PERSONAL DEVELOPMENT

AC STEM ENG 11-D | 2ND SEMESTER | REVIEWER

EXAMPLE : Imagine there’s an exam, and someone sees

Lesson 1 an opportunity to cheat but chooses not to because they
value honesty. That’s showing good character. Another
example is helping a classmate struggling with a lesson,
L1 KNOWING ONESELF even if you won’t get anything in return—this shows
kindness and empathy, traits of good character.
DEFINING THE SELF
●​ Self is the sum total of who a person is; a
person’s central inner force, common to all COMPARISON
human beings and yet unique in each, which is
the deep source of growth. Every individual ASPECT PERSONALITY CHARACTER
possesses a “self” which is the representation
of one’s identity which distinguishes him or NATURE Represents natural Represents moral
growth and inherent guidance and
her from other identities
traits choices

FOCUS Represents how we Represents the

think, feel, and heart and the
behave moral core of
decisions
A1 SELF
STABILITY Represents stability Represents
and consistency growth and
PERSONALITY
over time change
●​ how you act or behave in front of others. It
includes your outward traits, like being shy,
EVALUATION Represents Represents
funny, or outgoing. Personality can change neutrality and judgment based
depending on the situation or mood. Someone balance, no moral on moral or
may be described as outgoing, reserved, judgment ethical values
impulsive, or methodical.
INFLUENCE Represents biology Represents
and natural factors culture, learning,
EXAMPLE : Think of a classmate who always makes
and social
everyone laugh during group activities. That’s part of influences
their personality—they’re funny and outgoing.
Meanwhile, another classmate might prefer sitting
quietly and working alone, showing a shy or introverted
personality. L1 THREE COMPONENTS OF
SELF-CONCEPT
CHARACTER
●​ who you are deep inside, especially your values SELF CONCEPT
and moral compass. It’s about doing what’s ●​ Our personal knowledge of who we are,
right, even when no one is watching. Unlike encompassing all of our thoughts and feelings about
personality, character is more consistent and ourselves physically, personally, and socially.
Self-concept also includes our knowledge of how we
reflects your true self. Someone may be
behave, our capabilities, and our individual
described as trustworthy, kind, disciplined, or
characteristics. Our self-concept develops most
selfish rapidly during early childhood and adolescence, but
self-concept continues to form and change over
time as we learn more about ourselves.

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 PERSONAL DEVELOPMENT
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1.​ ACTUAL SELF we grow old, the number of significant and

●​ Refers to the characteristics that we believe non-significant people in our lives also grows.
we possess; it may include the roles we Everyone contributes in reshaping the
perceive we inhabit, the words we use when we self-concept. Even our ability to accomplish
describe ourselves, and how we believe others something or destroy ourselves comes from
perceive us. Self-image refers to how you see painful remarks or constructive criticism of
yourself in reality. others. In child-rearing, especially the parents,
has a unique and essential role in reinforcing
2.​ IDEAL SELF and shaping the self-concept. As children, we
●​ Refers to how we want to be; an idealized receive direct feedback from them. Their
image that we have developed over time, based constant approval and disapproval set
on what we have learned and experienced. The guidelines for what should be or not, shaping
ideal self could include components of what and inputting the values and characteristics of
our parents have taught us, what we admire in the children and, later, becoming what they
others, what our society promotes, and what are when they grow.
we think is in our best interest. Ideal self
involves your image of the person you want to CULTURAL VALUES/CULTURAL GUIDELINES
be.
3.​ SELF ESTEEM
●​ An individual's subjective evaluation of
their own worth. It is how we value
ourselves, given the negative or positive
feedback we receive. Self-esteem relates to
how much you like and value yourself. Self-concept is also indirectly influenced by cultural
values. In the study of Cultural Psychology, in this age
of technology and social media, we accept our
L1 SEVERAL FACTORS THAT SHAPE
SELF-CONCEPT
differences, especially on how we accept the culture
and beliefs of others. These cultural values
influence how we interpret our behavior.
1.​ Own Observation
●​ During early childhood, we start observing our
L1 FOUR WAYS HOW TO UNDERSTAND
behavior and drawing conclusions about
OURSELVES
ourselves. We are aware of what we do; we
dislike; can and cannot do. Although, when we
are still children, our observations are not 1.​ Looking Glass Self
entirely correct or sometimes subject to ●​ Describes the process wherein individuals base
change and entirely up to us, to retain or to their sense of self on how they believe others
improve. We even compare our observed view them. Using social interaction as a type of
selves from others. In social comparison “mirror”, people use the judgments they
theory, people need to compare themselves receive from others to measure their own
with others in order to gain insight into their worth, values, and behavior. The looking-glass
own behavior. self describes the process wherein
individuals base their sense of self on
2.​ Feedback from Others how they believe others view them.
●​ The amount of criticism, feedback we
sometimes freely give, helps shape the current
2.​ Introspection
self-concept of what we choose to be or not. As

