Perdev-reviewer-1.docx

PERSONAL DEVELOPMENT Self development  “In your living on earth, were you yourself?” Importance of knowing oneself  Strengths and Weaknesses  Interpersonal relationships  Good and happy life THE CONCEPT OF PERSONALITY  Comes from the Greek word Persona which means mask “Permanent traits and unique characteristics that give both consistency and individuality to a person’s behavior.” (Feist and Roberts, 2013)  “Pattern of thinking, feeling and behaving. Enduring and distinctive” (Cervone and Pervin, 2014)  “Consistent behavior patterns and intrapersonal processes originating within the individual.” (Larsen and Buss, 2005)  Adaptation and Environment The self  People conduct themselves on their self-concept / personality as it regulates how they view and relate to their surroundings.  Same characteristics are not equal to same personality. (Gordon Allport) Raymond CATELL’S CLASSIFICATION OF TRAITS 1. Common traits – everyone shares 2. Unique – distinct 3. Ability – skills 4. Temperament – Reaction 5. Dynamic – Motivations and drive 6. Surface – unstable and imperament, weaken or strengthen 7. Constitutional – biological origins (tipsy)

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8. Source – permanent elements of behavior 9. Environmental-mold – behaviors influenced by friend, work or environment Robert Mccrae And Paul Costa ‘S Five Factor Trait Theory (Ocean) 1. Openness 2. Conscientiousness 3. Extraversion 4. Agreeableness 5. Neuroticism Myers-briggs personality test  Personality Type can be understood as a unique collection of several traits that tend to go together.  Extraversion (E)  Introversion (I)  Sensing (S)  Intuition (N)  Thinking (T)  Feeling (F) Judgement (J)  Perception (P) Extroverts. Energized by people, enjoy variety of tasks, a quick pace, and good at multitasking. Introverts. Often feel like working alone or in small groups, prefer a more deliberate pace, and like to focus on one task at a time. Sensors. Realistic people who like to focus on the facts and details. They apply common sense and past experience to find practical solutions to problems. Intuitives. Prefer to focus on possibilities and the big picture, easily see patterns, value, innovation, and seek creative solution to problems.

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Thinkers. Tend to make their decisions using logical analysis, objectively weigh pros and cons, and value, honesty, consistency and fairness. Feelers. Tend to be sensitive and cooperative and decide based on their own personal values and how others will be affected by their actions. Judgers. Tend to be organized and prepared, like to make and stick to plans and are comfortable following most rules. Perceivers. Prefer to keep their options open, like to be able to act spontaneously, and like to be flexible with making plans. ORIGINS OF PERSONALITY  Nature. Inherited Characteristics  Nurture. Environment  Nature through Nurture. Enneagram  Yin-yang figure represents the mystery of one’s wholeness. JOHARI WINDOW  Open Self  Blind Self  Hidden Self  Unknown Self

DEVELOPING THE WHOLE PERSON FIVE AREAS OF PERSONAL DEVELOPMENT 1.

Physiological  Health  Body changes as you grow  Affects other aspect of growth 2. Emotional  Emotions vs. Feelings  Emotions : Happy, Sad, Afraid, Angry

 Feelings : Reactions to emotions 3. Social development  Inborn capacity to relate and connect with others. 4. Cognitive development  Refers to intellectual abilities as shown in his/her thoughts, attitudes, beliefs and values.  Attitudes - relatively enduring organization of beliefs, feelings and behavioral tendencies towards socially significant objects, groups, events or symbols. - In other words attitude is your personal stance that one develops from previous personal experiences.  Three components of attitude: a) Affective – feelings (I am scared of snakes) b) Behavioral – The way attitude affects (I see snakes, I run) c) Cognitive – belief and knowledge about the object (Snakes are dangerous)  Attitude and behavior are connected in that behavior is the external manifestation of attitude. 5. Spiritual development  Defined as discovering oneself beyond the ego known as the soul, spirit or the inner essence. Inner guide of a higher power.  Beliefs - determine how people react to life.  Values - are subjective judgments that people make about the importance of certain things. (Value respect) Virtues are qualities. Values are virtues you give importance to.

Shalom Schwartz (2012) 10 basic human values a) Universalism  understanding, appreciation for the welfare of people and nature b) Benevolence  preservation and enhancement of the people with whom you are connected with c) Tradition  Respect, commitment and acceptance of the culture and customs. d) Conformity  Restraint of actions inclinations and impulses likely to upset or harm expectations or norms. e) Security  safety, harmony and stability of society or relationships and self f) Power  social status and prestige, control or dominance over people and resources g) Achievement  personal success through demonstrating competence accdg. to social standards h) Hedonism  pleasure and sensuous gratification for oneself i) Stimulation  excitement, novelty and challenge in life. j) Self-direction  independent thought and action-choosing, creating and exploring Albert bandura’s personality as an interaction of factors  Individuals have a hand in influencing the course of their lives  People can actively build the self that they choose to be.

