➔ Alignment is important.

If the way that I am (the actual

self) is aligned with the way that I want to be (the ideal
Module 1: Knowing and Understanding Oneself during self), then I will feel a sense of mental well-being or
Middle and Late Adolescence peace of mind.

Self Concept ➔ If the way that I am is not aligned with how I want to
be, the incongruence, or lack of alignment, will result
● Refers to awareness of yourself in mental distress or anxiety. The greater the level of
● Construct that negotiates these two selves incongruence between the ideal self and real self, the
greater the level of resulting distress. Personal
● It connotes first the identification of the ideal self as development modules ultimate aim is greater
separate from others, and second, it encompasses all self-knowledge that will lead to higher alignment
the behaviors evaluated in the actual self that you between these two personality domains.
engage in to reach the ideal self.
Personal Effectiveness
Self Concept: two broad categories of self-concept.
● means making use of all the personal resources –
Ideal self talents, skills, energy and time, to enable you to
achieve life goals.
● is the self that you aspire to be
● Your knowledge of yourself and how you manage
● It is the one that you hope will possess characteristics
yourself impacts directly on your personal
similar to that of a mentor or some other worldly figure
effectiveness. Being self-aware, making the most of
● is how we want to be. your strengths, learning new skills and techniques
and behavioral flexibility are all keys to improving your
● It is an idealized image that we have developed over personal performance.
time, based on what we have learned and
experienced. ● Our personal effectiveness depends on our innate
characteristics – talent and experience accumulated
● The ideal self could include components of what our in the process of personal development. Talents first
parents have taught us, what we admire in others, are needed to be identified and then developed to be
what our society promotes, and what we think is in used in a particular subject area (science, literature,
our best interest. sports, politics, etc.).
Actual self ● Experience includes knowledge and skills that we
● the one that you actually see. acquire in the process of cognitive and practical
activities.
● It is the self that has characteristics that you were
nurtured or, in some cases, born to have. ● Knowledge is required for setting goals, defining an
action plan to achieve them and risk assessment.
● is built on self-knowledge
● Skills also determine whether real actions are
○ Self-knowledge is derived from social performed in accordance with the plan. If the same
interactions that provide insight into how ability is used many times in the same situation, then
others react to you. it becomes a habit that runs automatically,
subconsciously.
● The actual self is who we actually are.
Here are some skills that will greatly increase the
● It is how we think, how we feel, look, and act.
efficiency of any person who owns them:
● The actual self can be seen by others, but because
● Determination
we have no way of truly knowing how others view us,
the actual self is our self-image. ○ It allows you to focus only on achieving a
specific goal without being distracted by less
important things or spontaneous desires.
➔ There is negotiation that exists between the two
○ It may be developed with the help of
selves which is complex because there are numerous
self-discipline exercise.
exchanges between the ideal and actual self.
● Self-confidence.
➔ These exchanges are exemplified in social roles that
are adjusted and re-adjusted, and are derived from ○ It appears in the process of personal
outcomes of social interactions from infant to adult development, as a result of getting aware of
development. yourself, your actions and their
consequences. Self- confidence is
 manifested in speech, appearance, dressing,
gait, and physical condition.

○ To develop it, you need to learn about

yourself and your capabilities, gain a positive
attitude and believe that by performing right
actions and achieving right goals you will
certainly reach success.

● Persistence

○ It makes you keep moving forward

regardless of emerging obstacles –
problems, laziness, bad emotional state, etc.

○ It reduces the costs of overcoming

obstacles. It can also be developed with the
help of self- discipline exercise.

● Managing stress

○ It helps combat stress that arises in daily life

from the environment and other people.

○ Stress arises from the uncertainty in an

unknown situation when a lack of information
creates the risk of negative consequences of
your actions. It increases efficiency in the
actively changing environment.

● Problem-solving skills.

○ They help cope with the problems

encountered with a lack of experience. It
increases efficiency by adopting new ways of
achieving goals when obtaining a new
experience.

● Creativity.

○ It allows you to find extraordinary ways to

carry out a specific action that no one has
tried to use.

○ It can lead to a decrease or an increase of

costs, but usually the speed of action is
greatly increased when using creative tools.

● Generating ideas.

○ It helps you achieve goals using new,

original, unconventional ideas. Idea is a
mental image of an object formed by the
human mind, which can be changed before
being implemented in the real world.

