PERSONAL DEVELOPMENT

MODULE 1: SELF-DEVELOPMENT
Self-Development covers activities that improve awareness of identity, develop talents and potentials, build human capital and
facilitate employability, enhance the quality of life and contribute to the realization of dreams and aspirations. Personal development
takes place over the course of a person's entire life.
TOPIC I. KNOWING ONESELF
 Self - the union of elements, namely: body, thoughts, feeling or emotions and sensations that constitute the individuality and identity
of a person.
a. Body - constitutes your physical attributes, posture and poise.
b. Thoughts - is the way you think and how you perceive things around you affect how you feel about them.
c. Emotions and Sensations - these elements make up your character or personality and essentially distinguish you from others.
 Self-Awareness/Empowerment - the ability to recognize one’s inner strengths and weaknesses.
 Self-Concept - refers to how someone thinks about, evaluates or perceives themselves. To be aware of oneself is to have a concept
of oneself, or in other word it is an understanding of who you are as a person.
GENERAL ASPECTS OF SELF CONCEPT
1. Physical Self – body characteristics (i.e. being tall, thin, pretty, etc.)
2. Social Self – refers to how we interact with other people (i.e. shy, confident, sociable, etc.)
3. Competent Self – refers to the things that we are good at; Competence is the ability of a person to provide for their basic needs (i.e.
being good in sports, arts, academics, etc.)
4. Inner Self – also referred to as the psychological self, this is made up of the feelings and thoughts of a person.
VARIOUS PERSPECTIVE OF SELF CONCEPT
CARL ROGERS (Humanistic Psychology, Client-Centered Therapy)
- He introduced three different components of Self-Concept:
a. Self-Worth – are set of beliefs we hold about ourselves; in order to have a positive self-worth, one has to receive Unconditional
Positive Regard (acceptance no matter what a person says or does in spite of mistakes and shortcomings; this includes
acceptance, empathy, and non-judgmental attitude)
b. Self-Image – how we see ourselves; these are all internalized mental picture/ idea you create of yourself that builds the
foundation of your self-image (e.g. appearance, performance, and relationships).
c. Ideal Self - the person you would like to be; may change over time.
MICHAEL LEWIS (Psychologist, 1990)
- suggested that there are two aspects of self-concept:
a. The Existential Self (begins at 2-3 months) – the most basic part of the self-concept. It is the sense of being separate and
distinct from others and awareness of the constancy of the self. This arises in part due to the relation the child has with the world.
b. The Categorical Self - a concrete way of viewing yourselves in “this or that” label (e.g. you label yourself in terms of age [child
or adult], gender [boy or girl], physical characteristics [short or tall], and value).
TOPIC II. DEVELOPING THE WHOLE PERSON
Adolescence is generally referred to as the teenage years. It starts at the age of 12 and ends at the age of 21. The beginning
of physiological development is signaled by the onset of puberty. Puberty refers to the physical transformation that a child experiences
as sexual maturity is reached. It is at this stage that the child may overly concerned with appearance and body image.
 Human Development is the way people change and grow across their lifespan.
 Holistic Development essentially means the development of physiological, cognitive, psychological, social and spiritual
abilities of a person so that he/she is capable of facing the demands and challenges of everyday life.
ASPECTS OF HOLISTIC DEVELOPMENT
1. Physical and Physiological Development
* Physical Development – the body itself; the growth of the physical body, such as growth of hair, bones, muscles, organs or any
other physical aspect of an individual.
* Physiological Development – refers to the body’s functions; the body’s capacity to increase certain functions of the body.
There are three main physical changes that come with adolescence:
a. The growth spurt (an early sign of maturation)
b. Primary sex characteristics (changes in the organs directly related to reproduction)
c. Secondary sex characteristics (bodily signs of sexual maturity that do not directly involve reproductive organs)
2. Cognitive Development – the development of intellectual functions of the mind: such as thinking, recognizing, reasoning, analyzing,
projecting synthesizing, recalling and assessing (Angeles, 2016). It is also the development of knowledge, skills, problem solving and
dispositions, which help children to think about and understand the world around them.
3. Psychological Development – It is the development of human beings’ thinking, feeling and behaving and how they interact and
happen in a person.
