Grade 9 Personal Development - Unit 1: Who Am I? - Notes

Department of Education - Grade 9 Personal Development

Unit 1: Who am I?

Flexible Open Distance Education, Private Mail Bag, Waigani, NCD
For Department of Education
Papua New Guinea

Unit 1 Topics

  • Exploration of Self

  • Self-Esteem

  • Relationships

  • Communication Skills in Relationships

Acknowledgements

Gratitude to secondary school teachers in Central Province and NCD for their contributions.
Special thanks to the former Principal of FODE, Mr. Demas Tongogo, and the staff of the Personal Development Department of FODE.
Acknowledgement of professional guidance from the Curriculum and Assessment Division and the Personal Development Subject Review and Academic Committees.
Co-funded by GO-PNG and the World Bank.
Published in 2017 by Flexible, Open, and Distance Education, Papua New Guinea.

Contents

  • Topic 1: Exploration of Self

    • Lesson 1: Self-Concept

      • Defining self-concept, identifying qualities and abilities.

    • Lesson 2: Types of Self-Concepts

      • Identifying types and describing components of self-concept.

    • Lesson 3: Unique Characteristics

      • Features that make you unique, factors that shape you, characteristics that influence your behavior.

  • Topic 2: Self-Esteem

    • Lesson 4: Developing Self-Esteem

    • Lesson 5: Roles and Behaviours

    • Lesson 6: How does the Community Influences me

    • Lesson 7: Expectations of Your Family and Community

  • Topic 3: Relationships

    • Lesson 8: Relationships

    • Lesson 9: Types of Relationships

    • Lesson 10: Factors Influencing Relationships

    • Lesson 11: Individuals Roles, Rights and Responsibilities

    • Lesson 12: Maintaining a good Relationship

  • Topic 4: Communication Skills in Relationships

    • Lesson 13: Communication Skills

    • Lesson 14: Assertiveness in a relationship

    • Lesson 15: Empathy and respect

    • Lesson 16: Emotional Support

Secretary’s Message

Focus on curriculum and delivery for individual and national betterment.
Part of the new Flexible, Open and Distance Education curriculum.
Student-centered learning outcomes with demonstration and assessment.
Aligned with national curriculum goals, aims, and principles.
Alternative pathway of formal education.
Promotes Papua New Guinea values and beliefs from the Constitution, Government Policies, and Reports.
Developed in line with the National Education Plan (2005 - 2014).
Addresses school leaver access to secondary and higher education.
Guided by the Department of Education’s Mission:

  • Integral development of every individual

  • Education system satisfying Papua New Guinea's requirements

  • Preserving and improving education standards

  • Widely accessible education

  • Accessible education for the disadvantaged
    Alternative pathways for education completion.
    Harnessing appropriate and affordable technologies.

Course Introduction

Based on the National Department of Education approved Lower Secondary Personal Development Syllabus.
Enables home study equivalent to high school students.
Personal Development focuses on relationships, character development, healthy living, and spirituality.
Contributes to integral human development.
Achieve potential for a productive and harmonious life.
Four units:

  • Unit 1: Who Am I (Exploration of Self, Self-Esteem, Relationships, Communication Skills)

  • Unit 2: Fitness and Me (Anatomy and Physiology, Fitness, Sporting Injuries, Sports & Fitness Framework)

  • Unit 3: Health (Preventive Health Care, Communicable & Non-Communicable Diseases, First Aid & Safety, Substance Abuse)

  • Unit 4: The PNG Way (Papua New Guinean Identity, Conflict Resolution, Spiritual World & Beliefs, PNG Ways in the Future)
    Units divided into topics with lessons, summaries, exercises, and answers.
    Practice exercises at the end of each lesson; answers at the end of each topic.
    Topic tests in the Assignment Booklet.
    Four assignments per unit; complete assignments after each unit.
    Assignment marks added to final external examination marks.
    Examination after course completion.

Unit 1 Introduction

WHO AM I?
Based on the National Department of Education approved Syllabus for conventional high school Personal Development.
Topics:

  • Exploration of Self (Self Concept, Types of Self Concept, Unique Characteristics)

  • Self-Esteem (Developing Self-Esteem, Roles and Behaviours, Community Influence, Family and Community Expectations)

  • Relationships (Relationships, Types, Influencing Factors, Individual Roles, Rights and Responsibilities, Managing Relationships)

  • Communication Skills in Relationships (Communication Skills, Assertiveness, Empathy & Respect, Emotional Support)
    Lessons with practice exercises and answers.
    Topic Tests in Assignment Booklet after completing each topic.

