Romero, Kristen Gail D.

If the way I am is not aligned with how I want to be, the

incongruence, or lack of alignment, will result in mental
Personal Development 1st Quarter
distress or anxiety.
WEEKS 1-2 SELF-CONCEPT
 The greater the level of incongruence
Self-concept- refers to your awareness of yourself. It is between the ideal self and the actual self,
the construct that negotiates these two selves. the greater the level of resulting distress.

 It connotes the first the identification of Self-Discrepancy Theory- developed by Edward Tory
the ideal self as separate from others, and Higgins in 1987. The theory provides a platform for
second, it encompasses all the behaviors understanding how different types of discrepancies
evaluated in the actual self that you between representations of the self are related to
engage in to reach the ideal self. different kinds of emotional vulnerabilities.
 Is one’s abstract and general idea about
Higgins (1987)- defines Self-Discrepancy Theory (SDT) as
himself or herself. Particularly toward
“a general theory relating different patterns of self-
his/her unique personality and his/her
beliefs to different kinds of emotional-motivational
own perception about his/her set of
predispositions”
values, point of views and behavior.
Self-guides Negative Affect
There are two (2) broad categories of SELF-CONCEPT: Consequences
Ideal Self and Actual Self. Ideal Self Unhappiness
Disappointment
Ideal Self- is the self that you aspire to be. It is the one Dissatisfaction
Actual Discrepancy Self-dislike
that you hope will possess characteristics similar to that
Self
of a mentor.
Fear
 Could include components of what our Ought Self
Anxiety
parents have taught us, what we admire in Personal inadequency
others, what our society promotes, and Alienation
what we think is in our best interest.

Actual Self- Is the one you actually see. It is the self that DIMENSIONS OF SELF-CONCEPT
has characteristics that you were nurtured or, in some
cases, born to have. 1. PRIVATE SELF

 Is built on self-knowledge. Actual Self- how I actually see myself.