4. Social Development – It refers to the development by which an individual interacts with other individuals or groups of individuals
(Angeles, 2016). As they develop and perceive their own individuality within their community, they also gain skills to communicate with
other people and process their actions.
5. Spiritual Development – in essence, is to believe in something beyond the material universe and to develop an awareness of realities
beyond the confines of time and space. Spiritual development is increasingly aligning God’s purposes for the world with our story
(Matthew, 2017).
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TOPIC III. DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE
Adolescence is a developmental transition from childhood to adulthood. It involves biological, cognitive and socio-emotional
changes. A key task of adolescence is a preparation for adulthood (Santrock, 2008). Their main concern is their physical appearance
and how will this make them acceptable to others. There focus is on the “self” than having social awareness.
Middle Adolescence
- is often indicated by the onset of new thinking skills and abstract reasoning. TA period where teens are oriented toward what is right
and proper. They are in the process of developing a sense of maturity and controlling impulsivity.
Late Adolescence
- signified by the final preparations for adult roles. They are future oriented and able to understand, plan, and pursue long range goals
as they attempt to form their career goals and establish a sense of personal identity. The need for peer approval is reduced and is
mainly psychologically independent from their parents; the shift to adulthood is nearly complete.
Characteristics of Adolescence
- A period between childhood and adulthood. - A period of transition and/or change.
- A period of storm and stress and/ or problem age. - A period of search for identity.
- It is an important period. - It is the threshold of adulthood
THEORIES ON THE STAGES OF DEVELOPMENT
1. Havighurst’s Developmental Tasks
- Suggests that development is continuous throughout the entire lifespan, occurring in stages, where the individual moves from
one stage to the next by means of successful resolution of problems or performance of developmental tasks.
- This theory presents the individual as an active learner who continually interacts with a similarly active social environment.
2. Psychoanalytic Theory by Sigmund Freud
- Father of Psychoanalysis (a treatment for mental illnesses)
- Introduced the three structure of human psyche: Id (primitive and instinctual; the pleasure principle of the mind), Ego (conscious
or the life instinct; reality principle), and Superego (morals; voice of conscience).
- The main source of life energy that finds its way in different parts of the body called erogenous zone or pleasure areas which
are sensitive to stimulation. Satisfaction/Gratification of each area is important to develop a healthy personality
- Fixation occurs if needs are not met or satisfied excessively which is characterized by attachment to particular object or activity
that may affect development
- Freud’s theory of Psychosexual Development has five distinct stages:
a) Oral Stage (birth to 1 year), Erogenous Zone: Mouth
- Stimulation involving use of the mouth produces pleasure; babies enjoy sucking, chewing, biting, etc. When an infant experiences
frustration in not being able to meet needs through oral activities, the needs may continue to resurface at a later period in life such
forms as eating or smoking.
b) Anal Stage (2-4 years old), Erogenous Zone: Bowel and Bladder Control
- Stimulation on the anal region produces pleasure. Parents put emphasis to toilet training. Their over attention or lack of attention
to children’s toilet training may be the cause of problems associated with fixation.
c) Phallic Stage (4- 6 years old), Erogenous Zone: Genitals
- Self- stimulation of the genitals produces pleasure. The child struggles with sexual feelings about the same gender parent. The
stage where boys experience the state of Oedipus complex (young boys experience rivalry with their father for their mother’s
attention and affections and regard father as a sex rival) and girls experience the state of electra complex (see mother as a rival
for father’s attention).
d) Latency Stage (7-12 years old), Erogenous Zone: Sexual feelings are inactive
- Child’s sexual desires are repressed and all the child’s availability is channeled into socially acceptable outlets like school work
and various plays.
e) Genital Stage (12 years onward), Erogenous Zone: Maturing Sexual Interests
- This starts with the puberty onset where the individual is now attached to the opposite sex.
3. Psychosocial Development Theory by Erik Erikson
- Psychosocial theory addresses patterned changes in ego development, including self-understanding, identity formation, social
relationships, and worldview across the life span.
- For Erikson, socialization process is important. Erikson’s theory extended the stages of development throughout the lifespan.
