MODULE 1: KNOWING AND PERSONAL EFFECTIVENESS

UNDERSTANDING ONESELF DURING

the making use of all personal resources:
MIDDLE AND LATE ADOLESCENCE
a.) talents c.) energy
IDEAL SELF b.) skills d.) time
 the self that you aspire to be to enable you to achieve life goals
 conception of perception
 wants to be Keys to improve your personal performance:
 influence by: idols, fictional stories, series,
1. Being self-aware
peers, parents, social expectations,
a. Awareness
experiences and learnings

ACTUAL SELF 2. Making the most of your strengths

b. explore
 the one that you actually see c. making the most of yourself
 based on reality
 involves traits and characteristics 3. Learning new skills and techniques
 self-image - reality a. find a mentor
b. take risk
c. study hard
SELF CONCEPT

 refers to your awareness to yourself 4. Behavioral flexibility

 the construct that negotiates these two a. changing action depending on the
selves environment
 based on own perspective of a person
Our personal effectiveness depends on our innate
 how a person see himself characteristics - talents and experiences
 accumulated in the process of personal
 has 2 categories: development.
ideal self & actual self
EXPERIENCE

SELF KNOWLEDGE  includes knowledge and skills that we

acquire in the process of cognitive and
 derived from social interactions that provide practical activities.
insight into how others react to you.
KNOWLEDGE
There is negotiation that exists between the two
selves which is complex because there are  is required for setting goals, defining an
numerous exchanges between the ideal and actual action plan to achieve them and risk
self. These exchanges are exemplified in social assessment.
roles that are adjusted and re-adjusted, and are  ideas and information
derived from outcomes of social interactions from
infant to adult development SKILLS

 also determine whether real actions are

performed in accordance with the plan. If the
same ability is used many times in the same
situation, then it becomes a habit that runs
automatically, subconsciously.
 Some skills that will greatly increase the efficiency of PROBLEM-SOLVING SKILLS
any person who owns them:
 They help cope with the problems encountered
1. Determination with a lack of experience.
2. Self-confidence  It increases efficiency by adopting new ways of
3. Persistence achieving goals when obtaining a new
4. Managing Stress experience.
5. Problem-solving skills
6. Creativity CREATIVITY
7. Generating Ideas
 It allows you to find extraordinary ways to
carry out a specific action that no one has tried
DETERMINATION to use.
 It can lead to a decrease or an increase of costs,
 It allows you to focus only on achieving a specific but usually the speed of action is greatly
goal without being distracted by less increased when using creative tools.
important things or spontaneous desires.
 It may be developed with the help of self-
discipline exercise. GENERATING IDEAS

 It helps you achieve goals using new,

original, unconventional ideas.
SELF-CONFIDENCE
 You can use a method of mental maps, which
 It appears in the process of personal allows you to materialize, visualize, and
development, as a result of getting aware of scrutinize all your ideas, which in turn
yourself, your actions and their consequences. contributes to the emergence of new ideas.
 trusting yourself
 It is manifested in speech, appearance, dressing, 3 KINDS OF PEOPLE IN THIS WORLD
gait, and physical condition. To develop it, you
MOVIEGOER
need to learn yourself and your capabilities,
gain positive attitude and believe that by  watches the movie of their lives
performing right actions and achieving right goals  admire some part and criticize
you will certainly reach success  do nothing else “ i like this thing, i don’t like
this thing”
 most pathetic, miserable people
PERSISTENCE
ACTOR
 keep moving forward regardless of emerging
obstacles.  does not only watch
 can also be developed with the help of self-  realizes she’s an actor & control a big part in
discipline exercise. her life
 can make / break the movie
 delivers line and portrays character
MANAGING STRESS  happy bunch, starts the show with some level
 It helps combat stress that arises in daily life of control
from the environment and other people.  wishes the movie would end in other way
 STRESS arises from the uncertainty in an SCRIPTWRITER
unknown situation when a lack of information
creates the risk of negative consequences of  creates the entire movie from her mind
your actions.  determine what she will do / roles
 It increases efficiency in the actively changing  enormous control – gets the ending that she
environment want - beautiful ending
THE PURPOSE OF JOURNAL WRITING IS TO HELP EMOTIONAL SELF
THE SCRIPTWRITER OF YOUR LIFE
 typical feelings you have,
4 PRACTICAL REASONS TO MAINTAIN A JOURNAL  feelings you seldom have,
feelings you try to avoid,
COST-EFFICIENT AND AVAILABLE
 feelings you especially enjoy,
 writing is the most inexpensive  feelings from your past and present, and
 notebook and pen are easy to find feelings which are associated with each
other
PREVENTIVE AND PROACTIVE

 yields self-awareness SENSUAL SELF

 discover strengths and limitations
 knowing reactions in diff. situations  what sense do you use the most - sight,
hearing, speaking, smelling, touching?
 how do you feel about the different ways you
CREATIVE AND PRODUCTIVE take in information - through the eyes, ears,
 expounds imagination mouth, nose, pores, and skin.
 view point – better solutions  in what ways do you let information in and
out of your body?

