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PD 11_12 Q1 0201 Holistic Development of the Self PS.pptx
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- 2. Unit 2 Being Mindful with the Self Personal Development
- 3. At the end of this unit, the learners should be able to do the following: ● Discuss the relationship among physiological, cognitive, psychological, spiritual, and social developments to understand their thoughts, feelings, and behaviors. ● Evaluate their thoughts, feelings, and behaviors. ● Show the connections between their thoughts, feelings, and behaviors in actual life situations. LEARNING TARGETS
- 4. VALUES AND ATTITUDES ● Practice self-reflection and self-evaluation. ● Develop comfortableness in asking questions about themselves. ● Develop an openness to improve their behaviors and attitudes. ● Accept their shortcomings and understand that they are still a work in progress. ● Uphold the habit of self-improvement. ● Take good care of their overall well-being. In this unit, the learners should be able to do the following:
- 5. “The moment we recognize that the self is not something ready-made, but something in continuous formation through choice of action, the whole situation clears up.” — John Dewey MINDSET MATTERS
- 6. UNIT STIMULUS green – happy, excited, calm, interested, and proud yellow – nervous, anxious, surprised, distracted, and silly blue – sad, lonely, tired, shy, hurt, and guilty red – angry, embarrassed, out of control, and mad Emotional Check-in
- 7. How do you develop your well-being? CENTRAL QUESTION
- 8. 8 Holistic Development of the Self Lesson 1 Unit 2| Being Mindful with the Self Personal Development
- 10. It is the tendency in nature to form wholes that are greater than the sum of the parts through creative evolution. Holism
- 11. The Five Areas of Personal Development
- 12. Physiological Development ❏ Some major physiological changes occur during puberty. ❏ These changes are from the reproductive hormonal activity and central nervous system. ❏ Adolescence is a crucial period of establishing patterns of health-influencing behaviors.
- 13. Cognitive Development ❏ cognition – remembering, attending, and reasoning ❏ cognitive processes – learning, memory, language, perception, problem solving, and abstract thinking ❏ attitude – cognitive, affective, and behavioral elements ❏ Jean Piaget’s theory of cognitive development – variations in development ❏ mindfulness – awareness of one’s thoughts, feelings, and sensations
- 14. Social and Emotional Development ❏ inherent and innate capability to reach out and form relationships ❏ four basic emotions: happy, sad, fearful or surprised, and disgusted or angry ❏ involves understanding and managing our emotions, resolving social conflicts, and making responsible decisions ❏ important in building relationships, solving problems, and coping with challenges
- 15. Spiritual Development ❏ the discovery and experience of the inner guide that steers the values and virtue of a person ❏ adolescence – interconnectedness and empathy ❏ adulthood – search for meaning in life and self-transcendence
- 16. Psychological Development ❏ how our cognitive, affective, and behavioral elements of attitude act in accordance with or in opposition to another ❏ under developmental psychology ❏ Erikson’s eight stages of psychosocial development theory – various stages of identity development ❏ Maturation timeline in our life has conflicts in terms of our personal and social needs, according to Erikson.
- 17. Personal Development and Stress Management ❏ stress – reaction to demands and pressures; challenges our ability to cope ❏ stressor – any event, force, or condition that results in stress ❏ Improving the five critical areas of personal development improves our ability to manage life challenges.
- 18. DEMONSTRATION How Are You, Self? Name Psychological (Mental) Physiological (Physical) Social and Emotional Cognitive Spiritual Anna I became anxious about my family’s health. I wondered when the pandemic would end. I wanted to return to normal. I did not have the drive to exercise at home; thus, I gained weight during the pandemic. I felt sad most of the time. I missed hanging out with my friends. I struggled to listen to online lectures because they felt tedious. My faith in a Higher Being helped me remain hopeful despite all the challenges I have experienced.
- 19. DEMONSTRATION How Are You, Self? Name Psychological (Mental) Physiological (Physical) Social and Emotional Cognitive Spiritual
- 20. Meditation is an exercise of the mind that improves concentration and awareness (Psychology Today 2022). Practicing meditation can boost your health and promote your well-being. There are mobile applications that may help you calm down and meditate. Search your mobile application store to download or purchase the best meditation application. SUCCESS TIPS
- 22. PHOTO CREDIT Slide 5: Mindfulness Brain by Max Pixel is licensed under CC BY-SA 4.0 via Wikimedia Commons.
