Per Dev

Module 1

PERSONAL DEVELOPMENT

- process of discovering oneself by realizing one's potentials and capabilities that are shaped over time either by
studying in a formal school or through environmental factors.

CONCEPTS OF ASKING ONSELF

 Know Thyself
- “An unexamined life is not worth living” according to Socrates (one of the greatest philosopher is
ancient Greek).
- an old maxim or aphorism which in time has been used in varied literature and consequently gained
different meanings.
- One of its meanings is recorded in the Greek encyclopedia of knowledge called “The Suda”.
- Thomas Hobbes used “read thyself” from his book The Leviathan to interpret know thyself.
- Read thyself meaning an individual could learn more by studying others and that he/she can do this
by engaging himself/herself to reading books
- Hobbes emphasized person learns more by studying oneself.
- acquiring the skills of way of questioning or challenging the person to gain careful understanding of
oneself.
- Form of self-concern
 Self-concept
- One’s general idea of him/herself about his/her personality and perception about his/her set of
values, point of views and behavior. (Unsay panan-aw/pag-ila nimo sa imong mga gituohan ug
batasan)
- “a person’s existence depends on his/her perception” theory by Rene Decsartes (Father of Modern
Philosophy)
- The mind is the seat of consciousness.
- Sincero named three aspects of self-concept:
 Self-concept is learned
- No individual was born with self-concept.
- Self-concept can only be acquired as soon as the person learns how to mingle with others.
- self-concept is influenced by the person’s environment and can be a product of the person’s
socialization. (ma-develop imong batasan ug mga tinuohan through interactions and sa environment
na naa ka)
 Self-concept is organized
- one’s perception towards him/her(self) is firm.
- May hear other people’s POV about his/herself but will still believe of what he/she thinks of oneself
as is right. (e.g. “Pangit man ka” pero sa iyahang pag tan-aw sa iyang sarili gwapa siya so mao iyang
tuohan))
- Change on one’s perceptions towards him/her, however, may also be possible but it takes time.
 Self-concept is dynamic
- As an individual grows older, he/she continues to encounter problems or challenges that may reveal
his/her self-concept in that particular time or situation
- A person will definitely respond to the scenario based on his/her own insights and how he/she
perceives himself/herself in the situation.
- Thus, self-concept undergoes development as the person goes through different experiences.

Sigmund Freud – well-known psychologist, neurologist and the creator of Psychoanalysis Theory and the father of
psychoanalysis proposed that there are three components of personality within us that plays a vital role of how
we think of ourselves:

 Id
- man's personality is driven by pleasure principle.
- the nature of Id is to satisfy man's desire without thinking much of the situation.
- developed at a young age or present from birth
 - when the Id wants it, the rest are no longer important.
- E.g. “Katulgon ko even if naa koy assignment na himuon” tungod sa Id wala nakoy pake sa assignment
ug natulog ko kay mao man gusto nako.
 Ego
- second component of the personality that is developed at approximately the age of three.
- operates according to reality
- give a more socially accepted means of getting the desires and wants of a person without getting to
hurt others feelings
- job of the ego to provide a man some guidelines on how to behave accordingly while he fulfilled his
pleasure
- manifested whenever we try to satisfy our cravings without compromising our self-image to others
- E.g. “Katulgon ko even if naa koy assignment na himuon” nag huna-huna ka nga matulog nalang ka
pero na realize nimo na pag dili nimo buhaton assignment nimo possible nga pag-abot nimo school
blangko imong assignment then naa’y possibilities na tawagon kang “tamad” in which dika ganahan.
 Superego
- aspect of man begins to manifest as a child turns 5
- holds our moral judgments or concept of right and wrong that are believed to be acquired from the
family and the environment.
- developed as man learns the culture of distinguishing right from wrong based on the set of guidelines
and standards that are known to people in his environment.
- superego directs a man’s life in order for him to avoid hurting
- E.g. (same situation sa ego) na realize nimo na dili ka gusto tawagon ug tamad and kabalo ka nga
dapat maghimo kag ass. para dili mag procrastinate so wala ka natulog sa, gibuhat sa nimo
assignment nimo.

