PERSONAL DEVELOPMENT

LESSON 1: KNOWING ONESELF

SELF- AWARENESS

• It empowers you to make personal improvements by

building on your areas of strength and ascertaining
aspects where you would like to make progress.

• Understanding your own habits, needs, desires etc.

SELF- CONCEPT

• refers to your awareness of yourself.

IDEAL SELF is the self that you aspire to be. It is an

idealized image that we have developed over time.

ACTUAL SELF is the one that you actually see. It is built

on self-knowledge.

SUGGESTED WAYS:

• Make an effort to look at yourself objectively.

• Set your personal goals.

• Keep a journal.

• Make a self review.

ADOLESCENCE STAGE

• Adolescence came from the Latin term adolescere

which means ‘grow.’

• G. Stanley Hall – Father of Adolescence

• Stage of extreme transformation and growth

• Adolescence is characterized by teenager’s conflict

with parents, mood disruptions and engagement in
risky behavior.

• It is a difficult stage because adolescents are exposed

to a number of mixed emotions while being expected to
fulfill various age-related tasks.

Significant Changes in:

• Physical Aspect

• Cognitive

• Emotional Aspect

• Morals and Values

LESSON 2: DEVELOPING THE WHOLE PERSON

THE ASPECTS OF HOLISTIC DEVELOPMENT

- Self-concept is represented by several aspects

of the self. It is conceived as collection of
multiple, context-dependent selves.

PHYSIOLOGICAL DEVELOPMENT

- Adolescents grow to reach their adult height THOUGHTS

and their bodies begin to resemble adult bodies
in size, shape and body composition. - The ideas or arrangements of ideas that results
from thinking, the act or process of producing
COGNITIVE DEVELOPMENT thoughts.
- Adolescents are beginning to think from FEELINGS
concrete to abstract terms and able to
conceptualize theoretical ideas. - A state of consciousness, such as that resulting
from emotions, sentiments or desires.
PSYCHOLOGICAL DEVELOPMENT
BEHAVIOR
- Changes in the emotions, feelings, moods and
manner of thinking of persons are part of this - The range of actions and mannerisms made by
development. individuals, organisms, systems or artificial
entities in conjunction with themselves or their
SOCIAL DEVELOPMENT environment.
- During the middle adolescence stage,
adolescents’ clamor for independence is
evident. While in the late adolescence, there LESSON 3: DEVELOPMENTAL STAGES
would be a re-establishment of good - The study of developmental stages is essential
relationships with families as well as a to understand how humans learn, mature and
formation of significant relationships with other adapt. Throughout their lives, humans go
people and acquaintances. through various stages of development.
SPIRITUAL DEVELOPMENT PRE-NATAL
- Adolescents start pondering on questions • Conception to birth
concerning existence, essence, spirituality, • Age when hereditary endowments and sex are
religion and God. fixed and all body features both external and
internal are developed.

INFANCY

• Birth to 2 years
• Foundation age when basic behavior are
organized and many ontogenetic maturation
skills are developed.
EARLY CHILDHOOD 7. To acquire a set of standards as a guide to behavior.

• 2 to 6 years old 8. To accept and adopt socially responsible behavior.

