“Knowing Oneself” SELF-ACTUALIZE

Carl Rogers. to fulfil one's potential and achieve the highest level of 'human-
“How well do I know myself?” beingness' we can.
SELF n. the personality or character that makes a person different from the Like a flower that will grow to its full potential if the conditions are right, but which
others. is constrained by its environment, so people will flourish and reach their potential if
their environment is good enough.
SELF-IDENTITY n. the recognition of one's potential and qualities as an
individual . However, unlike a flower, the potential of the individual human is unique, and we
are meant to develop in different ways according to our personality.
SOCRATES: “A person cannot investigate on other unimportant things upon
himself, when he has not known his SELF first.” “What thoughts about myself do I wished to change?”

PLATO: “The beginning of knowledge is SELF-KNOWLEDGE.” “How can I know myself even better?”

SELF-CONCEPT
Carl Rogers. the organized, consistent set of perceptions and beliefs about
oneself.

Real Self - Also known as ‘Actual Self’, who we really are. It is how we think,
how we feel, look and act

Ideal Self - Is how we wanted 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 we admire in others, what
society promotes, and what we think is our best interest. Johari Window
Incongruence - A person’s ideal self may not be consistent with what The Johari Window actually represents information— feelings,
actually happens in life and experiences of the person. Hence, a difference experience, views, attitudes, skills, intentions, motivation, etc.—
may exist between a person’s ideal self and actual experience. This is called within or about a person in relation to his/her group, from four
incongruence. perspectives

“Why do you need to spend more time in understanding your own

complexity?”

The Old Eagle By Anthony de Mello

“How does knowing oneself better make a person accept his/her strengths
and limitations, and improve the way he/she deals with others?”
“Developing the Whole Person”
How much do you understand your thoughts, feelings, and
behaviours?
Emotion
What is the relationship of the different aspects of development referring to variations in level of arousal, affective state
with your thoughts, feelings and actions in dealing with life or mood, expressive movements, and attitudes. - Smith (1973).
situations?
Feelings
HOLISTIC DEVELOPMENT - refers to human development that is arises from the brain as it interprets an emotion, which is
meant to involve all the part of a person. usually caused by physical sensations experienced by the body
as a reaction to certain external stimulus. .
Attitude
Aspects of a WHOLE PERSON
the result of a person’s evaluation of an experience with
PHYSIOLOGICAL – the physical attributes including the another person, object, idea, behaviour or situation based on his
five senses. or her values and belief systems.
COGNITIVE – the intellectual functions of the mind: Behavior
thinking, recognizing, reasoning, analysing, projecting, a manifestation or acting out of the attitudes an
synthesizing, recalling, and assessing individual has.
PSYCHOLOGICAL – how thinking, feeling, and behaving
interact and happen in a person
“The core of every person lies a system of beliefs that adheres to
SOCIAL – the manner by which an individual interacts the highest ideas of human existence. These ideals create
with other individuals or groups of individual meaning and purpose in a person’s life. These ideals are called
values .”
SPIRITUAL– the attribute of a person’s consciousness and
beliefs, including the values and virtues that guide and
put meaning into a person’s life.
“How would you like your story to be told?”
“Developmental Stages in Middle and Late Adolescence”
What changes do I notice about myself?

ADOLESCENCE n. The period of life when a child develops into an adult; the state or
process of growing up.

When adolescence begins at puberty and individuals at this stage gradually assumes
adult responsibilities.

EARLY ADOLESCENCE: ages around 10 to 13

MIDDLE ADOLESCENCE: ages around 14 to 16
LATE ADOLESCENCE: ages around 17 to 20
“Emotions are the language of the soul.” –Karla Mclaren ; Psychological
GROWTH - It is a quantitative perspective.
Ex: increase in weight and height Erik Erikson
The eight stages of personality development define each stage of human
DEVELOPMENT - It sees the qualitative changes in an individual. development with a crisis or a conflict. Each crisis or conflict either gets resolved or
Ex: The would be growth and decline that could be positive or negative.
may be left unresolved, resulting in favourable or unfavourable outcomes.

MATURITY - This process is biologically programmed to happen sequentially

HEREDITY - This means that your physical makeup is genetically shaped and
influenced by your parents’ DNA.

“The moment you change your perception, is the moment you rewrite the chemistry
of your body.” -Dr. Bruce Lipton ; Physiological

PUBERTY - It is a period of rapid physical growth and sexual maturation.