 In his point of view, human action is a result of the interplay of three variables: Person, Behavior, and Environment.  He believes that people can take control of their lives, it is affected by their self-efficacy  Self-efficacy  The belief that they can succeed in what they do.  A person gains control over outside factors by altering the way one perceives his/her situation.  Basis of self-efficacy: a) Mastery experiences b) Social modeling c) Social Persuasion d) Physical and emotional state B.F. skinner on personality as the product of the environment  Modeling is where the people that one looks up to can influence his/her identity, beliefs and values. Llaneza-ramos’ inner blossoming  Lotus flower as a symbol of growing oneself.  Calling the approach inner blossoming, she believes that each one has an inner garden of dreams that needs to be cultivated.  Seven factors that facilitate change: 1.

Presence – being there to witness

2. Openness – receptive to life 3. Awareness – recognition to what is really happening 4. Acceptance – willingness to embrace 5. Understanding – insight 6. Freedom – discovery of one’s inherent power 7. Choice – power to decide

Self actualization vs. Self transcendence  

Self actualization - becoming more of who one is Self transcendence - giving back all that was accumulated in the phase of self development

Developmental stages in middle and late adolescence 

Adolescence  Is the transition period between being a child and being an adult. Period of being “caught in the middle”

Erik erikson 8 stages of psychosocial development  Identity crisis: the confusion and despair of being unable to explore who he is and failing to find the place he belongs  These stages are built on the epigenetic principle, each stage develops at the proper time, built upon the previous stage.  At each stage there is an interaction between a harmonious element (syntonic) and a disruptive element (dystonic)  These conflicts produce either basic strength or core pathology  Perfectly normal to question our parents’ values and beliefs.  Will develop belief and lead to fidelity  Early adolescence (10-13), Middle adolescence (14-16), Late adolescence (17-20).  Quarter life, Mid-life 1. Infancy (Trust) – Hope vs. Withdrawal 2. Early Childhood (Shame) – Will vs. Compulsion 3. Play age (Guilt) – Purpose vs. Inhibition 4. School age (Inferiority) – Competence vs. Inertia 5. Adolescence (Role confusion) – Fidelity vs. Role Denial 6. Young adulthood (Isolation) – Love vs. Exclusivity 7. Adulthood (Stagnation) – Care vs. Rejectivity

8. Old Age (Despair) – Wisdom vs. Disdain A) Infancy  Needs: Reliable Caregiver  Conflict: Basic Trust  Pathology: World is dangerous and uncaring  Strength: Can find hope, sees others as supportive. B) Early childhood  Needs: Support  Conflict: Confidence  Pathology: Overly dependent, low self esteem  Strength: Confident and secure in his ability to survive C) Play age  Needs: allowed to discover curiosity  Conflict: Guilt  Pathology: If embarrassed, burden or nuisance. Creativity can be constricted  Strength: Initiative, Make decisions, Enjoy leading others D) School age  Needs: To learn more  Conflict: Inferiority  Pathology: If he fails or ridiculed, can develop sense of inferiority  Strength: sense of competence E) EARLY adolescence  Needs: To know roles to take  Conflict: identity  Pathology: Can be affected by early stages, not knowing future career path, sorting to immediate source of security, vices. It can lead to doubts about intimacy  Strength: opposite F) Middle adulthood  Needs: To be productive  Pathology: Can feel empty, stagnant, not important.  Strength: Feels empowered, meaningful part of the world

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Old age Needs: To be accomplished Pathology: despair, hopelessness, depression Strength: peaceful sense of meaning and openness to death with hope

h) Being courageous in standing up and being different from friends i) Developing self-esteem j) Being true to oneself and avoiding the tendency to please others k) Learning how media and advertising try to influence one’s thinking and feelings l) Becoming aware, critical and involved with social issues m) Embracing healthy lifestyle n) Developing one’s spirituality

Karen horney: Socio-cultural view  Inevitable childhood conflicts.  Relationship between parent and child is the key factor.  difficult childhood = abnormal personality development  Three interaction style to cope: a) Moving towards people b) Moving against people c) Moving away from people  Two views of the self a) Ideal b) Imagined Resulting to impossible self Developmental tasks during adolescence a) b) c) d)

Movement toward independence Future interests and cognitive development Sexuality Physical change

The challenges of middle and late adolescence 1.

