PER. DEV.
Module 1: Knowing and Understanding oneself during
Middle and Late Adolescence
SELF-CONCEPT
Self-Concept- is the way people think about themselves.
As a global understanding of oneself, self-concept
shapes and defines who we are, the decisions we make,
and the relationships we form.
Self-concept is our individual perceptions of our
behavior, abilities, and unique characteristics—a mental
picture of who you are as a person.
Self-concept (1) is unique to the individual; (2) can be
positive or negative; (3) has emotional, intellectual, and
functional dimensions; (4) changes with the
environmental context; (5) changes over time; and (6)
has a powerful influence on one’s life.
Carl Rogers- Humanist psychologist, believed that there
were three different parts of self-concept:
1. Self-image, or how you see yourself. Each
individual’s self-image is a mixture of different
attributes including our physical characteristics,
personality traits, and social roles. Self-image doesn't
necessarily coincide with reality.
2. Self-esteem, or how much you value yourself. A
number of factors can impact self-esteem, including
how we compare ourselves to others and how others
respond to us. When people respond positively to our
behavior, we are more likely to develop positive selfesteem. When we compare ourselves to others and find
ourselves lacking, it can have a negative impact on our
self-esteem.
3. Ideal self, or how you wish you could be. In many
cases, the way we see ourselves and how we would like
to see ourselves do not quite match up.
If there is a mismatch between how you see yourself
(your self-image) and what you’d like to be (your ideal
self) then this is likely to affect how much you value
yourself (self-esteem). Therefore, there is an intimate
relationship between self- image, ideal self and selfesteem.
According to Carl Rogers, congruence and
incongruence is known as the degree to which a
person's self-concept matches up to reality.
Incongruence- A person’s ideal self may not be
consistent with what actually happens in the life and
experiences of the person. Hence, a difference may
exist between a person’s ideal self and actual
experience.
Congruence-Where a person’s ideal self and actual
experience are consistent or very similar, a state of
congruence exists. The development of congruence is
dependent on unconditional positive regard. Rogers
believed that for a person to achieve self- actualization
they must be in a state of congruence.
Why is self-concept important?
Knowing who you are will help you feel that you have
worth and value in this world. When you can accept
yourself for who you are, it will be easier for others to
accept you, too. Learning about yourself can help you
develop lasting relationships with others as well as help
you make choices that will direct your life in the path
you want to go.
The Benefits of Self-Concept
1. Happiness.
You will be happier when you can express who you are.
Expressing your desires will make it more likely that you
get what you want.
2. Less inner conflict.
When your outside actions are in accordance with your
inside feelings and values, you will experience less inner
conflict.
3. Better decision-making.
When you know yourself, you are able to make better
choices about everything, from small decisions like
which sweater you’ll buy to big decisions like which
partner you’ll spend your life with. You'll have
guidelines you can apply to solve life’s varied problems.
4. Self-control.
When you know yourself, you understand what
motivates you to resist bad habits and develop good
ones. You'll have the insight to know which values and
goals activate your willpower.
5. Resistance to social pressure.
When you are grounded in your values and preferences,
you are less likely to say “yes” when you want to say
“no.”
6. Tolerance and understanding of others.
Your awareness of your own foibles and struggles can
help you empathize with others.
7. Vitality and pleasure.
Being who you truly are helps you feel more alive and
makes your experience of life richer, larger, and more
exciting.
PERSONAL EFFECTIVENESS
Personal effectiveness- means making use of all the
personal resources – talents, skills, energy and time, to
enable you to achieve life goals.
Your knowledge of yourself and how you manage
yourself impacts directly on your personal effectiveness.
Being self-aware, making the most of your strengths,
learning new skills and techniques and behavioral
flexibility are all keys to improving your personal
performance.
Our personal effectiveness depends on our innate
characteristics – talent and experience accumulated in
the process of personal development. Talents first are
needed to be identified and then developed to be used
in a particular subject area (science, literature, sports,
politics, etc.).
Experience- includes knowledge and skills that we
acquire in the process of cognitive and practical
activities.
Knowledge- is required for setting goals, defining an
action plan to achieve them and risk assessment.
Skills- also determine whether real actions are
performed in accordance with the plan. If the same
ability is used many times in the same situation, then it
becomes a habit that runs automatically,
subconsciously.
Skills that will greatly increase the efficiency of any
person who owns them:
1. Determination.
It allows you to focus only on achieving a specific goal
without being distracted by less important things or
spontaneous desires. It may be developed with the help
of self-discipline exercise.
