CHAPTER

INTRODUCTION

Lifespan development explores how we change and grow from conception to

death. Development is a lifelong process that can be studied scientifically across three

developmental domains: physical, cognitive development, and psychosocial. Physical

developments involves growth and changes in the body and brain, the senses, motor

skills, and health and wellness. Cognitive developments involves learning, attention,

memory, language, thinking, reasoning, and creativity. Psychosocial development

involves emotions, personality, and social relationships.

Developmental psychology focuses on how people change. Is the change smooth

or uneven (continuous versus discontinuous)? Is the pattern of change the same for

everyone, or are there many different patterns of change? How do genetics and

environment interact to influence development (nature versus nurture)? Are we who we

are because of nature (biology and genetics), or are we who we are because of nurture

(our environment and culture)?

The researchers seek to understand how personalities and traits are the product of

our genetic make-up and biological factors, and how they are shaped by our environment,

including our parents, peers, and culture. For instance, why do biological children

sometimes act like their parents - is it because of genetics or because of early childhood

environment and what the child has learned from the parents?

1
We are all born with specific genetic traits inherited from our parents, such as eye color,

height, and certain personality traits. Beyond our basic genotype, there is a deep

interaction between our genes and our environment. Our unique experiences in our

environment influence whether and how particular traits are expressed, and at the same

time, our genes influence how we interact with our environment. (Diamond, 2009; Lobo,

2008)

Anonyhunk. In his childhood years, he plays a lot outside the street. He was the

tallest among the children at his age. He wasn’t a masculine type of guy but more likely

he appears to be a mama’s boy. Very well pampered during his younger years.

Emotionally, he wasn’t very interested in admiring others or what we call crushes. He has

no problem in terms of becoming responsible because of his mother. Afterwards, his

parents got separated and when there are times that he is left alone in their house, he

would spend his time in the kitchen or watching T. V. waiting for people to come home.

He always loved eating, as a way of providing comfort to himself.

When the time passed by, during his senior high school years. He was six feet tall

and the kind of guy who enjoys doing household tasks especially cooking. When he was

left alone in their house, he spent his time discovering food and watching sports games in

action. That routine was still existing even if his parents got back together. It is because

most of the time after school, his parents are not still there and his siblings are busy also.

He was fat back then and he doesn’t care what or how he looks. However, it did not stop

him from enhancing and showing his skills in volleyball and badminton. In that way, he

was able to allow himself to be free and happy. He can express his joy and relief by doing

sports. It was also known in their family on his father’s side that they are tall people and

2
sporty. Distinctively, he was good at sports but not the same as their families’ usual forte

which is basketball. He was also street smart and academically productive. Growing up,

there are times when he feels inferior when it comes to expressing his feelings towards

his family. He may look physically big but other members of his family are bigger and

taller than him. He expresses himself very well outside but very timid in expressing how

he truly feels in their home. As time goes by, he became insensitive when it comes to

making people laugh. Others get offended when he make hurtful jokes. He will not accept

it when people make jokes on him, and he will surely get back on you. Some would say

that he was a bully because he was a big guy and his jokes are mean and below the belt.

His childhood friend would say that “he is a bully or he will appear mean and insensitive

but if you get closer to him and know him better, you will know that he is not that bad

after all.”

Change is constant and now that he is already in young adulthood. He is already

taking a big step out of his comfort zone. He managed to lose weight when he thought

that he was not giving himself the love he deserves. He disciplined his mind by pursuing

his course seriously even if his mother doesn’t give him any pressure. He’s living in a

distant place from home that he never did before. Through that, he developed not only his

physical outlook and care but cognitively he was capable of challenging his self to be

better and learn more. Now, he tries to speak with wisdom and a little fun, with his best

to be kind and sensitive.

Emotionally, he changed a lot and now he cares about his thoughts before saying it

out loud. He believed that as a future educator he should practice being a good role model

to the people around. He dresses formally base on occasions like a real teacher and

3
because he is tall, some would think of him as one of the faculty on the campus. He

started to develop intimacy with other people. He's trying to allow himself to express his

affections towards others. Also, he can be capable to share his thoughts and ideas inside

their home without any hesitation or feelings of inferiority. He can cling on them and he

can understand and listen to his siblings, parents, and other members of the family.

