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GR12 Alessandra's 3rd Quarter > PERDEV|WEEK 1-3 > Flashcards

PERDEV|WEEK 1-3 Flashcards

1
Q

derived from social interactions that provide insight into how others react to you

A

self knowledge

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2
Q

— your awareness of yourself.
→ the construct that negotiates these two selves; it connotes first the identification of the ideal self as separate from others.
→ encompasses all the behaviors evaluated in the actual self that you engage in to reach the ideal self.

A

self concept

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3
Q

— is the self that you aspire to be
→ is the one that you hope will possess characteristics similar to that of a mentor or some other worldly figure.
→ how we want to be; an idealized image that we have developed over time, based on what we have learned and experienced.
→ could include components of what our parents have taught us, what we admire in others, what our society promotes, and what we think is in our best interest.

A

ideal self

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4
Q

— is the one that you actually see.
→ is the self that has characteristics that you were nurtured or, in some cases, born to have.
→ built on self-knowledge; who we actually are, how we think, how we feel, look, and act.
→ can be seen by others, but because we have no way of truly knowing how others view us
→ the actual self is our self-image.

A

actual self

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5
Q

— exists between the two selves which is
complex because there are numerous exchanges between the ideal and actual self.
→ alignment is important

A

negotiation

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6
Q

If the way that I am (the actual self) is aligned with the way that I want to be (the ideal self), then I will feel a sense of ______________________.

A

mental well-being or peace of mind

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7
Q

If the way that I am is not aligned with how I want to be, the incongruence will result in _________________

A

mental distress or anxiety`

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8
Q

The greater the level of incongruence between the ideal self and real self, the greater the level of resulting ________.

A

distress

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9
Q

lack of alignment

A

incongruence

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10
Q

— exemplifies exchanges between the actual
and ideal self ; are adjusted and unadjusted, and are derived from outcomes of social interactions from infant to adult development.

A

social roles

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11
Q

■ means making use of all the personal resources – talents, skills, energy and time, to enable you to achieve life goals.
■ your knowledge of yourself and how you manage yourself impacts directly on your personal effectiveness.

A

PERSONAL EFFECTIVENESS

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12
Q

= making the most of your strengths,
learning new skills and techniques and behavioral flexibility are all keys to improving your personal performance.

A

being self-aware

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13
Q

— needed to be identified and then
developed to be used in a particular subject area (science, literature, sports, politics, etc.).

A

talent

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14
Q

— includes knowledge and skills that
we acquire in the process of cognitive and practical activities.

A

experience

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15
Q

— required for setting goals, defining
an action plan to achieve them and risk
assessment

A

knowledge

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16
Q

also determine whether real actions are
performed in accordance with the plan.

A

skills

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17
Q

Skills for personal effectiveness(7)

A

Determination
Self - confidence
Persistence
Managing Stress
Problem-solving skills
Creativity
Generating ideas

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18
Q

allows you to focus only on achieving a specific goal without being distracted by less important things or spontaneous desires.
■ may be developed with the help of self-discipline exercise.

A

Determination

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19
Q

appears in the process of personal development, as a result of getting aware of yourself, your actions and their consequences.
■ is manifested in speech, appearance, dressing, gait, and physical condition.
to develop it, you need to:
a. learn about yourself and your capabilities
b. gain positive attitude
c. believe that by performing right actions and
achieving right goals you will certainly reach
success

A

Self - confidence

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20
Q

— makes you keep moving forward
regardless of emerging obstacles – problems, laziness, bad emotional state, etc.
■ reduces the costs of overcoming obstacles
■ can also be developed with the help of self discipline
exercise

A

Persistence

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21
Q

— helps combat stress that arises in daily life from the environment and other people.
■ increases efficiency in the actively changing environment.
■ stress : arises from the uncertainty in an unknown situation when a lack of information creates the risk of negative consequences of your actions.

A

Managing Stress

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22
Q

help cope with the problems encountered with a lack of experience.
■ increases efficiency by adopting new ways of achieving goals when obtaining a new experience.

A

Problem-solving skills

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23
Q

— allows you to find extraordinary ways to carry out a specific action that no one has tried to use.
■ can lead to a decrease or an increase of costs, but usually the speed of action is greatly increased when using creative tools

A

Creativity

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24
Q

helps you achieve goals using new,
original, unconventional ideas.
■ you can use a method of mental maps, which allows you to materialize, visualize and scrutinize all your ideas, which in turn contributes to the emergence of new ideas.
■ these are just some, but the most important personal effectiveness skills which make the achievement of any goal easier and less costly

A

Generating ideas

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25
Q

a mental image of an object formed by the human mind, which can be changed before being implemented in the real world.