 The actual self is our self-image. Ideal Self- how I would like to see myself.
Self-knowledge- is derived from social interactions that 2. SOCIAL SELF
provide insight into how others react to you.
Social Self- how others actually see myself.
There is negotiation that exists between the two selves
which is complex because there are numerous Ideal Social Self- how I would like others to see.
exchanges between the ideal and actual self. DIFFERENT SELF-IMAGES
 These exchanges are exemplified in social Actual Self-Image- how you see yourself.
roles that are adjusted and re-adjusted,
and are derived from outcomes of social Ideal Self-Image- how would you like to see yourself.
interactions from infant to adult
Social Self-Image- how you think others see you.
development.
Ideal Social Self-Image- how would you like others to
Alignment is important. If the way I am (the actual self)
see you.
is aligned with the way I want to be (the ideal self), then
I will feel a sense of mental well-being or peace of mind.
Expected Self-Image- how you expect to be in the laziness, bad emotional state, etc. It reduces the
future. costs of overcoming obstacles. Can be
developed through self-discipline exercise.
Ought-to Self- the qualities that you think you should
4. Managing stress- it helps combat stress that
possess.
arises in daily life from the environment and
PERSONAL EFFECTIVENESS other people. Stress arises from the uncertainty
in an unknown situation when a lack of
Means making use of all the personal resources – information creates the risk of negative
talents, skills, energy and time, to enable you to achieve consequences of your actions. It increases
life goals. efficiency by adopting new ways of achieving
 Our personal effectiveness depends on our goals when obtaining a new experience.
innate characteristics – talent and 5. Problem-solving skills- They help cope with the
experience in the process of self- problems encountered with a lack of
development. experience. It increases efficiency by adopting
new ways of achieving goals when obtaining a
Ex: Talents first are needed to be identified and then new experience.
developed to be used in a particular subject area 6. Creativity- it allows you to find extraordinary
(science, literature, sports, politics, etc.). ways to carry out a specific action that no one
Experience- includes knowledge and skills that we has tried to use. It can lead to a decrease or an
acquire in the process of cognitive and practical increase of costs, but usually the speed of
activities. action is greatly increased when using creative
tools.
Knowledge- is required for setting goals, defining an 7. Generating ideas- it helps you achieve goals
action plan to achieve them and risk assessment. using new, original, unconventional ideas.
o Idea- is a mental image of an object
Skills- also determine whether real actions are
performed in accordance with the plan. If the same formed by the human mind, which can
ability is used many times in the same situation, then it be changed before being implemented
becomes a habit that runs automatically, in the real world.
subconsciously. For generating ideas, you can use a method of
mental maps, which allows you to materialize,
Here are some skills that will greatly increase the visualize, and scrutinize all your ideas, which in
efficiency of any person who owns them: turn contributes to emergence of new ideas.
1. Determination- It allows you to focus only on Johari Window- is a framework for understanding
achieving specific goal without being distracted conscious and unconscious bias that can help increase
by less important things or spontaneous desires. self-awareness and our understanding of others.
Can be developed through self-discipline
exercise.  It is the creation of two psychologists,
2. Self-confidence- It appears in the process of Joseph Luft and Harrington Ingham, who
personal development, as a result of getting named the model by combining their first
aware of yourself, your actions and their names.
consequences. It is manifested in speech,  It is composed of four quadrants in which
appearance, dressing, gait, and physical people using the framework can identify
condition. To develop it, you need to learn what they know about themselves and
yourself and your capabilities, gain positive what other people know about them.
attitude and believe that by performing right Open Self- anything you know about yourself and are
actions and achieving right goals you will willing to share with others.
certainly reach success.
3. Persistence- It makes you keep moving forward Blind Self- anything you do not know about yourself, but
regardless of emerging obstacles – problems, that others have become aware of.
Hidden Self- anything you know about yourself and are opposite happens, if you fail, you will often
not willing to share with others. think that you will fail again.
2. Vicarious Performances- if others achieved
Unknown Self- any aspect unknown to you or anyone
their goal or specific task, then you will come to
else.
believe that you will also achieve your goal.
Psychoanalysis Theory- Sigmund Freud who is a well- 3. Verbal Persuasion- it is when people tell you
known psychologist, neurologist and the creator of whether they believe or not on what you can do
Psychoanalysis Theory and the father of or cannot do. The effect of your self-efficacy will
psychoanalysis, proposed that there are three depend on how that person matters to you.
components of personality within us. 4. Imaginal Performances- when you imagine
yourself doing well, then it will happen.
THREE COMPONENTS OF PERSONALITY 5. The Affective States and Physical Sensations- if
