DEFINING PERSONAL DEVELOPMENT -In this regard, it centers more on

AND UNDERSTANDING THE NATURE physical improvement and acquiring

OF THE SELF good image in the society.

PERSONAL DEVELOPMENT
-is a term that you need to fully
understand to begin your journey into
understanding yourself better.
-It is distinct from other concepts
that some people interchange it with
such as human development and
personality development.
-process person reflects upon
themselves to reach their full potential
as a human being.
- exploration of capacity, potential,
THE RELATIONSHIP OF PSYCHOLOGY
enrichment of inner self, definition of
AND PERSONAL DEVELOPMENT
identity and connection with identity.
PSYCHOLOGY
HUMAN DEVELOPMENT
-the scientific study of cognitive
-covers the whole lifespan of the
processes and human behavior serves
individual’s physical, cognitive, and
as a foundation of personal
psychosocial development.
development.
-It is influenced by heredity,
environment, and maturation.
HUMANISTIC PSYCHOLOGY
-describes the changes that we
-which deals with personal growth and
encounter in each life stage that we go
achievement of one’s full potential.
through such as developing from
being a baby to being a child to being
POSITIVE PSYCHOLOGY
an adult. The image below illustrates
-that pertains to individual’s belief that
the concept of human development.
leading a meaningful and fulfilling life,
cultivating the best within oneself, and
PERSONALITY DEVELOPMENT
enhancing one’s experiences of love,
-includes: image enhancement,
work, and play, gave birth to the
fashion and clothing, body contouring,
contemporary understanding of
modeling and beauty pageants, proper
personal development.
etiquette, and better communication
skills to bring about noticeable
transformation and improvement in
one’s personality.
DEFINING THE SELF mechanisms, and chemistry. A person
will view oneself based on his/her
SELF physical traits.
- is the being and essence of a person
which is a source of a person’s PSYCHOLOGICAL DIMENSION
consciousness. It is the agent -contains the concept of stress,
responsible for an individual’s cognition, behavior, attitude, emotion,
thoughts and actions. and ultimately, personality. It refers to
the individual as a set of
PERSONALITY characteristics, behaviors, attitudes,
-is the relatively enduring pattern of cognition, and emotions.
one’s characteristics that comprises
one’s values, beliefs, emotions, traits, SPIRITUAL DIMENSION
which makes a person unique from -allows us to view ourselves on a
others. It is formed through nature spiritual level, as spiritual beings. It is
and nurture. relevant to the perceived existence of
God, or a superior being.

SELF-CONCEPT
-refers to our cognition about
ourselves, what we THINK and know
about our identity, personality, and
individuality.
-has three essential components:
A.physical characteristics - are used
to describe how you look in either a
positive or negative way.
Nature factors -are hereditary. These
B.personality traits - are the stable
are traits or behaviors that are passed
characteristics that determine your
down from one generation to another.
behavior.
C.social identity - would refer to the
Nurture factors - are provided by the
social group where you belong.
environment that we live in. These are
the circumstances or situations that
SELF-ESTEEM
regulates, maintains, or modifies our
-It focuses on your attitude towards
innate traits or behaviors.
yourself rather than on your thoughts
about yourself.
DIMENSIONS OF THE SELF
-emotionally inclined
-how you FEEL about yourself
PHYSICAL DIMENSION
- revolves around the physical body; its
functions,
ATTITUDES AND ITS COMPONENTS: OPERANT CONDITIONING
AFFECT, BEHAVIOR, COGNITION -attitudes can be formed though
observed outcomes and experienced
ATTITUDE consequences.
-A key factor in personality
development. MODELLING
-is a prominent factor in personality. -attitude is developed through
-It is the settled way of thinking and imitation.
feeling about someone or something,
typically reflecting in a person’s HOLISTIC PERSONAL DEVELOPMENT:
behavior. SCOPE AND THEORETICAL
-manifests itself as behavior, a CONCEPTS
representative of personality.
HOLISTIC DEVELOPMENT
COMPONENTS OF ATTITUDES: -involves the complete aspect of a
person or his totality
COGNITIVE -It is composed of your mental,
-Made up of knowledge and specific physical, social, emotional, and spiritual
beliefs. development.