• Pre-gang age, exploratory and questioning.
Language and Elementary reasoning are
acquired and initialization of social skills are LESSON 4: THE CHALLENGES OF MIDDLE AND LATE
experienced. ADOLESCENCE
LATE CHILDHOOD PHYSICAL
• 6 to 12 years old • Most have passed through the puberty period.
• Gang and creativity age when self-help skills, • Females are fully developed while physical
social skills and play are developed. growth for male continues. There is greater
acceptance of their physical appearance.
EARLY ADULTHOOD
IDENTITY / SELF- CONCEPT
• 18 to 40 years old
• Age of adjustment to new patterns of life and • Identity crisis is prevalent partly because of
roles such as spouse, parent and bread winner. confusion brought about by the diverse changes
in their bodies.
MIDDLE AGE
• Adolescents have firmer sense of identity
• 40 years to retirement though they continue to explore about the self.
• Transition age when adjustments to initial
EMOTIONAL BEHAVIOR
physical and mental decline are experienced.
• Most adolescents are moody, sensitive,
OLD AGE
rebellious, stubborn, and inconsistent. They
• Retirement to death rebel against requirements and policies.
• Retirement age when increasingly rapid physical • They slowly possess the ability to delay
and mental decline are experienced. gratification. There is an increased emotional
stability.
The Eight Developmental Tasks
SOCIAL ATTITUDE
Robert J. Havighurst elaborated the Developmental
Tasks Theory in the most systematic and extensive • There is a desire to be recognized, be liked, and
manner. His main assertion is that development is gain success and greatness in their endeavors.
continuous throughout the entire lifespan, occurring • They have increased and deeper capacity for
stages, where the individual moves from one stage to caring for others. There is an emerging social
the next by means of successful resolution of problems autonomy among them.
or performance of developmental tasks.
PEER RELATIONSHIPS
1. To achieve new and more mature relations with
• They are eager to make new friends and
peers and both sexes.
friendship is “everything” to them.
2. To adopt socially approved masculine or feminine • The peer group fades in importance and is
adult roles. replaced by a few good and trusted friends.

3. To accept your physical self and to use your body FAMILY RELATIONSHIPS
effectively.
• Conflicts usually arise due to adolescents’
4. To emotional independence. assertion of freedom and other concerns.
• Conflicts with parents often decrease with age.
5. To develop your personal attitude toward marriage
Family is becoming influential again.
and family living.

6. To select and prepare for an occupation.

ROMANTIC RELATIONSHIPS REGARD FOR FUTURE / CAREER GOALS

• Slowly, adolescents begin to be interested in • Though beginning to mature cognitively and

romantic relationships and in physical and ethically, many of them remain to be risk takers
emotional intimacy as they feel that they are invincible. Many are
• There is the development of more serious still hungry for happiness and freedom and are
relationships and adolescents develop skills for carefree and irresponsible.
romantic relationships. • They have greater capacity for setting goals.
• Adolescents become concerned for their future.
SEXUAL RELATIONSHIPS
There is less participation in risky activities.
• Though most are concerned about
heterosexuality, some may be curious about
other sexual orientation such as homosexuality, Challenges in the Middle Adolescence
bisexuality and others.
1. Creation of a stable identity
• They adjust to a sexually maturing body and
feelings and start to establish personal values 2. Emotional maturity
about sexual behavior.
3. Establishment of some form of autonomy from
DECISION-MAKING / INDEPENDENCE parents or family
• They are prone to making poor decisions. 4. Establishment of a healthy romantic relationship 5.
• Immature adolescents are especially likely to Establishment of a better relationship with
choose less responsible options and may even parents/family
engage in violence.
• They manifest increased independence and self- 6. Control of impulsive emotions and establishment of
reliance. good behavior

COGNITIVE DEVELOPMENT 7. Improvement of decision-making skills

• They develop abstract reasoning skills. When 8. Improvement of personal ethical and value system
bombarded with dilemmas and stress though, 9. Establishment of regard for one’s safety via
they sometimes regress to concrete thinking. avoidance of participation in risky behaviors
• There is the development of abstract, complex
thinking which assists them in developing an 10. Consideration of career and future goals
ability to comprehend things such as how
current behaviors affect long-term health
status. Challenges in the Late Adolescence

VALUES / MORALITY 1. Finishing studies

• They start to develop a sense of values and 2. Entry to the workforce

begin to be concerned about exhibiting ethical
3. Finding a significant role in the society
behaviors.
• There is a continued interest in moral 4. Entering responsible romantic partnership
reasoning. They select role models, continue to
5. Preparing to build one’s own family
imbibe moral values and adopt a personal value
system. 6. Preparing to become a responsible parent
The Significant Others The Significant Others

