Personal Development (PerDev)

11 STEM || First Semester || 1st Quarter Review - by ghie <3

LESSON 1: KNOWING LESSON 2: DEVELOPING THE

ONESELF WHOLE PERSON
TWO MAIN TYPES OF SELF-CONCEPT THE TEENAGE PERIOD
Your IDEAL SELF is the person to whom you
aspire. It is the one you hope will resemble a ● The Teenage Period is when everything
mentor or some other ghostly figure. seems to change – body, emotions,
relationship with others, way of thinking,
Your TRUE SELF, on the other hand, is the one
and all other aspects of one‘s life. All these
that you perceive. The self-possesses the
changes are interconnected and
qualities that you were raised or, in certain
contribute to a person‘s development.
circumstances, were born with.

The term "SELF-CONCEPT" relates to your

ASPECTS OF DEVELOPMENT
consciousness of who you are. The concept is
what mediates between these two selves.
1. Physiological Development
In other words, it denotes first the a. Girls experience growth spurts, breast
separation of the ideal self from others, and then all development, pubic hair, menstruation,
the actions examined in the authentic self that you appetite, height, hip widening,
engage in to achieve the perfect self.
reproductive organ development, dental
changes, body odor, and acne.
SELF-AWARENESS is the foundation of the
actual self. Self-awareness is generated b. Boys experience growth spurts, pubic
through social encounters that reveal how hair, menarche, appetite, height, voice
others see you. We are who we are because of deepening, weight gain, muscle mass,
our true selves. It is our way of thinking, heart size doubling, blood pressure,
feeling, looking, and doing. Others can see the blood volume, facial hair growth,
authentic self, but because we cannot know reproductive organ development, and
how others perceive us, the authentic self is dental changes.
our self-image.
2. Psycho-social Development
The ideal self represents our desired self, ● Teenagers often experience increased
shaped by our experiences and values. It self-awareness, conflicts with parents,
encompasses everything we've learned, peer pressure, changes in self-esteem,
admired, and supported by society. The ideal
and feel uncomfortable and self-
self is a complex negotiation, influenced by
influential due to increased parental
social roles and experiences. Aligning the
influence.
authentic self with the ideal self leads to mental
well-being and peace of mind, while
incongruence results in anxiety and pain.
3. Brain Development/Cognitive Changes
● The individual is displaying increased
DEVELOPMENTAL CHARACTERISTICS
intellectual interests, improved working
STAGES
skills, high reasoning capacity, and a 1. Prenatal Age when hereditary endowments
willingness to experiment with ideas, (conception to birth) and sex fix and all body features,
both external and internal, develop.
focusing on the near future.
2. Infancy Foundation age when basic
(Birth to 2 years) behavior is organized, and many
4. Emotional-Social Development ontogenetic maturation skills are
developed.
● Close friendships become more 3. Early Childhood Pre-gang age, exploratory, and
important, but parental engagement (2 to 6 years) questioning. Language and
declines, affecting feelings and Elementary reasoning are acquired,
and initial socialization is
independence. Increased influence experienced.
from friends and peers reduces 4. Late Childhood Gang and creative age when self-
(6 to 12 years) help skills, social skills, school skills,
parental involvement and
and play are developed.
independence. 5. Adolescence Transition age from childhood to
(puberty to 18 years) adulthood when sex maturation
and rapid physical development
5. Moral and Spiritual Aspect of occur, resulting in changes in
Development feeling, thinking, and acting.
● Emphasizes the importance of abstract 6. Early Adulthood Age of adjustment to new patterns
(18 to 40 years) of life and roles such as spouse,
thinking, idea development, role parent, and breadwinner.
models, norm testing, conscience, 7. Middle Age Transition age is when an
(40 yrs to retirement) adjustment to initial physical and
moral rights, purpose, moral reasoning,
mental decline is experienced.
and social and cultural traditions. 8. Old Age Retirement age when the
(Retirement to increasingly rapid physical and
LESSON 3: death) mental decline is experienced.
DEVELOPMENTAL STAGES
HUMAN DEVELOPMENT is concerned with
the growth and changes that occur over an
individual's lifespan, including physical,
cognitive, social, intellectual, perceptual,
personality, and emotional development.

Understanding human learning,

maturation, and adaptation requires
understanding developmental stages. Humans
progress through various phases throughout
their lives, either growing or declining.
HAVIGHURST’S DEVELOPMENTAL TASKS
Understanding these shifts helps us
adapt and plan effectively, as some aspects Robert J. Havighurst's Developmental
remain constant while others fluctuate Tasks Theory asserts continuous development
significantly.
throughout an individual's lifespan, occurring in
ENCOURAGEMENT 101:
stages influenced by their biology,
The Courage to Be Imperfect
psychology, and sociology. This
biopsychosocial model outlines the
progression of problems and developmental
ENCOURAGEMENT is a crucial skill for
tasks. improving relationships and fostering
psychological hardiness and social interest. It is
often misunderstood, as people often use
praise to encourage others. It enhances a
feeling of belonging and leads to greater
social interest.
To become an encouraging person, one must
distinguish between encouragement and
discouragement, and ask themselves whether their
actions will bring them closer or farther apart from
others.

