Personal Development – is the process in which persons reflect upon themselves, and learn

new sets of values, attitudes, behavior and thinking skills to reach their fullest potential as
human beings.
Origin of Personal Development
 The first Homosapiens drew figures to narrate their experiences
 The Greek philosophers asked questions about self and being human
3 aspects of Human Development
1. Physical Development - covers the growth of the body and the brain, motor and sensory
skills, and physical health.
2. Cognitive Development – covers our capacity to learn, to speak, to understand, to
reason, and to create.
3. Psychosocial Development – includes our social interactions with other people, our
emotions, attitudes, self-identity, personality, beliefs and values.
Factors that affect Human Development
1. Heredity – inborn traits passed on by the generations of offspring from both sides of the
biological families.
2. Environment – is the world outside of ourselves and the experiences that result from our
contact and interaction with this external world.
3. Maturation – is the natural progression of the brain and the body.
Personal Development in Adolescence
Adolescence – is the transition period between childhood and early adulthood.
3 stages of Adolescence (Corpuz et.al)
1. Early Adolescence – 10 to 13 years of age
2. Middle Adolescence – 14 to 16 years of age
3. Late Adolescence – 17 to 20 years of age
STAGES OF HUMAN DEVELOPMENT
 Sigmund Freud’s Psychosexual Thery
Sigmund Freud (1856 - 1939) 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.

FIVE STAGES OF PSYCHOSEXUAL DEVELOPMENT

STAGES APPROXIMATE FOCUS TRAIT OUTCOMES

PERIOD
ORAL First year of life Oral pleasure through Fixation can lead to
mouth : eating, overeating, smoking,
mouthing, chewing, and drinking, nail-biting,
biting gossiping, and cursing
ANAL Second to Fourth Anal pleasure to release Fixation can lead to being
year through the anus : obsessive with cleanliness
eliminating and or hating mess (anal
retaining feces, and retentive). The child may
toilet training eventually become a
 perfectionist or be
obsessive- compulsive.
Another possibility is to
become too generous in
adulthood that the person
would want to share or
give things away (Anal
Expulsive). Moreover, the
child may become messy
or disorganized.
PHALLIC Fourth to sixth year Pleasure through The child starts to
Genitals recognize what it means to
be a boy or a girl with
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).
Latency Seventh year – Resolving fixations or The child develops
onward conflicts in previous closeness with parents if
stages; developing conflicts are resolved, and
academic and social builds social ties. Sexual
skills, physical abilities, urges are inhibited.
and talents.
Genital Twelfth year Sex role identity Called puberty stage, this
formation is the period of
adolescence. Sexual
interest is awakened.

 Erik Erikson’s Psychosocial Theory

Erik Erikson (1902 -1994) expanded Freud’s theory that recognize the importance of
early experiences in childhood. However, he shifted his focus from freud’s biological
perspective to psychosocial which takes into account the role of social factors to
influence development.
The Eight Psychosocial Stages of Development

STAGE ISSUES SOCIAL OUTCOMES

CONDITIONS
Stage1: Birth to 1 year
Will I get support Provision of basic Become hopeful or
for what I need? needs; support optimistic
Trust vs. Mistrust can I trust the Deprivation, lack of Becomes fearful
world? support,
inconsistency
Stage 2 : 2 to 3 years
Can I already do Support; patience Develops self-
things on my own? confidence; sense
Autonomy vs. of security
shame and doubt Should I depend on Lack of confidence/ Feels inadequate;
others? support; becomes
 overprotection dependent
Stage 3 : 3 to 5 Years
Initiative vs. Guilt Can I be Opportunity; Develops sense of
independent? encouragement purpose
Am I good? Am I Lack of opportunity; Feels guilty
bad? negative feelings
Stages 4 : 6 to 11 years
Do I have the skills Good education/ Becomes
to adjust? training; good industrious;
Industry vs. models develops self –
Inferiority confidence
Am I already Lack of training/ Develops sense of
competent? Am I direct/ support inferiority
worthy or not?
Stages 5 : 12 to 18 years (Adolescence)
Who am I ? Clear sex models; Develops Identity
good sense of
stability; positive
Identity vs. identity feedback
diffusion What are my Confusing purpose; Identity crisis; role
beliefs? Values? vague expectations; confusion
Feelings? unclear feedback
Stage 6 : 19 to 40 years (Early Adulthood)
Should I get into a Understanding, Is able to love and
Intimacy vs. relationship? trust, acceptance commit
isolation Or should I stay Loneliness; Loneliness;
single? exclusion depression
Stage 7 : 40 – 65 (Middle Adulthood)
What is my Productivity; Feels productive
contribution in this purposefulness
Generativity vs. world?
stagnation Will I produce Lack of opportunity; Feeling
something enrichment unproductive;
valuable or stagnant
relevant?
Stage 8 : 65 years up – (Late Adulthood)
Have I lived a full Sense of closure; Feels complete;
life? clear attachment of have sense of
Integrity vs. direction achievement
Despair Am I contented Lack of Feels dissatisfied
with what I have completeness; with life; in despair
achieved? dissatisfaction

