Personal-Development-Reviewer.pdf

Personal Development Extraversion - sociable, talkative, active, outgoing and fun-loving Lesson 1: Defining the ‘’Self’’ Subtopic: Knowing Oneself Agreeableness...

Personal Development Extraversion - sociable, talkative, active, outgoing and fun-loving Lesson 1: Defining the ‘’Self’’ Subtopic: Knowing Oneself Agreeableness - friendly, warm, trusting, generous and kind-hearted Self - is defined as what an individual sees, perceives, and defines oneself - character, Neuroticism - calm, relaxed and attitude, and behavior. comfortable This is an agent responsible for Lesson 2: Developing the Whole Person individual thoughts and feelings, this Subtopic: Various Aspects of Holistic includes a person’s life purpose, Development meaning and aspirations. Thoughts - usually originate from things we Self-perception - is basically how one thinks of learned both in a right and wrong way, ‘’I should himself of himself - this refers to how we view be good-looking’’, ‘’I need him in my life’’ ourselves Malcognitions - root from hurtful or Self-knowledge - is basically how others think unpleasant experiences that lost about you, that affects the way you see yourself. emotional attainment. Maladaptive - it could end up in a 2 Types of Self-Concept: situation wherein the child will always strive to be perfect and above others not Ideal self - is the self that you aspire to for self-attainment but to keep the be. It is the one that you hope will ‘’perfect image’’. possess characteristics similar to that of a mentor or some other worldly figure. Actual self - is the one that you actually see. It is the self that has characteristics that you were nurtured or, in some cases, born to have. Personality - it is influenced by both nature (heredity or genetic) and nurture (environment). - It deals with the traits or attributes that vary from one person to another. Costa and Mcrae (1992) developed a Physical Development categorized scheme that described personality. - An individual starts growing into a full-fledged mature human being from Openness to experience - curiosity, infancy. interest, imagination and creativity to new ideas. Cognitive and Moral Development - The development of our cognitive Conscientiousness - planning, abilities also has stages ranging from organizing, hard-working, preserving and punctuality.  the time we are born to what we are at Developmental Changes in Middle and Late present. Adolescence 4 stages of development (COGNITIVE) - According to Jean Piaget Sensorimotor Stage (0-2 years) were mainly focused on learning how to interact with the environment. Pre-operational Stage (2-6 years) where we learned how to pretend to play or symbolic play yet we still have struggled with logic and peoples point of view. This is the stage wherein men and women begin to ask questions about how the things happen, and usually Each stage in Erik Erikson's cognitive questions different situations. developmental stages states that the preceding stages pave the way for following periods of Concrete operational stage (7-12 development. In each stage, Erikson believed years) children begin to process other people experience a conflict that serves as a individuals' perception, thoughts and turning point in development. feelings and realize that they have distinct opinions, feelings and thoughts. Erik Erikson also believes that if the stage is managed poorly, the person will Formal operational stage (12 years - emerge with a sense of inadequacy in adult) individuals can think logical, that aspect of development. abstractly and apply these in different situations. During infancy a children develop a sense of trust when their mother provides reliability, - care, and affection. The most influential person Developmental Stages in Middle and Late during infancy is our mother. But failure to Adolescence develop trust will result in a child's fear and a belief that the world is inconsistent and unpredictable. Our personal identity is shaped by our past experiences, interactions with others and other factors that affect our behavior and attitudes. As we experience different factors and challenges it can help or hinder our personal development and identity. Erikson believed that achieving a balance between autonomy and shame and doubt would lead to will, which is the belief that children can act with intention, within reason and limits. The Challenges of Middle and Late of sleep and poor eating habits often result in Adolescence disaster. Learn to listen to your body. The challenges a Filipino adolescent ❖ Developing or Regaining Self-Esteem faces, below are the most common challenges encountered, list is not Adolescents who are creating their self-identity exhaustive nor is definitive. should be objective and balanced when viewing themselves. Being objective means seeing one's ❖ Attitudes and behavior toward self as having both strengths and weaknesses sexuality and sexual relationship or having positive and negative characteristics. 'Balancing how one sees oneself means to avoid Puberty drives the adolescent to experience over-emphasizing an aspect of one's identity to surges of sexual desires, which often lead them the detriment of another aspect. to experimentation and exploration. The attitude of being responsible for one's actions is the ❖ Roles guiding principle towards a healthy sexuality. All human beings have roles to play in their Being responsible also implies that entering into lives. Roles are part of one's identity, such as relationships is all about genuine loving and being a son or daughter to your parents, being a caring for other people and not just to satisfy brother or sister to your siblings, being a student one’s urges and needs. in your school, or a member of your organization. Although these roles seem ❖ Academic concerns separate and different from each other, adolescents must learn to integrate all these Being responsible is called for