The Rationale for Personal Development and Training

The basic rationale for personal growth will be understood from the need to understand one’s Personal Development Training human wants, along with spiritual, emotional and social growth, because a failure to grasp this about one’s personal self is unthinkable if attempting to understand and relate to other human beings in any meaningful way.

A person’s improvement might be perceived in many alternative methods; for example as in Freud’s Psychosexual Growth Principle (Marshall, 2004) which appears at levels of sexual development and the frustrations linked to each stage, or Havighurst’s Developmental Stages (Sugarman, 1986) and Duties which identifies:

Duties that come up from bodily maturation

Tasks that come up from personal values

Tasks which have their supply within the pressures of society

or by way of Maslow’s Hierarchy of Needs(Maslow, 1998).

Or certainly by way of any of the opposite strategies and theories that have been developed, and which could also be studied and related to the wants of a counsellor in training,e.g.:

Erikson’s Stages of Psychosocial Improvement Theory

Piaget’s Phases of Cognitive Improvement

Kohlberg’s Phases of Ethical Development

Gilligan’s Concept of Ethical Growth

Which is to name however just a few, and some of which will mean more to at least one person than to another.

What’s really vital is the core condition of recognising ourselves and others as human beings with developmental needs and developmental constructs, the understanding of which is paramount to enabling a real understanding of the human growth processes and the necessities essential with a view to work towards residing a contented and fulfilled existence for ourselves, and for engaging meaningfully with others working towards the same.

A person’s decisions are sometimes influenced by social construction, by adapting our personality to fit in with the expectations of pals, household and employers; whilst in relation to some other particular person we might act in response to our personal unconscious and emotionally fuelled expectations. The particular person we’re relies upon upon our life experiences and feedback from others about how we inter-relate with those people with whom we come into contact, in addition to the bodily, cultural and religious worlds in which we find ourselves. If we are to be able to narrate to others whose personal assemble and developmental processes which have led to what they have become with any real empathy and congruence, we should first understand our personal construct. In taking duty for studying about our own emotional and social actions, understanding and improvement, we act authentically; but permitting our social construct to make decisions for us may very well be seen as performing un-authentically.

Maslow’s Hierarchy of Wants takes a premise that when essentially the most fundamental human wants are met it becomes potential to progress via successively more advanced ranges of need, to culminate in ‘self actualisation’. If we have interaction in exploring this process we permit ourselves the opportunity to develop a relationship with one’s self which leads to and enables the establishment of a more understanding relationship with others.

This hierarchy of needs is predicated on a ‘Humanistic’ strategy and the idea of ‘self actualisation’ as described by Carl Rogers, who pressured that self-awareness of the person, on a aware stage, is an important method to work in understanding behaviour by making reference to the interior framework (Rogers, 1961).

Looking at Kohlberg’s stages of ethical growth (Kegan, 1983) helps us to understand the place an individual might have difficulties if they have not undergone such ethical development via lack of cultural or social contact, or via lack of understanding.

It is just by creating our personal understanding of personal improvement theories and practices that we will develop the skills and practices to assist others who’re suffering from some lack of personal growth or some misguided thinking developed during their upbringing.