NAME: ______DATE: ____

GRADE/SECTION: ______WEEK: THREE & FOUR

TEACHER: MS. EDILENE R. CRUZAT FIRST SEMESTER A.Y. 2021-2022

LEARNING OUTCOMES:
1. Define and explain holistic personal development.
2. Explain the theories of holistic personal development.
3. Identify and explain the areas of holistic development.

HOLISTIC PERSONAL DEVELOPMENT

Holistic personal development refers to the individual’s overall development in all areas. It is the
multifaceted process of becoming self-actualized which involves all aspects of the self – physical,
mental, emotional & spiritual – and includes taking personal responsibility for one’s own learning and
development through a process of assessment, reflection, and action.
Holistic development sees the individual as a whole person – physically, emotionally,
intellectually, socially, morally, culturally, and spiritually. Learning about holistic personal development
involves studying patterns of growth and development from which guidelines for ‘normal’ development
are drawn up. The purpose of holistic personal development is to prepare children to meet the challenges
of living, growing, and learning. The holistic perspective is concerned with the development of every
person’s physical, social, cognitive, emotional, moral, intellectual, spiritual, and academic development.
It seeks to engage students in the teaching/learning process and encourages personal and collective
responsibility.
Gone are the days when parents dreamt of their children becoming either an engineer or a doctor,
and nothing else. Parents of late are more open and listen to the preferences of their children, whether
they want to be a sportsperson, artist, photographer, or a teacher. If such preferences could lead to the
development of a child as a whole person, then the parents would rather support their child.

THEORIES OF HOLISTIC PERSONAL DEVELOPMENT

The Holistic Dynamic Theory assumes that the whole person is continually being motivated by
one need or another and that people have the potential to grow toward psychological health, that is, self-
actualization. To attain self-actualization, people must satisfy lower level needs such as hunger, safety,
love, and esteem. Only after they are relatively satisfied in each of these needs can they reach self-
actualization.

Abraham Maslow’s Hierarchy of Needs

In 1943, Abraham Maslow, one of the most influential psychologists of the 20th century,
proposed a theory in psychology which is known as Hierarchy of Needs in his paper, “A Theory of
Human Motivation”, published in the Psychological Review. He proposed that a healthy human being
has certain needs and that these needs are arranged in hierarchy. Maslow stated that people are
motivated to fulfill certain needs before moving on to other more advanced needs. Maslow believed that
basic needs like food, air or water must be satisfied before an individual can attend to more elusive

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needs like love, sense of belonging,
actualization or transcendence.
Subsequently, Maslow extended the
idea to include his observations of
humans’ innate curiosity. In his
theory, Maslow used the terms
“physiological”, “safety”, “belonging
and love”, “esteem”, and “self-
actualization” to describe the pattern
that human motivations generally
move through. Towards the end of his
life, Maslow added the last stage, self-
transcendence, which is the highest level of development. His theory is analogous to many other theories
of human developmental psychology, some of which focus on describing the stages of growth in
humans. To Maslow, the goal of human personal development is the fulfillment of self-transcendent
needs.

Stage 1: Physiological Needs

Physiological needs are the physical requirements for human survival. The human body would
not be able to function properly if these requirements are not met. Physiological needs are considered to
be the most important in the hierarchy of needs and should be fulfilled first before anyone can move to
the next stage. All people are strongly motivated to satisfy these needs. There is a tendency to risk even
one’s safety just to fulfill or satisfy these basic needs.
Physiological needs include air, water, food, sleep, clothing, and shelter. Maslow include sexual
reproduction in this level of the hierarchy of needs because it is essential to the survival and propagation
of the species.

Stage 2: Safety Needs

Once the physiological needs are met, an individual can move on to the next level of needs.
Safety and security needs would now dominate one’s behavior. This level is more likely to be
predominant in children as they generally have a greater need to feel safe. In the absence of physical
safety due to war, natural disaster, family violence, childhood abuse, etc. an individual may experience
post-traumatic stress disorder or trans-generational trauma. People need the safety of a place which is
free from threat or violence, place they can call home. Other people may find a sense of safety from
spiritual or religious beliefs.
Safety and security needs include financial security, health and wellness, and safety against
accidents and injury.

