PERDEV_HANDOUTS-MIDTERM.pdf

Department of Education Region X - Northern Mindanao Division of Malaybalay City First Semester- Handouts Personal Development...

Department of Education Region X - Northern Mindanao Division of Malaybalay City First Semester- Handouts Personal Development “Self” is an intangible entity that - Human nature is very complex directs a person’s thoughts and - Human beings have the sole capacity to actions. It is outside the physical reflect upon itself, and in the process, realm of the person. develop self-awareness, become motivated and then desire to grow and change for -In psychology, the “self” is the the better; and are prompted to mature essence of a person: his thoughts, and improve until it reaches its desired feelings and actions, experiences, level of development. beliefs, values, principles, and - It is therefore, natural for human relationships. beings to develop toward maturity and - In religion, the “self” includes a fullness (Rogers, 1961) person’s life purpose, meaning, aspirations, and one’s relationship What is personal Development? with a higher being. - A process in which persons reflect - In sociology, the “self” is said upon themselves, understand who they to be defined by the roles we take discover about themselves, and learn (or when we relate with others, such as unlearn) new sets of values, attitudes, being your parent’s child, being a behavior, and thinking skills to reach classmate, a friend, or teammate. their fullest potential as human beings. - As “the process of striving to be the What do you benefit when you know best that you can be in order to reach and understand who you are? and realize your full potential. It is a ✓ He, understands his strengths journey of self-discovery, self- and weaknesses, his passions improvement, and self-realization.” _ and fears, his life’s desires Zorka Hereford (2007). and dreams. - This means he is aware of his Knowing and Understanding Oneself eccentricities (peculiarities) and Defining the “self” idiosyncrasies (habits), likes and - Adolescence is the time when young dislikes, tolerance and limitations. people start to ask questions about - The person knows his purpose in themselves (future, religious and life (Doherty, 2017). political beliefs). - Meg Selig (2016) suggests that - During the adolescent stage of when a person knew who he is, he development, young person grapples with develops understanding of himself, his or her identity. he would be happier because he can - To know oneself is the first step in express who he is. personal development. - He develops less inner conflict, - For Socrates, the most important make better decision and better thing to pursue was self-knowledge, and choices about everything and admitting one’s ignorance is the understands what motivates him. beginning of true knowledge (Scholtz, - Melig emphasized that when a 2006). person knows himself better, he has ✓ - For Plato, one of Socrates’ the resistance to social pressure, students, the essence of knowledge he is grounded in his values and is self-knowledge. preferences. ✓ “Enquiry into the truth of the ✓ He is less likely to say “yes” 'self’ is knowledge” (ancient Hindu when he wants to say “no”. writings Upanishads). ✓ He develops tolerance and Concept to the self understanding of others. ✓ It is the being- the quality or state of having existence_ the source of a person’s consciousness. ✓ It is the agent responsible for an individual’s thought and actions.  PERSONALITY ✓ In psychology, it is the set of Introspection behaviors, feelings, thoughts, - is the process of examining one's and motives that identifies an own thoughts, feelings, and mental individual. processes. - It involves self-reflection and ✓ Usually described in behavioral self-awareness, where individuals turn terms that are observable and their attention inward to gain a measurable. deeper understanding of their own inner experiences, such as emotions, Different viewpoints of personality thoughts, and beliefs. 1. “Refers to the unique and relatively - is a fundamental aspect of human enduring set of behaviors, feelings, consciousness and self-awareness, and thoughts, and motives that characterize it can be a valuable tool for self- an individual”. improvement, self-understanding, and (Feist &Rosenburg, 2012) personal growth. 2. The uniqueness of an individual’s thoughts, feelings, and behavior; and Self-awareness their being relatively enduring, or - is the ability to recognize and being consistent, over different understand one's own thoughts, situations and over time. feelings, behaviors, and the impact they have on oneself and others. The uniqueness is shown by how a - It involves having a deep and person’s physical and behavioral traits accurate insight into your own are combined to depict friendliness. character, emotions, motivations, and The quality of being the only one values. of its kind. - is a crucial aspect of emotional The quality of being particularly intelligence and personal development, remarkable, special, or unusual. as it enables individuals to make more informed and effective decisions, This consistency through time and the better manage their emotions, and unique manner by which thoughts, improve their relationships with feelings, and behavior are expressed, others. defines personality. - To mean