TOPIC IN PERSONAL DEVELOPMENT GROUP 1.pptx

TOPIC IN PERSONAL DEVELOPMENT GROUP

1. PERSONAL DEVELOPMENT

2. SELF -IS POPULARLY AND GENERALLY DEFINED AS WHAT AN INDIVIDUAL SEES, PERCEIVES, AND DEFINES ONESELF APART FROM OTHERS. SELF-PERCEPTION - IS BASICALLY HOW ONE THINKS OF ONESELF. HOW A PERSON SEE THEMSELVES(Robak, 2001) SELF-CONCEPT -REFERS TO THE TOTALITY OF THE THOUGHTS, EXPERIENCES, AND FEELINGS CONCERNING A PERSON.( Goǹi , Madariaga, Axpe , and Goǹi , 2011).

3. Someones’s self concept is dynamic and changeable depending on life experiences.If someone has a positive experience , that persons’s self-perception will also be positive. In negative situations, self-concept could also be affected leading to self doubt or inferiority.

4. THE CONCEPT OF SELF In personality psychology, Self - is defined as the sense of personal identity and individuality., including all characteristics, mentality, consciousness, and attributes. (Baker and Baker, 1987). Self is the foundation of all human behavior. Moreover, People can define themselves based on what they believe, their opinions, past experiences, actions, religious associations, ethnicity or values. SELF-ESTEEM - How we value ourselves based on the perceived distance between our criteria and our current selves.People with healthy self-esteem recognize and accept their flaws and strengths and hold realistic expectations for themselves and others.

5. What is Self-Concept? • Self-concept is how you see and understand yourself. • It includes your beliefs, identity, and roles in life. • Example: 'I am a student,' 'I am kind,' 'I am a fast learner.'

6. Components of Self-Concept 1. Self-image – How you see yourself (appearance, personality). 2. Ideal self – The person you want to be. 3. Self-esteem – How much you value yourself.

7. What is Self-Esteem? Self-esteem is how much you like and value yourself. It affects your confidence and how you handle challenges. Example: Feeling proud of your achievements or feeling you're not good enough.

8. High vs. Low Self-Esteem High self-esteem: Confident, motivated, positive about self. Low self-esteem: Doubtful, insecure, overly CRITICIZE yourself. Everyone can improve self-esteem with practice and support.

9. Building Healthy Self-Esteem Recognize your strengths. Set realistic goals. Avoid negative self-talk. Surround yourself with supportive people. Celebrate small achievements.

10. DIMENSIONS OF THE SELF PHYSICAL PSYCHOLOGICAL SPIRITUAL

11. PHYSICAL REVOLVES AROUND THE PHYSICAL BODY OF THE HUMAN BEING, SPECIFICALLY ITS PROCESSES, FUNCTIONS, MECHANISMS AND CHEMISTRY. Refers to the individual as Homo Sapiens This dimension is responsible for giving the ability to move our muscles, to perceive our surrounding with our senses and to think of ideas and opinions that makes life interesting and exciting.

12. PSYCHOLOGICAL This covers stress, cognition, behaviour , attitude, emotions and ultimately personality. Refers to the individual as a set of characteristics. Behaviours , attitudes, cognitions and emotions that also includes how one relates with other people and how a person regulates his/her emotions.

13. Cognition refers to the mental processes our brain uses to gain knowledge, understand, think, learn, and remember. Key Cognitive Processes: Perception – how we interpret what we see, hear, feel, etc. Example: Recognizing a face or a sound. Attention – focusing on specific information. Example: Listening carefully to your teacher. Memory – storing and recalling information. Example: Remembering your birthday or a lesson. Thinking – making decisions, solving problems, analyzing. Example: Solving a math problem. Language – understanding and using words. Example: Speaking, reading, or writing an essay.

14. 🟢 Overt Behaviour These are behaviors that can be directly observed by others. Examples: Talking, walking, smiling, writing. A student raising their hand in class. A child crying when hurt. Laughing at a joke. These are visible and often measurable through actions or body language.

15. 🔵 Covert Behaviour These are internal, hidden, or mental processes that cannot be seen by others. Examples: Thinking, imagining, remembering. Feeling anxious before a test. Silently judging someone. Daydreaming during a lecture. These are invisible to others unless the person expresses them.

16. SPIRITUAL DIMENSION Allows us to view ourselves as spiritual beings. This dimension is subjective and cannot be subjective and cannot be observed, but can be perceived only by the person himself/ herself.It holds relevance to a perceives existence of God and how a person views one’s creator in relation to one’s self. This dimension talks about the greater good and gives meaning and significance to our existence.

17. ATTITUDES AND ITS COMPONENTS Attitude : refers to a settled way of thinking and feeling about someone or something typically reflecting a person’s behavior. Attitude manifests itself as a behavior and a representative of personality. Attitude can be both implicit or explicit.

18. Explicit Attitude These are attitudes we are aware of and can clearly express . Example: If you say, “I like dogs,” that’s an explicit attitude. You know what you feel, and you can talk about it. Implicit Attitude These are attitudes that are unconscious or automatic —you may not even realize you have them. Example: You might say you like all people, but still react nervously around certain groups without knowing why. It’s like a hidden bias formed from past experiences or cultural influence. Explicit = Conscious, stated opinions Implicit = Unconscious, hidden feelings

19. 3 components of ATTITUDE 1. Affective Component (Feelings) This is how you feel about something. It involves your emotions or gut reaction . Example: You feel scared when you see a snake. 🡺 The emotion of fear is the affective component. 2. Cognitive Component (Beliefs/Thoughts) This is what you think or believe about something. It involves your knowledge or opinions . Example: You believe that snakes are dangerous. 🡺 That belief forms the cognitive part of your attitude. 3. Behavioral Component (Actions) This is how you act or behave toward something. It reflects your response or intended action . Example: You avoid hiking trails where snakes might be. 🡺 Your action shows the behavioral component.

20. HOW IS ONE’S ATTITUDE FORMED? 1. Personal Experience Direct encounters or events shape our attitudes. Example: If you got bitten by a dog, you might develop a negative attitude toward dogs. Positive experiences can also lead to favorable attitudes. 2. Social Influence (Family, Friends, Culture) We learn attitudes from people around us. Example: If your parents value education, you may also develop a strong positive attitude toward studying. Media, religion, and culture also play big roles.

21. HOW IS ONE’S ATTITUDE FORMED? 3. Learning (Classical & Operant Conditioning) Attitudes can be learned through: Classical Conditioning: Linking two things together. Example: A catchy jingle makes you like a brand. Operant Conditioning: Being rewarded or punished. Example: Praised for helping others → develop a positive attitude toward kindness. 4. Observation (Modeling/Imitating Others) We often copy the attitudes of role models or people we admire. Example: A student might develop a love for science after watching their favorite teacher express excitement about it. 5. Emotional and Cognitive Factors Sometimes attitudes form from how something makes us feel (emotion), or from what we think about it (beliefs). Example: You might dislike traffic because it frustrates you emotionally (affect) and because you believe it wastes time (cognition).

22. Classical Conditioning (You learn to associate one thing with another.) Example: You hear a romantic song during a fun date → you develop a liking for that song. Example: A product is always shown with happy, smiling people → you start to feel positive about the product. Example: You always smell fresh bread at your favorite café → you associate the smell with comfort and happiness. Operant Conditioning (Your attitude is shaped by rewards or punishments.) Example: A student is praised for answering in class → develops a positive attitude toward participation. Example: A child is scolded for making noise → develops a negative attitude toward being loud. Example: You receive compliments when you wear a certain outfit → you develop a positive attitude toward that clothing style.