LESSON 1: KNOWING ONESELF, UNDERSTANDING ONESELF
DURING MIDDLE AND LATE ADOLESCENCE
- Self-knowledge is derived from social interactions that provide insight into how others
react to you.
- Actual self is who we are. It is how we think, how we feel, look, and act. The actual self
can be seen by others, but because we have no way of truly knowing how others view
us, the actual self is our self-image.
- Ideal self is how we want to be. It is an idealized image that we have developed over
time, based on what we have learned and experienced. The ideal self could include
components of what our parents have taught us, what we admire in others, what our
society promotes, and what we think is in our best interest. The actual self and the ideal
self are two broad categories of self-concept.
- Self-concept is the ways you see yourself, influenced by your experiences, by what
people say to you, and by what you say to yourself. It is important to have a realistic
self-concept because your views of yourself influence your life in many ways. Your self-
concept is the picture you have of yourself. Your self-esteem is the value or importance
you place on yourself. What is self-esteem? It is a confidence and satisfaction in
oneself, Self-Respect. If you like yourself and have a positive self-concept, you will have
high self-esteem.
- You can give your self-esteem a boost by trying these:
o Learn to accept praise.
o Focus on your strengths.
o Accept yourself as you are.
o Learn from your mistakes.
o Use your strengths to help others.
o Take responsibility for your own life.
LESSON 2: DEVELOP YOURSELF
- Talents first are needed to be identified and then developed to be used in a particular
subject area (science, literature, sports, politics, etc.).
- Experience includes knowledge and skills that we acquire in the process of cognitive
and practical activities.
- Knowledge is required for setting goals, defining an action plan to achieve them and
risk assessment.
- Skills also determine whether real actions are performed in accordance with the plan. If
the same ability is used many times in the same situation, then it becomes a habit that
runs automatically, subconsciously.
- These are just some, but the most important personal effectiveness skills which make
the achievement of any goal easier and less costly:
Determination - It allows you to focus only on achieving a specific goal without
being distracted by less important things or spontaneous desires.
Self-confidence - It is manifested in speech, appearance, dressing, gait, and
physical condition.
Persistence - It makes you keep moving forward regardless of emerging
obstacles – problems, laziness, bad emotional state, etc. It reduces the costs of
overcoming obstacles. It can also be developed with the help of self-discipline
exercise.
Managing stress - It helps combat stress that arises in daily life from the
environment and other people.
Problem-solving skills - They help cope with the problems encountered with a
lack of experience. It increases efficiency by adopting new ways of achieving
goals when obtaining a new experience.
Creativity - It allows you to find extraordinary ways to carry out a specific action
that no one has tried to use
Generating ideas - It helps you achieve goals using new, original,
unconventional ideas.
LESSON 3: DEVELOPING THE WHOLE PERSON
ASSESSING ASPECTS OF YOUR DEVELOPMENT
- Physical Self
- Intellectual Self
- Emotional Self
- Sensual Self
- Interactional Self
- Nutritional Self
- Contextual Self
- Spiritual Self
What is holistic Development?
- Holistic development essentially means the development of intellectual, mental, physical,
emotional, and social abilities in a child so that he or she is capable of facing the
demands and challenges of everyday life.
- The process of self-actualization and learning that combines and individual’s mental,
physical, social, emotional, and spiritual growth.
ASPECTS OF THE SELF
- Psychological or how thinking, feeling, and behaving interact and happen in a person.
- Social or the manner by which an individual interacts with other individuals or groups of
individuals.
- Spiritual or the attribute of a person’s consciousness and beliefs, including the values
and virtues that guide and put meaning into a person’s life.
- Cognitive or the intellectual functions of the mind; thinking, recognizing, reasoning,
analyzing, projecting, synthesizing, recalling, and assessing.
- Physiological or the physical attributes including the five physical senses.
Thoughts
- Refers to the ideas that result from thinking or the act of producing thoughts.
Feelings
- Denotes a state of consciousness, such as the resulting from emotions, sentiments or
desire.
Behavior
- Refers to the range of actions and mannerism made by individuals, organisms, or any
entities in conjunctions with their environment.
