--REVIEWER IN PERSONAL DEVELOPMENT— introspection
LESSON 1: KNOWING ONESELF Ability to reflect and think about your own
thought, feelings and actions is essential in
Physiological / physical attributes including 5 understanding and improving yourself
physical senses
Cognitive / intellectual functions Personal / personality
Psychological / emotion personal
Social / manner by which intellectual interacts Belonging or relating to a particular person
(inwards)
Spiritual or attribute of a person’s consciousness and
belief personality
Ideal self Set of behaviours, feelings, thoughts and
motives that identifies an individual.
idealized image that we have developed
Self – personality (outwards)
over time, based on what we have learned
and experienced. Personality is both influenced both by nature
is the self that you aspire to be (heredity) or nurture (environment)
Actual self
one that you actually see.
self that has characteristics that you were Physical and Cognitive Changes
nurtured or, in some cases, born to have. Lesson 2: developing the whole person
Self concept adolescence
to your awareness of yourself. It is the
construct that negotiates these two Transition from childhood to adulthood a
selves passage from one stage to another.
Physical changes and their implications
Self-actualization
1. Girls start their growth
to the achievement of your potential
spurt earlier than boys, but boys
through creativity,independence and
eventually grow taller than girls.
understanding of the real world
2. Boys’ muscle grow larger
Identifying your strength and weaknesses than girls and are usually physically
stronger than girls
strength 3. Physical changes in the
sex organs
You become more empowered to do
developmental tasks (primary sex characteristics)
Equipped with skills essential in decision
making boys: spermarche , when they experience
Confidence and competent nocturnal emissions or wet dreams.
girls: menarche, first menstrual period
weaknesses 4. Secondary sex
Know your limitations and characteristics.
boundaries BOYS: VOICE BECOMES HUSKY, LOWERS IN
Starting point of knowing oneself PITCH, GROWTH OF MUSCLE AND TORSO,
BODY HAIR ALSO GROWS
GIRLS: FULLER AND MORE MELODIOUS Social, Moral and Emotional Development
VOICE. WIDER HIPS, DEVELOPMENT OF
Lesson 3: developing the whole person
BREAST, BODY HAIR ALSO GROWS
Social changes and their implications
Androgen and estrogen
1. Your attitudes, speech, interest, appearance
Hormones that are both present in male
and behaviour are heavily influenced by your peers.
and female that affect physical
development 2. You may prefer fewer friends and intimate
relationship
TESTOSTERONE
3. You become curious with relationships with
ANDROGEN THAT IS STRONGLY
the opposite sex.
ASSOCIATED IN THE PHYSICAL
MATURATION OF BOYS. 4. Peer pressure – expectation that you
RELATED TO CHANGES IN HEIGHT, comply with the norms of your peer group. //”killjoy,
DEEPENING OF VOICE, DEVELOPMENT OF kj” // leader of the group
GENITALS, AS WELL AS SEXUAL DESIRES
AND ACTIVITIES What to do with this social changes?
ESTRADIOL 1. Enhance social skills
2. Enjoy company of your peers
ESTROGEN THAT IS STRONGLY PRESENT ON
GIRLS. 3. Set boundaries despite peer pressure.
responsible for girls’ development such as
WIDENING OF HIPS, BREASR AND UTERINE Moral changes and their implications
DEVELOPMENT.
1.Kohlberg : adolescents should have attained the
SEBACIOUS GLANDS post conventional reasoning or have developed
moral reasoning based on human rights.
ACTIVE ON GIRLS DURING THIS STAGE
CAUSES ACNE AND SKIN PROBLEMS •PERSONAL CONSCIENCE
APOCRINE GLANDS 2.ADOLESCENTS WHO DEVIATE FROM THEIR OWN
1. PERSPIRATION AND BODY ODORS 3.YOU CREATE/BUILD YOUR OWN MORAL CODE.
Physical changes and their implications 4.SOUND CONSCIENCE – INNER FORCE THAT MAKES
ETERNAL CONTROLS UNNECESSARY
1. Girls start their growth spurt earlier than
boys, but boys eventually grow taller than girls. EMOTIONAL changes and their implications
2. Boys’ muscle grow larger than girls and are 1. YOUR THOUGHTS DETERMINE YOUR
usually physically stronger than girls MOOD OR EMOTIONS. YOU ACT UPON
WHAT YOU THINK AND FEEL.
