DEVELOPING THE

WHOLE PERSON
 Learning Objectives
1. Discuss the relationship among
physiological, cognitive, psychological,
spiritual, and social development to
understand his/her thoughts, feelings,
and behaviors Evaluate one’s thoughts,
feelings & behaviors in relation to his/he
experiences.
2. Show the connections between thoughts,
feelings, and behaviors in actual life
situations.
3. Evaluate his/her own thoughts, feelings,
and behaviors.
 Assignment
(GROUP)
• Form a group of at least 5 members. The group assignment
includes searching and downloading a video clip (Max of 2
minutes) that projects inappropriate observable responses of a
typical teenager in a given situation such as in the school or
community with family, friends, relatives, etc.
• The video will be presented by the group leader next session.
After presenting, the group will evaluate and demonstrate the
video through a role play how they would respond effectively
and appropriately to the given situation. The role play should only
be 2-3 minutes.
Bring Out Your Assignment

Psychosocial Health Test

(INDIVIDUAL)
Answer the questions at the back of your PHT.
(8-10 sentences per question)
1. How do you feel about your psychosocial health test result?

2. Which areas do you need to work on?

3. What actions can you take now to improve ratings in these areas?
WHAT IS PSYCHOSOCIAL HEALTH?
What is Psychosocial Health?

It encompasses
mental (thinking),
emotional (feeling),
social (relating) and
spiritual (being)
Dimensions of health.
• Psychosocially healthy people are emotionally,
mentally, socially, intellectually, and spiritually
resilient. They respond to challenges and
frustration in appropriate ways most of the time.
• Basic Elements:
• They feel good about themselves.
• They feel comfortable with other people.
• They control tension and anxiety.
• They meet the demands of life.
• They curb hate guilt by acknowledging and combating their
tendencies to respond with anger, thoughtfulness, selfishness,
vengeful acts, or feeling of adequacy.
• They maintain positive outlook.
• They enrich the lives of others because they recognize that there are
people whose needs are greater than their own.
• They cherish the things that make them smile.
• They value diversity.
• They respect nature.
 4 DIMENSIONS OF
PSYCHOSOCIAL HEALTH
 M_N_A_
•
_MO_I_N_L
S__I_L
S P_R_ _U _ _
 Dimensions of Psychosocial Health
Mental (thinking) – beliefs and values in life as well as how you
relate to others and respond to situations in life are reflection of
mental health.
Emotional (feeling) - Includes anger, love, hate and happiness. an
ability to understand and manage your emotions and those others
Social (relating) – the ability to create and maintain healthy
relationships with others
Spiritual (being) – maintaining harmonious relationships with
other living things and having spiritual direction and purpose. This
includes living according to one’s ethics, morals and values
Why do I need to improve?
Why not?
Improving yourself means:
a) you will be more confident
b) it will inspire others
c) you can support others
d) it’s fun!
e) you are moving somewhere
f) you wont deteriorate
g) you improve society
h) you achieve more
i) you gain more freedom
j) you are prepared
 “Let me give you some advice bastard.
Never forget who you are, the rest of the
world will not. Wear it like armor….and it
can never be used to hurt you.”
-Tyrion Lannister (Game of Thrones)
 How?
One key to self improvement is to LISTEN and TALK to your
family or a trusted friend.

Ask questions like:

“Do you think I am ill-mannered?”
“Do I always sound so argumentative?”
“Do I talk too loud?”
“Does my breath smell?”
“Do I ever bore you when were together?”
What is adolescence?
Adolescence
✓ A transition period between late childhood and adulthood.
✓It is the stage of “storm and stress” where challenges,
conflicts, and mood swings are commonly experienced.
- Hall (1904)
✓Adolescents are capable of displaying a healthy self-image.
Adolescents’ Aspects of Development
 Physical Development
✓ PUBERTY is a marker of the beginning of adolescence.
✓ Neuro-endocrine process is happening in adolescents
which provides stimulation for the rapid physical
changes. (interaction between nervous and endocrine
system, e.g. changes in the biological features of cells)
✓ Thickening of CORPUS CALLOSUM which integrates
motor, sensory, and cognitive performances.
 Cognitive Development
✓ In Jean Piaget’s cognitive development, adolescents
have now reach the stage of formal operational
marked with more abstract, idealistic, and logical.
 Cognitive Development
✓ Self-consciousness and executive functions such as
cognitive control and decision-making are improved.
✓ Adolescents are egocentric. They have a big tendency
to focus on themselves and what others think of them.
(David Elkind)
✓ The 2 key components of egocentrism are imaginary
audience and personal fable.
 Cognitive Development
✓ 2 key components of egocentrism
1. Imaginary audience – the belief that others are as
interested in them as they themselves are, as well as
attention-getting behavior-attempts to be noticed,
visible, and “on stage”
2. Personal fable – having a sense of uniqueness,
invincibility or invulnerability (e.g. “No one understands me,
particularly my parents. They have no idea of what I am feeling.” - UNIQUENESS)
// (e.g. “Are you kidding me? I won’t get pregnant.” INVINCIBILITY)
 Psychosocial Development
✓ Adolescents are experiencing identity versus role confusion.
(Erik Erikson’s Psychosocial Development)
✓ Society leaves adolescents relatively free of responsibilities
and able to try out different identities.
✓ Experiment different roles and personalities. (i.e your emo
stage)
✓ Most adolescents eventually discard undesirable roles.
Identity Statuses
JAMES MARCIA’s Four Identity States
He expanded Erikson’s work and
divided the identity crisis into
four states. These are not
stages, but rather PROCESSES
that adolescents go through.
1. IDENTITY FORECLOSURE
✓ The adolescent blindly accepts the
identity and values that were given in
childhood by families & significant others.
✓ Identity is foreclosed until they
determine for themselves their true
identity.
2. IDENTITY MORATORIUM
✓ Adolescents has acquired vague
or ill-formed ideological and
occupational commitments.
✓ Undergoing identity search or
crisis.
✓ Beginning to commit to an
identity but are still developing
it.
JAMES MARCIA’s Four Identity States

He expanded Erikson’s work and

divided the identity crisis into 4. IDENTITY ACHIEVEMENT
four states. These are not ✓ The state of having
stages, but rather PROCESSES developed well-defined
that adolescents go through. personal values and self-
concepts.
3. IDENTITY DIFFUSION ✓ Their identities may be
✓ The state of having no clear idea of one’s expanded and further
identity and making no attempt to find that defined in adulthood, but
identity. the basics are there.
✓ May have struggled to find their identity, ✓ They are committed to an
but they never resolved it, and seem to have ideology and have a strong
stopped trying. sense of ego identity.
✓ There is no commitment and no searching.
 Moral Development
What is morality?
• It implies a set of internalized principles or ideals that help the
individual to distinguish right from wrong and to act on this
distinction.
 Moral Development
What is morality development?
• Moral development focuses on emergence, change,
and understanding of morality from infancy through
adulthood.
• These are the principles for how individuals ought to
treat one another, with respect to justice, others’
welfare, and rights.
Who is Lawrence Kohlberg?

✓ Born: October 25, 1927 at Bronxville, New York, U.S.

✓ Died: January 17, 1987 at Boston, Massachusetts
✓ American psychologist and educator known for his
theory of moral development.
 Lawrence Kohlberg:
3 Levels of Moral Development
LEVEL 1. Pre-conventional Morality
Stage 1 – Obedience and Punishment
✓Children see rules as fixed and absolute.
✓Obeying the rules means avoiding punishment.

EX:
1. Ana don’t want to eat candies because her
Mother will be angry at her. She may be whipped
by a broom.
2. It would be bad for me to take my friend's toy
because the teacher will punish me.
 Lawrence Kohlberg:
3 Levels of Moral Development
LEVEL 1. Pre-conventional Morality
Stage 2 – Individualism and Exchange
✓Moral reasoning based on reciprocity.
✓The act is moral if a similar act occurs in
return.

