Personal Development Grade 11 Midterm PDF

PERSONAL DEVELOPMENT - GRADE 11 - MIDTERM Johari Window B. Plato - model of self-awareness within - Self as a knower interpersonal relationships - Self and knowledge are inextricably - Developed by p...

PERSONAL DEVELOPMENT - GRADE 11 - MIDTERM Johari Window B. Plato - model of self-awareness within - Self as a knower interpersonal relationships - Self and knowledge are inextricably - Developed by psychologists Luft and linked Ingham in the 1950s and 60s - Self is practically constructed on the - Originally designed as a heuristic nature of rational soul as the highest exercise form of cognition. - Aims to improve self-awareness and - The soul is the self communication - Body is the material and destructible part of the human person a.) Arena - first quadrant; known to others - Soul is the immaterial and and ourselves indestructable part - Includes our visible character, such as behaviors, traits, and qualities. C. Rene Descartes - “Cogito ergo sum” - I think therefore I b.) Blindspots - second quadrant; known to am others but not ourselves - Material body, and non-material mind - Includes qualities and behaviors that - Mind is the real self we are not aware of D. Aristotle c.) Facade - third quadrant; known to - The human person is a rational animal ourselves but not others. (thinks) - What we choose to hide or conceal - Soul is the principle of life (causes body to live) d.) Unknown - last quadrant; not known to - Rational souls (capable of thinking) anyone - Refers to untapped potential 3 Components of Personality Philosophers' View of Self 1. Id - “ I want it now.” - Present from birth A. Socrates - Unconscious, including - Ultimate wisdom comes from knowing instinctive and primitive oneself behaviors - Soul is the essence of the human person - Driven by pleasure - Soul “thinking and will” - Soul or self is the responsible agent in 2. Ego - “ We need to plan and wait knowing and acting rightly or wrongly in order to have it.” - The soul is the seat of knowledge and - Developed by 3 ignorance, or goodness and badness - According to reality - The soul is the person’s true self - Socially accepted means of getting what you want  - Provides guidelines to a.) Positive self-esteem - pleasing & behave accordingly. acceptable 3. Super Ego - “You can’t have it; it’s b.) Negative self-esteem - distraught or not right.” down, unacceptable - Developed by 5 - Holds our moral judgment Self Efficacy and concept of right & wrong - Belief about what you can do with - Acquired by family and your abilities environment - Will to produce an effect - Guidelines set by society - self-belief to effectively achieve your - To avoid hurting others most important goal - To achieve a positive goal Self Concept - Abstract and general ideas about Maddux and Kleiman (2000) themselves - Define and explain 5 different ways - Own perception of values & behavior that influenced sef-efficacy beliefs. a.) Learned - developed, & acquired 1. Performance Experiences - Influenced by environment & product - Your past actions define you of socialization - If you failed in the past, you think that you will fail again b.) Organized - own perception is firm - Believing that you think of yourself is 2. Vicarious Performances firm - If others achieve their goal, you’ll - Change takes time. believe that you can achieve your goal c.) Dynamic - undergoes development - Undergoes different stages 3. Verbal Persuasion - When people tell you whether 3 ‘A’ of self they believe or not in you 1. Social Actor - Depends on how a person - Portraying different roles for social matter acceptance 2. Motivated Agent 4. Imaginal Persuasion - People act based on a purpose - Imagine yourself doing well. 3. Autobiographical Author - Creator of their own life story 5. The Affective States & Physical Sensation Self Esteem - Mood and physical state come - Evaluation of self-worth together. - How you perceive things Cognitive Development Theory  - A sequence of stages that is - Learn through observation of universal behavior. - We acquire knowledge through - Learning within a social context interaction (nurture & nature). - Learning through others’ behavior and its consequences Jean Pieget - Explains human behavior, such as - Pioneer of cognitive development aggression, substance abuse, and theory mental health problems. - Swiss psychologist & genetic epistemologist Albert Bandura - Suggested that children think - People respond by observation. differently from adults - Learning by observing a person’s - Construct knowledge based on behavior and its consequences ideas & experiences a.) Attention - to learn, you must focus on a a.) Sensorimotor stage - (0-2 years old) stimulus. - Through movements and sensations - Uses words & pictures to represent b.) Retention - store information objects - Affected by a number of factors - Separate from the things around - Vital to observational learning them c.) Reproduction - reproduce observed b.) Pre-operational stage - (2–7 years old) behavior. - Tend to be ego-centric; struggle to - Must be within capability in order to see another person’s perspective learn it. - Uses words and pictures to represent objects d.) Motivation - must be motivated to - Improves language and cognitive imitate behavior (thinking) ability - Reinforcement & Punishment c.) Concrete Operational stage - (7-11 Psychosocial Theory years old) - Describes how a person’s - Think logically and understand the personality is developed