Activity #1:

Name: ___________________ Grade level: _______________ Date: ___________

Instructions: Answer the following Jumbled words by arranging the letters to form a
correct word.

1. V T M D P N L E E E O 9. I I I I V E N T T A
2. G D D S M N F R E I U U 10. R N I D I T O V P E A
3. Y L S N C N S C I O U U O 11. Y T C C N N S S I E O
4. P S S S S Y H N L Y O A A I 12. R R S N E I K K E I O
5. G R P S E E O U 13. S D N F F U I O I
6. T M V P R I I I E 14. R F T Y I N E I O R I L
7. L P S Y C C H O S O I A 15. N C S L C D O E E E A
8. M S S S C P T E I I I
 ANSWER KEY:

1. DEVELOPMENT 14. INFERIORITY

2. SIGMUND FREUD 15. ADOLESCENCE
3. UNCONSCIOUSLY
4. PSYCHOANALYSIS
5. SUPEREGO
6. PRIMITIVE
7. PSYCHOSOCIAL
8. PESSIMISTIC
9. INITIATIVE
10.DEPRIVATION
11. CONSISTENCY
12.ERIK ERIKSON
13.DIFFUSION
Human Development vs.
Personal Development
Subject: Personal Development
Prepared: Anarose G. Ebbah
Schedule: Wednesday 5:00-7:00PM
Thursday 5:00-6:00PM
Friday 6:00-7:00PM
(Asynchronous)
Developmental scientist identified the three aspects of human
development:

1. Physical Development – Which covers the growth of the body

and the brain, motor and sensory skills and even physical health.
2. Cognitive Development – which covers our capacity to learn,
to speak, to understand, to reason, and to create;
3. Psychosocial Development – which includes our social
interactions with other people, our emotions, attitudes, self-
identity, personality, beliefs and values.
Is it Personality Development or Personal Development?
Abraham Maslow

Carl Rogers
Deficiency Needs Vs. Growth Needs
Maslow’s theory differs from more purely physiological
representations of human motivation because motivation is
seen as being not just concerned with tension reduction and
survival but also with human growth and development.

Maslow (1954) proposed that human beings possess two sets of

needs. This five-stage model can be divided into deficiency needs
and growth needs. The first four levels are often referred to as
deficiency needs ( D-needs ), and the top level is known as growth
or being needs (B-needs ).
Carl Rogers Humanistic Theory And Contribution To Psychology

Major humanistic psychologists such as

Carl Rogers and Abraham Maslow believed
that human beings were born with the
desire to grow, create and to love, and had
the power to direct their own lives.

Carl Rogers (1902-1987) was a humanistic

psychologist best known for his views on
the therapeutic relationship and his
theories of personality and self-
actualization
Rogers (1959) believed that for a person to “grow”, they need an
environment that provides them with genuineness (openness
and self-disclosure), acceptance (being seen with unconditional
positive regard), and empathy (being listened to and
understood).

Without these qualities, relationships and healthy personalities will not

develop as they should, much like a tree will not grow without sunlight
and water.

Rogers believed that every person could achieve their goals, wishes,
and desires in life. When, or rather if they did so, self-actualization
took place.
What is Humanism?
Humanistic psychology is a perspective that
emphasizes looking at the whole person and
the uniqueness of each individual. Humanistic
psychology begins with the existential
assumptions that people have free will and are
motivated to achieve their potential and self-
actualize.
Which is which?
Oral/written quiz
Note: For activity #2.
 Activity #3.
Feel ko! Gets ko!
Describe the picture in 1 word and express your thoughts on your chosen word.
Stages of Human
Development
Subject: Personal Development
Prepared: Anarose G. Ebbah
Schedule: Wednesday 5:00-7:00PM
Friday 6:00-7:00PM
(Asynchronous)
 Sigmund Freud

• (6 May 1856 – 23 September 1939)

was an Austrian neurologist and the
founder of psychoanalysis, a
clinical method for treating
psychopathology through dialogue
between a patient and a
psychoanalyst.
 Freud’s Personality Theory
 Id – is concerned with gratification of basic
physical needs and urges. It operates entirely
unconsciously (outside of conscious thought).
 Superego – is concerned with rules and morals –
similar to what many people call their
“conscience” or their “moral compass.”
 Ego – is the rational, pragmatic part of our
personality. It is less primitive than the id
and is partly conscious and partly
unconscious. It’s what Freud considered to
be the “self,” and its job is to balance the
demands of the id and superego in the
practical context of reality.
Freud's Elements of Personality
The Unconscious
Mind
Topographical Model
The unconscious mind is a
reservoir of feelings, thoughts,
urges, and memories that are
outside of our conscious
awareness. The unconscious
contains contents that are
unacceptable or unpleasant,
such as feelings of pain,
anxiety, or conflict.
Psychosexual
Stages of
Development
Oral Stage (0 – 1year old)
Erogenous zone: Mouth
Infant achieves receives gratification through oral activities such as feeding,
thumb sucking, biting, chewing, and babbling.

