I.

CONCEPT

A. Personal
1. Definition of Terms:
a. Person –

1) Filipino Beliefs
we believe that ...
 is a creature of God.
 has an immortal soul.
 has an assigned destiny in life
 must do good or less be punished by God.
by nature is good but is morally weak.
2) Rational Animal
 is a creature composed of a material body and a spiritual soul.
Human Development and Personal Development
Three aspects or domains of human development as identified by the
developmental scientists

1. Physical Development

2.Cognitive Development

3. Psychosocial Development
Physical Development, which covers the growth of the body and the brain,
motor and sensory skills and even physical health
Cognitive Development, which covers our capacity to learn, to speak, to
understand, to reason and to create.

Cognitive level that includes thinking

and intelligence.
Psychosocial Development, which includes our social interactions
with other people, our emotions, attitudes, self–identity, personality,
beliefs and values.

Psychological refers to emotion, attitude,

and self – identity.
Social relationships dimension of the person.
Human Development ,covers the whole lifespan of human existence in
relation to the three domains.
Personal Development
is one’s own development and growth within the context of the three
aspects of three aspects of human development.
Human Development is also influenced by:
 Hereditary or the inborn traits passed by the generations of offspring’s
from both sides of the biological parent’s families.
Human Development is also influenced by:
Environment is the world outside of ourselves and the experiences that
result from our contact and interaction with the external world.
Human Development is also influenced by:
 Maturation is the natural progression of the brain and the body that
affects the cognitive, psychological and social.
The influence of physical maturation over person’s development is most
pronounced during his childhood and adolescence stages.
Pag-ibig - ibig
- ibibigay sa akin
- ibibigay

Pagmamahal – mahal
- mahalaga ka sa akin
- may halaga ka
- alagaan kita
PERSONALITY DEVELOPMENT VS PERSONAL DEVELOPMENT
Development
 The act or the process of growing or causing something to grow
or become larger or more advanced
 The act or the process of creating something over a period of
time
 The state of being created or made in advance
Some examples that are given for the word
personality are:

1. He has a very pleasing personality.

2. We all have different personalities.
3. He has many personalities.
4. He wants to buy a car that has a personality.
5. She has met many television personalities.
6. He was an influential personality in the field of
politics.
Some examples that are given for the word
personal are:

1. This is just my personal opinion.

2. I can only tell you what I know from personal
experience.
3. We do not accept personal checks.
 Personality Development –
Set of emotional qualities, ways of behaving .. That
makes a person different from other people.

 Attractive qualities that make something unusual or

interesting
Personality Development –
 attractive qualities (such as energy. Friendliness, and
humor) that makes a person interesting or pleasant to be
with
Personality Development –
 distinction or excellence of personal and social traits

 A person of importance, prominence, renown or notoriety

Let us see how the word ” personal”

The word personal is define as:

 belonging or relating to a particular person;
 made or designed to be used by one person;
 someone whose job involves in working for or
helping a particular person;
 Relating to or affecting a particular person.
Personal Development is a
process in which persons
1. reflect upon themselves
2. understand who they are
3. accept what they discover
about themselves
4. Learn (or unlearn) new
sets of values, attitudes,
behavior, and thinking
skills

to reach their fullest

potential as human beings.
Personal Development
- The process of striving to be the best that you can be in order
to reach and realize your full potential.

It is a journey of self-
discovery, self-
improvement, and self-
realization.
Activity
Using both your left and right hand, draw yourself.
The Origin of Human Development
1. When the first Homo Sapiens walked the face of the earth
2. The cavemen drew figures on their cave walls and attempted to
tell their experiences such as hunting. It was an attempt
toward creative expression and narration.
3. Western Philosopher, especially the Greek thinkers
when questions about the self and about human beings
were started to be asked.
 Education is ….

….Building a character as
much as intelligence …. Greatest work on
the Philosophy of
Education
 The great Chinese being
will always desire
to become the “superior man”,
not just to his peers,
and followers, but to himself
most especially.
Religion’s influence on personal development
…. Through their obedience to many rituals in self-discipline, meditation,
prayer, physical exercises such as yoga and fasting, and creative acts o
expressions such as singing, dancing and acting.
 Activity: Tests of Spiritual Maturity
Test #1 How do I handle problems?
a. I panic at first and think it is a punishment from God.
b. I analyze the situation and look for solutions
c. I take it as a challenge.
d. I escape by running away from it.

