Personal Development Lessons (Term 1)

Lesson 1: Knowing one’s self

What is Personality?
The Temparements
“biles” and “humours”
Sanguine or the Red bile (because red is the color of the blood and blood is life)
Choleric (the ruling one, this is the reason why you don’t play with fire)
Plegmatic (have you ever seen a phlegm in your life? When you cough? That is also the same feels of being a
phlegmatic, just like a phlegm, you go with the flow!)
Melancholy (the sad one, we cannot always be happy and that’s healthy because we can feel other emotions, it
makes you feel that you are still a human)
HIPPOCRATES , FATHER OF MEDICINE

SCHOOL OF THOUGHTS IN PSYCHOLOGY

Structuralism and Functionalism
-Wilhem Wundt and Edward Titchener- Breaking down Mental Processes to its most basic components
-William James- Functionalism- Role of the mental processes
Gestalt Psychology- We experience things as unified whole
Behaviorism – behaviors can be explained through environment
-Theories of Learning
Albert Bandura- BOBO DOLL EXPERIMENT
Ivan Pavlov- CLASSICAL CONDITIONING
BF Skinner- OPERANT CONDITIONING

WHAT IS SELF ?

PERSONALITY
A sense of self in an organized and consistent pattern of perception of the ‘I’ or ‘Me’ that lies on the heart of an
Individual’s experience. This means that self plays a vital role in making our personality.- Carl Rogers
DIMENSIONS OF THE SELF

Physical- You cannot execute your behavior if you don’t have the power to your body , sometime behavior are seen as a
product of our senses and our attitude in a certain thing. In the Diagnostic Statistical Manual for Mental Disorders, there is
a special cluster of disorders align with physical or somatic disorder concern physical aspects. Exercise daily, discipline in
taking care of your body will really help you a lot by giving you esteem and confidence.
Psychological- contains the concepts of stress cognition, behavior, attitude, emotion, and personality. Personality is a
product of influence of your mind. There are also Personality Disorders, that’s why always be aware on your actions
especially if it will affect other people.
Spiritual- allows us to view ourselves as spiritual beings that holds relevance to a perceived existence of GOD, of a
greater good, or a Superior Being relating to the humble individual. Everyone can be Great but not Everyone can be Good

ATTITUDE- Is a way of thinking or feeling about someone or something that typically reflects in a person’s behavior.
EXTRINSIC/EXPLICIT- outer response
INTRINSIC/IMPLICIT- inner response
COMPONENTS OF ATTITUDE
-AFFECT
-COGNITION
-BEHAVIOUR

FACTORS AFFECTING ATTITUDE

SOCIETY- The environment play a role in shaping your attitude.

LEARNING- Knowledge in a certain subject affects how you feel, influence how you think, and execute your reaction.

-BF Skinnier in his Rat-in-a-box Experiment that claims that consequences can affect the behavior and cognition of a
behavior.

Modeling is a mimic behavior that happens when an individual sees an act where he was influence to act according to the
act.

Lesson 2: Developing the Whole Person

Personal- Refers to a particular person, individual or a body.
Personality- Refers to individual differences in characteristics of patterns of thinking, feeling and behavior.
-Refers to the sum and organization of traits which determine the role of an individual in the group.
-Integration of the socio-psychological behavior of a human being, represented by the habits of action and feeling, and
opinions. (Ogburn)
Development- Systematic use of scientific knowledge to meet specific objectives.
Personal Development- Process where one can develop the self or the areas that need to be reworked to become suitable
to the world.
Personality Development- Systematic development of the organized pattern of thoughts, feelings, behavior, attitudes that
makes a person unique and distinct from others.
Holistic Development- Refers to the process of self-actualization and learning that combines an individual’s mental,
physical, social, emotional, and spiritual growth.
-Hence, for the development of an adolescent to be holistic, it must involve the physiological, cognitive, psychological,
spiritual, and social aspects.
-Evaluating thoughts, feelings and behavior.

