Perdev L1-L8 Reviewer PDF

**PERDEV L1 -- SELF DIMENSIONS** **Self - concept** - Refers to your awareness of yourself -Knowledge representation that contains knowledge about us. **(Neill, 2005)** - Idea we have about who we are---physically, emotionally, socially, spiritually, and in terms of any other aspects that make up...

**PERDEV L1 -- SELF DIMENSIONS** **Self - concept** - Refers to your awareness of yourself -Knowledge representation that contains knowledge about us. **(Neill, 2005)** - Idea we have about who we are---physically, emotionally, socially, spiritually, and in terms of any other aspects that make up who we are **Self -- image** - Emotions and ideas about your name, body, sex, sexuality and age **Ideal self -** your ideal self is the self that you aspire to be. **Self-esteem** - It is the affective and evaluative dimension of the self that contains our value for the self **CARL ROGERS** (American psychologist) "We have a desire for self -- actualization" **Self-introspection** - thinking about your own mental state. **Self-affirmation -** behavioral or cognitive events that sustain, support and strengthen the perceived integrity of the self (*Steele,* *1988, cited in Schmeichel & Vohs, 2009*). **Self-disclosure** - Sharing and expression of important personal information to others. **Ingredients for Self-development** - Belief - Acceptance of challenge - Courage - Motivation - Planning and implementation **L2-DEVELOPMENT** **Development** - act, process, or result of developing **Psychology**- Science of mental processes and behavior **Developmental psychology** - a scientific approach which aims to explain growth, change and consistency though the lifespan. **Puberty** -"pubertas" = age of manhood -Maturation of sexual apparatus and reproductive capacity. -One of the early description were from *Aristotle* in his *Historia Animalium* **Adolescence -- "**Adolescere" = to grow**-** **-** Period of mental, emotional, social and physical maturity ***Areas of Personal Development*** ***\~ Physiological Development -*** refers to the physical changes in the body, senses and skills related to movement. \~***Cognitive development*** - refers to the individual's intellectual abilities as shown in thoughts, attitudes, belief, and values. -It affects the way we make: Decisions, Details and Solutions to problems \~***Social development** -*refers to our capacity to relate with others. **Horrocks and Benimoff** (1966) explicated the peer pressure among adolescence **ABUSE affects SOCIAL DEVELOPMENT** **(October 2016) -** Eighty percent (80%) of the 3,866 respondents aged 13-24 years had experienced some form of violence in their lifetime, whether in the home, school, workplace, community or during dating. \~***Emotional development*** -How we feel/perceive our surroundings? -How feelings and emotions differ? Signs of Maturity: -Do not blow up (10-10-10 decision-making) -Wait for the proper time and proper manner to steam off -Assess the situation (Decision-tree) -Emotional Catharsis **Spiritual development** -Discovering what is beyond our self; our inner essence as a spirit, soul, or meaning life. -Religious Awakening, Religious Doubt, Religious Reconstruction **L3 -- DEVELOPMENT STAGES** ***\~Pre-natal*** (Conception to birth) -Age when hereditary endowments and sex are fixed and all body features, both external and internal are developed. **\~Infancy** (Birth to 2 years) - Foundation age when basic behavior is organized and many ontogenetic maturation skills are developed. **\~Early Childhood** (2 to 6 years) -Pre-gang age, exploratory, and questioning. Language and Elementary reasoning are acquired and initial socialization is experienced. **\~Late Childhood** (6 to 12 years) -Gang and creativity age when self- help skills, social skills, school skills, and play are developed. **\~ Adolescence** (puberty to 18 years) -Transition age from childhood to adulthood when sex maturation and rapid physical development occur resulting to changes in ways of feeling, thinking and acting. \~**Early Adulthood** (18 to 40 years) - Age of adjustment to new patterns of life and roles such as spouse, parent and bread winner. **\~Middle Age** (40 years to retirement) -Transition age when adjustments to initial physical and mental decline are experienced. \~**Old Age** (Retirement to death) - Retirement age when increasingly rapid physical and mental decline are experienced. **Robert J. Havighurst -** "Development is continuous throughout the entire lifespan." -"We progress from one stage to another by resolution of problem or performance of a task. **DEVELOPMENTAL TASK** 1\. Adjust to higher cognitive demands of the school 2\. Adjust to higher demands for verbal communication 3\. Manage speech properly 4\. Develop stable peer relationships 5\. Manage sexuality "On how to be a responsible adolescent" From the studies of Corpuz et.al.