PERSONAL DEVELOPMENT

LESSON 1: SELF & PERSONALITY a set-out important

schedule or
Self – intangible entity that directs a person’s thoughts, assigned
feelings, and actions; cognitive and affective tools.
representation of one’s identity. EXTRAVER-  Loves being  Unable to
SION the center of start
Personality – unique and relatively enduring set of
attention conversat
behaviors, feelings, and thoughts and motives that
 Enjoys ions
characterized an individual.
meeting new  Doesn’t
Johari Window – framework for understanding conscious people like
and unconscious.  Naturally making
being able to small
Jo (Joseph) Hari (Harrington) make new talks
friends  Think a
lot before
speaking
AGREE-  Shows a lot  Shows
ABLENESS of interest in less
other people interest in
 Usually other
cares about people
others  Has low
 Feels interest in
empathetic other
towards people
LESSON 2: NATURE & NURTURE other people  Doesn’t
 Love helping care
Nature – hereditary about
how other
Nurture – Environment; Learned; Acquired people
feel
LESSON 3: SELF
NEURO-TICISM  Gets upset  Very
Self – cognitive (think); Effective (feel) often emotional
 Dramatic ly stable
LESSON 4: PERSONALITY TRAITS mood swings  Handles
 Feeling stress
Personality Trait - disposition to behave consistently a
anxious well
particular way across a range of situation
 Rarely
THE BIG FIVE PERSONALITY TRAITS feels
upset or
HIGH LEVELS LOW depressed
LEVELS .
OPENESS  Extremely  Doesn’t
creative like
 Trying new changes LESSON 5:
things  Not  Self-knowledge – who we are
 Extremely interested
 Self-awareness – behavior, emotion, beliefs and
focused on in new
values
handling things
 Whole Person – complete aspects of a person or his
challenges  Doesn’t
welcome totality
 Think about
abstract new ideas  Dualism of Rene Descartes – understanding the
concepts.  Isn’t very nature of things in a simple dual mode
imaginati  Holism – tendency in nature to form wholes which are
ve greater than the sum of the parts through creative
CONSCIEN-  Spends more  Doesn’t education
TIOUSNESS time like  Gestalt – collection of physical, biological,
preparing structured psychological, or symbolic elements that creates a
 Focus & schedulin unified concept
finishes g
important  Doesn’t LESSON 6:
task on time like to  Ideal self – image or aspiration of what you want to
 Pay extra take care
become
attention to of things
 Actual self – your present self that you see on daily
details  Fails to
complete basis
 Like having
 Self-concept – collection of belief about one’s basic 3. PRESCHOOL
nature, unique, qualities, and typical behavior.  3 to 6 yrs old
 Initiative (Good) vs Guilt (Bad)
FACTORS
4. SCHOOL AGE
 Own Observation – self-introspection and social  6 to 12 yrs old
comparison theory  Industry vs Inferiority
 Feedback from other – positive and negative 5. ADOLESCENCE
criticism  12 to 20 yrs old
 Cultural Value/Cultural Guidelines – belonginess  Identity (serve) vs Role Confusion (Who we are;
 Self-knowledge – comparison of self-concept; who Responsibility)
we are (Ex: Good person – don’t kill/follow the rules) 6. YOUNG ADULT HOOD
 Self-Awareness – understanding your own thoughts,  20 to 40 yrs old
feelings, beliefs, and actions.  Intimacy vs Isolation
 Human Development – way that people adjust and 7. MIDDLE ADULTHOOD
grow their life span.  40 to 60 yrs old
 Whole Person – complete aspect of a person or his  Generosity vs Stagnation
totality 8. MATURITY
 Dualism – understanding things in a simple dual  60 yrs old to Death
mode  Ego Integrity (Completely Satisfy) vs Despair
 Holism – tendency in nature to form wholes which are (Incomplete)
greater than the sum of the parts through creative
LESSON 8: MENTAL HEATH & WELL BEING
evolution
 Gestalt - collection of physical, biological,  Mental Health – successful performance of mental
psychological, or symbolic elements that creates a function
unified concept or pattern which is other than the sum  Results:
of its parts due to the relationships between the parts.  Productive activities
 Fulfilling relationship with others
FIVE AREAS OF PERSONAL DEVELOPMENT
 Ability to change and to cope with adversity
Area Development  Well-Being – Happy; Okay; Fine
Physiological Refers to the physical changes in the
Development body as well as the senses and Concepts Of Mental Health & Well-Being
changes in skills related to 1. Subjective Well-Being – refers how people
movement.
experience and evaluate different aspect of their lives.
Emotional Something to do with the feelings
(Holistically; Evaluation towards life)
Development that you experience.
2. Perceived Well-Being – refers to the subjects will
Social About our innate capacity to relate
Development with others, to connect, and to feel have in a challenging situation. (Effective enough)
the sense of belonginess. 3. Autonomy – refers to the being able to make
Cognitive Refers to a person’s intellectual decisions about once life-including the right to choose
Development abilities as shown in his/her one’s own mental health.
thoughts, attitude, belief and value. 4. Competence – refers to the experience of mastery and
Spiritual Discovering oneself beyond the ego being effective in one’s activity.
Development known as the soul, spirit, or the 5. Intergenerational Independence – refers to one’s
“inner essence” that is often freedom from the influence or control of the other
disregarded or taken for granted. It individuals or group.
is experiencing a glimpse of the 6. Self-Actualization – refers to the need to progress and
“inner guide” of one’s beliefs and grow rather than be static.
values in discovering the meaning of
life. LESSON 9: STRESS
 STRESS – reaction of the mind and body to a
 Feelings – interpretation stimulus that disturbs your well-being.
 Basic Emotions: happy, sand, disgust, angry, fear,  STRESSOR – events/happening that come stress
surprised  CORTISOL (Hormones) – produces by adrenal
gland; energy it needs to gear it towards the action
LESSON 7: STAGES OF PSYCHOSOCIAL
 ANOREPINEPHRINE – substance which triggers
DEVELOPMENT
the body’s reaction
 By Erik Erikson
CAUSES OF STRESS
1. INFANCY
 Birth to 1 yr. old 1. School Demands & Expectation
 Trust vs Mistrust 2. Separating Anxiety
2. EARLY CHILDHOOD 3. College Life
 1 to 3 yrs. old 4. Romantic Relationships or the Lack of it
 Autonomy (support them; I can) vs shame & Doubt (I 5. Family Demands
can’t) 6. Health Concerns
7. Demands of Social Life - brain has 2 sides the LEFT (logical) and
8. Bullying
RIGHT (creative)