1. THE ID (CONSCIOUS AND PRECONSCIOUS your mood or emotions (e.g. shame) and
LEVEL)- man’s personality is driven by pleasure physical state (e.g. shaking) come together, it
principle. This means that the nature of Id is to will affect your self-efficacy.
satisfy man’s desire without thinking much of SELF-IDENTITY
the situation.
2. THE EGO (PRECONSCIOUS LEVEL)- the ego will Dan McAdam- a psychologist, reiterated that even there
give a more socially accepted means of getting are many ways on how we reflect to improve ourselves
the desires and wants of a person without it brings us back to these three (3) categories:
getting to hurt other’s feelings. Provide a man
1. Self as social actor.
some guidelines on how to behave accordingly
2. Self as motivated agent.
while he fulfilled his pleasure.
3. Self as autobiographical author.
3. THE SUPEREGO (UNCONSCIOUS LEVEL)- holds
our moral judgements or concept of right and THREE CATEGORIES TO REFLECT
wrong that are believed to be acquired from the
1. Self as Social Actor- we are portraying different
family and the environment. Superego directs a
roles and behaving for every type/set of people
man’s life for him to avoid hurting others.
in front of us since we all care about what
Self-Esteem- is your evaluation of your own worth. It people think about us. It is practically for social
may be positive or negative. acceptance.
2. Self as Motivated Agent- people act based on
Positive Self-Esteem- is the valuation that is pleasing
their purpose. They do things based on their
and acceptable according to your standard and that of
own dreams, desires and planned goals for the
others.
future.
Negative Self-Esteem- is the opposite which is feeling 3. Self as Autobiographical Author- he/she as the
distraught or down and unaccepted by others. creator of his/her own entire life story. It is
about how oneself is developed from his/her
MAJOR FACTOR TO IDENTIFY SELF-ESTEEM past, up to the present, and what he/she will
1. Own appearance. become in the future.
2. How satisfied you are in a relationship. JUDGEMENT AND DECISION
3. How you view your performance.
As an individual, you are expected to act and decide on
SELF-EFFICACY your own.
FIVE DIFFERENT WAYS THAT INFLUENCED SELF- SIX (6) STEPS ON HOW TO MAKE A RATIONAL DECISION
EFFICACY
1. Define the problem.
1. Performance Experiences- if you are good at 2. Identify the criteria necessary to judge the
achieving your specific goal, then you probably multiple options.
think that you will achieve it again. When the
 3. Weight the criteria. WEEK 4: DEVELOPMENTAL STAGES IN MIDDLE AND
4. Generate alternatives. LATE ADOLESCENCE
5. Rate each alternative on each criterion.
Human Development- focuses on human growth and
6. Compute the optimal decision.
changes across the lifespan, including physical,
WEEK 3: DEVELOPING THE WHOLE PERSON cognitive, social, intellectual, perceptual, personality
and emotional growth.
1. Physical Self- include descriptions of your
height, weight, facial appearance, quality of  The study of human developmental stages
skin, hair and description of body areas such as is essential to understanding how humans
your neck, chest, waist, legs, etc. learn, mature and adapt. Throughout their
2. Intellectual Self- how well you reason and solve lives, humans go through various stages of
problems, your capacity to learn and create, development.
your general amount of knowledge, your
DEVELOPMENTAL STAGES AND THEIR
specific areas of knowledge, wisdom you have
CHARACTERISTICS
acquired, and insights you have.
3. Emotional Self- typical feelings you have, 1. Pre-natal (conception to birth)- age when
feelings you seldom have, feelings you try to hereditary endowments and sex are fixed and
avoid, feelings you especially enjoy, feelings all body features, both external and internal are
from your past and present, and feelings which developed.
are associated with each other. 2. Infancy (birth to 2 years)- foundation age when
4. Sensual Self- sense you use the most—sight, basic behavior are organized and many
hearing, speaking, smelling and touching. ontogenetic maturation skills are developed.
5. Interactional Self- include descriptions of your 3. Early Childhood (2 to 6 years)- pre-gang age,
strengths and weaknesses in intimate exploratory and questioning. Language and
relationships to friends, family, co-students and Elementary reasoning are acquired and initial
strangers in social settings. socialization is experienced.
6. Nutritional Self- how do you nourish yourself? 4. Late Childhood (6 to 12 years)- gang and
What foods do you like and dislike? What do creativity age when self-help skills, social skills,
you like and dislike about these? school skills, and play are developed.
7. Contextual Self- descriptors could be in the 5. Adolescence (puberty to 18 years)- transition
areas of maintenance of your living age from childhood to adulthood when sex
environment, reaction to light, temperature, maturation and rapid physical development
space, weather, colors, sound and seasons and occur
your impact on the environment.
8. Spiritual Self or Life Force- include your feelings
about yourself and organized religion, reactions
about your spiritual connections to others,
feelings about your spiritual development and
history, and thought about your metaphysical
self.

Aspects of the Self- the self-concept is represented by

several aspects of the self. It is conceived as collection of
multiple, context-dependent selves. This construct
believes that context activates particular regions of self-
knowledge and self-relevant feedback affects self-
evaluations. A deeper look on the different aspects of
self can identify specific areas for self-regulation,
stability and improvement.