PerDev-Reviewer.pdf

PERDEV REVIEWER - In effect, highly self-aware people feel more pressure to live up to their ideals than those who...

PERDEV REVIEWER - In effect, highly self-aware people feel more pressure to live up to their ideals than those who do not know themselves well enough 1.1 – Taking A Look At Oneself Self-Concept Clarity - Helps you and your desire to become self-aware Factors that influence self-concept and self-esteem by providing a more stable view of your positive - The way individuals compare themselves to traits others - This creates higher self-esteem and less - The extent to which they identify with other vulnerability to the stress caused by people inconsistencies between the actual self and the - The way others react to them ideal self APPROACHES TO UNDERSTANDING YOURSELF TYPES OF SELF-AWARENESS Self-Concept Internal Self-Awareness - Refers to your perception of yourself and how you - Clearly seeing your inner self: your personality, define and understand yourself as a values, desires, reactions, and impact on other multidimensional (physical, spiritual, emotional, people social, and moral) human being External Self-Awareness Components of Self-Concept - Understanding how others see you Physical Characteristics – used to describe how you look in a positive or negative way STEPS TO BECOME MORE SELF-AWARE Personal Traits – stable characteristics that 1. Ask yourself why determine your behavior 2. Delay gratification Social Identity – refer to the social group where 3. Take feedback constructively you belong 4. Let go of biases Self-Complexity 5. Use tools to know yourself - Various ways in which you can think about 6. Reflect often yourself, which can be high or low according to researchers Charles Horton Cooley’s Looking Glass Self – self- concept as a Product of Social Relationships 1.2 – Discovering Your Uniqueness Self-Worth - Refers to how much you value yourself Individual Differences Self-Esteem - Differences and similarities among people in a - Refers to a positive or negative self-evaluation of psychological way the self-concept Self-Efficacy Sharing Experiences - Your belief and confidence that you can - Where we see our true uniqueness accomplish tasks and control your environment Self-Awareness Social Learning Theory - The ability to know yourself extensively, not only - Most human behavior is learned observationally regarding your traits and characteristics, but also through modelling: from observing others, one knowing your inner state and how you think forms an idea of how new behaviors are performed, and on later occasions, this coded APPROACHES/THEORIES ON SELF-AWARENESS information serves as a guide for action Self-Awareness Theory - States that when you focus on yourself, there is a Albert Bandura – created this theory tendency to compare what you currently observe CONDITIONS OF EFFECTIVEMODELING to the standards you set for yourself Attention – active processing of specific information Self-discrepancy Theory about your surroundings - When there is a mismatch between your ideal self Retention – remembering the person, object, action, or and your actual self, this becomes a source of event where attention is given distress for you and is likely to affect your self- Reproduction – duplication of the object, action, or event esteem Motivation – push to imitate or duplicate - If the ideal self is consistent with the actual self, you react positively Reciprocal Determinism  - When a certain behavior is imitated by another Social and Emotional person, this can cause a chain reaction in which - Our inherent or innate capability and needs to other people will begin to imitate this behavior reach out and form relationships with other until it becomes a habit or accepted by many people Emotions – responses that create biochemical DIFFERENT STRATEGIES FOR SOCIAL LEARNING reactions in the body Discussions Feelings – mental reactions and association to Photos emotions. Subjective because they are influenced by Audios personal beliefs, experiences, and memories Videos Spiritual - Characterized by the discovery and experience of Journals – tools of self-reflection the inner guide that steers the values and beliefs - One safe way of venting safely of a person - Enhances creativity Values – judgement that people make about issues, - Recording good ideas peoples, or things. Subjective because their formation - Habit formation is shaped by their upbringing and life experiences - Mental health tool Virtues – quality that echoes or reflects the values Psychological - Growth and development of a person’s cognitive, 2.1 – Holistic Development of the Self emotional, and social skills Holism - Approach to understanding the human mind and behavior that focuses on looking at things as a 2.2 – Integration of Thoughts, Feelings, and Behaviors whole Thoughts 5 AREAS OF PERSONAL DEVELOPMENT - The first ideas are arrangement of ideas that result Physiological from thinking or the act of producing thoughts - Includes the five senses and other physical Feeling characteristics including the changes in the body - State of consciousness that result from emotions, and the development of skills related to mobility sentiments, or desires or movement Behavior The Human Body - Range of actions and mannerisms made by Physical