Lesson 1: Knowing Oneself - Negative Affectivity

➢ 3 Lines of Personality Development Differences in fearfulness, behavioral inhibition, avoidance, irritability,

- Social Actor and negative response to frustration.
Emergence of temperament in infancy to the maturation of dispositional
traits in the adult years. - Effortful Control
Voluntary capacity to override momentary impulse in order to attend to
- Motivated Agent the environment in a sustained manner.
From the childhood apprehension of intentionality through the
establishment of life goals and values. Early temperaments influence how the BIG FIVE personality traits are
formed later in life
- Autobiographical Author
Emergence of autobiographical memory to the construction of a self- O – Openness = imagination, feelings, actions, ideas Low = practical,
defining life story in the adult years. prefers routine
High = curious, open-minded, independent

➢ Social Actor C – Conscientiousness = competence, self-discipline Low = Impulsive,

- Reputational Signatures careless, disorganized
Shorthand mental representations our observers formulated in their High = Hardworking, dependable
minds regarding our dispositional traits based on our emotional and
behavioral displays. E – Extroversion = Sociability, assertiveness Low = Quiet, reserved
- Temperament High = Outgoing
Broad individual differences in behavioral and emotional style, and
emotion regulation, manifest early on in human development. A – Agreeableness = cooperative, trustworthy Low = Critical,
uncooperative
➢ 3 Broad Dimensions of Temperament in Early to Middle High = helpful, trusting, empathetic
Childhood
- Positive Affectivity N – Neuroticism = tendency toward unstable emotions Low = calm,
Differences in which the young child exhibits joy, excitement, enthusiasm, secure; High = Anxious, unhappy
positive approach.
 ➢ Motivated Agent Example: Autobiographical Author: he sees his life as a narrative of ascent
- Motivation and redemption after overcoming family problems and a less privileged
What we want in life, desire, hope and plan to attain, do not want, and background to elevate himself into a highly recognized position in his
thereby seek to avoid. Decision makers who make plans to achieve valued society.
ends
➢ Motivated Agent: he wants to top the bar exam and plans to
➢ How do we become motivated agents? work as human rights lawyer, fears he will never build a family of
- 1 yr. old: interested and imitate goal-directed behaviors more his own, and has a strong moral sense of justice.
than random behaviors
- 3-4 yrs. Old: Develop a theory of the mind ➢ Social Actor: high levels of extraversion and shows high levels of
conscientiousness and agreeableness.
➢ Autobiographical Author
- Episodic Autobiographical Memory
- 5-6 yrs. Old: implicitly understand that our stories conform to a
narrative grammar

➢ Autobiographical Reasoning
- As Teens: organize a theme to summarize an important feature of
our life experience String together multiple events from the past
in order to explain the development of a particular self-
characteristic. Develop a more detailed understanding of what to
expect in our future life in the context of our culture

➢ Narrative Identity
- Story we compose about how we came to be the person we are
becoming
- Selectively reconstruct our past and integrate it with our
imagined future to give us a sense of meaning, purpose, and
temporal continuity.
Lesson 1: Personality
- Latin word “Persona”
- Refers to the long-standing traits and patterns that propel
individuals to consistently think, feel, and behave in specific ways.
Our personality is what makes us unique individuals.

➢ Historical Perspectives

The concept of personality has been studied for at least 2,000 years,
beginning with Hippocrates in 370 BCE

Hippocrates theorized that personality traits and human behaviors are

based on four separate temperaments associated with four fluids
(“humors”) of the body: choleric temperament (yellow bile from the
liver), melancholic temperament (black bile from the kidneys), sanguine Neo Freudian Concepts – Psychosocial Dev. Erik Erikson
temperament (red blood from the heart), and phlegmatic temperament
(white phlegm from the lungs)

Centuries later, influential Greek physician and philosopher Galen built on

Hippocrates’s theory, suggesting that both diseases and personality
differences could be explained by imbalances in the humors and that
each person exhibits one of the four temperaments.
 ➢ Neo Freudin Concepts ➢ Carl Jung
Psychosocial Development – Erik Erikson - Analytic Psychology
--Ego
➢ ALFRED ALDLER'S INDIVIDUAL PSYCHOLOGY --Conscious Mind

- Everybody strives for superiority --Personal Unconscious

- Begins with feeling of inferiority --Collective Unconscious

➢ Inferiority Complex ➢ Archetypes

- Belief that one is vastly inferior to everyone else - Persona
- Grew in self-pity; and unknowingly push people away because - Shadow
people get tired of them - Anima and Animus
- Self
➢ The Styles of Life
- Ruling Type
- Getting Type
- Avoiding Type
- Socially Useful Type

