Personal Development
CO1: Knowing Oneself
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At the end of the lesson, students will be
able to:
• explain that knowing oneself can make a
person accept his / her strengths and
limitations and dealing with others better.
• Share his / her unique characteristics,
habits and experiences.
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If you had to describe yourself in
three words, which words would
you choose, and why do you feel
they represent the essence of
who you are?
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1.Physical
2.Psychological
3.Spiritual
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Revolves around the physical
body of a human being; its
process, functions, mechanisms
and chemistry.
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Contains the concept of
stress, cognition, behavior,
attitude, emotion and
personality.
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allows us to view ourselves
in a spiritual level – as
spiritual beings.
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a key factor in the
development of
personality.
❑Affect
❑Behavior
❑Cognition
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represent
emotions directed
to the self, the
environment and
to others.
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Encompasses our
thoughts in different
levels, ranging from
ourselves to our
environment, from
imaginary to perceivable
reality.
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Action form or
manifestation of
attitude.
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Have you ever
been rejected?
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is a common experience and often
result to embittered attitudes
towards the doer of the action –
which influences the affect
component.
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How Attitudes
are formed?
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Roles in a social environment
and the social norm tells a
person what to do and what
not to do in a social situation
also affect attitude.
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By means of observing the people
around us may trigger our affect
component. Practical use of classical
conditioning
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Operant conditioning can also
affect and influence how we
develop attitude.
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When someone particularly close to
us, a person we admire or adore, or
a parent does something, it is more
than likely we would be doing the
same thing they are doing.
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Attitude is a prominent factor
in personality.
If you know how it is created,
you can know how to handle it
especially when you need to.
It is a matter of Self monitoring
and self-assertion.
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Quick Recap
•What are the dimensions of the Self?
•What are the components of attitude?
•What are the factors that affects
attitude formation?
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Self-Understanding
and Understanding
Others
Although individuals become more
introspective in adolescence and even
more so in emerging adulthood, this selfunderstanding is not completely internal;
rather, self-understanding is a social
cognitive construction.
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What is Self-Understanding?
• Self-understanding is the individual’s
cognitive representation of the self –
the substance and content of selfconceptions.
• An adolescent’s self understanding is
based on the various roles and
membership categories that define
who adolescents are. (Harter, 2006,
2012, 2013); this may provide the
rational underpinnings, it is not the
whole personal identity.
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Self-Understanding in
Adolescence
The development of
self-understanding in
adolescence is complex
and involves a number
aspects of the self.
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Consider Laurie’s description of herself;
“I am a human being. I am indecisive. I don’t know who I am.”
“I am a naturally sensitive person who really cares about people’s
feelings. I think I’m pretty good-looking.”
What can you say about the way she describes herself?
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Many adolescence begin to
think in more abstract and
idealistic ways.
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Adolescents are more likely to note contextual or
situational variations when describing
themselves.
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As adolescents begin to differentiate their
concept of the self into multiple roles in
different relationship contexts, they sense
potential contradictions between their
differentiated selves.
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Adolescents’ emerging ability to construct ideal selves can be perplexing
to them.
The capacity to recognize a discrepancy between the real and ideal selves
represents a cognitive advance; a strong discrepancy between the real
and ideal selves is a sign of maladjustment. .
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Young adolescents are more likely to
compare themselves with others and to
understand that others are making
comparison about them.
“Looking glass self”
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Adolescents are more likely to be self-conscious and
preoccupied with their self-understanding.
Although they are more introspective, their selfunderstanding do not always result in social isolation.
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The sense of confusion and conflict that is
stimulated by efforts to understand oneself is
accompanied by a need to protect the self.
Central and peripheral aspect of self
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Self-understanding involves greater recognition
that the self includes unconscious as well as
conscious components.
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Proliferation of selves and unrealistic selfportraits during adolescence makes the task of
the integrating these various self-conceptions
problematic.
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• Emerging adults, may detect inconsistencies in their earlier selfdescriptions as they attempt to construct a general theory of
self, an integrated sense of identity.
• The key aspect of self-development in adulthood involve an
increase in self-reflection and a decision about a specific world
view.
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How much an emerging adult is aware of their
psychological make-up, including strengths and
weaknesses.
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What’s the difference between
self-concept and self-esteem?
How does these influence your
interaction with your
environment?
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• Domain-specific evaluation of the self.
• Adolescents and emerging adults make self-evaluations in many domains
– academic, athletic, physical appearance and so on.
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• Also referred to as self-worth or self-image; global evaluative
dimension of the self.
• How we value ourselves, given the negative and positive feedback
we receive.
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Self-concept is
purely or mostly
informational while
self-esteem is
emotionally inclined.
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Low self-esteem usually leads to
decreased confidence levels; a whim
to be like or look like someone else
deemed “superior”, being a people
pleaser, and pessimism.
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Individuals with high self-esteem
develop high confidence with
themselves, a huge degree of selfacceptance, a tolerance to what other
people think of them, and optimism.
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• Self-esteem perceptions that do not always match reality.
• Self-esteem might indicate a perception about whether someone is
intelligent or attractive but perception may be inaccurate.
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• Refers to a self-centered and self-concerned approach towards others.
• Narcissist are unaware of their actual self and how others perceive
them; lack of awareness contributes to their adjustment problems.
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• School performance and self-esteem are
only moderately correlated, and do not
suggest that high self-esteem produces
better school performance.
• Efforts to increase students’ self-esteem
have not always led to improved school
performance
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• Many adolescents are
preoccupied with their body
image.
• Physical appearance is an
especially powerful contributor to
self-esteem in adolescence.
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• Social contexts such as family, peers, and school contribute to the
development of an adolescent’s self-esteem.
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• For most, the emotional discomfort of low self-esteem is only temporary.
• Low self-esteem has been implicated in overweight and obesity, anxiety,
depression, suicide and delinquency.
• Youth with low self-esteem had lower life satisfaction at 30 years of age;
low and decreasing self-esteem in adolescence was linked to adult
depression two decades later.
• Adult characterized by poorer mental and physical health, worse
economic prospect and higher levels of criminal behavior were more likely
to have low self-esteem in adolescence.
• DISCLAIMER: Most of research on Self-esteem is correlational;
association not causation.
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✓Identify the causes of low self-esteem and the domains of competence
important to the self.
✓Provide emotional support and social approval
✓Foster achievement
✓Help adolescents to cope with challenges.
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It would be unfair to compare people with high
self-esteem from people with low self-esteem
because every individual has gotten through
different situations that led them to what they
are at present – attitude, self-concept, and
self-esteem.
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If one’s enemy is his/ her low self-esteem,
developing one’s personality will help
overcome its low and give way to an
enlightened and more evolved outlook in
life.
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If one’s enemy is his/ her bloated selfesteem and self-concept, he/ she would
know to keep grounded for him / her to
keep learning and grow into a better, more
actualized individual.
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Comparing people is not
pleasantly fair but for some it
actually works to propel them,
and sadly for others, it
discourages them further down
Personality is too complex to be
given an solution or formula.
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https://youtu.be/UHwVyplU3Pg
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References:
Perez, A.M. (2016). Personal Development. Vibal Group, Inc.
Santrock, J.W. (2020). Adolescence, 17th Edition. McGraw-Hill Education
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Questions?
Thank You!
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End of Presentation
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