QUARTER 1 Stages of Self-Awareness

PERSONAL DEVELOPMENT • Concrete, black-and white thinking

Early
• Egocentric, self-conscious
(10 – 13 years old)
Lesson 1: Knowing Oneself • Increased need for privacy
• Able to think in abstract
Knowing Personality (self) Middle • Sees the big picture
• “Knowing oneself is the beginning of all wisdom” (Aristotle) (14 – 17 years old) • May lack ability to apply
• As an adolescent, you should know your characteristics, beliefs, • Has romantic and sexual interest
• More impulse control
values, and strengths that will help you reach your goals in life Late
• Better gauge of risks and rewards
(18 years old
• Values identification
How to develop self-awareness? onwards)
• More stable relationships
1. Identify your emotions
2. Recognize your strengths and weaknesses Understanding Self-Concept
3. Keeping a journal or diary According to Carl Rogers, self-concept is one’s idea about
4. Practice mindfulness himself or herself, particularly toward his/her set of values, point of
views, and behavior. This is how you respond to the question “who
Importance of Self-Awareness am I?” and your answer to that question is how you see yourself
• Self-awareness is how individual consciously know and
understand his/her own character, feeling, motives, and desires Personality
• Seeing yourself clearly makes you more confident and creative • Came from Greek word persona which means mask
• You make sounder decisions, build stronger relationships, and • Term came from the Greek custom of putting up a show where
communicate more effectively actors donned masks to portray different personalities or selves.
• You get to know yourself, understand your strengths and • Refers to one’s public face, or the self one usually shows to
weaknesses and how to maximize your potentials in reaching other people.
life goals
The Self
Five Paradigms of Self-Awareness: • The actual self and the ideal self are two categories of self-
1. Physiological / Physical Aspect concept.
2. Emotional / Psychological Aspect • Self-concept refers to your awareness of yourself. It is the
3. Social Aspect construct that negotiates these two selves.
4. Mental / Cognitive Aspect • Connotes first the identification of the ideal self as separate
5. Spiritual Aspect from others, and second, it encompasses all the behaviors
evaluated in the actual self that you engage in to reach the
Adolescence – the period of transition between childhood and ideal self.
adulthood where the individual starts to experience and/or question the
changes regarding himself/herself or his/her surroundings
Actual Self More about the Self
• Built on self-knowledge • Knowing more about yourself is of paramount importance
o Self-knowledge is derived from social interactions that • Your self is the total, essential, or particular being of a person
provide insight into how others react to you. • Also refers to the core qualities that distinguish you from
• Who we actually are others
• How we think, how we feel, look, and act • It consists of both conscious and unconscious aspects of a
• Can be seen by others, but because we have no way of truly person
knowing how others view us • Moreover, it comprises physical, mental or cognitive, emotional
• The actual self is our self-image. or affective, and social aspects
• The self also includes your spiritual dimension
Ideal Self
• How we want to be Strengths and Weaknesses
• An idealized image that we have developed over time, based • Strength is an activity that makes you feel strong or something
on what we have learned and experienced you are good at
• Includes components of what our parents have taught us, what • Weakness is a particular thing or activity that you do not like
we admire in others, what our society promotes, and what we doing or you find hard to master
think is in our best interest
Stages of Development
How does the actual and ideal self connect? STAGES DURATION
• There is negotiation that exists between the two selves which 1. Gestational Age Conception to birth
is complex because there are numerous exchanges between the 2. Infancy Birth to 2 years old
ideal and actual self a. Neonate a. Birth to 2 weeks
• These exchanges are exemplified in social roles that are b. Infancy b. 2 weeks to 2 years
adjusted and re-adjusted, and are derived from outcomes of 3. Childhood 2 – 12 years
social interactions from infant to adult development. a. Early childhood a. 2-6 years
• Alignment is important
b. Later childhood b. 6-12 years
• If the way that I am (the actual self) is aligned with the way
4. Adolescence
that I want to be (the ideal self), then I will feel a sense of
a. Pre-adolescence a. 11-12 to 13-14 years
mental well-being or peace of mind (Consistency and
Stability). b. Adolescence b. 13-17 years
c. Later-adolescence c. 18-21 years
Incongruence – lack of alignment between the ideal and actual 5. Early Adulthood 21 – 40 years
self, which may result in mental distress or anxiety 6. Middle Age 40 – 60 years
• The greater the level of incongruence between the ideal self 7. Old Age After 60 years
and real self, the greater the level of resulting distress. 8. Death The end of a person’s life
Erikson’s Stages of Psychosocial Development • A trait is marked by the tendency to act, think, and feel in a
Stage Approx. Age Developmental Task certain way—over time and across situations.