EX:
1. If Katy is nice to me, I'll be nice to her, but if she is
mean to me, I won't feel bad about being mean too.
2. I will not give you a paper because you didn’t lend
me your extra ballpen last time.
 Lawrence Kohlberg:
3 Levels of Moral Development
LEVEL 2. Conventional Morality
Stage 3 – Interpersonal Relationships
✓Focused on living up to social expectations
and roles.
✓Emphasis on conformity, being nice, and
considerate of how choices influence
relationships.
EX:
1. I better not drink and drive because my friends will
think less of me and I, in turn, will think less of myself.
2. Choosing an ABM strand even if I don’t like it because
it is the what my family expects me to take.
3. Jenny is expected to wear conservative clothes
because she comes from a religious family.
 Lawrence Kohlberg:
3 Levels of Moral Development
LEVEL 2. Conventional Morality
Stage 4 – Maintaining Social Order
✓Consider society as a whole when making
judgements.
✓Focus: Maintaining law and social order.
✓Moral action depends on how well it
EX: conforms to society’s rules.
1. I will not set the school on fire because everyone
will panic and probably die.
2. I will follow the speed limit or else people might get
run over by my car and get hurt or die.
3. I don’t share fake news regarding holidays during
exam week because my classmates will surely fail.
 Lawrence Kohlberg:
3 Levels of Moral Development
LEVEL 3. Post-Conventional Morality
Stage 5 – Social Contract and Individual Rights
✓Considering differing values, opinions, and beliefs of
other people.
✓The child/individual becomes aware that while
rules/laws might exist for the good of the greatest
number, there are times when they will work against
EX: the interest of particular individuals.
1. I am in favor of increasing the sin tax for alcohol and
cigarettes because it helps other sectors of society for
medical services. (i.e cancer patients)
2. Making the price of buying cars more expensive so that
people will rely on public transport to reduce traffic
 Lawrence Kohlberg:
3 Levels of Moral Development
LEVEL 3. Post-Conventional Morality
Stage 6 – Universal Principles
✓Based on universal ethical principles and
abstract reasoning.
✓People follow internalized principles of
justice, even if they conflict with laws and
rules.
EX:
1. John Q. hijacked the hospital and held the doctors
and patients as hostage in order to force them to
operate on his dying son.
2. I am not in favor of punishing people who share fake
news because that violates their freedom of speech.
 Heinz Dilemma
•One of the best known of Kohlberg’s (1958)
stories concerns a man called Heinz who
lived somewhere in Europe.
Assignment
• Watch the assigned video: Heinz Dilemma Kohlberg’s stages of Moral
Development Interactive Animation on Youtube. Answer in 3-5
sentences (Journal)
• COPY THE QUESTIONS
• 1.What stage of moral dev are you in?
• 2. If you were the husband, what would you have done and why?
 What stage do you belong?
Heinz should steal the Heinz should not steal Heinz should steal the
drugs and not go to the drugs since he drugs and accept any
prison as this is unfair. would be breaking the prison sentence.
law.

POST-CONVENTIONAL PRE-CONVENTIONAL CONVENTIONAL

 Seatwork/Journal writing
Make examples for each stage of Kohlberg’s theory of Moral Development from
your own personal experiences. 3-5 sentences each.

• Stage 1 (Obedience and Punishment)

• Stage 2 (Individualism and Exchange)
• Stage 3 (Interpersonal Relationships)
• Stage 4 (Maintaining Social Order)
• Stage 5 (Social Contract and Individual Rights)
• Stage 6 (Universal Principles)
Summary
 Class sharing:
Share your personal insight or realization on
the lesson and activities presented and/or
demonstrated.
 Journal:
• Recall specific life circumstances that brought significant
changes in your personal life and that made you more
effective and mature in dealing with daily life situations.
Evaluate and analyze your perceptions, behavioral and
emotional responses in relation to the situation. Organize
all of those through a drawing, caricature, or painting.