Chapter 1.

Knowing Oneself

DEFINITION OF SELF
ACCORDING TO MERRIAM-WEBSTER'S DICTIONARY
•The person that someone normally or truly is.
•A particular part of your personality or character that is shown in particular situation.
•The personality or character that makes a person different from people.
•The combination of emotions, thoughts, feelings, etc., that makes a person different from
others.

TO KNOW YOURSELF:

•Be aware of your strengths, weaknesses, likes and dislikes.

•Observe and be aware of your moods, reactions and responses to what is happening
around you.
•Become aware of how these moods and emotions affect your state of mind
•Examine how you interact with others
•Observe how your environment affects you

THE BUILDING BLOCKS OF SELF: YOUR VITALS

V=VALUES - Such as helping others, being creative, health, financial security, and so on
are guides to decision-making and motivators for goals.
I-INTEREST - Include your passion, hobbies, and anything that draws your attention over a
sustained period of time.
T=TEMPERAMENT - Describes your inborn preferences. Do you restore your energy from
being alone (introvert) or from being with people (extrovert)?
A = Around-the-Clock Activities - The "around-the-clock" category refers to when you like
to do things- your biorhythms. Are you a morning person or a night person, for example? At
what time of day does your energy peak? If you schedule activities when you are at your
best, you are respecting your innate biology.
L = Life Mission and Meaningful Goals - Ask yourself the same question: "What have
been the most meaningful events of your life?" You may discover clues to your hidden
identity, to your career, and to life satisfaction.
S=STRENGHTS - Strengths can include not only abilities, skills, and talents, but also
character strength such as loyalty, respect for others, love of learning, emotional intelligence,
fairness, and more.

Chapter 2. Developing the Whole person

Holistic Development
When we consider a human person and what various aspects make up this organism, this
are the 5 aspects comes in mind:

1. PHYSIOLOGICAL DEVELOPMENT - It is focusing more on physical attributes

including the physical senses. Adolescents grow to reach their adult height and their
bodies begin to resemble adult bodies in size, shape, and body composition.
2. COGNITIVE DEVELOPMENT - In this development changes in problem-solving and
thinking abilities happen concurrently with their mind: thinking, recognizing,
reasoning, analyzing, projecting, synthesizing, recalling and assessing.
3. PSYCHOLOGICAL DEVELOPMENT - Cognitive development generates changes
based on how thinking, feeling, and behaving interact with others. During the
adolescence, individuals undergo the process of self-evaluation which leads to a
long-range goal setting, emotional and social independence, and maturity.
4. SOCIAL DEVELOPMENT - will manifest a re-establishment of good relationship and
interactions with other individuals or groups of people. They begin to rely more on
their friends or peer groups for support more than on their family.
5. SPIRITUAL DEVELOPMENT - Spiritual development is about a person's belief
including values and virtues. They begin to formulate questions concerning
existence, essence, spirituality, religion, and God.

FEELINGS, THOUGHTS and BEHAVIOURS

THOUGHTS - Thoughts are COGNITIVE. That is mentally produced and possessed. It is

usually clear to the person when he or she is having thoughts that he or she can
verbalize them.
Examples: I think I'll have chicken for lunch.

FEELINGS - is a state of consciousness, such as that resulting from emotions,

sentiments or desires. Feelings are anger, sadness, fear and happiness.

BEHAVIOURS - It refers to the range of actions and mannerism made by individuals,

organism, systems, or artificial entities in conjunction with themselves or their
environment.
Behaviors can be seen. They look like this:
A man giving a woman a bunch of flowers.
A cat licking his paws.
A child playing with a toy.

Chapter 3. Developmental Stages in Middle and Late Adolescence

Adolescents - It is the developmental stage that begins at puberty and encompasses

the period from the end of childhood to the beginning of adulthood.
Puberty - Is the biological defined period during which a person matures sexually and
becomes capable of reproduction.

Stages of Adolescence
Physical development
• Most girls have completed the physical changes related to puberty by age 15.
• Boys are still maturing and gaining strength, muscle mass, and height and are
completing the development.
 Intellectual development
• Becomes better able to set goals and think in terms of the future.
• Has a better understanding of complex problems and issues.
• Starts to develop moral ideals and to select role models
Emotional development
• May stress over school and test scores.
• Is self-involved (may have high expectation and low self-concept.
• Seeks privacy and time alone.

Social Development
• Is more and more aware of behaviors of friends
• Seeks friends that share the same beliefs, values and interests.
• Friends become more important.
• Starts to have more intellectual interest.
• Explores romantic behaviors with others
• May be influenced by peers to try risky behaviors.

