Philippine College of Business and Accountancy

Concordia Sur, Nueva Valencia, Guimaras

Glenda G. Geral,LPT, M.Ed

PERSONAL DEVELOPMENT

Personal Development

 Is a process that helps teens overcome these challenges

 Is personal undertakings that will enhance one’s self-confidence and broaden his talents and skills
 Is an on-going process
 Is the conscious choice to improve one’s life to become a better person and to grow as an individual

1. Understanding Oneself and Others

Signs of low self-esteem

a. Walking with their head down

b. Not making eye contact when talking
c. Using negative “I am” statements
d. Teasing, name calling or saying negative things about others
e. Excessive boasting about their achievements or appearance
f. Speaking very loudly and aggressively
g. Evading social interactions
h. Constantly apologizing

Adolescence is a crucial stage in life that provides chances for influencing future behaviors and outcomes. In
addition to the major physical growth and development that happens during this time, teenagers are increasingly
expanding their social circle and begin to make their own decision in life.

Chart of typical characteristic of teens growth within these general phases.

Area of Development Middle Adolescence Ages 15 – 18

Physical Growth  Most youths have entered or completed
puberty
 Less variation in levels of growth and sexual
development
 Many youths have achieved their full adult
height and other adult physical development
milestones
Cognitive Stage  Major broadening of thinking abilities for
many youths are better able to think
abstractly, follow a “what if” line of thought
and apply lessons learned in one situation to a
different situation, tend to think a lot about
the future, considering many possible and
logical outcomes of possible events
 Greater perspective-taking ability can result in
increased empathy and concern for others and
new interest in societal issues for many
Moral Development  Less egocentric with age. Increased emphasis
on abstract values and moral principles.
 Increased ability (for some) to take another’s
perspective fully, can see the bigger societal
picture and might value moral principles over
laws “principled” morality
 Different rates of cognitive and emotional
development . For example, often advocates
for specific values and violates them at the
same time.
Self-content  The process of identity formation is intense.
Experimentation with different roles: looks,
sexuality, values, friendships, ethnicity and
especially occupations.
Psychological Emotional traits  Increased activity to empathize with others,
greater vulnerability to worrying, depression
and concern for others, especially among girls.
 Many show an increase in responsible
behaviors.
Relationship to parents and other  Conflict with parents often decreased with
adults age.
a. Improved ability to see parents as
individuals and take their perspective
into account
b. Most maintain a good relationship
with parents
 Greater interest in taking on “adult-type
responsibilities” (own checking account, doing
own laundry, buying own clothes, cooking
meals, making repairs etc.)
 Commonly make most own decisions,
preparing for eventual separation from family
 Needs balance between time spent with
adults and peers
 Continues to benefit from some parental limits
and monitoring while objecting to them
 Common conflicts over money, curfews,
chores, appearance and activities with peers
Peer Relationship  Peers help youth explore and develop an own
identity
 Cross-gender friendship become more
common
 Antisocial peer groups can increase antisocial
behaviors
 Close friendship help youth with the process
of developing an individual identity separate
from that of a child in a family
Phase of Development

Movement towards Independence

 Increased independent functioning

 Firmer and more cohesive sense of identity
 Examination of inner experiences
 Ability to think ideas through
 Conflict with parents begins to decrease
 Increased ability for delayed gratification and compromises
 Increased emotional stability
 Increased concern for others
 Increased self-reliance
 Peer relationship remain important and take an appropriate place among other interest
 Former religious and cultural belief system which may be different from their parents and family

Future Interest and Cognitive Changes

 Work habits become more defined

 Increased concern for the future and life beyond high school
 More importance is placed on one’s role in life

Sexuality

 Feelings of love and passion

 Development of more serious relationships
 Firmer sense of sexual identity
 Increased capacity for tender and sensual love

Moral, Values and Self-Direction

 Greater capacity for setting goals

 Capacity to use insight
 Increased emphasis on personal dignity and self-esteem
 Family, social and cultural traditions regain some of their previous importance

Knowing your positive traits, when applied skillfully will help:

 Shield, overcome and manage problem

 Improve personal relationships
 Enhance health and over-all well-being
2. Developing One-Self and Others
The Cycle Thoughts