1. Infancy Birth to 1 Basic trust vs. Mistrust • The Trait Perspective in psychology is perhaps is the most
Autonomy vs. Shame and popular way through which people have come to think of
2. Toddler 1–3 personality/oneself.
Doubt
3. Preschool 4–6 Initiative vs. Guilt
Ways in Measuring Personality:
4. School age 7 – 11 Industry vs Inferiority
1. Through observation
5. Adolescence 12 – 19 Identity vs. Role Confusion
2. Rorschach Inkblot Test
6. Young adulthood 20 – 44 Intimacy vs. Isolation 3. Myers-Briggs Type Indicator (MBTI)
7. Middle 4. Keirsey Temperament Sorter
45 – 65 Generativity vs. Stagnation
adulthood
8. Late adulthood 65+ Ego Integrity vs. Despair 16 Personality Factors
• Raymond Cattell conducted researches on personality traits
Freud’s Psychosexual Stages of Development and proposed that personality is made up of 16 basic
Oral Mouth – sucking, swallowing, etc. dimensions (Feist et al., 2013).
Anal Anus – withholding or expelling feces • These 16 traits are source or core of all human personality.
Phallic Penis or clitoris – masturbation • Cattell’s main goal is to predict a person’s future behavior in a
certain situation.
Latent Little or no sexual motivation present
• In order to fully understand someone, one needs to describe
Genital Penis or vagina – sexual intercourse
the entire pattern of traits that define that individual (Shultz &
Shultz, 2009).
What is Personality?
• Cattell defined traits as reaction tendencies that are somewhat
• Personality is a pattern of habits, attitudes, and traits that
permanent parts of personality. He classified traits in several
determine an individual’s characteristics, behavior, and traits
ways.
(Gordon Allport)
• Personality refers to the unique and relatively enduring set of
Table 1.1. Cattell’s Classification of Traits
behaviors, feelings, thoughts, and motives that characterize
TYPE OF TRAIT DESCRIPTION
individual (Feist and Rosenberg, 2012) These are traits which everyone shares, for example
1. Common Trait everyone has some measure of intelligence or
Determining Personality Traits extraversion.
Gordon Allport These are traits that distinguish us as individuals; for
• Psychologist who espoused the uniqueness of each individual. 2. Unique Trait example an interest in politics or sports such as
basketball.
• Focused on understanding and measuring personality in terms
Skills or abilities that determine how well we can
of traits, which are the enduring and consistent disposition of 3. Ability Trait
work toward our goals.
human beings. 4. Temperament Emotions or feelings that determine how we react to
• Identified around 200 traits that guide people’s behavior. Trait people and situations; examples include
 assertiveness and the tendency to be fretful or Unreliable and self-
Rule Consciousness Conscientious
easygoing indulgent
These traits underlie our motivations and drive our Social Boldness Restrained and shy Socially uninhibited
5. Dynamic Trait
behavior Sensitive and
Sensitivity Self-reliant and tough
Characteristics that are composed of source traits or humanistic
behavioral elements. These can be unstable and Suspicious, critical,
6. Surface Trait Vigilance Trusting and accepting
impermanent and may weaken or sthrengthen opinionated
depending on the situation. Imaginative,
Abstractedness Proper and conventional
These are single, stable, and permanent elements of unconcerned
7. Source Trait
behavior. Privateness Natural, forthright Shrewd
Source traits that have biological origins, such as Apprehension Self-confident Guilt-prone
8. Constitutional
behaviors which arise from too much alcohol. Overly cautious, Free-thinking, tolerant
Trait Openness to change
(innate) traditional of ideas
Source traits that have environmental origins such as Emotionally group Resourceful, self-
9. Environmental- Self-reliance
behaviors influenced by our friends, work dependent organizing
Mold Trait
environment, or neighborhood. (acquired) Casual and non-
Perfectionism Precise and orderly
integrated
• Cattell grouped traits into surface traits and source traits. Satisfied, emotionally
Tension Fretful, tense
• Surface traits are those that are readily observable by others, relaxed
while source traits are underlying traits that form the core of
personality. Five Factor Trait Theory
• Among these 9 types of traits, the most important and • Before the 1980’s, there was no consensus as to what the major
fundamental traits are source traits. dimensions of personality were.