AFFECTIVE PHYSIOLOGICAL DEVELOPMENT

-Made up of emotional responses. -This includes your five senses and
other physical characteristics
BEHAVIORAL including the changes in the body and
-Manner in which an attitude the development of skills related to
influences the observable action or mobility or movement.
behavior. -Does not stop. They happen even
before you are born and only end in
It is a matter of self-monitor and death.
self-assertion. are formed through the
following factors: COGNITIVE AND MORAL
DEVELOPMENT
SOCIAL FACTORS: ROLES AND -cognitive component refers to the
NORMS mental processes or the intellectual
-attitudes are based on the upbringing functioning of the mind. The ability to
and orientation that we experienced think, recall, recognize, analyze, reason,
synthesize, evaluate, and assess are
LEARNING under the domain of this component.
-attitudes come from our personal -Moral reasoning which involves
encounters and insight from understanding values such as honesty
experiences. and respect, and acquiring concepts
such as right and wrong and THEORIES OF HOLISTIC
responsibilities for the consequences DEVELOPMENT
of one’s actions also falls under
cognitive development. PHYSIOLOGICAL
-During preadolescence, or puberty
SOCIAL DEVELOPMENT stage, you experience various bodily
-described as your inherent or innate changes.
capability and need to reach out and
form relationships with other people.
-This is born out of the basic need to
belong. We are considered a social
being. We CANNOT LIVE IN
ISOLATION.

PSYCHOLOGICAL DEVELOPMENT
-focuses on the interplay of thoughts,
feelings, and behaviors.
-also the growth and development of a
person’s cognitive, emotional, and
social skills.

SPIRITUAL DEVELOPMENT
-includes the attribute of your
consciousness and beliefs, including COGNITIVE DEVELOPMENT: PIAGET’S
the values and virtues that guide and THEORY
put meaning into your life. -Jean Piaget, a Swiss psychologist
explained cognitive development. In
THOUGHTS his theory, he explained how we
-ideas that come from thinking. That is, understand the world by exploring the
they are mentally produced and process of thinking, reasoning,
possessed. remembering, and problem-solving.

FEELINGS
-mental reactions and are associated
to emotions. They are subjective
because they are influenced by
personal beliefs, experiences, and
memories. Feelings direct our actions
or behaviors.

BEHAVIORS - are the primary output

of your attitude.
*Adolescents are in formal operational PSYCHOSOCIAL DEVELOPMENT
stage. Hence, they have the ability to (SOCIAL, EMOTIONAL,
reason out and form their own PSYCHOLOGICAL)
speculations or assumptions based on
their perceptions. The following are the common
experiences of adolescents in their
ADOLESCENT EGOCENTRISM psychosocial aspect:
-is the heightened self-consciousness
of adolescents. • Struggle with sense of identity
-has two components: • Feel awkward about one’s self and
A.Imaginary Audience one’s body; worry about being
-adolescents’ belief that others are as normal
interested in them as they themselves • Realize that parents are not perfect;
are, as well as attention- getting increased conflict with parents
behavior—attempts to be noticed, • Increased influence of peer group
visible, and “on stage.” • Desire for independence
B.Personal Fable • Driven to make friends and greater
-part of adolescent egocentrism reliance on them, popularity can be
involving a sense of uniqueness and an important issue
invincibility (or invulnerability). • Tendency to return to “childish”
behavior, particularly when stressed
MORAL DEVELOPMENT: KOHLBERG’S • Moodiness
THEORY • Rule- and limit-testing
• Greater interest in privacy
MORALITY • Intense self-involvement, changing
-According to Kohlberg, is the between high expectations and
individual’s capacity to know what is poor self-concept
right from what is wrong and apply • Continued adjustment to changing
this in personal and social situation. body, worries about being normal
• Feelings of love and passion
LEVELS OF MORALITY:
SPIRITUAL DEVELOPMENT

VALUES - the judgement that

people make about issues,
people, or things.
- Shaped by their
upbringing and life experiences.