Stage 3: Social Needs

After physiological and safety needs are fulfilled, an individual move on to attain the third level
of human needs: interpersonal or social needs which involve feeling of belongingness. The need for
belonging can be met in any group setting. Some individuals may find a sense of belonging at work,
some would find it with their sports or social organizations. This need is especially strong in childhood
and it can override the need for safety as witnessed in children who cling to abusive parents.
Deficiencies within this level of Maslow’s hierarchy – due to hospitalization, neglect, abandonment,
incarceration, etc. – can adversely affect the individual’s ability to form and maintain emotionally
significant relationships in general.
Humans need to love and be loved – both sexually and non-sexually – by others. Many people
tend to be lonely, anxious, and clinically depressed in the absence of this love or belonging element.

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This need for belonging may overcome the physiological and security needs, depending on the strength
of peer pressure.
Together, the social and esteem levels make up what is known as the psychological needs in the
hierarchy.

Stage 4: Esteem Needs

Self-esteem is feeling good, confident, and satisfied about oneself. Self-esteem needs are ego
needs or status needs develop from a concern with getting recognition, status, importance, and respect
from others. All humans have a need to feel respected, appreciated, and recognized. This need can come
about based on our perception of ourselves or by receiving and accepting positive feedback from others.
Low self-esteem or an inferiority complex may result from imbalances in this level in the
hierarchy. People with low self-esteem often need respect from others; they may feel the need to seek
fame or glory. However, fame or glory will not help the person to build self-esteem until he/she accepts
who he/she is internally. Psychological imbalances such as depression can hinder an individual’s
attainment of a higher level of self-esteem or self-respect.
Together, the social and esteem levels make up what is known as the psychological needs in the
hierarchy.

Stage 5: Self-actualization Needs

The self-actualization stage is described by Maslow as “the desire to become more and more
what one is, to become everything that one is capable of becoming.”
“What a man can be, he must be.” This quote forms the basis of the perceived need for self-
actualization. This level of need refers to what a person’s full potential is and the realization of that
potential. Maslow describes this level as the desire to accomplish everything that one can and to become
the most that one can be. Individuals may perceive or focus on this need very specifically.
For example, one individual may have the strong desire to become and ideal parent. In another,
the desire may be expressed athletically. For others, it may be expressed in paintings, pictures, or
inventions.

Stage 6: Self-Transcendence Needs

In addition to the five levels in the hierarchy of needs, Maslow argued that we can experience the
highest level of development, what he called self-transcendence. This is less well-known in his
hierarchy, which he amended near the end of his life, as the need to focus on some higher goal outside
ourselves. Examples include altruism, spiritual awakening, or liberation from egocentricity.
According to Maslow, “Transcendence refers to the very highest and most inclusive or holistic
levels of human consciousness, behaving and relating, as ends rather than means, to oneself, to
significant others, to human beings in general, to other species, to nature, and to the cosmos.”

Theory of Subjective Well-being

A theory developed by the distinguished psychologist Ed Diener (1995) is the tripartite model of
subjective well-being (SWB). It is a theory which describes how people think and feel about the quality
of their lives, including both emotional reactions and cognitive judgments. The three components of
SWB are like satisfaction, positive affect, and negative affect.

Affective balance refers to the emotions, moods, and feelings a person has. These can be all
positive, all negative, or a combination of both positive and negative. Some research also show that
feelings of reward are separate from positive and negative affect.

Life satisfaction or the general judgment of one’s life and satisfaction with specific life domains
(e.g., work satisfaction) are considered cognitive components of SWB. The term “happiness” is also

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commonly used in regards to SWB and has been defined variously as “satisfaction of desires and goals”
(therefore, related to life satisfaction), as a “dominance of positive over negative affect” (therefore,
related to emotional components of SWB), as “contentment”, and as a “consistent, optimistic mood
state” and may imply an affective evaluation of one’s life as a whole. Life satisfaction can also be
known as the “stable” component in one’s life.

