PERSONAL DEVELOPMENT QA

God give me strengtth

Physical dimension

Physical dimension

Revolves around the physical body of a human being. its process functions, mechanisms and chemistry.

Psychological Dimension

Contains the concept of stress, cognition, behavior, attitude, emotion and personality.

Spiritual dimension

this dimension of that allows us to view ourselves in a spiritual level - as spiritual beings.

Cognition

Encompasses our thoughts in different levels, ranging from ourselves to our environment, from imaginary to perceivable realitty

Behavior

Action form or manifestation of attitude.

Self protection

The sense of confusion and conflict that is stimulated by efforts to understand oneself is accompanied by a need to protect the self.

Unconscious self

Self-understanding involves greater recognition that the self includes unconscious as well as conscious components

Self awareness

How much an emerging adult is aware of his/her psychological make-up, including strengths and weaknesses

Self esteem

also referred to as self worth or self image; global evaluative dimension of the self

Self concept

Domain-specific evaluation of the self

Narcissism

refers to a self-centered and self concerned approach towards others.

Adolescence

it is the transition period between childhood and early adulthood

Early Adolescence

10-13 years

Middle adolescence

14-16 years

Late adolescence

17-20 years

Robert havighurst

made the 11 developmental tasks of adolescents

1. the adolescent must adjust to the new physical sense of self.

2. the adolescent must adjust to the new intellectual abilities

3. the adolescent must adjust to increased cognitive demands at school

4. the adolescent must develop expanded verbal skills

5. the adolescent must develop a sense of personal identity

6. the adolescent must establish adult vocational goals

7. the adolescent must establish emotional and pyschological independence from his or her parents

8. the adolescent must develop stable and productive peer relationships

9. the adolescent must learn to manage his or her sexuality

10. the adolescent must adopt a personal value system

11. the adolescent must develop increased impulse control and behavioral maturity

Erik erikson

proponent of the eight stages of psychological development

Identity confusion

withdrawal or isolation from peers or family,

young people try out different roles and behaviors

Identity formation

develop strong sense of self.

through proper reinforcement and parental support

Jean piaget

proponent of four stages of development

Sensorimotor (Birth - 2 years)

understands world through sense and actions

(jean piagets four stages of development)

Preoperational (2 - 7 years)

Understands world through language and mental images

(jean piagets four stages of development)

Concrete operational (7 - 12 years)

Understands world through logical thinking and categories

(jean piagets four stages of development)

Formal operational (12 years - onward)

understands world through hypothetical thinking and scientific reasoning

(jean piagets four stages of development)

Biological challenges

Cognitive challenges

Psychological challenges

Three major challenges?

Physical appearance

Being conscious of one’s physical appearance.

everyone goes through puberty uniquely

Gender identity

Knowing your gender orientation personally.

do not depend on other peoples expectations or demands

Sexual behavior

increased testosterone and estrogen affects the body system

feeling of “into hormones” is natural

early parenthood

Impulsiveness and risk taking behavior.

Increased level of hormones causes thrill-seeking behavior

adrenaline amplifies athleticism and other strenuous activities

Anti social and deliquency

means to inflict harm to other people

impairement on personal, interpersonal and family functioning cause of this kind of behavior

brain

is responsible for mental functioning.

it weighs about 3lbs. is a collection of nerve cells or neurons consisting of about 10 million cells

Frontal lobe

problem solving

creative thinking

personality

Parietal lobe

Visual functions, reading

understanding language

Temporal lobe

memories

Brain stem

basic life functions

Occipital lobe

vision

Cerebellum

balance

coordination

motor learning

Brain dominance theory

states that our behavior is a function of the heightened activity of either left or right brain hemisphere

Whole-brain theory

the whole brain theorists believe that the brain is divided into four quadrants where each quadrant is responsible for particular abilities.

Rational self

(whole brain theory)

analyzes

quantifies

is logical

critical

realistic

likes numbers

knows about money

experimental self

(whole brain theory)

infers

imagines

speculates

takes risks

is impetuous

breaks rules

curious

safekeeping self

(whole brain theory)

takes preventive action

gets things done

is reliable

organizes

is neat

timely

plans

feeling self

(whole brain theory)

sensitive with others

likes to teach

touches a lot

is supportive

is expressive

is emotional

talks a lot

bodily-kinesthetic intelligence

the ability to control body movements and handle objects skillfully

interpersonal intelligence

the ability to relate to and understand other people

intrapersonal intelligence

the ability to understand ourselves, who we are, and what makes us the way that we are

Linguistic intelligence

the ability to use words in both oral and written communication

people with this ability think in words rather than visuals.

Logic - mathematical intelligence

the ability to reason, apply logic, and work with numbers

Musical intelligence

ability to produce and appreciate music

naturalistic intelligence

the ability to recognize and categorize things

they are lovers of nature and see patterns on how nature works.

Visual-spatial intelligence

ability to perceive the visual . they tend to think in pictures and need to create vivid mental images to retain information.

Stress

is the body’s natural response to the demands or challenges of our environment

Cataclysmic Event

(stressor)
intense stressors occur suddenly and typically affect many people simultaneously

Personal stressors

(stressors)
produce a significant reaction that soon tapers off.

Background stressors

(stressors)
Daily hassles or minor irritations that we face time to time again

Academic stress

many teens worry about meeting academic demands and pleasing their teachers, parents, and classmates.

Social stress

Adolescents spend time with their peers and maintaining and building relationships with them can be stressful too

Family conflict

things that impact the family also impact the adolescents

World events

Local and international news regarding safety and peace may also leave teens worrying

traumatic events

events that can impact the teens stress levels, such as the ultimately death of a family member or a friend. accidents or terminal illness, or enduring physical or psycholigical abuse

Significant life changes

Adolescents are also susceptible to stress due to significant life changes

Alarm and mobilization

the initial phase is when individuals become aware of the stressors presence

Resistance

people may use a wide range to cope with the stressor , there might be successful attempts but at the cost of some degree of physical and psychological wellbeing

Exhaustion

a decline in a persons ability to address stressors

Appraisal theory

made by Richard Lazarus

defines coping as a cognitive or behavioral response to stresses aimed at managing stress.

primary aprraisal

is when evaluates the meaning of the situation assesses if it will affect him
(appraisal theory)

Secondary appraisal

involves on how one feels about a situation.

when a person recognizes that there is a threat and decides to resolve it.

(appraisal theory)

Emotion focused coping

whenever people try to manage their emotions. in the face of stress by trying to seek to change the way that they feel about or perceive a problem
(type of coping)

problem focused coping

an individual attempts to modify the stressful problem or the source of stress. leads to a change in behavior or developing a plan of action to deal with stress.
(type of coping)

Avoidant coping

wishful thinking to reduce stress or more direct escape routes are examples . examples are alcohol and drug use and even overeating
(type of coping)

Defense mechanism

these are unconscious strategies that people employ to reduce anxiety by concealing the source from themselves and others.