PERSONAL DEVELOPMENT 8.

Source – permanent elements of behavior

9. Environmental-mold – behaviors influenced by friend,
Self development
work or environment
 “In your living on earth, were you yourself?”
Robert Mccrae And Paul Costa
Importance of knowing oneself
‘S Five Factor Trait Theory (Ocean)
 Strengths and Weaknesses
1. Openness
 Interpersonal relationships
2. Conscientiousness
 Good and happy life 3. Extraversion
THE CONCEPT OF PERSONALITY 4. Agreeableness
 Comes from the Greek word Persona which means 5. Neuroticism
mask Myers-briggs personality test
“Permanent traits and unique characteristics that give  Personality Type can be understood as a unique
both consistency and individuality to a person’s collection of several traits that tend to go together.
behavior.” (Feist and Roberts, 2013)
 Extraversion (E)
 “Pattern of thinking, feeling and behaving. Enduring
 Introversion (I)
and distinctive” (Cervone and Pervin, 2014)
 Sensing (S)
 “Consistent behavior patterns and intrapersonal
 Intuition (N)
processes originating within the individual.” (Larsen and
 Thinking (T)
Buss, 2005)
 Feeling (F)
 Adaptation and Environment
Judgement (J)
The self
 Perception (P)
 People conduct themselves on their self-concept /
 Extroverts. Energized by people, enjoy variety of tasks, a quick
personality as it regulates how they view and relate to
pace, and good at multitasking.
their surroundings.
 Introverts. Often feel like working alone or in small groups,
 Same characteristics are not equal to same personality.
prefer a more deliberate pace, and like to focus on one task at a
(Gordon Allport)
time.
Raymond CATELL’S CLASSIFICATION OF TRAITS
 Sensors. Realistic people who like to focus on the facts and
1. Common traits – everyone shares
details. They apply common sense and past experience to find
2. Unique – distinct
practical solutions to problems.
3. Ability – skills
 Intuitives. Prefer to focus on possibilities and the big picture,
4. Temperament – Reaction
easily see patterns, value, innovation, and seek creative solution
5. Dynamic – Motivations and drive
to problems.
6. Surface – unstable and imperament, weaken or
strengthen
7. Constitutional – biological origins (tipsy)
  Thinkers. Tend to make their decisions using logical analysis,  Feelings : Reactions to emotions
objectively weigh pros and cons, and value, honesty, 3. Social development
consistency and fairness.  Inborn capacity to relate and connect with others.
 Feelers. Tend to be sensitive and cooperative and decide based 4. Cognitive development
on their own personal values and how others will be affected by  Refers to intellectual abilities as shown in his/her thoughts,
their actions. attitudes, beliefs and values.
 Judgers. Tend to be organized and prepared, like to make and  Attitudes
stick to plans and are comfortable following most rules. - relatively enduring organization of beliefs, feelings
 Perceivers. Prefer to keep their options open, like to be able to and behavioral tendencies towards socially
act spontaneously, and like to be flexible with making plans. significant objects, groups, events or symbols.
ORIGINS OF PERSONALITY - In other words attitude is your personal stance
 Nature. Inherited Characteristics that one develops from previous personal
 Nurture. Environment experiences.
 Nature through Nurture.  Three components of attitude:
Enneagram a) Affective – feelings (I am scared of snakes)
 Yin-yang figure represents the mystery of one’s b) Behavioral – The way attitude affects (I see
wholeness. snakes, I run)
JOHARI WINDOW c) Cognitive – belief and knowledge about the object
 Open Self (Snakes are dangerous)
 Blind Self  Attitude and behavior are connected in that behavior is
 Hidden Self the external manifestation of attitude.
 Unknown Self 5. Spiritual development
 Defined as discovering oneself beyond the ego known as
the soul, spirit or the inner essence. Inner guide of a higher
DEVELOPING THE WHOLE PERSON power.
 Beliefs
FIVE AREAS OF PERSONAL DEVELOPMENT - determine how people react to life.
1. Physiological  Values
 Health - are subjective judgments that people make about
 Body changes as you grow the importance of certain things. (Value respect)
 Affects other aspect of growth Virtues are qualities. Values are virtues you give
2. Emotional importance to.
 Emotions vs. Feelings
 Emotions : Happy, Sad, Afraid, Angry
Shalom Schwartz (2012) 10 basic human values  In his point of view, human action is a result of the interplay of
three variables: Person, Behavior, and Environment.
a) Universalism
 He believes that people can take control of their lives, it is
 understanding, appreciation for the welfare of people and
affected by their self-efficacy
nature
 Self-efficacy
b) Benevolence
 The belief that they can succeed in what they do.
 preservation and enhancement of the people with whom
 A person gains control over outside factors by altering the
you are connected with
way one perceives his/her situation.
c) Tradition
 Basis of self-efficacy:
 Respect, commitment and acceptance of the culture and
a) Mastery experiences
customs.
b) Social modeling
d) Conformity
c) Social Persuasion
