EDU 722 Understanding The Self PDF

EDU 722- Professional Integration GEN 002: Understanding The Self Condensed Handouts Learning Outcomes: 1.1 “Who am I?” 1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives 2. Compare...

EDU 722- Professional Integration GEN 002: Understanding The Self Condensed Handouts Learning Outcomes: 1.1 “Who am I?” 1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives 2. Compare and contrast how the self has been represented across different disciplines and perspectives 3. Examine the different influences, factors, and forces that shape the self 4. Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self 1.2 “Who are you? Who are we?” 5. Demonstrate critical, reflective thought in integrating the various aspects of self and identity 1.3 Managing and Caring for the Self 6. Develop a personal plan for a better self “Understanding the Self” deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of personal identity. It is intended to facilitate the exploration of the issues and concerns regarding the self and identity to arrive at a better understanding of oneself. I. From the Perspective of Philosophy 1. For Socrates, the goal of philosophy was to "Know thyself". Knowledge of oneself can be achieved only through the Socratic Method, that is to say, the dialogue between the soul and itself, or between a student and his teacher. 2. Plato is a dualist; there is both immaterial mind (soul) and material body, and it is the soul that knows the forms. Plato believed the soul exists before birth and after death. Thus he believed that the soul or mind attains knowledge of the forms, as opposed to the senses. Needless to say, we should care about our soul rather than our body. 3. Aristotle defined the soul as the core essence of a living being, but argued against its having a separate existence. 4. St. Augustine in his Confessions takes this idea and expands it into an entire genre that critically inquires what it means to be a person. This identity is achieved through a two-fold process: self- presentation, which leads to self-realization. Only in the presence of the Omnipotent and the Omniscient can the self-attain happiness and completeness. 5. Descartes thought that the self is a thinking thing distinct from the body. His first famous principle was”Cogito, ergo sum” which means “I think, therefore I am." Although the mind and body are physically together as a whole, the mind and body are mentally independent and serve their own function. II. Self from the Perspective of Sociology From the classical sociological perspective, the Self is a relatively stable set of perceptions of who we are in relation to ourselves, others, and to social systems. The self is socially constructed in the sense that it is shaped through interaction with other people. 1. Charles Cooley’s theory of the “looking glass self.” Cooley wrote that people’s ideas of themselves have “three principal elements: (1) the imagination of our appearance to the other person; (2) the imagination of his judgment of that appearance, and (3) some sort of self-feeling, such as pride or mortification The Looking Glass Self; Who Holds Our Reflections? Cooley thought that an individual and society do not exist separately, but rather the individual is the product society and society is the product of the individual. There are three parts to the concept; A. how a person thinks the other(s) perceives him, B. how the person thinks the other(s) judges that perception, C. and the reaction of the person to the assumed perceptions and judgments. 2. Mead's theory of the social self is based on the perspective that the self emerges from social interactions, such as observing and interacting with others, responding to others' opinions about oneself, and internalizing external opinions and internal feelings about oneself. Three activities that develop the self: 1. Language -develops self by allowing individuals to respond to each other through symbols, gestures, words, and sounds. Language conveys others' attitudes and opinions toward a subject or the person. Emotions, such as anger, happiness, and confusion, are conveyed through language. 2. Play -develops self by allowing individuals to take on different roles, pretend, and express expectation of others. Play develops one's self-consciousness through role-playing. 3. Games -develop self by allowing individuals to understand and adhere to the rules of the activity. Mead develops William James' distinction between the "I" and the "me." The "me" is the accumulated understanding of "the generalized other" i.e. how one thinks one's group perceives oneself etc. The "I" is the individual's impulses. III. Self: From the Perspective of Anthropology 1. Anthropology is the scientific study of the origins of humans, how we have changed over the years, and how we relate to each other, both within our own culture and with people from other cultures. 2. Cultural anthropology brings us into contact with different ways of life and challenges our awareness of just how arbitrary our own understanding of the world is as we learn how other people have developed satisfying but different ways of living. 