2. Self-confidence.
It appears in the process of personal development, as a
result of getting aware of yourself, your actions and
their consequences. Self- confidence is manifested in
speech, appearance, dressing, gait, and physical
condition. To develop it, you need to learn yourself and
your capabilities, gain positive attitude and believe that
by performing right actions and achieving right goals
you will certainly reach success.
3. Persistence.
It makes you keep moving forward regardless of
emerging obstacles – problems, laziness, bad emotional
state, etc. It reduces the costs of overcoming obstacles.
It can also be developed with the help of self-discipline
exercise.
4. Managing stress.
It helps combat stress that arises in daily life from the
environment and other people. Stress arises from the
uncertainty in an unknown situation when a lack of
information creates the risk of negative consequences
of your actions. It increases efficiency in the actively
changing environment.
5. Problem-solving skills.
They help cope with the problems encountered with a
lack of experience. It increases efficiency by adopting
new ways of achieving goals when obtaining a new
experience.
6. Creativity.
It allows you to find extraordinary ways to carry out a
specific action that no one has tried to use. It can lead to
a decrease or an increase of costs, but usually the speed
of action is greatly increased when using creative tools.
7. Generating ideas.
It helps you achieve goals using new, original,
unconventional ideas.
Idea- is a mental image of an object formed by the
human mind, which can be changed before being
implemented in the real world.
For generating ideas, you can use a method of mental
maps, which allows you to materialize, visualize and
scrutinize all your ideas, which in turn contributes to the
emergence of new ideas.
These are just some, but the most important personal
effectiveness skills which make the achievement of any
goal easier and less costly.
Module 2: Developing the Whole Person
A REAL WINNER is one who is able to:
win over his/her battles and difficulties in life and
turns them into a learning and glorifying experience;
find meaning in pleasant and unpleasant events in
his life;
live in peace with difficult people and difficult
situations;
win the goodwill of others, their respect and
admiration;
get what he wants using win-win strategies; never
at the expense of others;
discover and use opportunities to his best advantage
develop and use his talents and abilities to the best
advantage and in so doing, make meaningful
contribution in making this world a better place to live
in.
The Power Triad: Thoughts, Feelings and Actions
From time to time, all of us struggle with thoughts,
feelings and behaviors that are unproductive or
detrimental, and we all find it difficult at times to
muster the motivation to take the action needed to
interrupt our troublesome outlook and replace it with a
healthier, more positive one. Why do we do the things
that we do?
Behavior- is sometimes described as a result of a
cyclical process.
Module 3: Developmental Stages in Middle and
Late Adolescence
Personal timeline- portrays the influential events
and happenings of a person’s life so that he can
understand where he has gone wrong and right in
the past. It helps to plan the future in a better and
constructive way.
DEVELOPMENTAL STAGES
HAVIGHURST`S DEVELOPMENTAL TASKS DURING
THE LIFE SPAN
Robert J. Havighurst- elaborated on the
Developmental Tasks Theory in the most systematic
and extensive manner. His main assertion is that
development is continuous throughout the entire
lifespan, occurring in stages, where the individual
moves from one stage to the next by means of
successful resolution of problems or performance
of developmental tasks. These tasks are those that
are typically encountered by most people in the
culture where the individual belongs. If the person
successfully accomplishes and masters the
developmental task, he feels pride and satisfaction,
and consequently earns his community or society’s
approval. This success provides a sound foundation
which allows the individual to accomplish tasks to
be encountered at later stages. Conversely, if the
individual is not successful at accomplishing a task,
he is unhappy and is not accorded the desired
approval by society, resulting in the subsequent
experience of difficulty when faced with
succeeding developmental tasks. This theory
presents the individual as an active learner who
continually interacts with a similarly active social
environment. Havighurst proposed a bio
psychosocial model of development, wherein the
developmental tasks at each stage are influenced
by the individual’s biology (physiological
maturation and genetic makeup), his psychology
(personal values and goals) and sociology (specific
culture to which the individual belongs).
Module 4
ADULTING 101: How to Deal with Adulting
THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE
ADOLESCENCE
Ways to Become a Responsible Adolescent Prepared
for Adult Life
Becoming responsible and being able to make good
choices- are very important traits no matter what
developmental stage you are in.
It holds true for adolescents especially that they are just
beginning to internalize and imbibe virtues, values, and
other essential qualities.
Eight (8) simple rules which could help you, teenagers,
to become a responsible adolescent who is prepared
for adult life:
1. Focus on your studies and do well in all of your
endeavors. There is time for everything.
2. Take care of your health and hygiene. Healthy body
and mind are important as you journey through
adolescence.