VIRTUES - the quality that

echoes or reflects the values.
SPIRITUALITY 3. The adolescent must adjust to
- Carandag et al. discussed spirituality increased cognitive demands at
as perceived in two different cultures. school - Adults see high school in part
It is said that there is a difference as a place where adolescents prepare
between spirituality as seen in the local for adult roles and responsibilities and
perspective and Western context. in part as preparatory for further
education.
SPIRITUAL ACTIVITY 4.The adolescent must develop
-Csikszentmihalyi (1994) defined expanded verbal skills. - they must
spiritual activity as something that develop new verbal skills to
aims to produce harmony among accommodate more complex
conflicting desires. concepts and tasks. Their limited
language of childhood is no longer
DEVELOPMENTAL TASK OF AN adequate.
ADOLESCENTS 5.The adolescent must develop a
personal sense of identity - During
*In 1904, G. Stanley Hall proposed the adolescence, a young person begins to
“storm-and-stress” view that recognize her or his uniqueness and
adolescence is a turbulent time separation from parents.
charged with conflict and mood 6.The adolescent must establish adult
swings. vocational goals - "What do you plan
to be when you grow up?" Adolescents
*Developmental tasks are those that must identify, at least at a preliminary
you need to do in each developmental level what are their adult vocational
stage that will help you adjust with the goals and how they intend to achieve
changes and demands in life. those goals.
7.The adolescent must establish
The following are the developmental emotional and psychological
tasks of adolescents according independence from his or her parents-
to Havighurst: to be an adult implies a sense of
independence, of autonomy, of being
1.The adolescent must adjust to a new one's own person. Adolescents may
physical sense of self - an individual vacillate between their desire for
undergo such rapid and profound dependence and their need to be
physical changes as during early independent.
adolescence. 8.The adolescent must develop stable
2.The adolescent must adjust to new and productive peer relationships -
intellectual abilities. - adolescents The degree to which an adolescent is
experience a sudden increase in their able to make friends and have an
ability to think about their world. accepting peer group is a major
indicator of how well the adolescent
will successfully adjust in other areas of the four statues of identity
social and psychological development. development:
9.The adolescent must learn to
manage her or his sexuality - IDENTITY DIFFUSION
adolescents need to incorporate into -the status in which the adolescent
their personal identity, a set of does not have a sense of having
attitudes about what it means to be choices; he or she has not yet made
male or female. (nor is attempting/willing to make) a
10.The adolescent must adopt a commitment.
personal value system - as teens
develop increasingly complex IDENTITY FORECLOSURE
knowledge systems, they also adopt an -the status in which the adolescent
integrated set of values and morals. seems willing to commit to some
11.The adolescent must develop relevant roles, values, or goals for the
increased impulse control and future.
behavioral maturity - In their shift to
adulthood, most young people engage IDENTITY MORATORIUM
in one or more behaviors that place -is the status in which the adolescent is
them at physical, social, or educational currently in a crisis, exploring various
risk. commitments, and is ready to make
choices, but has not made a
PSYCHOSOCIAL ASPECT: IDENTITY commitment to these choices yet.
VS. ROLE CONFUSION
IDENTITY ACHIEVEMENT
PSYCHOSOCIAL MORATORIUM -the status in which adolescent has
- the gap between childhood security gone through an identity crisis and has
and adult autonomy. This aids the made a commitment to a sense of
search for an identity during identity (i.e. certain role or value) that
adolescence. he or she has chosen. Sense of self is
already stable so the adolescent is
CRISIS (EXPLORATION) already directed.
-is the period of identity development
during which the individual is CHALLENGES AND ISSUES OF
exploring alternatives. ADOLESCENTS