Story of the two wolves:

Knowing which wolf to feed is the first step
towards recognizing you have control over own self.

Thoughts- ideas or arrangement of ideas that result from thinking , the act of producing thoughts, or the process of
producing thoughts. Thoughts are cognitive, and influential.
Feelings- a state of consciousness, such as that result from emotions, sentiments or desires. Anger, sadness, fear and etc.
Behavior- the range of actions and mannerisms made by individuals, organisms, systems,organisms around, as well as the
(inanimate) physical environment.
-Behaviors can be overt (expressed consciously), and covert (beyond awareness).
-Many behavior happen in conjunction with certain thoughts and feelings.
-Yet, some behaviors are not reflection of true feelings.

Why there’s a need to evaluate one’s thoughts, feelings, and behavior?

1.One’s thoughts, feelings and behavior are interconnected and interrelated.

2.Most negative feelings and behavior are generated by negative thoughts.
3.Adolescent would benefit much from the practice of evaluating.
4.Adolescent are also normally self-conscious and sensitive individuals.
5.Adolescent’s behavior is also characterized by self-centeredness, narcissism or self-love and paranoia.
The Aspects of Holistic Development
1.Physiological Development
-Changes that are happening to the adolescent
-These changes are preparing them to become physically capable of biological reproduction.
2.Cognitive Development
-Thinking skills development
-Adolescent can evaluate logically and scientifically in order to solve problems
-The brain continue to develop, increasing the capacity to memorize and performing more complicated process of
information organization and retrieval.

JEAN PIAGET’S COGNITIVE DEVELOPMENT

Sensori Motor Stage (0-2)
-Intelligence in action
-Child interacts with the environment by manipulating objects
Pre-operational (2-4)
-Symbolic functioning
-Language development
-Child still unduly influenced by own perception of environment.
Concrete operational (7-11)
-Logical Reasoning can be applied to objects that are real and cannot be seen.
Formal Operational (11/12)
-Individual can think logically about potential events

3. Psychological Development
-Changes in emotions, feelings, moods, and manner of thinking of people are part of psychological development.
-During adolescence, individuals undergo the process of self-evaluation which leads to long-range goal and setting,
emotional, and social independence, and maturity.
Socio-Emotional/-Sigmund Freud
Personality of the individual is influenced by his desires such as lust and aggression. “LIBIDO” -Lust (cravings) -
Aggression (no morality actions)

Psychosexual Development- O,A,PHA,LA,GE

Erogenous zones- Different body parts which gives us satisfaction, fixate if not satistied cause later consequences in life
Oral (0-1.5)

Anal (1.5-3) Retentive and Expulsive

Phallic (3-5) under symbolic functioning

-Oedipus Complex- Affection with parents of the opposite sex, Castration Anxiety

-Electra Complex- Anger to mother

Latency (5-12) interaction with other people -Transfer feelings from parents to other people

Genital (12-Adulthood) Sexual Intercourse

4. Social Development
-Adolescents’ clamor for independence is evident.
-They begin to rely more on their friends or peer groups for support rather than their family.
-But more prone to peer pressure

5. Moral Development- Accountability & Moral Integrity

-“Morality’ is the individual’s capacity to know what is right and what is wrong and applying this in personal and social
situations. (Kohlberg)
-Moral is defined as perceived sense of right that either comes from societal group, or personal preferences.
Pre-Conventional morality
-Begins at 9yo
-Obedience and punishment orientation
-Individualism and exchange.
Conventional Morality
-Good interpersonal relationships
-Maintaining social order
Post-Conventional Morality
-Social Contract and individual gitfs
-Universal Principles

6. Spiritual Development
-Adolescents begin to have interest in Spiritual concerns, pondering questions concerning existence, essence, spirituality,
religion, and God.

Lesson 3: Challenges in Middle and Late Adolescence

Adolescence refers to the period of human growth that occurs between age 10 and ends around age 19. (WHO)
“to ripen, to grow up”
Sigmund Freud- founder of Psychoanalysis
According to Freud, personality develops from the interaction of what he call the provinces of the mind, name ID, Ego,
and Superego.

