PD Midterms

• Personal development


  Process of realizing capabilities, unleashing potential, and achieving goals that are shaped over time either by studying in a formal school or through environmental factors
• Socrates: '"An unexamined life is not worth living."'
• Aristotle: '"Knowing yourself is the beginning of all wisdom."'
• Johari Window


  • Psychological technique that helps people better understand their relationships with themselves and others
  • Created by psychologists Joseph Luft and Harrington Ingham in 1955
  • Encourages individuals to reveal information about themselves and receive feedback from others to facilitate trust, self-awareness, and mutual understanding
• Open Self


  Information about yourself that you and others know
• Blind Self


  Information you don't know but others know about you
• Hidden Self


  Information you know about yourself but others don't
• Unknown Self


  Information about yourself that neither you nor others know
• Self-concept


  • Summary of all your self-descriptions
  • More organized picture of yourself
  • Structured overall impression of the self
  • The way you see yourself as a person
  • Reflects the characteristics you believe you profess and those qualities that come to mind when you start mulling over the person that you are and what makes you different from others
• Possible Selves


  Self-concept incorporated with a future component (since self-concept is not limited to your past and present self-images)
• Hope-for-Selves


  What you want to become
• Expected Selves


  What you expect to become
• Feared Selves


  What you do not want to be in the future
• 5 Points of Personal Development

  • Mental Growth
  • Social Growth
  • Spiritual Growth
  • Emotional Growth
  • Physical Growth
• Mental Growth


  • Development of your mind, such as the way you think and learn
  • Relates to how your cognitive functions affect your behavior
  • Improving mental aptitude can benefit anyone
  • Performing simple tasks, like staying informed about trends and updates in your field, can help you experience gradual mental growth that can lead to productivity at work
  • Involves one's critical thinking skills, imagination, and complex problem-solving techniques
• Social Growth


  • Improving your communication skills
  • Learning how to communicate effectively can be important, especially if you work independently
  • Helps you develop friendships at work that promote job satisfaction
  • Involves showing sympathy (feeling sorry for something a person went through) and empathy (understanding the feelings of others), camaraderie, sportsmanship, and composure in public or critical situations
• Spiritual Growth


  • Connecting with yourself on a holistic level, developing as a person, and finding inner peace
  • Experienced depending on a person's culture, belief, and experience
  • Help you manage stress and build confidence in yourself and your abilities
  • Involves studying the Bible (devotion), praying, sharing the gospel, showing love and kindness to others, and following God's commandments
• Emotional Growth


  • Development and management of your feelings and how you react to situations
  • Help you overcome stress and anxiety that can lead to burnouts
  • Allows you to process and evaluate your feelings at work which can help you choose an appropriate course of action
  • Involves being happy for someone's success, the ability to handle pressure, and being optimistic
• Physical Growth


  • Taking care of your body and using it in productive ways
  • Physical condition affects all other areas of personal development as a healthy body facilitates effective brain functioning
  • Focus on physical growth by eating nutritious meals, exercising regularly, and getting adequate sleep
  • When you feel better physically, you may find it easier to work more efficiently
• Psychological Self


  How young children comprehend their enduring mental and emotional characteristics
• Valued Self


  Young children's overall evaluation of themselves
• Looking-Glass Self

  • Self is relational
  • Teenagers see themselves through their interaction with other people and adopt other people's view about themselves
  • Coined by Charles Cooley (1902)
  • Does not only imply that people see themselves through the eyes of others
  • Suggests that people tend to form ideas about themselves by tuning to what they perceive as other people's judgment about themselves
• Self-Schemas

  • Elements of self-concept that entail your beliefs about yourself
  • Includes your strengths and weaknesses in a particular area
  • Result from your past experiences and mirror how you understand a thing or event
  • Categories of knowledge that reflect how we expect ourselves to think, feel, and act in a certain setting or situation
• Actual Self


  Characteristics you believe you currently have
• Ideal Self


  Qualities you would like to be
• Ought Self


  Attributes you think you should have
• Self-Discrepancy


  • Happens when the actual self does not match the standards set by the ideal or ought self
  • Gap between the actual self and ideal self
  • The greater the individual's self-discrepancy is, the more discomfort he or she will suffer
• Self-Esteem


  • Based on Higgins and his colleagues, is when people live up to their standards and experience high self-worth
  • How we value and perceive ourselves
  • Self-confidence
  • In psychology, Snyder and Fromkin (1980) introduced the theory of uniqueness
  • Assert that everyone is motivated to establish and maintain a sense of moderate self-distinctiveness
• Personality


  • Relatively stable characteristics and qualities that account for consistency and distinctiveness in an individual
  • Suggests two aspects: our consistent tendency and inclination to reach the same situation in a unique manner
• Adolescence


  • Transitional stage of physical and psychological development that occurs during the period from puberty to adulthood
  • Associated with teenage years but its physical, psychological, or cultural expression may begin earlier or end later
• The Three Phases of Adolescence

  • Early Adolescence (10 to 14 years)
  • Middle Adolescence (15 to 17 years)
  • Late Adolescence (18 to 24 years)
• Socio-Emotional Development


  • How children start to understand who they are, what they are feeling, and what to expect when interacting with others
  • Largely characterized by the quest for identity during adolescence
• Identity


  • Qualities, beliefs, personality traits, appearance, and expressions that characterize a person or group
  • Adolescents become more aware of their individuality
  • Driven in discovering who they really are and to achieve a stable sense of self
  • Sexuality, career orientation, and ethnicity
  • Definite idea of the self, who one is, what they want to take on in the future, and what they believe in
  • Younger adolescents tend to be conventional in their views based on their judgement on laws, rules, and norms imposed by society (moral reasoning)
• Change of View in Terms of Socialization

  • Wanting independence from parents
  • Importance in peer influence and acceptance
  • Importance in peer relationships
  • Being in love
  • Having long-term commitments in relationships
• Neurotransmitters


  • Chemical messenger that transmit signals from nerve cells to target cells
  • Important in boosting and balancing signals in the brain and for keeping the brain functioning
  • Manage automatic responses such as breathing and heart rate
  • Has psychological functions such as learning, managing mood, fear, pleasure, and happiness
  • Released from synaptic vesicles into the synaptic cleft when
• Adolescents


  • Become more aware of their individuality
  • Driven in discovering who they really are and to achieve a stable sense of self
  • Develop sexuality, career orientation, and ethnicity
  • Develop a definite idea of the self, who one is, what they want to take on in the future, and what they believe in
• Younger adolescents


  • Tend to be conventional in their views based on their judgement on laws, rules, and norms imposed by society (moral reasoning)
• Change of view in terms of socialization

  1. Wanting independence from parents

  2. Importance in peer influence and acceptance

  3. Importance in peer relationships

  4. Being in love

  5. Having long-term commitments in relationships
• Neurotransmitters


  • Chemical messengers that transmit signals from nerve cells to target cells
  • Important in boosting and balancing signals in the brain and for keeping the brain functioning
  • Manage automatic responses such as breathing and heart rate
  • Have psychological functions such as learning, managing mood, fear, pleasure, and happiness
  • Released from synaptic vesicles into the synaptic cleft where they interact with neurotransmitter receptors on the target cells
  • Their effect on the target cell is determined by the receptor they bind to
  • Many are synthesized from simple and plentiful precursors such as amino acids that are readily available and require a small number of biosynthetic steps for conversion
  • There are more than 100 types
• Serotonin


  • "Happiness" neurotransmitter
  • Inhibitory neurotransmitter
  • Regulates mood, sleep patterns, sexuality, anxiety, appetite, and pain