1. A mature person is positive under pressure.

Test #2 How do you treat other people?
a. I am kind to them if they are kind to me.
b. I help people I know. I do not reach out to strangers.
c. I hit back if they hurt me.
d. d. I extend help even to strangers.

2. A mature person is sensitive.

Test #3 Do you control what you say?
a. I am a frank person. I tell others what I feel about their
faults.
b. I say nice things to please people especially my friends
even though if they are wrong.
c. I look for a way to say the right things at the right time.
d. I seek the help of a mediator to inform my friend of
his/her wrong doings. I do not want to hurt his/her feelings.

3. A mature person has mastered his/her mouth.

Test #4 What is your effect on others?
a. They do not like me for my guts.
b. they like me because I am a pleaser.
c. They accept me for who I am.
d. they come to ask my opinion

4. A mature person is a peacemaker.

Test #5 How much do you depend on God to help your
relationships?

a. I do things on my own without consulting God.

b. God is my last resort
c. I pray always to God for guidance.
d. God does not answer my prayers.

5. A mature person is a prayerful person.

Psychology And Personal Development
Psychology
 is the study of human thinking and behavior
 Serves as a foundation for personal development
Humanistic and Positive
Psychology (1950’)

- dealt with personal

growth
and meaning
as a way of reaching
one’s full potentials
Activity: Exploring your needs

Imagine that you have 5 fairy godmothers who can present to you
some gifts which may correspond to your needs.
Prioritize your 5 important needs. Share it with your classmates.
 Processing

1. What can you say about your needs?

2. What can you do to help yourself

achieve the satisfactions you need?
3. What needs do you have which must
be met at once? Why?
4. Do you feel that the activity was useful
to you? Why?
 Synthesis:

You have basic needs

that have to be satisfied in
order to stay alive:

food, clothing, shelter

aside from your physical needs which must be met in order to survive,
you also have basic emotional needs which you have to fulfil in order to
stay happy and satisfied:
Two proponents of Humanistic Psychology:
1. Abraham Maslow
Hierarchy of Needs
Deficiency Needs – the first four needs
- a person would be “deficient” if these needs are not met.
Being Need
– it is the need of a person to express himself in ways that he believes
himself to be.

It is a need to Be. It is other oriented, recognition of a person’s social

dimension.
We all realize that all of us need certain things in order to survive and feel
satisfied with our lives. We develop ways of getting our needs met, and
strive to maintain a balance between our needs and the sources that fulfill
these needs.
Why do you want to have? And if you will have, what can you be?
That’s exactly how we should look at things.
Don’t focus on what you don’t have. Look at
all of the tools and resources that you DO
have around you.
Use as many as those resources as possible to
be a light in this world and spread love
everywhere you go.
If you’ve been feeling lack, then change your
perception. Look at everything that you have.
See the potential and start taking action!
Every thing you do will affect someone else
just like a small ripple in the water…Love and
light to you all!
I asked for health that I might achieve. God made me weak that I might
obey.
I asked for riches that I might be happy; God gave me poverty
that I might be wise.
I asked for strength to do greater things; God gave me infirmity
that I might do better things.
I asked for power that I might have the praise of men; God sent me
weakness that I might feel the need of God.
I asked for all that I might enjoy life. God gave me life
that I might enjoy all things.
I received nothing that I asked for, yet much more than I hoped for.
My prayers were answered; I am the most blessed of all people.
-Bruno Hagspiel
Two proponents of Humanistic Psychology:
2. Carl Rogers
Martin Seligman – noted psychologist and President of the American
Psychological Association

Psychology after World War II puts more

emphasis on:

 Diagnosing
 Treating,
 Preventing psychological disorders

- Disease Model of Human Nature

Mihaly Csikszentmihaly

- helped refocus the emphasis of the Disease Model

toward what is good and positive about human
persons and their desire to achieve full potentials

Positive Psychology
- stresses that human nature has its good and
positive strengths, as well as its inadequacies
and weaknesses
JENNIFER MAY RUIZ FILOTEO
Meaning of My name:

Jennifer – Lost sheep

May – from Maia the Roman goddess –

Mother of Hermes (emissary and messenger of the gods; an
intercessor between mortals and the divine)
- equivalent to Mary the Mother of Jesus

Ruiz – Good friend

Filoteo – Filo – Lover Teo - God = Lover of God

Activity: What’s in a Name?
1. List your full name on the line provided inside the box below. Just under
your full name, list down all the nicknames used to address you.
NICKNAMES WHO GAVE THEM TO REASON FOR NAMING HOW DO YOU WHY?
YOU? YOU THAT FEEL ABOUT
IT?

