Personal Development Grade 12 1st Quarter Notes PDF

Personal Development Grade 12 | 1st QUARTER Notes 1 | KNOWING ONESELF ❖ The Self Refers to the essence of a person – thoughts, feelings, actions, experiences, beliefs, values, principles, relationships...

Personal Development Grade 12 | 1st QUARTER Notes 1 | KNOWING ONESELF ❖ The Self Refers to the essence of a person – thoughts, feelings, actions, experiences, beliefs, values, principles, relationships, etc. Includes a person’s life purpose, meaning, and ❖ Personality refers to the aspirations. individual differences in Refers to the totality characteristic patterns of of the individual – thinking, feeling and characteristic behaving. attributes, conscious, ❖ The Big 5 Personality (OCEAN) and unconscious, mental Openness to experience - and physical. Open to new things but ❖ Self-concept refers to you careful awareness of yourself Conscientiousness - Actual Self Organization and The true qualities preparedness and Extroversion - Outgoing characteristics of Agreeableness - Caring an individual. for other and self Ideal Self Neuroticism - How we Self-concept of control our emotions what they want to become. ❖ Self Esteem is the overall opinion of yourself. ❖ Self Awareness is the ability to see ourselves clearly. ❖ Johari Window A model for self-awareness and interpersonal relationships. Joseph Luft and Harrington Ingham. ❖ Big 6 Personality (HEXACO) - The way a Honesty-Humility consumer Emotional Control feels; Extraversion emotion Agreeableness about an Conscientiousness attitude Openness to experience object. b. Behavior - Person’s intentions to do something with regard to an attitude object. c. Cognition - Beliefs a consumer has ❖ Self-Knowledge is derived from about an social interactions that attitude provide insight into how object. others react to you ❖ Our brain feels, Making use of all the observes, and thinks and personal resources – through these it forms talents, skills, energy, ideas: and time to achieve life Social Factors - goals. circumstances or ❖ Attitudes situations that Key factor in affect people’s personality development. lifestyle and Manifests itself as well-being behavior as Learning - representative of Involves ongoing, personality. active processes A settled way of of inquiry, thinking and feeling engagement and about someone or participation in something, reflects in a the world around person’s behavior. us. ABC Model of Attitudes Operant a. Affect Conditioning - is  a method of only be inferred learning that uses by an observer or rewards and reported by the punishment to person under modify behavior. study. Modeling - ❖ Cognitive Behavioral Therapy learning by Triangle observing others. 2 | DEVELOPING THE WHOLE PERSON ❖ Thoughts are mental cognitions that include our ideas, opinions and beliefs about ourselves and the world around us. ❖ Feelings are usually caused by physical sensations ❖ Holistic Development experienced by the body Holism as a reaction to a refers to seeing certain external things as a whole stimulus. and as something ❖ Behavior bigger than the is an outward sum of its parts. manifestation or an It is to acting out of the understand people attitudes an individual as to see them in has. their totality. Behavior can either be Holistic Development overt or covert. Rather than focus Overt behavior are on just one aspect actions which are of the problem, it visible and can be is necessary to seen directly, recognize that such as physical various factors movements and interact and verbal statements. influence each Covert behavior other. are actions that can be observed directly. It can  life. ❖ 5 Aspects of Holistic ❖ Self-integration Development Humans are not just social beings, or Physical It is a process of spiritual beings, or Development physical mere physical beings. growth in which the Rather, it is a totality aspects of an individual increase. of these aspects. This also includes The process of the physical attributes integration starts from including the awareness to acceptance five physical senses. and ultimately, the Cognitive The intellectual fulfillment of the whole Development functions of the mind: person. It is a lifelong thinking, recognizing, endeavor. reasoning, The highest development analyzing, projecting, of a person is therefore synthesizing, achieved in relation to recalling and assessing. the completeness of the Psychological This refers to how integration among the Development thinking, feeling different aspects of and behaving is used to development. interact and happen in a person. This 3 | DEVELOPMENTAL STAGES, TASKS, includes AND CHALLENGES IN MIDDLE AND LATE one's psychological ADOLESCENCE health and well- being. ❖ Human Development focuses on human growth Social It most often refers to and changes across the Development how an lifespan, including individual develops physical, cognitive, friendships and social, intellectual, other relationships, as well as how perceptual, emotional they handle conflict and personality growth. with others. ❖ Erikson’s Stages of Psychosocial Development Spiritual Refers to the attribute Development of a person's consciousness and Infancy Trust vs. beliefs, including Mistrust values and virtues that Birth to 18 guide and put months meaning into a