• Each parent contributes one sex
1) FACTORS IN THE
DEVELOPMENT
OF THE PHYSICAL SELF
HEREDITY (NATURE)
 Is the transmission of traits or
characteristics from parents to
offspring. It provides the raw materials
of which the individual is made up.
Through the genes, hereditary
potentials like physical, mental, social,
emotional, and moral traits are passed
down to generations.
ENVIRONMENT (NURTURE)
 Is the sum total of the forces or
experiences that a person undergoes
from conception to old age. It also
includes family, friends, school,
nutrition, and other agencies one is in
contact with.
2) The Beginning of Life
• Life begins at fertilization. Fertilization
refers to the meeting of female sex cell
and male sex cell.
• These sex cells are developed in the
reproductive organs called gonads.
• Male sex cells called spermatozoa, are
produced in the male gonads called
testes.
• Female sex cells called ova, are
produced in the female gonads known
as ovaries.
• The fertilized egg known as zygote
contains all the hereditary potentials
from the parents .
• The zygote goes to the uterus and
continues to grow during the gestation
period of about 280 days or 36 weeks
or 9 calendar months.
chromosome to the offspring.
• Male parent may pass either an X or a Y
chromosome.
• Female always give X chromosome.
• X chromosome from the father and
meets the X chromosome from the
mother the resulting combination is
XX which indicates a female offspring .
• When the father produces a Y
chromosome pair with the X
chromosome from the mother , the
resulting combination is XY, signifying
a male offspring.
• Female and male chromosomes
contains several thousands of genes.
• Genes is a small particles in a string-like
formation.
• They are true carriers of hereditary
characteristics of the parents.
• gene is a substance called
deoxyribonucleic acid which is the code
of heredity. It contains information and
instruction about the newly created
organism, and programs the traits that
should be inherited.
• Maturation is the unfolding of the
inherent traits
3) Stages of life
Prenatal
Infancy
Babyhood
Early childhood
Late childhood
Pre- adolescence
Adolescence - Some cognitive psychologists thinks that the
ability to listen to another person and
Early adulthood understand their point of view is one of the
Middle adulthood highest forms of intelligent behavior.

Late adulthood 4. Flexibility in thinking

- It is when one considers others point of view

4) Taking Care of MY Physical rather thank running with the first thought
Self that comes to mind
Balanced Diet 5. Metacognition
Water - It refers to the awareness of how one is
thinking or the knowledge of what is going on
Sleep in one’s head.
5) FOURTEEN INTELLIGENT 6. Checking for accuracy and precision
BEHAVIORS
- it is the behavior of not letting speed surpass
Behavior the desire for craftsmanship.

• Performance can be greatly influenced 7. Questioning and problem-posing

by one’s behavior.
• Behavior is defined as the manner in
which a person conduct
himself/herself in various
circumstances.
• When a person is behaving
intelligently he/she is said to manifest
14 behaviors or dispositions
(costa,2000)
- It means asking questions and finding out
problems for oneself.
8. Applying past knowledge to new situations
- It refers to the act of calling upon one’s store
of knowledge and experience as a source of
data, theories, or processes to solve each new
challenge.
9. Precision of language and thought

- A person with this behavior uses descriptive

1. Persistence terms to distinguish objects and provide
criteria for value judgements.
- It means not giving up when the answer to a
problem is not immediately known. 10. Using all the senses