➢ Parental Influence on Personality Development

- The first 2 years of life are important in the formation of the adult
personality
--Pampering
--Neglect

➢ Birth Order
- First Born, Middle Child, Last Born, Only Child
 ➢ LEARNING APPROACHES
Two Attitudes - BEHAVIORAL PERSPECTIVE B.F. SKINNER
Introvert Extrovert Behaviorists do not believe in biological determinism: They do not see
personality traits as inborn. Instead, they view personality as significantly
shaped by the reinforcements and consequences outside of the
organism.
B. F. Skinner, a strict behaviorist, believed that environment was solely
responsible for all behavior, including the enduring, consistent behavior
patterns studied by personality theorists.

➢ SOCIAL COGNITIVE PERSPECTIVE ALBERT BANDURA

- Social-cognitive theory of personality that emphasizes both
learning and cognition as sources of individual differences in
personality. In social cognitive theory, the concepts of reciprocal
determinism, observational learning, and self-efficacy all play a
part in personality development.

➢ RECIPROCAL DETERMINISM
- Cognitive processes refer to all characteristics previously learned,
including beliefs, expectations, and personality characteristics.
Behavior refers to anything that we do that may be rewarded or
punished. Finally, the context in which the behavior occurs refers to the
environment or situation, which includes rewarding/punishing stimuli.
 ➢ Humanistic Approach
- Abraham Maslow,
- Carl Rogers

➢ HUMANISTIC
- This perspective focuses on the depth and meaning of human
experience and recognize the innate capacity for self - directed
change and transforming personal experiences. This perspective
focuses on how healthy people develop.

➢ Abraham Maslow
- D – needs or deficiency needs
Arise out of one’s requirements for physiological survival or safety

