PERsonal_DEV elopment for Sneior High11.pptx

Personal development is a lifelong journey of self-discovery, growth, and self-improvement. This course is designed to provide individuals with the knowledge, strategies, and tools needed to cultivate essential skills for success in both personal and professional life. Whether you are looking to enhance your confidence, improve productivity, build better relationships, or overcome obstacles, this course will help you unlock your full potential. Through structured learning, self-reflection exercises, and interactive discussions, participants will develop the habits and mindset necessary to lead a fulfilling and purpose-driven life.

Course Objectives

By the end of this course, participants will be able to:

Develop self-awareness and emotional intelligence

Set and achieve meaningful personal and professional goals

Build resilience and adaptability to overcome challenges

Improve time management and productivity skills

Cultivate a growth mindset for continuous improvement

Enhance communication and interpersonal skills

Strengthen self-discipline and motivation

Manage stress and maintain mental well-being

Foster positive habits for long-term success

Module 1: Understanding Personal Development

This module introduces the concept of personal development and its significance in achieving a successful and fulfilling life. Participants will explore key aspects of personal growth, including self-awareness, self-reflection, and self-improvement. Topics include:

The importance of personal development

The role of self-awareness in growth

Identifying personal values and beliefs

The impact of mindset on success

The science of habit formation and behavior change

Module 2: Goal Setting and Achievement

Setting clear and achievable goals is fundamental to personal growth. This module covers:

The SMART goal-setting framework

Short-term vs. long-term goals

Overcoming procrastination and self-doubt

The power of visualization and affirmations

Strategies for staying motivated and accountable

Module 3: Building Confidence and Self-Esteem

Confidence and self-esteem are crucial for personal and professional success. This module helps participants:

Identify and challenge limiting beliefs

Develop self-acceptance and self-love

Strengthen self-confidence through action

Overcome fear and embrace new opportunities

Cultivate a positive self-image

Module 4: Time Management and Productivity

Effective time management enhances efficiency and reduces stress. This module explores:

Prioritization techniques (Eisenhower Matrix, Pareto Principle)

Time-blocking and scheduling strategies

Overcoming distractions and improving focus

The role of self-discipline in productivity

Strategies for work-life balance

Module 5: Emotional Intelligence and Interpersonal Skills

Developing emotional intelligence (EQ) is essential for healthy relationships and personal growth. Topics include:

Understanding and managing emotions

Enhancing empathy and active listening s

1. Review on Theories Related to the Learner’s Development

2. PSYCHOANALYTIC THEORY a.k.a Freud’s Structural Theory of Personality

3. 3 COMPONENTS OF PERSONALITY

4. 3 COMPONENTS OF PERSONALITY 1. ID - the most primitive of the three structures, is concerned with instant gratification of basic physical needs, wants, desire and urges.  is the only component of personality that is present from birth. The id is driven by the  “ pleasure principle.”

5. 2. EGO is the component of personality that is responsible for dealing with reality. the ego develops from the id and ensures that the impulses of the id can be expressed in a manner acceptable in the real world. its job is to balance the demands of the id and superego. It operates based on the  “reality principle.”

6. 3. SUPEREGO is the aspect of personality that holds all of our internalized moral standards and ideals that we acquire from both parents and society—our sense of right and wrong. The superego provides guidelines for making judgments – “conscience principle”. According to Freud, the superego begins to emerge at around age five.

7. PSYCHOSEXUAL THEORY PSYCHOSEXUAL THEORY

8. EROGENOUS ZONE is an area of the human body that has heightened sensitivity , the stimulation  of which may generate a sexual response. Erogenous zones are located all over the human body, but the sensitivity of each varies, and depends on concentrations of nerve endings that can provide pleasurable sensations when stimulated.

9. 5 PSYCHOSEXUAL STAGES OF DEVELOPMENT 1. The Oral Stage Age Range: Birth to 1 Year Erogenous Zone: MOUTH During the oral stage, the infant's primary source of interaction occurs through the mouth, so the rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking.

10. 2. The Anal Stage Age Range: 1 to 3 years Erogenous Zone: ANUS During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and bowel movements. The major conflict at this stage is toilet training --the child has to learn to control his or her bodily needs. Developing this control leads to a sense of accomplishment and independence.

11. Anal-Retentive Personality- individual is stringent, orderly, rigid and obsessive.

12. TOILET TRAINING Positive approach -utilizes praise and rewards for using the toilet at the appropriate time. Outcome : competent, productive and creative adults. TRAINING TOO EARLY : TOO STRICT TRAINING Anal-Retentive Personality - individual is stringent, orderly, rigid and obsessive.