Situation Feelings

Behavior
o PHYSIOLOGICAL DEVELOPMENT
Puberty refers changes involved in the sexual maturation of a child, as well as other body changes that
may occur during this period.
Adolescence is greatly concerned about his/her body image and any differences in the child, such as
early or late maturity, obesity, etc.
It is best described as the steady onset of mature reproductive hormonal activity, prompted by the
central nervous system, chiefly by the hypothalamus and pituitary gland.
PREPUBESCENT – includes the first evidence of sexual growth, primary sexual characteristics and ends at
the first onset of pubic hair.
PUBESCENT – the development spurt begins to fast-truck, males experience their first emission of
semen usually in the form of wet dreams, and menarche happens in the females.
POSTPUBESCENT – characterized by the slowing down of a growth spurt, completion of both primary
and sexual characteristics and fertility is likewise.

o COGNITIVE DEVELOPMENT
Begin to think theoretically and conceptually.
Learn to deal with several ideas at the same time and understand the future consequences of their
actions.
Learn to deal with complicated situations, to talk about their theories, to understand correlations, to
reason and to think.
Written and spoken languages become more sophisticated.
Sometimes begin to feel superior with their recent mental abilities and some parents criticize their teens
for being a “know everything”.

o PSYCHOLOGICAL DEVELOPMENT
Personal period of growth where children begin to establish their own principles, values and what they
want to achieve in life.
Constantly judge themselves, they often become particularly self-conscious
This self-evaluation process brings about the beginning of long-range objective setting, social and
emotional independence and the building of a mature adult.
Becomes adventurous and experiments with different ideas.
Practice is an important part of finding their place with regards their relationship to others and the
opposite gender.
Have found balance between their goals, dreams and reality.

o SPIRITUAL DEVELOPMENT
Is a process that finds the meaning of one’s life
A valid field of human development, spiritual growth in the Philippines is usually infused in schools
under a separate subject.
 The spiritual aspects of development is not well addressed as young teenagers often want to explore
spiritual matters which may form a part of their beliefs and develop connections between self and a
higher power.

o SOCIAL DEVELOPMENT
Involves a person’s ability for mature interactions with other individual or growths.
Develop a strong need to belong to a group with peer approval becoming more important than adult
approval.
As young adolescents mature, they undergo conflicting loyalties to their peer group and family.
They are also conflicted between their desire to conform to the peer group values and their own goal to
be distinctive and independent.
May be rebellious toward their parents and other adults but still depend on them.
They tend to overreact to social situations, mock others and feel awkward.

PRACTICAL RECOMMENDATIONS FOR DEVELOPING YOURSELF

1. BUILD YOUR SKILLS
 Read, read and read every day
 Start a hobby
 Learn a new language
 Sign up for a new course
 Upgrade your current skills
 Exercise
 Learn a strategy game

2. CHANGE IN BEHAVIOR ROUTINE

 Wake-up early
 Start a “to do” list and stick with it
 Minimize time spent chatting
 Minimize TV watching
 Overcome your fears
 Set up a competition with a family member or friend-set a challenge
 Know your “blind spots”
 Acknowledge your flaws
 Learn from people you admire
 Stop/quit a bad habit
 Avoid negative people
 Learn to deal with difficult people
 Learn from friends
 Let go of the past
 Try to start a small business
 Show kindness to people
 Reach out to people who didn’t like you

3. RECOGNIZING THE DEVELOPMENT STAGES OF MIDDLE AND LATE ADOLESCENCE

THE CHALLENGES FACING ADOLESCENTS
1. Runaways
2. Juvenile delinquency
3. Drug and alcohol abuse
4. Prevention
5. Coping with Stress

1. RUNAWAYS
Reasons that teenagers feel the need to runaway is:
 Family disputes
 School problems – for example bullying
 Substance abuse – either by themselves or other relatives at home
 Pregnancy
 Domestic abuse – including physical, verbal, sexual and mental abuse
 Mental health issues
 Seek attention
 Questions about sexual orientation
 Following a friend who has run away
2. JUVENILE DELINQUENCY
This refers to teenagers indulging in criminal or unlawful activities ages 18 and below.
Three major factors:
A. PSYCHOLOGICAL FACTORS
o Teenagers have the tendency to become delinquent are more likely to be impulsive, destructive, suspicious,
hostile, resentful, uncertain of authority, defiant, social assertive and lack self-control.
o Aggressive behavior is associated with delinquent behavior.
o Delinquency is sometimes the result of poor socialization development.

