Elec12UNIT-1-Topic1.pdf

UNIT 1 Introduction Knowing and understanding oneself is critical to being an effective team member as well as being successful in life, work, and relationships. It is one of the most important factor to define your whole personality because it influences everything you do, and it chan...

UNIT 1 Introduction Knowing and understanding oneself is critical to being an effective team member as well as being successful in life, work, and relationships. It is one of the most important factor to define your whole personality because it influences everything you do, and it changes and evolves over time. The purpose of this module is to help you deepen your understanding and appreciation for who you are as a person. You will explore how you see yourself through the lenses of personal identity, your skills and talents, roles, values, personal core, and how you meet your psychological needs. You will also examine how you respond to the pressures of changes and transitions in your life. You will have an opportunity to examine how your personal identity has been shaped by a variety of people and experiences. You will also have opportunities to think about and discuss your values, interests, hopes for the future, as well as, your strengths and challenges. You will learn about how your psychological needs are the primary source that motivates and drives your behavior. You will also learn critical knowledge about change and how important it is in today’s workplace to be adaptive and to embrace change as a personal and professional growth experience. As we progress in our lessons, you will be invited and encouraged to take risks, to step outside your comfort zone, and to challenge your thinking and the thinking of others. You will be engaged in reflection, partner activities, storytelling, discussion groups, self-assessment, and giving and receiving feedback. Learning Outcomes A. Exemplify awareness, understanding, appreciation and acceptance of the Self; B. Explain the fundamental concepts of the Self and the basic dynamics of self-development; C. Identify values that perfectly fit with self-change and acceptance; D. Model the imbibed values as part of self-acceptance Activating Prior Knowledge Think about this: Do I know myself as others know me? Am I aware of my characteristics as others are aware of? Are my characteristics that I know also known to others? Are there characteristics (about me) that others know that I am not aware of? Now, you probably are a little bit confused about who you are now. Our lessons will unearth many excellent qualities about you that you may have overlooked over the years. Topic 1. KNOWING ONESELF Learning Objectives At the end of this lesson, you are expected to: A. Identify characteristics as selling points about you; B. Emulate values from parents’ lessons checking on your character; C. Exemplify awareness, understanding, appreciation and acceptance of the Self; D. Explain the fundamental concepts of the Self and the basic dynamics of self- development.  Presentation of Content UNDERSTANDING THE SELF Understanding the self is the awareness of and the ability to understand one’s own thoughts and actions. It entails the ability to attain insights into one’s attitudes, motives, defences, reactions, together with the weaknesses and strengths. It is subjective sense of the self and a complex mixture of conscious and unconscious thoughts, attitudes and perceptions. Understanding self represents the sum total of people’s conscious perception of their identity as distinct from others. The self is not a static phenomenon but continues to develop and change throughout lives—(George Herbert Mead) Self-understanding has been recognized as a competency for individuals to function efficiently in any group of organization. It influences the individual’s ability to make key decisions about self and other people around him. Understanding self equips individuals with making more effective career and life choice, the ability to lead, guide and inspire with authenticity. SELF-CONCEPT It is the set of beliefs that would hold about who we are. It is the sum total of an individual’s beliefs about his or her own personal attributes. It is basically the individual’s image of the kind of person he or she is which includes the awareness of being (what I am) and awareness of function (what I can do). Self-concept includes not only our perceptions of what we are but also of what we think, we ought to be and would like to be. The latter component of the self is called the ideal self that represents the self-concept that an individual would ideally want to possess. Source: Slideshare.net produced by: Sabnam Basu Our self-concept is “what we perceive ourselves to be,” and involves aspects of image and esteem. How we see ourselves and how we feel about ourselves influences how we communicate with others. What you are thinking now and how you communicate impacts and influences how others treat you. Charles Cooley calls this concept the looking-glass self. We look at how others treat us, what they say and how they say it, for clues about how they view us to gain insight into our own identity. Leon Festinger added that we engage in social comparisons, evaluating ourselves in relation to our peers of similar status, similar characteristics, or similar qualities. The ability to think about how, what, and when we think, and why, is critical to intrapersonal communication. Animals may use language and tools, but can they reflect on their own thinking? Self-reflection is a trait that allows us to adapt and change to our context or environment, to accept or reject messages, to examine our concept of ourselves and choose to improve. 2. 3. known to others but not known to not to me or to others 1. 