2. Overcoming impulsiveness - The senses of feeling, seeing, hearing, or even

- It involves planning, clarifying goals,
exploring alternative strategies, and
considering consequences before one begins a
task
3. Listening to others
tasting are utilized to solve problems more
effectively.
11. Creativity
- It means applying ingenuity, originality, and
insight. Creativity develops one’s capacity to
generate original, unique, clever, or useful
products, solutions and techniques.
12. Living with a sense of wonderment
- Involved in this behavior are inquisitiveness,
curiosity, and openness to beauty, intricacy,
complexity and simplicity.
13. Cooperation
- It refers to taking advantage of the
knowledge and insights that can only come as
a result of social relationships.
14. Sense of humor
- It refers to being able to look at situations,
opportunities, problems, and relationships
with nonchalance and fun.
6) FUNDAMENTALS OF EMOTION
Based on Plutchik’s (1980) configuration of
emotion, there are eight fundamentals of
emotion, namely joy, trust, fear, surprise,
sadness, disgust, anger, and anticipation.
Plutchik’s wheel of emotion
demonstrates how emotion are related to one
another. Emotions adjacent to one another in
the wheel are closely related and can be
combined. Meanwhile emotions across each
other are conceptual opposites. The eight
fundamental emotion also come in a variety of
intensities. Those nearest to the center signify
the most intense forms of while those farthest
from the center are the weakest forms.
The Wheel of Emotions has three elements
Colours
The eight basic emotions have each been
marked with a recognisable colour within the
Wheel of Emotions. As the intensity of the
emotion increases, so does the intensity of the
colour. However, combinations of two basic
emotions are not given a colour.
Layers
The Emotion Wheel has different layers and
dimensions. Towards the middle of the Wheel,
the intensity of the emotion and colour
increases.
Relations
The Wheel depicts mutual relations found in
between opposing emotions. Combinations of
emotions that arise when emotions are mixed
together are found in between the basic
emotions. As a result, all emotions are in
mutual contact with one another.
7) Emotion Management
Strategies
O What are the best strategies for
managing emotions? How can you
avoid outbursts and negative feelings
towards others? Langley (2012) lays out
some tips on managing emotions:
O 1. Smile to make yourself feel good.
Face a mirror and smile. After some
time, your mood will be better and you
might even laugh naturally. Do it for at
least 30 seconds.
O 2.Smile to make others feel good.
Smiling opens up your connection with
others. It also leads to experiencing
empathy.
O 3.Get up and move. Exercise activates
happy hormones that include
endorphin, dopamine, and serotonin,
among others. Movement is also
important for the lymphatic system to
get the toxins out of your body. Get up
from your desk and jump and bounce
regularly.
O 4.Check in with your body. Scan your
body by feeling the tensions building
up. Learn to relate these tensions with
the emotion you feel to understand
how your feelings affect your
physiology.
O 5. Physically remove the tension. If you
feel tense in your arms, shake them.
Likewise, if there is tension in your
chest, stretch and breathe deeply.
O 6. Breathe. Perform diaphragmatic or
deep breathing by contracting your
diaphragm. Let your lower lungs fill with
oxygen to pass around your body and
brain. You will feel a tingly sensation
and your belly will expand. Do this
exercise for at least 60 seconds. The
body cannot sustain anger when you
are breathing deeply.
O 7.Talk to someone. It is healthier to
vent your anger and frustrations to a
friend rather than to suppress them.
Express your feelings so you can start to
resolve the situation.
O 8.Disengage and re-engage emotions.
Learn to park your emotions to deal
with at a later time, but do not avoid
them. You must acknowledge your
feelings then utilize your emotional
intelligence to improve them.
O 9.Label your emotions. After
acknowledging your emotions, label
them. This activity reduces the intensity
of your emotions. The part of the brain
that feels the emotion is the same part
that names it.
O 10.Label emotions for others. You can
often defuse a tense situation by
acknowledging the feelings of others.
When you ask, “I sense that you are
angry. Can you tell me how you feel?”
the other person will be encouraged to
consider and label his/her emotion well.
He /She may respond with “Yes, I feel
angry,” or “No, I am not angry; I am
annoyed.”
8) Social Psychology
Interaction and Relationship
 It is the study of social relationships or
interactions.
 Lahey (2007) defines social psychology
as the branch of psychology that studies
individuals as they interact with others.
 Plotnik and Kouyoumdjian (2014) state
that social psychology is a broad field
whose goal is to understand and explain
how thoughts, feelings, perceptions,
 and behaviors are influenced by the
presence of, or interaction with, others.
 Gerrig and Zimbardo (2002), social
psychology is the study of the effect of
social factors on individual behavior,
attitudes, perceptions, and motives.
Interaction
 Refers to the mutual and reciprocal
exchange of communication or action
between to or more persons or groups.
 A component of relationship.
Relationship
 Refers to a particular way in which two
or more individuals, groups, or even
countries talk to, behave toward, or
deal with each other.
 Includes not only the kind of interaction
between the members of the group,
but also the intellectual, psychological,
or even emotional investments made
by the parties to develop and maintain
relationship.
Guide to improve your social skills
 Foundation
 Body Language
 Conversation
 Support Your Friends
 Quick How-To Guide
Defining a Good Relationship
 Trust
 Mutual Respect
 Mindfulness
 Welcoming Diversity
 Open Communication
9) Person Perception
• Forming impression and making
judgment about another person’s
likability.
• What kind of person one is, including
his/her intentions, traits and behavior
• First impression are part of person
perception
Factors that influence one’s judgment
or perception
• Physical appearance.
• A person who rarely smile may thought
of as arrogant or unfriendly.
• People use external appearance as
immediate basis for assessing, judging,
or evaluating others.
• First impression is not always right.
• Observation, Gathering of feed back
and report, and interaction.
10) Social norms
Norms
• Are patterns or traits characterized as
typical or usual for a group. Other terms
associated with norms are “average”
and “normal”.
Social norms
• Refer to spoken and unspoken rules for
behaving in particular situations.
Norms
• Is social behavior serve to guide or
regulate the manner in which people
conduct themselves. Behaviors have to
be controlled or regulated because of
social consequences. It is ones
responsibility to make sure that his or
her behavior does not hurt, offend, or
disturb other people.
11) Together as a group
  Students organize into groups to solve
problems together when reviewing for
an exam.
 Teachers meet with each other to
discuss methods to improve teaching
and learning strategies.
 Farmers work together during the
planting and harvesting of palay.
What will happen if people work together
as a team when doing a task?
The task becomes easier to accomplish because
more people contribute to solve the problem as
compared to only one person doing the task.
 In social situation where people work
and do things together for a purpose,
two things may happen.
 First, the performance of each
individual member of the group is
improved, also referred to as SOCIAL
FACILITATOR.
 Second, working or being with a group
may also reduce individual effort, a
phenomenon known as SOCIAL
LOAFING.
 Example:
If a group of students is asked to solve a
problem.
In SOCIAL FACILITATION each member will exert
his/her best to solve the problem. All the
members will work as one.
In SOCIAL LOAFING some members of the
group may no longer try their best to contribute
to the solution because they feel that there are
others who can do it better. Likewise, individual
members may not contribute as much in doing
the task because they think it should be left to
the more able members of the group.
Remember!
 One has to bear in mind that in a group
work, it is important that each member
exerts his/her best effort to facilitate
the attainment of the objective of the
group as a whole. This is regardless of
the number of participants in the group
(Few or Many) or the variation in their
abilities (bright or slow members).
12) CONFORMITY
• Yielding to group pressure to act as
everyone does, even when no direct
request has been made (Lahey, 2009). It
is the tendency to behave like others in
the group do.
Two motivations:
1. To gain reward (approval) or
avoid punishment (disapproval).
2. To gain information
Some factors make conformity more likely to
exist in a group (Lahey, 2009)
1. Size in a group
 The more people there in a
group, the more likely a
member tends to conform.
2. Unanimous groups.
 Conformity is highest when an
individual faces a group in which all
members feel the same way about a
topic, a problem, or an issue.
2. Culture
3. occurs in all cultures.
4. Some culture emphasize the welfare of
the individual; thus, people are less
conforming.
5. Other focus on collective welfare so
people tend to be more conforming.