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●​ You can reflect and think about your own

Introspection Reflecting on your Analyzing why you
thoughts, feelings, and own thoughts or failed a quiz and
actions/self-assessment. Refers to an feelings planning to
observation and sometimes, a description of improve.
the contents of one’s own consciousness. It is
self-examination, analyzing yourself, looking Self-Perception Observing your Realizing you
at your own personality and actions and behavior to enjoy helping
considering your own motivations. understand classmates, so you
yourself might like
Example: When you meditate to try to understand teaching.
your feelings.
Self-Compariso Evaluating yourself Feeling motivated
3.​ Social Comparison n by comparing to or discouraged by
others comparing your
●​ Social comparison theory was first proposed in
grades to
1954 by psychologist Leon Festinger and classmates’.
suggested that people have an innate drive to
evaluate themselves, often in comparison to
others. People make all kinds of judgments
about themselves, and one of the key ways that Lesson 2
we do this is through social comparison, or
analyzing the self in relation to others. The
phenomenon where we can compare ourselves L2 DEVELOPING THE WHOLE PERSON
to people who are better than us- “upward
comparisons”-or worse than us-“downward THE WHOLE PERSON
comparisons”
The “process of
4.​ Self Perception self-actualization and
●​ It refers to the way in which people come to learning that combines
understand their own attitudes and beliefs an individual’s mental,
based on their behavior in given situations. physical, social,
People develop attitudes and opinions by emotional, and
observing their own behavior and drawing spiritual/moral growth
conclusions from it. is called “Holistic
Development”. It
refers to human
development that involves all the parts of a person.
CONCEPTT KEY IDEA CLASSROOM Self-actualization is the complete realization of
EXAMPLE one’s potential and the full development of one’s
abilities and appreciation for life. This concept is at the
Looking Glass How you see Thinking you're top of the Maslow hierarchy of needs, so not every
Self yourself based on good at human being reaches it.
others’ views presentations
because
classmates
clapped for you.

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■​ Sexual desires and activities

L2 FIVE ASPECTS OF PERSONAL ●​ Estradiol is an estrogen that strongly associated in
DEVELOPMENT the physical development of girls, such as:
■​ Widening of hips
Holistic development ■​ Breast
●​ refers to the process of nurturing all aspects of
a person to achieve balanced growth and a 2.​ COGNITIVE CHANGES
well-rounded life. It recognizes that humans ●​ Cognitive development refers to a person’s
are multidimensional beings with physical, intellectual abilities as shown in his/her
emotional, intellectual, social, and spiritual thoughts, attitudes, beliefs and values.
needs. This approach is essential in personal Cognitive development means how people
development as it emphasizes the think, explore, and figure things out. It is the
interconnectedness of these aspects, ensuring development of knowledge, skills,
that growth in one area positively impacts the problem-solving, and dispositions, which helps
others. a person to think about and understand the
world around them. It is the emergence of the
1.​ PHYSIOLOGICAL CHANGES ability to think and understand.
●​ Physiological development refers to ●​ Prefrontal Cortex
physical changes in the body as well as the -​ Involved in decision making,
senses and changes in skills related to reasoning and controlling one’s
movement. Physiological changes involves the emotions.
development of: ●​ Amygdala
●​ Primary Sex Characteristics -​ the seat of your emotions.
Changes to the sexual organs
●​ Secondary Sex Characteristics L2 STAGE THEORY OF INTELLECTUAL
Physical changes that mark adult DEVELOPMENT BY JEAN PIAGET
maturation.
Androgen and Estrogen ●​ Sensorimotor
●​ Hormones or chemical substances produced by ○​ Birth - 2 years old
endocrine glands that actively affect physical growth ○​ Understands world through senses and
and development. actions
●​ A primary sex hormone responsible for the ●​ Preoperational
development and regulation of the female and male ○​ 2 years old - 7 years old
reproductive system. ○​ Understands world through language and
●​ Both are present in males and females; however, mental images
each one of them functions more strongly in one sex ●​ Concrete Operational
than the other. ○​ 7 years old - 12 years old
●​ They are necessary for normal sexual development ○​ Understands world through logical
of the female and for regulation of the menstrual thinking and categories
cycle during the childbearing years. ●​ Formal Operational
○​ 12 years old - onwards
Testosterone and Estradiol ○​ Understands the world through
●​ Testosterone is an androgen that is strongly hypothetical thinking and scientific
associated in the physical maturation of boys. reasoning.
Increased level of testosterone in males is related to
changes in:
■​ Changes in height
■​ Deepening voice
■​ Development of genitals