The researchers refer to the use of a descriptive research approach to obtain an in-

depth analysis of a person. We employed techniques such as personal interviews, direct

observation, and validation from relatives and close friends. It was conducted a month

ago, and he was observed inside the school campus and outside. In this study, we will be

going to learn and unravel the mystery of his life long experience that might have given

influence to the way he lives today.

Research Objectives

This study aims to determine the development of the research participant.

In striving to achieve the purpose of the study, specific research questions were

formulated and are detailed below.

1. What are the issues and trials in life that affected the participant’s affective,

behavioral and cognitive?

2. How did the participant overcome his/her trials in life?

3. After overcoming that circumstances, what are the possibilities that the participant

will become?

4
Significance of the Study

This study will, in some ways, benefit the following:

To the guidance counselors and social workers, this study would give them

enlightenment and deep information on the current issue present in the students here in

school.

To the parents, through this study they would be able to learn more about a

normal child’s development, and be aware of their role as a responsible parents to their

child/ children.

To the future researchers, the extracted information about the participant’s

development can greatly help them to use this output as their main source materials or

empirical data for their research study.

Scope and Limitation

The purpose of this study is to dig in the life and developmental factors of the

participant that affects the participant’s affective, behavior, and cognitive development.

Data were based on the responses of a semi-structured interview conducted to the

participant.

The limitations of this study that should be considered first is the limited

geographic refinement of the study. The study was conducted in Iligan City, Lanao del

Norte. Second is that, the participant must be able to talk and express his experiences,

5
trials, and tendencies in life. Lastly, the participation of the participant must be done by

volunteering and sign the consent made by the researchers.

Theoretical Framework

This study is anchored on the three important developmental domains; Affective,

Behavioral, and Cognitive.

Affective as a theory was primarily developed by Bowlby (1969). He

theorized that attachment is developed during infancy to a caregiver that serves as the

foundation for all future social development. Infant’s attachment to a caregiver builds

foundation to the development of social functioning. Ensuring the attachment between

the infant and the caregiver can enhance infant‘s development in functioning

independently (Gilovich,Ketner &Nisbett, 2006).

Behaviorism, primarily developed by B. F. Skinner. He advocates three basic

assumptions. First, learning is manifested by the change overt behavior. Second, the

environment shapes behavior. And third, the principles of contiguity (stimuli that are

close to one another in time and in space become associated) and reinforcement ("an

event that follows a response and that changes the probability of a response's occurring

again) are central to explaining the behavior of a child. He also emphasized how stimuli

affects and controls behavior through the concept of rewards and punishments.

Cognitive, Bandura proposed a social learning theory which suggests that

modeling, assessing, and observing others play a primary role to the cognitive

6
development. He claimed that this theory is essential to the cognitive processes such as

attention, motivation, and memory.

Conceptual Framework

Demographic Profile:
Age, sex, Educational
Attainment, Family
Background

Manifestations

Developmental
Domains:
Affective
Behavior
Cognitive

Interventions

Figure 1. Conceptual Paradigm of the Study

7
Definition of Terms
The researchers provide this meaning to the following words in order for the

readers to have the same knowledge and understanding towards the following:

Development- the process that creates growth, progress, positive or negative changes in

physical, social, cognitive, behavioral, and affective aspect to life.

Trials- the problems and circumstances in life that a person faced, facing, and will be

facing in the future events because it is where a person will learn, enlighten, and be

aware.

Well- being- a state of being positive, comfortable, healthy, and genuinely happy in

his/her life.

Significant others- the persons that are closely connected to a person; his/her parents,

siblings, teachers, friends, wife/ husband, girlfriend/boyfriend

Manifestations- the actions that clearly shows or embodies something, especially a theory

or an abstract idea.

Interventions- an action taken to improve a situation, especially a medical disorder

Affective- it is something that having to do with emotions or moods

Behavior- the way in which one acts or conducts oneself, especially toward others

8
Related Review of Literature

This chapter summarizes the data from other researchers and theorist that

whom the researchers believed that their related studies, claims, and theories are parallel

to the development of the research participant.