Each stage is characterized by psychosocial conflict or crisis that an individual needs to overcome to successfully move to the
next stage.
a) Basic Trust vs. Mistrust (Infancy, 1-2 years) - Infants learn that if they can trust someone now, they can also trust others in the
future. If they experience fear, they develop doubt and mistrust. The key to development is the mother.
b) Autonomy vs. Shame & Doubt (Early childhood, 2-4 years) - Children experience their selves and discover their body. If they
are allowed to discover their selves, then they develop self-confidence. If they are not, children can develop shame and self-doubt.
Both parents now play a major role.
c) Initiative vs. Guilt (Preschool Age, 4-5 years) - In preschool, children take initiative, try out new things, and learn basic principles
like how round things roll. If they are encouraged, children can follow their interests. If they are held back or told that what they do
is silly, they can develop guilt. Children are now learning from the entire family.
d) Industry vs. Inferiority (School Age, 5-12 years) - Now they discover their own interests and realize that they are different from
others. If they receive recognition from teachers or peers then they become industrious, which is another word for hard-working. If
they get too much negative feedback, they start to feel inferior and lose motivation. Neighbors and schools now influence children
the most.
e) Identity vs. Role Confusion (Adolescence, 13–19 years) - During adolescence, we learn that we have different social roles. We
are friends, students, children, and citizens. Many experience an identity crises. If our parents now allow us to go out and explore,
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we can find an identity. If they push us to conform to their views, we can face role confusion and feel lost. Key to our learning are
our peers and role models.
f) Intimacy vs. Isolation (Early Adulthood, 20-40 years) - As young adults, they slowly understand who they are and start to let go
of the relationships they had built earlier in order to fit in. If they can make a long-term commitment, they are confident and happy.
If they cannot form intimate relationships, they might end up feeling isolated and lonely. Friends and partners are now central to the
development.
g) Generativity vs. Stagnation (Adulthood, 40-65) - Generativity is if we think that we are able to lead the next generation into this
world, we are happy. If we did not resolve some conflicts earlier, we can become pessimistic and experience stagnation. People at
home and at work are now who influence us most.
h) Ego Integrity vs. Despair (Old Age/Maturity, 65-death) - As we grow older we tend to slow down and begin to look back over
our lives. We ask: how have I done? If we think we did well, we develop feelings of contentment and integrity. If not, we can
experience despair and become grumpy and bitter. Time to compare us with mankind.
4. Cognitive Development Theory by Jean Piaget
- Swiss psychologist who was the first to make a systematic study of the acquisition of understanding in children. His theory
suggests that children's intelligence undergoes changes as they grow. In childhood, curiosity begins – as they start realizing
how things work and operate. Childhood is considered as the exploration age.
- Proposed four (4) Stages Of Cognitive Development:
a) Sensorimotor (birth to 2 years) - experiencing the world through senses (sensori) and actions (motor) such as looking,
touching, mouthing. Children at this stage are egocentric.
- Developmental Phenomena: Object permanence - a child's ability to know that objects continue to exist even though they
can no longer be seen or heard; and Stranger Anxiety - manifested by crying when an unfamiliar person approaches.
b) Preoperational Stage (2-7 years) - child is primarily interested in how things look and appear; mental representations for
objects are essential. There are two sub-stages: Symbolic Function - use of mental representations for imagination; and
Intuitive Thought - growth in curiosity and basic reasoning; in this stage, children are acquiring a great amount of knowledge
but have no idea how to use it yet.
- They will demonstrate skills such as arranging objects in a logical order (according to height, for example), or comparing two
objects (such as blocks) through shared attributes, focusing on one perceptual quality (such as size or color) at a time.
c) Concrete Operational Stage (8-11 years) - children start to think logically, but only in the presence of actual (concrete) objects.
A little less egocentric now, children begin to incorporate more relativity into their viewpoints
d) Formal Operational Stage (11-15 years) - thoughts become more abstract and more detailed; be able to solve problems and
are open to considering ideas and POVs.
- Children begin to manipulate ideas (rather than simply objects) and are able to reason purely on the basis of verbal statements.
They no longer need to refer to concrete objects, and can now follow an argument. They start to think hypothetically, and this
new ability to discuss abstract ideas, reveals that they have now become less egocentric.