3. The Self embedded in Culture Theorists of culture and personality school argued that socialization creates personality patterns. It shapes a person’s emotions, thoughts, behaviors, cultural values and norms to fit into and function as productive members in the surrounding human society. The study of culture and personality wanted to examine how different socialization practices resulted in different personality types. 4. Impact of the Concept of Culture on the Concept of Man Basic Premises 1. (marriage, economy, religion, etc.) 2. what makes people/cultures different, not the same; 3. Culture is the "accumulated totality" of symbolic patterns that appear in different societies 4. what man is capable of and how he actually behaves, which in turn helps define human nature IV. Self from the Perspective of Psychology by William James James described two aspects of the self that he termed the “I Self” and “Me Self.” 1. The I Self reflects what people see or perceive themselves doing in the physical world (e.g., recognizing that one is walking, eating, writing). 2. The Me Self is a more subjective and psychological phenomenon, referring to individuals’ reflections about themselves (e.g. characterizing oneself as athletic, smart, cooperative). Self-view, self-image, self- schema, and self-concept are also used to describe the self-referent thoughts characteristic of the Me Self. Three components of the Me Self: (1) the material self (e.g., tangible objects or possessions we collect for ourselves); (2) the social self (e.g., how we interact and portray ourselves within different groups, situations, or persons); and (3) the spiritual self (e.g., internal dispositions). 3. William James in his studies of Human thoughts concluded that thoughts have 5 Characteristics 1. All human thoughts are owned by some personal self 2. All thoughts are constantly changing or never static 3. There is continuity of thoughts as its focus shift from one object to another. 4. Thought deals with object that are different from independent of consciousness itself. 5. Consciousness can focus on particular objects and not others. 4. The Self as A Cognitive Construction by William James: Duality of Self Me-Self vs I-Self Me-Self- object of knowledge (unique qualities: physical & material, psychological, social I-self- knower and actor (separate from surrounding, same over time, has a private inner life, controls own thoughts and actions) 5. Real Self vs. Ideal Self Real Self- who we actually are. The real self ispur self-image (physical description, social roles, personal traits, existential statements Ideal self- how we want to be V. Self from the Perspective of Psychology: Self as pro-active and agentic Bandura defined human agency as “the human capability to exert influence over one’s functioning and the course of events by one’s actions”. “Through cognitive self-guidance, humans can visualize futures that act on the present; construct, evaluate, and modify alternative courses of action to gain valued outcomes; and override environmental influences”. “To be an agent is to influence intentionally one’s functioning and life circumstances”. Four core properties of human agency: 1. Intentionality deals with the forming of intentions that “include action plans and strategies for realizing them”. 2. Forethought involves “the temporal extension of agency” by setting goals and anticipating future events: It includes more than future-directed plans. 3. Self-reactiveness broadens the role of the agent to be more than just “planners and fore thinkers” and includes processes of self-management and self-motivation, as well as emotional states that can undermine self- regulation. 4. Self-reflection refers to the self-examining nature of human agents. “Through self-awareness, they reflect on their personal efficacy, the soundness of their thoughts and actions, the meaning of their pursuits, and... [if needed] change existing life course patterns”. VI. Western Thought of the Self Individualist Self  The individual identifies primarily with Self, with the needs of the individual being satisfied before those of the group.  Looking after and taking care of oneself, being self-sufficient, guarantees the well-being of the group.  Independence and self-reliance are greatly stressed and valued.  People tend to distance themselves psychologically and emotionally from each other.  Persons believe they have specific, distinctive attributes that set them apart from the general population.  Independence and self-reliance are greatly stressed and valued.  One may choose to join groups, but group membership is not essential to one’s identity or success.  Individualist characteristics are often associated with men and people in urban settings. Like James, psychologist Ulric Neisser distinguished between one’s self-representation connected to directly perceived experiences and that resulting from reflection on one’s experiences. The “ecological self,” connections of oneself to experiences in the physical environment, and the “interpersonal self,” connections of oneself to others through verbal or nonverbal communication, comprise direct perception of experience. The Social Construction of the Self in Western Thought Arguments: 1. The self is nothing but a bundle of perceptions, thoughts, and interactions, which our environment molds into an identity. 