--REVIEWER IN PERSONAL DEVELOPMENT—
LESSON 1: KNOWING ONESELF
Physiological / physical attributes including 5
physical senses
Cognitive / intellectual functions
Psychological / emotion
Social / manner by which intellectual interacts
Spiritual or attribute of a person’s consciousness and
belief
Ideal self
 idealized image that we have developed
over time, based on what we have learned
and experienced.
 is the self that you aspire to be
Actual self
 one that you actually see.
 self that has characteristics that you were
nurtured or, in some cases, born to have.
Self concept
 to your awareness of yourself. It is the
construct that negotiates these two
selves
Self-actualization
 to the achievement of your potential
through creativity,independence and
understanding of the real world
Identifying your strength and weaknesses
strength
 You become more empowered to do
developmental tasks
 Equipped with skills essential in decision
making
 Confidence and competent
weaknesses
 Know your limitations and
boundaries
 Starting point of knowing oneself
introspection
 Ability to reflect and think about your own
thought, feelings and actions is essential in
understanding and improving yourself
Personal / personality
personal
 Belonging or relating to a particular person
(inwards)
personality
 Set of behaviours, feelings, thoughts and
motives that identifies an individual.
 Self – personality (outwards)
Personality is both influenced both by nature
(heredity) or nurture (environment)
Physical and Cognitive Changes
Lesson 2: developing the whole person
adolescence
 Transition from childhood to adulthood a
passage from one stage to another.
Physical changes and their implications
1. Girls start their growth
spurt earlier than boys, but boys
eventually grow taller than girls.
2. Boys’ muscle grow larger
than girls and are usually physically
stronger than girls
3. Physical changes in the
sex organs
(primary sex characteristics)
 boys: spermarche , when they experience
nocturnal emissions or wet dreams.
 girls: menarche, first menstrual period
4. Secondary sex
characteristics.
 BOYS: VOICE BECOMES HUSKY, LOWERS IN
PITCH, GROWTH OF MUSCLE AND TORSO,
BODY HAIR ALSO GROWS
  GIRLS: FULLER AND MORE MELODIOUS
VOICE. WIDER HIPS, DEVELOPMENT OF
BREAST, BODY HAIR ALSO GROWS
Androgen and estrogen
 Hormones that are both present in male
and female that affect physical
development
TESTOSTERONE
 ANDROGEN THAT IS STRONGLY
ASSOCIATED IN THE PHYSICAL
MATURATION OF BOYS.
 RELATED TO CHANGES IN HEIGHT,
DEEPENING OF VOICE, DEVELOPMENT OF
GENITALS, AS WELL AS SEXUAL DESIRES
AND ACTIVITIES
ESTRADIOL
 ESTROGEN THAT IS STRONGLY PRESENT ON
GIRLS.
 responsible for girls’ development such as
WIDENING OF HIPS, BREASR AND UTERINE
DEVELOPMENT.
SEBACIOUS GLANDS
 ACTIVE ON GIRLS DURING THIS STAGE
 CAUSES ACNE AND SKIN PROBLEMS
APOCRINE GLANDS
1. PERSPIRATION AND BODY ODORS
Physical changes and their implications
1. Girls start their growth spurt earlier than
boys, but boys eventually grow taller than girls.
2. Boys’ muscle grow larger than girls and are
usually physically stronger than girls
Cognitive changes and their implications
1. Neurons in the corpus callosum thicken
and connects the left hemisphere and
right hemisphere of your brain making
you process information faster
Social, Moral and Emotional Development
Lesson 3: developing the whole person
Social changes and their implications
1. Your attitudes, speech, interest, appearance
and behaviour are heavily influenced by your peers.
2. You may prefer fewer friends and intimate
relationship
3. You become curious with relationships with
the opposite sex.
4. Peer pressure – expectation that you
comply with the norms of your peer group. //”killjoy,
kj” // leader of the group
What to do with this social changes?
1. Enhance social skills
2. Enjoy company of your peers
3. Set boundaries despite peer pressure.
Moral changes and their implications
1.Kohlberg : adolescents should have attained the
post conventional reasoning or have developed
moral reasoning based on human rights.
•PERSONAL CONSCIENCE
2.ADOLESCENTS WHO DEVIATE FROM THEIR OWN
3.YOU CREATE/BUILD YOUR OWN MORAL CODE.
4.SOUND CONSCIENCE – INNER FORCE THAT MAKES
ETERNAL CONTROLS UNNECESSARY
EMOTIONAL changes and their implications
1. YOUR THOUGHTS DETERMINE YOUR
MOOD OR EMOTIONS. YOU ACT UPON
WHAT YOU THINK AND FEEL.
 ANT (AUTOMATIC NEGATIVE
THOUGHTS)
2. YOUR BODILY REACTIONS INFLUENCE
YOUR THOUGHTS AND FEELINGS.
How do you fight negative thoughts?
 Acknowledge them.
