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Understanding-the-Connections-Between-Thoughts-Feelings.pptx
- 1. UNDERSTANDING THE CONNECTIONS BETWEEN THOUGHTS,FEELINGS, AND BEHAVIOR
- 2. WHAT IS YOURUNDERSTANDING OF A WHOLE PERSON? • Holistic development - development of intellectual, mental, physical, emotional, and social abilities in a child so that he or she can face the demands and challenges of everyday life. These abilities are vitally important for success in professional fields of work
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- 5. Why holistic development? Nowadays,most companies or organizations not only consider a student’s overall academic performance but also consider the holistic development of students when they recruit for various jobs. This makes the holistic development of students in schools and colleges very important.
- 6. Key elements ofholistic development Physical It is common knowledge that children are little balls of unbridled energy. This energy is essential to make the necessary neural connections for overall holistic growth. Thus, exercise and movement of any form lead to increased blood flow in the body.
- 7. With increasing bloodflow to the brain, the child becomes capable of acquiring new information and concepts. It is the development of the gross and fine motor skills that enable a child to be healthy and fit. Not only that, children learn to be more aware of their sensory understandings and recognize their implications to implement well in the future
- 8. Cognitive Adolescents graduate fromthe concrete operational stage and move to the formal operational stage of thought around the age of 12. As the fourth and last stage of Piaget’s cognitive development theory, this stage brings about the ability to engage in abstract thought (Piaget, 1972).
- 9. With this newform of thought, adolescents can comprehend and methodically handle theoretical concepts. No longer bound by concrete reasoning, adolescents develop a complex imagination and a hypothetical approach to problem-solving. They are often concerned with the reason or the “why” behind things.
- 10. Instead of beinglimited to concrete thinking, adolescents can imagine both the possible and the impossible, form thoughts, and use logical reasoning to determine the possibility of a concept or task. Suggesting that teenagers have reached the formal operational stage, they now could correspond to concepts by holding ideas in their minds instead of having to use objects.
- 11. To explain this,one could ask a child to rank items based on reasoning: If A = B and B = C, then A = C. The child still in the concrete operational stage will not be able to understand this 8 task without using drawings or objects. In contrast, teenagers in the formal operational stage will be able to imagine the idea in their minds and justify the logic behind it (Miller, 2011).
- 12. Adolescent thought isoften self-centered and influenced by the belief that others are very aware of their every action. They live with the knowledge of a fictional audience and often act out in attention- seeking behavior. Elkind (1976) called this heightened self-consciousness adolescent egocentrism, which gives rise to numerous weaknesses of adolescent thought. For example, a personal story occurs when teenagers believe that their thoughts, feelings, and experiences are fully different, more extraordinary, or more terrible than others’.
- 13. Similar to thepersonal story is the invincibility fable, which happens when adolescents believe that they cannot be affected or hurt by anything that would negatively affect an average person (e.g., unprotected sex, drug abuse, or speeding) (Alberts, Elkind, & Ginsberg, 2007).
- 14. It is importantto note that many developmentalists do not support the belief that individuals make a quick jump into the formal operational stage, with many noting the gradual, individual progression of cognitive development (Siegler, 2007).
- 15. Language and speechare integral parts of a childhood process. Speaking well and articulating are necessary skills in today’s world. Below the age of 5, children capture linguistic abilities fast and bloom well. Since the brain develops quickly, it is necessary to stimulate sight, sounds, and speech patterns. Language
- 16. Children start withsmall words in their mother tongue and slowly move on to complex sentences. Gradually, the shift is made towards other languages, commonly English or a third language, and is the second most crucial element in the holistic development of the child
- 17. As children growinto adolescents, they enter a process through which they figure out who they are, passing through various stages along the way. In working towards identity achievement, both parents and peers’ function as influential sources of direction and support for the adolescent. Psychosocial
- 18. Though many excitingchanges occur during this period, teens also face several risk factors, such as depression, suicide, and drugs. Teens experience growth in their relationships, not only with their parents and peers but also with romantic partners. Despite adolescents’ developing independence, parents should not underestimate how influential they can be during this stage
- 19. Psychosocial Development forErikson is a series of stages in which a child experiences conflict that serves as primary element for his/her development. If the child has successfully dealt with these conflicts it will contribute much to his/her well-being particularly on how he/she will optimistically live his/her live-in latter years. He/she will manifest positive behavior and good disposition in life that makes him/her feel good about him/herself.
- 20. However, if he/shefail to deal with the conflict effectively he/she may not develop skills needed for him/her to see a great sense of individuality. The eight stages of Psychosocial Development according to Erikson are as follows:
- 21. 1. Trust vsMistrust (birth to 8 months) 2. Autonomy vs Shame and Doubt (2 to 3 years) 3. Initiative vs Guilt (3 to 5 years) 4. Industry vs Inferiority (6 to 11 years) 5. Identify vs confusion (12 to 18 years) 6. Intimacy vs Isolation (19 to 40 years) 7. Generativity vs Stagnation (40 to 65 years) 8. Integrity vs Despair (65 to death)
- 23. As individuals moveinto adolescence, Erikson (1968) theorized that they enter his fifth stage of psychosocial development, identity versus role confusion. It is during this stage that the question “Who am I?” takes center stage. In adolescence, identity is often shaped by their impression of what others think of them as well as their own view of themselves (Cole et al., 2001).
