CONTENT STANDARD

•The learners demonstrate an

understanding of
himself/herself during middle
and late adolescence.
 LEARNING COMPETENCIES
• explain that knowing oneself can make a
person accept his/her strengths and
limitations and dealing with others better.
• share his/her unique characteristics, habits,
and experiences
• maintain a journal
 Development
• A progressive series of changes that occur in a
predictable pattern as a result of interactions between
biological and environmental factors. (Neil J. Salkind)
• Biological factors include genetic influences, brain
chemistry, hormone levels, nutrition, and gender.
• Anything which affects the function and behavior of
a living organism. Internally, this factor can be a
physical, physiological, chemical, neurological, or
genetic condition which causes a psychological effect.
Biological factors are seen as the primary
determinants of human behavior.
Environmental factors
• Examples of Environmental Factors Influencing Development
• Social: friends, stimulation, recreation.
• Emotional: stress, moral reasoning, empathy.
• Economic: class, access to basic needs, social and recreational
amenities.
• Physical: housing, weather, climate, and hygiene.
• The word 'development' is widely used to refer to a specified
state of advancement or growth.
• It could also be used to describe a new and advanced idea or
product; or an event that constitutes a new stage under
changing circumstances.
• Generally, the term development describes good change.
• Growth is a process that focuses on quantitative
improvement. For instance, a child visibly grows in weight
and height. Development focuses on both qualitative and
quantitative refinement. For instance, a child's IQ increases
with the growing age.
 Human development
•Means changes that take place in the life of
human beings as a results of many factors.
•A scientific study of how humans growth in
different aspects: physical, mental,
emotional, social, behavioral and spiritual.
 Human development
• Is defined as the process of enlarging people's freedoms and
opportunities and improving their well-being.
• is about the real freedom ordinary people have to decide who to be,
what to do, and how to live.
• is a branch of psychology with the goal of understanding people —
how they develop, grow, and change throughout their lives. This
discipline, which can help individuals better understand themselves
and their relationships, is broad.
• "the process of enlarging people's choices", said choices allowing
them to "lead a long and healthy life, to be educated, to enjoy a decent
standard of living", as well as "political freedom, other guaranteed
human rights and various ingredients of self-respect"
SIGMUND FREUD’s PSYCHOSEXUAL THEORY
• Sigmund Freud (1856 – 1939) is a popular psychologist
whose theory of human development and personality
sparked great interest as well as controversy, due to its
biological orientation that focuses on the psychosexual
development of an individual.
• father of psychoanalysis
• Satisfaction of the erogenous
zone or pleasure area is
important in development.
• He believed that early experiences are very important in
human development.
• He considered instincts as the main source of life
energy that finds its way in different parts of the body
called erogenous zones or pleasure areas which are
sensitive to stimulations.
• His theory of psychosexual development has five
distinct stages.
• Each stage is characterized by certain ways of connecting
with the world through particular areas of the body.
•Satisfaction of each area or zone is
important to develop a healthy
personality.
•If needs are not met or satisfied
excessively, fixation occurs which is
characterized by attachment to a
particular object or activity that may
affect development.
5 STAGES OF HUMAN DEVELOPMENT according
to Sigmund Freud
STAGE APPROXIMATE PERIOD FOCUS TRAIT OUTCOMES
Oral pleasure through Fixation can lead to
ORAL 1st year of life mouth: eating, sucking,
mouthing, chewing and
overeating, smoking,
drinking, nail – biting,
biting gossiping and cursing.

Anal pleasure to Fixation can lead to being

obsessive with cleanliness of
ANAL release tension
2nd to 4th year through the anus:
hating mess (anal retentive).
The child may eventually
eliminating and become a perfectionist of be
obsessive – compulsive.
retaining feces and
toilet training. Another possibility is to
become too generous in
adulthood that the person
would want to share or give
away ( anal expulsive)
•The psychological definition of fixation
relates to having attachments to people
or things that persist from childhood to
adulthood.
•Freud believed that persistent fixations
were due to unresolved issues in
previous psychological stages of
personality development.
 STAGE APPROXIMATE PERIOD FOCUS TRAIT OUTCOMES
The child starts to recognize
what it means to be a boy or
a girl with their physical
differences. Conflicts arise
Pleasure through due to greater emotional
Phallic 4 to 6 year
th th
genitals
attachment to one parent
over another. Attachment of
boy to his mom ( Oedipus
complex) and girl to her dad
(Elektra complex).

Resolving fixations or The child develops closeness

conflicts in previous stages; with parents if conflicts are
Latency 7th year onwards developing academic and
social skills, physical
resolved, and build social
ties. Sexual urges are
abilities and talents. inhibited.