- B – needs or being needs

1. Arise out of one’s drive to self – actualize and fulfill inherent
potential
2. Complete us being a person
3. Giving beyond that is tangible
➢ Carl Rogers
- One of Rogers’s main ideas about personality regards self-
concept, our thoughts and feelings about ourselves.
- Rogers further divided the self into two categories: the ideal self
and the real self.
- Rogers focused on the idea that we need to achieve consistency
between these two selves. We experience congruence when our
thoughts about our real self and ideal self are very similar, when
our self-concept is accurate. High congruence leads to a greater
sense of self-worth and a healthy, productive life. When there is a
great discrepancy between our ideal and actual selves, we
experience a state Rogers called incongruence, which can lead to
maladjustment.
Lesson 2: Developing the Whole Person ➢ A-B-C Framework
➢ HOLISTIC CONCEPT based on Adlerian Therapy - Activating Event
- all dimensions of a person are interconnected components, and - Belief about A
how all of these components are unified by the individual’s - Emotional and Behavioral Consequence
movement toward a life goal - Disputing
- we cannot be understood in parts; rather, all aspects of ourselves
must be understood in relationship to the socially embedded ➢ 3 COMPONENTS OF DISPUTING PROCESS
contexts of family, culture, school, and work - DISCRIMINATE irrational beliefs (self-defeating) from rational
beliefs (self-helping)
- DETECT absolutistic “shoulds” and “musts,” “awfulizing,” and
➢ RELATIONSHIP BETWEEN THOUGHTS, FEELINGS, AND BEHAVIOR “self-downing”
(Based on Rational Emotive Behavior Therapy) - DEBATE logically, empirically, and pragmatically questioning them
- our emotions are mainly created from our beliefs, which
influence the evaluations and interpretations we make and fuel - Effective Philosophy
the reactions we have to life situations
- cognitions, emotions, and behaviors interact significantly and ➢ Three basics musts (or irrational beliefs) we internalize that
have a reciprocal cause-and effect relationship inevitably lead to self-defeat:
1. “I must do well and be loved and approved by others.”
➢ RELATIONSHIP BETWEEN THOUGHTS, FEELINGS, AND BEHAVIOR 2. “Other people must treat me fairly, kindly, and well.”
(Based on Rational Emotive Behavior Therapy) 3. “The world and my living conditions must be comfortable,
- we learn irrational beliefs from significant others during gratifying, and just, providing me with all that I want in life.”
childhood and then recreate these irrational beliefs throughout -(A. Ellis & Ellis, 2011)
our lifetime
- we have strong tendencies to transform our desires and
preferences into dogmatic “shoulds,” “musts,” “oughts,”
demands, and commands
- Such demands create disruptive feelings and dysfunctional
behaviors
LESSON 3: Cognitive Theory of Development ➢ 4 stages of cognitive development
➢ Jean Piaget – Cognitive Developmental Theory - 0-2 yrs. = sensorimotor stage
- His research in development psychology and genetic 1. Main achievement = object permanence – knowing that an object
epistemology had one unique goal: how does knowledge grow? still exists, even if it is hidden.
- The growth of knowledge is a progressive construction of logically 2. Requires the ability to form a mental representation of the
embedded structures of inclusion of lower, less powerful logical object.
means into higher and more powerful ones up to adulthood.
- 2-7 yrs. = preoperational stage
➢ Piaget’s Theory differs from others in several ways: 1. Young children can think about things symbolically
1. It is concerned with children rather than all learners. 2. Ability to make one thing – a word/object – stand for something
2. Focuses on the development, rather than learning, so it doesn’t other than itself
address learning of info or specific behaviors 3. Egocentric thinking
3. Proposes discrete stages of development, marked by qualitative
differences, rather than a gradual increase in number and - 7-11 yrs. = concrete operational stage
complexity of behaviors, concepts, ideas. 1. Marks the beginning of logical operational thought.
2. Children can work things out internally in their head rather than
➢ Components physically try things out in the real world
1. Schema – cohesive, repeatable action sequence possessing 3. Age 6 – conserve number, 7 – mass, 8 – weight
component actions that are tightly interconnected and governed 4. Conservation is something that stays the same in quantity even
by a core meaning. Helps organize and interpret information though appearance changes.
2. Accommodation – Happens when the existing schema does not
work and needs to be changed to deal with a new object or - 11 yrs.-over = formal operational stage
situation. 1. People develop the ability to think about abstract concepts and
3. Assimilation – using an existing schema to deal with a new object logically test hypothesis.
or situation.
4. Equilibration – force that moves development along. Piaget
believed cognitive dev did not progress at a steady rate but
rather in leaps and bounds.
LESSON 4: Kohlberg’s Theory of Moral Development ➢ Level 1: Preconventional Morality 0-9 years
➢ Moral Dev - Stage 1 – obedience and punishment, common in children. Adults
- Gradual dev of an individual’s concept of right or wrong – can express this type. Children sees rules as fixed and absolute.
conscious, religious, social attitudes, and certain behavior. --Obeys rules in order to avoid punishment.
--Determines a sense of right and wrong by what is punished and
➢ Moral Dilemmas what is not punished
--obeys superior authority and allows it to make the rules,
➢ Kohlberg’s Theory especially if it has the power to inflict pain
--Responsive to rules that will affect their physical well-being
- Stage theory, everyone goes through stages sequentially without
skipping any stage. - Stage 2: Naively egotistical. Children account for individual points
- However, movement through these stages is not natural; people of view and judge actions based on how they serve individual
don’t automatically move from one stage to the next as they needs. Reciprocity is possible, for own interests only.
mature. Stage dev, movement occurs when a person notices --Is motivated by vengeance or an eye for an eye philosophy
inadequacies in his or her present way of coping with a given --Self-absorbed while assuming they are generous
moral dilemma. --believes in equal sharing in that everyone gets the same,
- People cannot understand moral reasoning more than one stage regardless of need.
ahead of their own. Example: a person in stage 1 can understand --Believes that the end justifies the means. Will do a favor for a
stage 2 reasoning but nothing beyond that. favor.
--Expects to be rewarded for every non-selfish deed.

➢ Kohlberg’s Six stages ➢ Level 2: Conventional Morality 10-15 yrs.