concept of conservation. - Includes social interaction and - More concrete and organized relationships d.) Formal Operational stage - (12+) Erik Erikson - Begins to think abstractly and - Developed one of the most popular reason & influential theories of - Uses deductive logic development. - Thinks about morals, philosophical, - Impacts of social experiences ethical, social, and political issues - How social interactions play a role in the development and growth of Social Cognitive Development human beings  - needs: create or nurture things (ex., family or work). a.) Trust Vs Mistrust - (0-1 year old) - If met: a feeling of usefulness (HOPE) - If not met: Shallow involvement in - needs: primary care, nourishment, & society affection - If met: a sense of trust, security h.) Integrity vs Despair - 65+ years old - If not met: a sense of mistrust, (WISDOM) suspicion, and anxiety - needs: fulfillment - If met: feeling of satisfaction, b.) Autonomy Vs Shame & Doubt - (1-3 reminiscing year old) (WILL) - If not met: bitterness, loneliness - needs: a sense of independence - If met: confidence in one’s self Psychosexual Theory - If not met: self-doubt - Events in our childhood have influenced our adult lives c.) Initiative vs Guilt - (3 - 6 years old) - Sexual energy (libido) is expressed (PURPOSE) in different ways and body parts. - needs: reinforcement - If met: competence & confidence Sigmund Freud - If not met: inferiority, doubt - Father of psychoanalysis (method for treating mental illnesses and d.) Industry vs Inferiority (7–11 years old) theory for explaining human (COMPETENCE) behavior) - needs: encouragement and reinforcement a.) Oral Stage (0-1 year old) (MOUTH) - If met: industrious and confident - The primary source of interaction is - If not met: inferior, doubt the mouth. - Oral activities: sucking, biting, e.) Identity vs Role Confusion - (12 - 18 breastfeeding, and chewing years old) (FIDELITY) - Gives satisfaction and helps them - needs: personal identity learn about their environment. - If met: sense of self, appropriate sex role Basic Conflict - If not met: role confusion Overfed Pessimistic f.) Intimacy vs Isolation - (19 - 29 years old) (LOVE) Underfed Guillible - needs: intimate relationships Oral Fixation - excessive eating, smoking, - If met: Sense of commitment nail-biting, overly talkative - If not met: isolation, loneliness b.) Anal Stage (1-3 years old) (BOWEL & g.) Generativity vs Stagnation - 30 - 64 BLADDER CONTROL) years old (CARE) - Control bodily needs  - Sense of accomplishment and - Development of social and independence communication skills, - Competent, productive, and creative self-confidence adults - Future relationship with all forms of Basic Conflict authority Fails to make strong Feelings of social connection/ inadequacy, insecurity Basic Conflict falls behind and social isolation academics Anal-explosive Disorganized, wasteful (too lenient) Latency Fixation - difficulty in expressing emotions Anal-retentive OCD, rigid, respectful for (too harsh) authority e.) Genital Stage (Puberty - Adult) Anal fixation - excessive cleanliness, need for (MATURING SEXUAL INTEREST) control - Libido becomes active - Develops strong sexual interest to c.) Phallic Stage (3-6 years old) opposite sex (GENITALS) - Establish balance - Discovers the difference between - Ego and Superego are fully formed males and females and functioning. - Aware of their bodies, heightened - Explore sexual feelings and desires interest in their own genital more maturely and responsibly. - Identifying characteristics (gender) Basic Conflict Basic Conflict Heterosexual Sexual pleasure Oedipus Complex Anxiety about sexual intercourse from kissing and (mother’s attention performance, need for - fixation at oral stage oral sex /womb’s envy) validation, - fixation at anal stage Sexual intercourse Electra Complex Desire to dominate (father’s attention/ men, need for male Genital fixation - sexual dysfunction,and penis envy) attention emotional problems Phallic Fixation - sexual dysfunction, problems with gender, difficulty with forming Moral Development relationships, overly vain - Includes 6 stages - Pioneered by Lawrence Kohlberg d.) Latency Stage (6 - Puberty) (SEXUAL Lawrence Kohlberg FEELINGS ARE INACTIVE) - Asserts that individuals progress - Superego develops; Id is supressed. through six stages of moral - Social skills and relationships with reasoning peers  - People move through these stages - Right when conform to the rules in a fixed order and that moral understanding Level 3: Post Conventional Morality - Linked to cognitive development 13 and above Morality of having democratically Level 1: Pre-Conventional Morality established laws Birth - 9 years old Understanding of ethical principles Based on authority What the think is right; not just rules Physical consequences Own ethical principles and values Moral decision shaped by adult How there choices affect everyone standards E. Stage 5 (Social Contract) A. Stage 1 (Obedience & - There are good work against the Punishment) interest of particular individuals - Good to avoid punishment - Wrong to violate’s others’ rights - Rules are absolute (fixed) - Obeying the rule is crucial to avoid F. Stage 6 (Universal Ethics) punishment - Own set of moral guidelines - Principles apply to everyone B. Stage 2 (Instrumental-Relativist) - Trust is the basis for relationships - Right is defined by what is - Human rights & personal conscience acceptable - Approved by self