Managing and Caring for the Self Lessons 1-3 PDF

FINALS LESSON 1  Knowing the “self” is not enough. Since “who you are” is partly made up of choices, you must also have the ability to choose especially to be better “you”. In the school setting, your knowledge of yourself should at least enable you to become a better student.  “Thinking about...

FINALS LESSON 1  Knowing the “self” is not enough. Since “who you are” is partly made up of choices, you must also have the ability to choose especially to be better “you”. In the school setting, your knowledge of yourself should at least enable you to become a better student.  “Thinking about Thinking” or “learning about learning”  Metacognition is a regulatory system that helps a person understand and control his or her own cognitive performance.  Metacognition allows people to take charge of their own learning. It involves awareness of how they learn, an evaluation of their learning needs, generating strategies to meet these needs and implementing the strategies. 1. The knowledge of cognition - has three components: ▪ Knowledge of the factors – that influence one’s own performance ▪ Knowing different types of strategies – to use for learning ▪ Knowing what strategy to use - for a specific learning situation 2. Regulation of cognition ▪ Setting goals and planning ▪ Monitoring and controlling learning ▪ Evaluating one’s own regulation 1. Ask questions 6. Provide access to mentors 2. Foster self-reflection 7. Solve problems with a team 3. Encourage self-questioning 8. Think aloud 4. Teach strategies directly 9. Self-explanation 5. Promote autonomous 10. Provide opportunities for learning making errors.  Knowing the limits of one’s own learning and memory capacities  Knowing what learning tasks one can realistically accomplish within a certain amount of time  Knowing which learning strategies are effective and which are not  Using learning effective learning strategies to process and learn new material  Example of metacognition in action is trip planning. This process involves multiple steps and considerations, including understanding maps, travel time and routes, expenses, and other factors. An individual might use metacognitive awareness regarding their abilities to strategize. LESSON 2  Jack Canfield is an epitome of success. He has authored seven books listed in the Guinness Book of World Records as New York Times Bestseller. One of the Canfield’s featured quotes about success is: “By taking time to stop and appreciate who you are and what you have achieved – and perhaps learned through a few mistakes, stumbles and losses, you can actually enhance everything about you. Self- acknowledgement and appreciation are what give you insights and awareness to move forward toward higher goals of accomplishments” (Brown, 2016). - Self-Efficacy Theory is also known as Social Cognitive Theory - It refers to an individual’s belief that he or she is capable of performing a task. - The higher the self-efficacy the more confidence a person has in his abilities. LOW SELF-EFFICACY HIGH SELF-EFFICACY Have low self-confidence Have more confidence Lessen their effort under Try harder to master the challenge difficult situation Recover quickly from setbacks and disappointments 1. Enactive Mastery  Gaining relevant experience with the task or job 2. Vicarious Modeling  Becoming more confident because you see someone else doing the task 3. Verbal Persuasion  Becoming more confident because someone else convinces you that you have the skills necessary to be successful. 4. Arousal  It leads to an energized state which drives a person to complete a task   Intelligence is static.  Leads to a desire to look smart and therefore a tendency to… - Always prove himself/herself - Avoid challenges - Give up easily when faced with challenges - See effort as fruitless or worse - Ignore criticism or useful feedback - Find excuse/point blame for failure - Feel threatened by the success of others  Examples: “I’m awesome at this!” “I made a mistake.” “I can’t do math!” “I can’t do it, it’s too hard.” “I’m just not good at this.” “I give up!” “It’s good enough.” “I’ll never be as smart as her…”   Intelligence can be developed.  Leads to a desire to look learn and therefore a tendency to… - Embrace challenges - Persist in face of setbacks - See effort as the path to mastery - Learn from criticism/feedback - Are reflective in failure - Find lessons/inspiration in the success of others  Examples: “Mistakes help me improve.” “I’m on the right track.” “I’m going to train my brain in Math.” “What I am missing?” “I’m going to figure out what she does and try it.” “I should try some of the strategies “This may take some time I’ve learned.” and effort.”  Locke (1996) first describe that the approach of goal setting theory is based on what Aristotle called final causality; that is, action caused by a purpose. It accepts the axiomatic status of consciousness and volition. It also assumes that introspective reports provide useful and valid data for formulating psychological concepts and measuring psychological phenomena (e.g., purpose, goal, commitment, and self-efficacy). He then discussed the attributes of goals and his 14 research findings.  Goals have both an internal and an external aspect. Internally, they are ideas (desired ends); externally, they refer to the object or condition sought (e.g., a job, a sale, a certain performance level). 1. The more difficult the goal, the greater the achievement. 2. The more specific or explicit the goal, the more precisely performance is regulated. 3. Goals that are both specific and difficult lead to the highest performance. 4. Commitment to goals is most critical when goals are specific and difficult 5. High commitment goals is attained when: a. The individual is convinced that the goal is important; b. The individual is convinced that the goal is attainable (or that, at least, progress can be made toward it). 6. In addition to having a direct effect on performance, self-efficacy influences:  a. The difficulty level of the goal chosen or accepted. b. Commitment to goals; c. The response to negative feedback or failure; and d. The choice of task strategies. 