Personal Development 3.

) Reproduction - It is the duplication of the object,

action, or event.
Unit 1 Lesson 1: Taking a Look at Oneself
4.) Motivation - It is the push to imitate or duplicate.
Self-concept - It is your perception of yourself, how you
define and understand yourself as a multidimensional 5.) Reciprocal Determination- This means that when a
human being. (Physical, Spiritual, Social, & Moral) certain behavior is imitated by another, this can cause a
chain reaction in which other people will begin to imitate
Three Essential Components of Self-Concept this behavior until it becomes a habit or is accepted by
many.
1. Personal Traits- These are stable
characteristics that determine your behavior. Unit 2 Lesson 1: The Holistic Development of the
2. Physical Characteristics- These are used to Self
describe how you look in a positive or negative
way. Holism - It is an approach to understanding the human
3. Social Identity- This would refer to the social mind and behavior that focuses on looking at things as a
group where you belong. whole.

Self-Complexity -This pertains to different ways in Five Areas of Personal Development

which you think about yourself. These components
determine how you are different or unique from others, 1.) Physiological - This includes the five senses and
and how you evaluate yourself against others. other physical characteristics including the changes in
the body and the development of skills related to mobility
Self-esteem - It is the value that you put on what you or movement.
know about yourself. It is a positive or negative self-
evaluation of the self-concept that could be based on Steps in taking care of the body:
your performance or behavior or your interaction with
others. a.) Practice healthy eating habits.
b.) Live an active lifestyle.
Your high or low self-esteem may affect your: c.) Get enough sleep and rest.

● Self-worth - how much you value yourself 2.) Cognitive- This refers to the mental processes or the
● Self-efficacy - the belief and confidence that intellectual functioning of the mind.
you can accomplish tasks and control your
environment Cognitive Development
● Cognition- These are the processes of knowing
Looking Glass Self (Charles Horton Cooley, 1902) which include remembering, attending, and
people around you serve as mirrors that reflect how you reasoning.
see yourself ● Cognitive Processes- These include the higher
mental processes like memory, language,
Self-awareness - It is the ability to know yourself
perception, problem-solving, and abstract thinking.
extensively, not just regarding traits and characteristics,
● Attitude- This entails how the person perceives
but also knowing your inner state and how you think.
events, how a person feels about these events,
(Emotions, belief systems, patterns in behavior, and
and a person’s evaluation of whether an event is
thought)
helpful or not.
Unit 1 Lesson 2: Discovering my Uniqueness
Elements of Attitude
Individual Differences- It refers to the differences and ▪ Cognitive - This is made up of knowledge and
similarities among people in a psychological way. specific beliefs.
▪ Affective - This is made up of emotional
Demographics - It is the statistical characteristics of responses.
people like age, gender, religion, or socioeconomic ▪ Behavioral - This is the manner in which an
status. And hobbies, attitudes, religious beliefs, and attitude influences the observable action or
political perspectives. behavior.

Statistical Characteristics of People 3.) Social and Emotional- This is described as our
inherent or innate capability and need to reach out and
- Age - Gender - Religion - Attitudes form relationships with other people.
- Hobbies - Socioeconomic Status
- Religious Beliefs -Political Perspective ● Emotions- These are responses that create
biochemical reactions in the body.
Social Learning Theory (Albert Bandura) “Most human ● Feelings- These are the mental reactions and
behavior is learned observationally through modeling: associations with emotions.
from observing others, one forms an idea of how new ●
behaviors are performed, and on later occasions, this 4.) SPIRITUAL- This is characterized by the discovery
coded information serves as a guide for action.” and experience of the inner guide that steers the values
and beliefs of a person.
Conditions of Affective Modeling
● Values- They are the judgment that people make
1.) Attention - It refers to the active processing of about issues, people, or things.
specific information about your surroundings. ● Virtues- It is the quality that echoes or reflects the
values.
2.) Retention - It is described as remembering the
person, object, action, or event where attention is given.
5.) PSYCHOLOGICAL- This is the growth and Breaking the Cycle Change is possible. Behavior can be
development of a person’s cognitive, emotional, and modified. There are ways of altering the thoughts,
social skills. feelings, and behavior of a person.