• Cattell added temperament traits since they involve the • Many researchers were done determining the exact number of
emotional tone of bahavior. These traits are in bipolar form, traits that exist within the person. Recently, two research
meaning one is either on one end or the other end, or psychologists,
somewhere in the middle. • Robert McCrae and Paul Costa (1992), narrowed down
• These 16 source traits were adapted into an objective test called these basic 16 personality traits that Cattell proposed into five
Sixteen Personality Factors (16 PF) Questionnaires. categories which they called the Big Five.
• They believe that these traits remain stable throughout a
VARIABLE LOW SCORES HIGH SCORES person’s lifetime, especially after 30 years old.
Participating and • The Big Five became a universal and widely agreed upon
Warmth Reserved and critical
outgoing dimension of personality called the Five-Factor Trait Theory.
Reasoning Concrete-thinking
Intellectual and • The five dimensions or trendencies are
analytic a. Openness,
Stable and secure- b. Conscientiousness,
Emotional Stability Easily annoyed or upset
feeling
Mild, conforming,
c. Extraversion,
Dominance Dominant and stubborn d. Agreeableness, And
submissive
Enthusiastic and e. Neurotism –
Liveliness Prudent and serious
spontaneous abbreviated as OCEAN.
 • These five factors are found across different cultures and have • So, personality type is regarded as an integrated collection of
shown some permanence with age (McCrae & Costa, 2003 in personality traits that tend to characterize an individual.
Feist et al., 2013). Personality psychologists finally came to an • A popular example of personality types is the Myers-Briggs
agreement on these five traits, and its adoption into the field Type Indicator. It does not only provide trait descriptions of
spread like wildfire. personality but also general personality type.

Costa and McCrae’s Big Five The Myers-Briggs Type Indicator

• Imaginative • It measures the person’s
• Interested in variety or sticks to a a. Extraversion (E) or Introversion (I) – whether the
Openness
routine person is energized by being surrounded by people or
• Independent or conforming by being in solitude;
• Organized or disorganized b. Sensing (S) or Intuition (N) – whether the individual
Conscientiousness
• Careful or careless prefers to use his/her senses or ideas in interpreting
• Sociable or retiring information;
Extraversion • Fun-loving or somber
c. Thinking (T) or Feeling (F) – whether the person
• Energetic or reserved
tends to think or feel when making decisions;
• Soft-hearted or ruthless
d. Judgment (J) or Perception (P) – whether the
Agreeableness • Trusting or suspicious
• Helpful or uncooperative person deals with situations by planning or spontaneity.
• Calm or anxious • These make up 16 types of personality combinations.
Neurotism (Emotional
Instability)
• Secure or insecure ISTJ ISFJ INFJ INTJ
• Self-satisfied or self-pitying
ISTP ISFP INFP INTP
• Trait theorists explain people’s personality in the extent to which ESTP ESFP ENFP ENTP
people exhibit levels of a specific characteristic. ESTJ ESFJ ENFJ ENTJ
• McCrae and Costa describe people’s personality in terms of
• Further, it includes description of the personality for each
how they exhibit the following traits or characteristics.
personality type
Personality Types
Nature via Nurture
• Aside from knowing oneself in terms of traits, psychologists
• Nature – heredity or genetic make-up
have also tried to understand personalities according to their
• Nurture - environment
types.
• The debate goes on whether personality is influenced by nature
• A personality type can be understood as a unique collection of
(i.e. inherited characteristics) or nuture (i.e acquired from
several traits that tend to go together.
environment).