Jen Friends Short cut Happy Feeling close

Phiw My brother cannot pronounce R comforting my brod loves

--- Jeniphiw me

Agta Second brother I was very dark angry insulting

(Capri) skinned
If given another chance, would you like to change your name?
If yes, why?
What name will it be then? Why?

If no. Why not?

Synthesis: What’s in a name?
Some people have consciously re-defined themselves to others by introducing
and insisting on the name they are comfortable and happy with
a. A name does make a lot of difference.
b. It is the basic stamp of your identity and image to others and to the world.
c. By your name shall you be known!
d. Your name is indeed a basis for who you are and what you feel inside.
e. You are more than just your name, age, sex, nationality, and what you do.
f. You are a unique person created into the image and likeness of God. If you
do not have your qualities and characteristics now, you are not who you are.
Reflection: What is in a Name?
a. Identify some concrete steps you
could undertake as a result of this
activity. What could be done about
your name to further enhance a
positive feeling and image of yourself?

b. Write out some reflections from this

activity.
Check your toothaches
1. Blame it on My Parents
- they either loved me too much or love me less
a. These pains whether neurotic or real, need to be addressed.
b. Look back to check if there is any unfinished business in the past for
the purpose of cleansing whatever distortions may have been
drawn from there.
c. It will not work for people who are too scared to look back at
their pain.
Some people run away for a lifetime and that means running
away from yourself.

“ Life is not for the coward. Life is for the brave.

No guts no glory!”
2. Emotional Check-up .
Choose the answer by checking Yes or
No that best explains how you feel.
a. Look into your affective life
Are you basically a happy person?
_____Yes _____ No
Are you constantly wrought with
negative feelings, such as anger,
resentment, fear, guilt or depression?
Are your feelings appropriate and
realistic or are they inappropriate and
neurotic?
b. Explore your self concept
- how do you perceive yourself?
Good _____ Not Good ________ Just Fine ______
- how do you feel about yourself?
Good _____ Not Good ________ Just Fine ______
_____Yes _____ No do you like what you see about yourself?
_____Yes _____ No do you like what you feel about yourself?
_____Yes _____ No do you basically believe you are an OK
person or
do you basically think you are not OK?
_____Yes _____ No do you feel you are lovable and capable?
Check your physical health

_____Yes _____ No are you always complaining of some

form of pain in your body?
_____Yes _____ No do you feel more fatigued rather than
energetic?
_____Yes _____ No are you getting sick most of the
time?
_____Yes _____ No does your doctor tell you that your
illness is all in your head?
_____Yes _____ No do you feel a enthusiasm for life?
Reflect on your relationships

_____Yes _____ No
do you have many friends?
_____Yes are you a loner?
_____ No
_____Yes _____ No
are your relationships with people casual?
_____Yes _____ No or intimate?
_____Yes _____ No
are you meaningfully connected with
people?
only functionally connected with people?
_____Yes _____ No do you feel comfortable and relaxed
around people?
you are not comfortable around people
Examine the feedback of people regarding your total
personality
_____Yes _____ No are people basically excited when they
see you?
_____Yes _____ No or do they tend to avoid you?
what do people openly say about you?
_____Yes _____ No are they praises and affirmations or
_____Yes _____ No are they mostly criticisms and put-
downs?
_____Yes _____No can people express their feelings with
you openly?
Say something about yourself in two paragraphs
Based on what you discovered about yourself.

“Who Am I?’ --- explain why you are like that …

3. No Trespassing. Private Property

One cannot be a loving person when one is too

absorbed with one’s own pain.
Activity : Mirror, Mirror on the Wall
Look at yourself in the mirror. Enumerate 10 features in
your entire body that you appreciate most.
Processing:
1. Was it easy going through the
activity?
Why or why not?
2. If given the chance what parts of
your body would you want
changed? Why?
Synthesis:
1. Knowing how you feel about
your face and your body is just
the first step towards a
healthy self-image.