Responding to Developmental Tasks as - To satisfy one’s needs a Young Adolescence Level 2: Conventional Morality Biological Changes 9 - 13 years old Continues growth in height & weight Accepting rules & expectations of May become more sexually active others (right or wrong) because of reproductive functions Moral standards of adult role models continuing to mature Social system stresses the Brain development (prefrontal responsibilities of relationship & cortex) responsible for decision social order making, planning, and impulse control C. Stage 3 (Good boys - Nice Girl) Hormones levels may continue to - Living up to social expectations & fluctuate roles Sleeps need may change (need - Authority is respected lessens) - Being nice, approval of others Cognitive Changes D. Stage 4 (Law and Order) Better in abstract thoughts, and - Wider rules of society understand concepts - Uphold law & avoid guilt Consider different possibilities and - Duty bound to maintain social order outcomes  Development of critical thinking Responsible Adolescene Better in problem solving - Ensure their social integrity and Become more aware of their own protect their rights thoughts, feelings, and behaviors - Responsibility allows them to have more independence freedom and Psychological Changes assume new responsibilities Concerned about body image necessary for adult life Exploring different aspects of themselves 7 Habits of Highly Effective Teenagers Begin to question their identity - Sean Covey Experience intense emotions (love, anger, sadness) a. Be Proactive Own understanding of right and - Responsible for their own wrong (ethical priniciples) happiness or unhappiness Social Changes b. Begin with the End in Mind Spends more time with friends then - A personal mission that will family be used to guide Joins orgs/clubs that share their decision-making process interests or hobbies Romantic relationships, deeper level c. Put First Things First of intimacy - Living life based on priorities Seek independence d. Think Win-Win Involved in social issues, civic - Celebrate other’s wins responsibility e. Seek First to Understand, then to Adolescence be understood - as a period between puberty and - The most important communication middle of adulthood skill is active listening - Most crucial stage, where teens start defining themselves - “Adolescere” - coming to maturity - Is a stage where they move from f. Synergize dependency to independence, - Doesn’t have to be your way, but a autonomy and maturity better way - Value differences and better A well-balanced life appreciate others - Are biological, cognitive, psychological, social, moral, and g. Sharpen the Saw spiritual changes - Regularly renewing and - Could be both exciting and daunting strengthening the four key - May effect one’s independence and dimensions of life - body, brain, perspectives in life heart, and soul.  Stress - drive to become - irritability - A simple reaction to an input that better - withdrawing from disturbs our physical and mental - have positive views people balance for the future - changes in sleeping - Present in everyone’s life and eating habits - Various situations and activities Mental Health Good Stress Bad Stress - Refers to our emotional, psychological, and social well-being - positive stress - burden stressors - Affects how we think, feel & act - can motivate to - feeling of a seemingly - Determines how we handle stress, regain enthusiasm hopeless situation that relate to others, and make healthy - it can give hinders excitement to problem-solving choices revitalize capability - Important for adolescence, as they performance - little or no control navigate changes & challenges - we feel when we over the situations are excited Signs of Mental Stress and Mental Health Concerns Among Adolescents Examples of Stress: Cognitive - Difficulty in decision making Good Stress Bad Stress - Memory problems - being promoted in - death of family - Negative thoughts or beliefs the job - failure to submit task - Difficulty learning or completing - becoming no. 1 in on time tasks class - separation of parents - passing your - conflict with peers Physical examinations - traumatic experience - Frequent headaches or - starting a new - lack od gadgets hobby - receive reprimand stomachaches - during holiday from authority - Changes in appetite or weight seasons - Fatigue or exhaustion - acquiring new - Physical aches and pains gadgets Behavioral Effects of Stress - Isolation - Changes in eating habits - Sleep disturabances Good Effects Bad Effects - Engaging in dangerous or reckless - motivation - aggressive behavior behavior - boost in morale - involvement in - increase fighting Emotional performance - taking alcohol and - Persistent sadness or low mood - become more drugs - Excessive worry or anxiety responsible - develop fatigue  - Loss of intrest in activities once enjoyed - Feeling helpless - Difficulty concentrating - Frequent outbursts Ways to Maintain a Healthy Well-Being Physical - Excercise - Eat nutritous foos - Drink water - Proper hygience - Take a rest - Find new hobbies Cognitive - Read books - Think positive - Manage your time well - Be thankful - Learn how to say no - Know your value Emotional - Listen to music - Do your favorite hobbies - Have a positive talk - Accept mistakes and learn from it - Learn to forgive Social - Find your best support group - Make new friends - Participate in the community/volunteer - Make time for social activities - Talk to professionals