Module 1

Personal Development
Process of Adolescence
 starts with biological changes called puberty
Psychology and Personal Development
 the physical body undergoes growth spurts
Psychology → the study of human thinking and leading towards physical maturity
 biological changes bring cognitive (reasoning
behavior which serves as a foundation for personal
and thinking) and affective (feelings and
development emotions) changes
 reaching adolescence and gaining the capability
 The school of thought that gave birth to
of reasoning about abstract concepts and
the contemporary understanding of problems (Piaget)
personal development started during the  being more inquisitive about things like
flourishing of Humanistic and Positive philosophy, religion, politics, and identity
Psychology in the 1950s.  friends become the center of relationships
 The two proponents of Humanistic more than family
Psychology were Abraham Maslow and
“KNOW THYSELF”
Carl Rogers. • written at the entry of the oracle at Delphi
Abraham Maslow → theorized the five stages by seven Greek philosophers, statement,
and lawgivers
of human development based on hierarchy of
• became the cornerstone of Western
needs, peaking what he termed as “self- Philosophy
actualization”
Socrates → states that the most important thing to
Carl Rogers → theorized that “the individual pursue was self-knowledge, and admitting one’s
has within himself the capacity and tendency, ignorance is the beginning of true knowledge
latent if not evident, to move forward toward
maturity.” Self
• in philosophical terms, it is the being which
Personal Development in Adolescence is the source of a person’s consciousness
• the agent responsible for our thoughts and
Adolescence → the transition period between actions
childhood and early adulthood. • outside the physical realm of the person
• the essence of a person
 The age of adolescence is widely believed • includes a person’s life purpose, meaning,
to be between ages 11 or 12, lasting to and aspirations
about 18 years of age (Fiest and Roseberg,
2012) Personality → refers to the unique and relatively
enduring set of behaviors, feelings, thoughts, and
Three Stages of Adolescence motives that characterize an individual (Feist and
(defined by authors Corpuz, Lucas, Borabo, and Roseberg, 2012)
Lucido (2010) in Philippine context)
Self-awareness
Early Adolescence – between 10 and 13 years of age • refers to being conscious about the things
Middle Adolescence – between 14 and 16 years of that we are doing and being aware of our
age role in the environment
Late Adolescence – between 17 to 20 years of age • our ability to know ourselves completely,
including the good and bad side
•
kaya mo yan <33 being aware of one’s self starts from the
development of self-concept (Feist & Feist,
keep going mare!! 2008)
 Extra Information
(na tbh di ko alam kung important pa pero yey more learnings HAHAHA)

Shaffer and Kipp (2014)

 Teenagers usually feel that they are playing
different roles and personalities. These
inconstant roles add to the confusing
perception of the people around them and
could lead to a poor self-concept.
(Dacey and Kenny (1977)
 an adolescent possesses an ideal or
imagined self-concept

 When one’s self becomes too far from the

real self, the person will have to suffer from
personality maladjustments.

 When a person does not have a good

understanding and belief of himself, he
develops little self-regard, he may become
depressed and fall short of his potential, or
tolerate abusive situations and relationships.

 When one’s belief of himself becomes too

high, he will develop too much self-love,
which can result in an off-putting sense of
entitlement and an inability to accept and
learn from failures.

Social Competence
• an important part of self-concept which
makes adolescents feel good about
themselves
• characterized by the ability to handle social
roles and relationships
 Module 2

Personal Development
Erogenous Zones - areas of the body that
The Various Aspects of Holistic needs stimulation because it is where libido is
Development of Persons invested
Libido - pertains to the strongest drive
Physiological → the physical attributes
including the five physical senses Social → the manner by which an individual
interacts with other individuals or a group of
• These are the physical changes that are individuals
occurring in the adolescent.
• One’s body image is greatly affected and Albert Bandura
the adolescent focuses his attention on • highlighted observational learning as the
comparing his body to others. main process for development
• At this stage, it is common for males to • believes that adolescents would not
grow taller than females because their really do what they are told, they will
growth is more focused on the other copy what they see from others
areas of the body. • states that adolescents tend to see
• The various rate of growth affects the movies and TV stars as well as popular
satisfaction of adolescents to their older kids as appropriate models when it
physical appearance. comes to fashion or behavior