Unit 2 Lesson 2: Integration of Thought, Feelings 1. Rewards and Associations. These two factors are
and Behavior combined to jumpstart the process.

Dualism- Dualism is associated with Rene Descartes. Rewards. These are the incentives that a person
He is a philosopher who proposed the theory of duality. receives when doing a positive or the desired behavior.
Duality is the recognition and comprehension of the Negative behaviors are ignored, so the positive behavior
nature of things dually. The best example of this is the takes the lead.
Eastern concept of yin and yang. According to eastern
philosophers, both the yin and yang exist. One cannot Associations. Regarding of associations, a person is
do away with the other, and it cannot exist encouraged to relate behavior to an outcome.
independently.

Mind/Body Connection-Dualism is a philosophical term

that speaks of the independence between the 2. Changing irrational beliefs.
functioning of the mind and the body. This thought
existed before, but it is being refuted today. At the Irrational beliefs are thoughts that are not based on
moment, it is accepted that the mind and body are reality. This can be done by challenging the beliefs of a
connected. The mind/body connection means that your person and finding out if they have bases in reality. This
thoughts, beliefs, feelings, and attitudes affect the body is done slowly and requires great skills from a counselor
either in a positive or negative way. A healthy mind or therapist because these beliefs can be deeply
means having a healthy body as well. However, the ingrained in a person. It can take a long time for these
things that you do with your body like the food you eat beliefs to be discarded.
and the activities you do can also impact the mind.
Making the person change his belief alters his
Cognitive Behavioral Therapy (CBT)-According to this perception and his feelings. When there is a shift, the
technique, your behavior is affected by how you think behavior soon follows.
and feel. Cognitive Behavioral Therapy’s main purpose
3. Reflection and automatic judgments.
is to correct misconceptions, false beliefs, and faulty
reasoning so that you can sustain a healthy level of
Automatic judgment happens when a previous
adjustment and connection with other people.
experience crosses the mind, and the person
Experts say that behaviors are the products of a automatically judges the experience. For instance, when
process. When a situation or an event happens, the a person thinks about the former boyfriend or girlfriend,
response or behavior of a person depends on two he or she may concentrate on thinking about the
things: the thoughts and feelings. When these two are negative qualities of the person and immediately pass
combined, the observable action (behavior) is shown. judgment.

REMEMBER ME! The purpose of Cognitive Behavioral Reflection entails thinking what your thoughts and
Therapy is to correct misconceptions, false beliefs, and emotions are to avoid making automatic judgments. A
faulty reasoning so a person can sustain a healthy level person who has mastered reflection will pause and
of adjustment and connection with other people. evaluate his thoughts and feelings and avoid making
hasty conclusions and judgments.

Self-Evaluation
It is the act of recognizing and evaluating the thoughts,
emotions, and behaviors of the person and creating
helpful and beneficial steps to understand the self and
other people. It makes a person gain knowledge of how
his/her thoughts and emotions are affecting his/her
behavior.

Unit 3 Lesson 1: Development Tasks of Middle and

Late Adolescents

Adolescence
A period of change for young people. It is the rapid and
sudden change, and transition from childhood to
Implications- Based on this diagram, it suggests that
adulthood (physical, cognitive, and socioemotional
behavior repeats constantly. While many people are
development) brought about by hereditary means and
considered as creatures of habit that are bound to follow
environmental influences.
the same patterns of behavior, this implication is a
double-edged sword.
3 Stages of Adolescence
Once the feeling and perception change, the behavior of
a person also evolves. However, this is easier said than 1.) Early Adolescence - 10 - 13 years old
done, because emotions are very powerful. Even if a 2.) Middle Adolescence - 14 - 16 years old
person knows that what he/she is doing is the proper 3.) Late Adolescence - 17 - 19 years old
thing to do, feelings can get in the way of rational
thinking. Domains of Development
1.) Physical Development:
- Size - Appearance - Functions
- Physical capacities
 Teachers play a heightened role in the child’s
2.) Cognitive Development - pertains to different development in this stage. If children are encouraged
intellectual abilities and thought processes. and assisted for their leadership and ambition, they start
to feel conscientious and positive in their capability of
3.) Socioemotional Development - talks about their goals. If this initiative is not encouraged, the child
regulation and management of emotions and feelings, starts to feel inferior, doubting his abilities, and so may
interpersonal skills, and different aspects of behavior. not reach its full attention (Heffner, 2001).

Principles of Development 5.) Adolescence (13 years to 18 years) - Identity vs

Role Confusion
A.) Sequential - This principle of development happens Throughout adolescence, children examine their
in a fixed sequence. independence and explore their sense of self. Children
that are shown encouragement and reinforcement
B.) Individualized - It puts emphasis on one’s through personal examination will appear from this stage
development being influenced by his/her genes and with a strong sense of self and a feeling of
environment. independence and control.

C.) Gradual - The idea of development does not happen Children that go on unsure of their beliefs and desires
instantly. can feel apprehensive and puzzled about themselves
and their futures (Cherry, n.d).
D.) Holistic - The person must be looked at as a whole
person-physically, cognitively and socioemotionally to be 6.) Early Adulthood (18 years to 40 years) - Intimacy
able to understand one’s development. vs Isolation
Consequence of Change As we begin to mature into adulthood we start to explore
ourselves more intimately with others. We seek
Psychosocial Stages of Development relationships which lead to longer term commitments
with someone other than a family member.
1.) Infancy (Birth to 1 year) - Trust vs Mistrust
In this stage children begin to learn the ability to trust Completion of this stage leads to enjoyable
others. This is established from the consistency of their relationships, a sense of commitment, safety, and care
caregivers. When trust develops well, the child achieves within a relationship. When we avoid intimacy, and fear
confidence and security in the world and is capable of commitment and relationships we can suffer from
feeling secure. isolation, loneliness, and sometimes depression
Unsuccessful achievement of this stage can result in (McLeod, 2008).
failure to trust, and can bring about a sense of fear about
the inconsistent world. Anxiety, heightened insecurities, 7.) Middle Adulthood (40 years to 65 years) -
and an overall feeling of mistrust in the world around can Generativity vs Stagnation
occur (Heffner, 2001). In this stage, we begin to establish careers, settle down
within a relationship and start our own families. We give
2.) Early Childhood (18 months to 3 years) - back to society through raising our children, working,
Autonomy vs Shame and getting involved with community activities and
Children begin to become mobile and develop physically organisations. If these objectives are not achieved, we
at this age; they proclaim their independence by walking can become idle and feel lifeless (McLeod, 2008).
away from their caregiver, choosing toys to play with,
and by choosing what they like to wear, to eat, etc. The 8.) Late Adulthood (40 years to 65 years) - Integrity
child starts to discover that it has many skills and vs Despair
abilities. When have grown older and have become senior
citizens, we usually slow down our productivity, and live
These skills depict the child's developing independence life as a retired person. During this time we start
and autonomy. Erikson’s theory explains that it is crucial pondering our accomplishments and we develop
for parents to allow their children to explore the integrity if we see ourselves as leading a successful life.
maximum of their capabilities in an encouraging
environment, tolerant of failure. Parents need to If we see our lives as fruitless, feel guilty about past
encourage the child to become more independent while situations, or feel that we did not accomplish our life
at the same time protect the child so that continuous goals, we then become displeased with life and establish
failure is avoided. anguish, often leading to depression and hopelessness
(Heffner, 2001).
The aim of this stage is to develop self control without
losing one’s self esteem (McLeod, 2008).d Doubt

3.) Play Age (3 years to 5 years) - Initiative vs Guilt

During the above ages, children begin to claim their
power and control through leading play and other social
interactions. Children who are fruitful at this stage feel
adequate and capable to direct others. Those who fail to
acquire these abilities possess feelings of guilt, self-
doubt, and lack of initiative (Cherry, n.d).
4.) School Age (6 years to 12 years) Industry vs
Inferiority
This is the stage where children establish self-
confidence in their achievements. They begin tasks,
finalise them, and feel good about what they have
accomplished.