ON HOLISTIC

DEVELOPMENT &
SPIRITUAL GROW TH.

The following lecture discusses various aspects of holistic

development. Take note how they are related to one another and
affect each other. The second part of the lecture focuses on
developing the adolescents to become spiritually developed.
LESSON OBJECTIVES:
• Evaluate his/her own
thoughts, feelings, and
behaviors.

• Show the connections

between thoughts,
feelings, and behaviors
in actual life situations.
 THE ASPECTS OF HOLISTIC DEVELOPMENT

PHYSIOLOGICAL COGNITIVE PSYCHOLOGICAL SOCIAL SPIRITUAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT
THE ASPECTS OF HOLISTIC DEVELOPMENT

PHYSIOLOGICAL COGNITIVE PSYCHOLOGICAL SOCIAL SPIRITUAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

• During adolescence, a person experiences various body

changes such as rapid body growth, hair growth, and muscle
modification in some parts of the body.
• These changes can make an adolescent feel uncomfortable and
self-conscious. Adolescents grow to reach their adult height
and their bodies begin to resemble adult bodies in size, shape,
and body composition.
• The changes are preparing them to become physically capable
of biological reproduction.
THE ASPECTS OF HOLISTIC DEVELOPMENT

PHYSIOLOGICAL COGNITIVE PSYCHOLOGICAL SOCIAL SPIRITUAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

• There's a considerable advancement in adolescents' thinking skills. They

are beginning to think from concrete to abstract terms and able to
conceptualize theoretical ideas.
• The brain continues to develop, increasing the capacity to memorize and
performing more complicated process of information, organization, and
retrieval.
• Hence, there is continued struggle among adolescents to restrain these
impulses amidst the occurrence of strong emotional, social, or sexual
pressures partly brought about by the physiological development
happening in them.
THE ASPECTS OF HOLISTIC DEVELOPMENT

PHYSIOLOGICAL COGNITIVE PSYCHOLOGICAL SOCIAL SPIRITUAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

• Physiological and cognitive developments generate changes in the way

adolescents feel and think about themselves, others, and the surroundings.
These changes in the emotions, feelings, moods, and manner of thinking of
persons are part of the psychological development.
• During adolescence, individuals undergo the process of self-evaluation
which leads to long-range goal setting, emotional and social
independence, and maturity.
• There is thus an ongoing establishment of strongly-held beliefs, values,
and goals in life.
THE ASPECTS OF HOLISTIC DEVELOPMENT

PHYSIOLOGICAL COGNITIVE PSYCHOLOGICAL SOCIAL SPIRITUAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

• In the early stage of adolescence (10-13 y/o), the development

centers on the formation of self-image partly as a consequence of
bodily changes. Adolescents in this stage begin to form their
respective self-concept by being aware and accepting what they
have become physiologically and cognitively.
• Upon reaching the middle stage of adolescence (14-17 y/o), they
tend to lose ties with their parents or guardians and become more
independent especially in the way they think and feel.
THE ASPECTS OF HOLISTIC DEVELOPMENT

PHYSIOLOGICAL COGNITIVE PSYCHOLOGICAL SOCIAL SPIRITUAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

• They also become adventurous and start to experiment with

various things and behaviors such as engaging in unusual
and risky activities.
• This therefore calls for checking and controlling one's
behavior so as not to ruin one's future.
THE ASPECTS OF HOLISTIC DEVELOPMENT

PHYSIOLOGICAL COGNITIVE PSYCHOLOGICAL SOCIAL SPIRITUAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

• At this stage also, there is a conflict between one's set of values and the
one expected by his/her parents or guardians. The adolescent also starts
to decide on his/her educational or vocational pursuits and asserts self-
dependence.
• In the late adolescence (18-21 y/o), there arises a more stable sense of
identity among adolescents. During this time, they feel more
psychologically integrated.
THE ASPECTS OF HOLISTIC DEVELOPMENT

PHYSIOLOGICAL COGNITIVE PSYCHOLOGICAL SOCIAL SPIRITUAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

• Especially during the middle adolescence stage, adolescents' clamor for

independence is evident. They begin to rely more on their friends or peer
groups for support than on their family.
• However, since peer groups become more important to them than their
family, adolescents are more prone to peer pressure as they are expected
to conform to the standards of their friends.
• By late adolescence, there would be a re-establishment of good
relationships with families as well as a formation of significant relationship
with other people and acquaintances.
• Whereas romantic relationships in early adolescence is short-lived and
fleeting, it is relatively longer and more stable in late adolescence.
THE ASPECTS OF HOLISTIC DEVELOPMENT