most of the time but not all Holistic development the time. - refers to an approach to personal growth and education that considers the PERSONALITY development of the whole individual, Gordon Allport defines personality as encompassing various aspects of their “A pattern of habits, attitudes, and life, rather than focusing solely on traits that determines an individual’s academic or specific skills. characteristics, behavior, and traits” - It recognizes that individuals are (Sanchez, Abad, & Jao, 2012). complex beings with physical, emotional, social, intellectual, and WHAT SHAPES YOUR PERSONALITY? moral dimensions, and that all these ❖ Personality is influenced by both dimensions are interconnected and nature (heredity or genetic make- influence each other. up), and nurture (environment). - Holistic development seeks to nurture ❖ Personality deals with traits, and and enhance all these aspects to create that trait or disposition is a major well-rounded and balanced individuals. factor in personality. Whole person” – emphasizing the Trait theories complete aspects of a person or his ❖ Trait theory is an approach in totality. identifying types of personalities based on certain MIND AND BODY DUALISM OF DESCARTES traits or attributes, which vary - René Descartes, influenced much of from one person to the other mankind’s thinking with his theory of (traittheory.com). duality or understanding the nature of things in a simple, dual mode. - Western philosophy’s early understanding of duality is one that regards opposites as rigidly the negation of the other, like black or white, good or bad, life or death, and mind or body. Eastern mind duality is a continuous and dynamic (cyclical) movement of In Strong Emotion Person’s Physical these opposing forces. Responses Ying yang- symbol where each of the ▪ faster heartbeat two elements are in a balanced state, ▪ Profuse sweating coexist with each other, and can ▪ Dilation of eye pupils change or transmute into each other. ▪ Higher blood pressure ▪ Muscular tremors -In understanding humans, it is ▪ Affecting the nervous system in important to see the person in his general entirely and not just his parts. ▪ The Various Aspects of Holistic From a neuro-scientific approach, Development of Persons feeling arises from the brain as it interprets an emotion, which is usually PHYSIOLOGICAL caused by physical sensations - The physical attributes including experienced by the body as a reaction to the five physical senses. a certain external stimulus. COGNITIVE - Dr. Antonio R. Damasio (neurologist) - Intellectual functions of the mind: thinking, recognizing, Attitudes and Behavior reasoning, analyzing, projecting, ▪ - Attitudes are a person’s synthesizing, recalling, and thoughts, feelings, and emotions assessing; about another person, object, PSYCHOLOGICAL idea, behavior, or situation. - How thinking, feeling, and behaving ▪ Attitude is a result of a person’s interact and happen in a person; evaluation of an experience with SOCIAL another person, object, idea, - The manner by which an individual behavior, or situation based on interacts with other individuals or his or her values and belief groups of individuals. system. SPIRITUAL ▪ Behavior is a manifestation or - The attribute of a person’s acting out of the attitudes an conscientiousness and beliefs, individual has. including the values and virtues that guide and put meaning into a person’s Values life. - Individual beliefs that motivate BASIC DRIVES AND AFFECT people to act one way or another. - Physiologists often refer to basic - They serve as a guide for human human drives as those that are behavior. biologically related such as hunger and thirst. Post-conventional reasoning - Affect, is the various emotional - is a term commonly associated with experiences such as emotions, moods, Lawrence Kohlberg's stages of moral and affective traits development. Kohlberg's theory describes (Feist & Rosenburg,2012) the development of moral reasoning in FEELINGS AND EMOTIONS individuals over the course of their - Feelings, moods and emotions do lives. not exactly one and the same. - typically refers to the highest stages SIX BASIC EMOTIONS HUMAN BEING of moral development, which are often EXPERIENCE associated with late adolescence and By: Paul Ekman - University of adulthood. California - It's important to note that not all - Happiness, sadness, fear, anger, adolescents reach this level of moral surprise, disgust- (Feist &Rosenburg, reasoning, and many adults may not fully 2012). achieve it either. Emotion is taken from the latin verb, - In post-conventional moral reasoning, movare- means to move or be upset or individuals move beyond conventional agitated. morality, which is based on external - Descriptive term referring to rules and societal expectations, to a variation in level of arousal, more self-reflective and principled affective state or mood, expressive understanding of morality. movements, and attitudes, by Smith (1973) (Sanchez, Abad, & Jao 2002) Role confusion - is a concept often discussed in the 2. Autonomy vs. Shame and Doubt (Early field of psychology and human Childhood, 1-3 years): Toddlers begin to development. It is primarily assert their independence and autonomy. associated with Erik Erikson's theory Success in this stage leads to feelings of psychosocial development. of