Cognitive → the intellectual functions of the Spiritual → the attribute of a person’s

mind thinking, recognizing, reasoning, consciousness and beliefs including the virtues
analyzing, projecting, synthesizing, recalling, that guide and put meaning into a person’s life
and assessing
Lawrence Kholberg’s Theory
Four stages of Cognitive Development:
(according to Jean Piaget) Three Levels of Morality

1. The sensimotor stage 1. Pre-conventional Morality

2. The pre-operational stage o Obedience stage
3. The operational stage o Instrumental Stage
4. The formal operational stage 2. Conventional Morality
o Good boy stage
• According to Jean Piaget, the adolescents o Good girl stage
are ready in the formal operational stage. 3. Post-conventional Morality
o Social contract Principles
Psychological → how thinking, feeling, and o Universal Principles
behaving interact and happen in a person
o From the point of view of Kholberg, very
Sigmund Freud’s Psychosexual Stages of few people are able to develop post-
Development conventional morality although those
delinquents are interpreted to be in the pre-
• A theory that explains how we go through conventional stage.
five different stages of development
wherein each stage can lead one to focus
on erogenous zones (pleasure zones)
 Module 3

Personal Development
5. Achieving emotional independence from
Eight Developmental Tasks the parents and the other adults
By Robert L. Havighursts o both cognitive and emotional
development may occur
➔ A presentation of the integration of o high cognitive functions allow one to
different areas of development one goes identify, understand, process, and
through and what is really expected from an modulate one’s emotions independently
adolescent o one’s connection with parents changes
because of the decrease on one’s
1. Achieving new and more mature relations physical dependence
with age-mates of both sexes o affection, however, increases because
o includes learning to work in groups with one begins to understand them
both sexes
o girls are now becoming ladies and boys 6. Preparing for an economic career
are growing into gentlemen o one begins to understand the skills one
o peer pressure is very strong during this has as well as the areas where he has a
stage higher aptitude
o one should learn to balance his o ability to think and reason will serve as
relationship with peers and other adults one’s guide to evaluate which career to
choose
2. Achieving a masculine or feminine social o an adolescent may be able to develop a
role more concrete educational goal
o one learns to act as emerging adult men
or women which can have an impact on 7. Preparing for marriage and family life
one’s personality and lifestyle o relationships with peers change
specifically in sexual preferences and o he individual will start to have an
career paths interest with people in the opposite (or
samee pwede rin) sex
o an individual should be able to learn
3. Accepting one’s physique and using one’s about long term relationships
body effectively o one should realize that partnership is
o lots of physical changes may occur in essential not only in preparing the
one’s body which is why it is important person to a better life but it all more
that one learns to tolerate and accept fulfill the person as a member of society
said changes
o one must learn to take care of one’s 8. Acquiring a set of values and an ethical
body by avoiding harmful and risky system as a guide to behavior: developing
activities an ideology
o focusing on how to accept changes in o one should build his own philosophy
one’s physique to develop self-esteem that will paly a tremendous role in an
later on happens during this stage individual
o an individual should develop a good
4. Desiring, accepting, and achieving socially philosophical outlook in life since it
responsible behavior ensures that the adolescent is
o the adolescent should begin to act prioritizing his responsibilities and
according to what is desirable and performance for the benefit of himself
acceptable to a society in order to be and his community
considered an important part of the
community  The said accomplishments will
eventually lead to happiness and success
while failure may lead to unhappiness
Sending motivation :3 and maladjustments in one’s societal
roles.
 8. Know the consequences of one’s actions
Developmental Tasks and Skill and be responsible for its consequences.
es Filipino Adolescents Need to Learn to Grow into Well-
rounded Young Adults Challenges an adolescent may be experiencing:

➔ According to Filipino authors Corpuz et al. o Attitudes and behavior toward sexuality and
(2010) in their book, Child and Adolescent sexual relationships
Development o Academic concerns
o Group belongingness
1. Developing occupational skills – skills that o Health and nutrition
can help develop responsibility as a o Developing or regaining self-esteem
preparation for employment o Roles
2. Self-reliance – ability to identify their own o Material poverty
skills, knowledge, capabilities, and o Absentee parent
techniques to not rely too much on others o Career choices
3. Ability to manage their finances – be able to o Relationships
discern the difference between wants and o Values and beliefs
needs and learn self-control and financial o Other challenges
literacy
4. Social responsibility – the ability to see
beyond themselves and consider the
community around them  Attitude plays an important role in facing
5. Mature work orientation – develop pride these challenges.
and what they do and raise standards in the  Expectations are tied to one’s roles and
quality of their work responsibilities.
6. Personal responsibility – being fully  In defining responsibilities, self-identity,
responsible for their own decisions and values, and roles in society should also
actions by being aware of the results of their be clear
decisions and refraining from putting blame
on others for their actions
7. Positive attitude toward work – seeing
work as an expression of our love for people
who are important to us, including ourselves