AREAS OF HOLISTIC PERSONAL DEVELOPMENT

Holistic development refers to human development that is meant to involve all the aspects of a
person: physical, spiritual, mental, emotional, and social development.

1. Physical Development
Physical development can be defined as the progress of an individual’s control over his
own body. The awareness of your own physical development allows you to determine your state
of health and start working on it. Even if you are generally healthy, there are things you can do to
further improve your current state of health. Start out by seeing your doctor to get a physical
audit. Eat a well-balanced diet and exercise regularly so that you can improve your health.
Develop a good skin care routine, maintain good grooming and hygiene, keep a healthy weight,
and make sure that you are getting plenty of sleep and relaxation to ensure health.

2. Spiritual Development
Spiritual development is the process of evolving one’s inner self – your consciousness.
Your spirit is your soul. It is the real YOU. It needs nourishment. It is there to lead you in the
right direction. Intuition is connected to your spiritual self. If, for example, prayer is you talking
to God, intuition is God talking to you!
Spirituality is important whether you are religious or not. Spirituality and religion are
actually two very different things – you can be spiritual without being the least bit religious.
When you work on improving your spirituality, you are working on creating a deeper connection
with the world around you. This allows you to learn more about yourself and what you truly
want in life. Some experts say that you should deepen your spirituality before all else because it
will help guide you in other areas of your personal development.

3. Mental Development
Mental development concerns the mind. It involves the thinking process; it is all things
we are aware or unaware of. Certain experiences affect our mental status. Affirmations are great
for affecting your mind in the direction you like. Even goal setting is a way of directing your
mind.
Mental development greatly affects your relationships, education, and career. A healthy
mental development allows you to have a much better capacity for learning, adapting to
situations, and controlling your behavior. Keep yourself mentally strong by exercising your brain
and making sure that you take time to relax.

4. Emotional Development
Emotional development is a complex process that begins in infancy and continues into
adulthood. It is very essential for a harmonic life. A good emotional development is beneficial in
all areas of your life.
Emotional development is an area of development that is difficult to work on because
how you emotionally react to things, people, and situations is not something that you can easily

5.
 change. However, remember that you can do better by not allowing your emotions to control
you. This will take time and it is something that you should work on gradually so that you do not
leave yourself exhausted and overwhelmed with the process. Keep track of your progress in a
special journal.

5. Social Development
Social development refers to the process by which one learns to interact with other people
around him. It also refers to how you develop relationships with others and, if conflict arises,
how well you handle it. We all have certain social tendencies that we need to work on and this is
where social development comes into play. As an individual develops, he/she should be able to
develop his/her sense of individuality within the family and community as well as gain skills to
communicate with others.
Developing good communication skills is essential to social development. Being able to
communicate well builds self-esteem, helps you to connect with others, and allow you to
establish positive attitudes.

LEARNING OUTCOMES:
1. Identify and explain the theories of development according to Sigmund Freud and Erik
Erikson.
2. Classify the developmental tasks according to developmental stages.
3. Identify the skills and tasks of middle and late adolescence.

THEORIES OF PERSONALITY

Sigmund Freud’s Theory of Personality

Sigmund Freud (1856-1939), the founding father of psychoanalysis, proposed a method of
treating mental illness and a theory that explains human behavior. Among his many accomplishments is
the Freudian Theory of Personality which is the most far-reaching personality schema in psychology.
According to Freud, personality develops from the interactions among what he called as the three basic
structures of the human mind: the id, ego and superego. Conflicts among these three structures and our
effort to find balance among these three would determine how we behave in this world.

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 The id, according to Freud, is the most primitive of the three structures for it is the only part of
the personality that is already present at birth. It is the component of personality which is made of
unconscious energy that operates on the pleasure principle – it demands instant gratification of basic
urges, needs and desires.
Example: A child would like to eat but it is not yet time for recess. If the id prevails, it is most
likely for that child to go out of the room and eat.