self-control and self-confidence, - According to Erikson, individuals while failure can result in shame and go through a series of psychosocial doubt. stages throughout their lives, and each stage presents a specific crisis 3. Initiative vs. Guilt (Preschool, 3-6 or challenge that needs to be years): Children start to take the resolved for healthy development. initiative in activities, both play and - specifically pertains to the fifth social interactions. If they are stage of Erikson's theory, which encouraged, they develop a sense of occurs during adolescence, typically purpose and initiative. If not, they may from ages 12 to 18. experience guilt. - This stage is known as "Identity vs. Role Confusion." During this 4. Industry vs. Inferiority (Elementary stage, individuals grapple with School, 6-12 years): This stage is questions related to their identity marked by the development of skills and and the roles they are expected to competence. Children who are successful play in society. in their endeavors feel a sense of - Role confusion can arise when industry, while those who are not may individuals struggle to establish a develop feelings of inferiority. sense of identity and the roles they should adopt in their life. 5. Identity vs. Role Confusion - They may feel uncertain about their (Adolescence, 12-18 years): Adolescents values, beliefs, and aspirations. grapple with issues of identity, They might also find it challenging including their roles in society and to integrate the various roles they self-identity. Successfully navigating are expected to fulfill, such as this stage leads to a strong sense of those of a student, child, friend, self, while failure may result in and potentially a part-time job or confusion about one's role and identity. other responsibilities. - It's important to note that role 6. Intimacy vs. Isolation (Young confusion is not limited to Adulthood, 18-40 years): This stage adolescence; individuals can focuses on forming intimate experience similar challenges at relationships with others. Those who are various points in their lives as they successful in this stage develop encounter new roles and life meaningful connections, while those who transitions. The concept underscores fail may feel isolated. the significance of self-discovery and identity formation in human 7. Generativity vs. Stagnation (Middle development. Adulthood, 40-65 years): Adults seek to contribute to society and the next Erik Erikson was a German-American generation, either through work, family, developmental psychologist known for or community involvement. Failure in his theory of psychosocial this stage can lead to a sense of development. stagnation. - He proposed that individuals go through a series of eight stages, 8. Ego Integrity vs. Despair (Late each marked by a psychosocial crisis Adulthood, 65+ years): In the final or conflict that must be resolved for stage, individuals reflect on their life healthy development. These stages and experiences. Those who have a sense span the entire lifespan, from of accomplishment and fulfillment infancy to old age. develop ego integrity, while those who feel regret and unfulfilled ambitions Here are Erickson's stages of may experience despair. psychosocial development: Middle adolescence, typically spanning 1. Trust vs. Mistrust (Infancy, 0-1 from around ages 14 to 17, is a crucial year): During this stage, infants period of development marked by several learn to trust their caregivers and key developmental tasks and challenges. the world around them. The primary These tasks are not universal and can conflict is between trust and vary from individual to individual, but mistrust. they provide a general framework for understanding the changes and growth that occur during this stage of life. Some of the important developmental 8. Risk-Taking and Decision-Making: tasks during middle adolescence Adolescents are more likely to engage in include: risk-taking behaviors during this stage. Learning to make informed and 1. Identity Formation: Adolescents in responsible decisions is an essential this stage continue to explore and task, especially with regard to issues define their sense of self, including like substance use, sexual activity, and their values, beliefs, interests, and peer pressure. personal identity. They may experiment with different roles and 9. Peer Pressure and Conformity: personas as they seek to understand Adolescents often face pressure to who they are and who they want to conform to peer norms and expectations. become. Developing the ability to resist negative peer pressure and make 2. Autonomy and Independence: Middle independent choices is crucial. adolescents strive to gain more independence from their parents or 10. Future Orientation: Middle caregivers. They begin to make more adolescents begin to think about their decisions for themselves and take on future in a more concrete way. They greater responsibilities, such as consider long-term goals, such as higher managing their own schedules, chores, education, career aspirations, and and possibly part-time jobs. relationships. 