B. SOCIOLOGICAL FACTORS
o Family factors, such as strained family relationships and lack of family solidarity are important sources of
delinquency.
o Broken, dysfunctional homes are associated with delinquency but more impact is those intact but happy or
disturbed family relationships.
o Peer factors, are influences by pleasure seeking values.
o Alcohol and drug abuse tend to be strongly correlated with delinquency.
o Class performance may also be associated, not getting along with teachers, administrators, the challenge in
adjusting to the school lessons, classroom misconduct, poor grades and an overall lack of school success are
usually connected with delinquency.
C. BIOLOGICAL FACTORS
o The autonomic nervous system in criminals recovers slower from environmental stimulus as compared to that of
non-criminals.
o Juveniles are not able to act on the basis of what they know-they are able to control their impulses.
o Indicates a relationship between delinquency and health issues such as neurological, speech, hearing and visual
abnormalities.
3. DRUG AND ALCOHOL ABUSE
o Is one of the most risk-taking behaviors among teenagers

Drugs most commonly abused may be grouped into a number of categories:

 Narcotics
 Stimulants
 Depressants
 Hallucinogens
 Inhalants

4. PREVENTION
There are several strategies that can be used to lessen the probability of delinquency among adolescents:
o To identify children (example hyperactive types) who may be inclined to get into trouble during adolescence and
then plan intervention programs.
o To focus on dysfunctional family relationships and counsel parents in more effective parenting skills.
o To place anti-social teenagers in groups of pro-social peers, such as at day camps where their behavior is
positively influenced.
o To place, young children in pre-school settings before problems arise.
o To provide social skills training to juvenile offenders.

COPING WITH STRESS

Stress is the uneasy feeling you get when you’re worried, scared, angry, frustrated or over-whelmed.
SOME SOURCES OF STRESS:
1. School demands (test and homework) and frustrations
2. Negative thoughts and feelings about themselves
3. Changes in their bodies
4. Problems with friends and peers at school
5. Unsafe living environment/neighborhood
6. Separation or divorce of parents
7. Chronic illness or severe problems in the family
8. Death of a loved one
9. Moving or changing schools
10. Taking on too many activities
11. Family financial problems
12. Moving to a new home and school
13. Dating
14. Too-high parental and school expectations
15. Sports and other extracurricular activities
16. Job hunting
17. Social backwardness
18. Too many things much to do
19. Having a boyfriend or a girlfriend
20. Not achieving something that you really wanted
21. Money problems
22. Watching parents argue
23. Being pressured to do something you know is bad for you, like smoking
 24. Worrying, about how your body’s changing
25. Dealing with sexual feelings
26. Worrying about neighborhood or world problems

BRAIN TRIVIA

1. PHYSICAL ATTRIBUTES
o Your brain is composed of approximately 75% water.
o There are no pain receptors in your brain, so your brain can feel no pain.
o Your brain weighs about 3 pounds.
o Your skin weighs twice as much as your brain.

2. THE DEVELOPING BRAIN

o The first sense to develop in the womb is the sense of touch.
o Your brain at birth was almost the same size as an adult brain.
o A newborn baby’s brain grows about three times its size in the first year.

3. BRAIN FUNCTION
o While awake, your brain produces 10 to 23 watts of power enough energy to power a light bulb.
o If your brain loses blood for 8 to 10 seconds, you will lose consciousness.
o Your brain uses 20% of the total oxygen in your body.
o The saying “humans only use 10% of their brain” is not true. Every part of the brain has a known function.
o The brain can live for 4 to 6 minutes without oxygen and then it begins to die.
o No oxygen for 5 to 10 minutes will result in permanent brain damage.

4. PSYCHOLOGY OF YOUR BRAIN

o The connection between body and mind is strong between 50-70 percent of visits to the doctor are
psychological in nature.
o You can’t tickle yourself because your brain can tell between unexpected external touch and your own touch.

5. MEMORY
o Every time you remember a memory or have a new idea, you are creating a new connection in your brain.
o Sleeping at night may be the best time for your brain to record all your memories of the day.
o Memories triggered by scent have a stronger connection, so it may be the best way to remember a memory.
o Lack of sleep may actually hurt your ability to create new memories.

6. DREAMS AND SLEEP

o About 12% of people dream in black and white while others dream in color. Most people dream about 1 – 2
hours a night and have an average of 4 – 7 dreams each night.
o Research show that brain waves are more active while dreaming than when awake.
o While you sleep, your body produces a hormone that may prevent you from acting out your dreams, leaving you
virtually paralyzed.
MENTAL HEALTH AND WELL BEING
 20% of teens will endure teen depression before they become adults.
 Extreme emotions bring uneasiness and this is very real and true for teenagers.
 Important mental health habits such as coping, resilience and good judgment greatly help teenagers achieve
overall well-being and eventually prepare them for positive mental health in adult.

