PERSONAL DEVELOPMENT REVIEWER

KNOWING ONESELF
Self-discovery is an essential personal task. It is a keystone to
personal development.

“Know thyself” – Socrates

“The essence of knowledge is self-knowledge” – Plato

What is “SELF”?
- It is the source of a person’s consciousness.
- responsible for an individual’s thoughts and actions.
- includes a person’s life purpose, meaning, and aspiration.

Personality and the SELF

- In Psychology, personality is referred to as the set of behaviors,
feelings, thoughts, and motives that identifies an individual.
- Personality is the essence of who we are and the embodiment of one’s
physical, psychological, cognitive, affective, and spiritual self.

Personality According to Psychologists

Feist and Rosenberg, 2012

- Personality refers to the unique and relatively enduring set of
behaviors, feelings, thoughts, and motives that characterize individual.

Gordon Allport
- Personality is a pattern of habits, attitudes, and traits that determine an
individual’s characteristics, behavior, and traits.

Nature, Nurture, and Personality

Nature Nurture
- heredity or genetic make-up - environment

Trait Theory
- An approach in identifying types of personalities based on certain
traits or attitudes, which vary from one person to the other.
Personality Trait
- A disposition to behave consistently in a particular way.
Ex. shyness or social awkwardness

Big 5 Trait Theory

Trait Description
Openness curious, original, intellectual, creative, and open to
new ideas.
Conscientiousness organized, systematic, punctual, achievement
oriented, and dependable.
Extraversion outgoing, talkative, sociable, and enjoys being in
social situations.
Agreeableness affable, tolerant, sensitive, trusting, kind and warm.
Neuroticism Anxious, irritable, temperamental, and moody.
Measuring Personality
- Through Observation
- Rorschach Inkblot Test
- Myers-Briggs Type Indicator (MBTI)
- Keirsey Temperament Sorter

MBTI

Extraversion ←Energy→ Introversion

Sensing ←Information→ Intuition
Thinking ←Decision→ Feeling
Judging ←Lifestyle→ Perceiving

DEVELOPING THE WHOLE PERSON

Mind and Body Dualism of Descartes
Duality – understanding the nature of things in a simple, dual mode.
Examples:
- body and spirit
- mind and body
- yin and yang
- good-bad
- life-death

Holism and Gestalt

- Gen. Jan C Smuts (1926) wrote the Holism and Evolution
- He introduced the academic terminology for holism as:
“the tendency in nature to form wholes which are greater
than the sum of the parts through creative evolution.”

Christian von Ehrefels

- He introduced the concept of gestalt
- Merriam-Webster Dictionary Definition:
“something that is made of many parts and yet is somehow
more than or different from the combination of its parts;
broadly, the general quality or character of something.”

The Various Aspects of Holistic Development of Persons

- Physiology – physical attributes, 5 senses
- Cognitive – intellectual functions
- Psychological – thinking, feeling, behaving
- Social – manner of interactions with others
- Spiritual – attribute of a person’s consciousness, beliefs, and values

Feelings and Emotions

Emotion – from Latin word movare, which means to move or to be upset
or agitated

6 basic Emotions the Human beings Experience (Paul Ekman)

Happiness Sadness Surprise
Fear Anger Disgust

Institute of Neuroscience and Psychology, University of Glasgow

Happy Sad
Afraid Surprised

Dr. Antonio R. Damasio (2005)

- Feelings arise from the brain as it interprets an emotion, which is usually
caused by physical sensations experienced by the body as a reaction to
certain external stimulus.
Example:
Emotion of being afraid produces a feeling of fear

Attitudes and Behavior

Attitudes – a person’s thoughts, feelings, and emotions about another
person, object, idea, behavior, or situation.
- Result of a person’s evaluation of an experience with another person,
object, idea, behavior, or situation based on his/her values and belief
systems

Behavior – a manifestation or acting out of the attitudes an individual has

Values
- A system of beliefs that adheres to the highest ideals of human existence
- Create meaning and purpose in a person’s life
- Universal human values that transcend culture and race

5 Core Values for the Workplace by Robert L. Dilenschneider

- Integrity
- Accountability
- Diligence
- Perseverance
- Discipline

10 Common Values People have by Shalom H. Schwartz

1. Self-direction
2. Stimulation
3. Hedonism
4. Achievement
5. Power
6. Security
7. Conformity
8. Tradition
9. Benevolence
10. Universalism

Motivational Goals that Characterized the 10 values

- Openness
- Self-transcendence
- Self-enhancement
- Conservation

Virtues vs. Values

Virtues – usually adjectives that describe positive and desirable qualities
which usually mirror a value it represents
Values – usually nouns
Examples:

Values Virtues
Peace Peaceful, Calm
Integrity Reputable, Believable, Honesty, Trustworthy
Love Loving, Caring, Compassionate, Gentle
Respect Respectful, Civil
Balance Objective, fair, Harmonious
Erik Erikson’s Eight Stages of Personality Development

Favorable Unfavorable
Stages Crisis
Outcome Outcome
Childhood (Late Adolescence 17-20 years old)
Faith in the Suspicious,
Infancy/1st year of Trust vs.
environment and fear of future
life (0-18 months) Mistrust
future events events
Early
Autonomy vs. A sense of self- Feelings of
Childhood/2nd
Shame & control and shame and self-
year of life (18
Doubt adequacy doubt
months – 3 y/o)
Late Ability to be a A sense of guilt
childhood/3rd-5th Initiative vs. “self-starter”, to and inadequacy
years (3-5 y/o) Guilt initiate one’s own to be on one’s
(Preschooler) activities own
School age/6th Ability to learn A sense of
year to puberty Industry vs. how things work, inferiority at
(6-12 y/o) Inferiority to understand understanding
(Elementary) and organize and organizing
Transition years
Seeing oneself
Confusion over
Adolescence (12- Identity vs. as a unique and
who and what
20 y/o) Role confusion integrated
one really is.
person.
Adulthood
Ability to make Inability to form
Early Adulthood Intimacy vs.
commitments to affectionate
(20-25 y/o) Isolation
others, to love relationship
Concern only
Middle age/Middle Generativity Concern for
for self-one’s
adulthood (25-65 vs. self- family and
own well-being
y/o) (stagnation) adsorption society in general
and prosperity
A sense of Dissatisfaction
Late
integrity and with life;
adulthood/Aging Integrity vs.
fulfillment; despair over
years (65 y/o +, despair
willingness to prospect of
death)
face death death
CHALLENGES DURING ADOLESCENCE
1. Attitudes and behavior toward sexuality and sexual relationships
2. Academic concerns
3. Group belongingness
4. Health and nutrition
5. Developing or Regaining Self-Esteem
6. Roles
7. Material Poverty
8. Parents Working Abroad
9. Career Choice
10. Relationships
11. Values and Beliefs
12. Other Challenges
Three Filipino Adolescents, Three Heroes
•Gregorio del Pilar
•Efren Penaflorida "Efren"
•Edgar Jopson "Edjop"

Your Roles as a filipino

1. You are a citizen of the world and of Philippines
2. You are a resident of your own city, town, and barangay
3. You are a member of your family and probably have siblings and a
set of parents
4. You are a students in a local public or private high school
5. You are a friend to somebody, and this relationship may be
romantic or friendly
6. You are probably a member of an informal friendly group or
student organization
7. You are a child of the universe
8. You are you, you have responsibilities to yourself as your own
personal caregiver

COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE

Stress
A reaction of the mind and body to a stimulus that disturbs the well-
being, state of calm, or equilibrium of a person.

Stress as Stimulus
- stress is caused by situations that may be life-threatening or life-
changing, such as separation, moving into a new home, or having a new
job.
- these situations or events are often called stressors.

Stress as a Response
- the way the body reacts to challenging situations.
- this involves the interactions between the hormones, glands, and nervous
system where the adrenal gland drives the production of cortisol or better
known as “stress hormone”.

Stress as a Relational
- when a person experiencing stress takes a step back to look at the
situation that is causing the stress, and assesses it.

Healthy Stress
Stress that can motivate, energize, and spur an individual into fruitful
action.

Example:
Speaking in front of an audience; stage performers, competing in sports
Bad stress can be transformed into good stress depending on how an
individual assess the situation.

WHAT ARE THE USUAL STRESSORS OF MIDDLE AND LATE

ADOLESCENTS?

1. School demands and expectations.

2. Selecting a school, college course, or career.
3. Separation anxiety.
4. College life.
5. Romantic relationships or lack of it.
6. Family demands and expectations.
7. Health concerns
8. Demands of social life.
9. Bullying

Coping
- A very important mechanism in dealing with stress.
- Can help in avoiding the damages that may be brought about by severe
or chronic stress to your health and well-being.
Coping/ Stress-reduction Methods
1. Conduct creative imagery of the problem.
- look at the stressor as relational situation where you can assess and
change the way you look at the stressful situation.

2. Seek group or social support.

- Talk to an adult and share your thoughts and feelings.
- Talk to people you know and trust.

3. Relate a situation where you can feel more relaxed like a quiet
environment or a comfortable position.

4. Learn to manage your time.

- analyze how much time you are spending for studying for being online,
for texting or calling, for watching tv.