4. known to me known to me and to others but to others In the first quadrant of the figure, information is known to you and others, such as your height or weight. The second quadrant represents things others observe about us that we are unaware of, like how many times we say “umm” in the space of five minutes. The third quadrant involves information that you know, but do not reveal to others. It may involve actively hiding or withholding information, or may involve social tact, such as thanking your Aunt Martha for the large purple hat she’s given you that you know you will never wear. Finally, the fourth quadrant involves information that is unknown to you and your conversational partners. For example, a childhood experience that has been long forgotten or repressed may still motivate you. As another example, how will you handle an emergency after you’ve received first aid training? No one knows because it has not happened. Source:https://courses.lumenlearning.com/ Topic 2. TWO WAYS IN WHICH WE PERCEIVE OURSELVES Learning Objectives At the end of this lesson, you are expected to: A. Identify the different concepts about self; B. Give examples of negatives thoughts that most likely to ruin plans; C. Explain how negative thoughts may be turned into positive motivations Presentation of Content POSITIVE SELF-CONCEPT: People with positive self-concept believe in themselves are confident about their ability to deal with problems, make decisions and feel equal with others, have respect for themselves and expect it from others. These are the people who are realistic in the assessment of themselves and can admit to a wide range of feelings, behaviours and needs. NEGATIVE SELF-CONCEPT: These are the people who see themselves as failures and have negative, pessimistic image of themselves who begin to act their part. These negative feelings feed on themselves and become a downward spiral, gradually encompassing all of the people’s thoughts, actions and relationships. People with negative self-concept tend to complain constantly and find it difficult to accept criticisms. Source: Slideshare.net produced by: Sabnam Basu Topic 3. ASPECTS OF SELF-CONCEPT Learning Objectives At the end of this lesson, you are expected to: A. Identify the different aspects of self-concept; B. Give examples of cognitive aspects which are important in the intellectual development; C. Explain how behavioural aspects may interfere with the cognitive development Presentation of Content 1. COGNITIVE ASPECT: SELF SCHEMA Self-schemas are cognitive generalizations about the self, derived from past experience, that organize and guide the processing of self related information. 2. AFFECTIVE/EVALUATIVE ASPECT: SEL-ESTEEM The self-esteem reflects the perceived the difference between an individual’s actual self-concept (who I think I really am) and some ideal self-image (who I would really like to be). 3. BEHAVIORAL ASPECT: SELF PERCEPTION In Darn Bem (1972) influential self-perception theory reflects, we observe our behaviour and our situation in which it took place make attributions about why the behaviour occurred and draw conclusions about our won characteristic and disposition. In other words, we understand ourselves the same way we perceive and understand others. COMPONENTS OF SELF-CONCEPT BODY IMAGE SELF- ROLE SELF-ESTEEM CONCEPT PERFORMANCE PERSONAL IDENTITY SELF-IDENTITY A sense of personal identity is what sets one person apart as a unique individual that includes a person’s name, gender ethnic identity, family status, occupation and roles. One’s personal identity begins to develop during childhood and is constantly reinforced and modified throughout life. BODY IMAGE Body image is an attitude about one’s physical attributes and characteristics, appearance and performance. It is dynamic because any change in the body structure or function, including the normal changes of growth and development can affect it. In simple terms, body image is: “…the perception that a person has of their physical self and the thoughts and feelings that result from that perception.” (National Eating Disorders Collaboration) As this definition shows, body image isn’t just one unidimensional construct. It’s made up of four aspects: 1. Perceptual body image: how you see your body 2. Affective body image: how you feel about your body 3. Cognitive body image: how you think about your body 4. Behavioral body image: the way you behave as a result of your perceptual, affective, and cognitive body image (NEDC, 2017) When your body image is positive, you are able to accept, appreciate, and respect your body (NEDC, n.d.). You won’t necessarily avoid feeling any insecurities or think your body is perfect, but you will be able to acknowledge any insecurities for what they are and believe that your body is perfect for you. https://positivepsychology.com/ SELF-ESTEEM Self-esteem if the judgement of personal performance compared with the self-ideal. It is derived from a sense of receiving and giving love and being respected by others. Self-esteem refers to a person's beliefs about their own worth and value. It also has to do with the feelings people experience that follow from their sense of worthiness or unworthiness. Self-esteem is important because it heavily influences people's choices and decisions. In other words, self- esteem serves a motivational function by making it more or less likely that people will take care of themselves and explore their full potential. People with high self-esteem are also people who are motivated to take care of themselves and to persistently strive towards the fulfilment of personal goals and aspirations. People with lower self-esteem don't tend to regard themselves as worthy of happy outcomes or capable of achieving them and so tend to let important things slide and to be less persistent and resilient in terms of overcoming adversity. They may have the same kinds of goals as people with higher self-esteem, but they are generally less motivated to pursue them to their conclusion. https://www.mentalhelp.net/  COMPONENTS OF SELF-ESTEEM https://www.teljeunes.com/ Self-confidence (feeling of security) This is the foundation of self-esteem. If we feel secure with our family, if we feel loved and our needs are met, our self-esteem develops. That’s when we try to take our place and dare to try new things and new experiences. For example, when we learn to walk, we fall down the first few times, but with encouragement, we develop our confidence and try again! Identity This is the knowledge we have of ourselves. By experimenting, learning, and getting feedback from the people around us, we come to identify our characteristics, abilities, needs, and feelings. Identity can be divided into several parts: including physical (the representation that each person has of their own body) and social (how I come into contact with other people, the groups