LESSON NO.

3
Do you merely watch your
life goes by?
Or do you act out a
script that you feel has
been handed to you?
Or do you write the
script and make your life
beautiful?
By the way, the Producer of
the movie is God. He tells
you, “Make the movie
beautiful, and I will give you
all that you need for success.”
LESSON NO. 4
 ACTIVITY: ASSESS ASPECTS OF YOUR
DEVELOPMENT
Ask students to draw a circle on a blank sheet of paper and divide the circle into 8 segments. In
each segment they will write some descriptions of the different aspects of themselves as follows:
1. Physical Self: Describe yourself. Try not to censor any thoughts which come to your mind.
Include descriptions of your height, weight, facial appearance, and quality of skin, hair and
descriptions of body areas such as your neck, chest, waist, legs.
2. Intellectual Self: Include here an assessment of how well you reason and solve problems,
your capacity to learn and create, your general amount of knowledge, your specific areas of
knowledge, wisdom you have acquired, and insights you have.
3. Emotional Self: Write as many words or phrase about typical feelings you have, feelings you
seldom have, feelings you try to avoid, feelings you especially enjoy, feelings from your past
and present, and feelings which are associated with each other.
4. Sensual Self: Write how you feel as a sensual person. What sense do you use most – sight,
hearing, speaking, smelling, touching? How do you feel about the different ways you take in
information - through the eyes, ears, mouth, nose, and skin. In what ways do you let
information in and out of your body?
5. Interactional Self: Include descriptions of your strengths and weaknesses
in intimate relationships and relationships to friends, family, classmates
and strangers in social settings. Describe the strengths and weaknesses
which your friends and family have noticed. Describe what kind of son or
daughter, brother or sister you are.
6. Nutritional Self: How do you nourish yourself? What foods do you like and
dislike? What do you like and dislike about these?
7. Contextual Self: Descriptors could be in the areas of maintenance of your
living environment: reaction to light, temperature, space, weather,
colors, sound and seasons and your impact on the environment.
8. Spiritual Self or Life Force: Write words or phrases which tell about how
you feel in this area. This could include your feelings about yourself and
organized religion, reactions about your spiritual connections to others,
feelings about your spiritual development and history, and thought about
your metaphysical self. Think about your inner peace and joy. Think about
your spiritual regimen or routine.
Topic: ASPECTS OF THE SELF
Activity: PERSONAL RECIPE FOR SUCCESS
 This activity involves making a personal recipe for
achieving personal goals. Identify your goal (you may refer
to the previous activity of aspects of self inspired by the
success stories) and break it down into a recipe.
THE STORY OF THE
TWO WOLVES
 The following is an old Cherokee Indian story that is enlightening and
helpful. One evening an old Cherokee told his grandson about a battle that
goes on inside people. He said, "My son, the battle is between two wolves
inside us all." "It is a terrible fight and it is between two wolves. One is evil -
he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt,
resentment, inferiority, lies, false pride, superiority, and ego." He continued,
"The other is good - he is joy, peace, love, hope, serenity, humility, kindness,
benevolence, empathy, generosity, truth, compassion, and faith. The same
fight is going on inside you - and inside every other person, too." The
grandson thought about it for a minute and then asked his grandfather,
"Which wolf will win?" The old Cherokee simply replied, "The one you feed".
The results of psychological research indicate that there are at
least four important concepts or ideas implied by the answer:

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
“feed” or nurture the selected wolf.
 How aware are you of the two different opposing “wolves”
operating within your mind, one of which leads to pain and a
diminished sense of life and the other to a joyous,
meaningful, and fulfilling life?
 When was the time you feel disappointed by the choice of
behavior because you knew that there was a more positive
option but you just didn’t choose it?
 What ways or techniques or exercises do you use to
strengthen yourself so as to increase its potency to choose
and hence control your life?
 In what specific ways do you feed the negative wolf?
 What specific ways do you use to feed the positive wolf?
Lesson 5
PSYCHOSEXUAL STAGES
Oral Stage (Birth to 1 year)
In the first stage of personality development, the libido is
centered in a baby's mouth. It gets much satisfaction from
putting all sorts of things in its mouth to satisfy the libido,
and thus its id demands.  Which at this stage in life are
oral, or mouth orientated, such as sucking, biting, and
breastfeeding. 
Freud said oral stimulation could lead to an oral fixation in
later life.  We see oral personalities all around us such as
smokers, nail-biters, finger-chewers, and thumb suckers. 
Oral personalities engage in such oral behaviors,
particularly when under stress.
Anal Stage (1 to 3 years)
 The libido now becomes focused on the anus, and the child derives great pleasure from defecating. 
The child is now fully aware that they are a person in their own right and that their wishes can bring
them into conflict with the demands of the outside world (i.e., their ego has developed). 
 Freud believed that this type of conflict tends to come to a head in potty training, in which adults
impose restrictions on when and where the child can defecate.  The nature of this first conflict with
authority can determine the child's future relationship with all forms of authority.
 Early or harsh potty training can lead to the child becoming an anal-retentive personality who hates
mess, is obsessively tidy, punctual and respectful of authority.  They can be stubborn and tight-fisted
with their cash and possessions.
 This is all related to pleasure got from holding on to their faeces when toddlers, and their mum's
then insisting that they get rid of it by placing them on the potty until they perform!
 Not as daft as it sounds.  The anal expulsive, on the other hand, underwent a liberal toilet-training
regime during the anal stage.
 In adulthood, the anal expulsive is the person who wants to share things with you.  They like giving
things away.  In essence, they are 'sharing their s**t'!'  An anal-expulsive personality is also messy,
disorganized and rebellious.
Phallic Stage (3 to 6 years)
Sensitivity now becomes concentrated in the genitals
and masturbation (in both sexes) becomes a new source
of pleasure.
The child becomes aware of anatomical sex differences,
which sets in motion the conflict between erotic
attraction, resentment, rivalry, jealousy and fear which
Freud called the Oedipus complex (in boys) and the
Electra complex (in girls). 
This is resolved through the process of identification,
which involves the child adopting the characteristics of
the same sex parent.
Latency Stage (6 years to puberty)

No further psychosexual development takes place during

this stage (latent means hidden).  The libido is dormant.
Freud thought that most sexual impulses are repressed
during the latent stage, and sexual energy can be
sublimated (re: defense mechanisms) towards school
work, hobbies, and friendships. 
Much of the child's energy is channeled into developing
new skills and acquiring new knowledge, and play
becomes largely confined to other children of the same
gender.
Genital Stage (puberty to adult)
 This is the last stage of Freud's psychosexual theory of personality
development and begins in puberty.  It is a time of adolescent sexual
experimentation, the successful resolution of which is settling down in a
loving one-to-one relationship with another person in our 20's.
 Sexual instinct is directed to heterosexual pleasure, rather than self-
pleasure like during the phallic stage. 
 For Freud, the proper outlet of the sexual instinct in adults was through
heterosexual intercourse.  Fixation and conflict may prevent this with
the consequence that sexual perversions may develop. 
 For example, fixation at the oral stage may result in a person gaining
sexual pleasure primarily from kissing and oral sex, rather than sexual
intercourse.
Lesson 6
 Robert J. Havighurst elaborated the Developmental Tasks Theory in the
most systematic and extensive manner. His main assertion is that
development is continuous throughout the entire lifespan, occurring in
stages, where the individual moves from one stage to the next by means of
successful resolution of problems or performance of developmental tasks.
These tasks are those that are typically encountered by most people in the
culture where the individual belongs. If the person successfully
accomplishes and masters the developmental task, he feels pride and
satisfaction, and consequently earns his community or society’s approval.
This success provides a sound foundation which allows the individual to
accomplish tasks to be encountered at later stages. Conversely, if the
individual is not successful at accomplishing a task, he is unhappy and is
not accorded the desired approval by society, resulting in the subsequent
experience of difficulty when faced with succeeding developmental tasks.
This theory presents the individual as an active learner who continually
interacts with a similarly active social environment.
He proposed a bio-psychosocial model of
development, wherein the
developmental tasks at each stage are
influenced by the individual’s biology
(physiological maturation and genetic
makeup), his psychology (personal values
and goals) and sociology (specific culture
to which the individual belongs).