3. Peer Relationships: Developing and Defining Stress maintaining relationships with peers - A reaction of the mind and body to a becomes a central focus during middle stimulus that disturbs the well-being, adolescence. Friends play a state of calm, or equilibrium of a significant role in an adolescent's person. life, and these relationships often -There is a common belief that stress is influence their self-esteem, values, unhealthy but discussions among experts and behaviors. conclude that this is not entirely the case. 4. Emotional Regulation: Adolescents - Psychologists have agreed that small in this stage continue to work on and sporadic amounts of stress can be their ability to regulate emotions, helpful and beneficial to individuals cope with stress, and manage while excessive amounts of stress interpersonal conflicts. They may sustained over a lengthy period of time experience intense emotional can be destructive to both physical and fluctuations and learn how to deal mental health. with these emotions in a healthy manner. Points of view about stress: 5. Academic and Career Planning: Stress as stimulus- stress is caused by Middle adolescents start to think situations that may be life-threatening more seriously about their academic or life-changing, such as separation, and career goals. They may explore moving into a new home, or having a new various educational and vocational job. pathways, select courses, and plan Stress as response- the way the body for their post-high school future. reacts to challenging situations. - This involves the interactions between 6. Developing Morality and Values: the hormones, glands, and nervous system Adolescents refine their moral and where the adrenal gland drives the ethical values, often questioning and production of cortisol or better known challenging the beliefs they were as “stress hormone”- The production of taught in childhood. They begin to cortisol enables a person’s body to form their own value systems and produce the energy it needs to gear it principles. toward action. - Another response of the body similar 7. Body Image and Self-Esteem: Middle to the production of cortisol is the adolescents experience significant release of a substance called physical changes, and their self- norepinephrine, which triggers the esteem is often linked to their body body’s reaction, such as an increased image. They may grapple with issues heart rate, higher blood pressure, and related to body confidence and self- respiration, to prepare the body for acceptance. action. -The adolescent’s physical response to stress is faster than that of an adult 6. Hobbies and Interests: Encourage the simply because the part of the development of hobbies and interests that adolescent’s brain, the prefrontal bring joy and relaxation. Engaging in cortex, that assesses danger and creative, enjoyable activities can be an directs action during stress is not effective stress relief. yet fully developed. 7. Problem-Solving Skills: Teach problem- Stress is relational solving skills. Adolescents should learn - when a person experiencing stress how to identify problems, brainstorm takes a step back to look at the solutions, and take action to address situation that is causing the stress, them. and assesses it. - Assessment here means that when the 8. Positive Self-Talk: Promote positive person allows reasoning to prevail and self-talk and self-compassion. Help them weigh the relevance or irrelevance of challenge negative thoughts and replace the situation. them with positive ones. Procrastination 9. Limit Technology: Encourage - to be slow or late about doing responsible use of technology and social something that should be done media. Excessive screen time can - to delay doing something until a contribute to stress and anxiety. later time because you do not want to do it, because you are lazy, etc. 10. Seek Professional Help: If the stress becomes overwhelming or persistent, it's Coping with stress important to seek help from a mental health professional. Therapy or During adolescence can be challenging, counseling can provide effective coping as it's a period of significant strategies. change, both physically and emotionally. Adolescents often face 11. Peer Pressure Education: Talk to them academic pressures, peer pressure, and about peer pressure and how to say "no" self-identity issues. Here are some to risky behaviors. Let them know that strategies to help adolescents cope it's okay to stand up for their values with stress effectively: and beliefs. 1. Open Communication: Encourage open 12. Set Realistic Expectations: Help and honest communication. Let them adolescents set realistic academic and know that it's okay to talk about personal goals. Unrealistic expectations their feelings and concerns. Be a can lead to unnecessary stress. supportive and non-judgmental listener. 13. Empower Independence: Encourage autonomy and independence. Adolescents 2. Healthy Lifestyle: Encourage need to learn to make their own decisions regular physical activity, a balanced and face the consequences, which can help diet, and adequate sleep. Physical them develop resilience. well-being is closely tied to emotional well-being. 