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 PERSONAL DEVELOPMENT
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3.​ EMOTIONAL CHANGES 6. They Stay Resilient - In the face of upset, setbacks, or
●​ Emotional development has something to disappointments, an emotionally mature person will
do with the feelings that you experience. acknowledge their feelings, identify what can be done, and
then decide what steps to take to move on.​
Emotional health is an important part of
overall health. Emotionally healthy people are
7. They Have a Calm Disposition - Emotionally mature
in control of their thoughts, feelings, and people do get mad but do not let the emotion dictate their
behaviors. They can cope with life’s challenges. response. They aim to have a clear mind with the goal of
having rationality dictate how to effectively deal with a
●​ Adolescent years are a period wherein, you situation and also see all of the available options to come to a
realize that lessons can be learned from each successful resolution.
difficult experience and that you gain
important life skills from each obstacle you can 8. They Believe in Themselves - Emotionally mature
people don’t have a false sense of self that is ego-based and
conquer.
deluded. But they do have optimism in their own ability to
Emotional Maturity use effort and patience as a way to establish the belief that
●​ Being emotionally mature can help you reach they are equipped to deal with whatever life may throw their
successful resolutions to problems, as well as keep way.​
problems from overwhelming you. Emotional
maturity is about your ability to understand and 9. Approachability - Emotionally mature people are able
manage your emotions. to and prefer to talk WITH people, not AT them. They have
genuine empathy for others, an open mind, and work
10 Signs of Emotional Maturity towards not being judgmental of others, knowing that
judgments are often based on preconceived notions that can
1. Being Flexible - It’s all too easy to assume things will go impede their ability to know someone and their truth.​
according to plan, or that a situation or event will go
smoothly because it has happened each time in the past. 10. A Good Sense of Humor – Emotionally mature people
realize that all of life can’t be taken seriously. They do realize
2. Taking Ownership & Responsibility - An emotionally the importance of getting done what needs to get done, but
mature person is able to own up to their own mistakes and they realize the importance of having fun and laughter in life
not immediately look to blame others. as a great coping mechanism and pressure release from
stress.
3. Knowing That They Don’t Know Everything - An
There are many ways to improve or maintain good
emotionally mature person knows what they don’t know, and
emotional health.
also knows that their own way of doing things may not be the
only way or even the best way. They don’t argue “just to be 1. Be aware of your emotions and reactions - Notice what in
right” or to show dominance to be in charge. your life makes you sad, frustrated, or angry. Try to address or
change those things.
4. They Look for Learning and Growth From Every
Opportunity - An emotionally mature person is on the 2. Think before you act - Emotions can be powerful. Give yourself
time to think, and be calm before you say or do something you might
lookout for what can be learned from any situation or
regret.
opportunity, and searches for the growth opportunity within
it, asking “How can I learn and grow from this?”​ 3. Manage stress - Try to change situations, causing you stress.
Learn relaxation methods to cope with stress.
5. They Actively Seek Out Multiple Points of View To
Help Inform Their Own - Emotionally mature people 4. Strive for balance - Find a healthy balance between work and
actively seek to inform their own opinions by actively seeking play and between activity and rest. Make time for things you enjoy.
out the points of view of others. They don’t feel threatened by Focus on positive things in your life.
disagreement, but look to be informed by people, and aren’t
5. Take care of your physical health - Your physical health can
afraid to question both their own convictions, knowing that
affect your emotional health. Exercise regularly, eat healthy meals
they don’t exist in a vacuum. and get enough sleep. Do not abuse drugs or alcohol.

