PERSONAL-DEVELOPMENT-Q1-LESSONS.pdf

PERSONAL DEVELOPMENT LECTURES Q1 The combination of traits that forms a person’s distinctive character. Adolescence Personal Development The period of growth and de...

PERSONAL DEVELOPMENT LECTURES Q1 The combination of traits that forms a person’s distinctive character. Adolescence Personal Development The period of growth and development The process of improving oneself through that occurs between childhood and conscious efforts. adulthood. Self Attitude The concept of being oneself and not A settled way of thinking or feeling about another person. something. Self-Actualization Behavior The realization or fulfillment of one’s The way a person acts or conducts talents and potential. themselves. Self-Awareness Character The awareness of one’s own personality or The set of moral and mental qualities that individuality. makes someone different from others. Self-Image Conduct The mental image one has of oneself. The manner in which a person behaves or performs, especially in a social context. Self-Knowledge Habits Understanding one’s own strengths, weaknesses, and overall nature. A regular practice or tendency that a person has. Self-Awareness Identity Ability to think about yourself The distinguishing character or Ability to think about your relationship with personality of an individual. the world around you Capacity to see how one’s way thinking and behavior are influenced by emotions and Intrapersonal perceptions Refers to an individual’s internal thoughts For example, if someone feels irritated, self- and feelings. awareness allows them to identify this emotion and consider its impact on their behavior towards others. Personality M. Barbosa  Importance: Both are vital for personal development. Self-awareness helps individuals Self-Knowledge navigate daily interactions and emotional responses, encompasses a deeper understanding of acting as a compass for immediate decision-making. oneself, including one's beliefs, values, Self-knowledge on the other hand offers a map for personality traits, and life experiences. understanding one’s life journey, enabling individuals to make informed choices aligned with It involves reflecting on why one feels or their true selves. behaves a certain way, integrating insights from past experiences, and understanding the underlying reasons for one's emotional Johari’s Window and behavioral patterns. This broader perspective includes knowledge A devised technique to help people better about one's strengths, weaknesses, and understand themselves. (Psychologists motivations, which can guide long-term Joseph Luft (1916-2014) and Harrington personal growth. Ingham (1916-1995)) Anticipate how will you act in a particular circumstance. Appreciate the outcome that your actions will Open Self create. Information about you that both you and Achieve insight into the people around you. others know. Assurance on what others would tell about Known to self and known to others. your strengths and weaknesses. Located in Quadrant II Comprehend why people relate to you the Arena way they do. SELF-AWARENESS SELF-KNOWLEDGE Blind Self Comprehensive Information about you that you don’t Immediate understanding of know but others do know. recognition of one’s identity Unknown to self and unknown to others. thoughts and and history. Located in Quadrant I feelings. Blind Spot Stable and Situational and Accumulative Momentary over time. Hidden Self Tool for Provides context Information about you that you know but managing and others don’t. emotions and understanding Known to self but unknown to others. behaviors in the that informs Located in Quadrant III present. future decisions Facade and actions. Unknown Self Information about you that neither you nor others know. Unknown to self and to others. M. Barbosa  Located in Quadrant IV ❖ If the actual self is aligned with the ideal self, Unknown then I will feel a sense of mental well-being or peace mind. PART 2: WHAT IS SELF? THREE DIFFERENT ASPECTS OF THE SELF Self Physical or Tangible Acts Has several distinctive characteristics that separate from other “selves”. Relate to the body (height, weight, facial Has its own experiences and emotions, appearance, and quality of skin, hair and which is very different and unique in any descriptions of body areas such as your other way. neck, chest, waist, legs). The body is tangible, and we respond to it easily. The body provides a place to house the Self-Concept spirit (often experienced as feelings) and the mind (often experience as thought). A combination of both our actual-self (present) and ideal-self (future self). Can also be our comparison to others, even Intellectual and Conscious Aspects our people who have a direct and indirect influence. Relate to the mind (include how well you reason and solve problems, your capacity to learn and create, your general amount of Ideal Self knowledge, your specific areas of knowledge, wisdom you have acquired, and The self you aspire to be. insights you have.) The one you hope will possess The mind learns what to do and characteristics similar to that of a mentor communicates the information to the body or some other worldly figure. and the feelings. An idealized image that we developed over What the mind believes, the body time, based on what we have learned or manifests or acts on, and the emotions feel, experienced. or respond with. Includes