 Restraint of actions inclinations and impulses likely to
d) Physical and emotional state
upset or harm expectations or norms.
e) Security B.F. skinner on personality as the product of the environment
 safety, harmony and stability of society or relationships
 Modeling is where the people that one looks up to can
and self
influence his/her identity, beliefs and values.
f) Power
 social status and prestige, control or dominance over Llaneza-ramos’ inner blossoming
people and resources
 Lotus flower as a symbol of growing oneself.
g) Achievement
 Calling the approach inner blossoming, she believes that each
 personal success through demonstrating competence
one has an inner garden of dreams that needs to be cultivated.
accdg. to social standards
h) Hedonism  Seven factors that facilitate change:
 pleasure and sensuous gratification for oneself 1. Presence – being there to witness
i) Stimulation
2. Openness – receptive to life
 excitement, novelty and challenge in life.
j) Self-direction 3. Awareness – recognition to what is really happening
 independent thought and action-choosing, creating and
4. Acceptance – willingness to embrace
exploring
5. Understanding – insight
Albert bandura’s personality as an interaction of factors
6. Freedom – discovery of one’s inherent power
 Individuals have a hand in influencing the course of their lives
 People can actively build the self that they choose to be. 7. Choice – power to decide
Self actualization vs. Self transcendence 8. Old Age (Despair) – Wisdom vs. Disdain
A) Infancy
 Self actualization
 Needs: Reliable Caregiver
- becoming more of who one is
 Conflict: Basic Trust
 Self transcendence
 Pathology: World is dangerous and uncaring
- giving back all that was accumulated in the phase of self
 Strength: Can find hope, sees others as supportive.
development
B) Early childhood
Developmental stages in middle and late adolescence  Needs: Support
 Conflict: Confidence
 Adolescence
 Pathology: Overly dependent, low self esteem
 Is the transition period between being a child and being an
 Strength: Confident and secure in his ability to survive
adult. Period of being “caught in the middle”
C) Play age
Erik erikson 8 stages of psychosocial development  Needs: allowed to discover curiosity
 Conflict: Guilt
 Identity crisis: the confusion and despair of being unable to
 Pathology: If embarrassed, burden or nuisance. Creativity
explore who he is and failing to find the place he belongs
can be constricted
 These stages are built on the epigenetic principle, each stage
develops at the proper time, built upon the previous stage.  Strength: Initiative, Make decisions, Enjoy leading others
D) School age
 At each stage there is an interaction between a harmonious
 Needs: To learn more
element (syntonic) and a disruptive element (dystonic)
 Conflict: Inferiority
 These conflicts produce either basic strength or core
pathology  Pathology: If he fails or ridiculed, can develop sense of
 Perfectly normal to question our parents’ values and beliefs. inferiority
 Strength: sense of competence
 Will develop belief and lead to fidelity
E) EARLY adolescence
 Early adolescence (10-13), Middle adolescence (14-16), Late
 Needs: To know roles to take
adolescence (17-20).
 Conflict: identity
 Quarter life, Mid-life
1. Infancy (Trust) – Hope vs. Withdrawal  Pathology: Can be affected by early stages, not knowing
2. Early Childhood (Shame) – Will vs. Compulsion future career path, sorting to immediate source of
3. Play age (Guilt) – Purpose vs. Inhibition security, vices. It can lead to doubts about intimacy
4. School age (Inferiority) – Competence vs. Inertia  Strength: opposite
5. Adolescence (Role confusion) – Fidelity vs. Role F) Middle adulthood
Denial  Needs: To be productive
6. Young adulthood (Isolation) – Love vs. Exclusivity  Pathology: Can feel empty, stagnant, not important.
7. Adulthood (Stagnation) – Care vs. Rejectivity  Strength: Feels empowered, meaningful part of the world
 G) Old age h) Being courageous in standing up and being different from
 Needs: To be accomplished friends
 Pathology: despair, hopelessness, depression i) Developing self-esteem
 Strength: peaceful sense of meaning and openness to death with j) Being true to oneself and avoiding the tendency to please
hope others
k) Learning how media and advertising try to influence one’s
Karen horney: Socio-cultural view
thinking and feelings
 Inevitable childhood conflicts. l) Becoming aware, critical and involved with social issues
 Relationship between parent and child is the key factor. m) Embracing healthy lifestyle
 difficult childhood = abnormal personality development n) Developing one’s spirituality
 Three interaction style to cope: The challenges of middle and late adolescence
a) Moving towards people
b) Moving against people 1. Attitude and behavior toward sexuality
c) Moving away from people  Wanting to explore is inevitable but draw limits
 Two views of the self  Responsibility implies dealing with one’s sexuality as
a) Ideal part of establishing a healthy self concept.
b) Imagined  Relationships are inevitable.
Resulting to impossible self  Heavy pornographic viewing have grave negative