Research Support for Affective Development

Ainsworth, Blehar, Waters, & Wall (2015) identified the four main attachment

styles; secure, insecure avoidant, insecure ambivalent/resistant and disorganized

orientation. These attachment styles, Stranger Situation, were the results of the early

interactions with the mother. Hence, this study shows that in accordance to how

caregiver or mothers treated their child affects how a child sees the world. Making a child

feel secured by the caregivers and/or mother can positively affect the child’ views in life,

lifestyle, and building relationship with others. According to Ainsworth et. al., these

attachment patterns are developed fairly stable during infancy and toddlerhood

throughout the lifespan.

The study of Scales, Benson, Roehlkepartain, Sesman, and van Dulmen (2005)

measured students’ level of “developmental assets”, and this includes positive

relationships, opportunities, skills, values, and self-perceptions. This developmental

assets and its development to academic development of their participants are being

measured.

9
Research Support for Behavioral Development

Adler’s Family Constellations emphasized how a child’s order affects his

behavior. According to him, the youngest child are often pampered and consequently, run

a high risk of being the problem children. They often have feelings of inferiority and

dependent. Also, they are often highly motivated to exceed older siblings. (Theories of

Personality by Feist, P. 97)

Psychoanalytic theory of Freud suggested that early experiences play a large role

in personality development and it can continue influence behavior later in life. Each stage

of development: Infancy (oral, anal, and phallic) stage, Latency, Genital, and Maturity

stage are marked by conflicts that helps a person grow, however it depends on how a

person resolve the conflict.

Bronfenbrenner’s (1979) ecological theory explains the importance of the

environment to the development of an individual. People develop within the series six

environmental systems. (1) Microsystem is the smallest and the most immediate

environment for children. This comprises interactions with personal relationships with

caregivers, family members, teachers, and classmates. (2) Mesosystem involves linkages

between child’s home and school, between peer group and family, and between family

and community. If the friends and parents of a child are actively involve with each other,

for example inviting the child’s friends over to their house from time to time and spend

time with each other’s presence, the development of the child will positively affected

through harmony and like-mindedness. However, if the child’s parents openly criticize

his/her friends, the child will experience disequilibrium and conflicting emotions, which

will likely lead to negative development. (3) Exosystem is the places and people that a

10
child did not directly interacted with, such as parents’ workplace, extended family

members, and the friends of the child’s friend. (4) Macrosystem is the largest and most

distant collection of people and places to the child that still significantly inflruence

him/her development. This is composed of the child’s culture, values, beliefs, religion, as

well as political and economic systems. (5) Chronosystem adds the development of a

child because this demonstrates the influence of both change and constancy in the child’s

environments.

Erikson’s (1950) Psychosocial Theory of Personality emphasized the interplay

between social and emotional domains that affects the development of an individual. He

highlighted that “the importance of interpersonal relationships is to resolve series of

conflicts’”. In infancy, the conflict is Trust and Mistrust. He hypothesized that an infant

will develop trust if the caregiver is responsive, available, and warm to him/her and

mistrust if the caregiver is negative or unresponsive and unavailable. Subsequently, the

positive development of trust in infancy allows the infant to succeed in the next stage of

toddlerhood called Autonomy versus Shame and Doubt where in this stage of the toddler

can enhance its independency and will tend to take control on his/her own behavior and

environment. The next two stages are the Initiative versus Guilt and Industry versus

Inferiority. In these stages, children are often introduced and began entering formal

education. Children in these stages must learn to integrate their interest in personal

exploration and imaginations on working with others involved in the same task. As

children entering elementary, their task become more complex in terms of integrating

their personal interests and needs with other’s approval which will lead children develop

a need to win approval. By winning this approval, the child will then demonstrate specific

11
competencies that are valued by the society to gain and develop a sense of pride in their

accomplishments. Failing in either of these stages leads to children develop a sense of

inferiority, unproductive, and feelings of incompetence in taking action on their own, to

peers, and to their social roles and responsibilities.

Humans are naturally social beings. Developing this domain enhances a person’s

ability to succeed in school that will positively impact mental health and success in work

(W. G. Huitt, C. Dawson).According to the studies of Greer-Chase, Rhodes, & Kellam

(2002), it shows that children who are delayed in social development in their early

childhood, they are more likely to be at-risk for developing maladaptive behaviors such

as antisocial behavior, criminality, and drug use later in life. In fact, the correlations

between preschool- aged aggression and aggression at age 10 is higher than the

correlation between IQ and aggression (Kazdin, 1985).

