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- Came from the story of the Biblical prophet

Jonah’s evasion of the destiny to prophesy
The adolescent mind is essentially a mind the destruction of Nineveh
or moratorium, a psychosocial stage between - “So often we run away from the
childhood and adulthood, and between the morality responsibilities dictated by nature, by fate,
learned by the child, and the ethics to be developed even sometimes by accident, just as Jonah
by the adult (Erikson, 1963). tried in vain to run away from his fate.” –
Maslow
Personality
OCEAN (Mcrae & Costa)
- Word stems from “persona” (Latin for mask)
- Pattern of relatively permanent traits and  Openness
unique characteristics - Imaginative or practical
- Enduring – qualities are at least somewhat - Interested in variety or routine
consistent across time and situation of one’s - Independent or conforming
life
- Distinctive – personality features different
 Conscientiousness
persons from one another
- Organized or disorganized
- Set psychological traits and mechanisms
- Careful or careless
within the individual
- Disciplined or impulsive
Psychological Traits – characteristics that
describe ways in which people are similar or  Extraversion
different from other - Social loving or retiring
- Fun loving or somber
Psychological Mechanism – process of - Energetic or reversed
personality; takes in process information
 Agreeableness
Environment can also affect one’s
- Soft hardened or ruthless
personality as well as genetics.
- Trusting or suspicious
- Helpful or uncooperative

Maslow’s Hierarchy of Needs  Neuroticism (emotional instability)

- Calm or anxious
- Secure or insecure
- Self satisfied

BIG FIVE or FIVE FACTOR MODEL (Mcrae &

Costa)

LOW SCORES HIGH SCORES

Extroversion Loner Reserved Joiner Talkative
Quiet Passive Active
Affectionate
Agreeableness Suspicious Ruthless Trusting Lenient
Irritable Critical Soft-hearted
Jonah Complex Good-hearted
Conscientiousnes Negligent Late Conscientious
- Abraham Maslow is credited for the term, s Disorganized Hardworking
but it was originally suggested by Professor Lazy Well organized
Frank Manuel Punctual
Neuroticism Calm Comfortable Worried
Even Tempered Temperamental
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Unemotional Self Conscious that leads to the strength which can reconcile
Emotional discontinuities and ambiguities
Openness to Down to Earth Imaginative - Each 8 stages entail its own life crisis, a crucial
Experience Uncreative Creative period in which the individual cannot avoid a
Conventional Original
decisive turn one way or another.
Uncurious Curious
- Each stage also provides new opportunities for a
particular ego strengths and virtues to develop.
Holistic Development

Holism (from Greek all, whole, entire) is the idea that

systems and their properties should be viewed as
wholes, not just as a collection of parts.

Holistic education – aims at helping students be the

most that they can be. Abraham Maslow referred to this
as “self-actualization”.

Education with a holistic perspective is

concerned with the development of every person’s
intellectual, emotional, social, physical, artistic, creative,
and spiritual potentials.

Five Aspects When We Consider a Human Person

1. Physiological or physical attributes including the

physical senses
2. Cognitive or the intellectual functions of the
mind; thinking, recognizing, reasoning,
analyzing, projecting, synthesizing, recalling,
and assessing
3. Psychological or how thinking, feeling, and
behaving interact and happen in a person
4. Social or the manner by which an individual
interacts with other individuals or groups of
individuals
5. Spiritual or the attribute of a person’s
consciousness and beliefs, including the values
and virtues that guide and put meaning to a
person’s life

Psychosocial Stages of Development

Erik Homburger Erikson

- Born in June 15, 1902 ; Frankfurt, Germany

- Coined the term “identity crisis”
- Erickson’s stages are epigenetic (from Greek
words “epi (upon) and “genesis (emergence)”.
- One stage develops on top of another in a
sequential and hierarchical pattern.
- Defined ego as a strong, vital, and positive
force: an organizing capacity of the individual
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Trust vs. Mistrust: Hope Industry vs. Inferiority: Competence