COMMITMENT PHYSICAL APPEARANCE AND BODY

-means that there is already a personal IMAGE - Physical changes happen due
investment in identity; thus, a choice to changes in your hormone levels.
have been made. This starts in puberty until early
adolescence. Adjustment to these
James Marcia, an American changes are perplexing at first. The
Developmental Psychologist identified literal physical transformation from
being a child to being an adult results A key to better management of school
to new emotions, sensations, and work is time management and setting
perceptive abilities that makes you feel realistic goals
conscious and socially awkward.
PSYCHOLOGICAL CHALLENGES -
IDENTITY DEVELOPMENT Research has revealed that around
-With your growing independence 50% of mental health disorders that
comes the whole challenge of learning adults have, begin at the age of 14. In
who you are and what role you will play fact, one-third of adolescent deaths are
in the world regarding friends, family, suicides triggered by depression. To
jobs, etc. prevent such occurrences, you should
have a strong social support. This
GENDER IDENTITY - refers to how you includes maintaining good
perceive yourself as being a male or relationship with your parents and
a female. Thus, this is very personal. being in a company of good friends
You need to discover your gender who are also true to you.
identity. Self-betrayal is a silent chain
that can weigh you down. EXISTENCE OF CYBERSPACE - The
advent of social media has changed
SOCIAL COGNITION: PERSONAL the way we interact with each
FABLE AND IMAGINARY AUDIENCE other. It has affected teenage lifestyles
-Imaginary Audience is the feeling the most. You may seem to spend
that others are watching and hours on phone, texting, talking or
criticizing your every move. This would simply playing, and browsing social
amplify certain moods which can media accounts. Adolescents who are
explain the moodiness of some glued to the internet tend to have
teenagers. Meanwhile, personal fable fewer friends and a less active social
is an adolescent’s belief that he/she is life.
highly special compared to others.
IMPULSIVITY AND RISK-TAKING OR
ACADEMIC CHALLENGES - Pressure to THRILL SEEKING BEHAVIOR -
perform academically and obtain Overwhelming emotions can lead to
college admission can be stressful and impulsive behavior, which can be
make you moody. Juggling school harmful to you as well as others. This
work, extra-curricular activities, chores can give rise to questioning your
at home, family issues, and peer parents’ rules (seen as argumentative)
pressure can be tiring. Distractions at and standing up for what you believe
school can result in poor academic is right (seen as stubbornness). Lying is
performance, which will add to the one of the common teen behavioral
pressure. issues.
SEXUAL BEHAVIOR - Attraction to the
opposite sex begins during puberty.
Adolescence is the time when your
sexual or reproductive organs start
developing. You need time to
understand and get comfortable with
your sexuality. You may start
experiencing “weird” feelings.

ANTISOCIAL AND DELINQUENT

BEHAVIOR - Antisocial behaviors are
delinquent and guiltless acts. It
includes infliction of harm to others,
physically or psychologically. It also
involves avid manipulation. This type of According to Plutchik there are 8 basic
behavior emerged from faulty emotions: anger, anticipation, joy, trust,
household. If there is a parent who fear, surprise, sadness and disgust.
displays violence and aggression and
abuses a child. ANGER - the feeling of being mad,
irate, or annoyed. A stronger version is
UNDERSTANDING EMOTIONS AND rage or fury.
DEVELOPING EMOTIONAL
INTELLIGENCE ANTICIPATION - constitutes looking
forward to something good or positive
EMOTION - a subjective state of being that, one believes, will happen.
that we often describe as our feelings.
JOY - the feeling of happiness.
FEELINGS - are subjective or personal
in nature. This means that despite the TRUST - means confidence and belief;
fact that emotions are universal, its admiration is the stronger form;
intensity varies from one person to acceptance is a weaker kind.
another.
FEAR - Fear is the feeling of being
MOOD - refers to a prolonged, less scared, frightened, or anxious.
intense, affective state that does not
occur in response to something we SURPRISE - what we feel when
experience. something we do not expect happens.