There are two important processes that influence the development of a child: the

classical conditioning and the operant conditioning. According to Pavlov, behaviors

could be triggered by signals. It involves forming an association between the

environmental stimulus and another stimulus which occurs naturally. Just like a child

who gets hungry when smelling a delicious food cooked by their parents or someone. In

similar to this is the study of B.F Skinner, who introduced the Operant conditioning.

According to him, behavior is shaped through the concept of rewards and punishments. A

child is driven to do things depending on how the parents rewards and punishes the child.

If the parent wants their child to do something good associated to the parents’ views and

wanting that behavior to remain, parents are more likely rewards their child, however

punishes the child if the child is not following the rules ordered by the parents.

12
Research Support for Cognitive Development

Researchers have been studying the connections between affective and behavioral

competencies and its impact to the cognitive competencies. In enabling to know the

competencies of a child’s cognitive competencies, most research looked and used the

child’s performances and its academic achievements. Piaget’s (1936) theory of cognitive

development explained the processes and mechanisms, from infant to child, develops

individual to reason and think through hypothesizing. He also defined cognitive

development as a progressive reorganization of mental processes as a result of biological

maturation and environmental experience.

Additionally, Wentzel (1993) found that pro social and antisocial behaviors

significantly relates to academic achievement of a child’s social development in building

relationship with his/her peers. Child without friends and not socially adjusted showed

lower levels of pro social behavior, academic achievement, and emotional distress.

Hence, this study indicates that a socially adjusted child is more likely to have a positive

impact to academic performances and emotional distress.

The study of Herbert-Myers, Guttentag, Swank, Smith, and Landry (2006) found

that early social and language skills influenced later social competencies of a child, direct

or indirect meant. That’s why it’s important that parents and caregiver allow children to

develop their own language and skills at age three, during their play age, because it is

highly significant to child’s development in language competence, attention skills, and

decision making.

13
 Another study relating to this, is Vygotsky’s (1978) concepts guiding learning is

scaffolding, by which he explained that it is a process where a teacher constantly changes

the level of assistance given to the learner. And as the teacher observes the learner is

improving from the tasks he/she provided, he/she will then increasingly less support the

learner. And by that, the learner will eventually learn to master the task or skill that may

developed.

The theory of Bandura (1986) focuses in social learning and social cognition. He

theorized three categories of influences on developing social competence: (1) behaviors

of children and adolescents observe within their home or culture, (2) cognitive factors

such as student’s own expectations of success, and (3) social factors such as classroom

and school climate. In line with this, his reciprocal determinism model mentioned that

these influences are reciprocally related which means that each factor influences each

other’s equally. If one factor changes then the other factors will change also.

One such longitudinal study conducted with third and fourth- grade students

found that both current and future academic performances are can be predicted by social

skills of the child (Malecki & Elliot, 2002). In connection with this, study of Elias Zins,

Graczyk, & zweissberg (2003) have similar results as the longitudinal study. They

showed that academic achievement in the third grade was strongly related to the social

competence than the academic achievement of the children during their second grade.

14
Research Support for Intervention

Self-regulation is the ability of coping with various developmental

challenges. Self- regulation may be important not just because it has a direct relationship

with academic achievement but also how it affects child’s decision whether to promote or

inhibit interactions with others (Edossa, Schroeders, Welnert, & Altelt, 2018).

Hemmeter, Ostrosky, and Fox (2006) study presented the Teaching Pyramid, a

model that promotes young children’s social-emotional development and addressing

children’s challenging behavior. This includes (1) building positive relationship with

children, families, and colleagues; (2) designing supportive and engaging environments;

(3) teaching social and emotional skills; (4) and developing individualized interventions

for children with most challenging behavior. According to them, this pyramid would help

children and parents (in teaching their children) to develop positive social relationships,

to concentrate, and persist on challenging tasks, to effectively communicate emotions,

and to solve problems on their own.

Developing competency in the field of social- emotional is very important.

Consequently, the current study of Kardas, Cam, Eskisu, & Gelibolu (2019) revealed that

high levels in Gratitude, Hope and Optimism and Life Satisfaction can positively

improve well-being. In addition, their study shows that gratitude is the most predictive

variable for well- being. Social skills are predictive of both current and future academic

(Malecki & Elliot, 2002). Students with high levels of ‘developmental assets’ (positive

relationships, ooportunities, skills, values, and self- perceptions) have higher CPA

(Scales, Benson, Roehlkepartain, Sesman, and van Dulmen, 2005). These findings

15
support view that a broad focus on social and emotional development promotes academic

achievement.

