DEVELOPING THE WHOLE

PERSON
Holistic Development
Objectives: -discuss the relationship among
physiological, cognitive, psychological, spiritual and
social development to understand his/her thoughts,
feelings and behavior
-evaluate thoughts, feelings and behavior
-show the connection between thoughts, feelings and behaviors
in actual life situations
 Philosophical Theories
• René Descartes:
The Mind-Body Distinction
• mind and body are really distinct—a
thesis now called "mind-body
dualism.“

• nature of the mind (that is, a thinking,

non-extended thing) is completely
different from that of the body (that is,
an extended, non-thinking thing)

DUALISM-is the position that mental phenomena are, in some

respects, non-physical, or that the mind and body are not
identical.
More examples of Dualism

• Good-bad
• Life-death
• Other points of view where
things are taken in their absolutes
or extremes.
 Your thoughts? Opinion?
Is the mind part of the
body, or the body part
of the mind? If they are
distinct, then how do
they interact? And
which of the two is in
charge?
• Holism (from Greek ὅλος holos "all, whole,
entire") is the idea that systems and their
properties should be viewed as wholes, not as
collections of parts.
• ge·stalt (theory) in PSYCHOLOGY
• The word Gestalt is used in modern German to
mean the way a thing has been “placed,” or
“put together.” There is no exact equivalent
in English.
The theory emphasizes that the whole of
anything is greater than its parts.
That is, the attributes of the whole are not
deducible from analysis of the parts in
isolation.
What do you see?
Examples:

Music

Car

8
In understanding
humans, it is
important to see the
person in his
entirety and not just
his parts.

11
Man- a whole being
 BREAK OUT ROOMS

Group 1 Group 2 Group 3

COGNITIVE
PHYSICAL SOCIAL
(Mental)

Group 4 Group 5
SPIRITUAL EMOTIONAL
What to discuss in the break out rooms?
Questions:
1. Identify at least three outstanding
CHANGES/DEVELOPMENT you are going through (or
you have gone through) in your assigned area.
2. How do these changes/development help in the
process of Personal Development?

Write the group’s brainstorming output and present

them in PowerPoint. Reporting by a leader of the group
tomorrow’s meeting
REPORTING
Lawrence Kohlberg’s stages of
Moral Development
 Heinz Dilemma

Heinz should not Heinz should

steal the drug for steal and not
he will be go to prison as
breaking the law this is unfair

Heinz should steal

the drug and
accept any prison
sentence
 Level 1 - Pre-conventional morality
9 years and younger (some over nine)
-moral code is shaped by the standards of adults and the
consequences of following or breaking their rules
Stages What determines right and wrong?
Stage 1. The child/individual is good in order to
Obedience and avoid being punished. If a person is
Punishment punished, they must have done wrong.
Orientation
 Stage 2. At this stage children recognize that
Individualism and there is not just one right view that is
Exchange. handed down by the authorities.
Different individuals have different
viewpoints.
 Level 2 - Conventional morality
most adolescents and adults
- we begin to internalize the moral standards of valued adult
role models-Authority is internalized but not questioned and
reasoning is based on the norms of the group to
which the person belongs.
Stages What determines right and wrong?
Stage 3. Good The child/individual is good in order to be seen
Interpersonal as being a good person by others. Therefore,
Relationships answers relate to the approval of others.
 Stage 4. Maintaining The child/individual becomes aware of the
the Social Order wider rules of society so judgments concern
obeying the rules in order to uphold the law
and to avoid guilt.
 Level 3 - Post-conventional morality
- Individual judgment is based on self-chosen principles, and
moral reasoning is based on individual rights and justice.
Stages What determines right and wrong?
Stage 5. Social The child/individual becomes aware that while
Contract and rules/laws might exist for the good of the greatest
Individual Rights number, there are times when they will work
against the interest of particular individuals. 
The issues are not always clear cut. For example, in
Heinz’s dilemma the protection of life is more
important than breaking the law against stealing.

Stage 6. People at this stage have developed their own set

Universal of moral guidelines which may or may not fit the
Principles law. The principles apply to everyone.
 An adolescent must…
• have developed moral reasoning
based on universal human rights
hence when faced with dilemma, an
adolescent must be able to stand on
what his personal conscience
dictates him to do.
 Developmental Task
• Havighurst presented the most
systematic and extensive stages of
development.
• The main assertion is that development
is continuous throughout a person’s
entire lifespan, occurring in stages.
• These tasks are typically encountered by
most people in the culture where that
person belongs.
 Developmental Tasks of an ADOLESCENT

1. Learning to get along with friends of both

sexes.
2. Accepting one's physical body and
keeping it healthy.
3. Becoming more self-sufficient.
4. Preparing for a job or career.
5. Acquiring a set of values to guide
behavior.
6. Becoming socially responsible.
 VALUES? VIRTUES?
VALUE- a person's principles or standards of behavior;
one's judgment of what is important in life
VIRTUE- behavior showing high moral standards
Values are usually reflected through virtues,
which in turn become eminent in the attitude
and behavior of a person
How can our thoughts affect our feelings and
behavior?
• Our thoughts, feelings and behavior (actions)
interplay with one another. Our thoughts
determine our mood and emotions.
The Automatic Negative Thoughts
 Consider this example
• You failed in Math quiz and your ANT was “I
am not good in Math” or “I can’t do Math”. As
a result, you feel sad about the result and
afraid of the subject; you also feel demotivate
to study your lesson in Math.

• Be careful, you might be nurturing ANTs

unconsciously.
• The more you believe them, the more you
become pessimist and unhappy.
• The more you feel you are dumb. The more
you feel anxious and afraid to learn the
lesson.
 How to solve this problem?

Cognitive Restructuring Of Core

Beliefs & Automatic Thoughts
 An adolescent must develop…
• Self-esteem and self confidence
• Critical Thinking
• Sound Judgment
• Emotional Stability