Copy of PERDEV NOTES (highlighted).pdf

- ⊹₊⟡⋆Perdev Notes- ⊹₊⟡⋆ notes by: Kendra Manar Knowing oneself > Personality is influenced by both - is the being which is the source of nature (heredity or genetic make-up) and a person’s consciousness....

- ⊹₊⟡⋆Perdev Notes- ⊹₊⟡⋆ notes by: Kendra Manar Knowing oneself > Personality is influenced by both - is the being which is the source of nature (heredity or genetic make-up) and a person’s consciousness. nurture (environment) - responsible for an individual’s thoughts and actions > There are common personality traits that cross many cultures. Agreeables & > the “self” is the essence of the person openness to experiences are some examples of these cross-cultural traits > Asians exhibit strong “interpersonal relatedness” or how their behavior impacts relationships, compared to westerners who look at their behavior and its impact on their personal goals Self example: - in psychological context, it is the cognitive and affective representation of one’s identity, it is defined in terms of human characteristics such as behavior and thoughts Personality - the set of behaviors, feelings, thoughts, and motives that identifies an > An Asian who is pursuing a career by individual - essence of who we are and migrating to another country will always is the embodiment of one’s physical, consider how will affect his family and psychological, cognitive, affective, social ties at home, whereas and spiritual self. westerners, on the other hand will see working overseas as a career move that Personality Psychologists have different will enhance career growth viewpoints: Trait theory - an approach in identifying types of Feist & Rosenberg 2012 personalities based on certain traits or - defined personality as unique and attributes, which vary from one person relatively enduring set of behaviors, to the other feelings, thoughts, and motives that characterize an individual DO NOT DEPEND ON THESE 2 key components NOTES ENTIRELY. 1. the uniqueness of an individual. thoughts, feelings, and behaviors 2. Forwarding these to your friends being relatively enduring or being and classmates is TOTALLY OKAY! consistent, over different situations and over time Good luck on your exams, Liceo! Big Five factor model (OCEAN) 1. Overt - actions which are visible and can be seen Openness to experience directly, such as physical movements and - curiosity, interest, imagination, and verbal statements creativity to new ideas 2. Covert Conscientiousness - actions that can be observed directly. - - planning, organizing, hard-working, can only be inferred by an observer or controlling, persevering, and punctuality reported by the person under study. Extroversion - sociable, talkative, active, outgoing, and fun-loving HOLLISTIC DEVELOPMENT Agreeableness - friendly, warm, trusting, generous, and Holism kind-hearted - seeing things as a whole and as Neuroticism something bigger than the sum of its parts. - calm, relaxed, and comfortable - to understand people as to see them in their totality Personality Traits FIVE ASPECTS OF HOLLISTIC - a deposition to behave consistently in a DEVELOPMENT: particular way, while personality is a 1. Physical broader term that comprises of traits, - progress of an individual’s control over motives, thoughts, self-concept, and his own body. feelings. - a process of physical growth in which the aspects of an individual increase. 2. DIFFERENT WAYS IN MEASURING Cognitive PERSONALITY - intellectual functions of the mind: thinking, 1. observing people’s behavior recognizing, projecting, synthesizing, 2. Rorschach Inkblot Test recalling, and assessing 3. Myers Briggs type indicator 3. Psychological 4. Keirsey temperament sorter - refers to how thinking, feeling, and behaving is used to interact and happen in a person. This includes one’s DEVELOPING THE WHOLE PERSON psychological health and well-being (thoughts, feelings, and behaviors) 4. Social - the manner by which an individual interacts with other individuals. Thoughts - mental cognitions that includes our ideas, 5. Spiritual opinions, and beliefs about ourselves and - attribute of a person’s consciousness and the world around us. beliefs, including values and virtues that Feelings guide and put meaning into a person’s life - usually caused by physical sensations experienced by the body as a reaction to a certain external stimulus. Self-integration - process starts from awareness to Behavior acceptance and ultimately, the fulfillment - outward manifestation or an acting out of of the whole person. It is a lifelong the attitudes an individual has. This can endeavor. either be overt or covert. HUMAN DEVELOPMENT TYPES OF BEHAVIORS: - focuses on human growth and changes 6. Young adulthood (intimacy vs. across the lifespan, including physical, isolation) cognitive, social, intellectual, perceptual, - 30 to 65 years emotional, and personality growth Influential figure: friends and romantic relationships DIFFERENT THEORIES: favorable results: intimacy