2. Our identities are defined by our culture and the society in which we are raised. 3. A social construct is the intended or unintended product of social practices and cultural paradigms. 4. Therefore, the Self must be nothing but a social construct. VII. The Eastern Thought of Self Eastern/Oriental Thought of the Self Collectivist Self  One‟s identity is, in large part, a function of one‟s membership and role in a group, e.g., the family or work team.  The survival and success of the group ensures the well-being  of the individual, so that by considering the needs and feelings of others, one protects oneself.  Harmony and the interdependence of group members are stressed and valued.  Group members are relatively close psychologically and emotionally, but distant toward non group members.  Collectivist characteristics are often associated with women and people in rural settings. Arguments of Confucius: 1. Personality (self) as such is not seen as inherently existing, but as something that is being formed through upbringing and environment. 2. Every person is born with four beginnings, which do not encapsulate a concept of self as yet, but which together, if put in the western framework of thinking, may be called „pre self‟, or „potential-self‟:  a. heart of compassion – leads to Jen b. heart of righteousness – leads to Yi c. heart of propriety – leads to Li d. heart of wisdom – leads to Chih A Self as such would develop out of these, and develop through practice of the corresponding virtues 3. Personality (self), in the Confucian perception, is an achieved state of moral excellence rather than a given human condition. 4. The concept of self also is deeply embedded within the family and society, and it is only in that context that the self comes to be what it is. VIII. Biological factors, Psychological factors, and Socio-economic factors Biological- internal psychological, genetic, temperament Psychological- Motives, interests, attitudes, intelligence, willpower Socio-economic- Characteristics, education, income, social status, socialization, VIX. The Physical Self – Body Image and Self-esteem 1. Physical self-concept is the individual's perception of themselves in areas of physical ability and appearance. Physical ability includes concepts such as physical strength and endurance, while appearance refers to attractiveness. 2. Body image is how you view your physical self — including whether you feel you are attractive and whether others like your looks. For many people, especially people in their early teens, body image can be closely linked to self-esteem. 3. Self-esteem is how you value and respect yourself as a person. Self-esteem affects how you take care of yourself, emotionally, physically and spiritually. Body image and self-esteem directly influence one another. When you have healthy body image, you feel comfortable about your body and know how to care for it. X. The Material/Economic Self 1. Economic self-sufficiency is the ability of individuals and families to maintain sufficient income to consistently meet their basic needs – including food, housing, utilities, health care, transportation, taxes, dependent care, and clothing – with no or minimal financial assistance or subsidies from private or public. 2. Material self -All of the physical elements that reflect who you are. Possessions, car, home, body, clothes. 3. Social self - The self as reflected through your interactions with others; actually, a variety of selves that respond to changes in situations and roles. What is material or economic self? Signify aspects of one's sense of self and identity. One's sense of self and identity is influential on how an individual chooses to purchase his or her wants and he or she makes economic decisions that will address his or her personal and social needs. Two Categories 1.The Bodily Parts: The Parts of the body 2. Extra corporal/External Self: Any material possessions which extends us. 4. Self-Concept in Consumer Behavior Self-concept can be described simply as how one perceives himself and his behavior in the market place. It is the attitude one holds towards himself. What one thinks of himself. The self-concept is not very realistic because an unconscious component is always present. It can be divided into six types, as given below: 1. Actual self: How a person actually perceives himself. 2. Ideal self: How a person would like to perceive himself. 3. Social self: How a person thinks others perceive him. 4. Ideal social self: How a person would like others to perceive him. 5. Expected self: An image of self somewhere in between the actual and ideal self. 6. Situational self: A person’s self-image in a specific situation. XI. The Spiritual Self Spiritual is "a persistent sense of self that addresses ultimate questions about the nature, purpose, and meaning of life, resulting in behaviors that are consonant with the individual's core values. 1. It consists of your internal thoughts and introspections about your values and moral standards. It is a man’s inner or subjective being. 2. It is a man’s physical faculties or dispositions. 