CHALLENGES OF LATE ADOLESCENCE

Physical Development
● Most females complete puberty physical
changes by 15, while boys continue to
develop strength, muscular mass, and
height while finishing sexual
LIVING MINDFULLY
characteristics.
Living purposefully is similar to being an Emotional Development
artist, as it requires the right tools to practice ● The individual may be preoccupied with
and develop skills. Using these tools can help
schoolwork, exam results, solitude, physical
create a continuous mindfulness practice,
leading to a more aware, compassionate, and and sexual attractiveness, and self-
satisfying way of living. sufficiency, possibly due to parental
limitations.
Tool 1: Inhale and exhale mindfully
Tool 2: Pay close attention Social Development
Tool 3: Develop Insight
● Adolescents are shifting from dependence
Tool 4: Compassion
to maturity and responsibility in family and
Tool 5: Observe your emotions
Tool 6: Gratitude community. They are becoming more
Tool 7: Foster Mutual Respect aware of peers' social habits, seeking
Tool 8: Integrity friendships with similar ideas and values.
Tool 9: Facilitate leadership development They develop academic interests and
Tool 10: Be at peace with yourself engage in love and sexual activities, but
LESSON 4: CHALLENGES OF
LATE ADOLESCENCE may be influenced by peers.
Mental Development
● Mental development enhances goal setting,
future thinking, understanding complex 1. EUSTRESS, derived from the Greek term
'eu' meaning 'well' or 'good', is a pleasant
challenges, and moral values by
stress that enhances performance and
establishing role models and acquiring promotes self-worth.
knowledge of complex issues.
- Examples of Eustress:
● Winning a race
CHALLENGES can take various forms, such as ● Completing a task
assignments, impediments, difficulties, and ● Joy on a roller-coaster
perceived failures. They can either destroy or ● Joy upon a baby's birth
build one's character. ● Joy at getting married

Throughout life, obstacles can serve as 2. DISTRESS is chronic, harmful stress

practice for adult life, such as school linked to attention, often causing anxiety,
obligations, relationships, and interactions sadness, and withdrawal, which can
with parents. Each obstacle can either damage persist despite our best efforts.
or strengthen one's character, shaping them - Example of Distress:
positively or negatively. ● An injury that prevents us from
exercising
● Not getting into the college of our
LESSON 5: COPING WITH choosing or losing our job.
STRESS
STRESSORS
STRESS is a part of life. Stress is something
that makes us feel bad. Because stressors can EXTERNAL are those that come outside of you
be beneficial or harmful, some classify them as like situations, people, and experience
good (eustress) or bad (stress) (distress).
INTERNAL are those coming from within you,
Stress, a common aspect of life, affects like thoughts that caused you to feel fearful,
people of all ages, races, and socioeconomic uncertain about future, lack of control over
backgrounds. It disrupts internal and external situations and even personal beliefs which
equilibrium, posing health risks. As we age, we face include your expectations
additional challenges, requiring us to live fully and The following are the usual sources of stress in an
maximize our potential. adolescent's life:
1. Appearance - Adolescence is marked by
An endocrinologist, Hans Selye, identified bodily changes, such as concerns about
stressors as the body's response to changes in height, weight, physical shape, and skin, and
stressors, introducing the term "STRESSOR" to the desire to impress others, leading to
differentiate between stimulus and response. tension.
The hormone known as CORTISOL helps in 2. Pressures at School - academic and
managing stress. extracurricular obligations, as well as the
desire to pass topics and courses, resulting in
rigorous review, research, and deadlines.
TYPES OF STRESS
3. Home/Family - Family issues like divorce, moodiness, often feeling helpless and
parental annulment, and disagreements can impotent, often feeling self-conscious and
lead to stress, causing new living hesitant to socialize.
arrangements, lack of privacy, and adjusting
3. COGNITIVE: Stressed individuals often
to new residences and schools.
experience worry, leading to forgetfulness
4. Peer/social pressure - including forced and disorganization, as negative thoughts
attendance, smoking, and engaging in cloud their minds and cause them to grow
harmful activities, can lead to stress overload gloomy.
and lead to negative consequences.
4. BEHAVIORAL: Stress leads to
5. Loss - Loss of family, friends, or work can procrastination, substance abuse, nervous
cause stress, worry, and loss of self-esteem, behaviors like pacing and nail-biting, and
impacting social interactions and school behavioral changes such as loss of appetite
attendance. and binge eating.