Eight Rules that an Adolescent Must Put into Practice

1. Focus on studies and try to succeed in the

challenges of this stage;
2. Take good care of one’s body and be
mindful of the physical health and the
personal hygiene;
3. Develop good communication with parents,
guardians, and the elderly because they can
give guidance and support to all the
endeavors of the adolescents;
4. Remember to think first before acting. In
this regard, the adolescent must learn to
analyze and evaluate the pros and cons of
every choice before coming up with a
decision;
5. Be rational and do the right thing by not
allowing one’s emotions to cloud his own
judgements;
6. Commit to being responsible by avoiding
risky behaviors and situations that present
one with a lot of temptations;
7. Love and respect one’s self so that others
may also learn to respect him; and
 Module 4 & Synch Lesson

Personal Development
STRESS o Sexuality
 defined as an emotional tension that arises o Accident/Illness
when there is a perceived threat to one’s
safety. (Dacey and Kenney , 1997) EFFECTS OF STRESS
 a form of demand that urges an individual to
do something in order to adapt to the o When the person is having physical pains
situation, or else he will experience anxiety o When the adolescent is withdrawing from
 occurs when the person’s self-esteem is social settings, from his peers, and his
being pulled down because of a lot of classmates
factors o When the adolescent is showing signs of
anger and irritability
Stress as a stimulus, response, and relational: o When the adolescent is having crying
episodes
STIMULUS o When the person is showing signs of
o stress is caused by situations that may be becoming hopeless to situations
threatening or life changing o When the person is having difficulty in
sleeping
RESPONSE o When he manifested signs of anxiety and
o the way the body reacts to the challenging nervousness
situations o When there is a change in his eating patterns
o When the student is having a poor
RELATIONAL concentration in his studies and what he is
o when a person experiencing stress takes a doing
step back to look at the situation that is
causing the stress COPING WITH STRESS
 Coping is a very important mechanism in
USUAL STRESSORS OF MIDDLE AND LATE ADOLESCENCE dealing with stress. It can help in avoiding
the damages that may be brought about by
The Mayo Clinic in the United States identified two severe or chronic stress to your health.
(2) sources of stressors as EXTERNAL and INTERNAL  May be problem-focused or emotion-
source. focused, or a combination of both (Feist and
Rosenberg, 2012)
External Stressors → those that come outside of
you like situations, people, and experiences. Problem-focused → when solutions are thought of
to change the situation and lessen the stress
Internal Stressors → those coming from within you, Emotion-focused → when the objective is to lessen
like thoughts that have caused you to feel fearful, emotional impact caused by stress
etc.
EXAMPLES:
POSSIBLE STRESSORS 1. Conduct creative imagery of the problem
Seek group or social support
o School Demands and Expectations 2. Get into relaxation activities – breathing
o Selecting a School, College, or Career exercises, yoga, reading, etc.
o Separation Anxiety 3. Create more relaxing and comfortable
o College Life situations
o Romantic Relationship or the Lack of it 4. Learn to manage your time – setting
o Family Demands and Expectations priorities and analyzing your time
o Health Concerns consumption
o Demands of Social Life 5. Eat properly by selecting nutritious, healthy
o Bullying food
o Autonomy
 COPING WITH STRESS
o Open up one’s problems with others
o Take deep breaths and then say these words
aloud: “I can handle this.”
o Perform progressive muscle relaxation,
which involves repeatedly tensing and
relaxing large muscles of the body.
o Learn to set small and break one’s tasks into
smaller, manageable chunks.
o Exercise and have a proper diet by taking
regular meals.
o Get enough sleep.
o Break the habit of relying on caffeine or
energy drinks to get through the day GOOD LUCK! Matapos Midterms na
o Focus on what we can control and let go of
Buhay Cutie <33
what we cannot
o Visualize and practice feared situations. This
will help one prepare for the real thing
o Work through worst-case scenarios until
they already become amusing or just simply
absurd.
o Schedule breaks and enjoyable activities
o Lower unrealistic expectations
o Learn to accept ourselves as we are
o Give up the idea of perfection, both in
ourselves and in others