Developing the

Whole Person
 O bjec t i v e s

1. Discuss the relationship among physiological,

cognitive, psychological, spiritual and social
aspects of development, to understand the
thoughts, feelings, and behaviors.

2. Evaluate the students’ thoughts, feelings and

actions.

3. Show the connection of the thoughts, feelings

and actions to the actual life situations.
 Ques t i o n s

What is the first thing

that comes to your
mind when you think
about being a
teenager?
 Introd u c t i o n

Adolescence is considered a crucial stage in

human development. Life changes entirely at this
stage which involves a lot of transitions. During
this period, the adolescents’ ability to perceive and
judge risk is not yet effective and causes different
views with their parents or guardians. This is
because their cognitive and psychosocial
development is still inconsistent.
 l o p i n g t h e
D ev e
w h o l e p e r s o n
Imagine you are looking at yourself in the mirror.
You see your whole of you in the front of that
mirror. You start to ask for something that will
make you look good. You look for an ideal self-it
can be a good implication or a pretentious whip.
You cannot understand unless you develop the
whole person.

When we say developing the whole person, we

refer to holistic development rather than the mere
acquisition of content knowledge. This can be a
 i t i o n s o f Te rm s
Defi n
Physiological- relating to the way a living
organism or bodily part functions.
Cognitive- relating to, being, or involving
conscious intellectual activity (such as thinking,
reasoning, or remembering)
Psychosocial- relates to the combination of
psychological and social behavior
Spiritual- concerned with religious values Social-
relating to human society, the interaction of the
individual and the group, or the welfare of human
beings as members of society.
The aspects of
h ol i s t i c
development
 P h y s i o l o g i c a l
D ev e l o p m e n t
During adolescence there is a large degree of
psychological growth as children make
adjustments in their personality due to the rapid
physical and sexual development which are
characteristic of this period of life. Adolescents
face ongoing conflict and difficulty adapting to
the sudden upsurge of sexual and aggressive
drives. These changes cause unrest and
confusion in the adolescents’ inner selves and in
the way they perceive the world.
 i s Pu b e r t y ?
W hat
Puberty refers to the physiological changes that the
adolescent undergoes in order to reach sexual maturity.
It is best characterized as the gradual onset of mature
reproductive hormonal activity, triggered by the central
nervous system, mainly the hypothalamus and pituitary
gland. Most people look at puberty in three distinct
stages railed the pre-pubescent, pubescent, and post
pubescent.
 i s Pu b e r t y ?
W hat
The prepubescent stage includes the first evidence of
sexual maturation—primary sexual characteristics—and
terminates at the first appearance of pubic hair. During
this stage, reproduction is virtually impossible. During the
pubescent stage the growth spurt begins to accelerate,
males experience their first emission of semen usually in
the form of “wet dreams,” and menarche occurs in the
females. The post pubescent stage is characterized by the
deceleration of growth spurt, completion of both primary
and sexual characteristics, and fertility is possible.
 Cog n i t i v e
De v el o p m e n t

Cognitive development is
the progression of
thinking from the way a
child does to the way an
adult does.
 as o f c o g n i t i v e
3m a i n are
t o c c u r du r i n g
de v e l o pm e n
adoles c e n c e .

