- The cause of a person’s

consciousness
Personal Development - The agent responsible for an
individual’s thoughts and
actions
- A process in which a person reflect - An intangible entity that
upon themselves, understand who directs a person’s thoughts and
they are, accept what they discover action
about themselves, and learn new sets - Essence of a person: thoughts,
of values, attitudes, behavior, and feelings, actions, experiences,
thinking skills to reach their full beliefs, values, principles,
potential as human beings relationships
- Can be influenced by spiritual and - A person’s life purpose,
religious beliefs meaning, and aspirations
- Psychology serves as a foundation of
personal development ➔ Personality
- Set of behaviors, feelings,
thoughts, and motives that
Knowing Oneself
identifies an individual
- Essence of who we are:
➔ Adolescence embodiment of one’s physical,
- a time when you are no longer psychological, cognitive,
a child but not yet an adult affective, and spiritual self
- transitional age from - “personality refers to the
childhood to adulthood unique and relatively enduring
- In this period, you are more set of behaviors, feelings,
concerned about attaining thoughts, and motives that
self-dependence characterize an individual”
(Feist and Rosenberg, 2012)
Defining the Self - The uniqueness of an
individual

➔ Celebrity admiration can be a form of

➔ Self-Concept
self-expression towards independence
- Awareness of yourself
and help create one’s identity
➔ Self-Knowledge
➔ adolescence is when young people
- Derived from social
start to ask questions about
interactions that provide
themselves, their future, and even
insights into how others react
their religious and political beliefs.
to you

➔ Self
➔ Ideal self
 - Self that you aspire to be people, our emotions,
- One that you hope will possess attitudes, and beliefs
characteristics similar to that of
a mentor or some other ➔ Human Development is influenced by:
worldly figure 1. Heredity: inborn traits that are
- How we want to be passed on
- An idealized image that have 2. Environment: the world
developed over time, based on outside of ourselves and
our learnings and experiences experiences that result from
our interaction with the
➔ Actual self external world
- One that you actually see 3. Maturation: natural progression
- Self that has characteristics of the brain and body
that you were nurtured or, in
some cases, born to have ➔ Proponents of Humanistic Psychology
● Carl Rogers
- “individual has within
Nature, Nurture, and Personality
himself the capacity
and the tendency,
➔ Personality latent if not evident, to
- Influenced by both nature move forward toward
(heredity or genetic make-up) maturity”
and nurture (environment) ● Abraham Maslow: Hierarchy of
- Broader term that comprises Needs
trait, motives, thoughts, - Self-Actualization
self-concept, feelings - Esteem
- Love/Belonging
➔ Personality Trait - Safety
- Disposition to behave - Biological &
consistently in a particular way Physiological
(example: shyness or
awkwardness) ➔ Trait Theories
- An approach identifying types
➔ 3 aspects of Human Development of personalities based on
● Physical Development: covers certain traits or attributes
the growth of the body and
the brain ➔ Psychologists Costa and McRae (1992)
● Cognitive Development: developed a categorized scheme that
covers our capacity to learn, described personality: Big Five or
speak, and understand Five-Factor Model
● Psychosocial Development:
social interaction with other
 ● Openness to experience: organized life) or perception
curiosity, interest, imagination, (more flexible approach to
creativity living)
● Conscientiousness: planning,
organizing, hardworking,
Self-Esteem and Self-Concept
controlling, persevering,
punctuality
● Extraversion: sociable, ➔ Self-Esteem
talkative, active, outgoing, - Synonymous to self-worth or
fun-loving self-image
● Agreeableness: friendly, warm, - Global evaluative dimension of
trusting, generous, the self
kind-hearted
● Neuroticism: calm, relaxed, ➔ Self-Concept
comfortable, sadness, - Refers to domain-specific
moodiness, emotional evaluation of the self
instability - Adolescents make
self-evaluation on many
domain such as academic,
The Myers-Briggs Type Indicator athletic, physical, etc.

➔ Developed by Katherine Briggs and

Holistic Development
Isabel Briggs Mye

● E or I (Extraversion of Introversion) ➔ Five aspects:

- How an individual prefers to ● Physiological: physical
channel his/her energy when attributes (includes 5 physical
dealing w/ people senses)
● S or N (Sensing or Intuition) ● Cognitive: intellectual
- How one prefers to process functions of the mind
info, whether through the use (thinking, recognizing,
of sense or by his/her intuitions reasoning, analyzing,
● T or F (Thinking or Feeling) projecting, synthesizing,
- How an individual prefers to recalling, and accessing)
make decisions, either thinking ● Psychological: how thinking,
(using logic and analysis) or feeling, and behaving interact
feeling (using cognitive sense and happen in a person
based on values and beliefs) ● Social: manner by which an
● J or P (Judgment or Perception) individual interacts w/ other
- How an individual prefers to indiv or group of indiv
manage one’s life, whether ● Spiritual: attribute of a person’s
through judging (planned and consciousness and beliefs
 (includes values and virtues - In a state of strong emotion:
that put meaning to a person’s faster heartbeat, sweating and
life) dilation of eye pupils, high
blood pressure, muscular
tremors, affects the nervous
Feelings and Emotions
system