I associate with, my economic situation, my place as a student, worker, teen, how I act with my girlfriend or boyfriend, which sex attracts me, etc.). Feeling of belonging We all belong to several groups: family, friends, school, sports team, etc. We also define ourselves by belonging to these groups, by the relationships we have with other people and the experiences we have in these groups: feeling like part of a group, feeling solidarity, seeking out the other group members, communicating well, sharing, etc. The various groups we belong to allow us to feel understood and know that there are people who are like us. Feeling of competence To feel competent, we need to have different experiences, succeed and fail, and learn new things. The feeling of competence is related to motivation: a person is motivated when they face challenges that they are able to meet. Success results in a feeling of efficacy and pride that promotes self-esteem and pushes the person to accept new challenges. Self-esteem is not carved in stone. It changes and stabilizes based on the people we meet and our life experiences. Although it can be a challenge during adolescence, one thing is certain: the more different situations we face, the more we learn about ourselves and the better we know who we are and who we want to identify with, what we don’t want to repeat, and what we want for our lives. ROLE PERFORMANCE Role refers to a set of expected behaviours determined by familial, cultural and social norms. The level of self-esteem is dependent upon the self-perception of adequate role performance in these various social roles. Source: Slideshare.net produced by: Sabnam Basu ACTIVITIES OF TOPIC 1 Application: Complete this table showing you as a person. Put a check mark where a characteristics is known. Add more cells if needed. Characteristics Known to you Known to others You do not know and others  Feedback Activity: Draw yourself in a family where you exemplify attributes you have learned from this lesson. Does your nominal position in your family matters if you wish to influence your siblings about being part of a change? Why? ACTIVITY 1 Cdn.fbsbx.com The Masks We Wear People often compare themselves to others. They also wear different masks put on different faces, depending in the particular norms of the social situation they are in. Masks provide a comforting way for them to hide their true selves and fit in and they serve as a protective barrier to avoid getting hurt. Teenagers, in particular, often go through tumultuous times and experience a roller coast of emotions, leaving them more vulnerable to loss of identity. This activity allows participants to analyse, demonstrate, and explore the different ways they act around the important people in their lives. Materials Paper plates (at least 3 for each person) Magazines or newspapers Pencils or pens, coloured markers/felt pens Optional: Craft (paddle pop) sticks, glue or tape Procedure 1. Why do people wear masks? 2. Prepare the materials and decorate three masks, with each mask representing how you present yourself most often. 3. Discuss your masks and how you change from day to day and situation to situation Application: 1. Which mask do you feel most comfortable in? 2. Which mask would you like to get rid of? 3. How will you use what you have learned today?  Feedback 1. Are you challenged to wear mask in different situations? Why? 2. Do you live in an environment that requires changes of masks when need arises? Why? ACTIVITY 2 Cdn.fbsbx.com Self-Portraits Rationale Self-portraits offer people a creative outlet to express how they view themselves in a non-threatening format. In addition, self-portraits will provide you with a deeper understanding of everyone’s background. Materials A copy of the self-portrait hand-out for each. Pencils, pens, crayons or coloured markers/felt pens Procedure 1. Close your eyes and picture yourself by considering how you feel about your body, home life, school, friends and social activities. 2. Now you are asked to draw your image to the best of your ability and after which describe your self-portrait. Discussions: 1. How is your portrait different from the image you project to others? 2. What is a step you are willing to take to improve your vision of yourself? 3. How will you use what you have learned today? ACTIVITY 3 Cdn.fbsbx.com Today I Choose…. Everything we do in life is a choice. Every choice has a consequence. The consequence can be positive or negative. Young people often find it more difficult to think about the ramifications of their decisions. The pressures and uncertainties during times of trouble can lead to poor choices. This activity focuses on the importance of thinking through and planning to help promote healthy decision making. Materials A copy of the My Life is a Choice hand-out for each participant Pencils or pens Procedure 1. Think of a choice/s you make every day. 2. A copy of the My Life is a Choice hand-out is given to you.. 3. Complete the hand-out and see how many things you actually choose to do in one day. Discussion Questions  Can you name a few difficult situations in which making a good choice may be a struggle for many people today? Why do you think these situations are so difficult? How would you advise someone to handle these difficult situations? How will you use what you have learned today? ACTIVITY 4 MY SELF-ESTEEM BINGO Discuss each of the items in the bingo box. Talk of three Share a happy Talk about your The best way to Describe your things you are event in your life hang out with pamper myself is most quiet time grateful for friends …… My favourite part Mention a way Talk someone Say something A favourite of the day where you can you admire positive about memory of mine manage your yourself is when …… anger I am happiest Name FREE I feel best when Share a when…. something you people….. characteristic would like to be you admire in better at yourself Share the I feel good Describe your Your greatest Describe your greatest about myself perfect vacation personal greatest strength compliment you …… accomplishment ever received that you are proud Share something I am good at ….. Share a Name a person Describe your you would like to characteristic who can most enjoyable do but haven’t you admire in motivate you the outdoor activity yet others most