GROUP 2 NSTP
PERSONAL VALUE
• OBJECTIVES
• • Define Value
• • What is Personal Value
• • Value in may different ways
• • List of Personal Values
WHAT IS VALUE?
VALUE
• is a belief, mission, or a philosophy that is meaningful.
Whether we are consciously aware of them or not, every
individual has a core set of personal values. Values can
range from the common place, such as the belief in hard
work and punctuality, to more psychological, such as self
reliance, concern for others, and harmony for purpose.
WHAT IS PERSONAL VALUE?
It is the standards that you set for
PERSONAL VALUE yourself to lived by. These Values is vary
by individual, they are "Personal" and
can include many things such as
Religions, Morals, and Ethics that play a
part in personal value. Personal values
provide a ln internal reference for what is
good, beneficial, important, useful,
beautiful, desirable, constructive, etc.
Values generate behaviour and help solve
common human problems for survival by
comparative rankings of value, the result
of each provide answers to questions of
why people do what they do and in what
order they choose to do them.
• . VALUES ARE OBTAINED IN MANY
DIFFERENT WAYS.
• The most important place for • Then there is Religion that the
building values is a person's family introduces to a child
family. The family is that plays a role in teaching
responsible for teaching the right and wrong
children what is right and behaviors.
wrong along before there are
other influences. As it is said
that a child is a reflection of
the parents. As a child starts
school, school helps some to
shape the values of children.
MORRIS MASSEY (1939)
According to Morris Massey,
Values are formed during three
significant periods:
• 1. Imprint period from birth to 7
years
• 2. Modeling period from 8 – 13
years
• 3. Socialization period from 13
– 21 years
IMPRINT PERIOD FROM BIRTH TO 7
YEARS
• * Much like sponges, absorbing everything around us
and accepting much of it as true, especially when it
comes from our parents.
• * The confusion and blind belief of this period can also
lead to the early formation of trauma and other deep
problems. The critical thing here is to learn a sense of
right and wrong, good and bad.
MODELING PERIOD FROM 8 – 13
YEARS
• We copy people often our parents, but also other
people. Rather than blind acceptance, we are
trying on things like suit of clothes, to see how
they feel. We may be much impressed with
religion or our teachers.
• You may remember being particularly influenced
by junior school teachers who seemed so
knowledgeable - may be even more so than your
parents.
SOCIALIZATION PERIOD FROM 13 – 21
YEARS
• * Are very largely influenced by our peers, As we
develop as individuals and look for ways to get away
from the earlier programming, we naturally turn to
people who seem more like us.
• * Other influences at these ages include the media,
especially those parts which seem to resonate with our
values of our peer groups.
LIST OF PERSONAL VALUES
Knowledge Growth
Wisdom Integrity
Power Religiousness
Ethical Standards Being Loved
Independence Challenge
Accomplishment Faith
Recognition Health (Physical/Mental)
Courage Money
Responsibility Good time / Pleasure
Creativity Helpfulness
Security Friendship
Dedication Self-Esteem
Justice and Parity
KNOWLEDGE
To pursue and learn about new things and ideas; to
search for truth, or information, to be known by
others as an intelligent person and feel intelligent.
WISDOM
To understood the frame for myself a meaning of
life, perceiving experience from a broad frame of
reference.
POWER
To lead and direct others, to
influence or control others, that is
to get them to do what I want
them to do.
ETHICAL STANDADS
• To believe in and maintain a code of ethics, a sense of
right and wrong; to be moral; to conform to the
standards of society, my family or spouse, my
profession, and my personal beliefs.
INDEPENDENCE
To achieve my goals in the manner best
suited to me to have freedom to come and
go as I wish; to be myself at all times, to
control my own actions.
ACCOMPLISHMENT
To achieve my personal objectives with a
sense that I've done something as well as, if
not better than, someone else would have; to
experience self satisfaction when I rise to a
challenge, accomplish a task or a job, or
solve a problem.
RECOGNITION
• To received attention, notice, approval, or respect from
others enjoying their camaraderie; to join groups form
companionship; to look forward to and enjoy social
relations.