➔ Paul Ekman (University of California): 6 ➔ 4 reasons why it is important to

basic emotions understand the difference between
● Happiness feelings ans emotions:
● Sadness 1. Feelings are not the same as
● Fear emotions
● Anger 2. They each play a different role
● Surprise in your reality
● Disgust 3. They are very important
internal contributing factors
➔ Institute of Neuroscience and that shape and mold our reality
Psychology (University of Glasgow, 4. They affect the quality of you
published in a journal called Current life experiences
Biology): 4 basic emotions
● Happy
● Sad Attitudes and Behavior
● Afraid or Surprised
● Angry or Disgusted ➔ Attitude
- A person’s thoughts, feelings,
➔ Feelings and emotions about another
- An emotional reaction person, object, idea, behavior,
- The experience of affective or situation
and emotional state - A result of a person’s
evaluation of an experience w/
➔ Emotion another person or situation
- Any strong agitation of feelings based on his/her values and
actuated by experiencing love, belief
hate, fear, etc. - Beliefs and certain values
- From the Latin word “movare”: affect the attitude of a person
to move or be upset or
agitated ➔ Behavior
- Smith (1973): emotion refers - A manifestation or acting out
to variations in the level of of the attitudes an individual
arousal, affective state or has
mood, expressive movements,
and attitudes
 with whom one is in frequent
Values and Virtues
personal contact
10. Universalism: understanding,
➔ At the core of every person lies a appreciation, and protection of
system of beliefs that adheres to the the welfare of all people
highest ideals of human existence
➔ Values are usually nouns, while virtues
➔ Values are adjectives that describe positive
- Ideals that create meaning and and desirable qualities that usually
purpose in a person’s life mirror a value
- Universal values: - Example:
● Peace 1. Values: Integrity, Love,
● Freedom Respect, Peace,
● Social progress Balance
● Equal rights 2. Virtues: Responsible,
● Human dignity Loving, Respectful,
- DWCC core values: Peaceful, Fair
● Integrity
● Social Responsibility
● Excellence Developing the Whole Person
● Evangelization
➔ Erik Erikson: 8 stages of
➔ Shalom H. Schwartz: 10 common Personality/Psychosocial
values people have Development
1. Self-Direction: independent ● Infancy
though and action - From birth to 18
2. Stimulation: excitement, months
novelty - Influential Figure:
3. Hedonism: pleasure or Parents
sensuous gratification - Conflict or Crisis: Trust
4. Achievement: personal success vs. Mistrust
5. Power: control or dominance - Possible results from
6. Security: safety, harmony, resolving conflict:
stability 1. Favorable
7. Conformity: restraint of Results: being
actions, inclinations, and able to trust
impulses other when
8. Tradition: respect, primary
commitment, and acceptance caregivers
of one’s culture or religion provide caring,
9. Benevolence: preserving and attention, and
enhancing the welfare of those love
 2. Unfavorable - Possible results from
Results: resolving conflicts:
mistrusting 1. Favorable
others, results: being
withdrawal or assertive and
estrangement being
● Early Childhood purposeful can
- Influential Figure: influence the
Parents environment,
- Conflict or Crisis: develops sense
autonomy vs. shame of purpose,
and doubt starts to
- Possible results from evaluate one’s
resolving conflict: behavior
1. Favorable 2. Unfavorable
results: results: might
develops experience
self-control, disapproval
ability to resulting in lack
cooperate and of
express self-confidenc
oneself, e, pessimism,
develops fear of being
feelings of wrongly judged
autonomy ● School Age
2. Unfavorable - 6-12 years old
results: - Influential figures:
compulsive parents and teachers
self-restraint, - Conflict or crisis:
defiance, and industry vs. inferiority
failure will - Possible results from
result in resolving conflict:
feelings of 1. Favorable
shame and results: learns
doubt how to cope w/
● Late Childhood school, learns
- Pre-school (3-5 years how to create,
old) develop a
- Influential figures: sense of
Parents and teachers competence
- Conflict or Crisis: and
initiative vs. guilt perseverance
 2. Unfavorable - Possible results from
results: loss of resolving conflict:
hope, develops 1. Favorable
feelings of results:
inferiority, develop a
withdrawal strong need to
from school form intimate,
and peers develops
● Adolescence strong
- 12-20 years old relationships,
- Influential figures: learns
teachers and commitment
significant others to work and
- Conflict or crisis: with another
identity vs. role person or
confusion group
- Possible results from 2. Unfavorable
resolving conflicts: results:
1. Favorable impersonal,
results: weak
develops a relationships,
sense of self avoidance of
and identity, relationships,
plants to isolation, and
actualize one’s loneliness
abilities, ● Adulthood
develops the - 25-65 years old
ability to stay - Influential figure:
true to oneself Community
2. Unfavorable - Conflict or crisis:
result: the generativity vs.
feeling of stagnation
confusion, - Possible results from
