PER Development PDF

**PER DEVELOPMENT** **UNIT 1** **Adolescene**\ is the stage of self--discovery.It is the time when young people build their identities and learned more about themselves as they go through life's different changes and challenges. The goal is not only to know oneself,but also to accept who one is.Wi...

**PER DEVELOPMENT** **UNIT 1** **Adolescene**\ is the stage of self--discovery.It is the time when young people build their identities and learned more about themselves as they go through life's different changes and challenges. The goal is not only to know oneself,but also to accept who one is.With the acceptance is the power to make things happen and also,the power to make things happened and also,the power to build a life that he/she desires. **Self-concept. -**It is your perception of yourself, how you define and understand yourself as a multi-dimensional (physical, spiritual, emotional, social, and moral) human being. THREE ESSENTIAL COMPONENT OF SELF CONCEPT **Physical characteristics** are used to describe how you look in either a positive or negative way; **Personality traits** are the stable characteristics that determine your behavior; and **Social identity** would refer to the social group where you belong \***Self-complexity, -** or the different ways in which you think about yourself, can be high or low according to researchers. **\*Self-esteem-**a positive or negative self-evaluation of the self-concept **\*Self-worth-**how much you value yourself \***Self-efficacy-** your belief and confidence that you can accomplish tasks and control your environment **Self-Concept as a Product of Social Relationships** In 1902, American sociologist Charles Horton Cooley popularized the concept of the looking glass self wherein he theorizes that people around you serve as mirrors that reflect how you see yourself. **\*Self-awareness** is the ability to know yourself extensively, not just regarding traits and characteristics, but also knowing your inner state and how you think. It is a deeper understanding of your emotions, belief systems, and patterns in behavior and thought that should allow us to effectively redirect negative traits into positive ones if needed **\*Self-Awareness Theory** When you focus on yourself, there is the tendency to compare what you currently observe to the standards you set for yourself. **\*Self-Discrepancy Theory** When there is a mismatch between your ideal self and your actual self, this becomes a source of distress for you and is much likely to affect your self-esteem. **Self-Concept Clarity**\ Having a clear and defined self-conceptz +-----------------------+-----------------------+-----------------------+ | | Low External | High External | | | SelfAwareness | SelfAwareness | +-----------------------+-----------------------+-----------------------+ | High Internal | **INTROSPECTORS** | **AWARE** | | Self-Awareness | | | | | you are aware of who | \- you understand | | | you are but fail to | yourself and seek out | | | get feedback from | opinions others have | | | others | of you | +-----------------------+-----------------------+-----------------------+ | Low Internal | **SEEKERS** | **PLEASERS** | | SelfAwareness | | | | | you lack knowledge of | you value others' | | | yourself and how | perceptions of | | | others see you | yourself with little | | | | regard to what is | | | | important to you | | | | personally | +-----------------------+-----------------------+-----------------------+ Steps to Become More SelfAware Ask yourself why. Delay gratification. Take feedback constructively. Let go of biases. Use tools to know yourself. Reflect often. **DISCOVERING UNIQUENESS** **Individual differences** -It refers to the differences and similarities among people in a psychological way. **Demographics** It is the statistical characteristics of people like age, gender, religion or socioeconomic status. This information is meant to provide a quick view of how members of different groups are categorized. **Social Learning Theory** According to him, people learn from each other. They do this through observation, modeling, and imitation. Conditions for Effective Modeling 1. **Attention.** It refers to the active processing of specific information about your surroundings. An increased or decreased level of attention given to a specific person, object, action, or event affects the imitation of behavior. 2\. **Retention.** It is described as remembering the person, object, action, or event where attention is given. 3\. **Reproduction.** It is the duplication of the object, action, action, or event. 4\. **Motivation.** It is the push to imitate or duplicate. **Reciprocal Determinism.** Bandura also emphasized that the person's behavior and the world cause each other. This means that when a certain behavior is imitated by another, this can cause a chain reaction in which other people will begin to imitate this behavior until it becomes a habit or accepted by many **Journals as Tools of Self-Reflection** Writing in a journal is a good way of expressing emotions instead of venting them out. You can write anything in a journal and can reflect on the passages that you have written. **Benefits of keeping a journal** A way to vent or express safely. It enhances creativity. Recording good ideas. Habit formation. Mental health tool. **UNIT 2 BEING MINDFUL WITH SELF** The moment we recognize that the self is not something ready-made, but something in continuous formation through choice of action, the whole situation clears up." --- John Dewey **LESSON 1: HOLISTIC DEVELOPMENT OF THE SELF** **HOLISM** t is the tendency in nature to form wholes that are greater than the sum of the parts through creative evolution. **THE FIVE AREAS OF PERSONAL DEVELOPMENT** **PHYSIOLOGICAL DEVELOPMENT** \*Some major physiological changes occur during **puberty.