Puberty begins with a signal from the hypothalamus to the pituitary gland to
TRUST v s MISTRUST
adrenal glands and gonads.
STAGE:Infancy
HORMONES - n. a natural substance that is produced in the body and that
influences the way the body grows or develops INFLUENTIAL FIGURE: Parents

Hormones contribute to the conflict, moodiness, and sexual urges of adolescents, POSITIVE RESULTS: Being able to trust others when primary caregiver provide
but are not the only cause caring, attention, and love.

FIXATION: Mistrusting others, withdrawal or estrangement

  Learns how to cope with the school environment and its demands
 Learns how to create, develop, and manipulate
AUTONOMY v s SHAME & DOUBT
 Develops a sense of competence and perseverance
STAGE: Early childhood
FIXATION:
INFLUENTIAL FIGURE: Parents
 Loss of hope, sense of being mediocre
POSITIVE RESULTS:  Develops feelings of inferiority
 Withdrawal from school and peers
 Develops self-control and physical skills, and sense of independence
without losing self-esteem IDENTITY v s ROLE CONFUSION
 Ability to cooperate and to express oneself
STAGE: Adolescence
 Develops feeling of autonomy
INFLUENTIAL FIGURE: Teachers and significant others
FIXATION:
POSITIVE RESULTS:
 Compulsive self-restraint or compliance
 Willfulness and defiance   Develops a sense of self and identity
 Failure will result in feelings of shame and doubt  Plans to actualize one’s abilities
 Develops the ability to stay true to oneself
INITIATIVE v s GUILT
FIXATION:
STAGE: Late childhood
 Feeling of confusion, indecisiveness, and anti-social behaviour
INFLUENTIAL FIGURE: Parents and teachers
 Weak sense of self
POSITIVE RESULTS:
INTIMACY v s ISOLATION
 Learns that being assertive, using power, and being purposeful can
STAGE: Young adulthood
influence their environment
 Develops sense of purpose INFLUENTIAL FIGURE: Friends
 Starts to evaluate one’s behaviour
POSITIVE RESULTS:
FIXATION:
 Develops a strong need to form intimate, loving relationships with a group
 When using too much power and control, might experience disapproval of people or with another person
resulting in lack of self-confidence and sense of guilt.  Develop strong relationships
 Pessimism, fear of being wrongly judge  Learns commitment to work with another person or group

INDUSTRY v s INFERIORITY FIXATION:

STAGE: School age  Impersonal, weak relationships

 Avoidance of relationship, career, or lifestyle commitments
INFLUENTIAL FIGURE: Parents and teachers
 May result in isolation and loneliness
POSITIVE RESULTS:
GENERATIVITY v s STAGNATION
“Surround yourself only with people who are going to lift you higher.” –Oprah
STAGE: Adulthood Winfrey ; Social
INFLUENTIAL FIGURE: Community

POSITIVE RESULTS: Albert Bandura

 Creates or nurture things that will outlasts them either by having children “Most human behavior is learned observationally through modeling: from
or creating a positive change that benefits observing others, one forms an idea of how new behaviors are performed, and on
 Creativity productivity, feeling of usefulness and accomplishment and later occasions this coded information serves as a guide for action.”
concern for others

FIXATION:

 Self-indulgence, self-concern, or lack of interests and commitments 

 Shallow involvement in the world, pessimism

INTEGRITY v s DESPAIR

STAGE: Maturity

INFLUENTIAL FIGURE: Community

POSITIVE RESULTS:
“Spirituality is not the renunciation of life; it is the art of living fully.” –Acharya
 Sense of fulfilment as one looks back in one’s life and develops feeling of Prashant ; Spiritual
wisdom
 Acceptance of worth and uniqueness of one’s own life
 Acceptance of the inevitability of death and transitioning
Lawrence Kohlberg “Moral Development Theory”
FIXATION:
Level I: Pre-Conventional - moral code is shaped by the standards of adults and the
 Sense of loss, contempt for others consequences of following or breaking their rules.
 May result in regret, bitterness and despair
Level II: Conventional - begin to internalize the moral standards of valued adult role
“Mental health is not a destination but a process. It’s about how you drive, not models.
where you’re going.” –Noam Shpancer ; Cognitive
Level III: Post Conventional - individual judgment is based on self-chosen principles,
Jean Piaget’s Theory and moral reasoning is based on individual rights and justice.
1. Sensorimotor (0-2 years): sensory organs and muscles become more functional
2. Preoperational (2-7 years): children use symbolism to represent and understand
various aspects of the environment.
“In what developmental area/s do you think you should improve as an adolescent?
3. Concrete operations (7-11 years): logical reasoning about concrete objects,
Why? How do you plan to tangibly achieve these improvements?”
classification skills, conservation
4. Formal Operations (11+ years): logical reasoning, hypothetical-deductive
reasoning, abstract thinking
Coping with Stress in the Middle & Late Adolescence
Stress
It is the reaction of the mind and body to a stimulus that causes
tension on the well-being, and disturbs the state of calm or
equilibrium or a person
Powers of the Mind: The Whole Brain Theory
Mental Health & Well- Being in the Middle & Late Adolescence
 Problem-solving
Emotional management / Impulse control
Decision-making
Relationship-building / Empathy / Social Skills
Taking responsibility for one’s actions

What is the connection?