indecisiveness, resolving conflict:
weak sense of 1. Favorable
self results: creates
● Young Adulthood or nurture
- 20-25 years old things that will
- Influential figures: outlast them,
friends creativity
- Conflict or crisis: 2. Unfavorable
intimacy vs. isolation results:
 self-indulgence ➔ Biological (heredity or brain
, lack of processes), psychological (emotional
interests and turmoil), social (poverty)
commitments,
shallow ➔ Biological Factors
involvement in - Adolescents problems are
the world believed to be caused by
● Maturity malfunctioning of the body
- 65 years old to death
- Influential figure: ➔ Psychological Factors
Community - Distorted thoughts, emotional
- Conflict or crisis: turmoil, inappropriate learning,
integrity vs. despair and troubled relationship
- Possible results from - Family and peer: important
resolving conflicts: contributors to adolescents
1. Favorable problems
results: a sense
of fulfillment ➔ Social Factors
as one looks - The adolescent's problems
back in one’s appear in most cultures
life, acceptance - The frequency and intercity of
of worth, these problems may vary
acceptance of across cultures; linked to social,
the inevitability economic, technological, and
of death religious aspects
2. Unfavorable
results: a sense ➔ Work-life center at the Massachusettes
of loss, may Institute of Technology (Raising Teens
result in regret, Project): 10 desirable tasks every
bitterness, and Adolescent in America should
despair develop
1. Adjust to sexually maturing
bodies and feelings
Biopsychosocial Approach
2. Develop and apply abstract
thinking skills
➔ Emphasizes that biological, 3. Develop and apply new
psychological, and social factors perspectives in human
interact to produce the problems relationships
adolescents develop 4. Develop and apply new coping
skills in areas such as
decision-making,
 problem-solving, and conflict that disturbs the well-being,
resolution state of calm, or equilibrium of
5. Indentify meaningful moral a person
standards, values, and belief
systems ➔ Types of Stress:
6. Understand and express more 1. Beneficial Stress: becomes the
complex emotional motivation for you to work
experiences hard and conquer those
7. Form friendships that are conflicts that make you
mutually close and supportive stressed
8. Establish key aspects of 2. Destructive Stress: when
identity excessive amounts of stress
9. Meet the demands of sustained over a lengthy
increasingly mature roles and period of time deteriorate both
responsibilities physical and mental health
10. Renegotiate relationships with ➔ Several Points of View about stress:
adults in parenting roles 1. Stress as Stimulus
- Caused by situations
➔ Developmental tasks and skills a (stressors) that may be
Filipino adolescent should acquire: life-changing
1. Being courageous in standing 2. Stress as Response
up and being different from - The way the body
your friends reacts to challenging
2. Developing self-esteem situations
3. Being true to yourself and - Interactions between
avoiding the tendency to hormones, glands, and
please others nervous system;
4. Learning how media and cortisol (produces
advertising are trying to energy to do an
influence your thinking and action), norepinephrine
feelings (triggers the body’s
5. Becoming aware, critical, and reaction), “stress
involved with social issues hormone”
6. Embracing a healthy lifestyle 3. Stress is Relational
7. Developing your spirituality - When a person allows
reasoning to prevail
and weighs the
Stress and Coping Strategies
relevance or
irrelevance of the
➔ Stress situation
- Defined as a reaction of the
mind and body to a stimulus
➔ Usual stressors of Middle and Late 1. Seek spiritual growth through
Adolescents prayer and meditation
1. External stressors: come from 2. Have a worthwhile hobby
the outside of you (certain 3. Watch a movie with friends
situations and people) 4. Have a nice, quiet walk with a
2. Internal stressors: coming member of your family after
from within your thoughts that dinner
caused you to feel fearful 5. adjust the excitation to what
you are capable of doing one
➔ Possible stressors of a High School step at a time
Student 6. Believe in yourself that you are
1. School demands and strong and courageous, that
expectations you are capable of overcoming
2. Selecting a school, college, the challenges that you are
course, or career facing, and that any stressful
3. Separation anxiety (Sepanx) situation will bring out the best
4. College life in you and will make you
5. Romantic relationships or Lack stronger. <33
of it
6. Family demands and
expectations
7. Health concerns
8. Demands of social life REVIEW WELL and GOOD LUCK !!
9. Bullying I’m rooting for you ^_^

➔ Coping may also be a combination of

both problem-focused and
emotional-focused remedies.
Examples:
1. Conduct creative imagery of
the problem
2. Seek group or social support
3. Get into relaxation activities
4. Create a situation where you
can feel relaxed
5. Learn to manage your time
6. Eat properly by selecting
nutritious food and avoid
skipping meals

➔ Additional coping mechanisms: