Reviewer in Personal 3.
Persistence - It makes you keep
Development
Lesson 1
Self-Concept - refers to your
awareness of yourself
Ideal self
 the self that you aspire to be
 an idealized image that we
have developed over time
Actual self
 the one that you actually see
(self-image)
 built on self-knowledge
Self-knowledge
 is derived from social
interactions that provide
insight into how others react
to you
Personal Effectiveness
 making use of all the personal
resources – talents, skills,
energy, and time, to enable
you to achieve life goals
1. Determination - It allows you to
focus only on achieving a
specific goal without being
distracted by less important
things or spontaneous desires
2. Self-confidence - manifested in
speech, appearance, dressing,
gait, and physical
condition.
moving forward regardless of
emerging obstacles – problems,
laziness, bad emotional state,
etc.
4. Managing stress - It helps
combat stress that arises in
daily life from the environment
and other people.
5. Problem-solving skills - They
help cope with the problems
encountered with a lack of
experience
6. Creativity - It allows you to find
extraordinary ways to carry out
a specific action that no one
has tried to use.
7. Generating ideas - It helps you
achieve goals using new,
original, unconventional ideas.
3 Kinds of People in this World
 Moviegoer
 This person watches the
movie of their lives,
admires some parts, and
criticizes others.
 Actor
 This person does not
only watch the movie
of her life. She actually
realizes she’s the Actor
– and can control a big
part of her life.
 they wish the movie
would end in another
way – but realize that
they have no say in
such things
  Scriptwriter  amount of knowledge
 This person does not only
watch, and she doesn’t  wisdom and insights
only act, but she actually acquired
creates the entire movie
from her mind.
 She has enormous control  Emotional Self
over her life and sees to it
that the movie will turn out  typical feelings you have
beautiful.
 Sensual Self

There are four (4) practical  five senses; sight,

reasons to maintain a journal: hearing, touch, smell,
and taste (speaking).
1. It is cost-efficient and
available.
 Interactional Self
2. It is preventive and pro-active.
 relationships to friends,
3. It is preventive and pro-active.
family, co-students, and
4. It is personal and private. strangers in social
settings.
 strengths and
Different Aspects of Yourself: weaknesses in intimate
relationships.
 Physical Self

 descriptions of your height,  Nutritional Self

weight, facial appearance,
and quality of skin, hair,  How do you nourish
yourself?
 description of body areas
such as neck, chest, waist,
 Contextual Self
and legs.
 areas of maintenance of
 Intellectual Self your living environment

 how well you reason and

solve problems
 Spiritual Self or Life Force
 capacity to learn and
 feelings about yourself
create
and organized religion
  spiritual connections to “feed” or nurture the selected
others wolf.

THE 2 TYPES OF WOLVES DEVELOPMENTAL STAGES

 things about ourselves that
we seem powerless to control,  focuses on human growth and
thoughts, feelings, and changes across this lifespan.
actions
 evil - anger, envy, sorrow,
regret, greed, arrogance, self-
pity, guilt, resentment,
inferiority, lies, false pride,
superiority, and ego.
 good - joy, peace, love, hope,
serenity, humility, kindness,
benevolence, empathy,
generosity, truth, compassion,
and faith.

1. The mind is not the unitary

entity it seems to us but
consists of different parts.
For example in the story there
are the two wolves and the
“you” that chooses
between them.

2. These parts of the

mind/brain can interact and
be in conflict with each
other i.e. the two wolves fight
for dominance over our mind
and behavior.

3. The “you” has the ability to

decide which wolf it will
feed.
4. Having made a choice, “you”
can decide specifically how to
Robert J. Havighurst elaborated on
the Developmental Tasks Theory
in the most systematic and
extensive manner.

CHALLENGES OF LATE
ADOLESCENCE
Physical Development
 Most girls have completed the
physical changes related to
puberty by age 15.
 Boys are still maturing and
gaining strength, muscle
mass, and height and are
completing the development of
sexual traits.
Emotional Development
 May stress over school and
test scores.
 Is self-involved (may have high
expectations and low self-
concept).
 Seeks privacy and time alone.
 Is concerned about physical
and sexual attractiveness.
 May complain that parents
prevent him or her from doing
things independently.
 Starts to want both physical
and emotional intimacy in
relationships.
 The experience of intimate
partnerships
Social Development
 shifts in relationship with
parents from dependency and
subordination to one that
reflects the adolescent’s
increasing maturity and
responsibilities in the family
and the community,
 Is more and more aware of
social behaviors of friends.
 Seeks friends that share the
same beliefs, values, and
interests.
 Friends become more
important.
 Starts to have more
intellectual interests.
 Explores romantic and sexual
behaviors with others.
 May be influenced by peers to
try risky behaviors (alcohol,
tobacco, sex).
Mental Development
 Becomes better able to set
goals and think in terms of
the future.
 Has a better understanding of
complex problems and
issues.
 Starts to develop moral ideals
and to select role models.
ENCOURAGEMENT BY TIMOTHY
D. EVANS
 Encouragement is the key
ingredient for improving your
relationships with others.
 Encouragement develops a
person’s psychological
hardiness and social interest.
Encouragement is lifeblood of
relationship.
 Most of us are skilled
discouragers.
 bribe, reward and when that
fails, to punish, criticize, nag,
threaten, interrogate, and
emotionally withdraw.
 We do this as an attempt to
control those we love,
bolstered by the mistaken
belief that we are responsible
for the behavior of everyone
around us, especially our
spouses and children. These
attempts to control behavior
create atmospheres of tension
and conflict in many houses.
Most commonly, we discourage in
five general ways:
1. We set standards that are too
high for others to meet
because we are overly
ambitious.
2. We focus on mistakes as a
way to motivate change or
improved behavior.
3. We make constant
comparisons (self to others,
siblings to one another).
4. We automatically give a
negative spin to the actions of
others.
5. We dominate others by being
overly helpful, implying that
they are unable to do it as
well.
 Encouragement conveys the
idea that all human beings are
worthwhile, simply because
they exist.
 Encouragement develops
children’s psychological
hardiness – their ability to
function and recover when
things aren’t going their way.
 The first step to becoming an
encouraging person is to learn
to distinguish encouragement
from discouragement.