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Responsible adult a) b) c) d) e) f) g)

Developing occupational skills Developing self reliance Learning to manage finances Understanding social responsibility Acquiring a mature work orientation Accepting personal responsibility Instilling a positive attitude toward work

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Attitude and behavior toward sexuality  Wanting to explore is inevitable but draw limits  Responsibility implies dealing with one’s sexuality as part of establishing a healthy self concept.  Relationships are inevitable.  Heavy pornographic viewing have grave negative psychological effects Academic concerns  Right attitude when studying  Responsibility is vital  Education system (tracking system) Group belongingness  Urge to seek a replacement of family’s support system  Low self esteem may be drawn to groups that guarantees exclusivity. More destructive than helpful Health and Nutrition  What everyone should strive for.  Adolescents have a lot of energy there should be control. (sleeping too late, drinking too much, eating too unhealthy) Developing or regaining self esteem  Harder to distinguish positive than negative traits

 Criticisms from close people are hurtful  Healthy self-image result to grooming 6. Roles  Roles such as student, daughter, sister, friend. Confusing relationships are not helpful.  Having a strong sense of identity is helpful to accept responsibility. 7. Material poverty  Scarcity  Builds a sense of being unimportant for having no ability to help directly  False pride to friends 8. Parents working abroad  Due to poverty  Study shows having OFW parents can result to MATERIALISM, REBELLING or the parents overcompensating. 9. Career choice  Online quizzes to see career choices and opportunities  Following passions may require you to sacrifice wealth in the first years. Success is not guaranteed. 10. Relationships  Requires certain level of relationship  Goes to friends who understands than family who punishes or corrects.  Romantic relationships are inevitable, but majority end. Breakups are a positive way to grow emotionally 11. Values and beliefs  What will you fight to die for?  -What will I fight against? What can I afford not to lose? 12. Others  Challenges that are custom to a person since everyone is undergoing different challenges and situations.

The power of the mind: the whole brain theory Whole brain theory  Focuses on understanding how the brain works. 1. Paul broca (1861)  Language and left-right brain specialization on a patient who had problems with language.  Language functions reside on the left sid.e of the brain. 2. dr. roger sperry  Also called the split brain theory.  Left hemisphere: Performing tasks, Intuitive, Creative  Right hemisphere: Analytical, Logical, Reasoning, and Critical thinking 3. dr. paul maclean  Also called as the Triune Brain Theory  Three parts of the brain: Neocortex, Limbic System, Reptilian complex  Neocortex: Language, Planning, Abstraction, perception  Limbic system: Motivation and emotion, reproductive behavior and parental behavior  Reptilian complex: Self preservation, aggressive behavior, survival instincts 4. engr. Ned herrmann  Also called the Brain Dominance Theory  He was rewarded with Father of the Brain Dominance Theory  Why are there people who are MORE creative?  Most of the body parts are symmetrical but not necessarily function equally  Dominant  He points the preferences of styles in thinking.  Most people utilize atleast two primary quadrants. This means using one’s strengths while allowing the weaker styles to grow stronger through regular use and practice

 Herrmann’s four labeled quadrants of the brain: Upper left (A) Cerebral Mode – Analytical Lower left (B) Limbic Mode – Organized Lower right ( c ) – Interpersonal Upper right (D) – Imaginitive 1.

Analytical – Likes to theorize, concludes based on facts. Expect straight to the point information and instruction. Difficulty expressing emotion and thoughts. Struggle with unclear concepts.

2. Organized – Grasp things in sequence, learns through practical situation than theories. Struggle to understand concept without examples how it is applied 3. Interpretative – Sociable learners, likes to share ideas with group, reflect on what they learn, learn while using body movements. Bored with intellectual discussions without activities and participation. Emotional. Values personal feedback 4. Imaginative – Curious ones, enjoys discovering, experimenting. Strong thinkers: concept, putting unrelated parts together, connecting parts, creating new ideas, visual learner. Spontaneous. Struggles to meet deadlines

5. Tony Buzan  Popularized the term MIND MAP.  Is a diagram used to represent information and ideas branching from a central key word or idea and used as an aid in study, organization, problem solving, decision making and writing Five essential characteristics of mind mapping:

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Center image represents the main idea

2. Main branches radiate from central image 3. Branches: key image, word drawn or printed 4. Twigs represent the lesser topics 5. The branches form a connected nodal structure Tips on making mind maps: 1.

Use single words or simple phrases

2. Print words 3. Use color to separate different ideas 4. Use symbols and images 5. Use cross linkages