13. TOILET TRAINING: Negative approach - parents punishes, ridicule, and shame the child for accidents. TRAINING TOO LENIENT: Anal-Expulsive Personalit y- the individual will become messy, wasteful, or destructive personality.

14. 3. The Phallic Stage Age Range: 3 to 6 Years Erogenous Zone: Genitals Freud suggested that during the phallic stage, the primary focus of the libido is on the genitals . At this age, children also begin to discover the differences between males and females .​

15. Oedipus Complex describe a child's feelings of desire for his mother and jealousy and anger toward his father. Essentially, a boy feels that he is competing with his father for possession of his mother. -boys begin to view their fathers as a rival for the mother’s affections.

16. At the same time, however, the boy also has a fear that his father will discover these desires and castrate him out of punishment. (CASTRATION ANXIETY) To resolve this anxiety, the boy instead begins to identify with his father and develop a desire to be more like his father. Freud believed that it was this process that leads children to accept their gender roles, develop an understanding of their own sexuality, and even form a sense of morality.

17. Electra Complex a girl feels that she is competing with her mother for her father's affections.  

18. 4. LATENCY STAGE Age Range: 6 to Puberty Erogenous Zone: Sexual Feelings Are Inactive The latent period is a time of exploration in which the sexual energy repressed or dormant . This energy is still present, but it is sublimated into other areas such as intellectual pursuits and social interactions. This stage is important in the development of social and communication skills and self-confidence. The stage begins around the time that children enter into school and become more concerned with peer relationships, hobbies, and other interests .

19. 5. THE GENITAL STAGE Age Range: Puberty to Death Erogenous Zone: Maturing Sexual Interests The onset of puberty causes the libido to become active once again. During the final stage of psychosexual development, the individual develops a strong sexual interest in the opposite sex. This stage begins during puberty but last throughout the rest of a person's life. interest in the welfare of others grows during this stage.

20. Eric Erickson- Psychosocial Development Theory According to Erik Erikson’s theory, we all encounter a certain crisis that contributes to our psychosocial growth. Whenever we experience such crisis, we are left with no choice but to face it and think of ways to resolve it.

21. Stage One – Trust vs Mistrust At this stage, infants must learn how to trust others , particularly those who care for their basic needs. The first and most important person to teach an infant about trust is the parents .

22. Stage Two – Autonomy vs Shame and Doubt  - children should be taught the basic ways of taking care of themselves, including changing their clothes and feeding themselves. If a child can’t take care of his own basic needs and continue to rely on others to take care of him, he may feel shameful when he sees that other kids of his own age are able to perform tasks such as feeding themselves.

23. Stage Three – Initiative vs Guilt children can learn new concepts introduced in school and are expected to practice these lessons in real life. They know that they can accomplish these tasks on their own, but if they fail to do so and end up asking for assistance from others, they may feel a sense of guilt.

24. Stage Four – Industry vs Inferiority Children mature and their level of self-awareness increases. They understand logical reasoning, scientific facts, and other matters that are typically taught in school. Children also become more competitive during this Erikson stage of development. They want to do things that other children of the same age can do. When they make the effort to perform a task and succeed, they develop self-confidence. However, if they fail, they tend to feel that they are inferior to others.

25. Stage Five – Identity vs Role Confusion During adolescence, young people are expected to develop their sexual identity. This is gained through the discovery of oneself and in the course of finding meaning to their personhood. They may also experience identity crisis as a result of the transition from childhood to adulthood.

26. Stage Six – Intimacy vs Isolation People at this stage become worried about finding the right partner and fear that if they fail to do so, they may have to spend the rest of their lives alone.

27. Stage Seven – Generativity versus Stagnation Adults who are in their 40s and 50s tend to find meaning in their work . They feel like at this point in their lives, they should be able to contribute something meaningful to the society and leave a legacy. If they fail to achieve this, they feel like they have been an unproductive member of the society.

28. Stage Eight – Ego Integrity vs Despair At the last stage of the Erikson stages, people are in their 60s or older who are typically retirees. It is important for them to feel a sense of fulfillment knowing that they have done something significant during their younger years. When they look back in their life, they feel content , as they believe that they have lived their life to the fullest. If they feel that they haven’t done much during their life, it’s likely that they will experience a sense of despair.

29. Jean Piaget - Cognitive Development Theory His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.

30. 4 Stages of Cognitive Development 1. Sensorimotor stage Ages: Birth to 2 Years During this earliest stage of cognitive development, infants and toddlers acquire knowledge through sensory experiences and manipulating objects. A child's entire experience at the earliest period of this stage occurs through basic reflexes, senses, and motor responses.