components of what our parents The mind provides access creativity and taught us, what we admire in others, what the serenity which are necessary for such society promotes, and what we think is in our processes as prayer, forgiveness, acceptance, best interest. and passion. Actual Self Emotional and Intuitive Aspects / Spiritual Self or The self that has the characteristic that you Life Force were nurtured or, in some cases, born to Relate to the spirit and feelings. have. Emotional – relates to typical feelings you have, feelings you seldom have, feelings you try to avoid, feelings you especially enjoy, M. Barbosa  feelings from your past and present, and Involves expanding knowledge, gaining feelings which are associated with each other. new insights, and learning wisdom from Intuitive Aspects / Spiritual Self or Life various resources. Force – relates to your faith and Enables better decision-making, problem- relationship with the creator. solving, and sharing valuable info with Human emotions – most feared aspect of others. the self, as individuals are reluctant and unprepared to manage them. Negative emotions – not managed are stored Emotional Self and repressed. Repression – destructive to a content self Refers to understanding, managing, and since all feelings, not only negative ones are expressing emotions effectively. stored away. Contributes to positive relationships, conflict resolution, and empathy, leading to overall well-being. Personality Refers to how an individual uniquely thinks feels and behaves in different Sensual Self situations. Growth and refinement of the five senses: sight, hearing, touch, taste, and smell. Enhance one’s ability to perceived and Introversion and Extraversion interact with the environment. According to Jung’s theory of psychological types in the 20th century, each of us falls into one of these two categories, Interactional Self either focusing on the internal world Focuses on building effective (Introvert) or the outside world communication skills, active listening, (Extravert). assertiveness, and the ability to work cooperatively. Fosters healthy relationships and PART 3A: ASPECTS OF SELF collaboration in personal and professional life. Physical Self Nutritional Self Focuses on maintaining good health through a balanced diet, regular exercise, Emphasizes the importance of a balanced and adequate sleep. diet that provides essential nutrients for Helps prolong lifespan, reduce chronic optimal physical and mental health. diseases, enhance mood, and boost Supports growth, energy levels, and disease productivity. prevention. Intellectual Self Contextual Self M. Barbosa  Considers the influence of one’s environment, culture, and social interactions on personal growth. Involved adapting to different contexts and leveraging resources for self-improvement. Spiritual Self Encompasses the exploration of one’s inner self, values, and purposes in life. Promotes a sense of meaning, connection, and resilience in the face of challenges. COGNITIVE TRIANGLE Thought Idea, plan, opinion, picture, that is formed in your mind; covert symbolic responses to stimuli that are either intrinsic (arising from within) or extrinsic (airing from the environment). Feeling A physical or emotional experience or awareness. The perception or events in the body, closely related to emotion. Action An act that one consciously wills and that may be characterized by physical or mental activity. M. Barbosa  Secondary Sex Characteristics Changes that occur through out the body as a result of hormonal changes. Tanner Scale Aka tanner stages, a scale of physical development in children, adolescents and PART 4A: ADOLESCENCE adults. Defines physical measurements of development based on external primary Adolescence and secondary sex characteristics. A period of transition between childhood and adulthood. PART 4B: ADOLESCENT CONCERNS Body image Concerns Biological Development Feeling conscious of their image. Physical changes of puberty are primarily “I think I look bad in photographs” etc the result of hormonal activity under the influence of CNS. Nutrition, Health, and Hygiene Primary Sex Characteristics Obesity The external and internal organs that carry out the reproductive function. Grave nutritional problem for adolescents. Simply means that the energy intake M. Barbosa  exceeds the amount of energy consumed, and the residual difference accumulates in the body to cause fat. Anemia Most prevalent nutritional deficiency in the world, affecting no less than two billion people. Iodine Deficiency Leads to goiter, abortion and mental retardation. Severe lack of nutrition need that might have a pathological effect. Depression A specific clinically recognized condition diagnosed by psychologists or psychiatrists. Sexually Transmitted Diseases (STDs) PART 5B: DEVELOPMENT IN ADOLESCENT PART 5A: THEORIES OF DEVELOPMENT IN AND IMPORTANT RELATIONSHIP ADOLESCENT AND HUMAN PERSON M. Barbosa  PART 5C: MENTAL HEALTH AND STRESS Mental Health “successful performance of the mental function, resulting in productive activities, fulfilling relationships with other people, and the ability to change and to cope with adversity.” Mental Illness Refers to diagnosable mental disorders characterized by alterations in thinking, mood, or behavior, associated with distress TWO CATEGORIES OF STRESS and impaired functioning. Eustress Positive stress