6. Sorrow - Missing objectives or plans, COMMON STRATEGIES IN COPING

uncontrollable variables like severe weather
or unexpected brownouts, can lead to stress There are basically TWO COPING STRATEGIES
and frustration, causing situations that are not normally used by individuals:
"normal life."
1. PROBLEM-FOCUSED APPROACH
7. Romantic Bonds - Adolescence is a time of This strategy fundamentally involves
love connections, but teenagers often feel focusing on the source of stress, analyzing
stressed without a partner, while those in situations, and working harder to solve the
relationships face challenges like
problem, while also engaging with the direct
disagreements and conflicts.
source of stress.
8. Future - Late adolescents often struggle with
2. EMOTION-FOCUSED STRATEGY
a lack of direction in life, often due to
financial or talent limitations, which can lead Focuses on feelings caused by stress,
to frustration. leading to blame, alcohol, or drug use,
eventually becoming unsuitable and leading to
THE EFFECTS OF STRESS negative outcomes.

The combined effects of stress can be group into Other tips on coping with stress:
four classifications: 1. Engaging in physical activities, exercising,
deep breathing, meditation or yoga can
1. PHYSICAL: Stress increases adrenaline and
enhance resistance against stressors.
corticosterone levels, leading to heart rate,
2. Doing activities that are relaxing,
breathing, blood pressure, and organ stress,
Relaxation is a crucial stress relief method,
causing stroke and hypertension, and causing
promoting calmness and wellness.
body pains and profuse perspiration.

2. EMOTIONAL: Stressed individuals exhibit HOW TO MANAGE STRESS?

agitation, impatience, irritability, and
 1. Slow down Anxiety disorders
2. Keep calm ● also known as phobias, cause individuals to
3. Be positive react with fear and panic towards specific
4. Take it easy objects or situations, leading to extreme
5. Unplug panic attacks and other fear-related
6. Enjoy life manifestations. Common phobias include
arachnophobia, agoraphobia, acrophobia,
‘’I will not stress myself out about and claustrophobia.
things I can’t Control or Change.’’ Mood disorders
● Depression, a mood-related mental health
LESSON 6: POWERS OF THE
MIND issue, increases suicide risk, with the World
Health Organization estimating 1 million
(sorry gais tinamad na ko zoom in nyo nlng :D) deaths annually.
CANVA LINK :d
Eating disorders
● Societal pressures to be thin often lead to
eating disorders like anorexia and
bulimia, which cause extreme fear of
weight gain and harmful purging of food to
maintain slimming.

Impulse control and addiction

● Addiction is a mental health issue
involving inability to control impulses,
leading to harmful activities like alcohol,
illegal drugs, and stealing, which can
LESSON 7: MENTAL HEALTH endanger relationships.
AND WELL-BEING
Obsessive-Compulsive Disorder (OCD)
The MIND-BODY CONNECTION is crucial ● is a personality trait where individuals
for maintaining physical health, as it is linked to experience specific fears leading to
the functioning of the body. Negative thoughts unnecessary rituals or routines, such as
trigger bodily reactions, leading to various excessive hand washing due to germs.
health issues.
Post-Traumatic Stress Disorder (PTSD)
Mental health is often overlooked, as it
● Traumatic experiences lead to PTSD,
is often associated with mental illness.
causing fear and negative emotions,
However, the World Health Organization
affecting individuals and military personnel
(WHO) defines health as a state of complete
alike. Examples include car accidents,
physical, mental, and social wellbeing, not
super typhoons, and military return from
just the absence of disease or infirmity.
war zones.
COMMON MENTAL HEALTH ISSUES
TYPES OF NEUROSIS
 ● A balance between work and play, rest and
NEUROSIS is a psychological condition activity, etc.
wherein individuals exhibit inconsistencies with ● The ability to build and maintain filling
their self-concept, leading to anxiety and relationships.
hindering personal relationships.
To Become A Fully Functioning Individual:
When faced with contradictions about
1. Live in the Present
their self-concept, individuals often react with
2. Do not focus too much on the future
defense mechanisms like denial or distortion.
3. Trust in your own feelings
3 Types of Neurosis: 4. Experience feelings more deeply
Moving toward people 5. Develop a positive self-esteem
● Individuals overly dependent on 6. Be Optimistic
relationships, desperate for love, often
avoid nature due to a desire for ‘’Whatever your mind can conceive
acceptance, leading to clinginess and and believe, it can achieve.”
potential damage to those around them.

Moving against people

● Individuals who bully and use physical
violence often gain power, but struggle to
build genuine relationships due to their
aggressive behavior.

Moving away from people

● Individuals with neurosis, often referred to
as loners or outcasts, exhibit shyness and
social anxiety, often hiding from others to
avoid rejection.

CHARACTERISTICS OF MENTALLY HEALTHY

People Who Are Mentally Healthy Have:

● A sense of contentment.
● A zest for living and the ability to laugh and
have fun.
● The ability to deal with stress and bounce
back from adversity.
● A sense of meaning and purpose in both
their activities and their relationships.
● The flexibility to learn new skills and adapt
to change.