COURAGE
To be entrepreneurial and thus take risk, each
beyond boundaries, and experiment.
RESPONSIBILITY
To be held accountable to others or to organizations
to which I belong for a job or task, to process
something and care for it.
CREATIVITY
• To be free to and have the ability and desire to develop
mew ideas, solutions to problems, improvements in
products or procedures, or design of things or plans; to be
mentally challenged; to be first to innovate or create.
SECURITY
To possess the basic wherewithal for living; to feel
safe; to have self-confidence; to have job security
and continuity of income.
DEDICATION
To be loyal to a company or to a supervisor, my
family , social and political groups, and others, to
give devotion, commitment, or friendship to others.
JUSTICE AND PARITY
• To receive rewards and recognition for my contributions
and achievements in proportion to my efforts and compar
GROWTH
To advance, to expand my life through the
improvement of my status at work or in the
community; to increase my work and non work
related knwoledge or skill; to find fulfilment in the
groups in which I work and live; to mature
personally and professionally.
INTEGRITY
To be consistently open, honest, ethical and
genuine.
RELIGIOUSNESS
• To believe in a supreme being; to relate my belief to
other people and let it guide my actions; to lead others in
line with teachings of my faith.
BEING LOVED
To experience warmth, feelings of affection , a
sense of caring, enthusiasm for, attachment to,
deviation to, and interest in something or in another
person, especially someone to whom I can make a
commitment.
CHALLENGE
To feel good about what I do, its degree of
difficulty, and the complexity or demands on my
creativity; to have opportunities to apply my
knowledge and skills effectively and easily.
FAITH
• To have self-confidence and to believe in my abilities
and skills, in the goodness and value of life, and in the
goals and objectives of my company or social
organizations; to feel secure in the availability of help
from others and to recognize help received.
HEALTH (PHYSICAL/MENTAL)
To feel energetic and free of physical pain from
injury, disease, or injection; to feel free from worry
and anxiety and of emotional blocks to success in
all aspects of my life; to have peace of mind.
MONEY
To have sufficient income or other assets to use as I
wish, to be materially comfortable or well off.
GOOD TIME / PLEASURE
• To have fun, to enjoy myself; to do things I like to do
rather than only things I have to do.
HELPFULNESS
To provide assistance, support, empathy, or
protection to others; to be open responsive, and
generous.
FRIENDSHIP
To have many friends, to work with others enjoying
their camaraderie; to join groups for
companionship; to look forward to and enjoy social
relations.
SELF-ESTEEM
• To be someone of value in my own eyes and in the eyes
of others; to be accepted as a personal rather than as a
non entity or as a means to an end; to feel useful and
wanted by other people; to be a leader; to be appreciated
by others.
SELF-AWARENESS
INTRODUCTION
• Each one of us has a responsibility to ourselves, but
there are times we face difficulties. In recognizing
those roles we need to understand and realize WHO
WE ARE.
What is self-awareness?
S E LF AWA R E N E S S I S U N D E R S TA N D I N G O N E ' S O W N O R
I N D I V I D U A L P E R S O N A L I T Y.
S EL F R E F E R S TO Y O U R S E L F, H I MS E L F, H E R S E L F, A N D
O N E S E L F AWA R E N E S S I S D E F I N E D A S S H O W I N G
RE A L I Z AT I O N , PA RT I C I PAT I O N A N D K N O W L E D G E O F O N E ' S
GROWTH.
O N E O F T H E K E Y TO T H E I N N E R S E L F I S S E L F
CO N S CI O U S N E S S G I V E S Y O U A N D I D E A O F U N D E RW E A R
Y O U R P E R S O N A L I T Y T H AT C A N H E L P Y O U D E V E L O P A S A
P E RS O N O R A S A I N D I V I D U A L .
TYPES
INTERNAL SELF-AWARENESS EXTERNAL SELF-AWARENESS
• This is the recognition and • This pertains to
understanding of one’s understanding how others
internal states, preferences, perceive us in various context
emotions, and thoughts. and situations, helping us to
navigate social situations.