LESSON 4: DEVELOPMENTAL STAGES IN MIDDLE AND LATE
ADOLESCENCE
It is essential to understand how humans learn, mature and adapt. Throughout their
lives, humans go through various stages of development.
ERIK ERIKSON: EIGHT STAGES OF DEVELOPMENT
- ERIK ERIKSON
o The Father of Psychosocial Development
o He studied groups of Aboriginal children to learn about the influence of society
and culture on child development. From this, he developed a number of theories,
the most famous being his psychosocial development.
o He believed that humans have to resolve different conflicts as they progress
through each stage of development in the life cycle.
o Erikson’s theory consists of eight stages of development. Each stage is
characterized by a different conflict that must be resolved by the individual. If a
person is unable to resolve a conflict at a particular stage, they will be confront
and struggle with it later in life.
- Stage 1-Trust vs. Mistrust
o Age- Birth to 18 months
o Conflict- Trust vs. Mistrust
o Relationship- Mother
o Strength- Hopes
o Question - Can I trust the world?
- Stage 2 - Autonomy vs. Shame & Doubt
o Age- 18 months to 3 years
o Conflict- Autonomy vs. Shame
o Relationship- Parents
o Strength- Will
o Question- Is it ok to be me?
- Stage 3 - Initiative vs. Guilt
o Age- 3 years to 6 years
o Conflict- Initiative vs. Guilt
o Relationship- Family
o Strength- Purpose
o Question- Is it okay for me to do, move & act?
- Stage 4 - Industry vs. Inferiority
o Age- 6 years to 12 years
o Conflict- Industry vs. Inferiority
o Relationship- Neighbors, School
o Strength- Competence
o Question- Can I make it in the world of people and things?
- Stage 5- Identity vs. Role Confusion
o Age- 12 years to 18 years
o Conflict- Identity vs. Role Confusion
o Relationship- Peers, Role Model
o Strength- Fidelity
o Question- Who am I? what can I be?
- Stage 6-Intimacy vs. Isolation
o Age- 19 years to 40 years
o Conflict- Intimacy vs. Isolation
o Relationship- Friends, Partners
o Strength- Love
o Question- Can I love?
- Stage 7- Generativity vs. Stagnation
o Age- 40 years to 65 years
o Conflict- Generativity vs. Stagnation
o Relationship- Household, Workmates
o Strength- Care
o Question- Can I make my life count?
- Stage 8-Integrity vs. Despair
o Age- 65 years to Death
o Conflict- Integrity vs. Despair
o Relationship- Mankind, My kind
o Strength- Wisdom
o Question- Is it ok to have been me?
INFANCY AND EARLY CHILDHOOD (0-5)
Learning to walk
Learning to take solid foods
Learning to talk
Learning to control the elimination of body wastes
Learning sex differences and sexual modesty
Acquiring concepts and language to describe social and physical reality
Readiness for reading
Learning to distinguish right from wrong and developing a conscience
MIDDLE CHILDHOOD (6-12)
• Learning physical skills necessary for ordinary games
• Building a wholesome attitude toward oneself
• Learning to get along with age-mates
• Learning an appropriate sex role
• Developing fundamental skills in reading, writing, and calculating
• Developing concepts necessary for everyday living
• Developing conscience, morality, and a scale of values
• Achieving personal independence
• Developing acceptable attitudes toward society
ADOLESCENCE (13-18)
• Achieving mature relations with both sexes
• Achieving a masculine or feminine social role
• Accepting one’s physique
• Achieving emotional independence of adults
• Preparing for marriage and family life
• Preparing for an economic career
• Acquiring values and an ethical system to guide behavior
• Desiring and achieving socially responsibility behavior
EARLY ADULTHOOD (19-30)
• Selecting a mate
• Learning to live with a partner
• Starting a family
• Rearing children
• Managing a home
• Starting an occupation
• Assuming civic responsibility
EARLY ADULTHOOD (19-30)
• Selecting a mate
• Learning to live with a partner
• Starting a family
• Rearing children
• Managing a home
• Starting an occupation
• Assuming civic responsibility
