KNOWING

ONESELF
Personal Development
LESSON OBJECTIVES
•Define and contrast the following terms:
a) actual self vs. ideal self,
b) self-concept vs. self-esteem
•Can share dimensions of self
•Explain the importance of knowing oneself and
acknowledging strengths and limitations toward
personal development
•Create a journal entry
ACTIVITY 1.

TWO
TRUTHS
AND A LIE
BIG QUESTION
Why is knowing
yourself so important?
KEY POINTS!
 The self is actually the union that makes your unique traits
or personality, and these essentially distinguishing you
from others.
 By understanding your strengths and weaknesses, you are
more empowered to realize your potential to the fullest.
 By becoming more aware of yourself, you are equipped to
make wiser decisions about crucial issues in life.
 A healthy relationship with others begin with a healthy
relationship with self.
Jon is a grade 9 high school student at a public school in
Metro Manila. Like many other teenagers, she began to
experience changes about herself physically, emotionally,
and interpersonally. She has several groups of friends, many
of which make it to school clubs as officers and some being
able to be in the honor roll. Jan at this point feels insecure
with them but she can’t help but keep herself in the circle as
she feels no other group would accept her. She is having fun
with her friends but whenever they need to got to their
respective clubs and study buddies, she feels left out
Jan tries to join them out of pressure but does not
really like it. She knows for herself that she cannot
really make it to any academic club or the honor roll.
She is afraid that one day her friends would leave.

On the other hand, an feels that she does fairly well in

sports. However, her friends told her that it is not for
girls to be physically engaged like a man. She is now
confused as to whether she should continue what she
likes or take the advice of her friends.
HOW WELL
DO YOU
KNOW
YOURSELF?
ACTIVITY 2. THE TEN
STATEMENT SURVEY
Complete the 10-Statement Test below. You are requested to refrain