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4.​ SOCIAL CHANGES Relationships of Thoughts, Feelings, and

●​ Social development most often refers to Behavior
how a person develops friendships and other
relationships and how a person handles ●​ Your thoughts determine your mood or
conflict with peers. Social development It is emotions. You act upon what you think and
about our innate capacity to relate with others, feel. Your way of thinking is influenced by your
to connect, and to feel the sense of personal, familial, and social experiences,
belongingness. Social Development refers to which may not all be positive.
how people develop social and emotional skills "Developmental task refers to the specific
across the lifespan, with particular attention to knowledge, skills, attitudes and functions that a person
childhood and adolescence. needs to acquire and demonstrate at particular periods
in his or her life."
Social Pressure and Demands by: Robert Havighurst (expert in human development
●​ Peer Pressure is the expectation that you and aging.)
comply with the norms of your peer group.
Means the influence that peers can have on Adolescence is a period of transition when the
each other. Although peer pressure does not individual changes—physically and
necessarily have to be negative, the term psychologically—from a child to an adult. It is a period
"pressure" implies that the process influences when rapid physiological and psychological changes
people to do things that they may be resistant demand new social roles to take place.
to or might not otherwise choose to do.
HAVIGHURST’S SIX MAJOR STAGES IN
4. MORAL CHANGES HUMAN LIFE
●​ Moral development is the process by which
people develop the distinction between right STAGE AGE RANGE
and wrong (morality) and engage in reasoning
between the two (moral reasoning). Moral Infancy And Early Birth Till 6 Years Old
development focuses on the emergence, Childhood
change, and understanding of morality from
Middle Childhood 6 To 12 Years Old
infancy through adulthood. Morality develops
across a lifetime and is influenced by an
individual's experiences and their behavior Adolescence 13 To 18 Years Old
when faced with moral issues through different
periods' physical and cognitive development.
Early Adulthood 19 To 30 Years Old

●​ Moral development starts with obeying your

Middle Age 30 To 60 Years Old
elders when you were a child to more internal,
moral thinking during adolescence.
Late Maturity 60 Years Old And Over

MORAL DEVELOPMENT LEVEL

1.​ PRE-MORALITY
2.​ CONVENTIONAL MORALITY
3.​ POST - CONVENTINAL MORALITY

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An adolescent has four tasks to accomplish to

become a well-adjusted adult.
1.​ Independence
2.​ Body Image Types of Stress
3.​ Peer Relations ●​ EUSTRESS
4.​ Identity ○​ Stress that challenges and motivates
you to find a creative solution to your
concern.
Lesson 3
●​ DISTRESS
○​ A stress that becomes overwhelming,
What Is Mental Health? and bothersome and leads to a sense
●​ A state of emotional and psychological of helplessness and exhaustion.
well-being in which an individual is able to use
his/her cognitive and emotional capabilities,
function in society, and meet the ordinary
demands of everyday life.

What is Psychological well-being?

●​ This refers to an individual’s state or condition
that is free from any mental or emotional
disorders. Psychologically healthy adolescents
are resilient and can adapt to changing
situations flexibly. They are in control of their
thoughts and feelings and positively cope with
adversities.
L3 COPING MECHANISM FOR STRESS

L3 THE SIX FACTOR MODEL OF

PSYCHOLOGICAL WELL BEING by ●​ Problem-focused
Carol Ryff ○​ Dealing with the stressor itself.
●​ Emotion-focused
1.​ Positive Relationships with others ○​ Efforts to modify the unpleasant
2.​ Personal Mastery emotional consequences of stress.
3.​ Autonomy ●​ Proactive coping
4.​ A Feeling of Purpose ○​ Anticipating some stressful situations
5.​ Meaning in Life and taking active measure to avoid or
6.​ Personal Growth and Development minimize its consequences.

SUGGESTIONS FOR COPING WITH STRESS

What is Stress?
●​ It is our body’s reaction to pressures,
responsibilities, and threats (real or imagined).

What are Stressors?

●​ A stressor is any event, object, or person that Coping involves managing difficult situations, exerting efforts to
causes stress. Stress means different things to solve your problems, and striving to master or reduce the stressful
different people. What causes stress in one effects of these situations. In order to cope successfully, attitude
plays a key role. (Santrock, 2012)
person may be of little concern to another.