psychological effects
Developmental tasks during adolescence 2. Academic concerns
a) Movement toward independence  Right attitude when studying
b) Future interests and cognitive development  Responsibility is vital
c) Sexuality  Education system (tracking system)
d) Physical change 3. Group belongingness
 Urge to seek a replacement of family’s support system
Responsible adult
 Low self esteem may be drawn to groups that
a) Developing occupational skills guarantees exclusivity. More destructive than helpful
b) Developing self reliance 4. Health and Nutrition
c) Learning to manage finances  What everyone should strive for.
d) Understanding social responsibility  Adolescents have a lot of energy there should be
e) Acquiring a mature work orientation control. (sleeping too late, drinking too much, eating
f) Accepting personal responsibility too unhealthy)
g) Instilling a positive attitude toward work 5. Developing or regaining self esteem
 Harder to distinguish positive than negative traits
  Criticisms from close people are hurtful The power of the mind: the whole brain theory
 Healthy self-image result to grooming
Whole brain theory
6. Roles
 Roles such as student, daughter, sister, friend.  Focuses on understanding how the brain works.
Confusing relationships are not helpful. 1. Paul broca (1861)
 Having a strong sense of identity is helpful to accept  Language and left-right brain specialization on a patient
responsibility. who had problems with language.
7. Material poverty  Language functions reside on the left sid.e of the brain.
 Scarcity 2. dr. roger sperry
 Builds a sense of being unimportant for having no  Also called the split brain theory.
ability to help directly  Left hemisphere: Performing tasks, Intuitive, Creative
 False pride to friends  Right hemisphere: Analytical, Logical, Reasoning, and
8. Parents working abroad Critical thinking
 Due to poverty 3. dr. paul maclean
 Study shows having OFW parents can result to  Also called as the Triune Brain Theory
MATERIALISM, REBELLING or the parents  Three parts of the brain: Neocortex, Limbic System,
overcompensating. Reptilian complex
9. Career choice  Neocortex: Language, Planning, Abstraction, perception
 Online quizzes to see career choices and opportunities  Limbic system: Motivation and emotion, reproductive behavior
 Following passions may require you to sacrifice wealth and parental behavior
in the first years. Success is not guaranteed.  Reptilian complex: Self preservation, aggressive behavior,
10. Relationships survival instincts
 Requires certain level of relationship 4. engr. Ned herrmann
 Goes to friends who understands than family who  Also called the Brain Dominance Theory
punishes or corrects.  He was rewarded with Father of the Brain Dominance
 Romantic relationships are inevitable, but majority end. Theory
Breakups are a positive way to grow emotionally  Why are there people who are MORE creative?
11. Values and beliefs  Most of the body parts are symmetrical but not
 What will you fight to die for? necessarily function equally
 -What will I fight against? What can I afford not to lose?  Dominant
12. Others  He points the preferences of styles in thinking.
 Challenges that are custom to a person since everyone is  Most people utilize atleast two primary quadrants. This
undergoing different challenges and situations. means using one’s strengths while allowing the weaker
styles to grow stronger through regular use and practice
  Herrmann’s four labeled quadrants of the brain: 1. Center image represents the main idea
Upper left (A) Cerebral Mode – Analytical
2. Main branches radiate from central image
Lower left (B) Limbic Mode – Organized
Lower right ( c ) – Interpersonal 3. Branches: key image, word drawn or printed
Upper right (D) – Imaginitive
4. Twigs represent the lesser topics
1. Analytical – Likes to theorize, concludes based on facts. Expect
5. The branches form a connected nodal structure
straight to the point information and instruction. Difficulty
expressing emotion and thoughts. Struggle with unclear Tips on making mind maps:
concepts.
1. Use single words or simple phrases
2. Organized – Grasp things in sequence, learns through practical
2. Print words
situation than theories. Struggle to understand concept without
examples how it is applied 3. Use color to separate different ideas

3. Interpretative – Sociable learners, likes to share ideas with 4. Use symbols and images
group, reflect on what they learn, learn while using body
5. Use cross linkages
movements. Bored with intellectual discussions without
activities and participation. Emotional. Values personal
feedback

4. Imaginative – Curious ones, enjoys discovering, experimenting.

Strong thinkers: concept, putting unrelated parts together,
connecting parts, creating new ideas, visual learner.
Spontaneous. Struggles to meet deadlines

5. Tony Buzan

 Popularized the term MIND MAP.

 Is a diagram used to represent information and ideas
branching from a central key word or idea and used as
an aid in study, organization, problem solving, decision
making and writing

Five essential characteristics of mind mapping: