Chapter 1: Knowing Thyself
somewhat permanent parts of personality”
 What is Personal Development?
 A person reflect upon themselves, understand
who they are, accept what they discover about
themselves and learn new set of values,
attitudes, behaviors, and thinking skills to reach
their fullest potential as human beings.
 What is Personality?
 derived from the Latin word persona, which
refers to a mask used by actors in a play.
 ENDURING CHARACTERISTICS
 Can be assumed to be relatively stable and
predictable but it can vary with the situation.
 AS OTHERS SEE US
 Refers to the external and visible characteristics,
those aspects of us that people can see.
 impression we make on others.
 Collection of attributes that goes beyond
superficial or physical qualities.
 UNIQUE CHARACTERISTICS
 Unique cluster of characteristics that may
change in response to situations.
 DESCRIBING PERSONALITY
 The subject of personality is too complex for
such a simplified description, because humans
are too complex and changeable in different
situations and with different people.
HEORIES IN PERSONALITY
 GORDON ALLPORT
 Espoused the uniqueness of an individual
 Measuring personality in terms of traits
(enduring and consistent disposition of human
beings)
 Identified around 200 traits that guide people’s
behaviors
 His perspective about traits is the most popular
way in which people think of their personality.
THEORIES IN PERSONALITY
 RAYMOND CATTELL
 Proposed personality made up of 16 basic
dimensions.
 Main goal was to predict a person’s future
behavior in certain situations.
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 Defined traits as “ reaction tendencies that are
 Traits are in bipolar form (pole to pole)
 16 Personality Factor Questionnaire (16 PF)
 ROBERT MCRAE AND PAUL COSTA
 Five Factor Trait Theory
 Traits are found across culture have shown
permanence in age
 FREE WILL OR DETERMINISM
 Do we have a conscious awareness and a
measure of self-control?
 Are we masters of our fate or are we victims of
past experience, biological factors, unconscious
forces, or external stimuli—forces over which
we have no conscious control?
 Have external events so shaped our personality
that we are incapable of changing our
behavior?
 NATURE OR NURTURE
 Which is the more important influence on
behavior: inherited traits and attributes (our
nature or genetic endowment) features of our
environment (the nurturing influences of our
upbringing, education, and training)
 OPTIMISM OR PESSIMISM
 Are human beings basically good or evil, kind
or cruel, compassionate or merciless?
 Some theorists’ views of the human personality
are positive and hopeful, depicting us as
humanitarian, altruistic, and socially conscious.
 Other theorists find few of these qualities in
human beings, either individually or
collectively.
 PAST OR PRESENT
 Relative importance of past events, such as our
early childhood experiences, compared with
events that occur later in life.
 Which is the more powerful shaper of
personality?
 UNIQUENESS OR UNIVERSALITY
 We may think of personality as so individual
that each person’s action, each utterance, has
no counterpart or equivalent in any other
person.
 Other positions allow for uniqueness but
interpret this within overall patterns of behavior
accepted as universal, at least within a given
culture.
Chapter 2: The Developing Person
 What is holistic development?
 It pertains to whole person, emphasizing the
complete aspects of a person or his totality. In
understanding humans, it is important to see
the person in his entirety and not just his parts.
 Physiological Development
 the physical attributes including the 5 senses
 Physical changes in the body, senses and
changes in skills related to movement
 Evident on the onset of puberty
 Nurtured through proper diet and exercise
 Emotional Development
 Has to do with the feelings that you experience
 Emotion is a physiological experience ( or state
of awareness) that gives you information about
the world
 Feeling is your conscious awareness of the
emotion itself
 Generate biological reactions in the body.
 EMOTIONS VS. FEELINGS
 Four Basic Emotions (2014 Study)
1. HAPPY
2. SAD
3. AFRAID OR SURPRISED
4. ANGRY OR DISGUSTED
 Social Development
 the manner by which an individuals interacts
with other individual s or groups of individuals.
 Capacity to relate to others, to connect and to
feel belongingness
 Difficult interactions constrict natural openness
to others.
 Cognitive Development
 the intellectual functions of the mind: thinking,
recognizing, reasoning, analyzing, projecting,
synthesizing, recalling , and assessing.
 Refers to a person’s intellectual abilities as
shown in his/her thoughts, attitudes, beliefs,
and values.
 Person’s intellectual abilities shown in their
thoughts, attitudes, beliefs and values
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 Affects decision making, remembering and
problem-solving
 Attitude is a relatively enduring organization
of beliefs, feelings, and behavioral tendencies
towards socially significant objects, groups,
events or symbols.
 3 components of Attitudes
1. Affective – feelings and emotions. (e.g. I am
disgusted by snakes)
2. Behavioral – the way the attitude influences
behavior. . (e.g. Whenever I see snakes, I run as
fast as I can)
3. Cognitive – belief and knowledge about the
object. . (e.g. Snakes are dangerous)
 Spiritual Development
 Defined as discovering oneself beyond the ego
known as the soul, spirit, or the “inner
essence” .
 It is experiencing a glimpse of the “inner guide”
of one’s beliefs and values for discovering
meaning in life
 Permits people to connect with a higher power.
 Allows people to connect with a Higher power.
 BELIEFS VS. VALUES
 Values and Virtues
 At the core of every person lies a system of
beliefs that adheres to the highest ideals of
human existence.
 These ideals create meaning and purpose in a
person's life. These are called values
 10 Basic Human Values (Shalom H.
Schwartz)
1. Universal-ism – understanding, appreciation,
tolerance, and protection for the welfare of all
people and of nature
2. Benevolence – preserving and enhancing the
welfare of those with whom one is in frequent
personal contact (the ‘in-group’)
3. Tradition – respect, commitment, and
acceptance of the customs and ideas that
traditional culture or religion provide the self
4. Conformity – restraint of actions, inclinations,
and impulses that are likely to upset or harm
others and violate social expectations or norms
5. Security – safety, harmony, and stability of
society, of relationships, and of self
6. Power – social status and prestige, and control
or dominance over people and resources
 7. Achievement – personal success through  Any behavior that increases the probability that
demonstrating competence according to social the species or the individual will survive tends
Standard to be strengthened
8. Hedonism – pleasure and sensuous  Positive VS. Negative

gratification for oneself 3. Operation Conditioning

9. Stimulation – excitement, novelty, and  The consequences of a behavior produce

challenge in life changes in the probability of the behavior’s

10. Self-Direction - independent thought and occurrence.
action; choosing, creating, and exploring  A behavior followed by a rewarding stimulus is

more likely to recur, whereas a behavior

Oneself/Personality as an Interaction of many followed by a punishing stimulus is less likely to
Factors recur.
 Albert Bandura’s Social Cognitive Theory  Rewards and punishments shape development.
 Defined Personality as the interaction of many
factors that affect a person (thoughts, feelings,  Periods of Development
and body characteristic); his/her behavior and 1. Infancy
his/her environment  Birth to 18 or 24 months
 Believes that people are self -regulating,  Extreme dependency on adults
proactive, self-reflective, and self-organizing 2. Toddler
 Self-efficacy is the belief in one’s ability to  1 ½ to 3 years of age
influence events that effect one’s life and  Transitional period from infancy and early
control over the way these events are childhood.
experienced (Bandura, 1994). 3. Early Childhood
 People cognitively represent the behavior of  3 years to 5 years old

others and then sometimes adopt this behavior  “Preschool years”

themselves.  More self-sufficient and cares for themselves

 4 Ways to Build Self-Efficacy
1. Mastery Experiences/past experiences
2. Social Modeling/ vicarious experiences
3. Social Persuasion
4. Physical and Emotional States
 The most influential are one’s experience of
mastery or past successes
 B.F. Skinner on Personality as the Product of
the environment.
 Claimed that one is the total of behaviors that
were rewarded by his/her environment and
hence were developed through repetition and
reinforcement (reward)
B.F. Skinner’s Operant Conditioning
1. Punishments
 The presentation of an aversive stimulus
 Effects:
 suppress behavior
 Conditioning of a negative feeling
 Spread of its effects
2. Reinforcements
 It strengthens the behavior and rewards the
person.
and develop school readiness skills and spend
more hours playing with their peers.
4. Middle and Late Childhood
 6 to 10 or 11 years old
 “Elementary Years”
 Master the fundamental skills of reading,
writing, and arithmetic
 Exposed to a larger world and its culture
5. Adolescence
 10 to 12 years ending to 18 to 21 years old
 Transition period from childhood to early
childhood.
 Rapid physical changes
 Pursuit of independence and an identity are
pre-eminent.
6. Early Adulthood
 Early 20s to 30s
 Establishing personal and economic
independence, advancement in career,
selecting a mate, learning to live, starting a
family and rearing child.
7. Middle Adulthood
 40 years old to 60 years old
 Expanding personal and social involvement and
responsibility

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  Assisting the next generation in becoming
competent, mature and maintaining satisfaction
in career.
8. Late Adulthood
 60s to 70s until death
 Time of life review, retirement, and adjustment
to new social roles and diminishing strength
and health.
 Theories of Development
1. PSYCHOANALYTIC
2. COGNITIVE
3. BEHAVORIAL AND SOCIAL COGNITIVE
4. ECOLOGICAL
 Eriksons Psycho-social Theory
 Eight stages of psycho-social development
 Believed that personality develops throughout
the life cycle and stretches from infancy to old
age.
 Everyone must progress through each stage-
crucial in the development of personality
 How one is able to resolve each crisis will
determine the direction of one’s personality
development and will influence how one
resolves later crisis.
 Epigenetic Principle- Step by step
 Identity Crisis- Turning point that may either
strengthen or weaken one’s personality
 They begin to entertain possibilities for the
future and are fascinated with what they can be.
 In solving problems, they become more
systematic, developing hypotheses about why
something is happening the way it is and then
testing these hypotheses.
 Bronfenbrenner’s Ecological Theory of
Development
1. Microsystem
 Setting where the individual lives.
 Persons’ family, peers, school and
neighborhood.
 Most interaction takes place.\
2. Chronosystem
 Consist the patterning of environmental events
and transitions over the life course, as well as
socio-historical circumstances.
3. Mesosystem
 Involves interaction between microsytems or
connections between contexts.
4. Exosystem
 Links between a social setting in which an
individual does not have an active role and the
individual’s immediate context.
5. Macrosystem
 Involves the culture in which the individual lives,

 Piaget’s Theory
1. Sensorimotor Stage
 Birth to 2 years old
 Infants construct an understanding of the world
by coordinating sensory experiences.
2. Pre-operational Stage
 Approximately 2 to 7 years old
 Represents the world with words and images or
drawings
3. Concrete Operational Stage
 Approximately 7 to 11 years old
 Can perform operations that involve objects,
can reason logically when the reasoning is
applied to a specific or concrete example.
4. Formal Operational Stage
 11 years to 15 years and continues through
adulthood
 Move beyond concrete experiences and begin
to think abstract and more logical terms.
 They might think about what an ideal parent
would be like and compare their parents to this
ideal standard.

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