PERSONAL DEVELOPMENT

3rd Quarter

UNIT 1: SELF-DEVELOPMENT

MODULE 1:
Knowing and Understanding Oneself during Middle and Late Adolescence

SELF-CONCEPT

• Self-concept - refers to your awareness of yourself.

• The actual self and the ideal self are two broad categories of self-concept.

ACTUAL SELF
• The actual self is built on self-knowledge. Self-knowledge is derived from social interactions
that provide insight into how others react to you. The actual self is who we actually are. It is
how we think, how we feel, look, and act.
• The actual self can be seen by others, but because we have no way of truly knowing how others
view us, the actual self is our self-image.
IDEAL SELF
• The ideal self, on the other hand, is how we want to be. It is an idealized image that we have
developed over time, based on what we have learned and experienced.
• The ideal self could include components of what our parents have taught us, what we admire
in others, what our society promotes, and what we think is in our best interest.

PERSONAL EFFECTIVENESS

Personal Effectiveness means making use of all the personal resources – talents, skills, energy and
time, to enable you to achieve life goals.
• Being self-aware, making the most of your strengths, learning new skills and techniques and
behavioral flexibility are all keys to improving your personal performance.
• It depends on our innate characteristics – talent and experience accumulated in the process
of personal development.

Knowledge is required for setting goals, defining an action plan to achieve them and risk
assessment.

Skills also determine whether real actions are performed in accordance with the plan.

Here are some skills that will greatly increase the efficiency of any person who owns them:

1. Determination. It allows you to focus only on achieving a specific goal without being distracted
by less important things or spontaneous desires. It may be developed with the help of self-
discipline exercise.

2. Self-confidence. It appears in the process of personal development, as a result of getting aware

of yourself, your actions and their consequences. It is manifested in speech, appearance,
dressing, gait, and physical condition. To develop it, you need to learn yourself and your
capabilities, gain positive attitude and believe that by performing right actions and achieving
right goals you will certainly reach success.

3. Persistence. It makes you keep moving forward regardless of emerging obstacles – problems,
laziness, bad emotional state, etc. It reduces the costs of overcoming obstacles. It can also be
developed with the help of self-discipline exercise.

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4. Managing stress. It helps combat stress that arises in daily life from the environment and
other people. Stress arises from the uncertainty in an unknown situation when a lack of
information creates the risk of negative consequences of your actions. It increases efficiency in
the actively changing environment.
5. Problem-solving skills. They help cope with the problems encountered with a lack of
experience. It increases efficiency by adopting new ways of achieving goals when obtaining a
new experience.

6. Creativity. It allows you to find extraordinary ways to carry out a specific action that no one
has tried to use. It can lead to a decrease or an increase of costs, but usually the speed of
action is greatly increased when using creative tools.

7. Generating ideas. It helps you achieve goals using new, original, unconventional ideas. Idea
is a mental image of an object formed by the human mind, which can be changed before being
implemented in the real world. For generating ideas you can use a method of mental maps,
which allows you to materialize, visualize and scrutinize all your ideas, which in turn
contributes to the emergence of new ideas. These are just some, but the most important
personal effectiveness skills which make the achievement of any goal easier and less costly.

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MODULE 2:
Developing the Whole Person

There are various elements involved in the holistic development of an individual.

HOLISTIC DEVELOPMENT

The process of self-actualization and learning that combines an individual’s mental, physical,
social, emotional, and spiritual growth.

