PERDEV-WEEK-1-3-NOTES.pdf

PERSONAL DEVELOPMENT First Semester, Quarter 1 S.Y. 2023-2024 LESSON SUMMARY Self-awareness is how an individual consciously knows and understands himself/herself....

PERSONAL DEVELOPMENT First Semester, Quarter 1 S.Y. 2023-2024 LESSON SUMMARY Self-awareness is how an individual consciously knows and understands himself/herself. Practicing self-awareness leads you to: a. build stronger relationships; b. become more confident and creative; and c. communicate more effectively with others. Self-concept is one’s perception about himself/herself. The actual self is who you really are. It is your real character. It is what you see everyday. The ideal self may come from: a. environment; b. your past experiences; c. learning from parents; and d. characteristics of your role model. The actual self and ideal self are different from each other but they can be one with each other. Having consistency between the actual self and the ideal self leads to: a. greater sense of self-worth; b. healthy life; and c. productive life. When you compare yourself with others, you will miss your own strengths in favor of focusing on your own flaws and limitations. Low self-esteem is characterized by a negative and distorted self-perception. A strength is an activity where you are good at and it makes you feel strong. On the other hand, a weakness is one thing you do not like doing and you find hard to master.  According to Jean Piaget, adolescents engage more in complex thinking, which means: a. being able to think in abstract terms; b. being able to question and analyze ideas; c. being able to consider a variety of viewpoints; and d. being able to reason out based on well-established foundations. Peer influence is important in adolescence because adolescents seek independence and identify strongly with peer groups. Understanding an adolescent’s strengths and weaknesses allows for tailored educational and emotional support. Holistic development has five aspects: physiological or physical, cognitive, psychological or emotional, social, and spiritual or moral. It is essential to evaluate an adolescent’s holistic development regularly in order to identify areas of strength and areas that need improvement. To maximize one’s cognitive ability, one should: a. engage in learning and studies; b. share ideas and thoughts with other people; c. participate in discussions on a wide range of subjects, issues, and current events; and d. reflect on how you came up with answers or conclusions. One can say that peers and friends can have a positive effect if their influence is beneficial. Social development focuses on: a. doing social activities; b. performing leadership roles; and c. interacting with other people. Spiritual/moral development is characterized by: a. pondering on your identity; b. pondering on the meaning of life; and c. deeper sense of justice and fairness. It is important to evaluate an adolescent’s moral development in order to promote ethical decision-making and responsible behavior. In evaluating the cognitive development of an adolescent, it is important to consider their ability to think abstractly, solve problems, and reason logically. Thoughts, feelings, and behavior are dependent on one another and they are influential to one another.  Cognitive Behavioral Therapy (CBT) aims to make people think more objectively and factually. In CBT, individuals are taught to recognize and change harmful thought patterns. Thoughts that are not helpful are analyzed and redirected to more productive thoughts. Erik Erikson’s psychosocial development theory states that social relationships influence the development of individuals. Jean Piaget’s cognitive development theory emphasizes abstract and reasoning ability in adolescents. In this theory, Piaget states that the formal operational stage is characterized by the ability to think abstractly, reason logically, and solve complex problems. In Lawrence Kohlberg’s moral development theory, post-conventional morality stage is characterized by moral decisions based on universal ethical principles. According to Robert Havighurst’s developmental task theory, you become ready for the next developmental stage once you have done each developmental task successfully. The eight (8) developmental task according to Havighurst include: a. Achieve more mature relations with peers of both sexes – Socialize and cooperate with other adolescents to develop maturity and values that you will be able to apply as an adult. b. Achieve social roles – Your behavior changes when you take on new social roles to meet the expectations you and others have. c. Accept one’s physical aspect and treat your body with respect – Accept your body and take care of it. d. Achieve emotional independence from adults – You start making your own decisions. e. Prepare for marriage or family life – You establish a good life while enjoying your youth. f. Prepare for occupation or a career – Equip yourself with decision-making skills to be able to come up with right career choices. g. Acquire a set of values – Build your priorities, principles and values based on what is important to you to guide you when you face bigger challenges in life. h. Achieve socially responsible behavior – Be mindful of your actions. Be a responsible and accountable person. Take actions that benefit society as a whole.