It allows you to find

extraordinary ways to
carry out a specific action
that no one tried to use.
 1
First, adolescents develop more
advanced reasoning skills,
including the ability to explore a
full range of possibilities
inherent in a situation, think
hypothetically (contrary-fact
situations), and use a logical
thought process.
 2
Second, adolescents develop the ability to think abstractly.
Adolescents move from being concrete thinkers, who think
of things that they have direct contact with or knowledge
about, to abstract thinkers, who can imagine things not seen
or experienced. This allows adolescents to have the capacity
to love, think about spirituality, and participate in more
advanced mathematics. Youth who remain at the level of a
concrete thinker focus largely on physically present or real
objects in problem solving and, as a result, may present with
difficulty or frustration with schoolwork as they transition
throughout high school.
 2
Adolescents may also experience a personal fable as a
result of being able to think more abstractly. The personal
fable is built on the fact that if the imaginary audience
(peers) is watching and thinking about the adolescent,
then the adolescent must be special or different. Several
studies have found that adolescents perceive more risk in
certain areas than adults but that being aware of the risks
fails to stop adolescents from participating in risktaking
behavior.
 3
Third, the formal operational thinking characteristic of
adolescence enables adolescents to think about
thinking or meta-cognition. This characteristic allows
youth to develop the capacity to think about what they
are feeling and how others perceive them. This thought
process, combined with rapid emotional and physical
changes that occur during puberty, causes most youth to
think that everyone is thinking not just about what they
are thinking about but about the youth themselves
(imaginary audience).
 3
The imaginary audience can be detrimental to youth
obtaining clinical care and services. For example,
youth with chronic illnesses may hide or deny their
illnesses for fear that the imaginary audience (peers)
may Personal Development 6 learn about their
condition or to prove to the audience that the
condition does not exist. It is important to
remember that the audience is very real to the
adolescent.
 Ps y c h o s o c i a l
D ev e l o p m e n t
The psychosocial development that occurs
during this period can be characterized as
developmental tasks that emphasize
development of autonomy, the
establishment of identity, and future
orientation.
 P s y c h o s o c i a l
D e v
The first area e l
of o p m e
adolescent n t
development—establishment of
autonomy—occurs when the adolescent strives to become
emotionally and economically independent from parents. This
struggle begins during early adolescence (ages 12-14 years), which is
characterized by forming same-sex peer groups, with decreasing
interest in family activities and parental advice. During this time,
adolescents are concerned with how they appear to others. The peer
group, which is typically same-sex, is often idealized and has a strong
influence on the adolescent’s development. As a result, adolescents
may use clothing, hairstyles, language, and other accessories to fit in
with their peers. Similarly, adolescents who do not identify with any
peers may have significant psychological difficulties during this period.
Adolescents become less preoccupied with their bodily changes as
they approach the end of puberty. The adolescent’s attention shifts
from being focused on self to adopting the codes and values of larger
peer, parental, or adult groups.
 Ps y c h o s o c i a l
D ev e l o p m e n t
During middle adolescence (ages 15-17 years), the peer group
becomes a mixed-sex peer group and assumes a primary social
role for the adolescent. Adolescents begin to have short,
intense “love” relationships, while looking for the “ideal”
partner. It is not uncommon for adolescents to have crushes on
adults during this stage. Family conflict is likely to be at its peak.
As adolescents’ independent functioning increases, adolescents
may examine their personal experiences, relate their
experience to others, and develop a concern for others.
 Ps y c h o s o c i a l
D ev e l o p m e n t
By late adolescence (ages 18-21 years), adolescents have
developed a separate identity from parents.
Simultaneously, adolescents may move away from their
peer group and strive to achieve adult status. Adolescent
conflict with parents may very well decline during this
stage. As adolescents begin to enter more permanent
relationships, they establish responsible behavior and
their personal value system matures.
 Sp i r i tu a l
D ev el o p m e n t
Spiritual beliefs are closely related to the moral and
ethical portion of the self-concept and must be
considered as part of the child’s basic needs assessment.
Children need to have meaning, purpose and hope in
their lives. Also, the need for confession and forgiveness
is present even in very young children. Extending beyond
religion, spiritual affects the whole person: mind, body
and spirit.
 l es c en c e a n d
Ado
Adult
Adolescents become more skeptical and begin to
compare the religious standards of their parents with
those of others. They attempt to determine which to
adopt and incorporate in their own set of values. They
also begin to compare religious standards with the
scientific view point. It is a time of searching rather than
reaching. Adolescents are uncertain about many religious
ideas but will not achieve profound insights until late
adolescence period or early childhood.
 l D ev el o p ment
S o c i a
Adolescents will begin to form many different types of
relationships, and many of their relationships will
become more deeply involved and more emotionally
intimate. During children's younger years, their social
sphere included their family, a few friends, a couple
teachers, and perhaps a coach or other adult mentor. But
during adolescence, teens' social networks greatly
expand to include many more people, and many different
types of relationships. Therefore, adolescent social
development involves a dramatic change in the quantity
and quality of social relationships.
 l D ev el o p ment
S o c i a
Younger children will often use the word "friend" to refer
to any other child whom they happen to know. However,
as children mature and become adolescents they begin
to differentiate friends from acquaintances, indicating a
more mature understanding of the qualitatively different
ways to know another person. Likewise, youth develop
the capacity to form closer, more intimate relationships
with others. They also begin to form romantic
attachments; and, as the desire for a romantic
relationship increases, youth may begin to question their
sexual orientation and gender identity.
 u s e v a l u a te
Lets
your:

01 02 03

Though Feeling Behavi

ts s ors
 Thou gh ts

It refers to the ideas

that result from thinking
or act of producing
thoughts.
 Fe e l i n gs

Denotes a state of
consciousness, such as
that resulting from
emotions, sentiments or
desires.
 Beha v i ors

Refers to the range of

actions and
mannerism made by
individuals, organism,
or any entities in
conjunction with their
environment.
T H AN K
YOU