Genital 12th year Sex role identity formation Called puberty stage, this is
the period of adolescence.
Sexual interest is awakened.
Questions

•What do you think about Sigmund Freud

theory?
•What stage seems to connect with you?
•What seemingly hold true for you?
 ERIK ERIKSON’S PSYCHOSOCIAL THEORY
Erik Erikson – (1912 – 1994) expanded Freud’s
theory that recognizes the importance of early
experiences in childhood.
He shifted his focus from Freud’s biological
perspective to psychosocial which takes into
account the role of social factors to influence
development.
Socialization process is important.
Extended the stages of development throughout
the life span.
Each stage is characterized by psychosocial
conflict or crisis that an individual needs to
overcome to successfully move to the next stage.
The Eight Psychosocial Stages of
Development
SOCIAL
STAGE ISSUES CONDITIONS OUTCOMES
STAGE 1: Birth to 1 year
Trust vs. Will I get support for Provision of basic Becomes hopeful or
what I need? needs; support optimistic
Mistrust Can I trust the world Deprivation, lack of Becomes fearful
support, inconsistency

STAGE 2: 2 to 3 years
Autonomy vs. Can I already do things Support; patience Develops self –
on my own? confidence; sense of
Shame and security
Doubt Should I depend on Lack of Feels inadequate;
others? confidence/support; becomes dependent
overprotection
 STAGE 3: 3 TO 5 YEARS
Can I be Opportunity; Develops sense of
Initiative vs. independent? Encouragement purpose
Guilt Am I good? Am I Lack of opportunity; Feels guilty
bad? negative feelings

STAGE 4: 6 to 11 years
Do I have the skills to Good Becomes
adjust? Education/training; industrious;
Industry vs good models develops self –
confidence
Inferiority
Am I already Lack of Develops sense of
competent? training/direction/su inferiority
Am I worthy or not? pport
 STAGE 5: 12 to 18 years (Adolescence)
Who am I? Clear sex models; Develops identity
good sense of
Identity vs. stability; positive
feedback
Identity Diffusion
What are my beliefs? Confusing purpose; Identity crisis/role
Values? Feelings? vague expectations; confusion
unclear feedbacks

STAGE 6: 19 to 40 years (Early adulthood)

Should I get into Understanding, trust Is able to love and
Intimacy vs. relationship and acceptance commit
isolation Or should I stay Loneliness, exclusion Loneliness;
single depression
 STAGE 7: 40 to 65 years (Middle adulthood)
What is my Productivity; Feels productive
Generativity vs. contribution in this purposefulness
Stagnation world?
Will I produce Lack of opportunity; Feeling unproductive;
something valuable or enrichment stagnant
relevant?

STAGE 8: 65 years – up (Late adulthood)

Have I lived a full Sense of closure; Feels complete; has
Integrity vs. life? clear attainment of sense of achievement
Despair direction
Am I contented with Lack of completeness; Feels satisfied with
what I have achieved dissatisfaction life; in despair
in life?
 “The more you know
yourself, the more patience
you have for what you see in
others.”

--Erik Erikson
 Questions:

1.How well do you know yourself?