The ego is “that part of the id which has been modified by the direct influence of the external
world” (Freud, 1923). The ego develops to mediate between the unrealistic id and the external real
world. It is the decision-making component of personality. Whereas the id is chaotic and unreasonable,
the ego works according to reason.
Freud used the word ego to mean a sense of self, but later revised it to mean a set of psychic
functions such as judgment, tolerance, reality testing, control, planning, defense, synthesis of
information, intellectual functioning, and memory.
Example: Having the same dilemma, the ego would mediate the conflict between the id and
superego. “I want to go out and eat (id), but I must wait until recess time (ego).”

The superego is the component of personality composed of the internalized ideals that we have
acquired from our parents and the society. It operates at a conscious level and serves as a type of
screening center for what people is going on. It concern is with social rules and morals, similar to what
people call “conscience”.
The superego operates to control the id’s impulses, especially those that go against the standards
of society. It also serves to persuade the ego to turn to moralistic goals and to strive for perfection.
Example: If the superego is strong, the hungry child will not go out of the room since it is not yet
recess time. However, if both the id and superego are involved, the child will go out and eat but
will feel guilty afterwards.

Freud’s Psychosexual Theory of Personal Development

Freud believes that not every person completes the necessary tasks of every developmental stage.
And when they don’t, the results can be a mental condition requiring psychoanalysis to achieve proper
functioning.
Believing that most human suffering is determined during childhood development, Freud placed
emphasis on the five stages of psychosexual development. As a child passes through these stages
unresolved conflicts between physical drives and social expectation may arise. According to Freud, the
five stages of psychosexual development are as follows.
1. Oral Stage (0 to 1.5 years of age) – The main concern at this stage is oral gratification. Fixation
on all things oral, if not satisfactorily met, is believed to lead to the tendency of developing
negative oral habits or behaviors.
2. Anal Stage (1.5 to 3 years of age) – This is the stage at which an infant learns to control bowel
movement. It is primarily related to developing healthy toilet training habits.

7.
 3. Phallic Stage (3 to 5 years of age) – The development of healthy substitutes for the sexual
attraction boys and girls have toward a parent of the opposite gender.
4. Latency Stage (5 to 12 years of age) – The development of healthy dormant sexual feelings for
the opposite sex.
5. Genital Stage (12 years of age to adulthood) – All tasks from the previous four stages are
integrated into the mind allowing for the onset of healthy sexual feelings and behaviors.

It is during these stages of development that the experiences are filtered through the three levels of the
human mind. It is from these structures and the inherent conflicts that arise in the mind that personality
is shaped. According to Freud while there is interdependence among the id, ego, and superego, each
level also serves a purpose in personality development.

Erikson’s Psychosocial Theory of Development

In 1950, Erik Erikson, a developmental psychologist and psychoanalyst, proposed a psychosocial
theory of development which consists of eight stages from infancy to adulthood. The person, according
to Erikson, experiences a psychosocial crisis during each stage which could have a positive or negative
outcome for personality development.
Erikson’s theory of psychosocial development has eight distinct stages. The first five stages are
from birth up to the age of 18 years and the last three stages are well into adulthood.
The table that follows summarizes Erikson’s 8 stages of psychosocial development.

Stage Psychosocial Crisis Basic Virtue Core Pathology

1 (birth – 18 months) Trust vs. Mistrust Hope Withdrawal
2 (18 – 36 months) Autonomy vs. Shame Will Compulsion
3 (36 – 60 months) Initiative vs. Guilt Purpose Inhibition
4 (6 – 12 months) Industry vs. Inferiority Competency Inertia
5 (12 – 20 years) Identity vs. Role Confusion Fidelity Role Repudiation
6 (20 – 25 years) Intimacy vs. Isolation Love Exclusivity
7 (25 – 65 years) Generativity vs. Stagnation Care Rejection
8 (65 years – death) Ego Integrity vs. Despair Wisdom Disdain

DEVELOPMENTAL TASKS OF ADOLESCENCE

Adolescence (from the Latin “adolescere”, meaning “to grow up”) is a transitional stage of
physical and psychological development that generally occurs during the period from puberty to legal
adulthood (age of majority). Adolescence is usually associated with the teenage years, but its physical,
psychological or cultural expressions may begin earlier and end later. For example, puberty now,
typically begins during pre-adolescence, particularly in females. Physical growth (particularly in males),
and cognitive development can extend into the early twenties. Thus, age provides only a rough marker
of adolescence and scholars have found it difficult to agree upon a precise definition of adolescence.