WHAT I HAVE LEARNED

1. Self-development means is taking steps to better yourself. It also means efforts toward self-fulfillment.

2. Know Thyself is an old maxim or aphorism gained different meanings.

3. “The Suda” is the encyclopedia of Greek knowledge wherein the concept of Know Thyself is interpreted in
different meanings.

4. Thomas Hobbes used the phrase “read thyself” to stress out that an individual can learn more by studying others
and that he/she can do this by engaging himself/herself to reading book.

5. Knowing oneself is the beginning of all wisdom according to Aristotle.

6. Know thyself is a moral epistemological injunction according to some writers which means acquiring the skills of
way of questioning or challenging the person to gain careful understanding of oneself.

7. Self-concept is ones abstract and general idea about him/herself particularly toward his/her unique personality
and his/her own perception about his/her set of values, point of views and behavior.

8. Rene Descartes states that mind is the seat of consciousness.

9. Self-concept has three aspects as enumerated by Sincero namely: Self-concept is

1.) learned, 2.) organized, and 3.) dynamic.

10. There are three components of self, according to Sigmund Freud namely:

1.) The Id, 2) The Ego, and 3.) The Superego.

Module 2
Adolescence

- period when a young individual develops from a child into an adult.

- Changes:
 how you look
 how you take your role in the community
 how other people expect you in making decisions on your own
 how you perceive yourself.
- product of our own experiences

Self-Esteem

- evaluation of your own worth

- may be positive or negative
- Positive self-esteem is the valuation that is pleasing and acceptable according to your
standard and that of others
- negative self-esteem is the opposite which is feeling distraught or down and unaccepted by
others
- self-esteem does not imply that one believes that he or she is better than others, only that
he or she is a person of worth (Diener & Lucas 2017).
- may change from time to time depending on the situation we encounter in our daily life
- Self-esteem is the measure of how much you like or "esteem" yourself, or how much you
believe you are a decent and worthwhile person.
- can be tested in two ways
 explicitly
 implicitly

Self-Efficacy

- has a specific impact on behavior and emotions, allowing people to effectively manage
problems and achieve desired outcomes
- your desire to influence something specific
- self-confidence in your ability to attain your most significant goal
- greater the likelihood of achieving a positive outcome, the stronger the belief
- Self-efficacy refers to your belief in your ability to succeed and perform well in various
areas of life, such as education, work, and relationships (Syrett 2020)
- five (5) different ways that influenced self-efficacy, from the ideas of Albert Badura, a
professor, and a psychologist.
o Performance Experiences – if you are good at achieving your specific goal, then you
probably think that you will achieve it again. When the opposite happens, if you fail,
you will often think that you will fail again
o Vicarious Performances – if others achieved their goal or specific task, then you'll
come to believe that you will also achieve your goal.
o Verbal Persuasion – it is when people tell you whether they believe or not on what
you can do or cannot do. The effect of your self-efficacy will depend on how that
person matters to you.
o Imaginal Performances – When you imagine yourself doing well, then it will
happen.
o The Affective States & Physical Sensations – if your mood or emotion (e.g. shame)
and physical state (e.g. shaking) come together, it will affect your self-efficacy. If
negative mood connects with negative physical sensation, the result will be
negative. And if it is positive, most likely the result will be positive.
Self and Identity

- According to William James, a psychologist, “the self is what happens when I reflect upon
ME"
- How we see ourselves is geared toward improving ourselves depending on a lot of factors
- Dan McAdam, a psychologist, reiterated that even there are many ways on how we reflect
to improve ourselves, it brings us back to these three (3) categories:
o Self as Social Actor
 We are portraying different roles and behaving for every type/set of people
in front of us since we all care about what people think about us. It is
practically for social acceptance.
o Self as Motivated Agent
 People act based on their purpose. They do things based on their own
dreams, desires, and planned goals for the future. This, though, is not easily
identifiable since it is self-conceptualized, unless it was shared with us.
o Self as Autobiographical Author
 He/she as the creator of his/her own entire life story. It is about how
oneself is developed from his/her past, up to the present, and what he/she
will become in the future.