- Pre-conventional Moral - Stage 1 Stage 2 - Stage 3: Good boy – good girl orientation. Focused on living up to
- Conventional Moral Development - Stage 3 Stage 4 social expectations and roles. Emphasis on conformity, being nice
- Post-Conventional Moral Dev – Stage 5 Stage 6 and consideration of how choices influence relationships.
--Find peer approval very important
--Feels that intentions are as important as deeds and expects
others to accept intention/promises in place of deeds.
--Begins to put themselves in another’s shoes and think from
another perspective.
- Stage 4: Law and social order. People begin to consider society Physical Changes in Adolescents
when making judgements. Focus is on maintaining low and order - Derived from the Latin word adolescere = to grow
by following the rules, doing duties, respecting authority. - Starts at age 10 until 18-19 years old.
- Refers to the stage from puberty to adulthood
➢ Level 3: Postconventional Morality – 16+ - Includes the psychological experiences of the child during this
- Stage 5: Legalistic Social Contract. People begin to account for the period.
differing values, opinions, and beliefs of other people. Rules of - The teenage years from 13-18 years of age.
law are important for maintaining a society, but members of the - Physiological
society should agree upon these standards.
--Motivated by the belief in the greatest amount of good for the
greatest amount number of people. ➢ Anatomical Development of the Adolescent
-- Believes in consensus/everyone agrees, rather than in majority - 7-9 in boys and girls will experience rapid changes
rule. - Growth spurt like increase of weight and height.
--Respects the rights of the minority especially the rights of the - Observable changes in body proportions.
individual. - Rapid increase in the development of muscles.
--Believes that change in the law is possible but only through the - Changes in reproductive system, leads to sexual maturity.
system.
➢ Puberty
- Stage 6: Universal ethical Principles Kohlberg’s final level of moral - Decides the onset of adolescence
reasoning is based upon universal ethical principles and abstract - Physiological changes that occur during adolescence to reach
reasoning. People follow these internationalized principles of sexual maturity.
justice, even if they conflict with laws and rules. - Best characterized as the gradual onset of mature reproductive
--Believes that there are high moral principles than those hormonal activity, triggered by the central nervous system,
represented by social rules and customs. mainly the hypothalamus and pituitary gland.
--Willing to accept the consequences for disobedience of the
social rule they rejected. Sexual maturation is programmable for the primary sexual
--Believes that the dignity of humanity is sacred and that all characteristics to begin their development, the pituitary gland
humans have value. must first release stimulating agents called gonadotropins into
the bloodstream. Once they reach the testes in the male and the
ovaries in the female, several changes will occur. There are two
gonadotropins: follicle stimulating hormone (FSH) and luteinizing
hormone (LH).
 Sexual Maturation in the Male Adolescent
1. Testes and scrotum begin to increase in size
2. Pubic hair
3. Penis begins to enlarge, and growth spurt begins
4. Larynx starts to grow, and voice deepens
5. Beard
6. Nocturnal emissions (ejaculation in sleep) may occur as
sperm production increases.
7. Pubic hair becomes pigmented, and growth spurt reaches its
peak
8. Prostate gland enlarges
9. Armpit hair
10. Sperm production sufficient to fertility, and growth rate
decreases
11. Physical strength at its peak.
Sexual Maturation in the female adolescent
1. The adolescent growth spurt begins.
2. Non-pigmented pubic hair (downy) appears.
3. The budding stage of development (breast elevation) and the
Physical Changes in Adolescents
rounding of the hip begins, accompanied by the beginning of
- The brain signals hormones which influence the growth and
downy axillary hair.
appearance of the body.
4. The uterus, vagina, labia and clitoris increase in size.
- Cells from the hypothalamus located in the brain produces
5. Pubic hair growth becomes rapid and is slightly pigmented.
Gonadotophin-releasing hormone (GnRH).
6. Breast development advances, nipple pigmentation begins,
- Transmitted to the pituitary glands, a small organ in the brain.
and the areola increases in size. Axillary hair becomes slightly
Produces follicle stimulating hormone (FSH) and luteinizing
pigmented.
hormone (LH).
7. Growth spurt reaches its peak, and then declines.
- These hormones travel to the sex organs, testes for males and
8. Menarche occurs.
ovaries for females.
9. Public hair development is completed, followed by mature
- Testosterones are produced tends to the produced more by the
breast development and completion of axillary hair
male bodies, while estradiol increases in a female body.
development.
- Gonadal steroid hormones estrogen and testosterone influence
10. “Adolescent sterility” ends, and the girl becomes capable of
the physical appearance of the body.
conception.
Implications for Adolescents
1. Eat a healthy diet. Remember your Food Pyramid and the Go,
Grow, and Glow Foods!
2. Hydrate. Drink 8-10 glasses of water.
3. Exercise daily. Move your body for 30 minutes every day. Keep
moving!
4. Prioritize sleep. Set a time for waking up and going to bed. Sleep
is critical for your body and mind.
5. Practice Pausing. Try paced breathing to increase your oxygen
intake Hygiene.
6. Practice healthy hygiene such as flossing your teeth and taking a
bath every day.
7. Meditate. This activity helps relax the body and recharge your
mind.