14. Teach Stress-Reduction Techniques: Adolescents can benefit from learning 3. Time Management: Help them develop techniques like time management, good time management skills to balance organization, and setting priorities. their schoolwork, extracurricular activities, and downtime. A well- 15. Promote Mindfulness: Mindfulness structured routine can reduce stress. practices can help adolescents become more aware of their thoughts and 4. Relaxation Techniques: Teach emotions, allowing them to respond to relaxation techniques like deep stress more effectively. breathing, mindfulness, or progressive muscle relaxation. These methods can The placebo effect is a psychological and help reduce anxiety and stress. physiological phenomenon in which a person experiences real improvement in 5. Social Support: Foster a supportive their condition or symptoms after social network. Friends and family can receiving a treatment that has no be a crucial source of emotional therapeutic effect. support during difficult times. These treatments are often referred to Parts of the brain: as placebos. The key characteristic of the placebo effect is that the o Cerebrum: The cerebrum is the improvement is not a result of the largest and most prominent part of treatment itself but rather the the brain. It is divided into two person's belief in the treatment's hemispheres, the left and the effectiveness. right, and is responsible for higher cognitive functions, Key points about the placebo effect: including thinking, perception, 1. Psychological Influence: The decision-making, and voluntary placebo effect demonstrates the motor movements. It is further powerful influence that the mind can divided into four lobes: have on the body. When a person - Frontal Lobe: Involved in motor believes they are receiving a real function, problem-solving, treatment, their expectations and spontaneity, memory, language, psychological factors can lead to initiation, judgement, impulse actual physiological changes. control, and social and sexual behavior. 2. Common Examples: Placebos can come -Parietal Lobe: Processes sensory in various forms, such as sugar pills, saline injections, or even fake information it receives from the surgeries. In clinical trials, a outside world, mainly relating to control group is often given a placebo spatial sense and navigation to determine the true effectiveness of (proprioception), the main sensory a new drug or treatment. receptive area for the sense of touch. 3. Mechanism: The exact mechanisms -Temporal Lobe: Involved in behind the placebo effect are not processing auditory information and fully understood, but it is thought to is also important for the involve the release of endorphins, processing of semantics in both dopamine, and other neurotransmitters speech and vision. that can reduce pain or improve symptoms. Expectation, conditioning, -Occipital Lobe: Primarily and the patient's relationship with responsible for visual processing. the healthcare provider are all factors that can contribute to the o Cerebellum: The cerebellum is placebo effect. located at the back of the brain and is responsible for coordinating 4. Ethical Considerations: While motor functions, balance, posture, placebos are sometimes used in and muscle memory. clinical research, their use in o Brainstem: The brainstem is located medical practice can be ethically at the base of the brain and complex. It's generally considered connects the brain to the spinal unethical to deceive patients into thinking they are receiving a real cord. It includes three main parts: treatment when they are not. In o Medulla Oblongata: Controls vital clinical practice, placebos are functions like breathing, heart typically only used when no other rate, and blood pressure. effective treatment is available, and o Pons: Acts as a relay station, with informed consent. transmitting signals between different parts of the brain. 5. No Replacement for Real Treatment: o Midbrain: Involved in functions The placebo effect should not be like vision, hearing, and motor confused with actual medical control. treatments. It does not cure diseases o Hippocampus: The hippocampus is or provide long-term relief. It can, however, offer temporary relief of crucial for the formation of new symptoms and can play a role in the memories and spatial navigation. perception of a treatment's o Amygdala: The amygdala plays a key effectiveness. role in processing emotions, particularly fear and anger. o Thalamus: The thalamus acts as a relay station for sensory information, directing it to the appropriate areas of the cerebral cortex. o Hypothalamus: The hypothalamus regulates many important functions, including body temperature, hunger, thirst, and the body's sleep-wake cycle. It is also involved in the release of hormones from the pituitary gland. o Pituitary Gland: Often called the "master gland," the pituitary gland controls the release of hormones that regulate various bodily functions, including growth, metabolism, and reproduction. o Basal Ganglia: This group of structures is involved in motor control, as well as various cognitive functions and emotional control. o Limbic System: The limbic system includes the hippocampus, amygdala, and other structures. It is involved in emotions, memory, and motivation. o Cingulate Cortex: This part of the brain is involved in processing emotions and regulating behavior. o Corpus Callosum: This is a bundle of nerve fibers that connects the two hemispheres of the brain, allowing them to communicate. o Prefrontal Cortex: Located in the frontal lobes, the prefrontal cortex is responsible for complex cognitive behavior, decision-making, personality expression, and social behavior. AG_Canz