3. It is the essence of who you think you are. 4. It is a mixture of your spiritual beliefs and your sense of who you are in relationship to other forces in the universe. Role of the Spiritual Self: 1. Provides a super-sensory overview of the entire mind-body-emotion connection. 2. Focuses attention upon the inner worlds of creativity and potentials (personal growth). 3. Increases awareness of our inner and outer selves. Self-awareness. 4. Cooperates with the limbic system, gut feelings and the ability to identify with the experiences of others. 5. Compassion. 6. Altruism Religious Views on Self 1. Christianity sees the self negatively, distorted through sin: 'The heart is deceitful above all things, and desperately wicked; who can know it?' (Jeremiah 17:9) ". 2. In traditional Buddhism it sees self as an illusion that serves as the main cause of suffering and unhappiness. 3. In Islam the nafs (self) in its unrefined state is "the ego", which they consider to be the lowest dimension of a person's inward existence - his animal and satanic nature. It goes through different stages to attain its pure self. XII. Part 1The Sexual Self (Development of secondary sex characteristics) Sexual Self - definition comprised of three aspects: gender identity, gender role and gender orientation. Sexual identity can change throughout an individual's life, and may or may not align with biological sex, sexual behavior or actual sexual orientation. Primary sex characteristics (or body structures directly concerned with reproduction) that allows us to tell males from females, such as the penis in men and the vagina in women. Secondary sex characteristics are physical features which appear at puberty (though they later become equally as prominent). Erogenous Zone  comes from the Greek eros which means love, and the English genous, meaning producing.  area of the human body that has heightened sensitivity, which, when stimulated, may create a sexual response such as relaxation, thoughts of sexual fantasies, sexual arousal and orgasm. Freud (1905) proposed that psychological development in childhood takes place in a series of fixed psychosexual stages: oral, anal, phallic, latency, and genital. Boys begin to view their fathers as a rival for the mother’s affections. The Oedipus complex describes these feelings of wanting to possess the mother and the desire to replace the father. However, the child also fears that he will be punished by the father for these feelings, a fear Freud termed castration anxiety. The term Electra complex has been used to describe a similar set of feelings experienced by young girls. Freud, however, believed that girls instead experience penis envy. XIII. Part 2 The Sexual Self (Basic Biology of sexual behavior) Biology of Sexual Behavior The biology of human sexuality includes the reproductive system and the sexual response cycle, as well as the factors that affect them.  Females have both external genitalia (known as the vulva) and internal reproductive organs (including the ovaries, uterus, fallopian tubes, and vagina).  Males also have both internal and external genitalia; the main sex organs are the penis and testicles.  The hypothalamus is the most important part of the brain for sexual functioning; it produces important sexual hormones that are then secreted by the pituitary gland.  Sex hormones that influence sexual behavior include oxytocin, prolactin vasopressin, follicle- stimulating hormone (FSH), and luteinizing hormone (LH); others include testosterone in males and estrogen and progesterone in females. Reproductive System The organs and glands in the body that aid in the production of new individuals (reproduction).  In the male, sperm are produced in the testes and conveyed to the female in a fluid called semen, which passes out of the body through the penis. Other parts of the male reproductive system include the prostate gland, the scrotum, and the urethra.  In the female, the eggs, or ova are produced in the ovaries and released during ovulation into the fallopian tubes about halfway through the menstrual cycle. If fertilization occurs, the resulting zygote travels down the fallopian tube to the uterus, where it implants and continues development. If the ovum is not fertilized, it continues its journey toward the uterus, where it degenerates and is released in the menstrual flow through the vagina during menstruation. Understanding Human Sexual Response The sexual response cycle refers to the sequence of physical and emotional changes that occur as a person becomes sexually aroused and participates in sexually stimulating activities, including intercourse and masturbation. The sexual response cycle has four phases: excitement, plateau, orgasm, and resolution. Chemistry of Lust, Attraction and Attachment According to anthropology professor Helen Fisher there are three stages of falling in love. In each stage, a different set of brain chemicals run the show. These stages are lust, attraction, and love. XIV. Part 3 The Sexual Self (Psychological Aspect) Sexual Diversity means that everyone has different understandings about what sexuality means to them. It is often used in the context of sexual orientation. Also refers to all sex characteristics and gender identity. Possible Reasons for Homosexuality and Bisexuality:  Researchers, particularly Kinsey, believed that reasons behind homosexuality and bisexuality are that it depends on a person’s sexual feelings and behaviors and romantic feeling.  