and A. Erikson’s stages of psychological commitment development: unfavorable results: weak relationships - proposed a psychoanalytic theory of the 7. Middle adulthood (generativity vs. eight psychological stages compromising stagnation) human development from infancy to old - 30 to 65 years age. Influential figure: community - each stage is characterized by a crisis favorable results: nurturance and that needs to be resolved productivity unfavorable results: shallow involvement STAGES: 8. Old age (integrity vs. despair) - 65 1. Infancy (trust vs. mistrust) onwards - birth to 18 months Influential figure: community Influential figure: parents favorable results: sense of fulfillment favorable results: being able to trust unfavorable results: sense of loss or unfavorable results: not trusting others 2. bitterness Early childhood (autonomy vs. shame and doubt) - 18 months to 3 years Puberty influential figure: parents - the physical change that happen during favorable results: self-control and physical the adolescent stage. the adolescent body skills; independence matures sexually unfavorable results: self-restraint; defiance; - cognitive development also happens as the shame or doubt brain continues to grow and develop - 3. Play age (initiative vs. guilt) reasoning, abstract thinking, and increased - 3 to 6 years intelligence also develops - adolescents Influential figure: parents and teachers desire for more autonomy and independence favorable results: assertiveness and from their family, friends, and social purpose relationships unfavorable results: perfectionism 4. - experimentation of body, exploring School age (industry vs. inferiority) - 6 sexuality, as well as engaging to to 12 years substances that leads to a crime Influential figure: parents and teachers favorable results: competence and Four insights of adolescent perseverance development: unfavorable results: inferiority - adolescence is sensational 5. Adolescence (identity vs. role - adolescence is social confusion) - adolescence is out of control - puberty to 18 years - adolescence is stressful Influential figure: teachers and significant IDENTITY VS. ROLE CONFUSION - failure other to achieve this, you become uncertain favorable results: sense of self and identity about yourself or you don’t know what to unfavorable results: confusion, do. This happens when there is lack of indecisiveness, and anti-social behavior exploration and identification in one’s characteristics, values, and direction Concrete operational stagr (7 - 11 years) Identity - can think logically. they begin to process - self-belief of what the individual thinks other individual’s perception, thoughts, and and feels about himself feelings and realize that they have an Role confusion opinion or perception of their own 4. Formal - negotiation of self-identity, in a sense that operational stage (11 and up) - can think there is confusion on one’s self-concept or logically. they begin to process other the absence of lack of such concept individual’s perception, thoughts, and feelings and realize that they have an Identity crisis opinion or perception of their own - result of unclear self-identity. - failure to achieve a clear sense of identity C. Kohlber’s stages of moral FOUR IDENTITY STATUSES: development 1. Identity achievement - focuses on how children develop morality - commitment is high and the person has and moral reasoning. each stage gone through a period of exploring many characterizes that moral logic is primarily options focused on seeking and maintaining justice 2. Identity foreclosure - a decision has been made without STAGES: looking into and considering other 1. Pre-conventional alternatives stage 1: avoiding punishment 3. Identity moratorium stage 2: self-interest - a person is trying out roles or activities in - one’s code of morality is not personal order to find the most suitable one 4. but is instead shaped externally, implying Identity diffusion that our morality at this level is based on - a person has no strong opinions or the standards of adults and the convictions and has made no effort to learn consequences of obeying or disobeying about or experience various options the rules they have set 2. Conventional stage 3: good boy attitude B. Piaget’s stages of cognitive stage 4: law and order morality development - begins to internalize the learned moral Cognitive development standards they have with their valued role - Jean Piaget is well-known for his theories models. reasoning is derived from the about how our cognitive development varies norms of a particular group from childhood to adulthood. Each stage 3. Post-conventional corresponds to a different level of cognitive stage 5: social contract ability and word comprehension stage 6: universal ethical principles - can STAGES: think logically. they begin to process other 1. Sensorimotor stage (birth - 2 years) - individual’s perception, thoughts, and mainly focused on learning how to interact feelings and realize that