• For example, if one is the intellectual type or commonly referred
• More often, people simply attribute their personalities to both
to as the “nerdy one,” then one is expected to be generally
factors.
focused on mental tasks and enjoys solving cerebral puzzles and
• According to research studies, it is neither nature nor nurture,
achieving more in the academic world than in athletic pursuits.
but nature through nurture.
 • This view states that one may have the genes for talent, but • Initially, made as a model for interpersonal awareness (Halpern,
unless this talent is nurtured it may not be evidenced in the 2009; Armstrong 2006) and self-development (Chapman,
individual. 2003), it can help one be more aware of his/her own strengths
• One may have little inborn intellectual abilities but can still and weaknesses.
perform well if one consciously develops his/her thinking
abilities. Open Self Blind Self
• Conscious cultivation of one’s mental abilities can lead to Information about you that both Information about you that you
superior academic performance. you and others know don’t know but others do know
• The culture factor is also important. Socially, a person may Hidden Self Unknown Self
have gotten his/her people-oriented trait from his/her father Information about you that you Information about you that
who is very relational, or one may also have learned at an early know but others don’t know neither you nor others know
age how to interact with different people by living in a foreign
setting. a. Open self – what you know that others also know; synonymous
• A person may belong to a collectivistic culture which puts great to the concept of the conscious self or what one is aware of
importance on togetherness. b. Blind self – traits about you that you are not conscious in terms
• Many factors come into play to make one the person he/she is of appearance, abilities, talents, or opportunities, but others are
today. well aware
c. Hidden self – contains the secret things, including inner
Personality and the Self motives, fears, and sensitivities that you do not show to others
• In psychology, the term personality is referred to as the set d. Unknown self – things you and others do not know that holds
of behaviors, feelings, thoughts, and motives that identifies an the key to more self-discovery
individual
• Personality is the essence of who we are and the embodiment The Unique Self
of one’s physical, psychological, cognitive, affective, and • Adolescence is a period between childhood and adulthood
spiritual self • Adolescence includes changes in the physical, cognitive, social,
• In psychology, the “self” will be described in terms of emotional, and spiritual aspects
psychology • Your experiences since childhood shape your unique
characteristics and habits that define who you are
What is self?
• In philosophical terms, it is the being which is the source of a Aspects of the Unique Self:
person’s consciousness 1. Characteristics – refers to unique features or qualities
• It is the agent responsible for an individual’s thoughts or actions typically describing you as an adolescent; something that sets
• It includes a person’s life’s purpose, meaning, and aspiration you apart from others
2. Habits – refers to social or unique tendencies, activities, or
The Johari Window practices that you find yourself having difficulty to go or give up
• An original concept by two American psychologists, Joseph because you really like doing them
Luft and Harrington Ingham (hence the term Johari). 3. Experiences – refers to significant experiences that
contributed to your unique self and have created an impact in
 your life and changed you from where you were to where you I. PHYSIOLOGICAL DEVELOPMENT
are; something you have learned from doing things before • Or the physical attributes including the five senses
• Since childhood, you have experienced changes that might have
Knowing Oneself Through Others brought you some discomfort.
• It is fun to know more about who we are. It is even more • The transition begins at puberty or early adolescence where
exciting to see ourselves through the eyes of other people who most physical developmental changes occur in both girls and
know us. boys.
• We can always fool ourselves but with other people, it is not as • Physiological development refers to the physical changes in
easy to keep the social masks we desire to be known by and the body as well as the senses and changes in skills related to
pretend that these are our real selves movement.

Lesson 2: Developing the Whole Person Puberty – time in life when a boy or girl becomes sexually mature
Human Development
• The change and growth that happen throughout one’s life Physiological Changes during Puberty:
• The holistic development must be balanced A. Girls (12 to 14 years old)
• If not, it might have an enormous impact on your personality • Breast develops as a first pubertal change.
• Pubic hair appears next.
Holism and Gestalt • Hair under the arms begins to grow at 12 years old.
• Gen. Jan C. Smuts introduced the academic terminology for • Menstruation may start as early as 10 years old and as late as
holism as “tendency in nature to form wholes which are greater 16 years old.
tham the sum of its parts” • Hips become more defined and curved.