Trait Outcomes:
 Oral Receptive (overeating, smoking, and drinking alcohol)
 Oral Aggressive (nail –biting, gossiping, and cursing)

Result:
These persons may become too dependent on others, easily fooled, and lack of
leadership traits. On the other hand, they may also fight these tendencies and become
pessimistic and aggressive in relating with people.
Anal Stage (1 – 3 years old)
Erogenous zone: Anus
The child learns to respond to some of the demands of
society (such as bowel and bladder control).

Trait Outcomes:
 Anal retentive ( an obsession with cleanliness,
perfection, and control)
 Anal expulsive (In adulthood, that person would want to
share or give things away. Moreover, the child may
become messy, disorganized, and rebellious)
Phallic Stage (3 – 6 years old)

Erogenous zone: Genitals

The child learns to realize the differences between
females and males and becomes aware of sexuality.

Trait Outcomes:
A fixation at this stage could result in sexual
deviancies(both overindulging and avoidance) and weak
or confused sexual identity according to psychoanalysis.

Conflicts:
 Oedipus Complex (for boys)
 Electra Complex (for girls)
Latency Stage (7 years old - puberty)

Erogenous zone: Resolving fixations or conflicts in

previous stages; developing academic and social
skills, physical abilities, and talents.
Trait Outcomes:
The children develop closeness with parents its
conflicts are resolved, and builds social ties. Sexual
urges are inhibited.
Genital Stage (Puberty - Death)
Erogenous zone: Sex role identity
formation
Trait Outcomes:
In earlier stages, adolescents focus
their sexual urges towards the opposite
sex peers, with the pleasure centered
on the genitals (sexual interest is
awakened).
 “ The only person
with whom you have
to compare yourself
is you in the past.”
~ Sigmund Freud
 Erik Erikson
• (15 June 1902 – 12 May 1994) was a
German-American developmental psychologist and
psychoanalyst known for his
theory on psychological development of human
beings. He may be most famous for coining the
phrase identity crisis. His son, Kai T. Erikson, is a
noted American sociologist.

• Despite lacking a bachelor's degree, Erikson served

as a professor at prominent institutions, including
Harvard, University of California, Berkeley, and
Yale.
Psychosocial
Theory of
Development
 Trust vs. Mistrust ( 0 – 1 year)
Issues :
 Will I get support for what I need?
 Can I trust the world?

Social Conditions:
 Provision of basic needs; support.
 Deprivation, lack of support, inconsistency.

Outcomes:
 Becomes hopeful or optimistic
 Becomes fearful
 Autonomy vs. Shame and Doubt (2 – 3 years old)

Issues :
 Can I really do things on my own?
 Should I depend on others?

Social Conditions:
 Support; patience
 Lack of confidence/support; overprotection

Outcomes:
 Develop self-confidence; sense of security
 Feels inadequate; becomes dependent.
 Initiative vs. Guilt (3 – 5 years old)
Issues :
 Can I be independent?
 Am I good?
 Am I bad?

Social Conditions:
 Opportunity; encouragement
 Lack of opportunity; negative feelings

Outcomes:
 Develop sense of purpose.
 Feels guilty.
 Industry vs. Inferiority (6 – 11 years old)
Issues :
 Do I have the skills to adjust?
 Am I already competent?
 Am I worthy or not?

Social Conditions:
 Good education/training; good models.
 Lack of training / direction/support.

Outcomes:
 Becomes industrious; develops self-confidence.
 Develops sense of inferiority.
 Identify vs. Identity Diffusion (12 – 18 years
old) - Adolescence
Issues :
 Who am I?
 What are my beliefs? Values? Feelings?

Social Conditions:
 Clear sex models; good sense of stability;
positive feedback.
 Confusing purpose; vague expectations; unclear
feedback.

Outcomes:
 Develops identity
 Identity crisis; role confusion.
 Intimacy vs. Isolation (19 – 40 years old) –
Early Adulthood
Issues :
 Should I get into relationship?
 Or should I stay single?

Social Conditions:
 Understanding, trust, acceptance.
 Loneliness; exclusion.

Outcomes:
 Is able to love and commit.
 Loneliness; depression.
 Generativity vs. Stagnation (40 – 65 years old) –
Middle Adulthood
Issues :
 What is my contribution in this world?
 Will I produce something valuable or relevant?

Social Conditions:
 Productivity; purposefulness.
 Lack of opportunity; enrichment.

Outcomes:
 Feels productive.
 Feeling unproductive; stagnant.
 Integrity vs. Despair (65 year-up) – Late Adulthood

Issues :
 Have I lived a full life?
 Am I contented what I have achieved in life?

Social Conditions:
 Sense of closure; clear attainment of direction.
 Lack of completeness; dissatisfaction.

Outcomes:
 Feels complete; have sense of achievement.
 Feels dissatisfied with life; in despair.
 “The more you
know yourself, the
more patience you
have for what you
see in others.”
~ Eric Erikson
To be continued:

Thank You!