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Cardio-Respiratory
Care
Management
REST 415

Professional and Personal Development

Abdullah Al Muhanna
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Outlines

 Professional Development

 Initial and Continuous Professional Development

 Key factors in professional Development

 Performance Development Approach

 Personal development

 Personal development activities

 Personal development Theories

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Continuous Professional Development

 A continuingprocess, outside formal undergraduate and

postgraduate training, that enables individual to maintain
and improve standards of medical practice through the
development of knowledge, skills, attitudes and behavior,
which also support specific changes in practice.
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Initial Professional Development

Is that part of professional development where a member achieves the

standard of professional competences that relevant to their employment
and experience.

Period of development during which an individual acquires a level of

competence necessary in order to operate as an autonomous
professional.
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Key Factors in Professional
Development
 keeping up-to-date with knowledge skills and attitudes clinically,
managerially and professionally

 To be highly instrumental in coping with change at whatever level

that occurs (clinical, managerial, technological, professional and so
on

 Professional development is closely associated with performance

appraisal and revalidation. It was not only described as
“aspirational”.
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PD Approach

 Professional development approach can range from a single

workshop to a semester-long academic course, to services offered by
a medley of different professional development providers and varying
widely with respect to the philosophy, content, and format of the
learning experiences
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PD Approach

 Workshop/Presentation

Fosters acquisition of new skills and knowledge about a topic through direct
instruction and participatory activities.

 Observation/Feedback

Provides practitioners with data and feedback regarding the staff performance.

 Product/Program Development

Engages practitioners in such processes as curriculum development, program

enhancement, and program improvement.
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Personal Development

 Personal development is a lifelong process.

 It’s a way for people to assess their skills and qualities, consider their
aims in life and set goals in order to realize and maximize their
potential.
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Personal Development Activities

 Improving self-awareness

 Improving self-knowledge

 Improving skills or learning new ones

 Building or renewing identity/self-esteem

 Developing strengths or talents

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Personal Development Activities

 Identifying or improving potential

 Enhancing lifestyle or the quality of life

 Improving health

 Fulfilling aspirations

 Defining and executing personal development plans

 Improving social abilities

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Personal development Theories

 Abraham Maslow's process of Self Actualization

 Suggests that all individuals have an in-built need for personal

development which occurs through the process called self-actualization.

 The extent to which people are able to develop depends on certain needs
being met. These needs form a hierarchy. Only when one level of need is
satisfied can a higher one be developed.

 Self-actualization

refers to the desire that everybody has ‘to become everything that they are
capable of becoming’. In other words, it refers to self-fulfillment and the
need to reach full potential as a unique human being.
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Hierarchy of Needs
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Personal development Theories
 Freud’s Structural Model of Personality

 Freud’s Structural Model of Personality Freud not only theorized about

how personality developed over the course of childhood, but he also
developed a framework for how overall personality is structured.

 According to Freud, the basic driving force of personality and behavior is

known as the libido. This libidinal energy fuels the three components that
make up personality: the id, the ego and the superego
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Freud’s Structural Model of Personality

 Sigmund Freud ‘s psychoanalytic theory

of personality argues that human behavior
is the result of the interactions among
three component parts of the mind: the id,
ego, and superego.

 This “structural theory” of personality

places great importance on how conflicts
among the parts of the mind shape
behavior and personality. These conflicts
are mostly unconscious.
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Freud’s Structural Model of Personality

 Freud believed that the id, ego, and superego are in constant conflict
and that adult personality and behavior are rooted in the results of these
internal struggles throughout childhood.

 He believed that a person who has a strong ego has a healthy

personality and that imbalances in this system can lead to neurosis
(what we now think of as anxiety and depression) and unhealthy
behaviors.

 Neurosis: A mental disorder marked by anxiety or fear; less severe than

psychosis because it does not involve detachment from reality (e.g.,
hallucination).
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Freud’s Structural Model of Personality

The Id

 The id, the most primitive of the three structures, is concerned with

instant gratification of basic physical needs and urges.

 It operates entirely unconsciously (outside of conscious thought).

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Freud’s Structural Model of Personality

The Superego

 The superego is concerned with social rules and morals—similar to

what many people call their ” conscience ” or their “moral compass.”

 It develops as a child learns what their culture considers right and

wrong.
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Freud’s Structural Model of Personality

The Ego

 In contrast to the instinctual id and the moral superego, the ego is the

rational, pragmatic part of our personality.

 It is less primitive than the id and is partly conscious and partly

unconscious. 