• Christian Von Ehrehfels introduced the concept of gestalt. • Voice becomes firmer and fuller.
This is defined by Merriam Webster as “something is made
up of many parts yet is somehow more than or different from B. Boys (12 to 14 years old)
the combination of its parts; broadly, the general quality, or It is difficult to know exactly when puberty is coming for boys
character of something” because changes occur gradually and over a period of time.
• In understanding humans, it is important to see the person in • Testicles enlarge as the first pubertal stage.
his entirety and not just his parts • Penis enlarges one year after the testicles develops.
• Appearance of pubic hair at 13.5 years old.
The Various Aspects of Holistic Development of Person • Nocturnal emissions (wet dreams) may happen at 14 years old.
Psychology is the science of mental processes and behaviors. • Hair under the arms and on the face grows.
To understand your whole personal development as an adolescent, you • Voice becomes firmer and fuller.
first need to unlock some essential concepts mentioned in the previous • Acne starts appearing at 15 years old.
lesson, such as physiological, cognitive, social and emotional, and • Adam’s apple becomes visible.
spiritual development.
Boys typically begin their growth spurt up to two years later
than girls, giving them two years of additional prepubertal growth.
However, height velocity is faster in boys than in girls during their ➢ Consider and compare varied options
growth spurt reaching its peak of 9 centimeters at 13.5 years old. ➢ Figure out the process of thinking

The height velocity curve is also broader in boys than girls, During Middle Adolescence
reflecting a pubertal growth spurt of longer duration. The combined • Has a more complex thinking process
effects of additional prepubertal growth, greater peak growth, and a • Uses the capacity to reason out, which makes him/her sound
longer duration of the pubertal growth spurt explains the height philosophical and future-oriented
advantage that males generally have over females. • Is more comprehensive in delivering questions and analysis
• Starts to consider his/her own “code of ethics” (evaluating what
Middle (15-17 years old) to Late Adolescence (18-21 years old) is right and what is wrong before acting out)
By middle to late adolescence, the physiological changes • Considers the question “who am I?”
become more stable. At this stage, you have become more mature and • Is able to state more systematic life goals
profound with a sense of acceptance and comfort, already embracing • Thinks about and begins to make his/her own plans
these physical changes despite some emotional turbulence at certain • Starts to plan out and consider long-term possibilities
points in your life. • Uses systematic thinking and begins to influence relationships
with others
Ways to boost physical health:
1. Build healthy eating habits During Late Adolescence
2. Get some exercise every day • Exhibits a more established thinking from concrete to abstract
3. Get plenty of rest • Is now hypothetical with the capacity to discern using basic
4. Be open to your parents if you have concerns about your principles applied to specific situations encountered
physical development • Is more analytical and can figure out future possibilities and
outcomes of events
II. COGNITIVE DEVELOPMENT • Is able to manipulate and cluster ideas and can create a system
• Or the intellectual functions of the mind, thinking, recognizing, of sorting these ideas or abstract thoughts to come up with a
reasoning, analyzing, projecting, synthesizing, recalling, and more focused solutions to specific concerns
assessing • Is able to empathize and feel more for others with careful
• Cognitive Development refers to your capacity to think and consideration of varied points of view
reason. • Is more sensitive to the needs of others and more interested in
• From your childhood years to your current stage, your cognitive social issues
development reflects a more complex process of thinking called • Discovers and appreciates the diversity of people and their
formal logical operations, which include the following abilities: perspectives, so that he/she could consider varied options in
➢ Do abstract thinking and mental exercises considering solving problems
future possibilities • Is more philosophical and idealistic
➢ Form ideas and questions from observed realities or by
simply imagining and realizing the connection of one
possibility to another
Ways to boost cognitive development: Ways to develop social skills:
1. Engage in learning and studies 1. Engage with others
2. Share ideas and thoughts with other people 2. Develop your ability to pay attention
3. Participate in discussions on a wide range of subjects, issues, 3. Encourage others to talk about themselves
and current events 4. Do not let fear hold you back
4. Reflect on how you came up with answers or conclusions
V. SPIRITUAL DEVELOPMENT
III. PSYCHOLOGICAL OR EMOTIONAL DEVELOPMENT • The attribute of a person’s consciousness and beliefs,
• Or how thinking, feeling, and behaving interact and happen in including the values and virtues that guide and put meaning into
a person a person’s life
• Emotional development has to do with the feelings that you • It is defined as discovering oneself beyond the ego known
experience as the soul, spirit, or the inner essence that is often
disregarded or taken for granted.
