DEVELOPING THE WHOLE PERSON
Content Standard
-The learners demonstrate an understanding of himself/herself during
middle and late adolescence
Performance Standard
-The learners shall be able to illustrate the connection between thoughts,
feelings, and behaviour in a person’s holistic development
Learning Competencies
During the lesson, the learners will be able to:
✓ Discuss the relationship among physiological, cognitive, psychological,
spiritual, and social development to understand his/her thoughts, feelings,
and behaviours
✓ Evaluate his/her own thoughts, feelings, and behaviours
✓Show the connections between thoughts, feelings, and behaviours in actual
life situation.
HOLISTIC DEVELOPMENT IN ADOLESCENCE
-It entails the development of physiological, cognitive, moral psychological,
spiritual, and social aspects of an individual
DIFFERENT ASPECT OF HOLISTIC DEVELOPMENT:
1. Physiological Development
2. Cognitive Development
3. Moral Development
4. Psychological Development
5. Spiritual Development
6. Social Development
DEVELOPMENT
-The orderly and sequential changes that occurs with the passage of time as
an organism moves from conception to death. It refers to the QUALITATIVE
CHANGES in the individual.
GROWTH
-It refers to an increase in size of the body or any part of the organism as a
whole. It signifies QUANTITATIVE CHANGES.
MATURITY
-It refers to the process wherein development in the individual changes. It is
not defined by age but by one’s ability to handle responsibilities, self-control
and maintain emotional stability.
ASPECT OF HOLISTIC DEVELOPMENT:
1. Physiological Development
2. Cognitive Development
3. Moral Development
4. Psychological Development
5. Spiritual Development
6. Social Development
[Link] DEVELOPMENT
-Refers to physical changes in the body as well as the senses and changes in
skills related to movement.
PSYCHOLOGICAL DEVELOPMENT
The three main physical changes that come with adolescence are:
[Link] SPURT (an early sign of physical maturation);
[Link] SEX CHARACTERISTICS (changes in the organs directly related
to reproduction);
3.) SECONDARY SEX CHARACTERISTICS (bodily signs of sexual maturity
that do not directly involve reproductive organs).
[Link] SPURT
During adolescence, your body undergoes many changes, especially so
because you are going through PUBERTY
PUBERTY
-Puberty is the period in life when a child experiences physical, hormonal,
sexual, and social changes and becomes capable of reproduction.
-It Is important to note that the onset and timing of puberty varies from
one person to person.
-You may have started experiencing puberty earlier, or later than your
peers.
-Regardless, the sequence of biological changes experienced is the same for
everyone going through puberty.
2. PRIMARY SEX CHARACTERISTICS
It refers to body structures that are directly concerned with reproduction.
For Male:
-Primary sex characteristics include the TESTES, PENIS, and other related
internal organs.
-When boys reached PUBERTY, his penis, scrotum, and testes enlarged,
signaling sexual maturity.
-The sex gland of male (testes) start to produce SPERM CELLS, and boys
soon to experience SPERMARCHE.
SPERMARCHE
-The first ejaculation for boys.
-This signifies that male can already father an offspring.
For Female:
-Primary sex characteristics include the VAGINA, OVARIES, UTERUS, and
other internal related structures.
-Development of the primary sex characteristics in female include
enlargement of uterus, clitoris, and vagina, which prepare the body in
childbearing.
-The sex glands of females (ovaries), begin to produce EGG CELLS, and girls
experienced MENARCHE.
MENARCHE
-The first occurrence of menstruation
-This signifies that female can already bear a child.
[Link] SEX CHARACTERISTICS
-It refers to physical traits/ features that differentiate males from females,
but such characteristics are not essential for reproduction.
2. COGNITIVE DEVELOPMENT
JEAN PIAGET
-Cognitive Development Part of your holistic development of your mental
capacity and mental processes, such as: thinking, processing and
understanding.
4 STAGES OF COGNITIVE DEVELOPMENT
[Link] STAGE (birth – 2 years)
-this stage emphasizes that learning is based on sense perception and where
the child is unaware of his environment.