when dealing with roles and it should be clear that these roles are academic challenges. Academic grades are not related to the tasks expected of them by others. only the indicators of learning, discipline, openness, curiosity and critical thinking , social BIG IDEAS: interactions and leadership. Maintaining healthy relationships ❖ Group belongingness requires a certain level of maturity. An adolescent who is still in the process of An adolescent wants to belong. Healthy and acquiring maturity may often find wholesome organizations whose objectives maintaining relationships challenging. aims to help individuals develop themselves are better choices. An adolescent should not be In defining your responsibilities, your lured by organizations that promise ‘’exclusivity’’ self-identity should be made clear to you. By or ‘’superiority’’, organizations that adhere to defining your responsibilities, your values should violence and other antisocial behaviors must be be clearly defined too. Your role in society avoided. should also be defined in order for you to define your responsibilities. ❖ Health and Nutrition Coping with Stress in Middle and Late A healthy mind and body is what every Adolescence adolescent (and everybody else) should strive for. However, adolescents, because of their STRESS - It is defined as a reaction of growing bodies and brains, are gifted with so mind and body, it is caused by situations much energy that it seems inexhaustible, that may be life threatening or life resulting in abuse of one's body and mind. Lack challenging.  social group is an affirmation that they are It is a response (the way the body reacts to acceptable. challenging situations) - which triggers the body to respond such as increased heart rate, higher An adolescent with a strong self-concept should blood pressure and respiration and others. discern what is good for them when selecting their groups. HEALTHY STRESS - is a type of stress that can motivate, energize and spur an ❖ Coping with stress individual into fruitful action. It can also propel the competing individual to Is a very important mechanism in dealing with perform better. (Which is somewhat stress. It can help in avoiding the damages that motivating and pushes the individual to may be brought about the stress to your health do better). and well-being. ❖ The thought of doing things It can be problem-focused, when remedies or independently brings enough anxiety for solutions are thought of to change the situation a teen-ager while you try to deal with to lessen the stress or emotion focused. challenging tasks and continue to 2 types of coping mechanisms discover more about life. Problem focused - it help ease the effects of stress through the means of ❖ School Demands and Expectations actions or anything that you enjoys doing Graduating students feel the stress more than any other year level - The question that lingers Emotion focused - it can ease the on their minds is whether one will graduate on effects of stress through the means of time or not. Academic failure to most students is meditation and journaling. And mind never an option conditioning, helps a person lessen the effects of stress through acceptance and ❖ Separation Anxiety forgiving oneself. Graduation to some means a temporary ending Topic: The Power of the Mind or separation from some of their friends. There Subtopic: The Whole Brain Theory is a possibility or scenario that a best friend might move from another place. Split Brain Theory ❖ Family Demands and Expectations Dr. Roger Sperry conducted a study in the year 1981, He explained that the brain has two To some adolescents, family ties can be a hemispheres that perform tasks differently stressor. Parental expectations are difficult to from each other. meet, especially if these counter one’s self-identity - There are still some parents who ➔ He discovered that the left hemisphere think they know better than their children and so was for performing tasks and the right they can decide from them on critical issues. hemisphere was for critical thinking. ❖ Demands of Social Life The left hemisphere was performing Forming groups or joining one makes an tasks, which includes intuitive, creative adolescent feel safe and secured - because a and synthesizing.  The right hemisphere was more adept characteristics of a person's thinking. He with analytical, logical, reasoning and labeled each quadrant as A for the critical thinking. logical, rational, and analytically dominant thinking person; B for the organizationally and sequentially dominant thinking person; C for the emotionally inclined and kinesthetically dominant thinking person; and D for the Triune Brain Theory instinctive, creative, and synthesizing dominant thinking person. NEOCORTEX (Rational brain) - is ➔ Brain dominance leads to thinking responsible for intellectual tasks such as preferences that influence and language, abstraction and perception. determine the learning styles of a LIMBIC SYSTEM (Intermediate brain) - person. is responsible for motivation and emotion. Understanding the brain-dominant PRIMITIVE BRAIN (Reptilian complex) - characteristic of an individual helps which controls the self-preservation and others to accept and acknowledge the survival instincts of humans. differences between the way people think and learn Brain Dominance Theory It takes an initial step on self- exploration by determining your interests, limitations, inner Ned Herrmann, derived from the observations talents, skills, and potentials that would help and tests that the human body although create an image of your future self. Determining symmetrical and paired in almost all aspects, personal strengths and weaknesses can also they do not function equally. He also give you a chance to set bigger plans for the concluded that the human brain not just has two future. parts but four parts.. Herrmann's theory was that the four brain quadrants represent the dominant