Study Guide Instructions

Step-by-step procedure for working through lessons.

  • Start with Topic 1, Lesson 1.

  • Complete exercises and correct answers.

  • Revise and correct mistakes.

  • Tick the check-box for each completed lesson.
    Repeat process for all lessons in a Topic.

Assignment - Topic Test and Unit Test
Complete Topic Test in Assignment Booklet after all lessons in a Topic.
Marking: Topic Tests marked by Distance Teacher.
Marks count towards final result.
Repeat assignment if scoring less than 50%.
Enrolment cancelled if scoring less than 50% in three assignments.

Topic 1: Exploration of Self - Overview

  • Self-Concept

  • Types of Self-Concept

  • Unique Characteristics

Topic 1 Introduction

Overview of topic: Self-Concept, Types of Self-Concept, Unique Characteristics.

Lessons:

  • Lesson 1: Self-Concept - Defining self-concept and identifying qualities/abilities.

  • Lesson 2: Types of Self-Concept - Identifying types and describing components.

  • Lesson 3: Unique Characteristics - Exploring unique features and factors.

Focus on personal profile, image, feelings, self-esteem, roles, behaviours, and relationships.

Lesson 1: Self-Concept

  • Define self-concept

  • Identify qualities and abilities

Self-Concept: Overall picture you have of yourself, including abilities, strengths, and weaknesses.
Good self-concept = high self-esteem.
Self-concept can also be called self-image.
Self-concept includes Self-awareness which is the process of learning about yourself.

Self-Awareness: The process of learning about yourself.

Factors shaping your sense of self:

  • Physical characteristics

  • Skills

  • Abilities

  • Interactions with others

Components:

  • Self-knowledge: Understanding of self. Awareness of motives and behavior.

  • Self-attribution: Awareness and acceptance of your qualities and abilities, motivation to improve.

  • Self-perception: Impression of you. How you see yourself, your attitudes and behaviors.

  • Self-disclosure: Ability to discover things about yourself, deal with bad experiences or secrets.

How Self-Concept Develops:
Comments from others during childhood, environment, and community all contribute to forming self-concept.
Continues to change as you develop new qualities.

Sense of self: How you see yourself and what you believe about yourself.
Expressed through the way we dress, how we behave, how we interact with others and through the things we enjoy or dislike.
The more we become aware of our self- concept, the more we become aware of our abilities and qualities.

The Importance of Self-Concept:
Key to becoming the person you want to be.
Realistic self-assessment leads to focusing on strengths and confidence to improve.

Identifying Your Qualities and Abilities:
Lifelong process: thoughts and feelings change (interests, aptitudes, attitudes, personality, values, beliefs).

Areas to pay attention to:

  • Interests: What do you like?

  • Aptitudes/Talents/Abilities: What are you good at?

  • Attitudes: Thoughts/feelings about people and things.

  • Personality: How do you express yourself physically, mentally, emotionally and socially?

  • Values: What's important to you?

  • Beliefs: What do you think is true or real?

Activity 1.2
Rating chart of how you see yourself, would like to be, and how others see you.
Questions on the differences and similarities.

Summary:

  • Self-concept = total picture of yourself; also known as self-image.

  • Self-awareness = learning about yourself.

  • Identity = developed by various factors.

  • Sense of self = how you see and believe in yourself.

  • Forming personal identity by adopting values from parents.

  • Understanding self-concept helps identify qualities and abilities.

Practice Exercise 1

  • Brief explanations of key terms.

  • Compile a profile of yourself: who you are, your beliefs, and values.

Lesson 2: Types of Self-Concept

  • Identify types of self-concepts

  • Describe the different components that make up your self- concept

Types of Self-Concept:
Self-concept may also be called self-image.

  • Actual self-concept: How you think of yourself.

  • Ideal self-concept: How you would LIKE to be.

  • Perceived self-concept: How you think others see you.

Components of self-Concept:

  • Physical Self: Physical skills, health, appearance.

  • Social Self: Way you relate to others, how you treat them and how you communicate your feelings.

  • Emotional Self: Feelings you experience. Emotions are often changeable.

  • Intellectual Self: How you think/learn; creativity; problem-solving.

  • Moral / Spiritual Self: Your beliefs you experience. Being religious, or living a spiritual life. What you think is right or wrong.

Internal Forces: Thoughts and memories about past experiences.
External Forces: People, situations, and conditions around you.
Significant forces are family, friends, teachers, and peer groups.