○ For generating ideas you can use a method

of mental maps, which allows you to
materialize, visualize and scrutinize all your
ideas, which in turn contributes to the
emergence of new ideas. These are just
some, but the most important personal
effectiveness skills which make the
achievement of any goal easier and less
costly.
 needed now becomes difficult, leaving the individual
numb and hopeless.
Module 2: Developing the Whole Person
● For instance, a girl realizes that she is giving much
self-concept
attention on the physical aspects and less attention
● is represented by several aspects of the self. It is on her intellectual self. In this way, she can discover
conceived as a collection of multiple, how much money and time spent maintaining her
context-dependent selves. physique and its consequences in her grades. By this
honest evaluation of herself, she can plan effective
● This construct believes that context activates actions to improve her study habits. She can start
particular regions of self-knowledge and self-relevant seeking help and for related books to read or browse
feedback affects self-evaluations and affects. A articles to help her improve her study habits.
deeper look on the different aspects of self can
identify specific areas for self-regulation, stability
and improvement.
➔ All three aspects of the self work together in perfect
In a nutshell, an individual is composed of three basic but very harmony when attention is paid to all three
different aspects of the self. simultaneously.

physical or tangible aspects

● aspects as they relate to the body

● Many individuals put a strong emphasis on the

physical aspect of the self. The body is tangible,
obvious, and we respond to it easily. More time and
money is spent on enhancing the physical component
than either of the other two aspects. This does not
mean, however, that the body is healthy or strong.
The body provides a place to house the spirit (often
experienced as feelings) and the mind (often
experienced as thought).

intellectual and conscious aspects

● as they relate to the mind

● It may be important to some that their mind be

prominent and well educated. The mind is important,
as it is the part of the self that directs the other two
aspects. The mind learns what to do and
communicates the information to the body and the
feelings. What the mind believes, the body manifests
or acts on, and the emotions feel, or respond with.
People store both healthy and destructive thoughts
and beliefs and respond to life's circumstances in the
most prominent manner. The mind provides access to
creativity and serenity which are necessary for such
processes as prayer, forgiveness, acceptance, and
passion.

emotional and intuitive aspects

● as they relate to the spirit.

● The human emotions are the most feared aspect of

the self, as individuals are reluctant and unprepared
to manage them. Managing feelings is like trying to
hold water in the palm of your hand. They are illusive
and deceptive. A decision made under emotional
stress and strain usually impacts emotions negatively.
Negative emotions that are not managed are stored
and repressed. Repression is destructive to a content
self since all feelings, not only negative ones are
stored away. Accessing feelings when they are
 ● Achieving a masculine or feminine social role

Module 3: Developmental Stages in the Middle and Late ● Accepting one’s physique
Adolescence
● Achieving emotional independence of adults
Developmental Stages
● Preparing for marriage and family life
● Human Development focuses on human growth and
● Preparing for an economic career
changes across the lifespan, including physical,
cognitive, social, intellectual, perceptual, personality ● Acquiring values and an ethical system to guide
and emotional growth. behavior
● The study of human developmental stages is ● Desiring and achieving socially responsibility behavior
essential to understanding how humans learn, mature
and adapt. Throughout their lives, humans go through
various stages of development. Early Adulthood (19-30)
● The human being is either in a state of growth or ● Selecting a mate
decline, but either condition imparts change. Some
aspects of our life change very little over time, and are ● Learning to live with a partner
consistent. Other aspects change dramatically. By
● Starting a family
understanding these changes, we can better respond
and plan ahead effectively. ● Rearing children
The developmental Tasks Summary Table ● Managing a home
Infancy and early Childhood (0-5) ● Starting an occupation
● Learning to walk ● Assuming civic responsibility
● Learning to take solid foods Middle Adulthood( 30-60)
● Learning to talk ● Helping teenage children to become happy and
responsible adults
● Learning to control the elimination of body wastes
● Achieving adult social and civic responsibility
● Learning sex differences and sexual modesty
● Satisfactory career achievement
● Acquiring concepts and language to describe social
and physical reality ● Developing adult leisure time activities
● Readiness for reading ● Relating to one’s spouse as a person
● Learning to distinguish right from wrong and ● Accepting the physiological changes of middle age
developing a conscience
● Adjusting to aging parent
Middle Childhood (6-12)
Late Maturity (61+)
● Learning physical skills necessary for ordinary games
● Adjusting to decreasing strength and health
● Building a wholesome attitude toward oneself
● Adjusting to retirement and reduced income
● Learning to get along with age-mates
● Adjusting to death of spouse
● Learning an appropriate sex role
● Establishing relations with one’s own age group
● Developing fundamental skills in reading, writing, and
calculating ● Meeting social and civic obligations

● Developing concepts necessary for everyday living ● Establishing satisfactory living quarters

● Developing conscience, morality, and a scale of

values

● Achieving personal independence

● Developing acceptable attitudes toward society

Adolescence (13-18)

● Achieving mature relations with both sexes