REVIEWER IN PERSONALITY DEVELOPMENT

1st Quarter Examination

KNOWING THE SELF

SELF constitute the individuality and identity of a

→the total, essential, or particular being of person
a person
ADOLESCENCE
THE SELF →transitional stage from childhood to
→union of elements: body, thoughts, adulthood
feelings or emotions, and sensations that →a time of discovery, as well as
disorientation

ADOLESCENTS
→cultivate their sense of the self
→have egocentric perspective on life
→often focus on themselves and believe that everyone else is focused on them too
→characterized by puberty
→difficult choices may arise regarding:
 Academics
 Friendship
 Sexuality
 Gender identity
 Alcohol
 Drugs
→the transition can naturally lead to anxiety about:
 Physical development
 Evolving relationship with others
 One’s place in the society

RELATIONSHIPS WITH FAMILY MEMBERS

→often take a backseat to peers, romantic interests, and appearance

THE UNIQUE SELF is comprised of the following aspects:

 Characteristics
 Habits
 Experiences
 DEVELOPING THE WHOLE PERSON

1. Physiological Development

PHYSIOLOGICAL CHANGES IN GIRLS PHYSIOLOGICAL CHANGES IN BOYS

1. Menstruation starts (menarche)
1. Nocturnal emissions (spermarche)
2. Hips become more defined and
2. Voice become deeper and fuller
curved
3. Acne starts appearing
3. Breasts develop

2. Cognitive Development

MIDDLE ADOLESCENCE LATE ADOLESCENCE

1. Uses the capacity to reason out, 1. More analytical and can figure out future
which makes him/her sound more possibilities and outcomes of events
philosophical
2. Hypothetical with the capacity to discern
2. Starts to consider his/her own using basic principles applied to specific
code of ethics (evaluating what is situations
right and wrong before acting out)
3. Able to empathize and feel more for
3. Considers the question “who am others with careful consideration of varied
I?” points of views

4. Starts to plan out and consider 4. Discovers and appreciates the diversity of
long-term possibilities people and their perspectives

3. Psychosocial Development

TRUST VS MISTRUST (1-3)

→infant is uncertain about the world they live in and looks toward their primary caregiver for
stability

AUTONOMY VS SHAME (2-3)

→children are focused on developing personal control over physical skills and a sense of
independence

INITIATIVE VS GUILT (4-5)

→this stage is the time of vigor of actions and of behaviors that parents might see as
aggressive
INDUSTRY VS INFERIORITY (6-12)
→the child demonstrates competencies that are valued by society and begin to feel pride in
their accomplishments

IDENTITY VS ROLE CONFUSION (12-18)

→roles: the child has to learn the roles he/she will occupy as an adult
→identity: the adolescent will re-examine his/her identity to find out who he/she really is
→fidelity: success in this stage will lead to fidelity or committing oneself to others on the basis
of acceptance
→role confusion: failure to establish a sense of identity within society leads to role confusion

4. Moral Development

OBEDIENCE / PUNISHMENT ORIENTATION

→the individual is good in order to avoid being punished
→if punished the person must have done something wrong

INDIVIDUALISM AND EXCHANGE

→children account for individual points of view and judge actions based on how they serve
individual needs

GOOD INTERPERSONAL RELATIONSHIPS

→the child is good in order to be seen and be approved as a good person by others

MAINTAINING SOCIAL ORDER

→judgments on actions are based on what is instituted by laws
→in order to be good, we follow laws

SOCIAL CONTRACT AND INDIVIDUAL RIGHTS

→the individual recognizes the law but there are times when they will work against the law to
fulfill something more important

UNIVERSAL PRINCIPLES
→people have set their own moral/ethical guidelines which may or may not fit the law
 IDENTITY STATUS a theory by James Marcia

FACTORS THAT AFFECT OUR IDENTITY

There are factors that will contribute on how we build up our identity or how we identify
ourselves.