A

idea

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26
Q

most failures emanate from:

A

weaknesses that are not recognized or probably recognized but not given appropriate attention or remedy; this could be a weakness in communications, personality or ability.

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27
Q

instead of giving up or indulging in self-pity, take action:(3)

A

○ go for speech lessons
○ get skills upgrading
○ attend personality development sessions or
whatever appropriate remedies to your perceived weakness

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28
Q

— this is where you can build your name and popularity.

A

recognize your own talents and abilities, build on them, utilize them to your greatest advantage

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29
Q

— handicapped person; like other blind
singers, he did not brood over their physical handicap.
○ they search for ways to enrich that talent and now they have won international fame in the field of music.

A

Jose Feliciano

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30
Q

KINDS OF PEOPLE(3)

A
  1. MOVIEGOER
  2. ACTOR
  3. SCRIPTWRITER
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31
Q

⤷ watches the movie of their lives, admires some parts and criticizes others; they do nothing else.
⤷ all they say is “I like this think but I do not like that thing.”
⤷ feels they have absolutely no control of their lives — except to comment about it.
⤷ they are the most pathetic, miserable people in the world.

A

MOVIEGOER

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32
Q

⤷ does not only watch the movie of her life but actually realizes that she’s the ____, and can control a big part of her life.
⤷ can actually make or break the movie – by how well she delivers her lines and how she portrays her character.
⤷ are a happy bunch; realizing that they are the start of the show and enjoy some level of control.
⤷ many times, they with the movie would end in another way — but realize that they have no say in such things.

A

ACTOR

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33
Q

⤷ does not only watch, and she doesn’t only act, but she actually creates the entire movie from her mind.
⤷ she determines what she will say, what she will do, and how the movie will end.
⤷ she realizes she has enormous control over her life, and sees to it that the movie of her life will turn out beautiful.
⤷ God — producer of the movie.

A

SCRIPTWRITER

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34
Q

PURPOSE OF JOURNAL(4)

A

cost-efficient and available
preventive and proactive
creative and productive
personal and private

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35
Q

writing is the most inexpensive way to deal with stress

A

cost-efficient and available

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36
Q

writing yields self-awareness, when you write, you can discover your strengths and limitations

A

preventive and proactive

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37
Q

journal writing expounds your imagination

A

creative and productive

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38
Q

Unless you want to share your stories, you have the choice to keep them to yourself.

A

personal and private

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39
Q

DIFFERENT ASPECTS OF YOURSELF(8)

A

PHYSICAL SELF
INTELLECTUAL SELF
EMOTIONAL SELF
SENSUAL SELF
INTERACTIONAL SELF
NUTRITIONAL SELF
CONTEXTUAL SELF
SPIRITUAL SELF or LIFE FORCE

40
Q

descriptions of your height, weight, facial appearance, and quality of skin, hair and descriptions of body areas such as your neck, chest, waist, legs.

A

PHYSICAL SELF

41
Q

your capacity to learn and create, your general and specific areas of knowledge, wisdom and insights you have acquired.

A

INTELLECTUAL SELF

42
Q

feelings you have, you try to avoid, you enjoy, feelings from your past or present, and feelings associated with each other.

A

EMOTIONAL SELF

43
Q

using senses to take in information; sight, smelling, hearing, speaking, touching.

A

SENSUAL SELF

44
Q

descriptions of your strengths and weaknesses in intimate relationships and relationships to friends, family, co-students and strangers in social settings.

A

INTERACTIONAL SELF

45
Q

the way you nourish yourself, foods you like and dislike, etc.

A

NUTRITIONAL SELF

46
Q

— areas of maintenance of your living environment: reaction to light, temperature, space, weather, colors, sound and seasons and your impact on the environment.

A

CONTEXTUAL SELF

47
Q

your feelings about yourself and organized religion, reactions about your spiritual connections to others, feelings about your spiritual development and history, and thoughts about your metaphysical self.

A

SPIRITUAL SELF or LIFE FORCE

48
Q

focuses on human growth and changes across the lifespan, including physical, cognitive, social, intellectual, perceptual, personality and emotional growth.

A

Human Development

49
Q

essential to understanding how humans learn, mature and adapt; humans go through various stages of development.

A

Human Developmental Stages

50
Q

either in a state of growth or decline, but either condition imparts change; some aspects of our life change very little over time, are consistent

A

Human Being

51
Q

8 Developmental stages

A
  1. Pre – Natal (Conception to Birth)
  2. Infancy (Birth — 2 years)
  3. Early Childhood (2 — 6 years)
  4. Late Childhood (6 — 12 years)
  5. Adolescence (Puberty – 18 years)
  6. Early Adulthood (18 — 40 years)
  7. Middle Age (40 years — retirement)
  8. Old Age (Retirement — death)
52
Q

Age when hereditary endowments and sex are fixed and all body features, both external and internal are developed.