- 24. Their improved cognitivefunctioning now allows them to view themselves from a psychological perspective, whereas before they defined themselves using only concrete and specific traits. When teenagers are younger, they may struggle to accept that their desired self-concept (social and friendly) differs from their behavior (wanting alone time).
- 25. However, older teenagerscan reconcile that conflict by understanding that their behaviors may be altered by situations and circumstances (Hitlin, Brown, & Elder, 2006).
- 26. In Erikson’s fifthpsychosocial stage, teenagers often test out various roles, activities, and ideologies to reach identity achievement. James Marcia (1966) built upon Erikson’s theory, finding four different ways in which teenagers work through the identity crisis: 1) identity confusion, 2) foreclosure, 3) moratorium, and 4) identity achievement.
- 27. 1.The first stage,identity confusion, impedes a teenager from forming close relationships and engaging in meaningful activities, which often leads to social withdrawal. 2.Second, foreclosure occurs when teenagers simply adopt others’ values or norms to avoid confusion and to find comfort in some form of commitment (Meeus, 2011).
- 28. 3. The thirdstage of moratorium commonly occurs around age 19, and it allows adolescents to take a break from figuring out their identity, such as by attending college or joining the military (Kroger, Martinussen, & Marcia, 2010; Meeus, 2011). 4. Once a teenager progresses through a time of identity crisis, the final and ideal stage is identity achievement.
- 29. As teenagers workthrough these stages and move towards identity achievement, it is important for parents to guide them and emphasize God’s love and plans. Given the influence of parents and the environment on teenagers’ identity 10 formation, it is not surprising that Erikson (1968) found four venues by which formation occurs at the chronosystem level: religious, political, sexual, and vocational.
- 30. During adolescence andemerging adulthood, individuals undergo moral development — that is, they witness changes in their thoughts, feelings, and behaviors about what is right and wrong. Kohlberg’s theory of moral reasoning (1976) argues that moral development occurs in three levels, each with two stages. others. Moral
- 31. By increased internalizationand observing positive models, adolescents move to the second stage, which involves living according to the specific standards of others. Then adolescents move to the third stage, in which morality is more internal and becomes one’s own. Compared to children, adolescents engage in more prosocial behavior, and girls do so more than boys.
- 32. Two important aspectsof prosocial behavior are forgiveness and gratitude, which are clearly emphasized throughout Scripture.
- 33. According to behaviorists,moral behavior is influenced by reinforcement, punishment, and imitation. In contrast, Freud believed that children may adopt their parents’ moral standards to avoid feeling guilty (Kohlberg, 1963). Currently, many views both negative and positive feelings such as guilt and empathy as important to moral development.
- 34. Kohlberg's Theory ofMoral Reasoning Preconventional Morality • What is right and wrong is determined by what is punishable. Moral action is essentially the avoidance of punishment. • What is right and wrong is determined by what brings rewards and what people want. Other people's wants and needs come into the picture, but only in a reciprocal sense
- 35. Conventional Morality • Makedecisions based on what will please others. Concerned about maintaining interpersonal relations. • Looks to society for guidelines about behavior. Thinks of rules as flexible, unchangeable.
- 36. Post-Conventional Morality • Recognizesthat rules are social agreements that can be changed when necessary. • Adheres to a small number of abstract principles that transcend specific, concrete rules. Answers to an inner conscience
- 37. Spiritual This involves manyadvances in cognitive development, and such advances may cause them to ask questions about their religious or spiritual beliefs. Consistent with Piaget’s view of cognitive development, adolescents improve in their ability to think abstractly, idealistically, and logically. This allows them to think about various religious and spiritual concepts.
- 38. Some adolescents mayquestion how a God could possibly be considered loving if so many people across the world experience so much pain and distress. Adolescents’ improved idealistic thinking abilities allow them to consider if religion is the best way to build a better, more ideal world. Likewise, their improved ability to reason logically allows them to form hypotheses and consider various answers to spiritual questions
- 39. Adolescents ask themselveswho they really are, what they want out of life, and what the purpose of life is. In addition, they may question the existence of God or other higher spiritual being, wondering if they have simply adopted their parents’ views or if they are their own views as well.
- 40. Research suggests thatthe link between identity and spirituality in adolescence may lead the way to one developing a spiritual identity that goes beyond, but not necessarily excludes, one’s childhood religious identity (MacDonald, 2011).
- 41. There are numerousways in which parents may introduce their children to religion, such as Sunday school, parochial education, tribal transmission, or teaching their children at home. In general, adolescents do adopt the religion of their parents (King & Roeser, 2009).
- 42. However, if people’sreligion changes or they experience a reawakening, then it typically takes place in adolescence or emerging adulthood. Research has shown that the religiosity of people’s parents is positively associated with their religiosity during adolescence (Kim-Spoon et al., 2012). This, too, is correlated with individuals’ religiosity after they transition to adulthood.
- 43. Parents who havepositive relationships with their children have a bigger effect on their adolescents’ religious beliefs, just as mothers have more of an impact than fathers. Likewise, adolescents’ peers have an influence on their religious interest.