Eventually you must

be able to befriend your body
or allow it to experience
a sense of oneness
with your spirit-self.
2. The only way this can happen is
when you begin to accept your
physical self in all its beauty and
ugliness.

Only with acceptance can you

eventually do something about
your physical limitations.
The difficulty of accepting our limitations comes from a basic
denial of the parts of our physical- self we dislike.
 Learning
to dialogue,
therefore,
with
your body
facilitates this
process
of acceptance
We must learn to listen to our body and to respond to it.
It’s the only way by which we can find home with it.

Befriend your body, take care of it,

and loving it
are concrete indicators
of a healthy self- image.

It’s time you take steps toward it.

INTELLIGENCE

-Traditionally defined as the “aggregate total or global capacity of

an individual to act purposefully, to think rationally and to deal
effectively with the environment.”
(Weschler, 1944)

- Measured using standardized intelligence tests with the IQ Score

as empirical evidence.
- In schools, intelligence was manifested through excellence in
verbal/ linguistic and mathematical tasks.
Traditional notion of intelligence, based on IQ testing, is
far too limited.
Proposes eight different intelligences to account
for a broader range of human potential in children
and in adults.
 1. LOGICAL - MATHEMATICAL

• Good in thinking and analyzing things

• Recognizes patterns and relationships
 • always asks the • systematic, orderly
question why and timeliness
Why is
Your book color
green?
• good in numbers • good in problem solving
and computing thru logic
skills
 Please don’t come
near me..Distancia mi
Amiga!

• They do not want to be “touched”

STRATEGIES: • Solving various
•Playing number kinds of puzzles
and logic games
 • allow them to figure
out things for themselves

• handle objects &

explore new ideas
MUSICAL - RHYTHMIC

They learn through listening.

-Ability to hear tones, rhythms

and musical patterns, pitch and
timbre, as in composing a symphony.
• can work/concentrate well
with background music

• can compose music and

easily catch up a tune
 • learn best through
verbal lectures,
discussions, talking
things through and
listening
to what others have to
say..

• do not maintain
eye contact
 •interpret the
underlying meanings of
speech through
listening to tone of
voice, pitch, speed and
other nuances.

• Written information may have little meaning

until it is heard.
• often benefit from reading text aloud

The dimensions
of reading are…

In order to reduce
the difficulty in
understanding the…

•and using a tape recorder

• has an ear for music

•and very sensitive to sound

and noise
STRATEGIES: • employ voice variation
and be animated

• play meditative songs

for reflection
• compose songs

come up with jingles

from the lessons learned
• song analysis • sing
and play the
accompaniment
• join singing
contest

•song writing contests

 VISUAL-SPATIAL

They learn through seeing.

• needs to see the teacher's body
language and facial expression
to fully understand the content
of a lesson.

• tend to prefer sitting in

front of the classroom
to avoid visual obstructions
(e.g. people's heads).
• often prefer to take
detailed
notes to absorb the
information.
• needs to see visuals such as maps, charts and colors
while the talk is going on
They may think in pictures and learn best from visual
displays including: diagrams, illustrated text books,
overhead transparencies, videos, flipcharts and hand-
outs.
• very particular about
the arrangement
of things and clothing
STRATEGIES: CHALK TALK

USE COLORFUL
VISUAL AIDS
FILM VIEWING
 • MAXIMIZE USE OF
• PROVIDE BODY LANGUAGE …
HANDOUTS
TO FOLLOW

THEOLOGY
IS THE
STUDY
OF
GOD …
& FACIAL
EXPRESSIONS
• ALLOW THEM TO EXPRESS THEIR
IDEAS & FEELINGS IN VISUALS
 • READINGS
• FOSTER
• WRITE THEM
CREATIVITY
NOTES
VERBAL-LINGUIST
ability to use words and language.

• sensitive to the meaning of

words, grammar rules and
the function of language as
in writing an essay

• can discuss any subject

matter in impromptu
 Yikity yakity
yak-yak…

• can speak and loves to talk for

hours-”Wow, she can talk!”