Provinces of the Mind

-ID is the first structure of the mind that is in-charge of your instincts. Part of unconscious desires.
-Ego is the reality principle because it has a direct exposure to reality.
-Superego is the last strusture, the moral.

Abraham Maslow’s Hierarchy of needs

Psychosocial Theory of Development- Erik Erikson

Infancy (0-1) Basic Trust vs. Mistrust HOPE
Early Childhood (1-3) Autonomy vs. Shame and Doubt WILL
Play Age (3-6) Initiative vs. Guilt PURPOSE
School Age (6-12) Industry vs. Inferiority COMPETENCE
Adolescence (12-19) Identity vs. Confusion FIDELITY
Early Adulthood (20-25) Intimacy vs. Isolation LOVE
Adulthood (24-64) Generativity vs. Stagnation CARE
Old Age (64-Death) Integrity vs. Despair WISDOM

Skills and Tasks of Middle and Late Adolescences

Middle(15-17) Physical
Late(18-24) Cognitive

The adolescent must adjust to a new physical sense of self

The adolescent must adjust to new intellectual abilities
The adolescent must adjust to increased cognitive demands at school
The adolescent must develop expanded verbal skills
The adolescent must develop a personal sense of self
The adolescent must establish adult vocational goals
The adolescent must establish emotional and psychological independence from his or her parents
The adolescent must develop stable and productive peer relationship
The adolescent must learn to manage his or her sexuality
The adolescent adopt a personal value system

Lesson 4: Fighting Invisible Tigers: HOW TO DEAL WITH STRESS

Stress- It is the reaction or response to any kind of demand or threat.

-It can be real or imagined.
THREAT-REACTION-RESPONSE

2 Types of Stress
Eustress- Keeps you to stay focused, alert and energetic
Distress- uncomfortable feeling

2 Types of Response
Fight- Effort
Flight Response- No effort

Richard Lazarus’ Theory of Psychological Stress

-Stress is a relationship between individuals and their environment known as TRANSACTION
Appraisal- Striving for superiority
Coping- Defense Mechanism
Adaptation
Different Sources of Stress
-Environment
-Social
-Physiological
-Thoughts

How to Cope up with Stress?

-Keep a positive attitude
-Accept that there are events we cannot control
-Learn to relax
-Be regularly active
-Eat well-balanced meals
-Get enough rest and sleep
-Identify your stressors
-Avoid caffeine, alcohol and nicotine.
-Talk to someone
-Keep a stress diary
-Know how to take control
-Manage yourself not your time
-Learn to say “NO”
-Dasal

Psychological First Aid- Look, Listen, Link

Lesson 5: Discovering your brain

What is Brain- this is the busiest organ because this is the chief organ of the body that governs the integration of the
Central Nervous System (Brain and Spinal Cord) and then Peripheral Nervous System (Somatic and Visceral Nerves)
-Is the “master organ” of the body
-this is an organ that floats on a bath of Cerebral Fluid
-this jelly-like and extra soft weighing about 1,400 grams organ is protected by the skull

Divisions of Brain
-Fore Brain consists of Cerebrum, Thalamus, and the Hypothalamus
-Midbrain serves as the bridge between the Forebrain and the Hindbrain
-Hindbrain is composed of the pons, medulla oblongata, and the cerebellum

Fore brain

-Cerebrum is the most complex and largest part of the brain.