2.Are you already clear with your
beliefs and values?
3.Do you already know what you
want to do in life?
 JEAN PIAGET’S COGNITIVE
Jean Piaget (1896 – 1980)
DEVELOPMENT
He believes that an individual grows through a dynamic process in which the
body’s internal system interacts with the environment.
Factors involved in the developmental process
1. active role of an individual
2. Maturation (biological change)
3. Experience
4. The transfer of attitudes
5. Information
6. Customs (a child learning from what parents taught him/her)
Cognitive - relating to or involving the processes of thinking and
reasoning:
Cognitive development means the development of the ability to
think and reason. Children ages 6 to 12, usually think in concrete
ways (concrete operations). This can include things like how to
combine, separate, order, and transform objects and actions.
Cognitive skills, also called cognitive functions, cognitive abilities or
cognitive capacities, are brain-based skills which are needed in
acquisition of knowledge, manipulation of information and reasoning.
Jean Piaget is a psychologist who developed a theory
of cognitive development focused on intellectual
development of children.
His theory of cognitive
development tries to explain
how a child understands the
world: how he/she thinks,
reason out, remembers and solve
problems.
He considers education as a key
element in developing once
cognitive skills.
STAGES OF COGNITIVE DEVELOPMENT
STAGES PERIODS SOME DESCRIPTIONS
 The child learns through sensory
experiences.
 Knowledge is based on the
senses, and the child responds
to people and things through
movements like sucking or
grasping.
1. SENSORIMOTOR From birth to 2 years  An important understanding
STAGE that should be attained is that
an object continues to exist even
if it is n longer seen(object
permanence)
 The child should begin to form
mental images toward the latter
part of this stage.
 STAGES PERIODS SOME DESCRIPTIONS
 The child’s way of thinking is
toward himself/herself
(egocentric).
 The child continues to develop
2. PRE – OPERATIONAL From 2 to 7 years using mental images and begins
to use symbols to represent what
STAGE he/she knows(symbolic thought)
significantly through language.
 The child may find difficulty
understanding that actions or
thinking can be reversed (ex.
Reversing mental operations” 1 +
2 “ can be “2 + 1”)
 The child is still unable to focus
on several aspects of a problem
or understand cause and effect
relationship.
STAGES PERIODS SOME DESCRIPTIONS
 The child is limited in
understanding or
appreciating another’ point
of view (Ex. A boy will insist
to buy her sister a car for her
birthday because he thinks
she will also have fun playing
with it as much as he does.)
 The child tends to attribute
human characteristics to
inanimate objects (ex. It
rains because the sky is
crying; a child will put her
doll to sleep.)
 STAGES PERIODS SOME DESCRIPTIONS
 The child begins to be
3. Concrete – more logical and able to
8 – 11 years perform simple operations
Operational stage (ex. Basic math
computations), begin to
understand
classifications(ex. Living
things and non – living
things,) and can
understand reversibility,
(ex. Commutative property
of addition).
 The child is less egocentric
and more other –
centered.
 STAGES PERIODS SOME DESCRIPTIONS
 At this point, he/she is no
longer just dependent on
concrete perceptual
4. Formal experiences in the present. In
Operational Stage Starts to emerge dealing with situations, the past
or the future can be a reference
between 11 to 15 to know what to do.
years  He/she is able to analyze
problems and consider different
ways of solving it in a
systematic way.
 Significantly, he/she can deal
with abstract or hypothetical
situations and generate ideas
about it through logical
thinking. He/she can elaborate
ideas.
 “If you want to be creative, stay in
part a child, with the creativity and
invention that characterizes children
before they are deformed by adult
society.”
--Jean Piaget
 Lawrence Kohlberg – 1927 – 1987
studied how children understand what is
right and wrong and how they develop
a sense of morality.
Morality defines it as the “ability to
distinguish right from wrong and to
behave accordingly.”( Weiten – 2014, 2011)
Recognized the role of cognitive
ability in developing moral reasoning
of children.
He believed that there are 3 levels
of morality with two stages in each level.
 STAGES OF MORAL
REASONING
Moral reasoning refers to the processes
involved in how individuals think about right
and wrong and in how they acquire and apply
moral rules and guidelines.
An example of moral reasoning is the following statement:

“When two people are equally deserving of resources,

then it would be unfair to give more to one person than
the other simply because of the way a person looks.”
Principles may be logically derived from other
principles, such as when the prohibition against unfair
distribution of resources is derived from more abstract
principles that reflect obligations about human rights
and dignity.
 LEVEL STAGES ORIENTATION
PRECONVENTIONAL STAGE 1: Deciding what is right or
LEVEL Punishment/Obedience wrong is based on what
There is recognition of Orientation action is punished. The child
authority who gives obeys to avoid punishment.
punishment or reward. STAGE 2: Mutual Benefit Deciding what is right or
“Reward Orientation” wrong is based on what is
rewarded.

CONVENTIONAL LEVEL STAGE 3: Social Approval Deciding what is right or

There is understanding that “Good Boy – Good Girl wrong is based on what
there are rules to follow toOrientation others approve or
be accepted and to maintain disapproved of.
order. STAGE 4: Law of Order Deciding what is right or
“Authority Orientation” wrong is based on the rules
that should be followed.
 LEVEL STAGES ORIENTATION
POSTCONVENTIONAL STAGE 5: “Social Deciding what is right or
LEVEL Contract” Orientation wrong is based on laws;
There is flexibility in however, one recognizes
accepting rules. An that they can change.
individual may not An individual acts based
necessarily accept or on what will be good for
follow given rules as the majority.
he/she develops his/her STAGE 6: Universal Deciding what is right or
own personal code of Ethical Principles wrong is based on
ethics. universal principles. One
looks into one’s
conscience, pursues
justice and seeks
equality at all cost.
“Morality is the ability to see
an issue from points of view
of others than just your own.”

