24/08/2021

Developing the
Whole Person
Lesson 1.1

Holistic Development: Thoughts,

Feelings and Behaviors
Socrates was a Greek philosopher from Athens who is
credited as a founder of Western philosophy and the
first moral philosopher of the Western ethical
tradition of thought.

An unexamined life is not worth living.

One thing only I know, and that is that I know nothing.
To find yourself, think for yourself.
I know that I am intelligent, because I know that I know nothing.
True knowledge exists in knowing that you know nothing.
Beware the barrenness of a busy life.
When the debate is over, slander becomes the tool of the loser.
Education is the kindling of a flame, not the filling of a vessel.
I cannot teach anybody anything, I can only make them think.
I am the wisest man alive, for I know one thing, and that is that I
know nothing.

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THOUGHTS
• Usually originate from things we have learned both in a
right way and in a wrong way. That is why there are
terms such as malcognition and maladaptive
mechanism.

THOUGHTS
• Malcognition are thoughts that potentially affect our
attitude negatively are commonly associated with an
irrational belief represented by a statement that
echoes in our head.
• A way for Malcognition to be corrected is by replacing
it with something positive.

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THOUGHTS
• Maladaptive refers to an inability to adapt adequately
or appropriately to one's environment or situation.
Later on the self-blame cognition would affect the
attitude regarding self that results to mor maladaptive
attitudes or behaviors.

FEELINGS
• Our happiness might be just a façade on the emptiness
we feel deep down. Our anxieties in the conscious level
maybe guilt in disguise. Our conscious love maybe
subconsciously pity.

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FEELINGS
It is also related to our thoughts
as well. If thoughts start a
concept inside your mind,
emotions will bloat the perception
of the thought or minimize it.

BEHAVIOR
It is the primary output of our attitude. Were it also affects
our thoughts and feelings.

It can be overt and covert.

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BEHAVIOR
Overt behavior – is expressed consciously like replying to a
friend or volunteering in a class recitation.

Covert behavior – occurs beyond your awareness.

Mannerisms, body language, gestures and personal tendencies
fall here.

BEHAVIOR
Feeling and behavior relate to each other interchangeably –
we may act or behave out of feelings or we may feel pleasant
or unpleasant after an action.

Thoughts are also related to behavior. We act in accordance

to what we think, be it overt or covert behavior, from either
implicit or explicit behavior.

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Thoughts:
What we
A way to look at our attitude think
is to assess the relationship
between our thoughts,
feelings and behaviors.
Emotions: Behavior:
What we What we
feel do

HUMAN DEVELOPMENT
Human Development can be described in different
domains:

❑ Physical or Physiological
❑ Cognitive or mental
❑ Psychosocial
❑ Psychosexual
❑ Moral or Spiritual

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PSYCHOSEXUAL THEORY

SIGMUND FREUD

Sigmund Freud
He is a popular psychologist whose theory of human
development and personality sparked great interest as well as
controversy due to its biological orientation that focuses on the
psychosexual development of an individual.

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IMPORTANT FACTS
Satisfaction of the When needs are not met or
erogenous zones or satisfied excessively, fixation
pleasure areas is important occurs which is characterized
in development. by attatchment to a particular
object or activity and may
affect development.
Psychosexual development
has five distinct stages. Each To fully understand
stage is characterized by psychosexual development
certain ways of connecting let’s be familiar with
with the world through psychoanalytic development.
particular areas of the body

PSYCHOANALYTIC THEORY
The ID. Infants are born with ID
Conscious is the intact. Operates PLEASURE
small amount of PRINCIPLE, to gain pleasure,
mental activity we avoid pain. Driven by sexual or
know about. aggressive urge.

Preconscious or The Superego. Partially

subconscious are unconscious and operates MORAL
the things we PRINCIPLE. Able to differentiate
could be aware of right from wrong.
if we wanted or
tried The Ego. The rational level of
personality. Operates on REALITY
The unconscious
PRINCIPLE. Does realistic and
are the things we
are unaware of an logical thinking. The balance
between the ID and Superego.
can not become
aware of.