4. Gender
 In the past, females were more likely to
conform than males, but research has
shown that it is no longer the case
(Eagly & Johnson, 1990)
• In social group, likelihood of conformity
among members is very high. However,
individual members are not expected to
always yield to the pressure to conform.
• The decision to yield to group pressure
should be be based on answers to any
of the following questions:
1. Will conforming do you good? What
advantages or rewards will you get from
it?
2. Will conforming put at stake or
endanger your integrity and that of
your family?
3. Will it cost much on your part if you
conform?
4. Will you be penalized or punished if you
do not conform?
5. Will things change if you yield/ do not
yield to social pressure?
• As a member of a social group, one has
to subscribe to basic and established
rules, policies, or guidelines for him/her
to truly belong.
• If all members of the group live by
these institutionalized requirements,
then order, discipline, system, peace,
and harmony will be sustained.
13) Social roles & SOCIAL
NORMS
Social roles
 Specify the part or position of the
person in the society.
 Whether aware or not, a person may
play several roles.
 An individual’s behavior undergoes
changes so as to meet the expected
behavior of every role he/she plays in
particular circumstances.
Social norms
 Unwritten rules about how to behave.
 Provide us with an expected idea of
how to behave in a particular social
group or culture.
 Provide order in society.
Sociogram
 Indicates the social structure of a group
and the relationship of people within
that group.
 It shows who are popular, isolates,
islands, and mutual friends.
 Commonly constructed by elementary
or preschool teachers
14) Nature and Depth of
Relationship
Familiarity
• Refers to being comfortable with
another person and is a necessary
condition for a close relationship to
develop.
• Friends and lovers are those who have
been around together for so long; who
have grown up together; who have
gone to school together.
• Research has shown that people like to
associate with others who are similar to
them in terms of the following:
attitudes, behavior patterns, personal
 characteristics, taste fashion, or clothes,
intelligence, personality, and the like.
Attraction
• What attracts someone to another
person?
• What makes people spend more time
with each other or with one another?
• Is physical attraction important at the
early stages of a relationship?
1. ROMANTIC LOVE
Also called passionate love, it includes
an intermingling of different emotions: fear,
anger, sexual desire, joy, and jealousy, among
others.
Poets and musicians laud the fiery
fashion of romantic love and the pathos and
pain when it fails. It is one of a major reasons
for getting married.
2. AFFECTION LOVE