-Cerebrum is the seat of consciousness because it is responsible for endless thinking, reasoning, memory, understanding,
and other cognitive function.
-Thalamus is a large bundle of nuclei nerves that serves as the relay center of the brain
-Hypothalamus is a smaller bundle of nuclei in-charge with the endocrine system that releases hormones

Lobes of Cerebrum

-Frontal Lobe is in charge with the functions of the body concerning speech and motor
-Parietal Lobe deals with the Body Sensory area, and conflicts in this area can result sleep paralysis.
-Occipital Lobe for visual area
-Temporal Lobe for auditory area, and conflicts on this parts of the brain are hallucination and worst schizophrenia

Midbrain
-Mencephalon
-Forward most portion of the brainstem

Hindbrain
-PONS are nerve fibers running from one part to another
-Cerebellum are also called the “the little brain” involved in coordination of voluntary motor activities, n balance and
posture
-Medulla Oblongata, quite small about an inch long that regulates involuntary muscles and movements like heart beat
and digestion

Hemisphere of the Brain

Left Hemisphere is responsible for logical activities, such as reading, writing and calculations.
Right Hemisphere is more on the creative side, which deals more on visuals

Lesson 6: Emotional Intelligence

-Communicating emotional express
-Intelligence- you have the ability to learn from experience.
-You can recognize problems
-You can solve problems or conflict.

Theorist on intelligence
-William Stern- adjust and adoptability

Emotion come from the latin word “emovere” or “move-out”

How are we going to know that something is an EMOTION?

-Emotion includes conscious experiences

-Expression can be seen by others
-Actions of the Body

Emotional Intelligence
Emotions are a means of communication, words are not enough.
Emotions motivate behavioral impulses. Biological underpinnings convey fast acting, yet subtle bodily sensations that we
experiences that we experiences as impulses cause our body to take necessary action get our needs met.
Emotions signal a need, if symptoms persist, consult your mind.

Six emotions: Happiness, Fear, Anger, Sadness, Disgust, Surprise.

Types of Theory
-Evolutionary Theory of emotion- feeling of love and affection
-James Lange Theory- an external stimulus leads to psychological reaction
-Conan and Band’s Theory- when the thalamus sends a message to the brain in response to a stimulus.
-Schoster-singer Theory- an example of a cognitive theory of emotion.
-Cognitive-appraisal Theory- thinking must occur first before experiencing emotion
-Facial Feedback Theory of emotion- suggest that facial expressions are connected.
Ways on How to regulate our Emotions
-Don’t react right away
-Ask for divine grace
-Find a healthy outlet
-Look at the bigger picture
-Replace your thoughts
-Forgive emotional triggers

Lesson 7: Personal Relationship

Family
-The Bureau of Census defines family as ‘two or more’ persons who are related by birth, marriage, or adoption and who
live together as one household.

Types of Family
-Nuclear Family- conjugal family or family of procreation
-Extended Family- includes at least three generations: grandparents, married offspring, and grandchildren.
-Joint Family- composed of sets of siblings, their spouses, and their dependent children.
-Blended Family- formed when divorced or widowed parents who have children of many
-Family by choice- a family not recognized by the legal system.

Friends- The close tie between two people that is often built upon mutual experiences, shared interest, proximity, and
emotional bonding
Partnership- ‘two’ people that are in a close relationship that are built upon trust, affection, intimacy, and romantic love.
Look for Triangular Theory of Love by Robert Sternberg

Establish a Personal Relationship

-Physical Connection- The more that you and other people or group usually interact with each other there would be
higher chance to develop connection.
-Verbal Affirmation- This refers to the act of telling or declaring to someone how important he/she in your life.
Availability emphasizes the idea of ‘being-there’
-Trust- “to trust someone is to place your confidence into that person”. Choose who you trust okay?

Lesson 8: Power of Influence

Persuasion- this ability is very important to Leaders because this is their ability to convey message and content that elicits
education or propaganda. Debate, Unexpected
Leadership Emergence- creation of a leader in a team by mean of emerging power to lead the group without any elected
position.
Compliance- act of outward conforming, while privately disagreeing.
Obedience- acting to follow a direct order or command.
Conformity- Type of social influence involving a change in belief or behavior in order to fit in with a group.
-The result of a group pressure that is either real (involving the physical presence of others) or imagined (involving the
pressure of social norms/expectations)
Acceptance- person’s assent to the reality of a situation, recognizing a process or condition (often a negative or
uncomfortable situation) without attempting to change or protest it.