MENTAL HEALTH DISORDERS

1. ADHD (ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

 Is a common disorder manifested by hyperactivity, inattention and impulsivity
 They experience more severely and disruptively.
 It affects teenager’s ability to function well in many areas of their lives, including home, school or with friends

2. BIPOLAR DISORDER
 The problem is brain’s control of the normal ups and downs of normal mood.
 The cycle between intervals of Mania-like feeling really elated or annoyed and intervals of depression like feeling
really sad and low become frequent (daily) or infrequent (years apart).

3. GENERALIZED ANXIETY DISORDER (GAD)

 Is a lapse in how your brain controls the signals it uses to identify danger and start response to help you avoid it.
 This indicator does not work and you experience the danger signal when there is no danger.
 It is excessive anxiety and worry about everyday events that occurs over a prolonged period of time.
 The worrying and anxiety cause serious emotional distress and causes problems at school, at work and in
relationships.

4. OBSESSIVE-COMPULSIVE DISORDER (OCD)

 Is made up of two parts: 1.the obsession, 2.the compulsion
 Obsessions are persistent, interfering and unwanted thoughts, images or impulses.
 Compulsions are repeated behaviors that the person performs to decrease the anxiety to cause by the
obsession.
 The obsessions and compulsions significantly interfere with the person’s ability to live his or her life and cause a
great deal of distress.

5. SOCIAL ANXIETY DISORDER (also called Social Phobia)

 Is when a social or performance situations like meeting new people or giving a speech are avoided because of
fear of being judged or embarrassed in front of other people.
 This can cause him or her to avoid everyday social situations, like going shopping, speaking up in class, using a
public bathroom, or participating in an activity in class.
 This can make him or she feel really alone and think that no one else can understand what he or she feels, which
can lead to feelings of loneliness and sadness.
 For some people, this may severely limit where they will go to school, the mall, walking along crowded streets
and more, this results in another mental disorder called Agoraphobia.

NON-SUICIDAL SELF-INJURY (NSSI)

 Commonly referred to as self-injury or self-harm, may be confusing and difficult to understand.
  It is important to understand what motivates teenagers to harm themselves because not all people do it for the
same reason.

OTHER REASONS WHY TEENS MAY SELF-INJURE INCLUDE:

1. To reduce anxiety/tension
2. To reduce sadness and loneliness
3. To alleviate angry feelings
4. To punish oneself due to self-hatred
5. To get help from or show distress to others
6. To escape feelings of numbness

OTHER FORMS OF SELF-INJURY INCLUDE:

1. Burning and hitting oneself
2. Overdosing on medications
3. Scratching or opening old wounds (to prevent wounds from healing)
4. Pulling out one’s hair, eyelashes, or eyebrows with the intention of hurting oneself

6. DEPRESSION
 Is a mood disorder characterized by intense and persistent negative emotions.
 These emotions negatively affect teenager’s lives, causing social, educational, personal and family difficulties.
 Is not caused by the usual stresses of life.
 Is often accompanied by feelings of anxiety and causes significant problems with family, friends, work or school.

7. SUICIDE
 The deliberate taking of one’s own life, is the second leading cause of death among teenagers.
 Is not a mental disorder but one of the most important causes of suicide is mental illness

DEPRESSION AND BIPOLAR DISORDER (Manic Depression)

 The causes of emotional disturbance are different and difficult to identity.
 Many factors include genetic inclination, environmental factors such as living in a chaotic household and
trauma such as abuse.

EMOTIONAL INTELLIGENCE
- Is the ability to realize, acknowledge and handle emotions through ourselves and others