Cognitive changes and their implications ANT (AUTOMATIC NEGATIVE
THOUGHTS)
1. Neurons in the corpus callosum thicken
2. YOUR BODILY REACTIONS INFLUENCE
and connects the left hemisphere and
YOUR THOUGHTS AND FEELINGS.
right hemisphere of your brain making
you process information faster How do you fight negative thoughts?
Acknowledge them.
Challenge them.
LESSON 4: development occur resulting to changes in
ways of feeling, thinking and acting
1. Learning acceptance on body changes
What are the specific tasks that we do at a certain 2. Biological and mental development
age? 3. Awkward feeling on the changes
4. Achieving new and more mature relations
Specific knowledge, skills, attitudes or with the age mates of both sexes
functions that a person needs to acquire 5. Achieving feminine/masculine social role
and demonstrate at particular periods in 6. Being self reliant and independent
his/her life. 7. Intimate relationships
Robert havighurst. 8. Crush and dating has become a fun activity
Age when hereditary endowments and sex 9. sense of consistency anD “maturity”
are fixed and all body features, both 10. Planning and preparing for marriage and
external and internal are developed. family life, economic careers and ethical
values.
Infancy (birth to 2 years old)
Early adulthood (18/19 – 40 years old)
Foundation age when basic behaviour are
organized and many ontogenetic Age of adjustment to new patterns of life
maturation skills are developed and roles such as spouse, parent and bread
winner.
Early Childhood (2 to 6 years) 1. sense of consistency anD “maturity”
Pre-gang age, exploratory, and questioning. 2. Planning and preparing for marriage and
Language and Elementary reasoning are family life, economic careers and ethical
acquired and initial socialization is values.
experienced. 3. Selecting a mate
1. learning to walk 4. Learning to live with a partner
2. Learning to control bodily wastes 5. Starting a family
3. Learning to talk 6. Rearing children
4. Learning to form relationships with family 7. Managing a home
members 8. Starting an occupation
5. Learning to take solid foods 9. Assuming civic responsibility
6. Acquiring concepts and Readiness for Middle age (4o years old – retirement)
reading
7. Learning to distinguish right from wrong Transition age when adjustments to initial
and developing a conscience physical and mental decline are
experienced.
Late Childhood (6 to 12 years) 1. Helping children to become happy and
Gang and creativity age when self-help responsible adults
skills, social skills, school skills, and play are 2. Achieving adult social and civic
developed. responsibility
1. learning physical skills for playing games 3. Satisfactory career achievement
2. Developing school relateD skills (3r’s) 4. Developing adult leisure time activities
3. Developing conscience and values 5. Relating to one’s spouse as a person
4. Attaining independence 6. Accepting the physiological changes of
middle age
Adolescence (13-19 years old) 7. Adjusting to aging/ parent
Transition age from childhood to adulthood
when sex maturation and rapid physical
Old age (retirement - death) POVERTY
Retirement age when increasingly rapid Poverty is linked to many problems that
physical and mental decline are adolescents are vulnerable to.
experienced. Unhealthy environment, unhealthy
1. Adjusting to decreasing strength and relationships, unhealthy growth, non intact
health families, death, separation
2. Adjusting to retirement and reduced Starts with drinking alcoholic beverages,
income smoking cigarettes , marijuana and
3. Adjusting to death of spouse eventually using or abusing other illegal
4. Establishing relations with one’s own age drugs
group
5. Establishing satisfactory living. PEER PRESSURE
LESSON 5: Other form of addiction as a form of run
away: computer games
Engagement to sexual activities and
changes that occurs in their bodies // prone
What are the things adolescence faced? to hiv (human immunodeficiency virus)
Biological, psychological and social factors SUICIDE AND DEPRESSION
interplay and contribute in the challenges
that you need to overcome during teenage pregnancy
adolescence (Santrock 2012)
SENSE OF IDENTITY
Diagnostic and statistical manual of mental
The development of the pre-frontal cortex disorder, fifth edition (dsm 5 ED.)
after amygdala has been linked to risk 1. DEPRESSED MOOD MOST OF THE DAY
taking behaviors and sexual
experimentation 2. MARKEDLY DIMINISHED INTEREST OR PLEASURE
Successful and health formation of identity IN ALL OR ALMOST ALL ACTIVITIES MOST OF THE
may lead to healthy social, academic, and DAY
psychological functioning
3. SIGNIFICANT WEIGHT LOSS OR WEIGHT GAIN
REJECTION
4. INSOMNIA OR HYPERSOMNIA
The absence of self identity may cause
5. PSYCHOMOTOR AGITATION OR RETARDATION
heightened emotions and may cause more
NEARLY EVERYDAY
problems.