person's Influential  figure: Parents and Teachers Favorable Favorable results: being results: able to trust Competence and others Perseverance Unfavorable Unfavorable results: Not results: trusting others Inferiority Virtue: Hope Virtue: Competency Early Autonomy vs Shame Childhood and Doubt Adolescence Identity vs. Role 18 months to 3 Confusion years Puberty to 18 Influential years figures : Parents Influential Favorable figures: Teachers results: and Significant Self-control and Others physical skills Favorable independence results: Sense of Unfavorable self and identity results: Unfavorable Self-restraint, results: defiance, shame Confusion, or doubt indecisiveness, Virtue: Will and antisocial behavior Play Age Initiative vs. Virtue: Fidelity Guilt 3 to 6 years Young Intimacy vs. Influential Adulthood Isolation figures: Parents 21-39 years and Teachers Influential Favorable figures: Friends results: and Romantic Assertiveness and relationships purpose Favorable Unfavorable results: Intimacy results: and commitment Perfectionism Unfavorable Virtue: Purpose results: Weak relationships School Age Industry vs. Virtue: Love Inferiority 6 to 12 years Middle Generativity vs. Influential Adulthood Community figures: Parents 40-65 years  Early Adolescence Influential figures: (10-13 Years of Community Age) Favorable Middle Adolescence results: (14-16 Years of Nurturance and Age) productivity Late Adolescence Unfavorable (17-20 Years of results: Shallow involvement Age) Virtue: Care Puberty Puberty involves Old Age Integrity vs. the physical Despair changes that 65 onwards Influential happen during the figures: adolescent stage. Community The adolescent Favorable body matures results: Sense of sexually. Fulfillment Adolescent Development Unfavorable Four Insights of results: Sense of Loss or Adolescent Bitterness Development: Virtue: Wisdom Adolescence is ❖ Adolescent Development sensational. Adolescence Adolescence Puberty to 18 is social. years Adolescence Transition age is out of from childhood to control. adulthood when sex Adolescence maturation and is rapid physical stressful. development occur Identity vs. Role resulting in Confusion changes in ways of Establishing a feeling, thinking clear personal and acting. identity is Three Stages of important during Adolescence the adolescence stage. You need to be clear of who  you are by knowing many what you want, options. your strengths, Identity weaknesses and Foreclosure interests that A decision will shape you as has been a person. made without Identity – it is looking into the self belief of and what the considering individual think other and feels about alternatives himself Identity Role Confusion – Moratorium The negotiation of A person is self-identity in a trying out sense that there roles or is confusion on activities one’s self-concept in order to or the absence find the of/lack of such most concept suitable Identity Crisis one. The result of Identity Diffusion unclear A person has self-identity you no strong are not sure of opinions or who you are. It is convictions failure to achieve and has made clear sense of no effort to identity learn about Four Identity Statuses or Identity experience Achievement various Commitment options. is high and Piaget’s Stages of the person Cognitive Development has gone Jean Piaget is through a well-known for his period of theories about how exploring our cognitive development varies  from childhood to Formal 11 years and up adulthood. Operational A child can think Each stage Stage logically. They corresponds to a begin to process different level of another cognitive ability individual' s perception, and word thoughts and comprehension. feelings and realize that they Sensoritmotor Birth to 2 years have an opinion or Stage This stage is perception of mainly focused on their own. learning how to interact with your ❖ Kohlberg’s Stages of Moral environment. Development Learning to Moral Development understand that object/s continue Lawrence to exist even if Kohlberg's theory you cannot see of moral them. development is a theory that focuses on how Preoperational 2 to 7 years Stage A child uses children develop symbols (words and morality and moral images) to reasoning. Each represent objects stage but does not characterizes that reason logically. moral logic is There is also a lack of sympathy. primarily focused on seeking and maintaining Concrete 7 to 11 years justice. Operational A child can think 6 Stages of Moral Stage logically. They Development begin to process another individual' s Pre-conventional One's code of perception, Stage 1: morality is not thoughts and Avoiding personal but is feelings and Punishment instead shaped realize that they Stage 2: externally, have an opinion or Self-interest implying that perception of our morality at their own.  problems or performance this level is based on the of developmental tasks. standards of ❖ Developmental Tasks During adults Middle and Late Adolescence and the Adjusting to a new consequences of physical sense of self obeying or Adjusting to new disobeying the intellectual abilities rules they have set. Adjusting to increase cognitive demands at Conventional Begins to school Stage 3: Good internalize the Developing expanded Boy Attitude learned moral verbal skills