THE DIFFERENT ASPECT OF YOURSELF

1. Physical Self: Describe yourself. Try not to censor any thoughts which come to your mind.
Include descriptions of your height, weight, facial appearance, and quality of skin, hair and
descriptions of body areas such as your neck, chest, waist, legs.
2. Intellectual/Cognitive/Mental Self: Include here an assessment of how well you reason and
solve problems, your capacity to learn and create, your general amount of knowledge, your
specific areas of knowledge, wisdom you have acquired, and insights you have.
3. Emotional Self: Write as many words or phrase about typical feelings you have, feelings you
seldom have, feelings you try to avoid, feelings you’re specially enjoy, feelings from your past
and present, and feelings which are associated with each other
4. Sensual Self: Write how you feel as a sensual person. What sense do you use most – sight,
hearing, speaking, smelling, touching? How do you feel about the different ways you take in
information - through the eyes, ears, mouth, nose, and skin. In what ways do you let
information in and out of your body?
5. Interactional/Social Self: Include descriptions of your strengths and weaknesses in intimate
relationships and relationships to friends, family, classmates and strangers in social settings.
Describe the strengths and weaknesses which your friends and family have noticed. Describe
what kind of son or daughter, brother or sister you are.
6. Nutritional Self: How do you nourish yourself? What foods do you like and dislike? What do
you like and dislike about these?
7. Contextual Self: Descriptors could be in the areas of maintenance of your living environment:
reaction to light, temperature, space, weather, colors, sound and seasons and your impact on
the environment.
8. Spiritual Self or Life Force: Write words or phrases which tell about how you feel in this area.
This could include your feelings about yourself and organized religion, reactions about your
spiritual connections to others, feelings about your spiritual development and history, and
thought about your metaphysical self. Think about your inner peace and joy. Think about your
spiritual regimen or routine.

A deeper look on the different aspects of self can identify specific areas for self-regulation,
stability and improvement.

An individual is composed of three basics but very different aspects of the self, they are the
physical, the intellectual, and the emotional and intuitive aspects. All three aspects of the self-
work together in perfect harmony when attention is paid to all three simultaneously.

Physical - Many individuals put a strong emphasis on the physical aspect of the self. The body is
tangible, obvious, and we respond to it easily. More time and money is spent on enhancing the
physical component than either of the other two aspects. This does not mean, however, that
the body is healthy or strong. The body provides a place to house the spirit (often experienced
as feelings) and the mind (often experienced as thought).

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Intellectual
• It may be important to some that their mind be prominent and well educated. The mind is
important, as it is the part of the self that directs the other two aspects.
• The mind learns what to do and communicates the information to the body and the
feelings.
• What the mind believes, the body manifests or acts on, and the emotions feel, or respond with.
• People store both healthy and destructive thoughts and beliefs and responds to life's
circumstances in the most prominent manner.
• The mind provides access creativity and serenity which are necessary for such processes as
prayer, forgiveness, acceptance, and passion.

Emotional
The human emotions are the most feared aspect of the self, as individuals are reluctant and
unprepared to manage them. Managing feelings is like trying to hold water in the palm of your
hand. They are illusive and deceptive. A decision made under emotional stress and strain
usually impacts emotions negatively. Negative emotions that are not managed are stored and
repressed. Repression is destructive to a content self since all feelings, not only negative ones
are stored away.

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MODULE 3:
Developmental Stages in Middle and Late Adolescence

DEVELOPMENTAL STAGES

Human Development focuses on human growth and changes across the lifespan, including physical,
cognitive, social, intellectual, perceptual, personality and emotional growth.

The study of human developmental stages is essential to understanding how humans learn, mature
and adapt.

Throughout their lives, humans go through various stages of development. The human being is either
in a state of growth or decline, but either condition imparts change. Some aspects of our life change
very little over time, are consistent. Other aspects change dramatically. By understanding these
changes, we can better respond and plan ahead effectively.

Developmental Stage Characteristics

Pre-natal Age when hereditary endowments and sex are fixed and all body
(Conception to birth) features, both external and internal are developed.

Infancy Foundation age when basic behavior are organized and many
(Birth to 2 years) ontogenetic maturation skills are developed.

Early Childhood Pre-gang age, exploratory, and questioning. Language and Elementary
(2 to 6 years) reasoning are acquired and initial socialization is
experienced.
Late Childhood Gang and creativity age when self-help skills, social skills, school
(6 to 12 years) skills, and play are developed.

Adolescence Transition age from childhood to adulthood when sex maturation

(puberty to 18 years) and rapid physical development occur resulting to changes in
ways of feeling, thinking and acting.
Early Adulthood Age of adjustment to new patterns of life and roles such as spouse,
(18 to 40 years) parent and bread winner.

Middle Age Transition age when adjustments to initial physical and mental
(40 years to retirement) decline are experienced.