• In psychology, a significant other is any Guidelines in making and maintaining friendships by

individual who has pronounced importance in a Prof. Jensen Mañebog (2003):
person’s life or well-being.
• Have friends at all costs.
• In sociology, a significant other is any person or
persons with a strong influence on an • Extend a hand when a friend falls.
individual’s self-concept.
• It was first used by the U.S. psychiatrist Harry • Silently sit with an aching friend.
Stack Sullivan in his book The Interpersonal • Be selective and wise in making friends.
Theory of Psychiatry.
• Don’t betray a friend.
PARENTS
• Turn an enemy into a friend.
• One who begets or one who gives birth to or
nurtures and raises a child. • Befriend your spouse for life.

SIBLINGS AFFIRMATION

• They often grow up in the same household, and • It is a carefully formatted statement that should be
thus have a large amount of exposure to one repeated to oneself and written down frequently.
another. They provide ample opportunity for • These are declarations or courageous statements
them to form one another’s behavior and aimed at creating change in the person.
socioemotional development and adjustment.
• They are intended to help individuals in forming
TEACHERS positive beliefs about themselves projected towards the
• A person who delivers an educational program, achievement of goals.
assesses student participation in an educational • These self-statements can also serve as an inspiration
program, and/or administers or provides and reminder to individuals to focus on their purposes.
consistent and substantial leadership to an
educational program.

FRIENDS

• A person whom one knows and with whom

one has a bond of mutual affection,
typically exclusive of sexual or family
relations.
 Behavioral

LESSON 5: COPING WITH STRESS IN MIDDLE AND LATE • Some stressed people lose appetite while others tend
ADOLESCENCE to overeat. When overstressed, many tend to
procrastinate and avoid responsibilities.
Stress
Stress Responses
• A medical term for a wide range of strong external
stimuli, both physiological and psychological, which can 1. Fight or Flight Response / Acute Stress
cause a physiological response called the general Response - In the 1920’s, Walter Cannon
adaptation syndrome. introduced the fight or flight response or the
acute stress response. - This kind of stress
• In the case of adolescents, stress can be the
response involves the occurrence of
byproduct of response to challenges and reaction to
physiological reactions when one is under stress
expectations of the people around them.
or pressure
Stressor 2. General Adaptation Syndrome by Dr. Hans
Selye
The term used to denote those which cause stress.
These are the things, events, situations, or thoughts • Alarm phase – The theory concurs that the body
that bring about stress. naturally reacts to stress by activating its fight or
flight response system.
Common Stressors in the Lives of Adolescents
• Resistance stage – This response stage involves
• Physical appearance the secretion of hormones for long term protection.
• School / Academic pressure • Exhaustion stage – The stress has been lingering
• Family / Home at this phase.

• Social / Peer pressures 3. Relaxation Response by Dr. Herbert Benson

- - The response is defined as your personal
• Loss • Frustration ability to encourage your body to release
• Romantic relationships chemicals and brain signals that make your
muscles and organs slow down and increase
• Future blood flow to the brain.
The Effects of Stress Common Coping Strategies
Physical Problem-focused approach This strategy fundamentally
involves focusing on the source of the stress. This may
• Stress increase the level of adrenaline and
include trying to analyze the situation and making extra
corticosterone in the body, which in turn leads to an
effort or working harder to solve the problem.
increased heart-rate, respiration, and blood-pressure
and puts more physical stress on body organs. Emotion - focused strategy This approach encompasses
concentrating on one’s feeling emotion brought about
Emotional
by stress instead of facing the actual source of stress.
• Stressed individuals are prone to agitation,
impatience, irritability and moodiness.

Cognitive

• Thoughts of stressed individuals are filled with

worrying. As a result, they commonly become forgetful
and disorganized.