Components of self-concept include physical, social, emotional, intellectual and moral/spiritual self.

Summary

  • Three types of self-concept: Actual, Ideal, Perceived

  • Self-concept influenced by people and environment.

  • Five components: physical, social, emotional, intellectual, moral/spiritual.

  • Physical self: skills, capabilities, health, appearance.

  • Social self: relates to others.

  • Emotional self: feelings experienced.

  • Intellectual self: 'thinking self', how you think and learn.

  • Influenced by internal/external forces.

Lesson 3: Unique Characteristics

  • Look at features that make you unique

  • Focus our attention on the different factors that shape you

  • Identify characteristics that influence your behavior

Unique Characteristics: Physical features, emotions, mental abilities, and relationships combine to make you unique.

Personal Identity: Developed by determining likes/dislikes, image/lifestyle, beliefs/values.
Adopting values/standards of parents or respected individuals.
Changes during adolescence.

Personality: Heredity (inherited characteristics) and environment (interactions with everything around you).

Emotions: Each person feels and expresses emotions in different ways.

Attitudes: Judgments about the world. Approve or disapprove of certain people or isssues. Some attitudes may change as you grow.

Learning to recognize, accept, and express your emotions in socially responsible ways is an important part of growing up.
Many factors including gender, stereotypes, culture, media images, peers and family help to shape our sense of self.

Summary

  • Characteristics distinguish you from others.

  • Personality = heredity + environment.

  • Emotions/Attitudes.

  • Personal identity shapes image and life style.

Topic 2 Self-Esteem - Overview

  • What is Self -Esteem?

  • How does the Community Influence me?

  • Roles and Behaviours

  • Expectations of Your Family and Community

Topic 2: INTRODUCTION SELF-ESTEEM

Welcome to Topic 2 on Self-Esteem. In this topic you will learn about, What Self- Esteem is, How the Community Influence me , Roles and Behaviours, Expectations of Your Family and Community.
There are four lessons:

  • Lesson 1: What is Self-Esteem?

    • In this lesson you will define self-esteem, define affirmation and identify how affirmation develops your positive self-esteem.

  • Lesson 2: How does the Community Influence me?

    • In this lesson you will learn how different factors within your community influence your self-esteem and how to maintain positive self-esteem in future.

  • Lesson 3: Roles and Behaviours

    • In this lesson you will define roles and behaviour and how they change in different situations and define respect and discuss ways to earn respect.

  • Lesson 4: Expectations of Your Family and Community

    • In this lesson you will identify expectations of different

In doing so, you will find out more about how you feel. You will explore and learn about developing positive Self-esteem, define roles and behavior and how they change in different situations, define respect and discuss ways to earn respect, how you can be influence by your community and their expectations of you.

We hope you will enjoy this Topic.

Lesson 5: Self Esteem

Welcome to lesson 5 of unit 1. In the last lesson you learnt about unique characteristics. In this lesson you will learn about self-esteem.
Your Aims:

  • define self esteem

  • define affirmation

  • identify how affirmation develops your positive self-esteem.

Self Esteem
What is self-esteem?
Self-Esteem is how you feel about yourself.
If you like yourself and feel good about yourself, you have positive self- esteem or in other words you have a high self-esteem.
Negative self-esteem means that you have a low value of yourself as a worthwhile person.
Having a high self-esteem is important because people with high self-esteem tend to mix well socially, perform well at school, perform well at sport, have more confidence, make better decisions, be healthier, set more effective personal goals and generally have more success in life.
When you have a high self-esteem you accept yourself and you do recognize your own strengths and weaknesses.
How you feel about yourself and the mental picture you have of yourself influences how you behave.
Unfortunately teenagers with low self-esteem tend to demonstrate behavior such as being very moody, unhappy with life, self-critical, boosting self-esteem by showing off, boasting, smoking, drinking or taking dangerous risk, giving up to avoid failure and setting goals that are not challenging.
To understand how you feel about yourself you need to find out what you think and feel about yourself.
Many people find it hard to think and feel that they have good qualities: we just need to recognize them, and feel proud of ourselves for having those qualities.

