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LESSON NO. 2 DEVELOPING THE WHOLE SELF.pptx
- 1. Personal Development LESSON NO. 2: DEVELOPING THE WHOLE SELF
- 2. SELF-DEVELOPMENT SELF-CONCEPT PERSONALITY SELF SELF-ESTEEM SELF-EFFICACY SELF & IDENTITY JUDGMENT & DECISION MAKING
- 3. Lesson 2 Developing The Whole Person Content: Thoughts, Feelings And Behaviors In Actual Life OBJECTIVES a. categorize ones own thoughts, feelings and actions b. identify ones positive and negative responses through given situations c. express the connections between thoughts, feelings, and behaviors in actual life situations
- 4. SEATWORK NO. 1 : SELF CONCEPT INVENTORY Look at the results of your self-concept inventory and answer the following questions. 1. In what areas do you consider yourself strong (with score 14-16 or somewhat weak (score of 10-13) and very weak (below 10). 2. Are there qualities you consider as your weakness but other people consider as your strength? What are these? Check with a partner. Example: A lady can say I`m ugly yet other consider her very charming. Or conversely, one can have the illusion of saying I am very intelligent or competent when most of his ideas sound unreasonable or illogical to most of the people. There is indeed a big difference between what you see in yourself (real self-image) and what is projected in the eyes of the others (your social image). 3. How realistic is your self- image? 4. To what extent does it reflect your real self?
- 5. SEATWORK NO. 2: FEELING/EMOTION ACTION RESULTS OF THE ACTION Discuss how you behave when you encounter these scenarios: FEELING/EMOTION ACTION RESULTS OF THE ACTION 1. You have a classmate who leads in making your classmates laugh at you. He also makes you feel that you do not belong to their group. You always choose to ignore but this time you cannot stand it. 2. The end of the semester is near, and most teachers require you to submit all the outputs in their subjects. But you are still working on it and you find it difficult to handle the situation. They particularly remind you to comply because you failed in the previous grading period. You must pass time because this is your last chance.
- 6. Discuss Discuss how you behave when you encounter these scenarios: FEELING/EMOTION ACTION RESULTS OF THE ACTION 1. You have a classmate who leads in making your classmates laugh at you. He also makes you feel that you do not belong to their group. You always choose to ignore but this time you cannot stand it. 2. The end of the semester is near, and most teachers require you to submit all the outputs in their subjects. But you are still working on it and you find it difficult to handle the situation. They particularly remind you to comply because you failed in the previous grading period. You must pass time because this is your last chance.
- 7. Discuss Discuss how you behave when you encounter these scenarios: FEELING/EMOTION ACTION RESULTS OF THE ACTION 3. You experience a pimple breakout in your face because of hormonal imbalance that changed your appearance. You are not comfortable with it because your crush might not like you. 4. You always have arguments with your parents because of staying less at home. You spend more time with your friends because you share the same interests and desire for independence. 5. You and your circle of friends share the same interests. One of your friends asks you to try e-cigarette but you know from the start that your parents have negative opinion about it, and they constantly remind you not to try it.
- 8. PROCESSING QUESTIONS 1.What did you discover about yourself? 2.Which aspect of personality do you give more priority to be dominant in developing your well-being? 3.How will you improve the weakest aspect of your personality?
- 10. Every individual undergoes different phases of development that form his/her individuality. Our personality is a product of genetic response that we inherit from our parents and from the influence of our environment. CHILDHOOD TO ADOLESCENCE
- 11. According to Erik Erikson, adolescence stage of Psychosocial development, also known as identity vs. role confusion is the stage wherein teens need to develop the sense of self and personal identity. At this point, teenagers start to have circle of friends in which they build their trust.
- 12. Teenagers also experience adolescence cognitive empathy, known as theory of mind, - having high regards toward the perspective of others and feeling concern for others. Being adolescents, they tend to foster social cooperation that prevents problems and leads to avoidance of conflicts with peers. Teenagers are very careful in understanding the emotions of their friends as they start to create deep trust with them.
- 13. Teenagers are commonly high risk- takers and impulsive due to incomplete development of frontal lobe during adolescence. The frontal lobe is responsible for judgement, impulse control, and planning. Search for their self-identify and independence These experiences and challenges are part of a process of personality development that adolescents need to understand.
- 14. You cannot escape life challenges so you should know how your thoughts, feelings, and actions in managing personal agency should be handled.
- 15. Thoughts are impression activated by a stimulus in your mind that is evident from the environment that you are in. This conscious thought occupies emotions that give life to thoughts and it expressed through feelings. Sometimes when you are too emotional, you could not think properly because your emotions occupy your thoughts, this means there is lesser space to analyze the situation because feelings occupy it. Behaviors are bodily reaction made based on our feelings that result to actions.
- 16. Remember.. Emotions can direct and control thoughts that sometimes affect your consciousness. This can also lead to loss of focus. As a teenager, it is very important to be focused on your goals. A focused thought will lead to high intelligence.
- 17. Decisions may be individual, these are affected by factors like values, goals, and positive affiliations. Decisions are affected by positive family and community context, emphasizing that skills to deal with anxiety and adversity. (B. Brown) An individual must be able to assess himself or herself accurately prior to making decisions as the outcomes of his or her actions can be the reflections of how he or she is raised, chooses peers, and deals with the community.
- 18. THOUGHTS, FEELINGS & ACTIONS are connected with one another in such a means that when one (e.g. Thought) or any two of the three (e.g. Thought and Feeling) is/are on negative pole, it may be changed by having the remaining factor/s focused on the positive pole.
- 19. Have you had an experience when your thoughts, feelings, and behaviors agreed with one another? What situation was that? Have you had an experience when your thoughts, feelings, and behaviors disagreed with one another? What situation was that? How did you arrive to an informed conclusion afterwards? Why do you think that at times, people tend to have thoughts, feelings, and behaviors that do not agree with each other? Can we control our thoughts, feelings, and behavior? How can we do that?
- 20. WHAT ARE YOUR TAKEAWAYS? HOW CAN THESE TAKEAWAYS HELP YOU IMPROVE YOURSELF?
- 21. SITUATIONS 1.You saw one of your friends getting something from the teachers drawer without permission. What would your decision be? 2.You felt an urge to help an old man crossing the street, but you are already in the jeepney. How would you decide on it? 3.One of your neighbors is insulting the religion of your other neighbor by posting blasphemous articles on social media. How would you decide on it?
- 22. Holistic Development in Everyday Living - Ideal Lifestyle Choices - Mindfulness Practice - Invest in learning and personal growth - Learn to deal with your negative emotions and always move forward - Use your time timely
- 23. Evaluating Holistic Personal Development 1. Self-Assessment - Physical Condition - Emotional and mental health - Professional and personal growth - Relationship and Communication Skills
- 24. Evaluating Holistic Personal Development 2. Improvement Tracking - Monitoring - Journaling - Feedback - Setting Goals
- 25. Stage Theory of Cognitive Development by Jean Piaget a Swiss psychologist
- 26. Stage Theory of Cognitive Development by Jean Piaget
- 27. Kohlbergs Stages of Moral Development
- 29. Connecting with other people is what makes development beautiful.
- 30. End of Discussion for Lesson 2