31. 2. Preoperational stage: ages 2 to 7 Children become much more skilled at pretend play during this stage of development, yet still think very concretely about the world around them.  Children begin to think symbolically and learn to use words and pictures to represent objects. While they are getting better with language and thinking, they still tend to think about things in very concrete term.

32. 3. Concrete operational stage: ages 7 to 11 During this stage, children begin to think logically about concrete events. Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions. Children begin using inductive logic, or reasoning from specific information to a general principle.

33. Reversibility.  The child learns that some things that have been changed can be returned to their original state. 

34. Concrete operational children can understand the concept of conservation  which means that changing one quality (in this example, height or water level) can be compensated for by changes in another quality (width).  Conservation

35. Seriation Arranging items along a quantitative dimension, such as length or weight, in a methodical way is now demonstrated by the concrete operational child. 

36. Transitive inference.  Being able to understand how objects are related to one another is referred to as transitivity, or transitive inference. 

37. 4. Formal operational stage: ages 12 and up The final stage of Piaget's theory involves an increase in logic, the ability to use deductive reasoning, and an understanding of abstract ideas. At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them. Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning.

38. Lawrence Kohlberg's Stages of Moral Development Level 1 - Pre-conventional morality most nine-year-olds and younger, some over nine, we don’t have a personal code of morality. Instead, our moral code is shaped by the standards of adults and the consequences of following or breaking their rules. Authority is outside the individual and reasoning is based on the physical consequences of actions.

39. Stage 1. Obedience and Punishment Orientation . The child/individual is good in order to avoid being punished. If a person is punished, they must have done wrong. •  Stage 2. Individualism and Exchange . At this stage, children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints.

40. Level 2 - Conventional morality At the conventional level (most adolescents and adults), we begin to internalize the moral standards of valued adult role models. Authority is internalized but not questioned, and reasoning is based on the norms of the group to which the person belongs.

41. Stage 3. Good Interpersonal Relationships . The child/individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others. •  Stage 4. Maintaining the Social Order . The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to uphold the law and to avoid guilt.

42. Level 3 - Post-conventional morality Individual judgment is based on self-chosen principles, and moral reasoning is based on individual rights and justice. According to Kohlberg this level of moral reasoning is as far as most people get.

43.   Stage 5. Social Contract and Individual Rights . The child/individual becomes aware that while rules/laws might exist for the good of the greatest number , there are times when they will work against the interest of particular individuals.  •  Stage 6. Universal Ethical Principles . People at this stage have developed their own set of moral guidelines which may or may not fit the law . The principles apply to everyone.

44. For Example: Human rights, justice, and equality. The person will be prepared to act to defend these principles even if it means going against the rest of society in the process and having to pay the consequences of disapproval and or imprisonment. Kohlberg doubted few people reached this stage.

45. Retrieved from: https://www.simplypsychology.org/kohlberg.html

46. SOCIAL DEVELOPMENT THEORY

47. LEV VYGOTSKY a 20th-century Soviet psychologist born in Russia on November 17, 1896

48. LEV VYGOTSKY: ON LANGUAGE  Language is a social concept that is developed through social interactions. Language acquisition involves not only a childs exposure to words but also an interdependent process of growth between thought and language.

49.  Vygotskys theory of language is based on constructivist learning theory , which contends that children acquire knowledge as a result of engaging in social experiences.  According to Vygotsky, words are signals. Rather than engage children in a primary signal system, in which objects are referred to merely as themselves, adults engage children in a secondary signal system, in which words represent objects and ideas.

50. Zone of Proximal Development "the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers." (Vygotsky, 1978)

51. ZPD in simple terms Zone of Proximal Development is the range of abilities that an individual can perform with assistance, but cannot yet perform independently. is the difference between what a learner can do without help and what he or she can do with help.

52. SCAFFOLDING THEORY Scaffolding is directly related to zone of proximal development in that it is the support mechanism that helps a learner successfully perform a task within his or her ZPD. Scaffolding theory describes social and instructional support for students learning new concepts.

53. To understand this concept better, let's think about how scaffolding is used in the construction of a home. The scaffold is an external structure that provides support for the workers until the house itself is strong enough to support them. As the home gains stability, the scaffold becomes less necessary and is gradually removed.

54. Scaffolding is applied similarly in the classroom. First, the teacher should provide clues about how to proceed through the problem. As the child becomes capable of solving the problem without support, the teacher gradually removes these clues. This process is called fading.

55. CRITIC TO HIS THEORY Some children, regardless of how much help is given by others, may still develop at a slower rate cognitively. Is guided participation from adults necessary or only helpful for development?