THE COMPONENT OF EI by DANIEL GOLEMAN

1. SELF-AWARENESS
* EMOTIONAL SELF-AWARENESS – where you are able to interpret and identify your emotions
* SELF-CONFIDENCE – where you have strong and positive sense of self-worth
*ACCURATE SELF-ASSESSMENT – where you are able to provide a realistic evaluation of your strengths and
weaknesses
2. SELF-MANAGEMENT
* SELF-CONTROL – which is the ability to keep troublesome emotions and impulses under control
*ADAPTABILITY – which is the flexibility to adjust challenges
*TRANSPERENCY – which is to uphold standards of honesty, integrity and manage yourself and responsibilities
*INITIATIVE – the readiness to grab opportunities and act on the deed
 *ACCHIEVEMENT – which is the guiding determination to attain internal standards of excellence
3. SOCIAL AWARENESS
* EMPATHY – which is being sympathetic to others and take an active concern in their problems
* SERVICE ORIENTATION – which is acknowledging and granting costumer’s needs
*ORGANIZATIONAL AWARENESS – this is the ability to interpret the flow of the company, build networks and
sail across the politics
4. RELATIONSHIP MANAGEMENT
*VISIONARY LEADERSHIP – where you are able to inspire and lead individuals and groups
* CONFLICT MANAGEMENT – where you are able to resolve disagreements and develop resolutions
*BUILD CONNECTIONS/BONDS – which is the ability to further and maintain a relationship to others
*DEVELOP OTHERS – where you are able to strengthen and support the abilities of others through feedback and
guidance
*TEAMWORK ANSD COLLABORATION – where you are able to encourage cooperation and build teams
*CHANGE CATALYST – which is the ability to introduce new ideas and lead others to a new direction
*INFLUENCE – which is the ability to implement convincing strategies with integrity through clear and listening
and communication skills

PRACTICAL WAYS TO DEVELOP YOUR EI

1. Observe how you react to people
2. Look at your school setting
3. Do a self-evaluation
4. Be accountable for your actions
5. Record your emotional responses to events
6. Listen to your body
7. Monitor how your behavior and emotions are linked
8. Refrain from judging your emotions
9. Notice patterns in your emotional past
10. Relate with other people
11. Improve your empathy skills
12. Study people body language
13. See the effects you have on others
14. Practice being emotionally honest
15. Be more light-hearted at home and at school

BUILDING AND MAINTAINING RELATIONSHIP

TYPES OF RELATIONSHIP
1. FAMILY – “we first learn about loving and affectionate relationships with our immediate families”
- having healthy relationships with your family members can be both very important and difficult
- communicate with each other, improve on ways to build trust, respect and value differences
- families need to be components of joint caring and support as they will be sources of lifelong strength
2. FRIENDS – a friend is described as person you know well and consider with affection, trust and respect
- the best way to make new friends is to be active in school activities and in your barangay where there are
other teenagers
- peer pressure can be a big role in friendships
- you need to communicate your ideas while also respecting your friend’s point of view
3. CASUAL RELATIONSHIPS – this are created with people you encounter, people who are not family members, friends
 or romantic interest
- All relationships start with casual relationship
- This are simple relationships that are easy to maintain
4. INTIMATE RELATIONSHIP – it is important to understand that you can have an intimate relationship with someone
you are comfortable with
- Many people assume that “intimate” means being physically intimate but in reality this can be with anyone
who you are really close to and with whom you can be completely open and honest
5. ROMANTIC RELATIONSHIPS – both partners respect each other and have their own identity
- each partner is a whole individual, not just a part of a couple
6. LUST – this creates the desire to experience love
- it keeps us “looking around” when the right time comes along in the end it is our desire for romance that lead
us to the attraction
7. ATTRACTION – if this occurs we often lose our ability to think logically, especially when it involves the person we
attracted
- Couples spend hours getting to know each other
8. COMMITMENT – this stage the love is for the long term
- you’ve gone through the fantasy love and are entering the “real love”
- strong enough to overcome many challenges and problems that may follow

FACTORS OF SOCIAL RELATIONSHIPS AND THEIR IMPACT ON TEENAGERS

1. SCHOOL CLIMATE – the physical aspects of the school like its facilities
- the organizations or the social aspect of the school’s employees
- the internal organizations which involve the belief systems and value
- a school culture shapes how students use resources, creates experiences and how to relate to the outside world.