• Attraction may lead to deeper Also referred to as compassionate love,

relationships (Santrack, 2003). it is the type of love that occurs when someone
has deep and caring affection for a person and
• One person may be drawn or attracted desires to have him/her near constantly.
to another due to reasons like
similarities and differences in interests, 3. CONSUMATE LOVE
personality, characteristics, life goals
and lifestyle, to name a few. Its is the shortest and fullest type of
love (Sternberg, 1985). This ideal form of love
• Attraction paves the way for enjoying involves passion, intimacy, and commitment.
the company and being comfortable
with the other person, and for feelings
of ease and confidence.
15) The Triangular Theory of
Love
Love
• Love is special attachment one has for
himself/herself or love somebody else.
• Postulated that love is made up of three
• It is an intense feeling of deep or
components; passion, intimacy, and
constant affection and emotion in
commitment. –Robert Sternberg
which a person always sees to the good,
happiness, and welfare of the other.
• Passion- Has something to do with
physical and sexual attraction to
• The person is willing to sacrifice or to
another.
give up something for the good of the
object of his/her love.
• Intimacy- is characterized by emotional
feelings of warmth, closeness, and
• It can manifest as love for God, spouse,
sharing of the relationship.
children , family or country, among
other.
• Commitment- is the cognitive appraisal
of the relationship and the intent to
Three of the most common kind of love are as
maintain it even in the face of problem.
follows:
One or a combination of these
 ingredients forms a kind of love or love-
liking feeling.
Some interpretations on the illustration are
follows:
• If passion is the only ingredient present,
the feeling is infatuation, as in fling or
an affair
• Intimacy and commitment without
passion show affectionate love
• The combination of passion and
commitment without intimacy results in
fatuous love.
• Consummate love is achieved if all
three components are present.
17) STEREOTYPES
 Stereotypes are generalizations in which
the same traits or characteristics are
assumed to be possessed by all
members of a group.
 Stereotypes affect people's day-to-day
interactions and decisions.
 Some stereotypes are based on
outsider's experience with a number of
people in a group,which where
concluded as encompassing of all
members of the group and oftentimes
proven innacurate.
 Some examples include the following
statements
 Ilocanos are tightwards
 Asians are the worst drivers in the world
 Kapampangan women cook better than
other groups of women.
 Negative Stereotypes are accompanied
by prejudice and discrimination.
 Challenges in life are inevitable.They
can result in two things either the other
person comes out stronger to face
another challenge or he/she feels
defeated or discouraged .The outcome
boils down to the other person's
attitude,which determines how one's
looks at life events,people,and
reality.Thus,a person should strive to
develop positive attitudes rather than
negative ones.
18) Morality
 Every day, people are confused with
dilemmas. Solving them requires one to
decide on what kind of action or
response to make. In some instances, it
is easy for one to respond to a difficult
situation, while in some cases, choosing
the best response is difficult
Dilemma
 Is a problematic situation in which a
difficult choice must be made.
 The kind of responses or actions taken
or made when one is quandary serves a
good test of a person’s level of moral
development
Moral
 Is related to the sense or a standard
that determines what is right and what
is wrong. It distinguishes correct from
incorrect, or appropriate from
inappropriate.
 refers to the system of beliefs and
values that ensures that individuals will
keep their obligations to others in the
society and behave in ways that do not
interfere with the rights and interests of
others.
  Decision-making is understandably
difficult, the degree of which depending
on the situation. When faced with a
predicament, exercise your best
judgement on the good or appropriate
action to take.
 Make it a point to always choose the
right actions even if the situation in not
“problematic”. It takes constant
practice to make appropriate decisions.
 It is also better to start doing it
at an early age so when you reach
adulthood, you would have already
internalized and developed a good
sense of what is right and wrong.
 This way, it will be easy for you to
practice moral actions as a mature and
responsible adult. An individual who
has a good sens of what is right and
wrong will be an honest and upright
member of the community.
 about what courses of actions are
19) Moral Reasoning
Kohlberg’s Stages of Moral Reasoning
Dilemma
 Is a problematic situation in which a
difficult choice must be made.
 The kind of responses or actions taken
or made when one is in a quandary,
serves as a good test of a person’s level
of moral development.
Moral
 Is related to the sense or standard that
determines what is right and what is
wrong.
Morality
 Refers to the system of beliefs and
values that ensures that individuals will
keep their obligation to others in the
society and behave in ways that do not
interfere with the rights and interests of
others. (Gerrig and Zimbardo, 2002)
Remember:
 Exercise your best judgement on the
good or appropriate action to take.
 Make it a point to always choose the
right actions even if the situation is not
‘problematic.’
‘An individual who has a good sense of
what is right and wrong will be an honest
and upright member of the community.’
Moral reasoning
 Refers to the judgements people make
correct or incorrect in particular
situations.
(Gerrig and Zimbardo, 2002)
 Reasoning is a cognitive skill, but
influences moral development.
 Lawrence Kohlberg (1958), came up
with the theory of moral development
by studying the concept of moral
reasoning.
 This theory is shaped by and tied up to
Piaget’s stages of intellectual
development.
 Piaget’s theory asserts that intellectual
development proceeds in stages of
levels.
 Sensorimotor Stage – child
learns and develops knowledge
 about his/her environment by
relating sensory experiences to
motor actions.