Attributes – build, height, complexion, individuals, organisms, or any entities in hair conjunction with their environment Organ System – skeletal, muscular, etc. Cognition Dualism - Processes of knowing which includes - Associated with the philosopher Rene Descartes remembering, attending, and reasoning - Philosophical term that speaks of the Cognitive Process – include the higher mental independence between the functioning of the processes like memory, language, perception, mind and the body problem-solving, and abstract thinking Duality – recognition and comprehension of the Attitude – how the person perceives events, how a nature of things dually. person feels about these events, and a person’s Yin and Yang – according to Eastern evaluation of whether the event is helpful or not philosophers, both the yin and yang exist. One Cognitive – made up of knowledge and specific cannot do away with the other, and it cannot exist beliefs independently Affective – made up of emotional responses Behavioral – mannerism which an attitude Mind/Body Connection influences the observable action or behavior - Your thoughts, beliefs, feelings, and attitudes affect the body either in a positive or negative way Cognitive Behavioral Therapy - Introduced by Psychologists Albert Ellis and Aaron Beck  - Main purpose is to correct misconceptions, false - Happens in a fixed sequence beliefs, and faulty reasoning so that you can Individualized sustain a healthy level of adjustment and - Puts emphasis to one’s development being connection with other people influenced by their genes and environment Gradual - The idea that development does not happen Rewards instantly - Incentives that a person receives when doing a Holistic positive or the desired behavior - The person must be looked at as a whole person- Associations physically, cognitively, and socioemotionally to be - Where a person is encouraged to relate a behavior able to understand one’s development to an outcome Irrational Beliefs Stress – consequence of change - Thoughts that are not based on reality PSYCHOSOCIAL STAGES OF DEVELOPMENT REFLECTION AND AUTOMATIC JUDGEMENT BY ERIK ERIKSON Automatic Judgement Infancy – Trust vs Mistrust - Happens when a previous experience crosses the - Birth to 1 year mind, and the person automatically judges the - In this stage, children begin to learn the ability to experience trust others and is established from the Reflection consistency of their care givers - Entails thinking what your thoughts and emotions Successful: child achieves confidence and security in are to avoid making automatic judgements the world and is capable of feeling secure Self-Evaluation Unsuccessful: can result in failure to trust and the - Act of recognizing and evaluating the thoughts, child may develop a sense of fear about the emotions, and behaviors of the person and inconsistent world. Anxiety, heightened insecurities, creating helpful and beneficial steps to understand and an overall feeling of mistrust the self and other people Early Childhood – Autonomy vs Shame and Doubt - 18 months to 3 years - Children begin to become mobile and develop physically; proclaiming their independence by 3.1-2 – Entering the Phase of Middle and Late Adolescence walking away, choosing toys, choosing what to wear, ear, etc. Adolescence - Developing independence and autonomy, it is - Period of change for young people crucial for parents to allow their children to - Rapid and sudden change explore the maximum of their capabilities in an - Transition between childhood to adulthood encouraging environment and tolerant of failure (physical, cognitive, socioemotional development) Goal: develop self-control without losing self-esteem brought about by hereditary means and Play Age – Initiative vs Guilt environmental influences - 3 to 5 years Early Adolescence – 10-13 years old - Children begin to claim their power and control Middle Adolescence – 14-16 years old through leading paly and other social interactions Late Adolescence – 17-19 years old Successful: children feel adequate and capable to direct others DOMAINS OF DEVELOPMENT Unsuccessful: children may possess feelings of guilt, Physical Development self-doubt, and lack of initiative - Size; appearance; functions; physical capacities School Age – Industry vs Inferiority Cognitive Development - 6 to 12 - Different intellectual abilities and thought - Where children establish self-confidence in their processes achievements. They begin tasks, finalize them, and Socioemotional Development feel good about what they have accomplished - Regulation and management of emotions and - Teachers play a heightened role in the child’s feelings, interpersonal skills, and different aspects development in this stage of behavior Successful: if children are encouraged and assisted for their leadership and ambition, they start to feel PRINCILPES OF DEVELOPMENT conscientious and positive in their capability of their Sequential goals  Unsuccessful: if not encouraged, the child starts to c. Build and embrace socially acceptable behavior feel inferior, doubting their abilities and so their and become socially responsible abilities may not reach full attention d. Be knowledgeable about family life and home Adolescence – Identity vs Role Confusion management matters - 13 to 18 - Children