Reading 2 - Developing the Whole Person PDF

UNIT 1: SELF-DEVELOPMENT Lesson 2. Developing the Whole Person LESSON OVERVIEW This lesson explored the fundamental concepts and principles of human development, focusing on holistic development. It covers the various dimensions of development highlighting how these a...

UNIT 1: SELF-DEVELOPMENT Lesson 2. Developing the Whole Person LESSON OVERVIEW This lesson explored the fundamental concepts and principles of human development, focusing on holistic development. It covers the various dimensions of development highlighting how these aspects evolve during adolescence. The lesson also emphasizes the interconnectedness of thoughts, feelings, and behaviors, illustrating how changes in one area can influence others as adolescents navigate this pivotal stage of their development. OBJECTIVES At the end of the lesson, the students should be able to: a. Identify basic concepts and principles of development; b. Identify the different changes that occur during the adolescence period in aspects such as physiological, cognitive, social, spiritual, and psychological; c. Discuss the relationship of each aspect with one another and how it contributes to the development of one’s thoughts, feelings, and behavior; d. Evaluate one’s thoughts, feelings, and behavior; e. Show the connection between thoughts, feelings, and behavior in actual life situations. I. What is Development? Basic Concepts of Development These processes are vital in understanding how one proceeds from conception to adulthood. Here are six significant terms: a. Growth – Growth is quantitative in perspective. It refers to the physical changes in size and weight that happen to your body over time and can easily be measured and seen. b. Development – Development is a broader concept. It characterizes the changes from conception to adulthood (Santrock, 2018; Shaffer & Kipp, 2014). It includes not just physical growth but also the changes in your abilities, behaviors, and understanding as you get older. Development generally entails growth, but it also encompasses decline due to aging and dying (Santrock, 2018) c. Maturity – Unfolding of a natural sequence of physical or behavioral changes resulting from the aging process. d. Learning – A relatively permanent change in behavior resulting from one’s experiences or practice. e. Heredity – Inborn traits or characteristics are passed down from biological parents to their children through their genes. f. Environment – Totality of nonhereditary–everything around you that is not inherited from your biological parents. It refers to the experiences and factors you encounter growing up that influence your development. Principles of Development Individuals generally grow and develop in a predictable and orderly way, following basic principles. Although people may have unique traits and reach milestones at different times, most follow similar patterns and develop at the same rates. These principles help us understand typical development: a. Cephalocaudal Principle – Development proceeds from the head downward. This principle describes the direction of growth and development. According to this principle, a child gains control first of their head, then the arms, and finally the legs. b. Proximodistal Principle – Development proceeds from the center of the body outward. This means the spinal cord and central body parts grow before the outer parts. c. Development is lifelong – Development is a lifelong continuous process of change. It does not stop at any point, rather it progresses throughout a person’s life. Also, each level of development relies on the one before it. d. Development depends on maturation and learning – Development is shaped by maturity and learning. Maturation brings about automatic changes as you age; while learning brings about changes based on your experiences and efforts. Maturity provides the foundation for growth; while learning helps you build and refine your abilities and knowledge. e. Development proceeds from the simple (concrete) to the more complex - As people grow and learn, they start with basic, easy-to-understand ideas and gradually move on to more complicated concepts. f. Growth and development proceed from general to specific – As people grow and develop, they start with broad, general abilities and characteristics and gradually develop more specific and refined skills and traits. g. Development is multidirectional – as people gain or progress in some areas, they may lose in others. h. Development is multidimensional – development has multiple interacting dimensions such as the physiological, cognitive, social, and psychological domains. II. Holistic Development Gestalt and Holism In 1890, German psychologists Max Wertheimer, Kurt Koffka, and Wolfgang Kohler introduced the idea of "Gestalt," which roughly means "whole." This idea focuses on how individual parts are related to one another to make up a whole. For example, a song is made of individual notes, but when put together, they create a beautiful melody. In the early twentieth century, General Jan C. Smuts coined the term “Holism”, which refers to “the tendency in nature to form wholes which are greater than the sum of the parts through creative evolution” (Shelley, 2006). It emphasizes the importance of the whole system rather than just focusing on its parts. According to this theory, the parts of any whole are so closely interconnected that they cannot exist or be fully understood on their own. Instead, you must look at the entire system to understand it. With all this knowledge about holism, gestalt, and the self, it follows the basic principle upheld when it comes to personal development – development is multidimensional. In understanding humans, it is important to see the person in his entirety and not just his parts. It shows us the importance of the interrelationship among the physical, mental, social, and emotional aspects of human development (Shaffer & Kipp, 2014). Aspects of Development a. Physiological Development – It involves one’s physical attributes including one’s physical senses (Santos, 2016). The person’s physique, body, and health describe this aspect. Furthermore, an individual’s physical nature involves changes in biological processes. Genes and hormonal changes contribute to our physical attributes such as brain development, changes in weight and height, and motor skills (Santrock, 2018). i. Physiological changes