Affirmation:
Sometimes you may be treated unfairly or perhaps have a low value of yourself, often you feel angry, upset and frustrated.
However there are ways of dealing with this negative feelings and turning them into positives.
Affirmations are far better for our health.
It helps you develop higher self- esteem.
It makes you feel good about yourself. What does affirmation really mean?
Affirmation is saying something repeatedly to yourself and the only way these words can really be effective is to believe and accept them.
Affirmative statements are basically positive phrases that you would repeat to yourself which describe how you want to be.
Over time, these positive affirmations will strike out any limiting or negative beliefs or feelings you may have about yourself or about not being able to do something, and replace them with positive thoughts and beliefs which instil confidence, belief, positivity, ambition and much more.
In other words, whatever you tell yourself becomes your reality and affects the quality of your decisions.
You are POWERFUL because you can always change the way you feel again by what you focus on and what you tell yourself and what you choose to do.
Affirmation boosts your self-esteem.
It is important to use “I am” at the start of any affirmation as you are sending a message that you already believe in.
Some examples of affirmations are:

  • I am a worthwhile person

  • I am intelligent

  • I am confident, etc.

Self-esteem is how you feel about yourself.
You have positive self-esteem when you feel good about yourself and negative self- esteem when you have low value of yourself

Summary

  • Self-esteem is how you feel about yourself

  • You have a positive or high self-esteem when you feel good about yourself and negative or low self-esteem when you have a low value of yourself as a worthwhile person.

  • Having a high self-esteem allows you to accept yourself and recognize your own strengths and weaknesses.

  • Affirmation helps you develop a higher self-esteem.

  • Affirmative statements are positive phrases that you repeat to yourself which will strike out any negative feelings if you believe and accept it.

Lesson 6: Community Influence

Main influences on your self-esteem are family, peers, body image, personal achievement, media, and social environment.

  • Family: If members treat you with respect, praise your achievements and support efforts to succeed, your self-esteem will be high.

  • Peers: For many people view that their peers have of them is the most important influences on their self-esteem. If your friends support you, and enjoy being your friend, this helps boost your self-esteem.

  • Body Image: if you happy with your appearance and try to present yourself as well as possible, this tends to provide high self-esteem.

  • Personal Achievements: if you plan yourself reasonable goals that you regularly achieve, each achievement boosts your self-esteem.

  • Media: unfortunately the media, especially television, often has a negative effect on your self-esteem. This happens because television tends to show stereotyped males and females whose bodies and behavior do not match yours.

  • Religion: taking part in church or religious activities increases your self-esteem.

  • Social Environment: environments such as school, families, workplaces which provides levels of personal involvement and support, gives satisfaction to most people. This results in higher self-esteem.

Improving your self-esteem:
You can improve your self-esteem by developing more positive feelings about yourself.
Here are some ways of improving your self-esteem:

  • Know yourself: Learn to recognize your own abilities, and positive features, and concentrate on this rather than your failings.

  • Have a positive approach to things that go wrong in your life: Plan for improvement next time (where this is possible).

  • Use your talents to the fullest

  • Set yourself real goals and be proud of your achievements

  • Change negative beliefs you have about yourself to things that are positive

  • Keep company with people who care about you and make you feel good; keep away from people who make you feel useless.

  • Give everything your best effort so that you are more likely to achieve.

  • Build a lifestyle that helps boost your body image.

  • Use other people‟s feedback to improve yourself, not destroy yourself.

Lesson 7: Roles & Behavior

  • Define roles and behavior.

  • Ways to earn respect
    Roles are the parts you play when you interact with others.
    Different roles produce different expectations.

Behaviour:

  • How people act as an individual or groups

  • The way you behave is influenced by people around you

Respect: An attitude of caring about people and treating them with dignity

Self-Respect: Making sure no one hurts or abuses you.
When you respect yourself, others respect you too.
Making choices based on what is right usually produces the best results.

Ways to show respect

  • Being kind to other people

  • Listening when others speak

  • Helping others in need

Honesty: The human quality of communicating, telling the truth and being fair and just.

  • Tell the truth

  • Admit your mistakes

  • Say what you mean

  • Make promises you keep

  • Don’t pretend to be someone you’re not

Summary of Lesson
A role is a social position that carries with it expectations and responsibilities.
Roles are the parts you play when you interact with others.
Different types of behavior that are considered to be acceptable depend on the roles we play in a relationship.
As roles change, behavior and expectations change as well.
Respect is an attitude of caring about people and treating them with dignity, respect is valuing yourself and others.
Honesty is the human quality of communicating, telling the truth and being fair and just.

Lesson 8: Family And Community Expectations

You were not born with a set of values or expectations.
A lot of these were learnt from our parents and relatives as we grew up.

Gender Roles- We learn roles as part of our socialization.
There are more women
in the workforce, many of them in jobs that were traditionally held
by men.