2. TEACHER-STUDENT RELATIONSHIP – there has been considerable research on how relationships between students
and teachers affect the quality of students’ motivation and classroom learning experience
- Teacher support is one of the strongest relationship of youth adjustment, social and motivational
development and achievement
- Students are motivated when they believe that teachers treat them fairly and care about them personally
and educationally
3. INSTRUCTIONAL DELIVERY - student’s convenient access and training in technology are valuable aid for learning
cultural values if properly planned and implemented
- teenagers sometimes complain that their classes are boring and that the only reason they come to school is to
socialized with friends
- The use of technology helps teenagers be communities of learning by providing a climate that enhances
their intellectual development with high expectations and challenges for every student with an integrated
curriculum
4. PARENT-STUDENT RELATIONSHIP – parents who are involved and aware of their teenager’s school activities can
positively affect their child’s attitude and performance
- Independent dimensions of parental behavior (1) support – responsiveness and connectedness to the child
(2) behavioral control – regulation of the child’s behavior through firm and consistent discipline
(3) psychological control – control of the child’s behavior through psychological means such as love
withdrawal and guilt induction
5. PEER-STUDENT RELATIONSHIP –the development of the healthy student to student relationships are positive outlook
of the student’s classmates can be reinforced by creating and sustaining a personalized school environment
 where students feel cared for and connected
6. SOCIAL MEDIA – the profile information teenagers make all the followers developed and the cycle how each one is
meant to nurture more relationships with other people is the heart of social media

GUIDELINES TO BUILDING RELATIONSHIPS

1.Be friendly and make a connection.
2. Ask questions
3. Tell people about yourself.
4. Accept people
5. Assume people want to establish relationships also
6. Get people involved
7. Build relationships one at a time
8. Enjoy people
9. Travel to places and do things
10. Overcome your fear of rejection
11. Be persistent

GUIDELINES TO SUSTAINING RELATIONSHIPS

1. Extend yourself
2.Appreciate people
3. Pay attention to people
4. Volunteer to do work for others
5. Communicate openly
6. Back each other when things get tough
7. Challenge each other to do better

PLANNING FOR YOUR CAREER DEVELOPMENT

Career development is a series of activities and the continuous process of developing your career. This covers
on-going training for new competencies and skills which will equip you in landing the job you want and eventually
progressing to higher work responsibilities

IMPORTANCE OF CAREER PLANNING

Good career planning involves information about you, the world of work and commitment. Career planning can
help you to prepare to:
 Plan for college
 Enter the workforce
 Plan to upgrade your skills
 Handle workplace demands
 Plan for career advancement

DEVELOPING CAREER EXPECTATIONS

Accept Reality – new workforce entrants need to know success in the present economy must be consistent with
the reality, the sooner you acknowledge that a college degree alone will not guaranty employment, the sooner you need
you find additional prospects to increase your employability.
CONCEPTS OF CAREER DEVELOPMENT
A theory is, in effect, a rationalized set of assumptions or hypotheses that allow you to explain the past and
predict the future.
1. PARSONS’ THEORY – Frank Parson is regarded as the founder of the vocational guidance movement, he develop
the theory of matching careers to talents, skills and personality
Parsons believed that deciding careers occur when people have:
*an understanding of their individual traits (aptitudes, interests, personal abilities)
* a knowledge of available jobs
* objective acknowledgement between the individual’s traits and the
current market needs
2. HOLLAND’S THEORY – according to John Holland’s theory of career choice (careers are established by the
interaction between our personality and the environment
Holland’s focused on the belief that most people belong to one of six personality:
*R – realistic (the do-ers) *I – investigative (the thinkers) * A – artistic
(the creators) *S – social (the helpers) * E – enterprising (the persuaders) * C – conventional
(the organizers)
3. SUPER’S THEORY –(Donald Super) introduced the concept that developing a sense of self and realizing that an
individual change over time, is important when planning one’s career.
Super’s five life and career development stages: (1) Growth (2) Exploration (3)
Establishment (4) Maintenance (5) Decline

4. KRUMBOLTZ’S THEORY – John Krumboltz’s theory states that it OK to not always the plan, because unplanned
events can lead to good careers. This includes: a) curiosity to explore learning opportunities b) persistence to
face obstacles c) flexibility to experience a variety of situations and events d) optimism to fully make use of the
benefits from unplanned events
several factors for being helpful in career management: *the commitment to ongoing learning
and skill development *ongoing self-assessment *assessment and feedback from others *effective networking
*achieving work-life balance *financial planning to incorporate periods of unemployment
5. CONSTRUCTIVIST THEORY – (M.L. Savickas and Vance Peavy) this is based on the concepts of “constructivism”
which includes: a)there are no fixed meanings or realities in the world, there are multiple meanings and
multiples realities b)people “construct” themselves and the world around them through the interpretations
they make and the actions they take c) individuals differ from each other d) people are self-organizing and
meaning-makers e)to be an empowered or fulfilled person requires critical reflection of the assumptions that
account for our daily decisions and actions.