Skills and Tasks of Middle and Late Adolescence (adopted from Havighurst, R.)
A developmental task is a task that arises at or about a certain period in life, unsuccessful
achievement of which leads to inability to perform tasks associated with the next period or stage in life.

Developmental Task Nature of Task

Learn to get along with friends of • Learn how to differentiate girls from women and boys
both from men

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 sexes and of different ages • Get along well with adults and be treated like adults
• Learn to work with others for a common goal,
disregarding personal feelings
• Lead without dominating others
Accept one’s physical body and • Accept one’s body without doubt
keep it healthy • Keep it healthy through good nutrition, exercise, disease
prevention, and other health practices
Become more self-sufficient and • Develop affection for parents without dependence upon
independent them
• Develop respect for older adults without dependence
upon them
Make decisions about marriage • Explore attitudes toward family life and having children
and family life • Acquire the knowledge necessary for home management
and, if desired, child rearing
Prepare for a job or career • Develop career/vocational goals and ways to reach these
goals and be able to make a living
Acquire a set of values to guide • Develop an outlook toward life based on what is
behavior important
Become socially responsible • Participate in social activities as a responsible person with
friends, at home, and in the community
• Develop personal moral values to guide behavior

Developmental Tasks of Normal Adolescence

Some years ago, Professor Robert Havighurst of the University of Chicago proposed that stages
in human development can best be thought of in terms of the developmental tasks that are part of the
normal transition. He identified eleven developmental tasks that are part of the normal transition.

1. The adolescent must adjust to a new physical sense of self.

Adolescence stage or puberty is marked by sudden rapid growth both in height and
weight, the effects of which would lead the young adolescent to become focused on his or her
body.

2. The adolescent must adjust to new intellectual abilities.

In addition to a sudden spurt in physical growth, adolescents experience a sudden
increase in their ability to think about their world. During adolescence, young people begin to
recognize and understand abstractions and are able to think more about other things. The growth
in ability to deal with abstractions accelerates during the middle stages of adolescence.

3. The adolescent must adjust to increased cognitive demands at school.

Adults see high school in part as a place where adolescents prepare for adult roles and
responsibilities and in part as preparatory to further education. Since not all adolescents make the
intellectual transition at the same rate, demands for abstract thinking prior to achievement of that
ability may be frustrating.
4. The adolescent must develop expanded verbal skills.
As adolescents mature intellectually, they face increased school demands, and as they
prepare for adults’ roles, they must develop new verbal skills to accommodate more complex
concepts and tasks. Adolescents may appear less competent because of their inability to express
themselves meaningfully.

9.
 5. The adolescent must develop a personal sense of identity.
Prior to adolescence, one’s identity is an extension of one’s parents. During adolescence,
a young person begins to recognize his/her uniqueness and separation from parents. As such, one
must restructure the answer to the question “What does it mean to be me?” or “Who am I?”

6. The adolescent must establish adult vocational goals.

As part of the process of establishing a personal identity, the adolescent must also begin
the process of focusing on the question, “What do you plan to be when you grow up?”.
Adolescents must identify, at least at a preliminary level what their adult vocational goals are and
how they intend to achieve those goals.

7. The adolescent must establish emotional and psychological independence from his or her
parents.
Childhood is marked by strong dependence on one’s parents. Adolescents may yearn to
keep that safe, secure, supportive, dependent relationship. Yet, to be an adult implies a sense of
independence, of autonomy, of being one’s own person. Adolescents may vacillate between their
desire for dependence and their need to be independent. In an attempt to assert their need for
independence and individuality, adolescent may respond with what appears to be hostility and
lack of cooperation.

8. The adolescent must develop stable and productive peer relationships.

Although it is not unique to adolescence, peer interaction seems to hit a peak of
importance during early and middle adolescence. The degree to which and adolescent is able to
make friends and have an accepting peer group is a major indicator of how well the adolescent
will successfully adjust in other areas of social and psychological development.