Old Age Retirement age when increasingly rapid

(Retirement to death) physical and mental decline are experienced.

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THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early
Middle Childhood (6-12) Adolescence (13-18)
Childhood (0-5)
• Learning to walk • Learning physical skills • Achieving mature relations
• Learning to take solid necessary for ordinary with both sexes
foods games • Achieving a masculine or
• Learning to talk • Building a wholesome feminine social role
• Learning to control the attitude toward oneself • Accepting one’s
elimination of body • Learning to get along physique
wastes with age-mates • Achieving emotional
• Learning sex differences • Learning an appropriate independence of adults
and sexual modesty sex role • Preparing for marriage
• Acquiring concepts and • Developing fundamental and family life
language to describe skills in reading, writing, • Preparing for an
social and physical reality and calculating economic career
• Readiness for reading • Developing concepts • Acquiring values and an
• Learning to distinguish necessary for everyday ethical system to guide
right from wrong and living behavior
developing a conscience • Developing conscience, • Desiring and achieving
morality, and a scale of socially responsibility
values behavior
• Achieving personal
independence
• Developing acceptable
attitudes toward society
Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)
• Selecting a mate • Helping teenage children • Adjusting to decreasing
• Learning to live with a to become happy and strength and health
partner responsible adults • Adjusting to retirement
• Starting a family • Achieving adult social and reduced income
• Rearing children and civic responsibility • Adjusting to death of
• Managing a home • Satisfactory career spouse
• Starting an occupation achievement • Establishing relations
• Assuming civic • Developing adult leisure with one’s own age
responsibility time activities group
• Relating to one’s spouse as • Meeting social and civic
a person obligations
• Accepting the physiological • Establishing satisfactory
changes of middle age living quarters
• Adjusting to aging
parent

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MODULE 4:
The Challenges of Middle and Late Adolescence

Responsibility doesn’t come at birth. It is something that is acquired as you age, go to school and
progress in life. Your sense of responsibility can come from your family members, friends or from
something you see on TV. That is why your sense of responsibility depends solely on you. You choose
your own behavior, actions and words. So, responsibility is a skill.
You shape your personality with your actions.

Adolescence is the period of transition between childhood and adulthood. It includes some big
changes—to the body, and to the way a young person relates to the world.

The many physical, sexual, cognitive, social, and emotional changes that happen during this time
can bring anticipation and anxiety for both children and their families. Understanding what to expect
at different stages can promote healthy development throughout adolescence and into early
adulthood.

➢ In this world of working parents and video games, in some families, teens can go through
childhood and adolescence without a real sense of responsibility.

➢ Responsibility can be defined as the ability to be answerable or accountable for something

within one's power, control or management.

➢ Accountability is an obligation or willingness to accept responsibility.

The following are twelve (12) ways which could help you, teenagers, to become a responsible
adolescent prepared for adult life:

1. Focus on your studies and do well in all of your endeavors.

2. Take care of your health and hygiene.
3. Establish good communication and relation with your parents or guardian.
4. Understand the Generation Gap.
• Generation Gap often refers to a perceived gap between younger people and their parents
or grandparents.
5. Think a lot before doing something.
6. Choose to do the right thing.
7. Do your best to resist temptations, bad acts, and earthly pleasures and commit to being a
responsible adolescent.
8. Don’t Misuse Your Freedom being a Responsible Teenager
9. Respect yourself
10. Always Listen to Everyone but Do the Best for You.
11. Be prepared to be answerable or accountable for your actions and behavior.
12. Become a Responsible Support When Needed.

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R– requirements meet the requirements they are given.

E– expectations always set high expectations and goals.
S– supervision do what is right even if no one is looking.
P– parents respect their parents and do what they ask.
O– others realize that their responsibilities affect others.
N– never choose friends who want them to be irresponsible.
S– self-disciplined are self-disciplined to make responsibility a daily habit.
I– independence increase independence as they become more responsible.
B– bullying knows that bullying someone is never responsible.
I– involved are involved in the community.
L– liability accept liability for their actions.
I– initiative initiate creative solutions for problems.
T- trustworthy are trustworthy: they treat the property of others as they would their own.
Y– YOU! are like you! Your integrity defines who you are!

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