from thinking about your answers too much. What is best is just to
write dwon the first statements that come into your mind to
complete the sentence that begins with “I am.”
 1. I am_________.
 2. I am_________.
 3. I am_________.
.
.
 10. I am_________.
 How was your experience of answering the twenty
questions?
 Was it easy or difficult to come up with answers to each of
the question?
 Were you answers spontaneous or more deliberate – that
is , did you tend to really think before writing your
answer?
 How do you feel about the kind of answers you placed in
the mini-survey?
KNOWING PERSONALITY OR
THE SELF
SELF. In philosophical terms, it is the
being, which is the source of a person’s
consciousness.
KNOWING PERSONALITY OR
THE SELF
The self is the essence of a person:
his thoughts, feelings and actions,
experiences, beliefs, values,
principles, and relationship.
SELF-CONCEPT
a person’s subjective description of who the
person thinks he or she is
Includes physical appearance, body image,
social character or abilities and your thinking
 THREE
COMPONENTS OF
SELF-CONCEPT
(ROGERS,____)
SELF-IMAGE/ACTUAL SELF
(descriptive) refers to the characteristics that we
believe we possess;
May include the roles we perceive we inhabit, the
words we use when we describe ourselves, and how
we believe others perceive us; involves how others
see us (e.g. personality traits, strengths and
limitations)
SELF-ESTEEM
The set of beliefs we hold about ourselves
unconditional positive response regard
– acceptance no matter what a person
says or does and support in spite of
mistakes and shortcomings
IDEAL SELF
refers to how we want to be; idealized
image that we have developed over time,
based on what we have learned and
experienced
 SELF-CONCEPT AND ITS
ASPECTS
Physical self
Social self – how you relate to others
Competent self
Inner self – feelings and thoughts
“I” VS “ ME”
“I” - the person deep inside; part of a
person that is antisocial and just about how
you feel
“ME” – the part of a person that is about
being in society
1. In 3-5 sentences, explain the
importance of knowing oneself.
2. Contrast actual self and ideal self
3. Explain the concept I vs ME. Cite
example/s.
DETERMINING
PERSONALITY
TRAITS
Personal Development
GORDON ALLPORT
Psychologist who espoused the uniqueness of
each individual
Focused on understanding and measuring
personality in terms of traits which are the
enduring and consistent disposition of
human beings
RAYMOND CATTELL
 Proposed that personality is made up of 16 basic
dimensions (Feist, et al 2013)
 Defined traits as reaction tendencies that are somewhat
permanent parts of personality
 CATTELL’S
WAYS OF
CLASSIFYING
TRAITS
COMMON TRAITS
Everyone shares common traits to some
degree
Example: Everyone has some measure of
intelligence
UNIQUE TRAITS
Each of us has unique traits
that distinguish us as
individuals
ABILITY TRAITS
Our skills and abilities determine how well
we can work toward our goals
TEMPERAMENT TRAITS
Our emotions and feelings help determine how
we react to the people and situations in our
environment
DYNAMIC TRAITS
The forces that underlie our
motivations and drive our
behavior
SURFACE TRAITS
Traits that are readily observable by
others
SOURCE TRAITS
Single, stable, permanent elements of our
behavior
Underlying traits that form the core of our
personality
CONSTITUTIONAL TRAITS
Constitutional traits derive from the biological
and physiological conditions of the person.
ENVIRONMENTAL TRAITS
Environmental-mold traits are determined
by influences in the social and physical
environment.
16 BASIC DIMENSIONS
OF PERSONALITY (R.
CATTELL)
WARMTH
the tendency to move toward others seeking
closeness and connection because of genuine
feelings of caring, sympathy, and concern
(versus the tendency to be reserved and
detached, and thus be independent and
unemotional).
LIVELINESS
the tendency to be high-energy, fun-loving, and
carefree, and to spontaneously move towards
others in an animated, stimulating manner.
Low-scorers tend to be more serious and self-
restrained, and to be cautious, unrushed, and
judicious.
SOCIAL BOLDNESS
(UNINHIBITED VS SHY)
the tendency to seek social interaction in a
confident, fearless manner, enjoying challenges,
risks, and being the center of attention. Low-scorers
tend to be shy and and to be more modest and risk-
avoidant.
FORTHRIGHTNESS (OPEN VS
DISCREET)
the tendency to want to be known by others— to be
open, forthright, and genuine in social situations,
and thus to be self-revealing and unguarded. Low-
scorers tend to be more private and to be harder to
get to know
AFFILIATIVE
the tendency to seek companionship and enjoy
belonging to and functioning in a group
(inclusive, cooperative, good follower, willing
to compromise). Low-scorers tend to be more
individualistic and self-reliant and to value
their autonomy.
SENSITIVITY
Openness to sensitive feelings, emotions,
intuition, and aesthetic dimensions
ABSTRACTEDNESS
(IMAGINATIVE VS PRACTICAL)
Openness to abstract, theoretical ideas,
conceptual thinking, and imagination x
(OPENNESS-TO-CHANGE
Openness to free thinking, inquiry, exploration of
new approaches, and innovative solutions
WARMTH (OUTGOING VERSUS
RESERVED)
Openness to people and
their feelings
RULE-CONSCIOUSNESS
(CONFORMING VERSUS NON-
CONFORMING)
involves adopting and conscientiously
following society’s accepted standards
of behaviour
PERFECTIONISM
(CONTROLLED VERSUS
UNDISCIPLINED)
describes a tendency to be self-disciplined,
organized, thorough, attentive to detail,
and goal-oriented
SERIOUSNESS
involves a tendency to be cautious, reflective,
self-restrained, and deliberate in making
decisions
GROUNDEDNESS
 involves a tendency to stay focused on concrete, pragmatic, realistic solutions.
APPREHENSION
Worried vs confident
DOMINANCE

Forceful versus
submissive
EMOTIONAL STABILITY
Calm versus high-strung
ABSTRACTEDNESS: IMAGINATIVE VERSUS PRACTICAL
APPREHENSION: WORRIED VERSUS CONFIDENT
DOMINANCE: FORCEFUL VERSUS SUBMISSIVE
EMOTIONAL STABILITY: CALM VERSUS HIGH-STRUNG
LIVELINESS: SPONTANEOUS VERSUS RESTRAINED
OPENNESS TO CHANGE: FLEXIBLE VERSUS ATTACHED
TO THE FAMILIAR
PERFECTIONISM: CONTROLLED VERSUS UNDISCIPLINED
PRIVATENESS: DISCREET VERSUS OPEN
REASONING: ABSTRACT VERSUS CONCRETE
RULE-CONSCIOUSNESS: CONFORMING VERSUS NON-
CONFORMING
SELF-RELIANCE: SELF-SUFFICIENT VERSUS DEPENDENT
SENSITIVITY: TENDER-HEARTED VERSUS TOUGH-
MINDED.
SOCIAL BOLDNESS: UNINHIBITED VERSUS SHY
TENSION: IMPATIENT VERSUS RELAXED
VIGILANCE: SUSPICIOUS VERSUS TRUSTING