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PSYCHOANALYTIC THEORY

STAGES OF PSYCHOSEXUAL DEVELOPMENT

STAGE APPROXIMATE FOCUS TRAIT OUTCOMES
PERIOD
Oral pleasure through Fixation can lead to
ORAL First year of life mouth, eating, overeating, smoking,
(mouth) sucking, mouthing, drinking, nail-biting,
chewing, and biting gossiping and cursing

ANAL Second to fourth year Anal pleasure to Fixation can lead to being
release tension obsessive with cleanliness
Erogenous through the anus, or hating mess (anal
Zone: Bowel eliminating and retentiveness). The child
and Bladder retaining feces and may eventually become a
Control toilet training perfectionist or be
obsessive- compulsive

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STAGES OF PSYCHOSEXUAL DEVELOPMENT

STAGE APPROXIMATE FOCUS TRAIT OUTCOMES

PERIOD

Another possibility is to
ANAL Second to fourth year Anal pleasure to become too generous in
release tension adulthood that the person
through the anus, would want to share or
eliminating and give things away (anal
retaining feces and expulsive). Moreover, the
toilet training child may become messy
or disorganized

STAGES OF PSYCHOSEXUAL DEVELOPMENT

STAGE APPROXIMATE FOCUS TRAIT OUTCOMES
PERIOD

The child starts to

PHALLIC Fourth to Sixth Year Pleasure through recognize what it means
(Genitals) genitals to be a boy or a girl with
their physical differences.
Conflicts arise due to
greater emotional
attachment to one parent
over another. Attachment
of boy to his mom
(Oedipus complex) and
girl to her dad (Elektra
Complex)

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STAGES OF PSYCHOSEXUAL DEVELOPMENT

STAGE APPROXIMATE FOCUS TRAIT OUTCOMES
PERIOD

The child starts to

PHALLIC Fourth to Sixth Year Pleasure through recognize what it means
(Genitals) genitals to be a boy or a girl with
their physical differences.
Conflicts arise due to
greater emotional
attachment to one parent
over another. Attachment
of boy to his mom
(Oedipus complex) and
girl to her dad (Elektra
Complex)

STAGES OF PSYCHOSEXUAL DEVELOPMENT

STAGE APPROXIMATE FOCUS TRAIT OUTCOMES

PERIOD

LATENCY Seventh year onward Resolving fixation or The child develops

Sexual conflicts in previous closeness with parents
Feelings Are stages; developing and if conflicts are
Inactive academic and social resolved and build social
skills, physical ties. Sexual urges are
abilities and talents inhibited

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STAGES OF PSYCHOSEXUAL DEVELOPMENT

STAGE APPROXIMATE FOCUS TRAIT OUTCOMES

PERIOD
Twelfth year or puberty Sex role identify Called puberty stage, this
Genital to death formation is the period of
(Maturing adolescence. Sexual
Sexual interest is awakened
Interests)

PSYCHOSEXUAL THEORY
SIGMUND FREUD
“The only person with whom you
have to compare yourself is you in
the past.”

Additional notes: https://www.youtube.com/watch?v=mhG-twzaE_g

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PSYCHOSOCIAL
THEORY
ERIK ERIKSON

Erik Erikson
Erik Erikson was a 20th century psychologist who developed the theory of
psychosocial development and the concept of an identity crisis. Erikson
maintained that personality develops in a predetermined order through eight
stages of psychosocial development, from infancy to adulthood. During each
stage, the person experiences a psychosocial crisis which could have a positive
or negative outcome for personality development.

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IMPORTANT FACTS
Erik Erikson expanded There are eight Psychological
Freud’s theory that stages of development. Each
recognizes the importance of stage is characterized by
early experiences in psychosocial conflicts or
childhood. But focuses on the crisis that needs to overcome
psychosocial rather than the to successfully move to the
biological perspective. next stage.
Socialization is an important
process.

PSYCHOSOCIAL STAGES OF DEVELOPMENT

STAGE ISSUES SOCIAL CONDITIONS OUTCOMES

Stage 1: Birth to 1 year

Basic Virtue : HOPE
Will I get support for what I Provision of basic need; Becomes hopeful or optimistic
need? support
Trust vs.
Mistrust Can I trust the world? Deprivation, lack of
support, inconsistency Becomes fearful

This stage begins at birth continues to approximately 18 months of age. During this stage,
the infant is uncertain about the world in which they live and looks towards their primary
caregiver for stability and consistency of care.

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PSYCHOSOCIAL STAGES OF DEVELOPMENT

STAGE ISSUES SOCIAL CONDITIONS OUTCOMES

Stage 2: 2 to 3 years
Basic Virtue : WILL
Can I already do things on Support, patience Develops self-confidence;
my own? sense of security
Autonomy vs
Shame and Should I depend on Deprivation, lack of Feels inadequate; becomes
Doubt others? support, inconsistency dependent

Children at this stage are focused on developing a sense of personal control over physical
skills and a sense of independence. During this stage children begin to assert their
independence, by walking away from their mother, picking which toy to play with, and
making choices about what they like to wear, to eat, etc.

