ONE’S HOLISTIC

PERSONAL
DEVELOPMENT
PERSONAL
DEVELOPMENT
OBJECTIVES
• evaluate his/her own thoughts, feelings, and
behaviors
• show the connections between thoughts,
feelings, and behaviors in actual 4 life
situations
 HOLISTIC
DEVELOPMENT:
THOUGHTS, FEELINGS
AND BEHAVIORS
 Holistic Development
• This refers to the “process of self-
actualization and learning that combines
an individual’s mental, physical, social,
emotional, and spiritual growth.
• - It refers to human development that
is meant to involve all the parts of a
person.
•Cognition will be
represented by
thoughts; affect will be
represented by feelings;
and behavior
represents itself.
 1. THOUGHTS
(Cognition)
• Like affect, are also related to
behavior. We act in accordance to
what we think, from either
explicit or implicit attitude. One
the reaction has been done, our
thought analyzes the reaction of
the environment to the action—
absorbing social emotive
reactions, physical changes if
any, and what others think.
 MALCOGNITION
These root from “ I should be
“I need him
good-
hurtful or unpleasant looking”
in my life”
experiences that lost
emotional attachment “I am not
“Life sucks”
enough”
through time and became
statements that we act in “I could not
accordance with. “Its all my
keep them
fault”
together”
 MALCOGNITION
On the opposite It could end up as
extreme, some kids are narcissism or a situation
praised too much by their wherein the child will
parents that when they always strive to be perfect
and above others, not for
grow up, statements such self-attainment but to keep
as “You are perfect” may the “perfect image”.
have the child thinks that
he or she are perfect.
 2. FEELINGS
(Affect)
• Feelings and behavior relate to
each other interchangeably; we
may act or behave out of feeling or
we may feel pleasanter unpleasant
after an action
• Our ability to evaluate our feelings
and behavior will allow us to get
better and knowing when and
when not to express a particular
• Think of your emotions as a fire ablaze inside of
you wherein its color changes according to your
mood. When you transfer of transform that form
of energy into something overt like punching a
bag, yelling, writing, or playing sports, the flame
burn itself out. That is why, it is recommended to
not bottle things up too much. But of course, take
things moderately. Do not express too much.
 3. BEHAVIOR
• It is the primary output
of our attitude. It also
affects our thoughts
and feelings, ultimately
leading back to its
source– attitude.
OVERT BEHAVIOR COVERT BEHAVIOR
• Is expressed consciously • Occurs beyond our
like replying to a friend awareness, in our blind
or volunteering for class spot.
recitation • Mannerism, body
language, gestures and
personal tendencies falls
here.
 OVERVIEW ON
THE ASPECTS OF
DEVELOPMENT
 1. PHYSICAL AND
NEUROBIOLOGICAL DEVELOPMENT
• During the first 12 or so years, rapid development
occurs in the human being’s physical and
neurobiological aspects. Other than the entirety of our
body, the brain goes through a heap of processes that
allows its optimal function later in life.

• On the physical aspect, an individual starts growing

into a full-pledged mature human being from infancy.
Adolescence starts with puberty.
 Puberty is the time of rapid growth
and developing sexual maturity and
become capable of reproduction, a
part of adolescence where it usually
onset at ages 10-11 for girls and 11-
12 for boys.
Adolescence, from 13-19 years old,
is considered as a transition from
childhood to adulthood, a passage
from one stage to another (Hurlock,
1982).
 Physical/Physiological Changes and
Their Implications
• Development of:
• 1.Primary sex characteristics
- Changes to the sexual organs
- Uterus, vagina, penis, and testes
• 2.Secondary sex characteristics
• - Physical changes that mark adult maturation
• -female breasts and hips
• - male and female body hair
• - voice change
• - pubic hair
 2. COGNITIVE AND MORAL
DEVELOPMENT
• Cognitive development means how people
think, explore, and figure things out. It is the
development of knowledge, skills, problem-
solving, and dispositions, which helps a person to
think about and understand the world around
them.
 Jean Piaget
jeen pee·uh·zhay
• a Swiss psychologist, explained cognitive
development through his Stage Theory of
Intellectual Development. His
theory of cognitive development suggests
that children move through four
different stages of mental development.
His theory focuses not only on
understanding how children acquire
knowledge, but also on understanding the
nature of intelligence
Jean Piaget’s Stages of Cognitive
Development
Sensorimotor
•Birth - 2 years old
•Understands world through direct sensory and motor contact.