1. CRISIS/EXPLORATION
→exploration: some period of re-thinking, sorting through, and trying out various roles and life
plans
→exploratory period: a time when the late adolescent is actively involved in choosing among
meaningful alternatives

2. COMMITMENT
→the degree of personal investment the individual expressed in a course of action or belief
→the life area where commitment is to be assessed is ideology or the set of beliefs and values

IDENTITY STATUS CRISIS COMMITMENT

→status in which adolescent has
→status in which adolescent has
already invested himself/herself
1. Identity gone through an identity crisis; a
to a particular course of action
Achievemen period of exploration
and belief
t
✓
✓

→adolescents have not

→adolescent seems willing to
experienced an identity crisis
commit to some relevant roles,
2. Identity →tend to conform to the
values, or goals for the future
Foreclosure expectations of others regarding
their future (e.g. allowing a parent
✓
to determine a career direction)

→status in which the adolescent

is currently in a crisis exploring →the adolescent is ready to
3. Identity
various commitments make choices but has not made a
Moratorium
commitment to these choices yet
✓

→the adolescent is not willing to

→the adolescent has undergone
make choices, thus, not willing to
little exploration on his/her own
4. Identity attempt to commit to any
identity
Diffusion available options
-
-
 DEVELOPMENTAL TASKS: ENCYCLOPEDIA OF AGING

BEHAVIORS
Adjust to new physical  Be comfortable with your own body thru acceptance.
changes  Learn to take care of your body to keep it healthy.

 Engage in critical thinking scenarios

Adjust to new intellectual
 Learn how to deliver arguments/reasons in an
abilities
appropriate manner

 Manage your time; create study habits and be

Adjust to higher cognitive patient
demands in school  Learn to work with others while disregarding
personal feelings

Adjust to higher demand for  Manage your speech properly; be tactful

verbal communication skills  Behave appropriately; learn to temper emotions

Develop a personal sense of  Decide for yourself what roles you wish to adopt
identity  Engage in careful explorations

 Introspect: determine what you really want in life

Establish vocational goals  Evaluate your skills and interests and make them
compatible with your goals

 Develop a new type of affection to your parents on a

Achieve psychological
more adult level
independence from parents
 Develop respect for other adults while being less
and other adults
dependent

Develop stable peer  View girls as women and boys as men

relationships  Participate in the community
 Make good decisions in creating good dating
patterns
Manage sexuality
 Obtain knowledge about sexual relationships while
being pati home ent
 Desire to establish a family of your own and raise
Develop personal attitude children
toward marriage/family life  Obtain knowledge about marriage relationships,
management, and parenthood
  Form a set of priorities concerning what is important
to you in life
Adopt personal value  Let your priorities be influenced by your experience
system in your family and society
 Priorities should help guide your behavior
 When faced with difficult decisions, rely on priorities

THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE

RISKY BEHAVIORS
→behaviors that could be exciting and temporarily rewarding
→behaviors that may allow us to forget life’s struggles for a short time
→behaviors that post potential dangers in the long run if the self is not guarded

CHALLENGES TO ADOLESCENTS
1. Relationships and Sexual Behaviors
2. Peer Pressure
3. Emotions
4. Confusions in Picking a Career
5. Emotional Maturity

MANAGING THE DEMANDS OF ADOLESCENCE

The following are some tips for young people who are in the process of becoming more mature
and stable individuals:

1. Choose your friends wisely. 5. Focus on school and studies.

→it is highly necessary to be prudent in
your engagement with others 6. Becoming more lovable and
→know who you are relating and decide capable adolescents
who to keep as friends →preparing yourself by acquiring the
necessary skills and training to become
2. Join youth groups and fully equipped
organizations.
Be light
3. Stay close to home (if possible) Laugh at yourself
→stay close to home while building yourself Be real
up to become more independent Love yourself
Show kindness to everyone
4. Engage in healthy and fun Show affection
activities. Love unconditionally
 COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE

STRESS
→state of mental or emotional strain or tension resulting from adverse or very demanding
circumstances
→a physical, chemical, or emotional factor that causes bodily or mental tension and disease

VULNERABILITY
→level of tendency to be affected by stress

EUSTRESS DISTRESS
→positive form of stress having a beneficial →negative form of stress which results
effect on health, motivation, performance, and to mental or physical suffering, trouble,
emotional well-being or affliction

Examples: Examples:
1. Taking a vacation 1. Financial problems
2. Holiday season 2. Family problems
3. Receiving a promotion or raise from work 3. Academic struggles
4. Learning 4. Illness

INTERNAL STRESSORS EXTERNAL STRESSORS

→physical ailments such as infection or →changes in temperature and stressful
inflammation and psychological problems psychological environments such as classroom
such as worrying about something conditions or abusive relationships

HOW TO COPE WITH STRESS

1. Exercise and eat healthy food 6. Practice responding properly to

stressful situations
2. Learn relaxation exercises
7. Take a break from stressful
3. Decrease negative self talk situations from time to time