9. The adolescent must learn to manage his or her sexuality.

With their increased physical and sexual maturity, adolescents need to incorporate into
their personal identity, a set of attitudes about what it means to be male or female. Their self-
image must accommodate their personal sense of masculinity and femininity. Additionally, they
must incorporate values about their sexual behavior.

10. The adolescent must adopt a personal value system.

During adolescence, as teens develop increasingly complex knowledge systems, they also
adopt an integrated set of values and morals. During the early stages of moral development,
parents provide their child with a structured set of rules of what is right and wrong, what is
acceptable and unacceptable.

11. The adolescent must develop increased impulse control and behavioral maturity.
In their shift to adulthood, most young people engage in one or more behaviors that place
them at physical, social, or educational risk. Risky behaviors are sufficiently pervasive among
adolescents that risk taking may be a normal developmental process of adolescence. Risk taking
is particularly evident during early and middle adolescence.

Adolescents do not progress through these multiple developmental tasks separately. At any given
time, adolescents may be dealing with several. Early adolescence is marked by rapid physical growth
and maturation. The focus of the adolescents’ self-concept is, thus, often on their physical self and their
evaluation of their physical acceptability.

10.
 Early adolescence is a period of intense conformity to peers. “Getting along”, not being
different, and being accepted seem somehow pressing to the early adolescent.

Middle adolescence is marked by the emergence of new thinking skills. The intellectual world
of the young person is suddenly greatly expanded. It is during this period that the move to establish
psychological energies are directed toward preparing for adult roles and making preliminary decisions
about vocational goals.

Late adolescence is marked by the final preparations for adult roles. The developmental
demands of late adolescence often extend into the period that we think of as young adulthood. Late
adolescents attempt to crystallize their vocational goals and to establish sense of personal identity. Their
need for peer approval is diminished and they are largely psychologically independent from their
parents. The shift to adulthood is nearly complete.

Based on Havighurst’s developmental tasks, his main assertion is that development is a

continuous process throughout the entire life span, occurring in stages, where an individual move from
one stage to the next by means of successful resolution of problems or performance of developmental
tasks.

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NAME: ______DATE: ____
GRADE/SECTION: ______WEEK: THREE & FOUR
TEACHER: MS. EDILENE R. CRUZAT FIRST SEMESTER A.Y. 2021-2022

LEARNING OUTCOMES:
1. Define and explain holistic personal development.
2. Explain the theories of holistic personal development.
3. Identify and explain the areas of holistic development.

ACTIVITY 4 – Below are the areas of Maslow’s Hierarchy of Needs. Fill in each portion of the
pyramid with the requirements in each level. Explain each stage.

Self-
transcendence

Self-actualization

Self-esteem Needs

Social Belonging Needs

Safety Needs

Physiological Needs

12.A
LEARNING OUTCOMES:
1. Identify and explain the theories of development according to Sigmund Freud and Erik
Erikson.
2. Classify the developmental tasks according to developmental stages.
3. Identify the skills and tasks of middle and late adolescence.

ACTIVITY 5
Corpuz et. Al (2010) came up with the following developmental tasks that Filipino
adolescents need to learn. What are the activities that you must do in order to achieve each
developmental task? Give at least five activities for each task. Write your answer on a separate
sheet of paper.
1. Develop occupational skills
2. Self – reliance
3. Ability to manage your finances
4. Social responsibility
5. Mature work orientation
6. Personal responsibility
7. Positive attitude toward work

Source: Personal Development Philippine copyright 2019 by GOLDEN CRONICA PUBLISHING, INC.
and Ana Nelia Lopez-Jumamil, PhD. (Author) and Estrella B. Arvesu (Editor).

Compiled/Prepared by:

EDILENE R. CRUZAT
Teacher

Checked by: Approved by:

LAUREANO R. FERANIL, MA. Ed LEA S. LONTOC, Ed, D.

Principal School President/Director

13.A
 PRELIMINARY – Week 3 & 4
FIRST SEMESTER A.Y. 2021-2022

NAME: ________________________________________________

GRADE/SECTION: ______________________________________

TEACHER: MS. EDILENE R. CRUZAT______________________ __

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