What are the key areas for the self awareness human beings are
complex and diverse to become self awareness we should develop an
understanding of ourselves in many areas, for self awareness include
the following:
PERSONALITY
VALUES
HABITS
NEEDS
EMOTIONS
FEEDBACK
TYPES OF SELF-AWARENESS
THERE ARE TWO DISTINCT KINDS OF SELF-
AWARENESS, PUBLIC AND PRIVATE.
• Public self-awareness • Private self-awareness
Self awareness helps individual identify gaps between one skill
which promotes skills development from this the following can be
improved and enhanced:
1. 1. Skills development
2. 2. Motivation
3. 3. Leadership
TEMPERAMENT
TEMPERAMENT REFERS TO PERSONALITY TRAITS THAT
DETERMINE HOW SOMEONE REACTS TO THE WORLD. ARE
THEY QUIET OR RAMBUNCTIOUS? EASYGOING OR
APPREHENSIVE? THE TRAITS OF TEMPERAMENT ARE
MOSTLY INNATE TRAITS THAT WE ARE BORN WITH,
ALTHOUGH THEY CAN BE INFLUENCED BY AN
INDIVIDUAL’S FAMILY, CULTURE OR THEIR EXPERIENCES.
A PERSON’S TEMPERAMENT STYLE PLAYS A ROLE IN HOW
THEY BEHAVE AND INTERACT WITH OTHER PEOPLE AND
WITHIN THEIR WORLD.
There are nine different traits of temperaments:
Activity level
Biological rhythms
Sensitivity
Intensity of reaction
Adaptability
Approach/Withdrawal
Persistence
Distractibility
Mood
EACH PERSON HAS THEIR OWN UNIQUE COMBINATION OF
PERSONALITY OR TEMPERAMENT TRAITS, SO YOU MAY BE
SIMILAR TO ANOTHER PERSON OR YOUR CHILD ON ONE TRAIT
AND DIFFERENT ON ANOTHER. THESE TRAITS ARE PART OF
SOMEONE’S PERSONALITY AND ONE OF THE WAYS THAT MAKES
EACH OF US UNIQUE. THERE IS NO RIGHT OR WRONG
TEMPERAMENT—EVERY PERSON HAS THEIR OWN UNIQUE
STYLE OF THINKING, ACTING AND INTERACTING WITH THE
WORLD.
IN ANCIENT GREECE,
HIPPOCRATES (C.460–370
BC) INTRODUCED A
THEORY OF FOUR
TEMPERAMENTS, WHICH IS
THE FIRST WRITTEN
THEORY ON LINKS
BETWEEN PERSONALITY
AND HEALTH KNOWN
TODAY, ALTHOUGH HIS
TEMPERAMENT THEORY
TOOK ITS ORIGIN IN THE
EVEN OLDER EGYPTIAN
AND MESOPOTAMIAN
PHILOSOPHY OF
“HUMORISM” (SUDHOFF, Hippocrates (c.460–370 BC)
1926).
Hippocrates’ temperament theory suggests that four bodily fluids (called
humors)—namely, black bile, yellow bile, phlegm, and blood—directly
affect an individual’s personality, behavior, and health (Johansson &
Lynøe, 2008). Thus, in contrast to theorizing around trepanation,
Hippocrates did not attribute mental illness (or other diseases) to evil
spirits but to physiological reasons, in terms of imbalances of circulating
body fluids that also affected one’s personality.
BASED ON HIPPOCRATES’
THEORY, ANOTHER
ANCIENT GREEK
PHYSICIAN, SURGEON, AND
PHILOSOPHER, GALEN (C.
AD 129–200), DESCRIBED IN
HIS DISSERTATION DE
TEMPERAMENTIS—THE
FIRST TYPOLOGY OF
TEMPERAMENTS. THIS
TYPOLOGY WAS BASED ON
THE FOUR HUMORS AND
CONSIDERED THE
BALANCE AND IMBALANCE
OF TEMPERAMENT PAIRS.
Galen (c. AD 129–200)
According to Galen, the imbalance of pairs resulted in one of the four
temperament categories (or personality types): sanguine (being
optimistic and social), choleric (being short-tempered and irritable),
melancholic (being analytical and quiet), and phlegmatic (being relaxed
and peaceful).