- 23. REFERENCES Bornstein, Marc H., Martha E. Arterberry, Karen L. Fingerman, and Jennifer Lansford. The SAGE Encyclopedia of Lifespan Human Development. Reprint, California, United States: SAGE Publications, 2018. Ciccarelli, Saundra K., and J. Noland White. Psychology. 5th ed. Reprint, New York: Pearson, 2016. Durant, Will. “Aristotle and Greek Science.” In The Story of Philosophy: The Lives and Opinions of the Greater Philosophers. New York: Time Incorporated, 1962. Goldberg, Jochem M., Marcin Sklad, Teuntje R. Elfrink, Karlein M. G. Schreurs, Ernst T. Bohlmeijer, and Aleisha M. Clarke. "Effectiveness of Interventions Adopting a Whole School Approach to Enhancing Social and Emotional Development: A Meta-Analysis.” European Journal of Psychology of Education 34, no. 4 (2019): 755-782. https://doi.org/10.1007/s10212-018-0406-9. "Introduction To Psychosocial Development Theory". CORP-MSW1 (OMSWP), 2022. https://www.onlinemswprograms.com/social-work/theories/psychosocial-development- theory/#:~:text=How%20Does%20Psychosocial%20Development%20Theory,react%20to%20the%20surrounding %20world. Kirk, Gill, and Jenny Jay. "Supporting Kindergarten Children’s Social and Emotional Development: Examining the Synergetic Role of Environments, Play, and Relationships.” Journal of Research in Childhood Education 32, no. 4 (2018): 472-485. https://doi.org/10.1080/02568543.2018.1495671.
- 24. Lewis, Joe. "91.05.07: The Physiological and Psychological Development of the Adolescent.” Teachersinstitute.Yale.Edu, 2022. https://teachersinstitute.yale.edu/curriculum/units/1991/5/91.05.07/2. “Meditation.” Psychology Today. Sussex Publishers, LLC. Accessed October 26, 2022. https://www.psychologytoday.com/us/basics/meditation#:~:text=Meditation%20is%20a%20mental%20exercise, to%20moment%2C%20are%20invariably%20fleeting. Pringle, Jan, Kate Mills, John McAteer, Ruth Jepson, Emma Hogg, Neil Anand, and Sarah-Jayne Blakemore. "A Systematic Review of Adolescent Physiological Development and its Relationship with Health-Related Behaviour: A Protocol.” Systematic Reviews 5, no. 1 (2016). https://doi.org/10.1186/s13643-015-0173-5. Thompson, Penny. "2.1 Cognitive Development: The Theory Of Jean Piaget.” Open.Library.Okstate.Edu, 2022. https://open.library.okstate.edu/foundationsofeducationaltechnology/chapter/2-cognitive-development-the- theory-of-jean-piaget/. REFERENCES
Editor's Notes
- Here are the learning targets for this unit. You have two minutes to go through them silently. Let me know if you have any questions.
- Listed here are what we expect everyone to do as part of our values and attitudes integration. I will give the class two minutes to go through them silently. Let me know if you have any questions.
- Ask the learners to prepare a sheet of paper and coloring materials (green, blue, yellow, and red crayons or markers). Tell the learners to fold the paper into four equal parts and assign each of the following phrases to each box. My Mood Today My Body My Studies My Relationships Use the presentation slide and discuss how the class will utilize the following colors: Green represents feelings of being happy, excited, calm, interested, and proud. Yellow represents feelings of being nervous, anxious, surprised, distracted, and silly. Blue represents feelings of being sad, lonely, tired, shy, hurt, and guilty. Red represents feelings of being angry, embarrassed, out of control, and mad. Ask the learners to draw an emoticon on each folded part of the paper. Remind them to use the assigned color for each feeling. Explain that the emoticon represents their feelings regarding the words or phrases written on the paper. Give the learners five minutes to finish the activity. Randomly call two to three learners to present their works to the class. You can transform this learning session into an online activity. You may use applications such as online and collaboration boards. Assign each learner a frame where they can draw an emoticon. After five minutes, the learners can showcase their works through the screen-sharing feature of the application.
- Use this as a follow-up question: How is this question relevant to discovering ourselves?
- Activation Phase: “The Strongest House” Tell the class to form groups with at least four to five members. Ask each group to build a house from random materials or items found inside their school bags. Inform them that they must build an upright, sturdy house. Test the sturdiness of each group's house by putting pressure on the structure. If the house falls, the group fails. Process the activity using the following questions: How did you make your house sturdy? What were the challenges in making your house upright and sturdy? What was the most important material of the house that made it sturdy? Would the overall structure of the house be stable with merely one or a few sturdy materials? Why? How is understanding the areas of self-development similar to understanding the things that affect the house’s structure?
- How do you think our strongest house activity is connected to the concept of holism?
- There are five critical areas of personal development. We will discuss each of them.
- Physiological changes include changes in the five senses, other physical characteristics, and the development of skills related to mobility or movement. Physiological changes do not stop. They happen even before a child is born and only end in death. Physiological development refers to the biological changes in your body, and some of the major developments occur during puberty. Adolescents, like you, undergo changes in the body to prepare for the maturity of the reproductive hormonal activity, which is our reproductive system, and the central nervous system, our brain (Lewis 1991). The period of adolescence is a transition period to a lot of health-influencing behaviors that will establish patterns of health consequences as you grow up. It is important to understand the biological changes in your body to make informed decisions to take care of it for long-term health outcomes. Pringle et al. (2016) explain that “positive health choices” during adolescence can lessen the likelihood of developing a dire health condition in later life.