•2 years old - 6 years old

Preoperational •Understands world through language and mental images

•7 years old - 12 years old

Concrete Operational •Understands world through logical thinking and categories

•12 years old - onward

Formal Operational •Understands world through hypothetical thinking and scientific reasoning
• Moral Development-
Lawrence Kohlberg
believed that Piaget’s
Theory and expanded it
further to add complex
comprehension to the
matter. He advised levels
that have two stages each,
rooting from Piaget’s
theories.
 Moral development is the process by which
people develop the distinction between right
and wrong (morality) and engage in reasoning
between the two (moral reasoning)
Moral development is the process by which people develop the distinction between right and wrong (morality) and engage in
reasoning between the two (moral reasoning).Nob 7, 2022
LEVEL ONE- PRECONVENTIONAL MORALITY

1ST STAGE 2nd STAGE

• OBEDIENCE AND • INDIVIDUALISM AND
PUNISHMENT EXCHANGE
ORIENTATION
• Is transition to the next level
• Children avoid punishment by because at this stage, children
being in good order. Being realize that different persons
punished meant something have different beliefs or
wrong was done. viewpoints regarding a dead.
LEVEL ONE- PRECONVENTIONAL MORALITY

At the preconventional level, morality is externally

controlled. Rules imposed by authority figures are
conformed to in order to avoid punishment or receive
rewards. This perspective involves the idea that what is
right is what one can get away with or what is personally
satisfying.
 LEVEL TWO- CONVENTIONAL MORALITY

1ST STAGE 2nd STAGE

• GOOD INTERPERSONAL • MAINTAINING SOCIAL
RELATIONSHIP ORDER

• The growing individual is good • Wherein the individual becomes

based on the approval of others aware of a broader set of rules in
in his or her group. society resulting to judgement
concerning rule compliance to
uphold the law system and avoid
guilt.
Conventional morality is characterized by an acceptance of
society's conventions concerning right and wrong. At this
level an individual obeys rules and follows society's norms
even when there are no consequences for obedience or
disobedience.
 LEVEL THREE- POSTCONVENTIONAL
MORALITY
1ST STAGE 2nd STAGE
• SOCIAL CONTACT AND • UNIVERSAL PRINCIPLES
INDIVIDUAL RIGHTS

• Implies that individuals have

• The individual becomes aware that
while the laws and rules of a society developed their own set of
exist for the good of the majority . moral guidelines which may
There will be instances that this may not at all fit the law of society
work contradictory to the references
of individuals or minority groups.
LEVEL THREE- POSTCONVENTIONAL
MORALITY

Conventional morality is characterized by an acceptance of

society's conventions concerning right and wrong. At this
level an individual obeys rules and follows society's norms
even when there are no consequences for obedience or
disobedience.
 3. SOCIOEMOTIONAL
DEVELOPMENT
• The beauty of development is that it is not limited to
oneself, but it branches out to the outside – to other
people especially.
• In Freudian (froy·dee·uhn) terms, ages 7-11 years is
aligned with the latency (lay·tuhn·see)Phase wherein it was
said, the sexual urges are latent, yet it is also where the
individual learns to socialize and extent outward.
Things spiral a bit out of control when puberty starts in the individual.

Hormones spikes up causing mood swings. Growth spurts, a new variety of emotions and emotional
degrees and the like.

The connection of the emotional and social aspects also strengthens.

Handling and coping with rejections is an accurate measure of emotional maturity

Yet, as human beings, we cannot help but be imperfect as we are. It is natural to be angry, hurt jealous,
anxious, disgusted or happy.

It is also a good trait if regardless of the triumphs, an individual still corrects his or her weaknesses and
is open to criticism
Handling and coping with rejections is
an accurate measure of emotional
maturity