2. PRE-OPERATIONAL STAGE (2-7 years)
-children now use symbols like mental images, words, and gestures to
represent objects and events.
3. CONCRETE OPERATIONAL STAGE (7 11 yrs.)
-children can now acquire certain logical structures that allow them to
perform mental operations.
4. FORMAL OPERATIONAL STAGE (11 years onward)
-mental operations are now applied to verbal or logical statements and not
limited to concrete objects.
With all the aspects of development, biological, and environmental factors
play key roles in your cognitive development.
-The maturation of your brain reinforced by the stimulation you get from
the environment such as exposure to experiences, education, access to and
engagement in mentally- stimulating activities.
According to Piaget’s Cognitive Development:
-As you enter adolescence, your thought process becomes more abstract,
logical, and idealistic.
-At this stage, you now understand symbols and metaphor, and are able to
think hypothetical possibilities, and evaluate these possibilities.
-You also start to think about and reflect on your own thoughts. Whenever
you give thoughts about love, fairness, dignity, justice, the meaning of life,
etc. you are thinking about abstract thoughts.
3. MORAL DEVELOPMENT
KOHLBERG’S MORAL DEVELOPMENT
-Moral Refers to the process whereby people form a progressive sense of
what I right and wrong, proper and improper.
STAGES OF MORAL DEVELOPMENT:
LEVEL 1:PRE-CONVENTIONAL REASONING
-At this level, the child shows no internalization of moral values- moral
reasoning is controlled by external rewards and punishment.
STAGE 1: (Pre-conventional Reasoning) PUNISHMENT AND OBEDIENCE
-This stage, moral thinking is based on punishment.
STAGE 2: (Pre-conventional Reasoning) INDIVIDUALISM AND PURPOSE
-moral thinking is based on rewards and self-interest.
STAGES OF MORAL DEVELOPMENT
LEVEL 2:CONVENTIONAL REASONING
-The person abides by certain standards (internal), but they are the
standards of other (external), such as parents or laws of society.
STAGE 3: (Conventional Reasoning) INTERPERSONAL NORMS
-The person values trust, caring, and loyalty to the others as the basis of
moral judgment.
STAGE 4: (Conventional Reasoning)SOCIAL SYSTEM MORALITY
-Moral judgment is based on understanding the social order, law, justice,
and duty.
STAGES OF MORAL DEVELOPMENT
LEVEL 3:POSTCONVENTIONAL REASONING
-Morality is completely internalized and not based on others’ standards.
STAGE 5: (Postconventional Reasoning) COMMUNITY RIGHT VERSUS
INDIVIDUAL RIGHT
-The person understand that values and laws are relative and that
standards may vary from one person to another.
Stage 6: (Postconventional Reasoning)UNIVERSAL ETHICAL PRINCIPLES
-Persons have developed a moral standard based on universal human rights.
Stage description: EXAMPLES OF MORAL REASONING WHY HEINZ
SHOULD NOT STEAL THE DRUG
PRE-CONVENTIONAL MORALITY
Stage 1:*AVOID PUNISHMENT
-Heinz should not let his wife die; if he does, he will be in big trouble.
-Heinz might get caught and sent to jail.
Stage 2:*SEEK REWARDS
-If Heinz gets caught, he could give the drug back and maybe they would
not give him a long jail sentence.
-The druggist is a businessman and needs to make money.
CONVENTIONAL MORALITY
Stage 3:*GAIN APPROVAL/AVOID DISAPPROVAL ESPECIALLY WITH
FAMILY
-If his wife dies, he can’t be blame for it; it is the druggist’s fault. He is the
selfish one.
-It is always wrong to steal; Heim will always feel guilty if he steal the drug.
Stage 4:CONFORMITY TO THE SOCIETY’S RULES
-Heinz was only doing something that a good husband would do; it shows
how much he loves his wife.
-If you did nothing, you would be letting your wife die; it is your
responsibility if she dies. You have to steal it with the idea of paying the
druggist later.