5. Eat properly by selecting nutritious, healthy food.

- Eat regular and avoid skipping meals.

6. Seek Spiritual growth through prayer and meditation.

7. Have a worthwhile hobby like cross-stitching, singing, dancing, or

drawing.

8. Watch a movie with friends.

THE POWER OF THE MIND: THE WHOLE BRAIN THEORY

- it is a study of how the brain works
- studies conducted on the brain often starts with an attempt to understand
a brain-related disease or malfunction.
- during 1861, a study is conducted by Paul Broca, one of his patients has
a problem with language. He theorized that some language function
resided on the left part of the brain.
- after that many researchers were conducted on language and the brain,
other scientist continued their studies on brain-related disease and
malfunction.

3 types of Whole Brain Theory:

- Split brain theory
- Triune brain theory
- Brain Dominance theory

Split Brain Theory

- The study was conducted by Dr. Roger Sperry
- He explained that the brain has two hemisphere that perform tasks
differently from each other.

Right hemisphere: intuitive, creative, and synthesizing

Left hemisphere: analytical, logical, reasoning, and critical thinking

Triune Brain Theory

Dr. Paul Maclean came up with the theory that identified three distinct parts
of the brain:
- Neocortex
- Limbic system
- Reptilian complex

Neocortex
The neocortex or rational brain is responsible for intellectual task such as:
- Language
- Planning
- Abstraction
- Perception

Limbic System
Limbic system or the intermediate brain is responsible for the motivation
and emotion involved
- Feeding
- Reproductive behavior
- Parental behavior

Reptilian Complex
Primitive brain or the reptilian complex which controls:
- Self-preservation
- Aggressive behavior of humans similar to the survival instinct of animals

BRAIN DOMINANCE THEORY

Ned Herrmann or William Edward Herrmann, an engineer from General
Electric that studies the brain and their multiple functions.
- He was task why some individuals were more creative than others.
- His studies were drawn from the studies of Dr. Roger Sperry, after that he
came up with his own theory called “Brain Dominance Theory”.
- Although the human body are symmetrical and paired in almost aspects,
they do not necessarily function equally.
- People normally have a more dominant part of their body, like a more
dominant leg, eye, or arm.
Ex. A right-handed person will have a weaker left hand compared to
the dominant right hand and VICE VERSA.
- Ned Herrmann concluded that we have four parts: The upper left and
right hemisphere and the lower left and right limbic halves.
- They are all connected to one another.
- Ned Herrmann is regarded as the “Father of the Brain Dominance
Technology”.
Herrmann labeled the four quadrants of the brains:
- Upper left (A) cerebral mode - keyword for this quadrant is analytical
- Lower left (B) limbic mode - Keyword for this quadrant is organized
- Lower right (C) limbic mode - Keyword for this quadrant is interpersonal
- Upper right (D) cerebral mode - Keyword for this quadrant is integrating

Quadrant A
- A learners are very much into logical thinking.
- They enjoy analyzing information.
- Understand better when presented with number and quantities.
- They are also good at theorizing or concluding based on facts and
information.
- Quadrant A learners expect exact information that are straight to the
point.
- However, they will find it difficult to express their inner thoughts and
emotion.
- May struggle with unclear or undefined concepts or ideas.

Quadrant B
- Quadrant B learners easily grasp things in sequence.
- Enjoy organizing ideas and things.
- Assess situations and information.
- Apply what they learned into practice.
- Quadrant B learners will always demand for clear instructions or
directions.
- They may find it difficult to understand concepts without any examples to
show how those applies.
- Their big challenges are in taking risks and doing things that are not
clearly defined by them.

Quadrant A and B leaners are often characterized as practical,

reality-based, and down-to-earth persons.

Quadrant C
- Quadrant C learners are very sociable learners who enjoys learning
with a group with whom they share ideas and projects.
- They are very focused and involved when trying to learn something.
- They also tend to reflect on what they have understood and acquired in
terms of knowledge
- Most of the time use their bodies and movements while learning.
- They get bored with data and intellectual discussions without
activities and participation.
- They learners is also emotional and would share their emotions with a
group.
- Personal feedback is therefore important to them.

Quadrant D
- Quadrant D learners are the curious ones who enjoy discovering,
experimenting, and exploring activities.
- They are strong thinkers when it comes to conceptualizing and putting
all the seemingly unrelated parts.
- Connecting these parts together, synthesizing, and in creating new ideas
and concepts.
- The D learners enjoys games and surprises, is a visual leaner, and
needs different varieties of approaches to learning.
- Being spontaneous in character, the D learners will have difficulty
meeting deadlines and rigid environments.

Quadrant C and D learners are often characterized as fun,

flexible, and open-minded persons.