during adolescence are rapid and profound. It undergoes three phases: Prepubescent phase – the body gets ready for puberty. It is not experiencing any noticeable physical changes yet. Pubescent phase – the body goes through sudden physical changes signifying puberty. Postpubescent phase – the body is already adapting to the major changes ii. Adolescent physiological changes are related to primary and secondary sexual characteristics. Primary sexual characteristic – directly involved in reproduction (e.g., the male and female reproductive organs) Secondary sexual characteristics – features not directly concerned with reproduction (e.g., facial and pubic hair, voice quality, breast size) iii. Hormonal changes during adolescence trigger many physiological changes in the body. It happens because of the increased production of certain hormones, primarily estrogen, and testosterone. These changes are a natural part of growing up and it is important to understand that these changes can manifest differently and at different rates for everyone (De Jesus & Monteclaro, 2024). b. Cognitive Development – Cognition is about how one’s mind works to learn new things and use that knowledge to solve problems (De Jesus & Monteclaro, 2024). It includes the process of thinking, perception, learning, attention, memory, language, and creativity. i. Abstract thinking, critical thinking, and the use of scientific reasoning develop during adolescence (Lansford, 2023; Papalia & Martorell, 2021). As you develop these skills during adolescence, you become more adept at thinking critically about the world, systematically solving problems, and understanding complex concepts. Abstract thinking – the ability to think about concepts and ideas that are not immediately present or tangible. Critical thinking – the ability to analyze and evaluate information rather than accepting it at face value. Scientific reasoning – using observation, experimentation, and logic to understand the world. ii. During adolescence, the brain undergoes significant changes, with neurons rapidly growing to enable more complex thinking. However, adolescents might not fully mature until their mid-twenties, which can lead to risky behavior and poor decisions for some (Lansford, 2023). This rapid cognitive development can sometimes cause confusion or insecurity as teens become more aware of themselves. This is why many mental health issues often start during these years. c. Social Development – The social facet includes social relationships and interactions. The usual words associated with it are family, friends, and social support. i. The search for identity becomes central during adolescence. ii. There is the emergence of the marked importance of peer groups and forming relationships. Adolescents focus more on peer relationships and even sometimes explore romantic relationships. These relationships can exert positive and negative influence (De Jesus & Monteclaro, 2024; Papalia & Martorell, 2021). d. Spiritual Development – It involves a person’s consciousness and beliefs, including the values and virtues that guide and put meaning into a person’s life (Santos, 2016). It also involves a person’s sense of purpose, connection to others, and understanding of the real implications of life (Camilar-Serrano, 2016). Spiritual development is related to concepts such as morality, values, and virtues (Huitt & Robbins, 2001). i. During adolescence, a sense of personal values and beliefs develops. Adolescents explore their values and beliefs and may even question the values and beliefs of their family and community (De Jesus & Monteclaro, 2024). e. Psychological Development – It involves how thinking, feeling, and behaving interact and happen in a person (Santos, 2016). It is related to cognitive, emotional, and social processes in which changes in one’s relationships with other people, emotional changes, and personality are involved (De Jesus & Monteclaro, 2024; Santrock, 2011). i. Adolescence is a time of complex psychological growth. They begin to think more deeply about their experiences, which can help them to become better at solving problems and understanding others' perspectives. They may also feel more sensitive to emotions and have mood swings as their brain develops (De Jesus & Monteclaro, 2024). ii. Adolescence is a crucial time when thoughts, feelings, and behaviors are closely linked and affect each other. Thoughts, Feelings, and Behaviors Changes in one of these areas can impact on the others. i. Thoughts – ideas and beliefs produced by one’s mind about oneself, others, and the world. During adolescence, you start to think more deeply and critically about many things. Thoughts can be positive or negative. Positive thoughts let a person look at the good in every situation Example: “I can do well in the test if I prepare properly.” Negative thoughts point the person to see difficulties and obstacles; leading to narrow thinking wherein the mind gets stuck on a negative situation, and it becomes the only thing you can think about (De Jesus & Monteclaro, 2024). Example: “I am going to fail the test.” ii. Feelings – one’s reactions to what happens to them. It arises from the brain as it interprets physiological responses (Damasio, 2005) evoked by situations. During  adolescence, hormonal changes and new experiences can make feelings more intense and complex. Example: You are about to take the test in a couple of days. If you think you will fail the test, your heart might be racing, your palms may be sweating, your body may tremble, and you may be lightheaded. You recognize these physical responses and interpret them as feelings of anxiety or stress. iii. Behaviors – the actions one takes in response to one’s thoughts and feelings. It includes how you react in different situations, the choices you make, and how you interact with others. Example: Depending on your thoughts and feelings on the event, you might either study in advance to prepare for the exam OR avoid studying for the test. IF you avoid studying because you feel anxious, you might not do well during the exam day because you did not prepare. This can lead to thoughts like, "I knew I was going to fail", reinforcing your original thought that you will fail the test. iv. By recognizing and understanding these concepts and this connection, an adolescent can better manage their thoughts, feelings, and behaviors, especially during the challenging time of adolescence.