 Jean Piaget’s Cognitive Development

Jean Piaget (1896- 1980) considers the active role of an individual as an important
factor in human development. He believes that an individual grows through a dynamic
process in which body’s internal system interacts with environment. His theory of
cognitive development tries to explain how a child understands the world; how he/she
thinks, reason out, remembers, and solve problems. He considers education as a key
element in developing one’s cognitive skills.
 Stages of Cognitive Development

Stages Period Some Descriptions

Sensory stage From birth to 2 years -The child learns through
sensory experiences.
-Knowledge is based on the
senses , and the child
responds to people and
things through reflects
movements like sucking or
grasping.
-An important
understanding that should
be attained is that an
object continues to exist
even if it is no longer seen
(object performance).
-The child should begin to
form mental images to
ward the latter part of the
stage.

Pre-operational stage From 2 to 7 years -The child's way of thinking

is toward himself/herself
(egocentric). It is all about
him/herself. The child
thinks that other people
are just like him or her in
the way they think or feel.
-The child continues to
develop using mental
images and begins to use
symbols to represent what
he/she knows (symbolic
thought) significantly
through a language.
However, perceptions are
limited and understanding
is based on concrete
objects.
-The child may find
difficulty understanding
that actions or thinking can
be reversed (e.g. reversing
mental operations “1+2”
cab be “ 2 +1”).
-The child is still unable to
focus on several aspects of
a problem or understand
cause and effect
relationships.
-The child is limited in
understanding or
appreciating another's
point of view. Example, a
boy will insist to buy her
 sister a core for her
birthday because he thinks
she will also have fun
playing with it as much as
he does.
-The child tends to attribute
human characteristics to
inanimate objects. Example
it rains because the sky is
crying a or child will put
her doll to sleep.

Concrete – operational 8 to 11 years -The child begins to be

stage more logical and able to
perform simple operations.
Example basic math
computations, begin to
understand classifications.
Example living things and
nonliving things), can
understand reversibility.
Example commutative
property of addition.
-The child is less egocentric
and more other-centered.

Formal Operational Stage Starts to emerges -At this point he or she is

between 11 to 15 years no longer just dependent
on concrete perceptual
experiences in present. In
dealing with situations, the
past or the future can be a
reference to know what to
do.
-He or she is able to
analyze problems and
consider different ways of
solving it in a systematic
way.
-Significantly he/she can
deal with abstract or
hypothetical situations and
generate ideas about it
through logical thinking.
For instance, the
adolescent is now able to
imagine how the
Philippines will turn out if it
was not conquered by
Spaniards. Moreover, he or
she can elaborate ideas.
 Lawrence Kohlberg’s Moral Development
Lawrence Kohlberg (1927 -1987) Studied how children understand what is right
and wrong and how they develop a sense of morality.
Morality defines it as “the ability to distinguish right from wrong and to behave
accordingly”. (Weiten 2014, 2011). Kohelberg recognized the role of cognitive ability
and developing moral reasoning of children. he believed that there are three levels of
morality with two stages in each level.
STAGES OF MORALITY REASONING

LEVEL STAGES ORIENTATION

Preconventional Level STAGE 1: “Punishment/ deciding what is right or wrong is
There is recognition of Obedience orientation” based on what action is
authority who gives punished the child of ways to
punishment or reward avoid punishment

STAGE 2: Mutual Deciding what is right or wrong

Benefit “Reward is based on what is rewarded
Orientation”

Conventional Level STAGE 3: Social Deciding what is right or wrong

Approval “Good boy - is based on what others approve
there is understanding Good girl orientation” or disapprove of.
that there are rules to
follow to be accepted and STAGE 4: Law and Deciding what is right or wrong
to maintain order order “Authority is based on the rules that should
orientation” be followed.

Post conventional level Stage 5: “Social Deciding what is right or wrong

there is flexibility rules. Contract Orientation” is based on laws however one
An individual may not recognizes that they can change.
necessarily accept or
follow given roles as he or An individual act based on what
she develops his or her will be good for majority.
own personal code of Stage 6 : Universal Deciding what is right or wrong
ethics. ethical principles is based on universal principles.
One looks into one’s conscience
versus justice and seeks quality
at all costs.