PSYCHOSOCIAL STAGES OF DEVELOPMENT

STAGE ISSUES SOCIAL CONDITIONS OUTCOMES

Stage 3: 3 to 5 years
Basic Virtue : PURPOSE
Can I be independent? Opportunity; Develops sense of purpose
encouragement
Initiative vs
Guilt Am I good or am I bad? Lack of opportunity; Feels guilty
negative feelings

During the initiative versus guilt stage, children assert themselves more frequently through
directing play and other social interaction. During this period the primary feature involves the
child regularly interacting with other children at school. Central to this stage is play, as it
provides children with the opportunity to explore their interpersonal skills through initiating
activities.

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PSYCHOSOCIAL STAGES OF DEVELOPMENT

STAGE ISSUES SOCIAL CONDITIONS OUTCOMES

Stage 4: 6 to 11 years
Basic Virtue : COMPETENCE
Do I have the skills to Good education/training; Becomes industrious;
adjust? good models develops self-confidence
Industry vs
Inferiority Am I already competent? Lack of training/direction/ Develops series of inferiority
Am I worthy or not? support

It is at this stage that the child’s peer group will gain greater significance and will become a
major source of the child’s self-esteem. The child now feels the need to win approval by
demonstrating specific competencies that are valued by society and begin to develop a
sense of pride in their accomplishments.

PSYCHOSOCIAL STAGES OF DEVELOPMENT

STAGE ISSUES SOCIAL CONDITIONS OUTCOMES

Stage 5: 12 to 18 years (Adolescence)

Basic Virtue : FIDELITY
Who am I? Clear sex models; good Develops identity
sense of stability;
Identity vs positive feedback
Identity
Diffusion What are my beliefs? Confusing purpose; Identify crisis; role confusion
Values? Feelings? vague expectations;
unclear feedback

During this stage, adolescents search for a sense of self and personal identity, through an
intense exploration of personal values, beliefs, and goals. This is a major stage of
development where the child must learn the roles he will occupy as an adult. It is during this
stage that the adolescent will re-examine his identity and try to find out exactly who he or
she is.

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PSYCHOSOCIAL STAGES OF DEVELOPMENT

STAGE ISSUES SOCIAL CONDITIONS OUTCOMES

Stage 6: 19 to 40 years (Early Adulthood)

Basic Virtue : LOVE
Should I get into a Understanding, trust, Is able to love and commit
relationship? acceptance
Intimacy vs
Isolation Or Should I stay single? Loneliness, exclusion Loneliness; depression

During this stage, the major conflict centers on forming intimate, loving relationships with
other people. We begin to share ourselves more intimately with others. We explore
relationships leading toward longer-term commitments with someone other than a family
member.

PSYCHOSOCIAL STAGES OF DEVELOPMENT

STAGE ISSUES SOCIAL CONDITIONS OUTCOMES

Stage 7: 40 - 65 years (Middle Adulthood)

Basic Virtue : CARE
What is my contribution in Productivity; Feels productive
this world? purposefulness
Generativity vs
Will I produce something Lack of opportunity; Feeling unproductive; stagnant
Stagnation
valuable or relevant? enrichment

generativity refers to "making your mark" on the world through creating or nurturing things that
will outlast an individual. During middle age individuals experience a need to create or nurture
things that will outlast them, often having mentees or creating positive changes that will benefit
other people.

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PSYCHOSOCIAL STAGES OF DEVELOPMENT

STAGE ISSUES SOCIAL CONDITIONS OUTCOMES

Stage 8: 65 years up (Late Adulthood)

Basic Virtue : WISDOM
Have I lived a full life? Sense of closure; clear Feels complete; has sense of
attainment of direction achievment
Integrity vs
Am I contented what I Lack of completeness; Feels dissatisfied with life; in
Despair
have achieved in life? dissatisfaction despair

It is during this time that we contemplate our accomplishments and can develop integrity if
we see ourselves as leading a successful life. Individuals who reflect on their life and regret
not achieving their goals will experience feelings of bitterness and despair.

PSYCHOSOCIAL THEORY
ERIK ERIKSON
“The more you know yourself,
the more patience you have for
what you see in others.”

Additional notes: https://www.youtube.com/watch?v=aYCBdZLCDBQ

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References:
McLeod, S. A. (2019, July 18). Psychosexual stages. Simply Psychology.
https://www.simplypsychology.org/psychosexual.html

McLeod, S. A. (2018, May 03). Erik erikson's stages of psychosocial development. Simply Psychology.
https://www.simplypsychology.org/Erik-Erikson.html

Ramos, M. (2016) Moving Up: A Guide to Personal and Career Development

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