POST-CONVENTIONAL MORALITY
Stage 5:*PRINCIPLE ACCEPTED BY THE COMMUNITY
-The law was not set up for these circumstances; taking the drug is not
really right, but Heinz is justified in doing it.
-You cannot really blame someone for stealing, but extreme circumstances
don’t really justify taking the law in your own hands. You might lose respect
for yourself if you let your emotions take over, you have to think about the
long-term.
Stage 6:*INDIVIDUALIZED CONSCIENCE
-By stealing the drug, you would have lived up to society’s rules, but you
would have let down your conscience.
-Heinz is faced with the decision of whether to consider other people who
need the drug as badly as his wife. He needs to act by considering the value
of all the lives involved.
Think about one thing/ situation/event that caused you to be extremely
angry, or made you feel very disappointed.
4. PSYCHOLOGICAL DEVELOPMENT
-Basically psychology covers aspects on emotions (affect), action (behaviours),
and thoughts (cognitions.)
-Very often, children cry when they are sad. They also cry when they get
startled. They cry when thy feel confused, or get scared.
Would adolescents behave the same way?
-Adolescents, compared to children, have the capacity to distinguish their
feeling from their reactions.
-Feeling sad and crying are two different components to one’s emotions.
-Adolescents are capable of identifying the different specific emotions they
experienced (e.g. you can differentiate between disappointment and
frustration)
-And more importantly, adolescents are capable of making rational
emotional reactions, to even the most irrational of emotions.
-Although adolescents is still mastering this ability. s/he is getting equipped
with life’s stresses and challenges.
[Link] DEVELOPMENT
-It comes from a Hebrew, Latin and Greek that all mean wind, breath, or
air – that gives life.
-“The search for transcendent meaning” and which can be expressed in
religious practice or express “exclusively in one’s relationship to nature,
music, the arts, a set of philosophical beliefs, or relationships with friend
and family Astrow et al. (2001)
-Having a now more developed cognitive capacity, you certainly have
thought about “big” questions such as the following:
• Am I a good person?
• What is the meaning of my suffering?
• What is my connection to the world around me?
• Do things happen for a reason?
• How can I live in the best way possible?
(Think of another 3 “big” questions you continue to search answer for?)
-The answer to these big questions paint a picture of what spirituality is;
and, such pondering on these big question is an indicator of your spirituality,
and of your spiritual development.
-Spirituality is about one’s relationship and connectedness with something
that is larger/bigger/greater than her/ himself.
DIFFERENCE OF SPIRITUALITY & DEVELOPMENT
SPIRITUALITY
-It involves in one’s connectedness to something greater, and meaning in
one’s life.
DEVELOPMENT
-It involves a set of behaviours, practices, and beliefs which are an
expression of spirituality.
6. SOCIAL DEVELOPMENT
Adolescent’s social development occurs in two context:
1. Formation of One’s Identity
2. Managing One’s Relationships with Significant others
FORMATION OF ONE’S IDENTITY
-The formation of one’s identity entails establishing a sense of SELF, thus
providing an answer to the question “WHO AM I?”
-Your Identity influences you thought, feelings, and your actions -
practically how you live your day-to-day life.
-Identity formation is one of the major developmental task that
CHALLENGE adolescents.
MANAGING ONE’S RELATIONSHIP WITH SIGNIFICANT OTHERS
-Adolescents relationships are channels by which one can fulfil the human
needs of BELONGINGNESS and of INDEPENDENCE.
-These social relationships are also crucial in the adolescent’s development of
a sense of self, and how the adolescent generally cope with challenges
confronting her/him.
-Without undermining the importance of one’s relationship with the
parents, the adolescents actively seeks to fulfil the need for independence.
Thus, the adolescent’s desire for autonomy, and doing the desire to establish
his/her own beliefs, values, and the freedom to monitor him/ herself in
doing his/her responsibilities.
Why do adolescents sometimes prefer to spend more time with peer group
than with the family?
-Peer relationship is as important as family relationship. Peer relations help
adolescent in establishing his/ her identity.
★ Peer groups provide an environment where the adolescents can deviate
from parental norms, while having support of significant others.