PHYSIOLOGICAL COGNITIVE PSYCHOLOGICAL SOCIAL SPIRITUAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

• Adolescents begin to have interest in spiritual concerns. They

start pondering on questions concerning existence, essence,
spirituality, religion, and God.
• Many would desire to establish a personal relationship with the
Creator and some would even be interested in taking on sacred
vocation.
• Adolescents also entertain and try to answer the existential
questions such as 'Who am I?, 'What brought me here?,' 'What is
the essence of life?,' and 'What happens after death?.’
ONESELF/ PERSONALIT Y AS AN INTERACTION OF MANY FACTORS

EVALUATING ONE'S
PHYSIOLOGICAL
DEVELOPMENT
COGNITIVE
DEVELOPMENT
PSYCHOLOGICAL
DEVELOPMENT
SOCIAL
DEVELOPMENT
SPIRITUAL
DEVELOPMENT

THOUGHTS, FEELINGS,
AND BEHAVIORS

• Thought, feeling, and behavior are three different concepts that are
related to one another.

• What are thoughts? What are feelings? What are behaviors?

 • Thoughts may refer to "the ideas or
arrangements of ideas that result from
thinking, the act of producing thoughts, or
PHYSIOLOGICAL COGNITIVE
the process of producing thoughts"
PSYCHOLOGICAL SOCIAL SPIRITUAL
DEVELOPMENT DEVELOPMENT D E V E L O P M E("Thoughts,"
NT D E V E n.d.).
LOPMENT DEVELOPMENT

• Thoughts are cognitive. That is, they are

mentally produced and possessed. It is
usually clear to the person when he or
she is having thoughts that he or she can
verbalize them.
WHAT ARE • When expressed, thoughts are normally

"THOUGHTS"? in sentence form (e.g. "I think the movie

was nice;" "I think the dress fits me.").
 • Feeling denotes "a state of
consciousness, such as that
resulting from emotions,
sentiments
PHYSIO LOGICAL C O G Nor
ITIVE desires"
PSYCHOLOGICAL SOCIAL SPIRITUAL
("Feelings,"Dn.d.).
DEVELOPMENT EVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

• Feelings are usually mild

emotional states. Examples of
feelings are anger, sadness, fear,
and happiness.

WHAT ARE
“FEELINGS"?
 • Behavior refers to "the range of actions and
mannerisms made by individuals, organisms,
systems, or artificial entities in conjunction with
themselves or their environment, which includes
PHYSIOLOGICAL COGNITIVE P Sthe
YCHOother
L O G I Csystems
AL orSorganisms
OCIAL around,
S P I Ras
I T U well
AL as
DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT
the (inanimate) physical environment" ("Behavior
or behaviour," n.d.).
• For instance, the feeling of happiness is usually
accompanied by a smile or laughter, whereas the
WHAT IS feeling of sadness is accompanied by crying or
“BEHAVIOR"? frowning. Yet, some behaviors are not reflections
of true feelings. A person may deliberately display
a behavior which does not match his or her true
feeling.
 • One's thoughts, feelings, and behavior are
interconnected and interrelated. In fact,
they influence and affect one another.
• Hence, to regularly evaluate one's
T H E N E ED ED
PHYSIOLOGICAL
DEVELOPMENT
T O E
COGNITIVE
VELOPMENT
V A L U
PSAYT
C HEO L O G I C A L SOCIAL
thoughts, for instance, is
SPIRITUAL
in a way
DEVELOPMENT DEVELOPMENT DEVELOPMENT
ONE'S THOUGHTS, assessing also one's feelings and
behaviors.
FEELINGS, AND BEHAVIOR

• Most negative feelings and behaviors are generated by negative thoughts. The thought or
belief, for example, that a certain person (e.g., a classmate or a teacher) does not like you
may produce adverse feelings and hostile behaviors toward that person.
• Adolescents would benefit much from the practice of evaluating one's thoughts, feelings, and
behaviors. During adolescence, there are rapid changes and shifts in the person's feelings,
moods, and behaviors-hence the need to constantly check them.