they have an with your environment. Learning to opinion or perception of their own and understand that objects continue to exist individual’s basis of his/her morality rests on even when you cannot see them self-chosen principles 2. Preoperational stage (2 - 7 years) - a child uses symbols (words and images) to represent objects but does not reason Havighurst’s development task theory - logically. There is also lack of sympathy 3. Robert J. Havighurst proposed that development is continuous throughout the entire lifespan, occuring in stages, where the person moves from one stage to another by STRESS means of either successful revolution of - reaction of the mind and body to a problems or performance of developmental stimulus that disturbs the well-being, state tasks of calm, or equilibrium of a person - he believes that these tasks are those that are typically experienced by most people in Cause and effect of stress: the culture where the individual belongs - anxiety - pressure Adolescent development tasks - - misery adolescents adjusting to a new physical - desperation sense of self - tension - adolescents adjusting to new intellectual - anger abilities - panic - adolescents adjusting to increase cognitive - dejection demands at school - adolescents developing expanded verbal > prolonged stress can be devastating; skills burnout, breakdown, and depression are - adolescents developing a personal sense some of the potential results of long-term, of identity unmanaged stress. - adolescents establishing emotional and > everyday frustrations cause stress to build psychological independence from his or her up if not resolved parents > problems in our personal life can be - adolescents developing stable and devastating. surviving the normal. everyday productive peer relationship stress can be difficult, but far more serious - adolescents learning how to manage and painful circumstances can create long his/her sexuality adolescents adopting a term stress personal value system > a common cause of stress is dealing with - adolescents developing increased impulse life’s transitions especially when one copes control and behavioral maturity up with too many transitions all at once Challenges during adolescence - attitudes and behaviors towards sexuality and sexual Stress response relationships - collection of psychological changes that - academic concerns occur when you face a perceived threat - group and belongingness when you face situations where you feel the - health and nutrition demands outweigh your resources to - developing or regaining self-esteem successfully cope. These situations are your - roles stressors. - parents working abroad - career choices Stress Management - understand the cause of stress - analyze your stress factors and write them down - deal with the stressors - learn to work under pressure or unusual conditions Stress Busters - seek group/social support - practice mindful breathing - keep a mood journal - listen to a relaxing song - do something fun - try grounding technique Tips to relieve stress: - play with a pet - exercise - take a nap - listen to music - meditate THE POWERS OF THE MIND  The brain and how it works: - the brain works like a big computer. It processes information that interprets the world of our existence. Like a capsule of our consciousness, of what we know of our memories. It is also responsible for the overall functioning of the body - the brain is roughly the size of two clenched fists and weighs about 1.5kg > the brain DOES NOT get bigger as you grow older > girls’ brain reaches its largest BRAIN PARTS AND FUNCTIONS: physical size around 11 years old and 1. Frontal Lobe 14 for the boys - the largest among lobes > the brain does not finish developing - located in the front part of the brain - for and maturing until your mid-late 20s. motor skills, problem solving, judgement, > the front part of the brain (prefrontal planning, and attention. It also manages cortex), is one of the last brain regions to emotions and impulse control 2. Parietal mature. This part of the brain is responsible Lobe for planning, prioritizing, and controlling - located behind the frontal lobe impulses. - for organizing and interpreting sensory > the adolescent brain is ready to adapt information from other parts of the brain and learn. 