 It’s what Freud considered to be the “self,” and its job is to balance
the demands of the id and superego in the practical context of reality.
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Personal development Theories

Erikson’s Stages of Psychosocial Development

 Erik Erikson’s eight-stage theory of human development is one of the
best-known theories in psychology

 Erikson chose to focus on how social relationships impact personality

development. The theory also extends beyond childhood to look at
development across the entire lifespan.
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Erikson Stages
Stage 1: Infancy: Trust vs. Mistrust

 Infants depend on caregivers, usually parents, for basic needs such as food.
Infants learn to trust others based upon how well caregivers meet their needs.

 Trust: When caregivers respond promptly to an infant’s cries, the baby can

learn to rely on others. As caregivers fill an infant’s needs, the baby can
develop a sense of trust and security.

 Mistrust: If caregivers neglect an infants’ needs, or if care is sporadic, an

infant may grow insecure. They may learn they cannot rely on others and thus
feel unsafe
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Erikson Stages
Stage 2: Toddlerhood: Autonomy vs. Shame and Self-Doubt

 During this phase, young children begin exploring the world around them.

They learn more about their environment and their place within it. They also
develop basic skills such as toilet training.

 Autonomy: In this stage, caregivers often serve as a safe base from which to
explore the world. When caregivers encourage independence, children will
feel secure enough to take risks.

 Shame: Children whose caregivers discourage them may develop feelings of 

shame. If caregivers foster excessive dependence, the child may learn to
doubt their own abilities.
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Erikson Stages
Stage 3: Preschool Years: Initiative vs. Guilt

 Preschoolers are increasingly focused on doing things themselves and

establishing their own goals.

 Initiative: When caregivers nurture these tendencies, children learn how to

make decisions and plan for the future. They can grow into adults who are
able to follow their ambitions.

 Guilt: If children are criticized for being assertive, they may feel guilt for
pursuing their desires. Controlling caregivers may teach children to follow
another’s lead rather than starting their own plans.
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Erikson Stages
Stage 4: Early School Years: Industry vs. Inferiority

 As children grow in independence, they become increasingly aware

of themselves as individuals. They begin to compare themselves with
others.

 Industry: Children who are accomplished compared to their peers

can develop self-confidence and pride. Praise for their achievements
can boost their self-esteem.

 Inferiority: Children who do not achieve certain milestones may

doubt their abilities or self-worth. When children are constantly
criticized, they may develop feelings of inferiority.
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Erikson Stages
Stage 5: Adolescence: Identity vs. Role Confusion

 The famed term “identity crisis” comes from this period of development.
During this stage, adolescents’ main goal is to answer the question “Who am
I?” They may try different personas to determine which roles fit them best.

 Identity: To succeed in this stage, adolescents need to establish a coherent

sense of self. They will need to determine their priorities in life (family,
academic success, etc.). Then they will need to set goals for their adult selves
based on those values.

 Role confusion: Some adolescents may have a weak sense of self. They may
struggle to break away from the person their parents or peers expect them to
be. Without a consistent identity, they may grow confused about what they
truly want for the future.
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Erikson Stages

Stage 6: Young Adulthood: Intimacy vs. Isolation

 According to Erikson, young adulthood is the period during which

many people get married or develop significant relationships. It has
been defined as anywhere from 20-24 years to 20-40 years.

 Intimacy: Relationships can be a key source of affection and 

intimacy in adulthood. Many find emotional benefits from having a
committed, lifelong bond.

 Isolation: According to Erikson, people who do not develop

relationships may become socially isolated. They may develop long-
term feelings of loneliness.
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Erikson Stages
Stage 7: Middle Adulthood: Generativity vs. Stagnation

 The focus of this stage is to contribute to society and the next generation.
Adults in this stage are often at the height of their careers. Many people are
raising children.

 Generativity: People may offer guidance to the next generation through 

parenting or mentorship. They may also offer lead the way by leaving a
legacy. Contributing to society’s future can give people a sense of
community and purpose.

 Stagnation: Some people may feel as if they have no impact on society. If

people do not find their work meaningful, they may feel restless or isolated.
Some may feel they have “peaked” and that their lives will only get worse in
the future.
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Erikson stages

Stage 8: Late Adulthood: Ego Integrity vs. Despair

 During this phase, older adults reflect on the life they have lived.

 Ego Integrity: Those who feel fulfilled by their lives can face death
and aging proudly.

 Despair: People who have disappointments or regrets may fall into

despair.
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Thank You