4. Learn to feel good about 8. Learn how to properly assert yourself

achievements
9. Establish strong ties with family and
5. Avoid perfectionism friends
 MENTAL HEALTH: WELL-BEING IN MIDDLE AND LATE ADOLESCENCE

MENTAL HEALTH EMOTION

→level of psychological health or well-being →mind’s interpretation of what we are
→affects how we think, feel, and act feeling
→indicator of how we handle stress, relate →mind’s interpretation of what is happening
to others, and make choices around us

Mental Health in the Philippines

 300 to 400 – estimate number of mental-health related calls from May 2019 to February
2020
 1000 calls – estimate number of mental-health related calls from April 2020 to July
2020
 115 calls – peak number of suicide-related calls in July 2020
 13 to 15 calls – average daily mental-health related calls (pre-pandemic)
 32 to 37 calls – average daily health-related calls (during pandemic)

POSSIBLE WARNING SIGNS OF MENTAL DISORDERS

1. Frequent expression of anger and 6. Extended feeling of grief after a loss

worry of a loved one
2. Isolation and avoiding social 7. Tendency to hurt other people and
interactions destroy property
3. Difficulty in sleeping and eating 8. Low or no energy
4. Obsession with exercising, dieting, 9. Excessive drinking, smoking, and
and binge eating use of drugs
5. Inability to enjoy pleasurable 10. Difficulty in controlling emotions
activities 11. Self-harm and thoughts of suicide
12. Hearing voices

COMMON MENTAL HEALTH DISORDERS

1. Attention Deficit-Hyperactivity Disorder (ADHD)

→a persistent inattention and/or hyperactivity/impulsivity and/or poor concentration

2. Bipolar Disorder
→unusual changes in mood – high energetic phase and depressive episode

3. Anxiety Disorder
→excessive anxiety and worrying with difficulty to control oneself

4. Depression
→feeling of sadness that lingers for weeks or longer, accompanied by feelings of
worthlessness and hopelessness

5. Eating Disorders
→Anorexia nervosa / Bulemia nervosa / Binge-eating disorder

6. Personality Disorder
→display of behavior that markedly deviates from the expectations of the culture

7. Schizophrenia
→gross incapacity to properly detect what is real and not real (delusion, hallucination,
disorganized behavior)

8. Substance-related Disorders
→problematic and pathological use of substances

9. Internet Addiction
→excessive use of the Internet which impairs daily functions in life

PREVENTING/PRIORITIZING MENTAL HEALTH

1. Look inside: being self-aware is the key to good mental health

2. Decide to live one day at a time: the reality is that we can only manage what is at
hand

3. Choose to live a healthy lifestyle: sleep well and eat healthy; train your body

4. Learn to manage stressors: remember to use the skills in managing stressors as

mentioned in the precious chapter

5. Connect to higher being: a research conducted on the topic religion and Mental
Health (Behere, et al., 2013) states that "religiousness remains an important aspect of
human life and it usually has positive association with good mental health"
 EMOTIONAL INTELLIGENCE

EMOTION
→a natural instinctive state of mind deriving from one's circumstances, mood, or relationship
with others
→examples: anger, sadness, happiness, love, surprise, disgust, contempt, shame, guilt

EMOTIONAL INTELLIGENCE
→emotional awareness and emotional management skills which provide the ability to balance
emotion and reason so as to maximize our long-term happiness, love

How do we hide our emotions? Managing Emotions thru Emotional

→80 to 90% of our emotions are not Intelligence
expressed and if expressed, they are not →intense emotional experiences during
properly stated – Daniel Goleman your stage can be managed well thru
→We only resort to nonverbal emotional intelligence
communication, making others know how →learn the basic skills first so that you will
we feel thru the way we look at them understand emotion and its intensity and
including the sound of our voice and some learn how express them properly
body language

FIVE DOMAINS OF EMOTIONAL INTELLIGENCE

1. Self-awareness
The moment an emotion is felt, you are able to identify it properly. Being able to identify the
emotion makes you own it and not necessarily blame others for having experienced it.

2. Managing emotion
This refers to regulating your emotion and making it fit a particular circumstance. This would
challenge you to respond appropriately.

3. Motivating the self

This refers to the ability to propel oneself to move on with life despite the circumstances.

4. Empathy
This refers to your ability to sense the feelings and emotions of others without them saying
anything to you.

5. Social Skills
As you are able to manage your own emotions, you will gain the capacity to listen to a peer
who may be going through a highly emotional experience.