LESSON 10: DISORDERS

1. DEPRRESSION
 Emotion (mood)
 Cognition (cognitive)
 Motivational
 Somatic
2. EATING
 Anorexia Nervosa (intense fear of gaining weight)
 Bulimia Nervosa (binge eating)
3. ANXIETY
 Separation
 Generalization Anxiety Disorder (GAD)
 Personal (individual)
 Social Phobia
 Obsessive Compulsive Stress Disorder
4. PANIC DISORDER
5. POST TRAUMATIC STRESS DISORDER (PTSD)
 Experience
STRESSOR
 Cataclysmic (something happened abruptly)
 Personal (individual)
 Background (happening in daily life)
3 MAJOR PARTS OF THE BRAIN
1. BRAIN STEM - involuntary actions
2. CEREBELLUM - voluntary actions
3. CEREBRUM - largest and has 4 lobes
a. Frontal (thinking, reasoning.
movement)
b. Temporal (hearing and feelings)
c. Parietal (language)
d. Occipital (sight)
SUBSTANCES:
A. INHALANTS - we feel excited, state of well-being
B. MARIJUANA - hinders memory and learning;
enhance pleasure
C. ECSTASY - destroys neurons that makes serotonin
D. STEROIDS - causes aggression and violent moods

THEORY OF LATERALIZATION