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PerDev Q1 Week 2 - Developing The Whole Person and Thoughts, Feelings, and Behaviors

This document discusses the development of personality and identity in adolescents. It explains that personality arises from both genetic and environmental influences. During adolescence, teenagers develop a sense of self and personal identity through social interactions with friends and exploring different roles. Their thinking and decision making is also impacted by the incomplete development of the frontal lobe, which can lead to increased risk taking behavior. The document emphasizes the importance for adolescents to self-reflect on how their thoughts, feelings, and actions influence each other and their motivation to take control of their lives.

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37 views

PerDev Q1 Week 2 - Developing The Whole Person and Thoughts, Feelings, and Behaviors

This document discusses the development of personality and identity in adolescents. It explains that personality arises from both genetic and environmental influences. During adolescence, teenagers develop a sense of self and personal identity through social interactions with friends and exploring different roles. Their thinking and decision making is also impacted by the incomplete development of the frontal lobe, which can lead to increased risk taking behavior. The document emphasizes the importance for adolescents to self-reflect on how their thoughts, feelings, and actions influence each other and their motivation to take control of their lives.

Uploaded by

cutemeee63
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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PERDEV WEEK 2:

DEVELOPING THE WHOLE PERSON -


EVALUATE ONES PERSONALITY
Ms. Colyn Mariz F. Atencio
Subject Teacher
WHO WOULD BE RESPONSIBLE
IN DEVELOPING ONE’S
PERSONALITY?
Every individual undergoes different
phases of development that form his/her
individuality.
Our personality is a product of genetic
response that we inherit from our parents
and from the influence of our
environment.
This environment shaped by the people
around us, culture, and practices that
we are being raised in continuously
creates social interactions and
relationships.
This interaction contributes to who we
are today and how we choose and decide
for ourselves.
Personality development is complex
administration of thoughts, feelings,
emotion, and behavior that influence
personal judgement.
Source:https://www.findatherapist.com/articles/erik-eriksons-8-stages-of-psychosocial-development
ERIK ERIKSON
A German-born American
psychoanalyst known for
his theory on psychosocial
development of human
beings.

Source:https://www.findatherapist.com/articles/erik-eriksons-8-stages-of-psychosocial-development ;
https://www.britannica.com/biography/Erik-Erikson
8 STAGES OF PSYCHOSOCIAL DEVELOPMENT

Source:https://simplypsychology.org/Erik-Erikson.html
According to Erik Erikson, adolescence
stage of Psychosocial development, also
known as “identity vs. role confusion”
is the stage wherein teens need to
develop the sense of self and personal
identity. At this point, teenagers start
to have circle of friends in which they
build their trust.
Teenagers also experience adolescence
cognitive empathy, known as “theory of
mind,” which is described as having
high regards toward the perspective of
others and feeling concern for others.
Being adolescents, they tend to foster
social cooperation that prevents problems
and leads to avoidance of conflicts with
peers.
Teenagers are very careful in
understanding the emotions of their
friends as they start to create deep trust
with them. Sometimes, this leads to
misunderstanding with their family,
abuse of prohibited drugs, pre-marital
sex, cigarette smoking and alcohol
intake.
Based on research, teenagers are commonly
high risk-takers and impulsive due to
incomplete development of frontal lobe during
adolescence.
The frontal lobe is responsible
for judgement, impulse
control, and planning.
Based on research, teenagers are commonly
high risk-takers and impulsive due to
incomplete development of frontal lobe during
adolescence.
The frontal lobe is responsible
for judgement, impulse
control, and planning.
You cannot escape life challenges so you
should know how your thoughts, feelings, and
actions in managing personal agency should
be handled. Being an adolescent, you should
be accountable for all your actions because
these power triads can either make or break
your motivation to take charge of life.
THOUGHTS
Thoughts are impression activated by
a stimulus in your mind that is
evident from the environment that
you are in.
THOUGHTS
Thoughts are impression activated by
a stimulus in your mind that is
evident from the environment that
you are in.
FEELINGS
This conscious thought occupies
emotions that give life to
thoughts and it expressed through
feelings.
ACTIONS
Sometimes when you are too emotional, you could
not think properly because your emotions occupy
your thoughts, this means there is lesser space to
analyze the situation because feelings occupy it.
Behaviors are bodily reaction made based on our
feelings that result to actions.
There are instances when feelings are
faster than emotion and thought. This
would result to fast reaction and realizing
the emotion and thought afterwards.
Either positive or negative, feelings
result to actions.
Emotions can direct and control thoughts
that sometimes affect your consciousness.
This can also lead to loss of focus. As a
teenager, it is very important to be
focused on your goals. A focused thought
will lead to high intelligence.
FO
CU
S
PERDEV WEEK 2:
THOUGHTS, FEELINGS, AND
BEHAVIORS IN ACTUAL LIFE
SITUATIONS
Ms. Colyn Mariz F. Atencio
Subject Teacher
I WANDERED LONELY AS A CLOUD
by William Wordsworth
I wandered lonely as a cloud The waves beside them danced; but they
That floats on high o'er vales and hills, Out-did the sparkling waves in glee:
When all at once I saw a crowd, A poet could not but be gay,
A host, of golden daffodils; In such a jocund company:
Beside the lake, beneath the trees, I gazed—and gazed—but little thought
Fluttering and dancing in the breeze. What wealth the show to me had
brought:
Continuous as the stars that shine For oft, when on my couch I lie
And twinkle on the milky way, In vacant or in pensive mood,
They stretched in never-ending line They flash upon that inward eye
Along the margin of a bay: Which is the bliss of solitude;
Ten thousand saw I at a glance, And then my heart with pleasure fills,
Tossing their heads in sprightly dance. And dances with the daffodils.
By analyzing the poem and relating this to
your everyday life as an adolescent, you can
now clearly identify the connections between
your thoughts, feelings, and behavior.

As discussed in the poem, the three do not


necessarily have to be of the same
succeeding level or intensity that one of
them may contradict or control the others.
That is the reason that as a responsible
adolescent, it is imperative that you
evaluate yourself through self-assessment.
Self-assessment is your own assessment of
your thoughts, feelings, and behaviors which
is completely necessary for you to arrive to
an informed decision.
However, while decisions may be individual,
these are affected by factors like values, goals,
and positive affiliations. In the study of B.
Bradford Brown entitled The Psychology of
Adolescence, he wrote that the aforementioned
factors are affected by positive family and
community context, emphasizing that skills to
deal with anxiety and adversity are also keys.
Hence, an individual must be able to
assess himself or herself accurately prior
to making decisions as the outcomes of his
or her actions can be the reflections of
how he or she is raised, chooses peers, and
deals with the community.
Meanwhile, in an online article published in
carolinapeds.com entitled “The Connection
Between our Thoughts, Feelings, and Behaviors,
the author Courtney Bancroft", it was discussed
that the three are connected with one another
in such a means that when one (e.g. thought)
or any two of the three (e.g. thought and
feeling) is/are on negative pole, it may be
changed by having the remaining factor/s
focused on the positive pole.
THANK YOU

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