5. Moral Development by Lawrence Kohlberg
- American psychologist and educator known for his Theory of Moral Development.
- His theory focuses on how children develop morality and moral reasoning.
- Moral development is the process by which people develop the distinction between right and wrong (morality) and engage in
reasoning between the two (moral reasoning). There are three level of moral reasoning:
a) Preconventional Level (0-9 years) - children's decisions are primarily shaped by the expectations of adults and the
consequences of breaking the rules. There are two stages within this level:
* Stage 1: Obedience and Punishment Orientation: we determine whether actions are right or wrong by whether or not they lead
to punishment. People at this stage see rules as fixed and absolute. Obeying the rules is important because it is a way to avoid
punishment.
* Stage 2: Individualism and Exchange (Mutual Benefit): Right or wrong are determined by what brings rewards. The desires
and needs of others are important, but only in a reciprocal sense.
b) Conventional Level (9-20 years) - moral development is marked by the acceptance of social rules regarding what is good and
moral.
* Stage 3: Social Approval “Good Boy- Good Girl Orientation”: We begin classifying moral behavior as to whether it will help or
please. Being seen as good becomes the goal.
* Stage 4: Law and Order: We start to equate “being good” with respecting authority and obeying the law, believing that this
protects and sustains society.
c) Post-Conventional Level (after age 20) - people develop an understanding of abstract principles of morality. There are two
stages within this level:
* Stage 5: Social Contract and Individual Rights: We still respect authority, but there is a growing recognition that individual
rights can supersede laws that are destructive or restrictive. We come to realize that human life is more sacred than just following
rules.
* Stage 6: Universal Ethical Principles: When our conscience becomes the ultimate judge, and we commit ourselves to equal
rights and respects for all. We may even resort to civil disobedience in the name of universal principles, such as justice.
6. JAMES MARCIA’S DEVELOPMENT OF SELF- IDENTITY
- James Marcia, an expert in identity formation, defines identity as “an internal, self- constructed, dynamic organization of drives,
abilities, beliefs, and individual history.”
- Crisis which presents an opportunity to explore; and Commitment which keeps you faithful in your beliefs and values, as well
as focused on identified goals, plans, or chosen career.
a) Identity Achievement: high commitment to a new career identity and high exploration of possible new career options. Accepting
of a new career and taking positive action to explore the job market.
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b) Identity Foreclosure: high commitment towards the prospect of a new career identity but low exploration activity. Have accepted
the prospect of changing careers but unmotivated to start the process of job seeking.
c) Identity Moratorium: low commitment to the prospect of new career identity but high level of engagement in exploring new
opportunities so are more knowledgeable about possible options.
d) Identity Diffusion: low commitment towards considering a new career. Low motivation to explore new options. Overwhelmed
or unaware of number of possibilities so inertia sets in.
TOPIC IV. THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE
 Sexuality – adolescents exploring their sexuality should be able to draw their limits in terms of sexual expressions, and be responsible
enough to see the future results or consequences of the behavior.
 Emotional Maturity – to achieve emotional maturity, adolescent must learn to channel his or her impulses into constructive endeavors.
Their actions should be socially acceptable responses to the demands of society
 Sexual Relationships – Emotional difficulties arise because of incorrect or inadequate information concerning sex. Many adolescents
are made to feel that questions concerning sex are improper and shameful.
 Intellectual Maturation – during this period, attitudes are formed, which are like remain relatively unchanged throughout life. Ways of
thinking are being developed which will lead to either: healthy problem-solving technique, expanded intellectual curiosity, and interest
or the narrow viewpoint.
 Peer Adjustment – Developing a sense of responsibility depends upon the satisfaction of social skills which enables one to become
acquainted with other young people.
 Vocational Choice – many adolescents make little or no preparation for an occupation. They take course in school which are easy, or
which are required of them, not those that will be of practical value in later life.
Middle and Late Adolescent Challenges
1. Anxiety and Stress
2. Pressure in School
3. Pressure in a Relationship
4. Drinking and Smoking
5. Drugs
6. Constant Need to Look Good
7. Eating Disorders
8. Addiction to Social Networks
9. Uncertainty About the Future
10. Depression