Some researchers also include reasons such as environment or nature, genetics/hereditary, drugs during labor and differences in brain structures.  Parent-child relationship, according to some psychologists, plays a big part in producing Homosexuals and bisexuals, though this (evidence) are not supported.  Some also theorize that homosexuality and bisexuality are learned or achieved through reward and punishment procedures. This is called the Learning-Theory explanation. XV. Healthy interaction with others. Personal relationships with friends, family and our partners play an important role in our day to day functioning. Some of the things that can satisfy our social needs include romantic relationships, friendships and family. 1. Friendship. The word friendship can mean different things to different people. The number of friends and the number of interactions with these friends will also differ for each of us. 2. Relationships. One of the biggest challenges for couples is to determine how to spend their time. Because we are so busy with work, we spend less and less time with our family and friends. You need to spend time with yourself, with your family and with your friends and try to find a healthy balance. 3. Family. One of the most important social contexts for the development and expression of self-esteem is the family. For children, the family is the most important context because its major function is the socialization and care of children. A word of caution: don’t let too many people have an impact on your relationship. Too many opinions can only make things more difficult. Remember that their opinions and advice can be very subjective and might not be best for you. Online Self vs The Offline Self: Who is the real you? “Our generation is stuck in this unique position of trying to create ourselves. As if growing up and making sense of the world wasn’t enough, we have this second space where we are forging our identities, one where no generation before us has set the rules.” “While we can share more of ourselves online than ever previously possible, we choose not to. Instead, we curate.” So how can we avoid this Division of Self? While some may choose to delete all social media apps from their phone, this is unrealistic for most of us. After all, we like connecting with people all around the world. Heed the call to live an authentic life and embrace your inherent awesomeness. It is authenticity that most attracts us to others: when we see someone’s true self, we connect to them in a way that is deeper than superficial admiration. “We should be authentic online, but know that behind the highlight reel, we’re all beautifully imperfect.” XVI. The Political Self (The SELF as a member of the community) and The Development of National Consciousness Physical self-concept is the individual's perception of themselves in areas of physical ability and appearance. Physical ability includes concepts such as physical strength and endurance, while appearance refers to attractiveness. The self and the immediate community: 1. Community provides people with security and sense of belonging but also use these feelings to trap its inhabitants with a comfort zone. Thus, community can decrease a person's ability people and things in the outside world. 2. Living in a neighborhood allows people to learn from mistakes made by others and also find their role models. Thus, neighborhood empowers a person to become better and stronger. Developing the Filipino as a Responsible Citizen: 1. Follow traffic rules. 11. Be kind to our foreign visitors. 2. Be punctual and do not procrastinate. 12. Respect other Filipinos, especially the elders. 3. Ask for a BIR official receipt. 13. Build a good relationship with your neighbors. 4. Pay your tax. 14. Help your own town achieve progress. 5. Be a responsible parent. 15. Give support to our countrymen. 6. Love your husband or wife. 16. Be a responsible worker 7. Conserve water and energy. 17. Love your employees 8. Protect our environment. 18. Make your customers happy. 9. Report crimes. 19. Be a responsible netizen 10. Obey the laws and local ordinances. 20. Make an honest vote. XVII. The Political Self (The SELF during the Martial Law) Martial Law. The exercise of government and control by military authorities over the civilian population of designated territory. It is an extreme and rare measure used to control society during war or periods of civil unrest or chaos. Self-Determination The power or ability to make a decision for oneself without influence from outside or the right of a nation or people to determine its own form of government without influence from outside. All people have the right to self-determination. By virtue of that right they freely determine their political status and freely pursue their economic, social and cultural development. Life under Martial Law  During the first years of martial law, the economy benefited from increased stability, and business confidence was bolstered by Marcos's appointment of talented technocrats to economic planning posts.  