• good in public speaking, or in an

oratory contest

• monopolizes the
discussion and
thinks he knows it
all.
STRATEGIES:

• Oral reporting Announcing

• Public speaking

• Story telling
• Poetry reading
Drama Puppet Shows
 BODILY KINESTHETIC

These learners express themselves through

movement and are able to remember and process
information
• touch them in order to have
their attention

• the touching type but

don’t want to be touched
• not particular about the
type of clothes he wears
so as long as he is
comfortable
• cannot make up their mind about the volume
of the music/sound their listening
STRATEGIES:
Come up with physical activities
Dancing and physical coordination

using their hands to create

or build, expressing emotions
through the body
 hands on experimentation, using body language,
crafts, acting, miming,

and a tap on the shoulder

once in awhile
INTERPERSONAL

ability to relate and

understand others.

see things from other

people's point of view
in order to understand
how they think and
feel.
 They are
great organizers,
although
they sometimes
resort
to manipulation.
 • see things from other
perspectives

• listen using empathy,

understanding other
people's moods and
feelings

•notice people's moods,

motivations and intentions
• counseling

• cooperates with groups

communicating both verbally
and non-verbally

• builds trust, and does peaceful

conflict resolution,

•establishes positive relations with other people

• extroverts - they get their source of energy
from others

• love to play rough games

• need to move around

because they cannot keep
still in one place
STRATEGIES:

• Games and sports

• Group sharing
• Planning • Social action
• Organizing
INTRAPERSONAL
ability to self-reflect and be aware
of one's inner state of being.

• try to understand their

inner feelings, dreams,
relationships with
others, and strengths
and weaknesses.

• introverts - the loner

 • do not like to play rough
games

•good in journal writing

• prefers to recollect and meditate

STRATEGIES

Meditation
• Reading/
research
work Journal writing
NATURALIST

• love outdoor life

 • lovers of animals
• has a green thumb
• very much attuned to nature
• observe patterns in nature
• environmentalist
 STRATEGIES
• go on camping
• conduct outdoor classes

or field trips
 • organize tree planting
activities

• explore nature,
collect objects,
study them &
group them.
• join groups that advocate for the protection of
animal/wild life and creation of the environment
Existential

• Individuals who exhibit the

tendency to pose and ponder
questions about life, death and
ultimate realities
• of the spiritual realm

• what is the purpose

of my life here on earth? • is there really a God?

• is there life
after death?
Hey kitty-
cat-cat,
what do
you think,
is there a
man on the
moon?
CASE 1
Samantha, a fourth grade student, starts to draw every time teacher
teaches a new concept or explains an assignment. We've been in school
for only two weeks why is she tuning me out already?
CASE 2

Dorothy says that she feels ill every time teacher begins an art lesson, and
asks to go see the nurse. Why doesn't she enjoy art as much as the other
children do?
The students taught have diverse learning styles that require
different approaches. So how can teachers adapt their teaching to
reach and engage as many of them as possible, as often as possible?
 The answer lies in first knowing ourselves as teachers.
One way to do this is to understand how our own "neurological style"
influences the way we teach.

Each one of us has a left-, a right-, or a middle-brain preference,

and believe it or not this significantly influences our teaching
patterns.
By understanding the processes at work in the brain, we can
 Carol Philips, Ed.D,
is an associate professor
in education at the
Harvard Graduate School of
Education, where she is designing
and directing a
professional development
program
for teaching fellows.
 http://www.scholastic.com/teachers/article/left-brainright-
Cognitive-Style Quiz brain#quiz

Choose the one sentence that is more true. Do not leave any blanks.
1. A ) It's fun to take risks.
B ) I have fun without taking risks.
2.A ) I look for new ways to do old jobs.
B ) When one way works well, I don't change it.
3.A ) I begin many jobs that I never finish.
B ) I finish a job before starting a new one.
4.A ) I'm not very imaginative in my work.
B ) I use my imagination in everything I do.
5.A ) I can analyze what is going to happen next.
B ) I can sense what is going to happen next.
6. A ) I try to find the one best way to solve a problem.
B ) I try to find different answers to problems.

7.A ) My thinking is like pictures going through my head.

B ) My thinking is like words going through my head.

8.A ) I agree with new ideas before other people do.

B ) I question new ideas more than other people do.

9.A ) Other people don't understand how I organize things.

B ) Other people think I organize well.

10.A ) I have good self-discipline.

B ) I usually act on my feelings.
11.A ) I plan time for doing my work.
B ) I don't think about the time when I work.