 Challenge them.
LESSON 4:
What are the specific tasks that we do at a certain
age?
 Specific knowledge, skills, attitudes or
functions that a person needs to acquire
and demonstrate at particular periods in
his/her life.
Robert havighurst.
 Age when hereditary endowments and sex
are fixed and all body features, both
external and internal are developed.
Infancy (birth to 2 years old)
 Foundation age when basic behaviour are
organized and many ontogenetic
maturation skills are developed
Early Childhood (2 to 6 years)
 Pre-gang age, exploratory, and questioning.
Language and Elementary reasoning are
acquired and initial socialization is
experienced.
1. learning to walk
2. Learning to control bodily wastes
3. Learning to talk
4. Learning to form relationships with family
members
5. Learning to take solid foods
6. Acquiring concepts and Readiness for
reading
7. Learning to distinguish right from wrong
and developing a conscience
Late Childhood (6 to 12 years)
 Gang and creativity age when self-help
skills, social skills, school skills, and play are
developed.
1. learning physical skills for playing games
2. Developing school relateD skills (3r’s)
3. Developing conscience and values
4. Attaining independence
Adolescence (13-19 years old)
 Transition age from childhood to adulthood
when sex maturation and rapid physical
development occur resulting to changes in
ways of feeling, thinking and acting
1. Learning acceptance on body changes
2. Biological and mental development
3. Awkward feeling on the changes
4. Achieving new and more mature relations
with the age mates of both sexes
5. Achieving feminine/masculine social role
6. Being self reliant and independent
7. Intimate relationships
8. Crush and dating has become a fun activity
9. sense of consistency anD “maturity”
10. Planning and preparing for marriage and
family life, economic careers and ethical
values.
Early adulthood (18/19 – 40 years old)
 Age of adjustment to new patterns of life
and roles such as spouse, parent and bread
winner.
1. sense of consistency anD “maturity”
2. Planning and preparing for marriage and
family life, economic careers and ethical
values.
3. Selecting a mate
4. Learning to live with a partner
5. Starting a family
6. Rearing children
7. Managing a home
8. Starting an occupation
9. Assuming civic responsibility
Middle age (4o years old – retirement)
 Transition age when adjustments to initial
physical and mental decline are
experienced.
1. Helping children to become happy and
responsible adults
2. Achieving adult social and civic
responsibility
3. Satisfactory career achievement
4. Developing adult leisure time activities
5. Relating to one’s spouse as a person
6. Accepting the physiological changes of
middle age
7. Adjusting to aging/ parent
Old age (retirement - death)
 Retirement age when increasingly rapid
physical and mental decline are
experienced.
1. Adjusting to decreasing strength and
health
2. Adjusting to retirement and reduced
income
3. Adjusting to death of spouse
4. Establishing relations with one’s own age
group
5. Establishing satisfactory living.
LESSON 5:
What are the things adolescence faced?
 Biological, psychological and social factors
interplay and contribute in the challenges
that you need to overcome during
adolescence (Santrock 2012)
SENSE OF IDENTITY
 The development of the pre-frontal cortex
after amygdala has been linked to risk
taking behaviors and sexual
 experimentation
 Successful and health formation of identity
may lead to healthy social, academic, and
psychological functioning
REJECTION
 The absence of self identity may cause
heightened emotions and may cause more
problems.
 Rejection may caused downfall of an
adolescence without sense of identity if not
handled well
EARLY DATING
 Linked to unsuccessful romantic
relationships
 Destroys priority most especially if not
handled well.
POVERTY
 Poverty is linked to many problems that
adolescents are vulnerable to.
 Unhealthy environment, unhealthy
relationships, unhealthy growth, non intact
families, death, separation
 Starts with drinking alcoholic beverages,
smoking cigarettes , marijuana and
eventually using or abusing other illegal
drugs
PEER PRESSURE
 Other form of addiction as a form of run
away: computer games
 Engagement to sexual activities and
changes that occurs in their bodies // prone
to hiv (human immunodeficiency virus)
SUICIDE AND DEPRESSION
 teenage pregnancy
Diagnostic and statistical manual of mental
disorder, fifth edition (dsm 5 ED.)
1. DEPRESSED MOOD MOST OF THE DAY
2. MARKEDLY DIMINISHED INTEREST OR PLEASURE
IN ALL OR ALMOST ALL ACTIVITIES MOST OF THE
DAY
3. SIGNIFICANT WEIGHT LOSS OR WEIGHT GAIN
4. INSOMNIA OR HYPERSOMNIA
5. PSYCHOMOTOR AGITATION OR RETARDATION
NEARLY EVERYDAY
6. EXCESSIVE FEELING OF WORTHLESSNESS OR
GUILT
7. DIMINISHED ABILITY TO CONCENTRATE OR
INDECISIVENESS
8. RECURRENT THOUGHTS OF DEATH, SUICIDAL
IDEATION
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