Judgment and Decision Making

- Most people tend to decide based on the intuitions and available information that could be
a hindrance in making a wise decision and that could be a habit.
- recommended that people think through critical judgement or decision
- Bazerman and Moore in 2013 reiterated by Jhangiani that suggests the Six Steps on How to
Make a Rational Decision:
o Define the Problem (select your most desired course);
o Identify the criteria necessary to judge the multiple options (list things to be
considered like location, facilities, prestige, etc.);
o Weight the criteria (rank the criteria based on its importance to you);
o Generate alternatives (the schools that accepted you);
o Rate each alternative on each criterion (rate each school on the criteria you have
identified); and
o Compute the optimal decision

WHAT HAVE I LEARNED

1. Self-esteem is your evaluation of your own worth. (Diener & Lucas 2017)
2. There are factors to identify the level of self-esteem of an individual namely: own appearance; how
satisfied you are in a relationship; and how you view your performance. (Diener & Lucas 2017)
3. Self-Efficacy is your belief on your own abilities. (Syrett 2020)
4. There are five (5) different ways that influenced self-efficacy beliefs. Those are Performance
Experiences, Vicarious Performances, Verbal Persuasion, Imaginary Performances, and the Affective
States & Physical Sensations (Syrett 2020)
5. There are three (3) categories on how we reflect to improve ourselves, these are: Self as Social Actor,
Self as Motivational Agent, and Self as Autobiographical Author. (Dan McAdam)
6. In making decisions, an individual, is expected to act and decide on his/her own. (Jhangiani 2020)
7. Most people tend to decide based on the intuitions and available information that could be a
hindrance in making a wise decision. (Jhangiani 2020)
8. Six Steps on How to Make a Rational Decision: Define the Problem, Identify the criteria necessary to
judge the multiple options, Weight the criteria, generates alternatives, rate each alternative on each
criterion, and compute the optimal decision. (Jhangiani 2020)
Module 3

Who would be responsible in developing one’s personality?

- Our personality is a product of genetic response that we inherit from our parents and from
the influence of our environment
- social interactions contribute to who we are today and how we choose and decide for
ourselves.
- “identity vs. role confusion” is the stage wherein teens need to develop the sense of self
and personal identity according to Erik Erikson (teenagers start to have circle of friends in
which they build their trust)
- “theory of mind” or adolescence cognitive sympathy is described as having high regards
toward the perspective of others and feeling concern for others
- Based on research, teenagers are commonly high risk-takers and impulsive due to
incomplete development of frontal lobe during adolescence.
- frontal lobe is responsible for judgement, impulse control, and planning
- You cannot escape life challenges so you should know how your thoughts, feelings, and
actions in managing personal agency should be handled
- Thoughts are impression activated by a stimulus in your mind that is evident from the
environment that you are in
- emotions give life to thoughts, and it expressed through feelings
- Behaviors are bodily reaction made based on our feelings that result to actions.
- There are instances when feelings are faster than emotion and thought. This would result to
fast reaction and realizing the emotion and thought afterwards.
- Either positive or negative, feelings result to actions.
- Emotions can direct and control thoughts that sometimes affect your consciousness

WHAT HAVE I LEARNED

1. Social Development – growth through social interaction

2. Cognitive Sympathy – a high regard to perceptions of others

3. Emotions – it gives life to our thought

4. Adolescence – it is a transition between childhood to adulthood

5. Actions – anything that we do

6. Confusion – uncertainty or lack of understanding

7. Self-regulation – ability to control thought, emotion and behavior

8. Identity vs. Confusion – the 5th ego of psychosocial development by Erik Erikson

9. Challenges – strange and difficult experiences by adolescents that is part of developing self-identity

Module 4

Thoughts, Feelings and Behavior

 - In the study of B. Bradford Brown entitled The Psychology of Adolescence, he wrote that
Thought, Feelings and Behavior are affected by positive family and community context,
emphasizing that skills to deal with anxiety and adversity are also keys.
- “The Connection Between our Thoughts, Feelings, and Behaviors, the author Courtney
Bancroft”, it was discussed that the three are connected with one another in such a means
that when one (e.g. thought) or any two of the three (e.g. thought and feeling) is/are on
negative pole, it may be changed by having the remaining factor/s focused on the positive
pole.
- Ang connection sa thoughts, feeling and behaviors kay mao na siya ang factors nga ga affect
sa imohang paghimo ug decisions.
- If ever man nga negative gani ang imong thoughts, pwede gihapon na siya ma change as
long as positive imong behavior and feelings and vice versa.
- Ambot mao ra nakabutang sa module, mubo kayo

Module 5

Developmental Tasks and Challenges of Adolescence

- Adolescence is the transition period between childhood and early adulthood– the most
rapid stage of human development
- According to World Health Organization (WHO), it is a period of life with specific health and
development needs and rights
- Cambridge Dictionary defines developmental as relating to the process of growing or
changing into a more advance, larger and stronger form
- “Challenges” is defined as something that needs great mental or physical effort in order to
be done successfully and therefore tests a person's ability

Early Adolescence Middle Adolescence Late Adolescence

Biological Challenges • Developmental changes • Development of body • Transition as the young
and the onset of puberty shape person consolidates his
as indicated by growth • Physical changes from identity and comes to
spurt puberty continue grips with his future.
Psychological Challenges • Concrete thinking, but • The concrete thinking, • Complex abstract
early moral concepts but early moral concepts; thinking; identification of
• Development of sexual progression of sexual difference between law
identity identity development and morality
• Possible of sexual • The awakening of • Feeling himself/herself
preferences; peer interest heterosexuality a completer and more
separate person
• Development of
personal identity
Social Challenges • Start of strong peer • The first tentative • Form and maintain truly
identification interest and approach intimate relationships
• His group activities are towards the opposite sex with others whose
primarily with members usually takes place. beliefs, ideals, and
of his own sex. • The awakening of motives he can see and
heterosexuality that often respect as clearly as he
disrupts previous peer does his own.
groupings and intimate • Development of
friendships vocational capability and
financial independence’
Behavioral Challenges • His behavior may • This is the stage when • He is more able to be
temporarily show a adolescent rebellion selective and
disorganized, erratic starts discriminating in his
quality along with a • Period of irritability, relationships
decreased willingness to wide mood swings, and
accommodate the rapidly changing feelings.
expectations of his
parents and others
 • Wide mood swings and
periodic bouts of feeling
ill-treated and unloved
may dominate his
emotional life.

Professor Robert J. Havighurst of the University of Chicago proposed that stages in human development
can best be thought of in terms of the developmental tasks that are part of the normal transition.

- Early Adolescence (10-13)

o Developing self-concept
o Self-evaluation of their physical acceptability
o Achieving personal independence
o Developing acceptable attitudes toward society
o Learning to get along with peers
- Middle Adolescence (14-17)
o Emergence of new thinking skills
o Accepting one's physique
o Increase self-direction
o Achieving psychological independence
o Achieving mature relations with both sexes
o Achieving a masculine or feminine social role
o Achieving emotional independence of adults
o Establish psychological independence from one’s parents
o Acquiring values and an ethical system to guide behavior
o Desiring and achieving socially responsible behavior
o Preparing for adult roles and making preliminary decisions and vocational goals
- Late Adolescence (18-21…)
o Preparing adult life
o Crystallize their vocational goals
o Establish sense of personal identity
o Psychologically independent from their parents
o Shift to adulthood is nearly complete
o Preparing for marriage and family life
o Preparing for an economic career

KEY TAKEAWAYS
1. The World Health Organization, (WHO) defines adolescence as a period of life with specific health
and development needs and rights.
2. The challenges the adolescents are facing occur during the development of their biological, cognitive,
and physiological, spiritual and moral aspects.
3. Developmental task is a task that arises at or about a certain period in life, unsuccessful achievement
of which leads to inability to perform tasks associated with the next period or stage in life.
4. Identity vs. Role Confusion is one of the Eight Stages of Psychosocial Developmental Theory of Erik
Erikson, the age between 12 to 18 years old. It is where adolescents would try to explore and figure out
their own identity and try to fit in with social interactions at the same time.
5. Professor Robert Havighurst of the University of Chicago proposed that stages in human
development can best be thought of in terms of the developmental tasks that are part of the normal
transition.
6. Havighurst stressed out that when people successfully accomplish the developmental tasks at a stage,
they feel pride and satisfaction.
Module 6