Using Acceptance and Commitment Therapy (ACT) can help individual develop

social and personal emotional competencies such self- esteem, self-knowledge, emphaty,

and conflict management. Through this approach, the person will likely improve well-

being and contribute to a holistic personal development (Gendron, B., Kouremenou, E.,

& Rusu, C., 2016).

Social competence in school setting is one of the challenge every student faces.

Beirman (2004) defined social competence as the “capacity to coordinate adaptive

responses flexibly to various interpersonal demands, and to organize social behavior in

different social contexts in a manner beneficial to oneself and consistent with social

conventions and morals”. Developing competency in this field can effectively enhance

the child’s self-awareness, social awareness, self-management, relationship skills, and

responsible decision making (Collaborative for Academic, Social, and Emotional

Learning, 2007).

16
 CHAPTER II

METHODOLOGY

This chapter presents the methodology used to answer the research questions

posed. It includes the research design, measure for interview, and research participant.

Research Design

This research study used a descriptive research design. Its main purpose is

to observe, describe and document the participant’s trials in life and development.

Research Participant
There is only one participant included in this study. Thus, this study is not

intended to generalize the result or in any situation relating to the research participant’s

development.

17
 CHAPTER III

RESULTS AND DISCUSSIONS

Objective no. 1: What are the issues and trials in life that affected the participant’s

affective, behavioral and cognitive?

Anonyhunk is a pampered child yet he feels neglected while growing up. He is

the youngest child and his parents separated in his late childhood years which associated

to the theory of Adler wherein he emphasized that youngest child is more likely to be

pampered by the parents. Anonyhunk felt neglected back in his early stage because his

father left them. He stayed with his mother and this was the time he felt short-term

hostility towards his father which can also be associated to the attachment theory of

Bowlby and attachment styles of Ainsworth, Blehar, Waters, & Wall (2015). Bowlby

emphasized how the caregiver can affect the growth of a child, thus, caregiver serves as

the foundation for all future social development of a child just like what happened to

Anonyhunk. While in attachment styles, Ainsworth, Blehar, Waters, & Wall (2015)

introduced the Stranger Situation where Anonyhunk’s ambivalence towards his father

happened. Thus, Anonyhunk’s manifestations explains the normal reaction of a child

when being left and abandoned by his father.

Growing up, he pressure himself in terms of academic life and social influence in

leading the campus student’s body organization. Although he appears to be a confident

leader and a good influence to others, deep inside he feels that he doesn’t belong to any

group. The manifestations of Anonyhunk during this stage is associated to the Initiative

18
versus Guilt and Industry versus Inferiority stage of Erik Erikson. In this stage, Erikson

explained that children during this stage is introduced to formal education and that the

personal interests and needs of a child is to develop win approval by the society. Which

in return, the child will likely developed competencies to gain a sense of pride and

belongingness.

His family was tested when his sister became pregnant at an early age. He felt

disappointed at the same time sad for her sister because he saw how her mother was

affected. When her sister’s baby came in, he felt hostility that caused him to have a bitter

treatment to the child. His feeling of jealousy and hostility toward his niece is normal

according to the defense of Freud. Both of them had the same reaction and feeling when

they found out that they’re not the “baby” of the family anymore.

Then, another traumatic experience happened when their neighborhood had

suicide and he saw the dead body hanging with his own eyes because the window was

open. Two neighbors died consecutively after that day and Anonyhunk witnessed it with

terror in his adolescent stage. After that, frequent verbal assault happened to him by their

neighbor that he believed was a traumatic event that caused him to be cautious in

socializing with men.

Objective no. 2: How did the participant overcome his/her trials in life?

According to Anonyhunk, his traumatic experiences still makes him sad

however he doesn’t take these as something vulnerable as much as other people in the

world had experienced. He said that he’ll just talk to himself that everything happens for

19
a reason and that God let him experienced those for him to be tough and not to suffer. In

connection, the current study of Kardas, Cam, Eskisu, & Gelibolu (2019) can associated

to the interventions used by Anonyhunk saying that high levels in Gratitude, Hope and

Optimism and Life Satisfaction can positively improve well-being of a person.