Erik Erickson’s Eight Stages of Personal Development

Psychosocial Stages
1. INFANCY Basic Trust vs. Mistrust-Hope
During this stage, the infant is uncertain about the world in which they live. To resolve these
feelings of uncertainty, the infant looks towards their primary caregiver for stability and
consistency of care.
2. TODDLER/EARLY CHILDHOOD YEARS
Autonomy vs. Shame - Guilt
Will The child is discovering that he or she has many skills and abilities. Such as putting on
clothes and shoes, playing with toys, etc. Such skills illustrate the child's growing sense of
independence and autonomy. Erikson states it is critical that parents allow their children to
explore the limits of their abilities within an encouraging environment which is tolerant of
failure.
3. PRESCHOOLER
Initiative vs. Guilt - Purpose
During this period the primary feature involves the child regularly interacting with other
children at school. Central to this stage is play, as it provides with the opportunity to explore
their interpersonal skills through initiating activities. Children begin to plan activities, make up
games, and initiate activities with others. If given this opportunity, children develop a sense
of initiative and feel secure in their ability to lead others and make decisions.
4. SCHOOL AGE CHILD
Industry vs. Inferiority - Competence
It is at this stage that the child's peer group will gain greater significance and will become a
major source of the child's self-esteem. The child now feels the need to win approval by
demonstrating specific competencies that are valued by society and begin to develop a
sense of pride in their accomplishments.
5. ADOLESCENT
Identity vs. Role Confusion - Fidelity
This is a major stage of development where the child has to learn the roles he will occupy as
an adult. It is during this stage that the adolescent will re-examine his identity and try to find
out exactly who he or she is. Erikson suggests that two identities are involved: the sexual
and the occupational According to Bee (1992), what should happen at the end of this stage
is "a reintegrated sense of self, of what one wants to do or be and of one's appropriate sex
role. During this stage the body image of the adolescent changes.

6 YOUNG ADULT
Intimacy and Solidarity vs. Isolation - Love
Successful completion of this stage can result in happy relationships and a sense of
commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment
and relationships can lead to isolation, loneliness, and sometimes depression. Success in
this stage will lead to the virtue of love.
7. MIDDLE-AGED ADULT
Generativity vs. Self-absorption or Stagnation - Care
During middle adulthood (ages 40 to 65 yrs), we establish our careers settle down within a
relationship, begin our own families and develop a sense of being a part of the bigger
picture. We give back to society through raising our children, being productive at work, and
becoming involved in community activities and organizations. By failing to achieve these
objectives, we become stagnant and feel unproductive. Success in this stage will lead to the
virtue of care
8 LATE ADULT
Integrity vs. Despair - Wisdom
Erik Erikson believed if we see our lives as unproductive, feel guilty about our past, or feel
that we did not accomplish our life goals, we become dissatisfied with life and develop
despair, often leading to depression and hopelessness.
Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look
back on their life with a sense of closure and completeness, and also accept death without
fear.

Multiple Intelligences
Howard Gardner of Harvard has identified seven distinct intelligences. This theory has
emerged from recent cognitive research and "documents the extent to which students
possess different kinds of minds and therefore learn, remember, perform, and understand in
different ways," according to Gardner (1991).
1. Visual-Spatial
Think in terms of physical space, as do architects and sailors. Very aware of their
environments. They like to draw, do jigsaw puzzles, read maps, and daydream. They can be
taught through drawings, verbal and physical imagery. Tools include models, graphics,
charts, photographs, drawings, 3-D modeling, video, videoconferencing, television,
multimedia, texts with pictures/charts/graphs.
2. Bodily-kinesthetic
Use the body effectively, like a dancer or a surgeon Keen sense of body awareness. They
like movement, making things, touching. They communicate well through body language and
be taught through physical activity, hands-on learning, and acting out, role playing. Tools
include equipment and real objects
3. Musical
Show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds
in their environments. They may better with mu- sic in the background. They can be taught
by turning lessons into lyrics, speaking rhythmically, and tapping out time. Tools include
musical instruments, music, radio, stereo, CD-ROM, multimedia.

4. Interpersonal
Understanding, interacting with others. These students learn through interaction. They have
many friends, empathy for others, street smarts. They can be taught through group activities,
seminars, and dialogues. Tools include the telephone, audio conferencing, time and
attention from the instructor, video conferencing, writing, computer conferencing, E-mail.
5. Intrapersonal
Understanding one's own interests, goals. These learners tend to shy away from others.
They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well
as a strong will, confidence and opinions. They can be taught through independent study
and introspection. Tools include books, creative materials, diaries, privacy and time. They
are the most independent of the learners.
6. Linguistic
Using words effectively. These learners have highly developed auditory skills and often think
in words. They like reading, playing word games, making up poetry or stories. They can be
taught by encouraging them to say and see words, read books together. Tools include
computers, games, multimedia, books, tape recorders, and lecture.
7. Logical -Mathematical
Reasoning, calculating. Think conceptually, abstractly and are able to see and explore
patterns and relationships. They like to experiment, solve puzzles, and ask cosmic
questions. They can be taught through logic games, investigations, and mysteries. They
need to learn and form concepts before they can deal with details.
At first, it may seem impossible to teach to all learning styles. However, as we move into
using a mix of media or multimedia, it becomes easier. As we understand learning styles, it
becomes apparent why multi- media appeals to learners and why a mix of media is more
effective.

Stages of Adolescence Development

Early Adolescence (12 - 14)
Middle Adolescence (15 - 16)
Late Adolescence (17 - 19)