A

Pre – Natal (Conception to Birth)

53
Q

Foundation age when basic behaviors are organized and many ontogenetic maturation skills are developed.

A

Infancy (Birth — 2 years)

54
Q

Pre- gang age, children developed exploratory, and questioning skills. Language and Elementary reasoning are acquired, and initial socialization is experienced.

A

Early Childhood (2 — 6 years)

55
Q

Gang and creativity age when self-help skills, social skills, school skills, and play are developed.

A

Late Childhood (6 — 12 years)

56
Q

Transition age from childhood to adulthood when sex maturation and rapid physical development occur resulting in changes in ways of feeling, thinking, and acting.

A

Adolescence (Puberty – 18 years)

57
Q

Age of adjustment to new patterns of life and roles such as spouse, parent, and breadwinner.

A

Early Adulthood (18 — 40 years)

58
Q

Transition age when adjustments to initial physical and mental decline are experienced

A

Middle Age (40 years — retirement)

59
Q

Retirement age when increasingly rapid physical and mental decline are experienced.

A

Old Age (Retirement — death)

60
Q

an American Psychologist; developed his Theory of Developmental Tasks between 1948- 1953

A

Robert J. Havighurst

61
Q

“A developmental task is a task which is learned at a specific point and which makes achievement of succeeding tasks possible. When the timing is right, the ability to learn a particular task will be possible. This is referred to as a ‘teachable moment. It is important to keep in mind that unless the time is right, learning will not occur. Hence, it is important to
repeat important points whenever possible so that when a student’s teachable moment occurs, s/he can benefit from the knowledge.”

A

HAVIGHURST’S DEVELOPMENTAL TASKS

62
Q

INFLUENCES IN DEVELOPMENTAL TASKS

A

SOCIAL
PSYCHOLOGICAL
BIOLOGICAL

63
Q

pressures of society
→ these are the rules of society and other cultural ideas that influence an individual’s developmental tasks.
→ Havighurst lists “Achieving a masculine or feminine social role” multiple times as a developmental task.

A

SOCIAL

64
Q

— personal values
→ these tasks do not just come from external forces. An individual’s personality and interests will also influence the tasks required to develop successfully.
→ psychological influences may also lead an individual to prioritize some developmental tasks over others

A

PSYCHOLOGICAL

65
Q

physical maturation
→ biology is also at play here; certain tasks are reserved for childhood or adulthood simply because the body can or cannot take on those tasks.
→ if someone is seriously injured or develops a debilitating condition later in life, their developmental tasks may change

A

BIOLOGICAL

66
Q

STAGES IN HAVIGHURST’S DEVELOPMENTAL TASK(6)

A

A. Infancy and Early Childhood (0 - 5 years old)
B. Middle Childhood (6 - 12 years old)
C. Adolescence (13 - 18 years old)
D. Early Adulthood (19 - 30 years old)
E. Middle Adulthood (30 - 60 years old)
F. Later Maturity (61 years old above)

67
Q

→ Learning to walk
→ Learning to take solid foods
→ Learning to talk
→ Learning to control the elimination of body wastes
→ Learning sex differences and sexual modesty
→ Acquiring concepts and language to describe social and physical reality
→ Readiness for reading
→ Learning to distinguish right from wrong and developing a conscience

A

A. Infancy and Early Childhood (0 - 5 years old)

68
Q

→ Learning physical skills necessary for ordinary games
→ Building a wholesome attitude toward oneself
→ Learning to get along with age-mates
→ Learning an appropriate sex role
→ Developing fundamental skills in reading, writing, and calculating
→ Developing concepts necessary for everyday living
→ Developing conscience, morality, and a scale of values
→ Achieving personal independence
→ Developing acceptable attitudes toward society

A

B. Middle Childhood (6 - 12 years old)

69
Q

→ Achieving mature relations with both sexes
→ Achieving a masculine or feminine social role
→ Accepting one’s physique
→ Achieving emotional independence of adults
→ Preparing for marriage and family life
→ Preparing for an economic career
→ Acquiring values and an ethical system to guide behavior
→ Desiring and achieving socially responsibility behavior

A

C. Adolescence (13 - 18 years old)

70
Q

→ Selecting a mate
→ Learning to live with a partner
→ Starting a family
→ Rearing children
→ Managing a home
→ Starting an occupation
→ Assuming civic responsibility

A

D. Early Adulthood (19 - 30 years old)

71
Q

→ Helping teenage children to become happy and responsible adults.
→ Achieving adult social and civic responsibility.
→ Satisfactory career achievement.
→ Developing adult leisure time activities.
→ Relating to one’s spouse as a person.
→ Accepting the physiological changes of middle age
→ Adjusting to aging parent

A

E. Middle Adulthood (30 - 60 years old)

72
Q

→ Adjusting to decreasing strength and health
→ Adjusting to retirement and reduced income
→ Adjusting to death of spouse
→ Establishing relations with one’s own age group
→ Meeting social and civic obligations
→ Establishing satisfactory living quarters

A

F. Later Maturity (61 years old above)

73
Q

STAGES IN HAVIGHURST’S DEVELOPMENTAL TASK(10)

A
  1. Breathe Mindfully
  2. Listen Deeply
  3. Cultivate Insight
  4. Practice Compassion
  5. Limit Reactivity
  6. Express Gratitude
  7. Nurture Mutual Respect
  8. Build Integrity
  9. Foster Leadership
  10. Be Peace
74
Q

CHALLENGES OF LATE ADOLESCENCE(4)

A
  1. PHYSICAL DEVELOPMENT
  2. EMOTIONAL DEVELOPMENT.
  3. SOCIAL DEVELOPMENT
  4. MENTAL DEVELOPMENT
75
Q

most girls have completed the physical changes related to puberty by 15.
→ boys are still maturing and gaining strength, muscle mass, and height and are completing the development of sexual traits.

A

PHYSICAL DEVELOPMENT

76
Q

→ May stress over school and test scores.
→ Is self-involved (may have high expectations and low self-concept).
→ Seeks privacy and time alone.
→ Is concerned about physical and sexual attractiveness.
→ May complain that parents prevent him or her from doing things independently.
→ Starts to want both physical and emotional intimacy in relationships.
→ The experience of intimate partnerships.

A

EMOTIONAL DEVELOPMENT

77
Q

shifts in relationship with parents from dependency and subordination to one that reflects the adolescent’s increasing maturity and responsibilities in the family and the community.
→ Is more and more aware of social behaviors of friends.
→ Seeks friends that share the same beliefs, values, and interests.
→ Friends become more important.
→ Starts to have more intellectual interests.
→ Explores romantic and sexual behaviors with others.
→ May be influenced by peers to try risky behaviors (alcohol,
tobacco, sex).

A

SOCIAL DEVELOPMENT

78
Q

→ Becomes better able to set goals & think in terms of future.
→ Has better understanding of complex problems & issues.
→ Starts to develop moral ideals and to select role models

A

MENTAL DEVELOPMENT

79
Q

— is the key ingredient for improving your
relationships with others.

A

Encouragement

80
Q

Most commonly, we discourage in five general ways:

A
  1. We set standards that are too high for others to meet because we are overly ambitious.
  2. We focus on mistakes as a way to motivate change or improved behavior.
  3. We make constant comparisons (self to others, siblings to one another).
  4. We automatically give a negative spin to the actions of others.
  5. We dominate others by being overly helpful, implying that they are unable to do it as well.
81
Q

is the single most important skill necessary for getting along with others – so important that the lack of it could be considered the primary cause of conflict and misbehavior.
■ develops a person’s psychological hardiness and social interest

A

Encouragement

82
Q

— is the lifeblood of a relationship; and
yet, this simple concept is often very hard to practice

A

Encouragement

83
Q

as a psychological idea, was developed
by psychiatrist Alfred Adler in the early 20th century and continued to evolve through the work of Adler’s follower Rudolph Dreikurs.

A

Encouragement

84
Q

— is not a technique nor is it a special
language used to gain compliance; conveys the idea that all human beings are worthwhile, simply because they exist.

A

Encouragement

85
Q

develops children’s psychological hardiness – their ability to function and recover when things aren’t going their way.

A

Encouragement

86
Q

— enhances a feeling of belonging which
leads to greater social interest.

A

Encouragement

87
Q

is the tendency for people to unite themselves with other human beings and to accomplish
their tasks in cooperation with others.

A

Encouragement

88
Q

— are meant to encourage you to take control
of the influences in your life;
→ are suggestions as to what positive things you can speak about your own life instead of accepting whatever has been said about you in the past.

A

declarations

89
Q

is not an inevitable fate, but a victory for those
who can travel towards it with your own being.

A

being happy

90
Q

is to stop being a victim of problems but
become an actor in history itself.

A

being happy

91
Q

is not being afraid of one’s feelings; it is to
know how to talk about ourselves.

A

being happy

92
Q

means allowing the free, happy and simple
child inside each of us to live.

A

being happy

93
Q

3 aspects of self

A

Physical
Intellectual and Conscious
Emotional and Intuitive

94
Q

2 kinds of wolf

A

Good Wolf
Bad Wolf

95
Q

“Successful people are always looking for opportunities to help others.
Unsuccessful people are always asking: “What’s in it for me?”

A

– Brian Tracy

GR12 Alessandra's 3rd Quarter (26 decks)

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