Personal Development Handouts PDF

First Semester- Handouts Personal Development - Human nature is very complex “Self” is an intangible entity that directs a - Human beings have the sole capacity to reflect person’s thoughts an...

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