** \*These changes are from the **reproductive hormonal activity and central nervous system.** \*Adolescence is a crucial period of establishing **patterns of health-influencing behaviors.** **COGNITIVE DEVELOPMENT** \*Some major physiological changes occur during **puberty.** \*These changes are from the **reproductive hormonal activity and central nervous system.** \*Adolescence is a crucial period of establishing **patterns of health-influencing behaviors.** **SOCIAL AND EMOTIONAL DEVELOPMENT** \*inherent and innate capability to reach out and form relationships \*four basic emotions: happy, sad, fearful or surprised, and disgusted or angry involves **understanding and managing** our emotions, **resolving social conflicts, and making responsible decisions** \*important in building relationships, solving problems, and coping with challenges **SPIRITUAL DEVELOPMENT** \*the discovery and experience of the **inner guide** that steers the **values and virtue** of a person \***adolescence** -- interconnectedness and empathy \***adulthood --** search for meaning in life and self-transcendence **PSYCHOLOGICAL DEVELOPMENT** \*how our cognitive, affective, and behavioral elements of attitude act in accordance with or in opposition to another \*under **developmental psychology** **\*Erikson's eight stages of psychosocial development theory** -- various stages of identity development \*Maturation timeline in our life has conflicts in terms of our personal and social needs, according to Erikson. **PERSONAL DEVELOPMENT AND STRESS MANAGEMENT** **\*stress** -- reaction to demands and pressures; challenges our ability to cope \***stressor** -- any event, force, or condition that results in stress \*Improving the five critical areas of personal development improves our ability to manage life challenges. **LESSON 2: INTEGRATION OF THOUGHT, FEELINGS, AND BEHAVIOR** "We are what we repeatedly do. Excellence, then, is not an act but a habit." --- Aristotle **DUALISM** It is the recognition and comprehension of the dual nature of things. **MIND AND BODY CONNECTION** Your thoughts, beliefs, feelings, and attitudes affect the body positively or negatively. A healthy mind means having a healthy body as well. **MIND AND BODY CONNECTION; EXAMPLE** Jane loves to drink alcohol and smoke. Due to the long-term effects of these activities, she was diagnosed with cancer. Upon learning this, Jane became depressed and lost hope that she would still recover. **COGNITIVE BEHAVIORAL THERAPY** According to this technique, your behavior is affected by your thoughts and feelings. **BREAKING THE CYCLE** \*Rewards and associatio \*changing irrational beliefs \*reflection instead of automatic judgments **Taking Care of the Mind and Body** Sleep. Exercise. Meditate. Read a magazine or a book. Write a journal. Schedule a "me" time. Rest during weekends. Remind yourself to smile and be happy. **UNIT 3: ENTERING THE PHASE OF MIDDLE AND LATE ADOLESCENCE** Adolescents learn new cognitive skills that help them use creative problem-solving, decision-making, and conflict-resolution strategies. They should be able to see into the future and understand the consequences of their actions. **LESSON 1: DEVELOPMENT TASKS OF MIDDLE AND LATE ADOLESCENTS** Adolescence is known as a period of change for young people. Adolescence is divided into three stages**:** ------------------------- --------- **DEVELOPMENTAL STAGE** **AGE** EARLY ADOLESCENCE 10-13 MIDDLLE ADOLESCENCE 14-16 LATE ADOLESCENCE 17-19 ------------------------- --------- Each developmental stage in adolescence is characterized by different milestones in the **physical, cognitive, and socio-emotional domains.** **PRINCIPLES OF DEVELOPMENT** -------------------- -------------------------------------------------------------------------------------------------------------------- **PRINCIPLE** **DEFENITION** **Sequential** This principle of development happens in a fixed sequence. **Individualized** This principle of development emphasizes that one's development is influenced by his or her genes and environment. **Gradual** The idea of development, like the development of a tree, does not happen instantly. **Holistic** **I**n this principle of development, the person must be looked at as a whole person. -------------------- -------------------------------------------------------------------------------------------------------------------- **CONSEQUENCES OF CHANGE** ------------------------------------------- -------------------------------------------------------------------------------------------------------------------- **CONSEQUENCE** **DEFENITION** **STORM & STRESS** G. Stanley Hall claims that during these years, adolescents go through depressed moods due to peer relations. **IDENTITY VS. IDENTITY CONFUSION** Erik Erikson stresses that individuals face certain conflicts at each stage of development and must overcome them. **IMAGINARY AUDIENCE AND PERSONAL FABLE** According to David Elkind, adolescents think they are on a stage, and everyone's attention is on them. ------------------------------------------- -------------------------------------------------------------------------------------------------------------------- 1. **ACCEPT,CARE AND PROTECT ONE'S PHYSICAL BODY** 2. **MANAGE ONE'S BSEXUALITY AND THE ROLES THAT GO WITH IT** 3. **SELECT AND PREPARE FOR A JOB CAREER** 4. **ADOPT A PERSONAL SET OF VALUES TO GUIDE BEHAAVIOR**