PERSONAL DEVELOPMENT | WEEK 1 PSYCHOLOGOY AND PERSONAL DEVELOPMENT

Psychology, being the study of human

HUMAN DEVELOPMENT AND PERSONAL thinking and behavior, serves as a Foundation for
DEVELOPMENT Personal Development. The two (2) proponents of
humanistic psychology were Abraham Maslow and
Developmental scientists identified the three (3) Carl Rogers
aspects or domain of human development as:
WHY IS PERSONAL DEVELOPMENT IMPORTANT?
A. Physical Development - growth of the body
and the brain, motor and sensory skills, and 1. ABRAHAM MASLOW’S SELF-ACTUALIZATION
even physical health.
B. Cognitive Development - capacity to learn, There are many ideas surrounding personal
to speak, to understand, to reason, and to development, one of which is Abraham Maslow's
create. process of self-actualization.
C. Psychosocial Development - social
interactions with other people, our Maslow (1970) suggests that all individuals
emotions, attitudes, self-identity, have an in-built need for personal development which
personality, beliefs and values. occurs through a process called self-actualization.

Human Development is also influenced by the Maslow (1970) says that all individuals have
following: the need to see themselves as competent and
autonomous, also that every person has limitless
A. Heredity - inborn traits passed on by the room for growth.
generations of offspring from both sides of
the biological parents' families. Self-actualization refers to the desire that
B. Environment - is the world outside of everybody has ‘to become everything that they are
ourselves and the experiences that results capable of becoming’. In other words, it refers to self-
from our contact and interaction with this fulfilment and the need to reach full potential as a
external world. unique human being.
C. Maturation - is the natural progression of
the brain and the body that body that affects 2. HUMANISTIC THEORY
the cognitive, psychological, and social
dimensions of a person. In his psychotherapy practice, theorized that,
"The individual has within himself the capacity and
PERSONAL DEVELOPMENT the tendency latent if not evident, to move forward
toward maturity" (Rogers, 1961)
Personal development is a lifelong process.
Adolescence is the transition period between
It is a way for people to assess their skills and
childhood and early adulthood. In the Philippine
qualities, consider their aims in life and set goals in
order to realise and maximize their potential. context, authors Corpuz, Lucas, Borabo, and Lucido
(2010) defined the three stages of adolescence as:
May be defined as a process in which • Early adolescence - between 10 and 13 yrs of
persons reflect upon themselves, understand who age
they are, accept what they discover about
• Middle adolescence - between 14 and 16 yrs
themselves, and learn (or unlearn) new sets of
of age
values, attitudes, behavior, and thinking skills to
reach their fullest potential as human beings. • Late adolescence - between 17 and 20 yrs of
age

PUBERTY - Biological changes.

 4. Managing Stress - Stress arises from the
uncertainty in an unknown situation when a lack
1. INTELLECTUAL SELF - specific areas you are good
of information creates the risk of negative
at or the wisdom you gained from your
consequences of your actions.
experience.
5. Problem-Solving Skills - They help cope with the
2. EMOTIONAL SELF - how you feel most of the
problems encountered with a lack of experience.
time.
6. Creativity - It allows you to find extraordinary
3. PHYSICAL SELF - physical image.
ways to carry out a specific action that no one has
4. SPIRITUAL SELF - spiritual connection to your
tried to use.
religion and your spiritual relationship with other
7. Generating Ideas – A mental image of an object
people.
formed by the human mind, which can be
5. SOCIAL SELF - socializing with others.
changed before being implemented in the real
world.

PERSONAL DEVELOPMENT | WEEK 2

PERSONAL DEVELOPMENT | WEEK 3

1. IDEAL SELF
• Self that you aspire to be. PERSONALITY
• It is an idealized image.
2. ACTUAL SELF • The uniqueness of an individual's thoughts,
• You actually see. feelings, and behavior.
• Characteristics that you were nurtured or • Their being relatively enduring, or being
born to have. consistent, over different situations and over
a. Self-Knowledge time.
b. Self-image
PHYSCHOLOGIST

A. GORDON ALLPORT
PERSONAL EFFECTIVENESS • Allport was one of the first American
psychologist to focus on the study of the
Means making use of all the personal personality.
resources – talents, skills, energy and time, to enable
• Founding figures of personality psychology.
you to achieve life goals.
• He defines personality as, "A pattern of
Here are some skills that will greatly increase the habit, attitudes, and traits that determine an
efficiency of any person who owns them and the ways individual's characteristics, behavior and
on how to develop it: traits."
• Biologically determined at birth, and shaped
1. Determination - It allows you to focus only on by a person’s environmental experience.
achieving a specific goal without being distracted
by less important things or spontaneous desires. THREE LEVELS OF TRAITS:
2. Self-confidence - You need to learn yourself and
1. Cardinal Traits - dominant traits shaping a
your capabilities, gain positive attitude and
person’s entire life.
believe that by performing right actions and
2. Central Traits - characteristics influencing
achieving right goals you will certainly reach
behavior in various situations.
success.
3. Secondary Traits - specific traits that have
3. Persistence - It makes you keep moving forward
minimal impact.
regardless of emerging obstacles – problems,
laziness, bad emotional state, etc.
B. SIGMUND FREUD
 • The father of psychoanalysis, was a • The human emotions are the most feared
physiologist, medical doctor, psychologist aspect of the self. They are illusive and
and influential thinker of the early deceptive.
twentieth century. 5. Sensual Self
• Relates to our senses.
THREE PARTS
6. Interactional/Social Self
These are systems, not parts of the brain, or in • Relates on our relationship with other
any way physical, but rather hypothetical people.
conceptualizations of important mental functions. 7. Nutritional Self
• Relates to nutritional status.
1. ID - primitive and instinctual part of the mind 8. Contextual Self
that contains sexual and aggressive drives • Relates to your reaction in all.
and hidden memories
2. SUPER-EGO - operates as a moral conscience
a. Conscience - is our “inner voice” that
PERSONAL DEVELOPMENT | WEEK 4
tells us when we have done something
wrong.
b. Ideal Self – imaginary picture that we
aspire to be. DEVELOPMENTAL STAGES
3. EGO - realistic part that mediates between
• Human growth and changes across the
the desires of the id and the super-ego.
lifespan.
• Essential to understanding how humans
learn, mature and adapt.
ASPECTS OF DEVELOPMENT