 Preoperational Stage – child

learns to use symbols like
words or mental images to 
solve simple problems.

 Concrete Operations Stage –
child develops the ability to  Skills in decision-making, prioritization,
perform a number of logical reasoning, and logical thinking will help
operations on concrete objects
that are present.

 Formal Operations Stage –

individual acquires the ability to
solve abstract problems in a
logical manner.

 The evolution of one’s sense of right

and wrong in making decisions depends
on his/her level of intellectual
development.
 A child cannot exhibit advanced levels
of moral development, if he/she is still
at an early stage of intellectual
development.
Kohlberg’s stages of moral reasoning
 Presents the levels of one’s moral
development along with the reasons for
his/her moral behavior (Gerrig and
Lombardo, 2002)
The stages of moral reasoning
the individual in making the best
position or option, especially out of a
conflict situation.
 These skills can be developed through
exposure to experience, making
observations, active engagement in
different situations, solving problems
and the like.
 At times, you might be placed in a
dilemma which requires you to make a
decision. You first have to harness your
intellectual capacity and reasoning
ability in choosing what “best” decision
to take.

 In situations in which you need to

decide on what you think is a noble
cause, but which might put you at a
disadvantage, you have to accept the
consequences of that choice.
 20) Parenting Styles and
Practices
Environmental Influence
 One other factors which affects the
individual's development.
 Characterized by forces outside of the
individual like how he/she is raised.
HOME
• the foundation of moral reasoning and
development are laid at home.
• Where children learn to distinguish
between right and wrong.
PARENTING STYLES
• Are strategies that parent's use
in raising their children.
3 PARENTING STYLES
BY DIANA BAUMRIND (1967)
AUTHORITARIAN
• Parents attempt to shape, control and
evaluate the behavior and attitudes of
their children
• They use harsh discipline and
punishment
• These parents do not communicate well
with their children
• They do not listen to their children's
viewpoint
Effects
• Children have less behavioral problems
• They become withdrawn, fearful and
dependent
• Low self esteem
AUTHORITATIVE
 Parents direct their children's activities
in a rational and intelligent way.
• Supportive, loving and committed
• Give-and-take relationship.
• Encourage children to present their
viewpoints
• They offer explanation for rules and
consequences
Effects
• Children have less behavioral problems
• They become withdrawn, fearful and
dependent
• Low self esteem
PERMISSIVE
 Parents are less controlling and behave
with an accepting and non-punishing
attitude towards their children.
• They use reason rather than direct
power.
• Warm and supportive, but tend to
enforce rules
• Children make their own rules even if
they can benefit from parental rules
Effects
• parents rarely impose rules and are
non-punishing.
 • children do not put structure and order
in things they do

• for these children, anything goes.

MACCOBY AND MARTIN 1983

• Uninvolved or Neglectful - take hands

off stand in the affairs of their children.

Effects

•parents are indifferent to their children's

needs

•feeling unloved, and cant follow instructions

•some resort to substance abuse as a form of

distraction or a way to get attention.

EFFECTS OF PARENTING STYLES

•parents influence their children's personality

•children exhibit distinct characteristics which

they imbibe from the way their parents raised
them.