- What do we mean when we say we are thinking? How does the process of thinking happen? Cognition or thinking can be defined as a mental activity in the brain when a person is processing information. The process can involve organizing, understanding, and communicating information to others (Ciccarelli and White 2016). Cognition is a major component of how we build our attitudes (in addition to affective/emotional and behavioral components). One of the most popular perspectives on understanding cognition processes is the theory by Jean Piaget. Based on his theory, cognition develops through stages and changes as we grow old. Piaget believed that all children go through the same stages, but not all learn at the same rate (Thompson 2022); therefore, we all learn differently, but we continue to learn as we age. Aside from learning as part of intelligence, cognitive development also involves solving problems and making decisions in order for us to communicate to others what we think. So aside from sharpening our intellectual skills, our awareness of our thoughts is equally important. Mindfulness allows us to bring awareness to the present and what we think, feel, and sense. Being aware and mindful of our thoughts helps control how we manage positive and negative thoughts and the feelings attached to our thoughts. Now that we know what cognitive development is and its relevance, what are the ways that we can do to take care of our mental abilities and practice mental mindfulness?
- Social and emotional development involves our inherent and innate capability to reach out and form relationships with other people, which is born out of our basic need to belong. Emotions are responses that create biochemical reactions in the body. These reactions change the physical state. On the other hand, feelings are mental reactions and associations with emotions. They are subjective because they are influenced by personal beliefs, experiences, and memories. Studying how people connect with others in their social groupings, such as their families, friends, and classmates, is the focus of social and emotional development. Goodman et al. (2015) explained that social and emotional skills involve understanding and managing emotions, navigating social conflicts effectively, and making responsible decisions (Goldberg et al., 2019). It means that having the skills to recognize and manage emotions and to establish positive relations with others allows us to build relationships in various settings. It also helps us make better emotional judgments in solving problems and coping with challenges to achieve goals (Kirk and Jay 2018). What examples of social and emotional development can you give? How do we distinguish feelings from emotions? What concrete examples can you give to help us create positive relationships with others?
- Spiritual development is characterized by the discovery and experience of the inner guide that steers the values and beliefs of a person. It involves the values and virtue of a person. When we talk about values, these refer to people's judgments about issues, people, or things. They are subjective because our different upbringings and life experiences shape their formation. On the other hand, when we talk about virtue, it refers to the quality that echoes or reflects the values. During adolescence, spirituality brings out feelings of interconnectedness and empathy toward others. As a result, it contributes to positive youth development, values, civic engagement, and a sense of purpose and identity. Then in adulthood, there is an increased striving for meaning and self-transcendence (Bornstein et al. 2018). Self-transcendence means understanding that we are a small part of something bigger beyond us. What are examples of values and virtue? How do you think your belief in God or a Higher Being forms your identity as an individual?
- Psychological development focuses on how our cognitive, affective, and behavioral elements of attitude act in accordance with or in opposition to another. It also refers to the growth and development of a person’s cognitive, emotional, and social skills. This domain is under the discipline of developmental psychology. The most notable figure to explain psychological development is Erik Erikson, the proponent of the eight stages of psychosocial development theory. Based on Erikson’s theory, people develop their identity based on various stages, from birth to death. In every stage, there is a conflict brought about by the expectations of other people and our encounters with them that influence and shape us. As we go through experiences growing up, we will be subjected to personal and social crises. The key to having a healthy personality and a great sense of self is learning self-awareness, adjusting to various situations, and resolving crises when we experience them. Can you recall a situation where you experience a differing perspective between your belief and that of others or the society you belong to?
- Our overall well-being is often challenged by the stress and worries we face every day. Stress is "the reaction people may have when presented with demands and pressures that are not matched to their knowledge and abilities and which challenge their ability to cope” (WHO 2019). Hence, it is important to understand what stress is and how our personal development can be used to cope with difficult situations caused by stress. So-called stressors cause stress. Stressors vary in nature and degree and can also be caused by internal or external factors. Whatever the stressor is, it can affect all the critical areas of personal development—the mind, the body, and the emotion. Therefore, it is important that we pursue personal development, and by doing so, we can manage our stress. Now that we know what stressors are, can you identify the common ones you are experiencing as an individual or adolescent?
- Here is an example of what you need to do for this activity. Let us review.
- Demonstration Phase: “How Are You, Self?” Tell the class to form groups with at least four to five members. Ask the class to reflect on their experiences during the pandemic, particularly their stressors in the five areas of personal development. Remind the class to share their reflections with their groupmates as they complete the table below for this activity.
- Randomly call learners for their key takeaways. Use these questions as your guide: What are the things that you will stop doing? What are the things that you will begin to do? What are the things that you will continue to do?