for it is helpful – it motivates the individual to keep on working and reach for the goal. Distress Negative stress, such as anxiety and depression; discourages the individual from becoming productive; and could cause emotional, physical, and psychological problems. M. Barbosa  KINDS OF STRESSORS Additional Info: NEGOTIATION 1. Cataclysmic Events This exist between the two selves because Strong stresses that suddenly occur there are numerous exchanges between the and may simultaneously affect ideal and actual self. many people. INCONGRUENCE 2. Personal stressors Another term for lack of alignment between Refer to conditions, events, the two selves. situations, or anything that causes stress to an individual. Could be positive or negative. DEVELOPMENTAL STAGES AND TASKS 3. Background stressors JOHN SANTROCK “daily hassles” Displeasures that could be He is a key figure in developmental encountered every day, such as psychology. standing in the long line while He identified eight developmental stages, waiting for the train. each associated with specific tasks that individuals are expected to accomplish. PART 5D: HOW TO COPE WITH STRESS? Prenatal Period encompasses the time from conception to 1. Become attuned to your body and emotions. birth characterized by rapid physical 2. Exercise regularly. development and the 3. Dispute negative thoughts. This stage is divided into 3 stages: 4. Rest and regenerate your mind, body, and Germinal, Embryonic, and Fetal. spirit. 5. Use breathing methods. 6. Develop hobbies and interests. Infancy 7. Create a support system. 8. Develop a sense of humor. Spanning from birth to 18-24 months stage 9. Plan; do not worry. involves extreme dependence on caregivers. 10. Be assertive. Key developmental tasks include the 11. Keep a journal. beginnings of language acquisition, 12. Get professional help. sensory-motor coordination, and social learning M. Barbosa Early Childhood Late Adulthood From ages 3 to 5 or 6, children learn self- Beginning around age 60 sufficiency, develop school readiness skills, adjusting to physical decline, reflecting and engage in play on life experiences, and adapting to tasks include mastering basic physical skills retirement and new social roles. and beginning to form relationships with peers. ROBERT HAVIGHURST Middle to late childhood He was an American psychologist who developed his theory on Developmental ages 6 to 11 Tasks between 1948 and 1953. introduced to broader social contexts. increased self-control mastery of fundamental academic skills (reading, writing, and Infancy and Early Childhood (0-6 years) arithmetic); Achievement becomes a Learning to walk more central theme of the child’s world Learning to take solid foods Learning to talk Learning to control bodily functions Adolescence Learning sex differences and modesty Forming concepts and language to describe 10-12 years to 18-22 years reality involves rapid and significant physical, Getting ready to read emotional, and social changes Thoughts are more logical, abstract, and idealistic Key tasks include the pursuit of Middle Childhood (6-13 years) independence, identity formation, and the Learning physical skills necessary for games development of more complex thought Developing wholesome attitudes toward processes oneself More time is spent outside the family Learning to get along with peers Developing a sense of gender identity Acquiring fundamental skills in reading, Early Adulthood writing, and arithmetic Developing conscience, morality, and values late teens or early 20s to around 30 Achieving personal independence establishing personal and economic independence, forming intimate relationships, and starting families Adolescence (13-18 years) Establishing mature relationships with peers Middle Adulthood Accepting one's physique and using the body effectively ages 40 to 6 Achieving emotional independence from expand their social and personal parents Preparing for marriage and family life responsibilities, often focusing on Preparing for an economic career nurturing the next generation and achieving career satisfaction. M. Barbosa  Developing a set of values and ethical crucial for the successful navigation of guidelines subsequent stages. Engaging in socially responsible behavior Early Adulthood (19-30 years) Selecting a mate Learning to live with a partner Starting a family Rearing children Managing a home Establishing a career Taking on civic responsibilities Middle Adulthood (30-60 years) Achieving adult civic and social responsibilities Establishing and maintaining a standard of living Assisting children in becoming responsible adults Developing leisure time activities Relating to one's spouse as an individual Adjusting to physiological changes Late Adulthood (60 years and over) Adjusting to decreased physical strength and health Adjusting to retirement and reduced income Coping with the death of a spouse Establishing connections with peers in the same age group Meeting social and civil obligations Ensuring satisfactory arrangements living According to Havighurst, successfully completing the developmental tasks leads to personal satisfaction and social acceptance, while failure can result in challenges in later stages. It is also important to emphasize that these tasks are influenced by biological, psychological, and social factors, and that successful completion of tasks at one stage is M. Barbosa