examine their independence and explore their sense of self Successful: when children are encouraged, they will appear with a strong sense of self and a feeling of independence and control Unsuccessful: when children go on unsure of their beliefs and desires, they can feel apprehensive and puzzled about themselves and their futures 3.3 – Peer Social Comparison Early Adulthood – Intimacy vs Isolation - 18 to 40 Peer - Maturing into adulthood is where we start to - Someone of the same rank, status, or background explore ourselves more intimately with others as th individual - We seek relationships which lead to longer term - Plays a role in personality development commitments with someone other than a family member ROLES OF PEERS IN ADOLESCENCE Successful: completion of this stage leads to Provide Emotional Support enjoyable relationships, sense of commitment, safety, - You turn to your peers during difficult times in and care within a relationship your lives Unsuccessful: when we avoid intimacy, we can - Peers help you feel a sense of belonging and help develop a fear of commitment and relationships and you become comfortable with yourself suffer from isolation, loneliness, sometimes Help Develop Skills depression - Constant interaction with your peers creates Middle Adulthood – Generativity vs Stagnation opportunities to practice life skills you will need - 40 to 65 throughout adulthood, such as leadership and - We begin to establish careers, settle down within social skills a relationship, and start our own families Help Mold Behaviors and Beliefs - We give back to society through raising our - Peers influence and reinforce certain behaviors children, working, and getting involved with and beliefs, as more time is spent with them community activities and organizations Unsuccessful: we can become idle and feel lifeless if Social Comparison Theory this objectives are not achieved - Belief that humans have the innate tendency to Late Adulthood – Integrity vs Despair evaluate themselves in various aspects of their - 65 to death lives - When we have grown older and have become - to make such assessments, individuals also look at senior citizens, we usually slow down our people they can identify with for comparison productivity, and live life as a retired person Leon Festinger – created this theory Unsuccessful: if we see our lives as fruitless, feel guilty about past actions, or feel that we did not WAYS OF COMPARING accomplish our life goals, we become displeased with Upward life and establish anguish - comparison that occurs when you compare yourself against someone you perceive as better DEVELOPMENTAL TASK IN RELATION TO THE SELF or more successful than you a. Accept, care, and protect one’s physical body Downward b. Manage one’s sexuality and the roles that go with - comparison that happens when you measure it yourself against someone in a worse situation c. Select and prepare for a job career than you are in d. Adopt a personal set of values to guide behavior EFFECTS OF PEER COMPARISON INTERPERSONAL DEVELOPMENT TASKS Body Image a. Establish mature relationships with their parents Positive effects – improvement of one’s health b. Recreate their relationships with their parents Negative effects – dissatisfaction with one’s appearance  Outlook in Life - Numerous studies have shown that responsibility Positive effects – positive and motivated disposition is developed when individuals successfully and Negative effects – insecurity and self-doubt repeatedly fulfill tasks and obligations Social Media Maturity follows responsibility Positive effects -inspired and genuinely happy for - You begin to exhibit the mental and emotional other people’s successes traits of an adult because of your growing sense of Negative effects – envy and the need to present self awareness and control over your actions and in an appealing way consequences MANAGING PEER SOCIAL COMPARISON TO PREPARE FOR ADULTHOOD Gratitude is the key Think before you act Be inspired Face the consequences of your actions Compete with yourself Get to know yourself Put yourself in another’s shoes 3.4 – Setting Expectations Responsibility - Key characteristic that separates an adult from a child - Means to be able to answer or to be accountable for your behavior and obligations TYPES OF RESPONSIBILITIES Legal Responsibility - Obligations to man-made laws - Not being able to fulfill them would lead to consequences that are punishable by law Moral Responsibility - Has roots in philosophical discussions - Refers to man’s obligations to do the right thing because to ignore it would be wrong Social Responsibility - Obligations that are shared by a society Personal Responsibility - Acknowledging and accepting one’s decisions and actions, and the consequences and impacts these have on others IMPLICATIONS OF RESPONSIBILITY Functioning of Society - Responsibility is closely associated with productivity, achievement, and harmonious relationships in the community Taking Control of Life - Being responsible means actively being involved in how your life will turn out NATURE OF RESPONSIBILITY It is a choice - Being responsible is a choice you freely make, even with constant reminders and lectures on responsibility, in the end, the choice to be accountable is yours alone to make Take more to be more