3. Temporal Lobe Many mental disorders appear - located on either side of the head on during the adolescence stage the same level as the ears - all the big changes the brain is - coordinates specific functions, including experiencing may explain why adolescence visual memory (facial recognition), verbal is the time when many mental disorders memory (understanding language), and such as schizophrenia, anxiety, depression, interpreting the emotions and reactions of bipolar disorder, and eating disorders others emerge 4. Occipital Lobe - located at the back of the brain The adolescence brain is resilient - - heavily involved in the ability to read some changes in the brain during this and recognize printed words, along with important phase of development can other aspects of vision actually help protect against long-term mental disorders The adolescent brain > The adolescents often think with - when a child transitions to becoming an their feelings adolescent, brain remodeling occurs where instead of other people giving negative Intelligence notions toward adolescents, this process - an ability or set of abilities that allows helps teenagers perform activities that a person to solve a problem or fashion a would help improve themselves which will product that is valued in one or more result to the pathway of well-being cultures; the ability to acquire and apply knowledge and skills  suggests that intelligence is not a HOW TO IMPROVE YOUR single, general ability, but rather, a INTELLIGENCE: collection of distinct types of intelligence Seeking out mental stimulation - try new things Linguistic Intelligence - challenge yourself constantly - ability to use language effectively, - eliminate certain conveniences including reading, writing, and speaking - - network with other people good with words and language Engaging in the right activities Logical-Mathematical Intelligence - for - play an instrument logical reasoning, problem solving, and understanding mathematical concepts - read regularly Spatial Intelligence - do puzzles - ability to think in three dimensions - practice meditation and visualize spatial relationships - study a second language - essential for careers in fields such as Changing your lifestyle architecture, engineering, and visual arts - exercise Bodily-Kinesthetic Intelligence - - eat right capability of using one’s body effectively - improve sleep for physical activities and coordination - manage stress Musical Intelligence - get checked for underlying conditions - ability to understand, create, and STERNBERG’S TRIARCHIC THEORY appreciate music and rhythmic OF INTELLIGENCE patterns - developed by a psychologist Robert Interpersonal Intelligence Sternberg, proposes that intelligence is - ability to understand and composed of three distinct but interact effectively with other interrelated types of cognitive abilities Intrapersonal Intelligence - capacity to understand oneself and one’s own emotions, motivations, and inner states - being self-aware and reflective Naturalistic Intelligence Analytical Intelligence - ability to recognize, categorize, and - often what people think as draw upon features of the natural “academic intelligence” environment Existential Intelligence - the ability to analyze, evaluate, and - ability to ponder deep questions about compare information and solve human existence, such as the meaning problems Creative Intelligence of life and death - ability to generate new ideas and - philosophical and reflective thinking think outside the box Practical Intelligence - “street smart” - involves the ability to adapt to changing environmental conditions that effectively manage everyday tasks HOWARD GARDENER’S THEORY OF MULTIPLE INTELLIGENCE (1983) - Brain Theories Roger Sperry’s Split Brain Theory - two hemispheres of the brain have specialized functions, with the left Mind Mapping hemisphere typically handling language - creative and logical means of and analytical tasks, while the right note-taking and making that literally maps hemisphere deals with spatial and out your ideas. creative tasks - diagram used to represent ideas or information branching from a central key word and used an aid in study and organization How to make a mind map: - think of your theme and write it on the center of your page - figure out sub-theme of your main concept and draw branches to them - make sure to use very short phrases or words Paul MacLean’s Triune Brain theory - - add images to invoke thought the human brain is organized into three - think of at least two main point for distinct layers, reflecting its each sub-theme you created and create evolutionary development branches out to those Self-esteem and body image - starts in the mind and not in the mirror Self-esteem - how you value and respect yourself as a person - opinion you have of yourself Body image Whole brain model by Ned - mental and emotional Hermann - the brain is divided into - the mental picture that you have of your four distinct thinking styles or body and the way you feel about your quadrants, each associated with body different cognitive functions Common Mental health conditions to adolescents Anxiety Disorders - excessive fear or worry that can interfere with daily activities Mood Disorders - changes in emotional states - persistent feelings Behavioral Disorders - patterns of disruptive behaviors that can impact social, academic, or familial functioning - impulsivity, hyperactivity, or defiance Psychotic Disorders - disconnection from reality Eating Disorders - severe disturbances in eating behaviors and body image Substance use Disorders - compulsive use of alcohol or drugs despite negative consequences