Ways to improve psychological well-being: • Research on adolescent’s spirituality and involvement states
1. Be humble and learn to apologize that 50 percent of young people engage in spiritual activities
2. Assume responsibility every week and more than 75 percent share spiritual topics
3. Learn to manage the stress with their peers (Barna Group, 2006).
4. Practice gratitude • During adolescence, spiritual awakening happens and
adolescents become aware of the existence of the divine, share
IV. SOCIAL DEVELOPMENT their spiritual experiences with peers, and find a way to put faith
• Social Development is about our inborn capacity to relate to into practice
others, to connect, and to feel belongingness. • Adolescents whose parents involve them in spiritual activities
• Social and emotional developments during middle and late will most likely retain their faith when they reach adulthood.
adolescence are intertwined.
• Relationship with others becomes more complex. More Ways to boost spiritual development:
advance cognitive abilities result in a more enhanced quality of 1. Explore your values
interpersonal relationships. 2. Take time to meditate
• Since adolescents form different types of relationships, some of 3. Practice self-awareness
those could become more intimate like romantic relationships 4. Strengthen connection with God
which add color and excitement to the life of adolescents.
• It is at this time also when they need to balance time, energy, HOLISTIC DEVELOPMENT
and attention. Your personality is a product of different factors such as:
• The strive for greater independence and autonomy • Genes
• The choice of peer or friends are crucial and important • Environment
• Peer pressures are more likely to bring negative, risky, or • Culture
harmful behavior • Child-rearing practices.
 ➢ Your traits, capacities, and limitations are inherited genetically • Self-evaluation is important because it will give you the power
from your parents and the environment you live. to discipline your thoughts, control your emotions, and become
➢ The environment influences your cultures and habits as well as responsible for your actions
the way you interact with other people.
➢ Erik Erikson, developmental psychologist, in his theory of COGNITIVE BEHAVIORAL THERAPY
psychological development, asserts that people develop • The essence of Cognitive Behavioral Therapy (CBT) is by
personal values as they progress through life’s stages managing thought patterns that take a course of conscious and
consistent work.
CONNECTION BETWEEN THOUGHTS, FEELINGS, AND • This is first applied by American psychiatrist Dr. Aaron Beck,
BEHAVIORS where CBT is a therapeutic approach where individuals are
• Thoughts are ideas or perception taught to recognize and change harmful thought patterns that
about things influence emotions and behavior.
• Emotions such as joy, sadness, • Thoughts that are not helpful are analyzed and redirected
anger, frustration, and surprise are to more productive thoughts.
example of feelings
• Behaviors are the actions with Applying CBT from the previous example
exhibit Your mother who is working abroad forgot to greet
Situation
• We choose how we will act, you on your birthday
appropriate or not Instead of thinking that your mother does not care
• Thoughts may trigger feelings, Thoughts for you, you redirect your thoughts and tell yourself
while feelings oftentimes drive behavior that she is just busy because of work
• In situations, we generate thoughts, which can lead to feelings Feelings You do not feel sad, disappointed, and resentful
and behavior When your mother calls, you ask her why she forgot
Behavior
to greet you on your birthday
Example:
• The CBT’s goal to you is to try to think more objectively and
Your mother who is working abroad forgot to greet
Situation factually
you on your birthday
Thoughts You think that your mother no longer cares for you • Changing your thoughts will likely influence your feelings, and
Feelings You feel sad, disappointed, and resentful eventually, your behavior will be appropriate and healthy
Behavior You start ignoring her messages

• Your negative feelings and behavior are the consequences of

your negative thoughts.
• Situations in life may not be changed, but you can change your
perception about them.