Self-awareness

Identification of emotions
Emotional triggers
Positive self-regard
Application of personal awareness

Emotional Hijacking

• We feel before we think; everything that we sense has already

been filtered through our emotional brain.
What is emotional Intelligence?
Self-awareness & developing a positive sense of self-worth
 • When danger is sensed, we react emotionally first before the
information has reached any part of the cerebral cortex that
Anger
allows us to process and think rationally
• Blood rushes to our hands so we can fight.
• When what we sense reminds us of a past threat, we react with
the same intense emotions; we may not even be aware of the • It can be an expression of frustration, stress, anxiety, loss,
memory that has been triggered. confusion, embarrassment, jealousy, rejection, threat, etc.
Withstanding the Hijack • It is one of the most dangerous emotions because it is energizing,
and the more often we are angry, the less arousal we need to
• In order to think rationally and respond rather than react
stay in this state. Anger builds momentum.
emotionally, we can need to allow the information to reach the
rest of the brain. Fear
• We can do this by becoming aware of our emotional triggers and • Blood rushes to our arms and legs so we can run or fight.
learning to take a moment before reacting.
• It immobilizes us and forces us into fright, flight or freeze.
• These skills are key components of Emotional Intelligence.
• It is connected to worry, anxiety, stress, nervousness, panic,
Coping with Emotions paranoia, and phobias.
• We typically deal with emotions one of four ways: • It is sometimes expressed as anger.
• 1) exaggerating the emotion so that we are overwhelmed by Sadness
them and lose control;
• Metabolism slows, giving us time to mourn.
• 2) accepting the emotion and not try to regain control;
• It comes from not getting what you want or a fear of what might
• 3) substituting the emotion with something more comfortable happen.
like distractions; or
• When sad, many people try to isolate themselves, but this cuts
• 4) managing the emotion through self-awareness. us off from resources to get over the sadness.
Seven Basic Emotions • It is connected to depression, shame, disappointment, regret,
guilt, embarrassment, and insecurity.
Anger
Happiness Emotion Management
Fear
Disgust • 1. Impulse control
Surprise
• 2. Stress management
Love
Sadness • 3. Anger management
 • 4. Managing sadness

• 5. Problem-solving

Relationship Building

• Active listening

• Empathy

• Awareness of others’ feelings

• Open topics and conclusion

Depressive Thinking

• Sadness is the emotion that people try to avoid the most.

• People often isolate themselves when sad, which disconnects

them from supports.

• Laughter, exercise, small successes, and helping others can all

“Our emotions guide us in facing predicaments and tasks too important to leave
help in counteracting sadness. to intellect alone. Each emotion offers a distinctive readiness to act; each points
us in a direction that has worked well to handle the recurring challenges of
• We often feel sad when we hold on to hurt feelings rather than
human life.”
expressing them.
-Goleman, 1995.
Stress Management
EMOTION Smith. referring to variations in level of arousal,
• Indicators of stress include: neck and back pain, headaches, affective state or mood, expressive movements,
overreaction, and change in sleep or appetite. and attitudes.

• Worrying plays a part in stress and anxiety. It can create a cycle

of negative thinking.

• One major source of stress is how we perceive things.

• Ways of coping with stress, relaxation techniques, proper

nutrition, exercise and sleep.
EMOTIONAL INTELLIGENCE
It was popularized by Daniel Goleman in 1995 and
define as the ability to identify and manage your
own emotions and the emotions of others.

PERSONAL RELATONSHIP
ATTRACTION “It is the force that draws people together.” –
Guerrero, Anderson & Afifi, 2001.

Studies show that people are more likely to be attracted to people

resembling their parents, especially when it comes to age. The older
their parents were at the time of their birth, the more likely they find
older faces to be attractive.

Physical attraction is linked to good genes. The more attractive a

person is, the better their genes are perceived to be. The reasoning is
deeply rooted in our biology. Males often prefer the most attractive
female as it signals good health and fertility. 