Despite the 1973 oil price rise shock, the growth of the gross national product (GNP) was respectable, and the oil-pushed inflation rate, reaching 40 percent in 1974, was trimmed back to 10 percent the following year.  Between 1973 and the early 1980s, dependence on imported oil was reduced by domestic finds and successful energy substitution measures, including one of the world's most ambitious geothermal energy programs. Claiming that "if land reform fails, there is no New Society,"  Marcos launched highly publicized new initiatives that resulted in the formal transfer of land to some 184,000 farming families by late 1975. The law was filled with loopholes, however, and had little impact on local landowning elites or landless peasants, who remained desperately poor. XIII. The Digital Self (Self and netizen; Identity theft and cybercrimes) Digital self” is the idea that people often consider things and other people to be possessions, almost like tools to help define their identity. They use technology to redefine themselves. It is the way people engage technology and the role technology plays in their lives. Development of Digital Self The idea of the digital self-developed from the original phenomenon of the “extended self‟, pioneered by Russell Belk in 1988. He believed our possessions are a major contributor to and reflection of our identities. Back in the day, it was external objects, such as clothes, jewelry and cars etc. that he believed we used and considered as part of ourselves. Nowadays however, it isn’t merely tangible belongings that consider as part of our extended self. Our digital possessions such as photos, videos, statuses, texts, and emails are now seen to be significantly important in shaping our digital self. Why do we have a Digital Self? Researchers, such as Stone (1996) and Hemetsburger (2005) claim that the digital web allows us to try out different personas that differ from our real life identities. We were especially interested in looking at why we express ourselves online the way we do and we wanted to share the most common reasons: - We want to meet the expectation of others: research shows over 50% of women would edit their social media photos to look better and meet the expectations that the media and magazines have set. - We want to boost our self-esteem - Bigger sense of freedom - To feel a sense of belonging - Striving to be our ideal selves. Identity Theft - also known as identity fraud is a crime in which an imposter obtains key pieces of personally identifiable information, such as Social Security or driver's license numbers, in order to impersonate someone else. Types and examples of identity theft: 1. True-name identity theft means the thief uses personal information to open new accounts. The thief might open a new credit card account, establish cellular phone service or open a new checking account in order to obtain blank checks. 2. Account-takeover identity theft means the imposter uses personal information to gain access to the person's existing accounts. Typically, the thief will change the mailing address on an account and run up a huge bill before the person whose identity has been stolen realizes there is a problem. Cybercrime is any criminal activity that involves a computer, networked device or a network. Social Media Etiquette for College Students and Young Professionals by Diane Gottsman 1. Determine how you want to be perceived on Facebook, Twitter, and all social media outlets. 2. Know that employers DO check your social media accounts. 3. Google yourself. 4. You are what you tweet or post. 5. Don’t rely on privacy settings. 6. Dedicate posts emphasizing your achievements and accomplishments. 7. Take your online presence seriously.. XIX. Personal Freedom and Responsibility Freedom is the ability to set your schedule, to decide on the work you do, to make decisions. Responsibility is being held accountable for your actions. It might involve figuring out how to get paid for your work, owning your mistakes or having others count on you. Eleanor Roosevelt wrote; “Freedom makes a huge requirement of every human being. With freedom comes responsibility. Balance your freedom and responsibility by managing your time. After figuring out your class (and/or work, internship, volunteering, etc) schedule, go through your calendar and set aside a specific time just for studying and homework. Ultimately, it means considering how your actions will affect people and situations around you. The Recipe for Responsibility. Responsible behavior is made up of five essential elements—honesty, compassion/respect, fairness, accountability, and courage. Personal Freedom  The power or right of an individual to act, speak, or think without hindrance or restraint.  The state of not being imprisoned or enslaved.  