SADNESS - the feeling of being

unhappy, gloomy, or lonely.
DISGUST - is what we feel when experiencing (facial expressions, hand
something is wrong, erroneous, or gestures, body movements).
dirty.
FACIAL EXPRESSIONS -
EMOTIONS AND ITS COMPONENTS communicates our emotions but it can
be misleading. This is due to our
BIOLOGICAL COMPONENT: regulation of our emotions.
PHYSIOLOGICAL AROUSAL
COGNITIVE COMPONENT: LABELLING
AROUSAL - the heightened activity OF EXPERIENCES
in both our minds and body that
makes us more alert. It involves the LAZARUS THEORY/APPRAISAL
activation of the reticular activation THEORY - when physiological
system, brain stem, and autonomic arousal is absent, a person decides
nervous system (sympathetic nervous what he or she feels after interpreting
system). or explaining to himself what had
happened. There are two kinds of
Physiological Arousal is explained by appraisal: primary appraisal, where we
several theories of emotions. consider how a situation benefits us;
They are as follows: and secondary appraisal, where we
consider how we will be able to cope
CANNON-BARD THEORY - states that with the situation.
the experience of emotion happens at
the same time that physiological EMOTIONAL INTELLIGENCE: EQ VS.
arousal happens. IQ

JAMES-LANGE THEORY - Emotions

are our interpretation of the
accompanying physiological reactions.

SCHACHTER-SINGER (TWO FACTOR)

THEORY - experience of emotions
depends on two factors: physiological
arousal and the interpretation of that
arousal, are our interpretation of the
accompanying physiological reactions.

BEHAVIORAL COMPONENT:
EMOTIONAL EXPRESSION - This is the EMOTIONAL INTELLIGENCE
communicative function of how we -(otherwise known as emotional
express what we are quotient or EQ) is the ability to
understand, use, and manage your COPING WITH STRESS
own emotions in positive ways to
relieve stress, communicate effectively, STRESS - natural reaction to anything
empathize with others, overcome that can disturb well-being, state of
challenges and defuse conflict. calm, or balance.
-Cotrus, et. al., (2012), in their
comparative study about IQ and EQ on STRESS AS A STIMULUS - stress is
the success or failure or students , they caused by situations that may be life
reported that eighty percent (80%) of threatening or life-changing.
success in life or work is attributed to Associated with demands and
EQ, while the remaining twenty resources.
percent (20%) comes from intellect.

FIVE COMPONENTS OF EMOTIONAL

INTELLIGENCE

SELF-AWARENESS - This is the ability

to recognize and understand your own
emotions, positive, or negative.

SELF-REGULATION - emotional
intelligence requires you to be able to
regulate and manage your emotions. is
all about expressing your emotions DEMANDS - are the responsibilities,
appropriately. pressures, obligations, and
uncertainties that we face.
MOTIVATION - they have a passion to
fulfill their own inner needs and goals. RESOURCES - the things within our
They seek internal rewards, experience control that we can use to resolve the
flow from being totally in tune with an demands.
activity, and pursue peak experiences.
STRESSORS - life events or situations
EMPATHY - This is the ability to that cause stress. It can be categorized
understand how others are feeling. into challenge stressors and hindrance
allows you to understand the power stressors.
dynamics that often influence social
relationships, especially in workplace CHALLENGE STRESSORS - associated
settings. with workload, pressure to complete
tasks, and time urgency.
SOCIAL SKILLS- Being able to interact
well with others is another important.
HINDRANCE STRESSORS - are those
that keep you from reaching your
goals.

TYPES OF STRESSORS

PHYSICAL STRESSORS - pollution,

congested place or high level of
noise, fatigue, pain, shock, trauma, and
other physiological conditions in our
body.