---Lawrence Kohlberg
 Basic assumptions that are commonly
shared by behaviorists – Neil J. Salkind
1. Development is an effect of learning.
2. There are different types of learning that contribute to development.
3. There are differences in development due to individuals’ different set
of experiences.
4. Development occurs when existing behaviors are organized.
5. Biological factors set limits on what behaviors can be developed, but
the environment shapes the behaviors.
6. Development is not directly related to biologically determined stages.
The Period of adolescence: A general Perspective
Adolescence is a transitional period in human development from puberty to
adulthood.
It is marked by adjustment to physiological changes, search for identity,
progress in cognitive abilities, flight of independence and establishments of
meaningful ties with others.
This is a challenging phase with the crucial task of planning for the future.
It is important that an adolescent, aside from enjoying his/her youth, should
direct one’s energy in developing talents and skills that will expand the
repertoire of abilities needed to pursue dreams.
Most importantly, adolescence is that point in life when one has to start
learning to make commitments to some goals that will determine what he/she
will do later in life.
This is the best time to get ready.
 How one gets to know oneself?
Understanding personality –
1. The first key to knowing oneself s having a clear grasp of
what personality is.
2. individual’s personality consists of the physical, mentl,
emotional, social and spiritual makeup.
3. It is important to look into habits that make one distinct
from other persons. ( traits and characteristics)
4. The change may be a result of one’s personal conviction,
circumstances and environment, influence of other people,
and many other factors.
Appreciating Values
1. Values pertain to the moral codes, norms of
conduct, and ethical principle a person adheres to.
2. Values guide the day – to – day life like integrity,
honesty, loyalty, industry excellence and
professionalism.
3. Examples – one’s choice of career and choice of
friends.
Knowing the body and physical attributes
1. One can feel sensations such as pain, pleasure,
warmth, and fatigue
2. A persons becomes aware of his/her breathing,
movements, abilities, balance and flexiblity because
of the body.
3. On the aspects of physical attributes, differences
may be de to genetics, age, lifestyles, ailments, or
personal enhancements.
4. Example – transition from childhood to adolescence.
Recognizing dreams and aspirations
1. Serves as a road map to a future.
2. They pave the way for a life worth living.
3. Person’s goals and ambitions in life.
4. Type of individual he/she desires to become
somebody.
5. Explore opportunities and paths that could lead
to goals.
Identifying likes and dislikes
1. What bring satisfaction and dissatisfaction to a person.
2. To pursue what is desired and avoid what is undesired.
3. Doing things that are disliked may only bring frustrations
4. Doing things that are liked may bring gratification.
5. Identifying one’s likes and dislikes enables a person to
define the personality and boost individual confidence
6. The ability to determine one’s likes and dislikes spells the
foundation in the pursuit of personal goals in life.
Embracing the past
1. Knowing and treasuring the past.
2. Instrumental in he formation of self – concept.
3. Experiences one encounters teach lessons in
life.
4. How a persons sees the past and draws
inspiration from it to continue on with his/her
life.
Understanding self – perception and other’s
perceptions
1. Knowledge of the self is a product of one’s own
perception, view of oneself in relation to other
people, others perceptions and how a person
truly is based on objective reality.
2. A clear understanding of this interaction is well
demonstrated by the Johari Window, a model
of self – awareness and interpersonal relation.
The Johari Window is a framework for understanding conscious and
unconscious bias that can help increase self-awareness and our understanding of
others. It is the creation of two psychologists, Joseph Luft and Harrington
Ingham, who named the model by combining their first names.
Consists of four window panes – is a mechanism
designed to help an individual grow through
learning more about oneself and others.
1. Open area – known to oneself and known to others.
 Refers to the things that the public knows about oneself
 Examples ..Age, Gender, Educational Attainment
2. Hidden area – known only to oneself and not known for others
 It refers to one’s secrets in life
3. Blind Area – not known to the self but is known by others or the
“blind spot” of the person
 Consists of the things that an individual may not necessarily be aware
or conscious of, but are seen, observed and felt by other people
 Examples are mannerisms and expressions
4. Unknown area – not known to the person or others
 Remains untapped and undiscovered until the time or right
opportunity comes such as an emergency and crisis situation that
calls for one to act instantaneously.
 The way a person responds to the situation may bring about a
discovery of the self – making one realize a talent or skill otherwise
unknown to him or her.
According to Luft and Ingham, a person can use the
Johari Window to improve the self by widening the
open area and reducing the hidden and blind areas
Doing so will eventually lead to the reduction of the
unknown area as well as pave the way for one to
discover more about oneself in terms of attitude,
talents, capabilities and other skills
These can be made possible by modes of sharing,
establishing trust and asking for and giving
feedback with tact.
The Johari window help the individual analyze
the self better and move toward improving the
self through sharing, giving feedback, accepting
limitations and trusting other people.
The Johari window likewise enhances one’s
competence to interrelate wish people better
through trust, understanding and concern.
Both the interpersonal and intrapersonal
relations of the individual are enhanced,