Unrestricted use of something. Responsibility A duty or obligation to satisfactorily perform or complete a task (assigned by someone, or created by one's own promise or circumstances) that one must fulfill, and which has consequent penalty for failure. Relationship of Personal Freedom and Responsibility: Responsibility assumes that the individual can have freedom of action and decision. Therefore, freedom necessarily leads to responsibility. Freedom is the power of choice that individuals have in society, while responsibility is the attitude of the person to respond for the actions he chooses freely. Freedom makes people responsible for their actions to the extent that they are voluntary, even if the immutability and responsibility for an action can be diminished or sometimes cancelled by ignorance, inadvertence, duress, fear, inordinate attachments, or habit. So, in other words, Freedom means you will have to be responsible for every act, for every breath; whatever you do or don't do, you will be responsible. XX. Self-knowledge and Self-mastery In philosophy, ―self-knowledge‖ standardly refers to knowledge of one's own sensations, thoughts, beliefs, and other mental states.... This entry focuses on knowledge of one's own particular mental states. Self-knowledge refers to understanding of one's own goals, character, beliefs, ethics and gives one the freedom to live their life without regrets. It is important because:... It helps in knowing your own limitations. Here are the 4 steps to actively attaining more self-knowledge: 1. Step 1 – Take a Character Inventory. Taking an inventory of your character is the first step.... 2. Step 2 – Understand What You Can Do.... 3. Step 3 – Feel the Feels.... 4. Step 4 – Motivation Matters.... 5. Final Thoughts.... 6. More About Self-Understanding. Source of self-knowledge, especially when people make attributions for positive and negative events. The key elements in self-perception theory are explanations people give for their actions, these explanations are known as causal attributions. Here are 7 effective strategies for cultivating self-mastery: 4. Keep A Journal. 1. Talk to Yourself 5. Break the Bystander Effect 2. Make Peace with Your Past 6. Cognitive Reappraisal 3. Play Devil’s Advocate 7. Audit Yourself 4 Steps to Self-Mastery 1. Awareness 3. Decision/action/ Focus 2. Discernment / choice 4. Realization/ manifestation Self-Mastery is the ability to recognize, understand, control, and make the most out of your physical, mental, emotional, and spiritual self. It is gained thorough awareness, understanding, and control over your thoughts, emotions and actions. Essentially, it gives you control over the one things you can control in any given situation yourself. XXI. Person with Mission and Setting Goals for Success- Albert Bandura’s Self Efficacy and Carol Dweck’s Mindset Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997). Self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and social environment. According to Bandura, there are four main sources of self-efficacy beliefs: 1. Mastery experiences; 4. Emotional and physiological states (Akhtar, 2. Vicarious experiences; 2008). 3. Verbal persuasion; Mindset Theory proposes that people hold different beliefs about whether people can or cannot change basic psychological attributes, such as their intelligence or personality. Two types of mindsets: Fixed mindset and Growth mindset According to the Stanford research psychologist Dweck, one of the most basic beliefs all human beings possess is focused on how each individual views their personality. There is the ―fixed mindset and then there is the ―growth mindset. The 7 Mindsets are actions and attitudes that can literally change the course of a person’s life. They represent the irrefutable, time-tested thinking at the heart of fulfillment, happiness and success on one’s own terms, regardless of gender, race, nationality, or socio-economic background. Self-efficacy The main concept in social cognitive theory is that an individual's actions and reactions, including social behaviors and cognitive processes, in almost every situation are influenced by the actions that individual has observed in others. 4 sources of self-efficacy are; 1. Performance Accomplishments. 3. Social Persuasion. 2. Vicarious Experience. 4. Physiological and Emotional States. We teach these simple principles to young people and adults through interactive programs and engaging curriculum across a variety of digital platforms. The information has been organized into language that is highly engaging, easy to understand, and oriented toward driving positive change through purposeful action in one’s life The 7 Mindsets are: 1. Everything is Possible – Dream big, embrace creativity, and expect great results 2. Passion First – Pursue your authentic talents and deepest interests 3. We Are Connected – Explore the synergies in all relationships and learn to empower one another 4. 100% Accountable – Choose to be responsible for your own happiness and success 5. Attitude of Gratitude – Seek positives from every experience and be thankful for all you have 6. Live to Give – Inspire and serve others while maximizing your potential 7. The Time is Now – Harness the power of this moment, and take purposeful action today Mindset  In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixedtraits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort.  In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.