MENTAL STRESSORS - academic

overload, reviewing for exams,
cramming for deadlines or situations
STRESS AS RELATIONAL
that call for sustained mental efforts.
-A little amount of stress enables us to
adapt and function. But, too much
SOCIAL, EMOTIONAL, AND
stress has a negative effect on one’s
PSYCHOLOGICAL STRESSORS -
health.
involve relating with other people.

STRAIN - intolerable reaction to stress

ECONOMIC STRESSORS -
that leads to negative physical and
socio-economic condition such as
psychological consequences.
limited financial resources

KINDS OF STRESS
SPIRITUAL STRESSORS - involves loss
of joy and peace or disturbance of
ACUTE STRESS - This is the most
tranquility.
common and most recognizable kind
of stress. only short-term for it is your
STRESS AS A RESPONSE
body’s immediate response to the
demands and pressures of the recent
STRESS REACTIVITY - bodily response
past and the near future.
to stress that may include: elevated
blood pressure, increased heart rate,
EPISODIC ACUTE STRESS - those who
muscle tension, and perspiration. It
experience acute stress very
involves the interaction between
frequently. These people are usually
hormones, glands, and the nervous
impatient, always in a hurry, have very
system where the adrenal gland drives
short tempers, and display high
the production of cortisol or stress
irritability and anxiety.
hormones.
CHRONIC STRESS - This kind of stress hypothalamus enables the release of
is the most damaging of all for it is the hormones called glucocorticoids.
stress that consumes you over a very
long time unless you seek professional RESISTANCE - the body tries to
help right away. destroys your health counteract the physiological changes
and well-being and is manifested later that happened during the alarm
on as physical illnesses or diseases that reaction stage.
can cause death.
EXHAUSTION STAGE - the body has
EUSTRESS - This is the type of depleted its energy resources by
"positive" stress that keeps us vital and continually trying but failing to recover
excited about life because it can be from the initial alarm reaction stage.
beneficial and is actually necessary for
our overall well being.

STRESS FACTORS

PHYSIOLOGICAL FACTORS - stress COMMON SIGNS AND SYMPTOMS OF

can be best explain using the General STRESS
Adaptation Syndrome (GAS). created
by Hans Selye, an Austrian-Canadian
endocrinologist. He used this term
used to describe the body's short-term
and long- term reactions to stress. It
represents a three-stage reaction to
stress.

SOURCE OF ADOLESCENT’S STRESS

SOCIAL PRESSURES - process of

finding yourself and forming your
ALARM REACTION STAGE - At the identity, encounter a lot of stress in
alarm reaction stage, a distress your struggle to conform to pressure
signal is sent to a part of the brain your peers. Competition and
called the hypothalamus. The comparison with peers occur as
you try to belong, stand out and be when a person has no capacity to deal
well-liked all at the same time. with the source of the problem.

FAMILY RELATIONSHIPS - Changes in PROBLEM-FOCUSED - deals with the

family dynamics cause you stress. stressors directly in practical ways. It
struggling between being takes control of the situation by
independent while maintaining a removing the source of stress or
healthy relationship with your parents reducing the effect of stressors.
and siblings, which can cause
emotional stress.

ACADEMIC PRESSURE - Stress may

also come from the pressure to
succeed in school. This success not
only means regarding grades but also
translates to being a well-rounded
student who excels in other things
aside from grades.

SELF-DOUBT - where you begin to

wonder if you can have it all. There is
the fear that you don’t have what it
takes to be the best student or
son/daughter or friend.

MANAGING STRESS

COPING - cognitive or behavioral

response to stress aimed at managing
or reducing stress.

COPING STRATEGIES - ways by which

we handle stress; which are dependent
on one’s characteristics, the situation,
and type of stressors present.

TWO-COPING RESPONSES:

EMOTION-FOCUSED - coping
response involves shame and
embarrassment, fear and anxiety,
excitement and depression. It is used