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Mental Illness - refers to diagnosable mental

disorders characterized by alterations in thinking, Lesson 4
mood, or behavior (or a combination thereof)
associated with distress and impaired functioning. POWERS OF THE MIND
-Magpantay and Danao, 2016) ●​ Your brain is an amazing body structure. It
performs a lot of tasks. It is the control center of
your body. Your frontal lobe slowly matures until
Certain factors that may increase your risk of
adulthood, which reveals that your capacity to
developing a mental illness: control the excesses of the emotional system during
●​ Family Situations teenage years is not yet fully functional during
●​ Socioeconomic Factors adolescence.
●​ School-Related Factors WHAT IS EMOTION?
●​ Emotion is defined as “a complex reaction
There are five popular steps to improve mental health pattern, involving experiential, behavioral and
and well-being proposed around the world. Borrowing physiological elements.”
from the National Health Service of the United Kingdom, the
Emotions are how individuals deal with matters or
five steps are:
situations they find personally significant. -American
Psychological Association
1. Connect – with the people around you: your family,
friends, classmates, schoolmates, and neighbors. Spend time
developing these relationships.
EMOTIONS FEELINGS
2. Be Active – physical activity generates a positive sense of
wellness. Engage in some sports or physical activities, like
●​ Specific ●​ Perceptions of
playing basketball, badminton, bowling, biking, or reactions to sensations in the
swimming. Take a walk, jog, or run if you do not have enough certain events body
time for some sports. It is important to find an activity you
can enjoy and integrate into your daily life. ●​ Include ●​ Not necessarily
3. Keep Learning – learning new skills or obtaining new cognitive and related to
knowledge can give you a sense of achievement and a new physiological emotion
confidence. Some recommend doing something new every changes (Example: Feeling tired
day. It can be a short program in cooking or baking, joining or cold)
an acting or writing workshop, learning to play a musical
instrument, or fixing a car problem. ●​ Help prime our ●​ Continuous
4. Give to Others – giving to others is not limited to money bodies to act in a readouts of our
or other material things. A smile or a warm and sincere certain way internal states
greeting or thank you can brighten up the day for both the
giver and the receiver. Social involvement such as ●​ Automatic and ●​ One component
volunteering during disasters or helping out in your unconscious of emotion
community is also good for developing mental health.
5. Take Notice – be in the here and now, be in the present
moment, be aware of what is happening around you, your
own thoughts and feelings, and the physical sensations that L4 THREE ASPECTS/COMPONENTS OF
you experience. This awareness is also referred to as EMOTIONS
“mindfulness,” and being mindful can positively change the
way you feel about life and how you approach challenges
(NHS choices n.d.).​ ●​ Cognitive Component
○​ It refers to the person’s appraisal of
the situation.
●​ Physical Component

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○​ It is the body’s reaction to feeling or trustworthiness, conscientiousness,

emotions. adaptability, and innovation.
●​ Behavioral Component ●​ Motivation
○​ It is the action tendency to deal with ○​ An emotionally competent person can
certain emotions motivate himself to work because he
TYPES OF EMOTIONS has a positive attitude in life and
●​ Positive knows how to set clear goals.
○​ warm our hearts and make us value (elements of motivation are; drive for
our relationships. achievement, commitment, initiative
●​ Negative and optimism.)
○​ allow us to realize that we have done ●​ Empathy
wrong and that we need to make ○​ This ability helps one to recognize and
amends. understand how other people feel. An
According to Paul Ekman, who developed the wheel empathic person discerns feelings
of emotion, “It would be very dangerous if we didn’t behind the needs and wants of other
have emotions. It would also be a very dull life. people.
Because, basically, our emotions drive us — ●​ Social Skills
excitement, pleasure, even anger.” ○​ This is usually referred to as "people
skills" because they can influence,
WHAT IS EMOTIONAL INTELLIGENCE? communicate, and lead. People with
social skills have good interpersonal
“the ability to motivate oneself and persist in the face skills which can help them build
of frustrations, to control impulse and delay success in life and in their career.
gratification, to regulate one’s moods and keep
distress from swamping the ability to think, to Why is emotional intelligence so important?
empathize, and to hope” “Intellectual intelligence or IQ is not enough to become
successful in life. You need to be emotionally
According to Daniel Goleman, Emotional intelligent”.
Intelligence includes the individual’s ability to
motivate oneself despite frustrations, the capacity to
control impulses, and ability to empathize with others.

L4 COMPONENTS OF EMOTIONAL
INTELLIGENCE by Daniel Goleman

●​ Self-awareness
○​ This is the ability of a person to tune in
to his own feelings. A person can
recognize his own emotions and its
effects on others.
●​ Self-regulation
○​ This is the ability to control disruptive
impulses caused by negative emotions
such as anger, anxiety or depression.
Self-regulation also involves

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