Work Text:
Cor014 - personal development
EXPLORATION OF SELF
SELF - KNOWLEDGE
● understanding of oneself or one’s own motives or character
SELF - UNDERSTANDING
● can positively affect how you communicate with others
● if you know what makes you upset or what makes you happy,
then you are
DIFFERENT PERSONALITY TRAITS
PERSONALITY TRAITS
● are simply actions, behavior and attitude
PERSONALITY
● a stable, organized collection of psychological traits and
mechanisms in the human being that influences his or her
interactions with and modifications to the psychological, social, and
emotional aspects
DIFFERENT PERSONALITY TRAITS
● Openness
○ people who like to learn new things and enjoy new experiences
● Conscientiousness
○ people that have a high degree of conscientiousness are reliable and prompt
● Extraversion
○ extraverts get their energy from interacting with others, while introverts get
their energy from within themselves
● Agreeableness
○ these individuals are friendly, cooperative, and compassionate
○ people with low agreeableness may be more distant
● Neuroticism
○ is also sometimes called Emotional Stability
○ this dimension relates to one’s emotional stability and degree of negative
emotions
○ people that score high on neuroticism often experience emotional instability
and negative emotions
ASPECTS OF HUMAN DEVELOPMENT
MENTAL ASPECT
● mind, intellect, understanding, decision, memories, beliefs,
perceptions
● refers to your intellectual processing, thinking, and analyzing
thoughts
PHYSICAL ASPECT
● body, identity, performance, material self, sexuality
● your body allows you to express yourself, receive sensations
and experience the world directly
BEHAVIORAL ASPECT
● movements, actions, self expression, habits, mannerism,
talent, skills
● includes your physical actions, movements, and how you
express yourself
SOCIAL ASPEC
● movements, actions, self expression, habits, mannerism,
talent, skills
● there is a broad continuum of socialization among
humans
EMOTIONAL ASPECT
● feelings, sensations, moods, sentiments, passions, reactions
● humans experience inner emotions, feelings, and affects
SELF ASPECT
● inner being, self-esteem, self-confidence, individuality
● this includes how you experience and perceive yourself as a
distinct individual SPIRITUAL ASPECT
● harmony, peace, oneness, contentment, pure, transcendent
spirit, soul, holy, sacred
● may be “religious” in your beliefs and behavior by following
religious doctrine
DEVELOPING AS A WHOLE PERSON
ESSENTIAL POINTS IN DEVELOPING AS A WHOLE
PERSON
● Identify a feeling you have experienced that you
suspect might be irrational
○ a feeling such as irritability, resentment, arrogance, or
depression
● What thinking would account for the feeling?
○ there may be more than one possibility here
○ if so, figure out which possibility is most likely
● Determine the extent to which the thinking is
reasonable
○ pay close attention to the reasons you give to justify the
thinking
○ is it possible that these are not your actual reasons?
○ Can you think of any other motives you might have?
○ consider alternative interpretations of the situation
● If you conclude that the feeling is irrational, express
precisely why you think so.
● Construct thinking that would represent a rational
response in the situation
○ actively attack irrational thinking with the thinking that
is rational
○ actively rehearse the thinking that represents a rational
response
ADDITIONAL INFO
● Developing as a whole person is a very important concept that individuals are
complex beings who are heavily influenced by a variety of internal factors.
DEVELOPMENTAL STAGES IN THE EARLY,
MIDDLE, AND LATE ADOLESCENCE
STRATEGIES ON PERSONAL AND CAREER COMPETENCE
● Developing Multiple Plans
○ developing flexibility in career planning requires a sense of
purpose, problem solving skills, and several plans
● Self - Advocacy and Marketing
○ in order to better package one’s self and become
marketable, there is a need to develop communication skills,
self-confidence, organizational adaptability, and effectiveness in
human relations
● Managing Changing Relationships
○ the emotional and social changes adolescents experience can
challenge young people as they try to cope with barriers in the
education system and labor market
● Meeting Basic Needs
○ these needs include having a sense of meaning in life,
physical, and emotional security, and basic structure in relationships
and living
● Coping with Stress
○ is associated with various competences such as
organizational adaptability, human relations, problem solving, and
self-confidence ○ particular strategies for stress management include
relaxation techniques, managing ‘self-talk,’ focusing, and using
support systems
● Bridging Programs
○ many young people lack “hands-on” experience as they
attempt to enter the world of work
● Information and Information Access
○ the challenge in the information age is on how to turn
information into personally relevant knowledge
EARLY ADOLESCENCE (10-14 YEARS)
● movement toward independence
○ struggle with sense of identity
○ close friendships gain importance
○ less affection shown to parents, with occasional rudeness
○ more likely to express their feelings by action than by words
○ realization that parents are not perfect; identification of their faults
● sexuality
○ girls ahead of boys
○ shyness, blushing, and modesty
○ show-off qualities
○ greater interest in privacy
○ experimentation with body (masturbation)
● career interests
○ mostly interested in present and near future
○ greater ability to work
● ethics and self - direction
○ rule and limit testing
○ occasional experimentation with cigarettes, drugs, and alcohol
○ capacity for abstract thought
MIDDLE ADOLESCENCE (15-17 YEARS)
● movement toward independence
○ self-involvement, alternating between unrealistically high expectations and
poor self-concept
○ complaints that parents interfere with independence
○ tenderness and fears shown towards opposite sex
○ strong emphasis on the peer group with the group identity of selectivity,
superiority, and competitiveness
● sexuality
○ concerns about sexual attractiveness
○ frequently changing relationships
○ movement towards heterosexuality
○ feelings of love and passion
● career interests
○ intellectual interests gain importance
○ some sexual and aggressive energies directed into creative and career
interests
● ethics and self - direction
○ development of ideals and selection of role models
○ greater capacity for setting goals
○ interest in moral reasoning
LATE ADOLESCENCE (18-24 YEARS)
● movement toward independence
○ firmer identity
○ ability to delay gratification
○ greater concern for others
○ ability to express feelings in words
○ ability to make independent decisions
● sexuality
○ concerned with serious relationships ○ clear sexual identity
○ capacities for tender and sensual love
● career interests
○ higher level of concern for the future
○ thought about one’s role in life
● ethics and self - direction
○ capable of useful insight
○ ability to set goals and follow through
○ self-regulation of self-esteem
○ acceptance of social institutions and cultural traditions