(2010) & Santos (2016) 1. Developing Occupational Skills 2. Developing self-reliance 3. Learning to manage finances 4. Understanding social responsibility 5. Acquiring a mature work orientation 6. Accepting Personal responsibility 7. Instilling a positive attitude towards work 8. Being courageous in standing up and being different from friends 9. Developing self-esteem 10. Being true to oneself 11. Learning media/advertising try to influence one's thinking and feeling 12. Becoming aware, critical and involved with social issues **L4 -- MENTAL HEALTH** **Friedrich, Mendez & Mihalas, 2010** "Achievement of expected developmental milestones and establishment of effective coping skills, secure attachments and positive social relationship" **WHO, 2014 -** "SELF-ACTUALIZATION of one's intellectual and emotional potential" **Mental health** --a dynamic state of internal equilibrium which enables individuals to use their abilities in harmony with universal values of society. Basic cognitive and social skills; ability to recognize, express and modulate one\'s own emotions, as well as empathize with others; **Vulnerabilities** - the quality or state of being exposed to the possibility of being attacked or harmed, either physically or emotionally. *TYPES OF VULNERABILITIES:* Biological Vulnerability & Early Experience *FACTORS THAT COULD CONTRIBUTE* *TO MENTAL HEALTH PROBLEMS:* -Biological factors, (genes or brain chemistry) -Life experiences, such as trauma or abuse -Family history of mental health problems; -Stress **Dr. Janette Nesheiwat** "High cortisol levels secreted due to stress damage and reduce the volume of the brain," **MENTAL ILLNESS -** dysfunction within the brain that negatively affects someone\'s thoughts, emotions, and/or behaviors and interferes in his/her ability to live a full life in society **Mental Illness-** refers collectively to all diagnosable mental disorders health conditions involving a\. Significant changes in thinking, emotion and/or behavior b\. Distress and/or problems functioning in social, work or family activities Road to Psychological Well-being: -Getting Support, Social Skills, Problem-solving skills, Developing Self Esteem **L5- ASPECT OF PER. DEVELOPMENT** Somatic Nervous System - highway of message from the brain to control voluntary movements. Autonomic Nervous System -- controls involuntary muscles like stomach, heart as well as the endocrine system. It has two (2 branches. *Sympathetic and Parasympathetic branch.* **Stress-** an adaptive response. *Prolonged stress* is bad news (Cortisol levels affects antibodies production). [Acute stress] - Activated through sympathetic branch of Autonomic Nervous System \- Main hormones: Adrenaline and Noradrenaline \- Effect: Fight or Flight response; tend and befriend for females (Taylor et al, 2000) [Chronic Stress] -Activated by HPA Axis (Hypothalamus, Pituitary Gland and Adrenal Glands) \- Main hormone: Cortisol (+ 20 other hormones) \- Effects: Increased energy, increased pain tolerance, and reduced immune response. NOTE! Stress affects health, you should account individual (subjective experience) differences in stress managements (try the SRRS test by Holmes and Rahe, 1967). 3\. Eustress or stress within normal range is healthy for personal development. **DEALING WITH STRESS** *Stress management* are [formal approaches] (i.e. SIT, Drugs, Hardiness training, biofeedback) while *coping mechanisms* are usually [self-made]. **Kelly McGonigal-** Health psychologist discusses a *three-step process* to shifting your mindset when anxiety arises. 