Rejection may caused downfall of an 6. EXCESSIVE FEELING OF WORTHLESSNESS OR
adolescence without sense of identity if not GUILT
handled well
7. DIMINISHED ABILITY TO CONCENTRATE OR
EARLY DATING INDECISIVENESS
Linked to unsuccessful romantic 8. RECURRENT THOUGHTS OF DEATH, SUICIDAL
relationships IDEATION
Destroys priority most especially if not
handled well.
How should you face everything? PHYSICAL SYMPTOMS
1. Learn to accept what you feel. Emotions are part Body ache and
of what makes us human. Pain Diarrhea or constipation Chest pain
Nausea or Dizziness
2. Identify your vulnerabilities
Rapid Heartbeat
3. Develop your talent and interests Frequent Colds
4. Become more involved with other BEHAVIORAL SYMPTOMS
5. Seek help when needed Eating more or less
Sleeping too much or too little
LESSON 6:
Neglecting responsibilities
Engaging to vices
How someone should deal with stress? Coping up
Feeling of emotional or physical tension Involves managing difficult situations,
It can come from any event or thought that exerting efforts to solve your problems and
makes you feel frustrated, angry or striving to master or reduce the stressful
nervous. effect of these situations
You experience stress when you respond to PROBLEM FOCUSED
stressors
FACING THE SITUATION SQUARELY AND
2 KINDS OF STRESS SYMPTOMS OF STRESS EXERTING EFFORT TO SOLVE THE PROBLEM
1. Eustress EMOTION FOCUSED
Stress that can challenge or motivate you to
find creative solutions to your concerns RESPONDING IN AN EMOTIONAL WAY
2. Distress FOCUSING ON PAIN TRGGERS
stress that becomes overwhelming and EMOTIONAL REACTIONS
leads to sense of helplessness and
PROBLEM FOCUSED COPING
exhaustion
1. STUDY SKILLS
COPING UP
BOOSTING YOUR MOTIVATION TO STUDY,
COGNITIVE SYMPTOMS CONCENTRATION
2. TIME MANAGEMENT SKILLS
Having memory problems SETTING OR STICKING TO PRIORITIES
Being unable to concentrate LEARN TO SAY NO
Having poor judgement MONITOR YOUR TIME, PLAN ACTIVITIES, NO
Seeing only the negative TO PERFECTIONIST AND PROCRASTINATION
Anxiety and worrying ONE TASK AT A TIME
EMOTIONAL SYMPTOMS EMOTIONFOCUSED COPING
Moodiness 1. PROBLEM- SOLVING SKILLS
Irritability or Short 2. SUPPORT GROUP
Temper 3. RATIONALIZATION
Agitation or restlessness Loneliness and JUSTIFY WHAT HAPPENED TO ALLEVIATE
Isolation You emote for even the slightest THE PAIN
reason 4. PROJECTION
COMING FROM THE SURROUNDING
5. DISPLACEMENT
PREVENTS YOU FROM SOLVING THE
PROBLEM
6. AGRRESSION
VIOLENCE
7. RELAXERS – EATING COMFORT FOOD, DEEP
BREATHING, PHYSICAL ACTIVITIES, HAVING
A GOOD CRY
8. EATING HEALTHY SNACKS
INDICATORS THAT YOU HAVE SUCCESSFULLY
HANDLED STRESS
1. EMOTIONAL STABILITY
REMAINING CALM AND NOT BEING
CARRIED AWAY BY YOUR EMOTIONS
2. BEING TACTFUL
BEING ABLE TO EXPRESS YOUR THOUGHTS
IN A NON AGGRESSIVE MANNERS
3. DOING WELL IN SCHOOL
MEET ALL ACADEMIC REQUIREMENTS AND
DEMANDS IN SCHOOL
4. LEARNING TO SAY NO
BEING FIRM ON YOU STAND AND WHAT
YOU BELIEVE IS RIGHT
