a competent or "good enough" job rather than demanding perfection from yourself and others. 10.Take a break from stressful situations. Activities like listening to music, talking to a friend, drawing, writing, or spending time with a pet can reduce stress. 11.Build a network of friends who help you cope in a positive way. 06 THE POWER OF MIND - The brain is divided into two hemisphere LEFT BRAIN - Left hemisphere - Logical, problem solving, sequence, computations, linearity (step by step), language, numbers, analysis - Verbal and analytical RIGHT BRAIN - Right hemisphere - Creative, map and face recognition, free flowing emotions, images, imagination colors, rhythm, music - Non verbal and intuitive - Uses pictures rather than words ADVICE FOR RIGHT BRAIN STUDENTS 1. Choose to do personal essays. 2. Watch your daydreaming-keep it under control. 3. Let your imagination work for you in the arts. 4. Let your intuition work for you in social situations. 5. Let your deep thinking work for you during essay tests but don't ponder too long. 6. Be creative with essays. You can use colorful language well 7. Use images and charts when you study. 8. Write down directions. 9. Try to be more organized. 10.Make outlines to organize your thoughts. 11.Choose fiction in reading assignments. 12.You tell stories well, so write some! 13.Put information into categories for better understanding. 14.Finish things! You have so much talent, but you don't always complete things. 15.You have great instincts and survival skills. If you study hard, you might be a finalist on Survivor one day! ADVICE FOR LEFT BRAIN STUDENTS 1. Study in a quiet room to avoid distractions. 2. You can do math but get impatient trying to explain it to someone who struggles--so don't volunteer to be a tutor unless you know you have the patience. 3. You like to take the lead in a study group, so go ahead and volunteer 4. Join a debate team or academic competition.  5. Try to excel at the science fair; you can be a winner. 6. Take advantage of your skills in math and science. 7. Choose non-fiction reading. 8. You prefer factual questions and assignments, as opposed to open-ended questions. 9. Keep your room organized. 07 BECOMING MENTALLY HEALTHY - We must be in control of ourselves 1. BE AWARE OF WAYS TO COPE 2. CONNECT WITH OTHERS AND EXPRESS YOURSELF 3. BE PHYSICALLY ACTIVE 4. ASK FOR PROFESSIONAL HELP IF NEEDED 5. BE POSITIVE DESPITE THE ODDS 6. REST AND SLEEP 7. BE BENEVOLENT A healthy mind requires “a sound mind, in a sound body in a sound environment”. MENTAL HEALTH AND WELL BEING IN MIDDLE AND LATE ADOLESCENCE MENTAL HEALTH RED FLAGS SHOULD BE ALERT FOR: 1. EXCESSIVE SLEEPING: insomnia, sleeping disorders 2. LOSS OF SELF ESTEEM 3. ABANDONMENT OR LOSS OF INTEREST IN FAVORITE PASTIMES 4. UNEXPECTED DECLINE IN ACADEMIC PERFORMANCES  5. WEIGHT LOSS AND LOSS OF APPETITE: could indicate an eating disorder 6. PERSONALITY SHIFT AND CHANGES: aggressiveness, excess anger that could indicate psychological, drug, or sexual problems. KEY MENTAL HEALTH ISSUES: DEPRESSION - WATCH FOR: A. Changes in sleep patterns B. Unexpected weeping or excessive moodiness C. Eating habits that result in noticeable weight loss or gain D. Expressions of hopelessness or worthlessness E. Paranoia and excessive secrecy F. Self-mutilation, or mention of hurting himself or herself G. Obsessive body-image concerns H. Excessive isolation I. Abandonment of friends and social groups EATING DISORDERS A. body image concerns can become obsession B. ANOREXIA: avoidance of food C. BULIMIA: purging(forced vomiting) SUBSTANCE ABUSE - alcohol, tobacco, illegal drugs MENTAL HEALTH - A state of well being