3. Establish good communication and relation with your
parents or guardian. Listen to them. This may be easier
said than done at this stage, but creating good
relationship with them will do you good as they are the
ones you can lean on especially in times of trouble.
4. Think a lot before doing something. Evaluate
probable consequences before acting. Practice selfcontrol and self-discipline.
5. Choose to do the right thing. There are plenty of
situations in which it is better to use your mind rather
than your heart.
6. Do your best to resist temptations, bad acts, and
earthly pleasures and commit to being a responsible
adolescent.
7. Respect yourself. You are an adult in the making. Do
not let your teenage hormones get into you. If you
respect yourself, others will respect you too.
8. Be prepared to be answerable or accountable for
your actions and behavior. It is a part of growing up and
becoming an adult.
Physical Development
▪️Most girls have completed the physical changes related
to puberty by age 15.
▪️Boys are still maturing and gaining strength, muscle
mass, and height and are completing the development
of sexual traits.
Emotional Development
▪️May stress over school and test scores.
▪️Is self- involved (may have high expectations and low
self-concept).
▪️Seek privacy and time alone.
▪️Is concerned about physical and sexual attractiveness.
▪️May complain of parents preventing him or her from
doing things independently.
▪️Starts to want both physical and emotional intimacy in
relationships.
▪️Try the experience of intimate partnerships.
Social Development
▪️Shifts in relationship with parents from dependency
and subordination to one that reflects the adolescent’s
increasing maturity and responsibilities in the family
and community,
▪️Is more and more aware of social behaviors of friends.
▪️Seek friends that share the same beliefs, values and
interests.
▪️Friends become more important.
▪️Starts to have more intellectual interest.
▪️Explores romantic and sexual behaviors with others.
▪️May be influenced by peers to try risky behaviors
(alcohol, tobacco, sex).
Mental Development
▪️Becomes better able to set goals and think in terms of
the future.
▪️Has a better understanding of complex problems and
issues.
▪️Start to develop moral ideals and to select role models.
ENCOURAGEMENT 101: The Courage to be Imperfect
By: Timothy D. Evans, Ph.D
Encouragement- is the key ingredient for improving
your relationships with others. It is the single most
important skill necessary for getting along with othersso important that the lack of it could be considered the
primary cause of conflict and misbehavior.
Encouragement develops a person’s psychological
hardiness and social interest. Encouragement is the
lifeblood of a relationship. And yet, this simple concept
is often very hard to put into practice.
Encouragement is not anew idea. Its spiritual
connotation dates back to the Bible in Hebrews 3:11
which states: Encourage one another daily.”
Encouragement, as a psychological idea, was developed
by psychiatrist Alfred Adler in the early 20th century and
continued to evolve through the work of Adler’s follower
Rudolph Dreikurs. However, even today, relatively new
educators, parents, psychologists, leaders or couples
have utilized this valuable concept. Most of the time,
people mistakenly use a technique like praise in an
effort to “encourage” others.
Most commonly, we discourage in five several ways:
▪️We set standards that are too high for others to meet
because we are overly ambitious.
▪️We focus on mistakes as a way to motivate change or
improved behavior.
▪️We make constant comparisons (self to other, siblings
to one another).
▪️We automatically give a negative spin to the actions of
others.
▪️We dominate others by being overly helpful, implying
that they are unable to
do it as well.
Encouragement is not a technique nor is it a special
language used to gain compliance. Encouragement
conveys the idea that all human beings are worthwhile,
simply because they exist.
The first step to becoming an encouraging person is to
learn to distinguish encouragement from
discouragement.
THE POWER OF PERSONAL DECLARATIONS By: Dr.
Emily De Carlo
The following are some declarations that you may
want to make concerning your life:
I declare:
▪️That I am totally free of all addictions.
▪️That I will sill survive any attempts of others to control
my life.
▪️That I am free in my mind, body, and emotions.
▪️That I am free to set goals and reach them.
▪️That I am a loving individual with the capacity to give
love.
▪️That I am a child of a God with all rights and privileges
thereof.
▪️That I will contribute to the welfare of others.
▪️That I will be an ambassador of goodwill to all I meet
on the journey.
▪️That I will be a good example for others to follow.
▪️That I will help all that I can to reach their goals.
▪️That I will speak words of encouragement to others.
▪️That I will find the goodness in life and focus on it.
▪️That I will not succumb to the negative influences of
others.
▪️That I will read the information that will encourage my
personal, and spiritual growth. That I will commit to
being the best I can be.
Module 5: Coping with Stress in Middle and Late
Adolescence