Reinforcement-Affect Model of Attraction

 We become attracted to another by simply getting a reward in his or her presence, as

our simple being with the other is associated with a positive feeling due to the
reward.

Exchange theory

 This can be seen as sort of an ‘economic’ take on attraction. The more we see
someone to be beneficial to be with, the more we are attracted to them.

3 Dimensions of interpersonal attraction

 Social Attraction – friendly and fun to be with.

 Physical Attraction – how we look.

 Task Attraction – effective or efficient.

LOVE

 “There is no singular definition of love.”

 – Hsia & Schweinle, 2012.  “Two or more persons who share resources, share responsibility for
decisions, share values and goals and have a commitment to each other
over time.” – Medina, 2001.

LOVE LANGUAGES

 “These are the different styles on how to express love.”

– Chapman, 1992.

COMMITMENT

 “The decision that one loves someone and the commitment to maintain that love.”
– Sternbeg, 1986.
Mattering A perception that its members feel that they are significant. - Elliot,
SOCIAL RELATIONSHIP 2009.
SELF – CONCEPT “Children raise in a family where love, acceptance and forgiveness abound will
have a healthier grasp of life and will be able to adjust with its complexities better.
 “The organized structure of cognitions or thoughts we have about ourselves.”
– Delamater & Myers, 2011.
When they feel that they are loved, they belong and are needed, that is when they
know that they matter. When the family gives them the care that they need and
PERSON PERCEPTION deserves, it will surely reflect in the kind of individual they will be when they grow
up. Thus, the family should make sure that the children feel and sense their value –
 “The ability to execute a process creating a generalized description of an
that they existence are important and that they are needed.”
individual, no matter complex his or her personality is.”
– Asch, 1946. -Elliot, 2009.
SOCIAL INFLUENCE

Family Structures and Legacies Family Legacy A heritage passed on from parents to the children which
FAMILY could social, emotional, spiritual or even sometimes
material in nature. - Bruner and
Ledbetter, 1996
CAREER “The sequence or a collection of jobs held over an
individual’s life.”` – Patton, W & McMahon, 2014.
A study suggest that thinking, choosing and even planning about a career begins at the age of
17 up until the age of 24 and that having a well-thought plans and successful career would
lead to a more meaningful and satisfied life in the future.

CAREER DEVELOPMENT “It is the balancing of recognizing and meeting

needs of the individual while at the same time
responding to the outer forces and realities of
life.”
– Borchet, 2002.
Having life goals could also be an essential aid in formulating career discussions. It could
empower a person to direct his/her motivation and energy towards finding self-actualization
through his/her chosen career and life satisfaction in general.

(Stringer, Kerpelmann &Skorikov, 2012)

CAREER CHOICE “It is the result of a well thought and balanced

decision after having considered both personal
and external factors that may actually take into
account for it.”

Factors that influence career choice and planning :

ENVIRONMENT
A person is likely to choose a career that is reflected by the nature of
his/her environment.
Environment is one of the most important external factors that may
influence career choice of a person because it is where a person interacts
with his or her reality.
Economic demands
Career opportunities depend on the quality of the economy of a country.
It also gave importance on the financial capacity of the family to support
one’s career choices.
MEDIA REFERENCES
Adolescents nowadays use the media and other means of information as
their reference to review different career options that they have.
Parents / family
The family is found to be the most influential factors in person’s career
choice. Parents are seen as role models of their children in terms of
work.
Job Availability
Bochert (2002) suggest that the parents are said to provide children with
an image or feeling of how it is to work while siblings were found to set 1. Pharmacist
some initial competition or point of comparison hence helping a person 2. Hospitalist
know his/her identity more.
3. Medical Director
Career counseling 4. Business Analyst
It is one of the current advancement in helping people to prosper in their
5. Solutions Engineer
career paths and career development.
Resume:
Career Counseling is defined as any attempt to assist an individual in
 Career objectives
making improved career decisions through such means as workshops,
classes, consultation, prevention, etc.  Contact Details

 Skills
Going through this process actually enables people to process their
thoughts, abilities, and facilitate their decision making.  Educational Background

Peers  Character References

Having a “barkada” or peers have been considered as one of the support Appearance and Interview:
systems of a person. 1. Dress to impress

Peers could also serve as an individual’s mentor whom he/she can 2. Be who you are
basically rely on to help him/her through in a particular situation. 3. Present good points about yourself
Things to consider 4. Be comfortable
 Career choice based on your personality 5. Be honest

 Job availability

 Resume

 Appearance and Interview