Stage 4: Law standards they and Order have with their Developing a personal Morality valued role sense of identity models. Establishing emotional Reasoning is and psychological derived from the independence from his or norms of a her parents particular Developing stable and group. productive peer Post-Conventional An individual' s relationship Stage 5: basis of his or Developing a personal Social her morality sense of identity Contract rests on self- Establishing emotional Stage 6: chosen and psychological Universal principles. Ethical independence from his or Principles her parents Developing stable and productive peer ❖ Havighurst’s Developmental relationship Task Theory Learning how to manage Robert J. Havighurst his or her sexuality proposed that Adopting a personal development is value system continuous throughout Developing increased the entire lifespan, impulse control and occurring in behavioral maturity stages, where the person Learning how to manage moves from one stage to his or her sexuality another by means of Adopting a personal either successful value system resolution of  Developing increased long-term, unmanaged impulse control and stress. behavioral maturity ❖ Stress as Stimulus and ❖ Challenges in Middle and Late Response Adolescence Stress may be caused by Attitudes and behavior situations that may be toward sexuality and life threatening or life sexual relationships changing (stressors) Academic concerns ❖ Stress Response Group and Belongingness The collection of Health and Nutrition physiological changes Parents Working Abroad that occur when you face Career Choices a perceived threat—when you face situations 4 | COPING WITH STRESS where you feel the ❖ Stress demands outweigh your Reaction of the mind and resources to body to a stimulus that successfully cope. These disturbs the well- situations are known as being, state of calm, or stressors. When your equilibrium of a person. stress response is ❖ Cause and Effect of Stress triggered, a series of Just as there is great changes occur within variety in the range of your body. emotions you might ❖ Stress Management experience, there are Understand the cause of many possible stress manifestations of stress Analyze your stress – in your private life factors and write them and in your working down life. Deal with the stressors Learn to work under Anxiety Anger Pressure Pressure pressure or unusual Misery Panic conditions Desperation Dejection ❖ Stress Busters Tension Seek Group/Social Support Prolonged stress can be Practice Mindful devastating; burnout, Breathing breakdown, and Keep a Mood Journal depression are some of Listen to a Relaxing the potential results of Song  Do Something Fun ❖ Parietal Lobe Try Grounding Technique The parietal lobe is located behind the 5 | THE POWERS OF THE MIND frontal lobe. ❖ The Brain and How it Works It is involved in The brain works like a organizing and big computer. It interpreting sensory processes information information from other that interprets the parts of the brain. world of our experience. ❖ Temporal Lobe Like a capsule of our The temporal lobe is consciousness, of what located on either side we know and of our of the head on the same memories. level as the ears. It is also responsible It coordinates specific for the overall functions, including functioning of the body. visual memory (facial It is roughly the size recognition), verbal of two clenched fists memory (understanding and weighs about 1.5 kg. language),and interpreting the emotions and reactions of others. ❖ Occipital Lobe The occipital lobe is located at the back of the brain. ❖ Frontal Lobe It is heavily involved The frontal lobe is the in the ability to read largest among the lobes. and recognize printed As indicated by its words, along with other name, it is located in aspects of vision. the frontal part of the brain. ❖ Adolescent Brain It coordinates When a child transitions high-level behaviors, becoming an adolescent, such as motor skills, brain remodeling occurs problem solving, where instead of other judgment,planning and people giving negative attention. It also notions towards manages emotions and adolescents, this impulse control. process helps teenagers  perform activities that ❖ How to Improve your would help improve Intelligence themselves which will Seeking out Mental result in the pathway of Stimulation well-being. Try new things For girls, the brain Challenge yourself reaches its largest constantly physical size around 11 Eliminate certain years old and for boys, conveniences the brain reaches its Network with other largest physical size people around age 14. Engaging in the Right However, the brain Activities doesn’t finish Play an instrument developing and maturing Read regularly until your Do puzzles mid-to-late-20s. The Practice front part of the brain, meditation called the prefrontal Study a second cortex, is one of the language last brain regions to Changing your Lifestyle mature. It is the area Exercise responsible for Eat right planning, prioritizing Improve your sleep and controlling Manage stress impulses. Get checked for All the big changes the underlying brain is experiencing conditions may explain why ❖ Intelligence adolescence is the time Sternberg's Triarchic when many mental Theory of Intelligence, disorders - such as developed by schizophrenia, anxiety, psychologist Robert depression, bipolar Sternberg, proposes that disorder, and eating intelligence is composed disorders - emerge. of three distinct but ❖ Concepts and Theories in interrelated types of Improving Intelligence cognitive abilities: Intelligence – Is defined as the ability to acquire and apply knowledge and skills. ❖ Analytical Intelligence Linguistic The ability to (Academic Intelligence) Intelligence use language It involves the ability effectively, to analyze, evaluate, including and compare information reading, writing, and solve problems. and speaking. People with It's the kind of strong linguistic intelligence measured by intelligence are traditional IQ tests and often good with is crucial for tasks words and that require logical language, such as reasoning and critical poets, writers, thinking. and orators. ❖ Creative Intelligence Logical- The capacity for Creative intelligence Mathematical logical involves coming up with Intelligence reasoning, novel solutions to problem-solving, problems and adapting to and understanding mathematical new situations. concepts. It's about thinking Individuals with divergently and being high logical- innovative. mathematical ❖ Practical Intelligence (Street intelligence Smart) excel in It includes the ability mathematics, scientific to apply knowledge and thinking, and skills in real-world logical situations, often problem-solving. relying on experience and intuition. Spatial The ability to Intelligence think in three dimensions and ❖ Intelligence visualize spatial Howard Gardner's Theory relationships. of Multiple This type of Intelligences, proposed intelligence is in 1983,suggests that important for intelligence is not a careers in fields such as single, general ability architecture, but rather a collection engineering, and of distinct types of visual arts. intelligences Bodily- The capability to Kinesthetic use one's body Intrapersonal The capacity to Intelligence effectively for Intelligence understand physical oneself and one’s activities and own emotions, coordination. motivations, and People with inner states. strong People with bodily-kinestheti strong c intelligence intrapersonal are often skilled intelligence are in activities often self-aware such as dance, and reflective, sports, and excelling in hands-on tasks personal development and Musical The ability to self-management. Intelligence understand, create, and Naturalistic The ability to appreciate music Intelligence recognize, and rhythmic categorize,and patterns. draw upon This includes features of the skills in natural singing, playing environment. musical This intelligence instruments, and is often found in composing music. individuals who are adept at Interpersonal The ability to understanding Intelligence understand and nature and interact working with effectively with natural systems, others. such as Individuals with biologists and high environmentalists interpersonal. intelligence are adept at Existential The ability to communication, Intelligence ponder deep empathy, and questions about understanding human existence, social dynamics, such as the making them meaning of life effective and death. leaders, This intelligence teachers, and involves counselors. philosophical and reflective  evolutionary thinking, often found in development. individuals who This model highlights explore the integration of these existential evolutionary stages, issues and seek emphasizing how they to understand contribute to our humanity's place overall brain function. in the universe. ❖ Brain Theories Split Brain Theory Roger Sperry's Split Brain Theory demonstrates that the two hemispheres of the Neocortex brain have Thought (language, specialized planning, logic, functions, with will & awareness) the left Limbic Brain hemisphere Emotion (feelings, typically handling relationships/nurt language and uring, images and analytical tasks, dreams, play) while the right Reptilian Brain hemisphere deals Instinct with spatial and (survival, creative tasks. breathing, swallowing, heartbeat, startle response) ❖ Whole Brain Model The Whole Brain Model, developed by Ned Hermann, suggests that ❖ Triune Brain Theory the brain is divided Paul MacLean's Triune into four distinct Brain Theory posits that thinking styles or the human brain is quadrants, each organized into three associated with distinct layers, different cognitive reflecting its  functions. This model The main themes posits that individuals radiate from the have preferred thinking central image as styles, which affect how branches. they approach problems The branches and make decisions. comprise a key image or key drawn or printed on its associate line Topics of lesser importance are represented as twigs of the relevant branch. The branches form a connected nodal structure. ❖ Mind Mapping Mind mapping is a highly effective way of getting information in and out of your brain. It is a creative and logical means of note-taking and note-making that literally maps out your ideas. A mind map is a diagram used to represent ideas or information branching from a central key word and used as an aid in study and organization. Characteristics The main idea, subject or focus is crystallized in a central image.