PERSONAL AND PRIVATE

 self-love INTERACTIONAL SELF

 will not be judged by own writing
 include descriptions of your strengths and
weaknesses in intimate relationships and
MODULE 2: DEVELOPING THE WHOLE relationships to friends, family, co-students
and strangers in social settings.
PERSON
 describe the strengths and weaknesses
ASPECTS OF YOUR DEVELOPMENT: which your friends and family have noticed.
 describe what kind of son or daughter,
PHYSICAL SELF brother or sister you are.

 describe yourself.
 try not to censor any thoughts which come to NUTRITIONAL SELF
your mind.
 physical appearance  how do you nourish yourself?
 what foods do you like and dislike?
 what do you like and dislike about these?
INTELLECTUAL SELF

 how well you reason and solve problems CONTEXTUAL SELF

 capacity to learn and create
 your general amount of knowledge  Descriptors could be areas of maintenance
of your living environment: reaction to light,
 specific areas of knowledge
temperature, space, weather, colors, sound
 wisdom you have acquired
and seasons and your impact on the
 insights you have
environment
 SPIRITUAL SELF

 feelings about yourself and organized

religion,
 reactions about your spiritual connections
to others, feelings about
 your spiritual development and history, and
thought about your
 metaphysical self

A REAL WINNER IS THE ONE WHO IS

ABLE TO:
ASPECTS OF THE SELF
 win over his/her battles and difficulties in life and
SELF-CONCEPT
turns them into learning and glorifying experience
conceived as collection of multiple,  find meaning in pleasant and unpleasant events in
context-dependent selves his life
 live in peace with difficult people and difficult
 this construct believes that context activates situations
particular regions of self.  win the goodwill of others, their respect and
 knowledge and self-relevant feedback affects admiration
self-evaluations and affect.  get what he wants using win-win strategies, never
 a deeper look on the different aspects of the self at the expense of others
can identify specific areas for self-regulation,  discover and use opportunities to his best
stability, and improvement. advantage
 develop and use his talents and abilities to the best
advantage and in so doing, make meaningful
PHYSICAL / TANGIBLE ASPECTS contribution in making this world a better place to
live in.
 The body – place to house the spirit
(often experienced as feelings)
MODULE 3: DEVELOPMENTAL STAGES IN
 The mind – (often experienced as thought) MIDDLE AND LATE ADOLESCENCE

INTELLECTUAL / CONSCIOUS ASPECTS

 The mind provides access to creativity and DEVELOPMENTAL STAGES

serenity which are necessary for such processes
as processes as prayer, forgiveness, HUMAN DEVELOPMENT focuses on human
acceptance, and passion. growth and changes across the lifespan,
including physical, cognitive, social , intellectual,
perceptual, personality and emotional growth
EMOTIONAL / INTUITIVE ASPECTS

 Human emotions - most feared aspect of the

self, as individuals are reluctant and unprepared
to manage them.

Negative emotions that are not managed are stored

and repressed. Accessing feelings when they are
needed now becomes difficult, leaving the individual
numb and hopeless.
 T.H.I.N.K. BEFORE YOU SPEAK. HAVE A
MINDFUL SPEECH

LIVING MINDFULLY

 Is like being an artist: you need the right tools

to practice your craft, and you need to
constantly refine your technique to achieve
your creative potential.
 In the same way, using the present moment tools
HAVIGHURST’S DEVELOPMENTAL TASKS will help you to hone a consistent mindfulness
DURING THE LIFE SPAN practice that will in time lead to a more aware,
compassionate, and fulfilling way of life.
 Robert J. Havighurst
 Developmental Task Theory TOOL 1: BREATHE MINDFULLY

he proposed a bio psychosocial model of  Use your breath as an anchor to still your
development, wherein the developmental tasks at mind and bring your focus back to the present
each stage are influenced by the individual’s moment.

o biology (physiological maturation and genetic

makeup),
o psychology (personal values and goals) and TOOL 2: LISTEN DEEPLY
o sociology (specific culture to which the
 Listen with intention; let others fully express
individual belongs)
themselves and focus on understanding how
they think and feel

TOOL 3: CULTIVATE INSIGHT

 See life as it is, allowing each experience to

be an opportunity for learning

TOOL 4: PRACTICE COMPASSION

 Consider the thoughts and feelings of others

and let tenderness, kindness and empathy
be your guides.

TOOL 5: LIMIT REACTIVITY

 Observe rather than be controlled by your

emotions.
 Pause, breathe, and choose a skillful
response based on thoughtful speech and
non-violence under every condition.
TOOL 6: EXPRESS GRATITUDE

 Practice gratitude daily and expand it outward,

appreciating everyone and everything you
encounter.

TOOL 7: NURTURE MUTUAL RESPECT

 Appreciate our common humanity and value

different perspectives as well as your own.

TOOL 8: BUILD INTEGRITY

 Cultivate constructive values and

consistently act from respect, honesty, and
kindness.

TOOL 9: FOSTER LEADERSHIP

 Engage fully in life and in community.

 Share your unique talents and generosity so
that others can also be inspired.

TOOL 10: BE PEACE

 Cultivate your own inner peace, becoming

an agent for compassionate action and social
good.

“Be happy in the moment, that's enough. Each

moment is all we need, not more. ”

- Mother Theresa