Personal Development - Sir Marc
Angelo G. Cañaveral
● Human development
- Physical self
● Personal development
- Personal or inner self
How to know oneself
1. Understanding personality
2. Appreciating values
3. Knowing physical attributes
4. Recognizing dreams and aspirations
5. Identifying likes and dislikes
6. Embracing the past
7. Understanding self-perception and
others’ perception
● Johari Window
- Model for self awareness
- Joseph Luft + Harrington Ingham
● Goal; Minimize the blind spot and
hidden areas
○ Self-disclosure and sharing
○ Establishing trust
○ Asking for feedback and
giving feedback
Dimensions of Self
● Self
- What an individual sees, perceives,
and defines oneself apart from
others
1. Physical dimension
- Physical body
- Can be observed and measured
2. Psychological dimension
- Factors can or cannot be measured
- characteristics, behavior,
attitudes, cognitions and emotions
3. Spiritual dimension
- Allows us to view ourselves in a
spiritual level
- Can be subjectively altered and
perceived by the person
Attitude
- settled way of thinking
- Behavior
- Can be both:
 - Implicit SWOT
- hidden - strengths, weaknesses, opportunities,
- Explicit threats
- Attitude can be perceived and - Purpose:
consciously expressed 1. Solve life’s challenging situations
accordingly 2. Weigh difficult decision options
- Need:
● Components of attitude 1. Use strengths to grab opportunities
- Affect 2. Use strengths to avoid threats
- Represents emotions 3. Overcome weaknesses by grabbing
- Behavior opportunities
- Action or manifestation of 4. Minimize weaknesses and avoid
attitude threats
- Cognition
- Thinking
Piaget’s Theory of cognitive
- Ideas we create
development
● Self Concept ● 4 stages of cognitive development
- cognition to ourselves (identity, ○ Sensorimotor stage
personality, individuality) ○ Pre operational stage
- Purely or mostly informational ○ Concrete operational stage
○ Formal operational stage
● Self Esteem
- Attitude towards ourselves - Full human intelligence is achieved
- How we value ourselves after going through all four
- Emotionally inclined
1. Sensorimotor stage (0-2)
- 5 senses develop
 - First habits develop
- Realization of OBJECT PERMANENCE
- Egocentric
2. Pre operational stage (2-7)
- “Intuitive stage” -Piaget
- Learn to speak
- Symbolic meanings
- Birth of primitive reasoning
3. Concrete operational stage (7-11)
- Discover logic
- Develop concrete cognitive
operations
- Inductive reasoning
4. Formal operational stage (12+)
- Final stage
- Teenagers
- Think more rationally of abstract
concepts (success, failure, love,
hate)
- More compassionate
- Deductive reasoning
- Learn to prioritize
- Can now philosophize
Erik Erikson
- German-american psychologist
- Wife; Joan
- Psychosocial Development
- Influenced by Sigmund and Anna Freud
- Phrase: IDENTITY CRISIS
- NO bachelors but is a professor at
Harvard and Yale
8 Stages of Development (Erik
Erikson)
1. Basic Trust vs Mistrust (1-2)
- Mother is the key to development
2. Autonomy vs Shame and Doubt (2-4)
- Self confidence
- Both parents play a major role
3. Initiative vs guilt (3-4)
- Learn basic principles
- Learning from entire family
4. Industry vs inferiority(5-12)
- Discover interests
5. Identity vs role confusion (13-19)
- IDENTITY CRISIS
- Key to learning are peers and role
models
6. Intimacy vs isolation (20-40)
- Let go of relationships to ‘fit in’
- Friends are partners are central of
development
7. Generativity vs stagnation (40-65)
- Begin contributing to society
8. Ego integrity vs despair ( 65-death)
- Compare with mankind
 Holistic Development Stages of Puberty
- Prepubescent stage
- Pubescent stage
● Thoughts - Cognition
- Post Pubescent stage
● Behavior - Behavior
- Overt behavior → expressed
3. Sexual maturation
consciously
- Heredity
- Covert behavior → occurs in our
- Physical changes in males and females
blindspot
● Feeling - Affect
4. Cognitive development in adolescents
- Piaget’s Theory
1. Physiological Development in adolescents

Early adolescence (12-14)

- 12 to 21; teenage years
- Make use of complex thinking
- Physical transformation that a child
- Verbalizes formal logical operations in
experiences as sexual maturity is
- school tasks
reached
- Questions school authorities and norms
of society
2. Puberty
- Articulates own views on life matters
- Learns by trial and error
- Puberty - pubertas - latin → “Adult”
- Begins creating abstract ideas about
● Body matures
surroundings
● Capable of sexual reproduction
1. Height and weight changes
Early adolescence (15-17)
2. Sex cell production
- Make use of complex thinking to include
3. Secondary sex characteristics
philosophical concerns
4. Body systems develop
- Questions more extensively
- Analyzes considerably
 - Formulates own norms or ethical - Brain grows rapidly but matures slowly
standards
- Explores options for own identity 6. Sex differences in cognitive abilities
- Formulates plans for oneself
- Does long-term planning ● Females
- Applies organized thinking that ○ Language development
influences relationships with others ● Males
- Becomes sensitive to criticism ○ Excel in visual-spatial
- Continues to be influenced by peers ability
○ Experiences problems in
Late adolescence (18-21) reading
- Make use of complex thinking processes ○ Visual learner
that are less self-centered ○ Excels in numbers (geometry,
- Understands consequences of behavioral puzzles)
choices Origins of sex differences
- Thinks about global concepts 1. Biological
- Expresses idealistic views on specific 2. Cultural
topics 3. Evolutionary
- May engage in debate and may seem to be 4. Environmental
intolerant of opposing views
- Focuses on a possible career 7. Psychosocial development
- Thinks about future role in adult - Identity crisis
society - Erik Erikson
- Psychosocial development theory
5. Brain Development - “Adolescence (5th stage) is the
most challenging and turbulent
- There is a biological basis for stage”
increased risk taking and impulsivity Psychosocial moratorium
- Break that a person takes to search for
his/her identity
 8. Moral Development
● Morality
- Guiding principles that directs a person
in pursuit of what is right and wrong, Kohlberg’s Theory of Moral Development
good or bad 1. Pre-conventional (birth to 9yrs)
- Childhood, family, culture, religion - Judgement is dependent only on a
person’s own observations and desires
Early adolescent period - Punishment-obedience orientation
- Get more influenced by friends
- Question authority 2. Conventional (9 to 13yrs)
Late adolescent period - Good boy-nice girl orientation
- Most have already acquired their own - Law and order/authority orientation
identity, values system, and set of
moral principles 3. Post-conventional
- Less rebellious - Judgement is based on anything not
concrete
Piaget’s Moral Development Theory - Social contract orientation
- Development of cognition is linked to - Morality of individual principles and
the development of a child’s morality conscience
Heteronomous Morality
- 4-7 years Robert Havighurst - Developmental Tasks for
- Laws perceived beyond control of the Adolescents
people 1. The adolescent must adjust to a new
Transitional period physical sense of self
- 7-10 years 2. Must adjust to new intellectual
Autonomous morality abilities
- 10 years + 3. Must adjust to the increased cognitive
- Aware that laws are formed by people demands of school
4. Must develop expanded verbal skills
5. Must develop a personal sense of
identity
6. Must establish adult vocational goals
(priesthood, single life, married life)
7. Must establish emotional and
psychological independence from his/her
parents
8. Must establish lasting and valuable
relationships.
9. Must learn to manage his/her own
sexuality
10. Must adopt a personal value system
11. Must develop increased impulse
control and behavioral maturity