 The emotional duality of trust vs. mistrust is the  Erickson agreed that during latency, certain
key consideration of the first stage, which passionate and imaginative qualifies or earlier
corresponds to Freud’s oral, sensory, and years calm down so that the child is free to
kinesthetic one. concentrate on learning.
 Basic psychosocial attitude at this stage:  New demands are places on children on this
whether you can or you can’t trust the world time
 Frustrations are inevitable and socially  Their ability to conform and master the task
meaningful depends on how they traveled the preciding
 Basic trust implies perceived correlation stages
between one’s needs and one’s world.  If children emerge from:
 An appropriate balance of trust and mistrust Sense of trust, autonomy and
leads to the development of the ego strength of initiative – they are ready for the industrious
hope, a basic human virtue without which we labor that school presuppose
are unable to survive. Mistrust, doubt, and guilt – difficulty in
 Hope represents a persistent conviction that our performing at an optimal level
wishes can be satisfied in spite of  The peril of this period is that the feelings of
disappointment and failures. inadequacy and inferiority will develop.
 Hope is the basis of faith, reflected in mature
commitments. Ego Identity vs. Role Confusion: Fidelity (Faithful to
an Ideological Point of View)
Autonomy vs. Shame and Doubt: Will
 The process of forming an ego identity requires
 Corresponds to Freud’s anal stage that one compare how one sees oneself with
 Control over the body and bodily activities as how significant others expect one be.
opposed to a tendency of shame and doubt  Ego identity results in coherent individuality that
 Temper tantrum – momentary loss of self enables one to resolve one’s conflicts
control; cultures have different ways of adaptively.
cultivating or breaking a child’s will – reinforcing  Adolescence is the most crucial period.
or rejecting the tentative explorations of the child  The adolescent who can’t find a meaningful
 Will – unbroken determination to exercise adult role runs to the risk of an identity crisis, a
freedom of choice to exercise freedom and self transitory to establish identity.
restraint  The virtue or ego strength at this time is fidelity,
the adolescent is ready to learn to be faithful.
Initiative vs. Guilt: Purpose  Fidelity – ability to sustain loyalties freely
pledged in spite in evitable contradictions of
 The emotional duality that Erickson envisioned
value systems
for the phallic stage of psychosexuality
 At this period, children are active in the Intimacy vs. Isolation: Love
environment: mastering new skills and task
 Characteristic word of preschoolers: WHY?  Intimacy – ability to develop close and
 If the initiative is reinforced, a child’s behavior meaningful relationship with one another person
will become goal-oriented.  Isolation – entails self absorption an identity,
 Excessive punishment or discouragement may the young adult is able to overcome the fear of
lead to feelings of guilt, resignation, and the ego loss and form a close affiliation with another
belief that it is wrong to be curious. individual
 The virtue that emerges out of initiative versus  The task of young adulthood is to couple
guilt is purpose – a view of the future giving genitality with general group with general work
direction and focus to our mutual efforts. productiveness.
 Purposefulness slowly enables one to develop a  Erich Fromm: Immature love says: I love you
sense of reality. because I need you.
Mature love says: I need you because I love
you.
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 Love is the virtue at this stage.

Generativity vs. Stagnation: Care

 Generativity – entails more than parenthood;

ability to be productive in many areas of life,
particularly those showing a concern for the
welfare of ensuing the generations
 The adult actively participates in those elements
of culture that will ensure its maintenance and
enhancement.
 Failure to do so leads to feeling of stagnation,
boredom, and interpersonal impoverishment.
 An individual who does not have children can
fulfill generativity by working with other people’s
children or helping to create a better world for
them.
 A person is generative when making a
contribution appropriate to her or his particular
potential.

Ego Integrity vs. Despair: Wisdom

 Ability to reflect on one’s life with satisfaction

even if all dreams are not fulfilled
 Death is not feared but accepted as one among
many facets of one’s existence
 Despair refers to the regret over missed or
unfulfilled opportunities at the time when it is too
late to begin again.
 Ego integrity represents the fruit of the seven
stages that have preceded.
 The virtue of this stage is wisdom.
 Wisdom entails an individual to bring life to an
appropriate closure.
 Ability to stand back and reflect on one’s life on
the face of impending death.