A deeper look on the different aspects of self

can identify specific areas for self-regulation, stability EIGHT DEVELOPMENTAL STAGES
and improvement.
1. PRE-NATAL (CONCEPTION OF BIRTH) - Age when
All Eight (8) aspects of development should hereditary endowments and sex are fixed and all
be given equal attention in your development to be body features, both external and internal are
holistically developed. developed.
2. INFANCY (BIRTH TO 2 YEARS) - Foundation age
ASPECT OF THE SELF when basic behavior are organized and many
1. Physical or Tangible Aspects ontogenetic maturation skills are developed.
3. EARLY CHILDHOOD (2 TO 6 YEARS) - Pre-gang
• Many individuals put a strong emphasis on
age, exploratory, and questioning. Language and
the physical aspect of the self. The body is
elementary reasoning are acquired and initial
tangible, obvious, and we respond to it
socialization is experienced.
easily.
4. LATE CHILDHOOD (6 TO 12 YEARS) - Gang and
2. Intellectual and Conscious Aspects
creativity age when self-help skills, social skills,
• The mind learns what to do and
school skills, and play are developed.
communicates the information to the body
5. ADOLESCENCE (PURBERTY TO 18 YEARS) -
and the feelings.
Transition age from childhood to adulthood
3. Emotional Aspects
when sex maturation and rapid physical
• Relates to typical feelings you have.
development occur resulting to changes in ways
• This aspects of self affects your state of
of feeling, thinking and acting.
being, and they are very important in
6. EARLY ADULTHOOD (18 TO 40 YEARS) - Age of
dealing with people and events.
adjustment to new patterns of life and roles such
4. Intuitive Aspects/Spiritual Self
as spouse, parent and bread win.
7. MIDDLE AGE (4O YEARS TO RETIREMENT) - and what each child achieved at different
Transition age when adjustments to initial ages.
physical and mental decline are experienced.
8. OLD AGE (RETIREMENT TO DEATH) - Retirement
age when increasingly rapid physical and mental EIGHT STAGES IN HAVIGHURST’S DEVELOPMENTAL
decline are eexperienced. TASK THEORY (Bio-psychosocial)

1. Infancy and early childhood (0-6 years old) –

exploring and learning little things.
EIGHT STAGES OF PSYCHOSOCIAL DEVELOPMENT
2. Later childhood (6–13 years old) – learning,
(Erik Erikson)
achievening, and recognizing.
STAGES CONFLICT OR DEVELOPMENTAL 3. Adolescence (13–18 years old) – acquiring,
CRISIS STAGES preparing, and accepting.
1 TRUST VS INFANCY FROM 4. Early Adulthood (19–30 years old) – building a
MISTRUST BIRTH TO 18 family and working.
MONTHS
5. Middle Age (30–60 years old) – achieving adult
2 AUTONOMY VS EARLY CHILDHOOD
SHAME & DOUBT 18 MONTHS TO 3 civic and responsibility.
YEARS 6. Later maturity (60 years old and over) –
3 INITIATIVE VS GUILT LATE CHILDHOOD decreasing strength and health.
PRESCHOOL 3 - 5
YEARS
4 INDUSTRY VS MIDDLE SCHOOL
INFERIORITY YEARS FROM 6 TO 11
5 IDENTITY VS TEEN YEARS FROM 12
CONFUSION TO 18
6 INTIMACY VS YOUNG ADULT YEARS
ISOLATION FROM 18 TO 40
7 GENERATIVITY VS MIDDLE FROM 40 TO
STAGNATION 65
8 INTEGRITY VS OLDER ADULTHOOD
DESPAIR FROM 65 TO DEATH

HAVIGHURST`S DEVELOPMENTAL TASKS DURING

THE LIFE SPAN

PSYCHOLOGIST | DEVELOPMENTAL TASKS THEORY

ROBERT J. HAVIGHURST

• American psychologist who developed his

theory on Developmental Tasks between
1948 and 1953.
• He is also known for popularizing the phrase
“teachable moments” in his 1952 book
Human Development and Education.

WHAT IS DEVELOPMENTAL TASK THEORY?

• This mirrors the work of Piaget and Erikson,

who also identified “stages” of development