1\. *Acknowledge* stress when experience it 2\. *Welcome* the stress by recognizing that it\'s a response to something you care about 3\. Make *use* of the energy that stress gives you, instead of wasting that energy trying to manage your stress **Friedrich, Mendez &Mihalas, 2010** "Achievement of expected developmental milestones and establishment of effective coping skills, secure attachments and positive social relationship. -The ability to enjoy life and create balance between life activities and efforts to achieve emotional resilience." **Parts of the brain:** **Brain Stem** **Cerebellum**- coordinates movement and is involved in learned rote movements. **Cerebrum-** source of intellectual activities. It holds your memories, allows you to plan, enables you to imagine and think. **Laterality** Contralateral- one hemisphere controls the opposite side of the body Ipsilateral -- connections are between the same sides Laterality (Hemispheric asymmetry) -- preference over one side **Localization** - Cortical Specialization *[Powers of the Mind: Roger Sperry and Brain Lateralization]* **Left Hemisphere of the Brain** Language, Numbers, Analysis **Right Hemisphere of the Brain** Expression, EQ, Imagination *[Brain Localization or Lobes of the Brain\ ]*-**Frontal Lobe** controls our primary voluntary movement \- **Parietal Lobe** contains our somatosensory area which controls our sensory signals such as touch, pain, pressure, and thermal sense (heat). -**Occipital Lobe** for visual perception -**Temporal Lobe** for processing of auditory stimuli and hearing **Roger Sperry** -- American Psychologist (Pioneer of *Split-brain theory*) \- Cerebrum, divided into two hemisphere. (*Left and the right*) \- Each hemisphere is associated with certain brain functions like, left for logic (language, numbers, critical thinking) & right for creativity (expression, emotional intelligence \- Two hemisphere communicates through the tissue called **corpus callosum**. *[Whole Brain Theory]* of **Ned Herrman** there are 4 (four) quadrants of thinking and learning: Analytical, Practical Relational and Experimental. **\~Emotional Damage\~** **Anger-** arises when we are blocked from pursuing a goal and/or treated unfairly **Surprise-** when we encounter sudden and unexpected sounds or movements **Sadness-** Result of loss of someone or something important **Happiness -** Arising from connection or sensory pleasure. **Fear -** arises with the threat of harm, either physical, emotional, or psychological, real or imagined. **Disgust -** feeling of aversion towards something offensive, through senses, ideas, or appearance. **Emotions by Paul Ekman (1972) -** a process or a particular kind of automatic appraisal influenced by our evolutionary and personal past in which we sense that something important to our welfare is occurring, and a set of psychological changes and emotional behaviors begins to deal with the situation. **Emotions** function to guide us to survive and thrive, these are electrochemical signals, which regulates everything -- even our thoughts. **Emotional Intelligence**- our ability to identify, understand, and utilize our emotions. **Emotional Intelligence, Goleman (1995)** -Motivate ourselves -Persist in the face of frustrations -Control impulses and delay gratification -Regulate our moods -Keep distress from overwhelming our thinking -Create empathy and hope **Self-Awareness -**ability to accurately sense and identify personal feelings, understand, and evaluate, and accept them **Dr. Robert Plutchik's Core Emotions** Sadness versus joy Anger versus fear Expectation versus surprise Acceptance versus disgust **Dr. Robert Plutchik's Wheel of Emotions** -midbrain (or the limbic system) of a human is similar to that of other mammals. Animals and humans experience the same basic emotions. \~**Survival Issues**- most influential role of emotions is to help us survive. **\~Survival behaviors by Screenr, 2017)** -Protection -Destruction -Elimination -Incorporation --Rejection -Reproduction -Reintegration --Orientation -Exploration **Self-Management-** ability to use your emotions to turn situations to your benefit. Using feelings to reason well and act intentionally **Self-Motivation -** means the drive to meet our needs and goals **Social Awareness/ Social Skills -** Refers to how people handle relationships and awareness of other's feelings, needs, and concerns **Empathy -** ability to hear and understand unspoken and implicit thoughts and concerns of others. **On Empathy: Don't do these (SUDS)** \- Solving the problem - Unsolicited advice \- Dismissing feelings - Sarcasm **Charles R. Swindoll** "Life is 10% what happens toyou and 90% how you react to it"