Second, he makes himself busy. Aside from exercising, he joined a lot of

extra-curricular such as being a varsity player, Government Organization in his school.

He does this method for him to forget what he saw. In result, he won competitions in

academe and sports that boosted his self-esteem. The results of the interventions he used

drive him more to do more and to achieve higher. Beirman (2004) defined social

competence as the “capacity to coordinate adaptive responses flexibly to various

interpersonal demands, and to organize social behavior in different social contexts in a

manner beneficial to oneself and consistent with social conventions and morals”.

Developing competency in this field can effectively enhance the child’s self-awareness,

social awareness, self-management, relationship skills, and responsible decision making

(Collaborative for Academic, Social, and Emotional Learning, 2007).

Third, Anonyhunk listens to music and never forget to pray and serve

God. He said that when he’s listening to music, he felt happiness and joy. However, when

listening to sad music, it helped him realized that he’s not only the one who experienced

sadness. Self- regulation may be important because it positively affects child’s decision

whether to promote or inhibit interactions with others (Edossa, Schroeders, Welnert, &

Altelt, 2018).

20
 Fourth, he didn’t think his experiences too much. He believes that thinking those

again and again can’t help him achieve his goals in life. Knowing that his mother needs

him more especially when his father left their family and that experiences mold him to

think of the future more and lesser to his past. The study of B.F Skinner, the Operant

Conditioning can be associated to this because Anonyhunk’s perceptions in life and the

behavior he manifested was shaped by the concept of rewards and punishment. He chose

to be optimistic for him to achieve rewards in the future.

Fifth, he accepted his past. He realized that his past is just a past. What

matters the most is his future and how he can help his mother when he finishes his

studies. He also said that his trials made him who he is now and that past serves as a

lesson to be tough and to continue. Acceptance and Commitment Therapy (ACT) uses

positive psychology tools in enhancing social and personal emotional competencies such

as self-esteem, self-knowledge, empathy, and conflict management). Through this

therapy, a person can achieve a holistic personal development.

Objected no. 3: After overcoming that circumstances, what are the possibilities that

the participant will become?

Anonyhunk is still studying the course he’s passionate about. And with that,

researchers believe that Anonyhunk can achieve his goals someday. And that he is able to

do everything because he’s very flexible and has positive insights in life. He sees his life

as something you can look up to in the future.

21
 CHAPTER IV

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations from the observations and interviews by the researchers.

Summary

1. Anonyhunk is an optimistic individual. He knows himself better than

anyone and that he knows how to handle and protect himself in any trials he may face

that would make him stress, feel anxiety, depression, and traumatize. He knows what he

want and what he don’t want to be. Anonyhunk has trust issues to love however he still

want to love someone and his ready to learn to love someone genuinely.

2. The interventions used by Anonyhunk such as doing exercise, listening

to music, praying to God, and eating foods are all effective. He’s a fighter and don’t want

to give up easily especially when he knows that he can still make it.

3. Someday, Anonyhunk could be very successful and productive person

as much as he is now because he’s very strong-willed, has positive principles and views

in life, and has dreams. Researchers also believe that he can make his life better and be

able to help his parents and other people through his passion and dedication.

22
Conclusions

The researchers conclude that the life- development of Anonyhunk was normal.

He followed the different developmental stages such as the Freud’s Psychosocial

Development, Erikson’s Psychosocial Theory, and Piaget’s Cognitive Developmental

Theory,

Anonyhunk admitted that he followed Freud’s Psychosocial Development;

infancy stage (oral, anal, not to phallic), latency stage, genital stage and the maturity

stage. Anonyhunk believed that he never gone to phallic stage because he never

experience or ever remember that he fell hostility towards his father because he’s in love

with his mother(oedipus complex). Also, Anonyhunk had followed the Psychosocial

Theory of Erik Erikson; trust versus mistrust, autonomy versus shame and doubt,

initiative versus guilt, industry versus inferiority, identity versus role confusion, and

intimacy versus isolation. And Researchers can say that his development is more on the

positive side than the negative side.

In addition, Anonyhunk had also experienced the four stages of Piaget’s

Cognitive Development in children; Sensorimor, Pre-operational, concrete operational,

and formal operational because Anonyhunk is a keen and observable child. As a matter of

fact, he was labeled by his friends as fast learner.