12.A ) With a hard decision, I choose what I know is right.

B ) With a hard decision, I choose what I feel is right.

13.A ) I do easy things first and important things later.

B ) I do the important things first and the easy things later.

14.A ) Sometimes in a new situation, I have too many ideas.

B ) Sometimes in a new situation, I don't have any ideas.

15.A ) I have to have a lot of change and variety in my life.

B ) I have to have an orderly and well-planned life.
16. A ) I know I'm right, because I have good reasons.
B ) I know I'm right, even without good reasons.
17. A ) I spread my work evenly over the time I have.
B ) I prefer to do my work at the last minute.
18. A ) I keep everything in a particular place.
B ) Where I keep things depends on what I'm doing.
19. A ) I have to make my own plans.
B ) I can follow anyone's plans.
20. A ) I am a very flexible and unpredictable person.
B ) I am a consistent and stable person.
21. A ) With a new task, I want to find my own way of doing it.
B ) With a new task, I want to be told the best way to it.
To Score
1.Give yourself one point for each time you answered "A"
for questions: 1, 2, 3, 7, 8, 9, 13, 14, 15, 19, 20, 21.
2.Give yourself one point for each time you answered "B"
for questions: 4 ,5, 6, 10, 11, 12, 16, 17, 18.
3.Add all points. Totals imply:
0-4: strong left brain
5-8: moderate left brain
9-13: middle brain
14-16: moderate right brain
17-21: strong right brain

from The Alert Scale of Cognitive Style, by Dr. Loren D. Crane, Western
Michigan University, 1989. Reprinted with permission.
 One day a hare saw a
tortoise walking slowly
along and began to laugh
and mock him.

The hare challenged the

tortoise to a race and the
tortoise accepted.

They agreed on a route and

started off the race.

The hare shot ahead and ran

Then seeing that he was far
ahead of the tortoise, he
thought he'd sit under a tree
for some time and relax before
continuing the race.
He sat under the tree and soon
fell asleep. The tortoise,
plodding on, overtook him and
finished the race.
The hare woke up and realized
that he had lost the race.
T
H T
E H
T E
U
R R
T A
L B
E B
I
T
Activity : Exploring your strength

Think about the strengths you feel you have. After careful
assessment, list them all down in the spaces below. Doing this may
feel strange at first. You may even find it harder to think of things in
some categories than in others. This is natural. Just allow yourself
to honestly state what your strengths are.

1. Skills and talents

2. Personal Characteristics
3. Interpersonal skills
4. School Subjects
5. Other Strengths
Processing:
1. How did you feel while you were assessing what your strengths
are and had to list them down?

2. What strengths do you possess which you also see and admire in
others?
3. Realizing now what your strengths are, do you think that
these make it possible for you to do the things you want to
do?

4. What have you discovered about yourself after doing this

activity?
5. How can you further enhance yourself in order to achieve
your life goals? Do you feel that you can do it? Why?
Synthesis:

Strengths are your skills or abilities which you possess and

thus make it possible for you to do the things you want.
 You have many different strengths.
And being aware of these will help you in getting to know
yourself better, and in accepting yourself.
 Realizing what strengths you possess
will enable you to further develop them,
and will help you eventually achieve your goals

and become a productive and fulfilled individual in

society.
Personal Development in Adolescence
- development of the brain go side by side with the rest of the physical
body
Adolescence is the transition between childhood and adulthood.
Three stages of Adolescence:

Early Adolescence
- between 10 and 13 years of age

Middle Adolescence
- between 14 and 16 years of age

Late Adolescence
- between 17 and 20 years of age
Adolescence starts with biological changes called puberty.

The physical body

undergoes growth spurts at
this time for both male and
female, leading toward
physical maturity.
Biological changes bring
about cognitive( thinking
and reasoning and
affective ( feeling and
emotions) changes.

The child , who has reached

adolescence, is now capable
of reasoning about the
abstract concept and
problems( Piaget).
The adolescent become more inquisitive about things like philosophy, religion
and politics.

In this stage they begin

to ask question about
their identity.

Relationships with the

family and friends and
friends are friends are
also affected by puberty
and adolescence.
Spirituality and religious beliefs in personality development

Personal development in
the psychological, social
and biological contexts, it
is also important to
consider the spirituality
and religious beliefs of a
person and how these
influence their personal
development.