Influential People in My Life

- Parents
 o Parents are the first people who introduce you to life.
o They provide shelter, protection, and sense of security no matter what happens.
o The concept of home is formed coupled with love and much sacrifices that either
your mother or father is willing to give.
o When you want to hear honest opinion about the things you need to improve, they
would never hesitate to tell exactly what needs to be done.
o Parents play the largest role in a person’s mental, emotional, physical, and social
development.
o They teach you the first valuable lessons in life that became an integral part of your
personality as you continue to discover the world.
o They get involved with your education and happy to see you achieve and discover
potentials.
o Parents’ advices are far more important than any other people’s advices in terms of
making sound decisions in life.
- Siblings
o Siblings are friends within a family.
o They extend valuable help whenever you are in need of assistance.
o They teach you the concept of socialization, mutual understanding, and respect.
o Like friendship, your relationship with your sister or brother requires
communication and acceptance.
o As you grow older you realize their significant part in your life and continue to
establish close ties among them.
o Although disagreements are normal part among siblings, it is important to
understand that all of you have sets of differences.
o Sibling bond is nothing compared with any other bonds in the world as long as its
foundation is anchored with much love and appreciation.
- Friends
o Friends are like extended siblings who came from different families.
o They give us a sense of belongingness for an individual would always want to be
part of something.
o Friends also teach us the value of love, respect, understanding, and acceptance.
o They help us improve in our social connection, emotional stability, and inspires our
intellectual capacity.
o True friends support only what is good and reject what is not. They refuse to
tolerate unacceptable behavior and seek to correct your shortcomings.
o Friends bring out the best in a person and they share mutual interest, hobbies, and
aspirations.
- Teachers
o Teachers are the second parents in school.
o They help you improve your intellectual and emotional capacity to handle difficult
situations in life.
o They guide you to understand the valuable lessons about life that would last for a
lifetime.
o Their influence does not fade because they provide exceptional impact towards self-
realization and self-discovery.
o Teachers walk along the progress of the leaners; that makes it more memorable and
enduring for life.
o Good teachers inspire learners to do better in making decisions.
o Being the role model in class, they set example to leaners who need much guidance
in school.
- Community Leaders
o Community leaders provide network connections and linkages among other parts of
the community.
o They inspire adolescents to get involved with community services through outreach
programs, social activities, and volunteer works.
o They model innovation to help improve the community whom they serve.
 o Effective leaders set inspiration to others by setting a good example by following the
policies that they try to implement.
o Using their charisma, they tend to persuade others to follow them; thus, they can
generate many programs to address the needs of the people.
o Adolescents like you can learn from their accomplishments and may get inspired to
become servant-leaders in the future

Significant People in Life Are Also Agents of Socialization

- The people whom you considered significant in life are also called agents of socialization.

Family
- most important agent of socialization
- given you the knowledge of self-care
- teach the value of relationship
- With the help of your siblings, the early concept of cooperation is fostered
- Friendship at this point is also established and can be nurtured even as you age.

Peers
- always have a great deal of influence in your life
- parents to feel worried about the circle of friends you opt to get involved with
- necessary to carefully select the right set of individuals who would contribute in bringing out
the best in your capabilities
- teach you to develop skills in organizing tasks, working together with others, giving and
receiving feedback in order to evaluate personal learning acquisition.

Teachers
- special agents we see in school, a place where many exciting memories are forged through
time, as we collaborate with peers
- role is not only to teach us the concept of socialization but gave us opportunities to discover
much more about socializing

Community Leaders
- develop selfless future leaders

GOOD LUCK INTAGLIO BABIES!!

“Grado ra na, pwede ra kayo ta mangundang”
- Ramos, B.P.