23
Recommendations

These are formulated in order to gain better understanding and grasping the results

undertaken by the students, teachers, guidance counselors, and parents:

To Anonyhunk. Researchers would recommend him to continue improving

himself and overcome the things he is still afraid to do. And that Life-span

development is lifetime and be open for new interventions.

To teachers. To teach and guide the students in their problems in life and to

provide a support system that will greatly affect each developmental domains.

To parents. To assess children regularly to monitor their emotional, physical, and

mental health.

To students and readers. To live a healthy lifestyle, and do not hesitate to call a

friend, or ask for professional help in times of stressful circumstances.

24
 References

Bandala, C. and Andrade, L. (2017). Education, Poverty and the Trap of Poor Countries

in the Face of Development. [online] Files.eric.ed.gov. Available at:

https://files.eric.ed.gov/fulltext/EJ1213900.pdf [Accessed 23 Nov. 2019].

Cherry, K. (2006, January 12). What Are Freud's Stages of Psychosexual Development?.

Retrieved from https://www.verywellmind.com/freuds-stages-of-psychosexual-

development-2795962

Gendron, B., Kouremenou, E., & Rusu, C. (2016, April). Emotional Capital

Development, Positive Psychology and Mindful Teaching: Which Links?.

Retrieved from https://files.eric.ed.gov/fulltext/EJ1098792.pdf

Gilles, G. (2013). What Are Developmental Milestones in Children? - Table, Definition

& Examples. Retrieved November 7, 2019, from

https://study.com/academy/lesson/what- are-developmental-milestones-in-

children-table-definition-examples.html

Hemmeter, M., Ortrosky, M. and Fox, L. (2006). Social and emotional foundations for

early learning: A conceptual model for intervention. [online] Research Gate.

Available at:https://www.researchgate.net/publication/228349912_Social_and_e

motional_foundations_for_early_learning_A_conceptual_model_for_intervention

[Accessed 14 Nov. 2019].

25
Huitt, W., & Dawson, C. (2018). Social development: Why it is important and how to

impact it. In W. HuittM (Ed.), Becoming a Brilliant Star: Twelve core ideas

supporting holistic education (pp. 123-146). La Vergne, TN: IngramSpark.

Retrieved from http://www.edpsycinteractive.org/papers/2018-07-huitt-

dawsonbrilliant-star social.pdf

Kardas, S. (2019). Gratitude, Hope, Optimism and Life Satisfaction as Predictors of

Psychological Well-Being.. [online] Eric.ed.gov. Available at:

https://eric.ed.gov/?q=gratitude&id=EJ1223677 [Accessed 17 Nov. 2019].

McLeod, S. (2007, February 5). Jean Piaget's Theory of Cognitive Development.

Retrieved from https://www.simplypsychology.org/piaget.html

OER Commons. (2019). Psychology, Lifespan Development, Introduction. [online]

Available at: https://www.oercommons.org/courseware/module/15340/overview

[Accessed 20 Nov. 2019].

26
 Appendices

Appendix A. Letter of Request to Participant

27
Appendix B. Research Guide Questionnaire

1. What is the Demographic Profile of the respondents in terms of:

A. Personal Information
a. 1 Age
a. 2 Sex
a. 3 Educational Attainment
a. 4 Course and Year
a. 5 GPA
a. 6. Status
a. 7 Religion
a. 8 Place of Birth
a. 9 Birthdate
B. Family Background
b. 1 Address
b. 2 Permanent Address
b. 3 Parents’ Name and their Occupation/s
b. 4 Rank in the Family
b. 5 Parental Management Experienced
b. 6 No. of Siblings
b. 7 Relationship with the Siblings
b. 8 Health History
C. Educational Background
c. 1 Elementary and Location
c. 2 High School and Location
c. 3 College and Location
2. How do the participant describe his/ her experiences and trials in life
3. What are the manifestations of his/ her following:
a. Well- being
b. Feelings
c. Family
d. Friends and environment
e. Views in life
f. Digital self
g. How do the significant others affects his/her development
4. What are his/ her interventions to improve self- care?
28
5. Based on the intervention, what were the assessments derived in terms of:
a. Affective
b. Behavioral
c. Cognitive

29