7. Goal setting is most effective when there is feedback that shows progress in relation to the goal. 8. Goal setting (along with self-efficacy) mediates the effect of knowledge of past performance on subsequent performance. 9. Goals affect performance by affecting the direction of action, the degree of effort exerted, and the persistence of action over time. 10. Goals stimulate planning in general. 11. When people strive for goals on complex tasks, they are least effective in discovering suitable task strategies if: a. They have no prior experience or training on the task;  b. There is high pressure to perform well; and c. There is high time pressure. 12. Goals (including goal commitment), in combination with self-efficacy, mediate or partially mediate the effects of several personality traits and incentives on performance. 13. Goal-setting and goal- related mechanisms can be trained and/or adopted in the absence of training for the purpose of self-regulation. 14. Goals serve as standards of self-satisfaction, with harder goals demanding higher accomplishments in order to attain self-satisfaction than easy goals. LESSON 3  The American Psychological Association (2017) has these statements about stress: “Stress is often described as a feeling of being overwhelmed, worried or run – down. Stress can affect people of all ages, genders and circumstances and can lead to both physical and psychological health issues. By definition, stress is any uncomfortable emotional experience accompanied by predictable biochemical, physiological, behavioral changes. Some stress can be beneficial at times, producing a boost that provides the drive and energy to help people get through situations like exams or work deadlines. However, an extreme amount of stress can have health consequences and adversely affect the immune, cardiovascular, neuroendocrine and central nervous system. Since stress is inevitable to life, we have to learn how to handle and cope with it. More so, we have to be familiar with other approach to a healthy lifestyle, which is self-care. Stressors are uncontrollable or unpredictable events that can alter our normal reaction to everyday events. Some examples are excessive workload demands, conflicting expectations and insufficient resources both internal and external. Stress response or reaction is normal response to the demands and changes of life - both positive and negative. The response is individual, physiological and necessary for survival.  Stress can become problematic when we are habitually confronted with chronic stress. The effects are experienced in four key areas:  Physical signs or symptoms – headaches, changes in appetite and changes in sleep patterns  Mental signs or symptoms – poor concentration, confusion, poor judgment  Emotional signs or symptoms – feeling out of control, increased anger and nervousness  Behavioral signs or symptoms – aggression, compulsive behavior, and excessive alcohol use.  List of Common Responses to Stress  Chest problems such as pain, heart palpitates and heart disease  Aches and pains in the body, including headache, back pains, and an upset stomach  Problems with sleep  High blood pressure  Anxiety and depression symptoms  Anger and outbursts or rage  Burnout and the inability to focus  Withdrawing socially and forgetfulness  Increased irritability and restlessness  Coping means to invest own conscious effort, to solve personal and interpersonal problems, in order to master, minimize or tolerate stress and conflict.  Anticipating a problem (proactive coping). Anticipation is when reduces the stress of some difficult challenge by anticipating what it will be like preparing for how one is going to cope with it.  Social coping such as seeking social support from others.  Meaning-focused coping, in which the person concentrates on deriving meaning from stressful experience.  Humor  While dealing with stress it is important to deal with your physical, mental and social well-being. One should maintain one’s health and learn to relax if one finds oneself under stress. Mentally, it is important to think positive thoughts, value oneself, demonstrate good time management, plan and think ahead, and express emotions. Socially, one should communicate with people and seek new activities.  Dissociation is the ability of the mind to separate and compartmentalize thought, memories and emotions.  Sensitization is when a person seeks to learn about rehears and/or anticipate fearful events in a protective effort to prevent these events from occurring in the first place.  Safety behaviors are demonstrated when individuals with anxiety disorders come to rely on something, or someone, as a means of coping with their excessive anxiety.  Anxious avoidance is when person avoids anxiety provoking situations by all means.  Escape 1. Cognitive Dimension If one stress level is elevated and remains unchecked, concentration, focus, organization and clarity of thought can be compromised. 2. Affective Dimension Irritability, rapid mood swings, unpredictable anger, and sadness are accentuated by increased level of stress. 3. Behavioral Dimension Alcohol and substance use and abuse, and absentee issue and can also compromise our relationship with other. 4. Physical Dimension Changes in appetite and sleep patterns, weigh again or loss and other health issues like high blood pressure and ulcers.  Self-care is the action that individuals take for themselves, on behalf of and with others in order to develop, protect and maintain and improve their health, wellbeing or wellness. 1. Recognize signs of distress in your mood and behavior. 2. Establish a balance between your personal needs and work or family – related demands. 3. Maintain a sense of humor. 4. Spend quality time friends and family. 5. Develop an alternative, self-absorbing but health activity. 6. Find a place to work or live that encourages the culture of self-care.  Self-care prevents “overload burnout” You push yourself to the point that you can’t take anymore so you just give up. Self-care helps you avoid getting that point Self-care reduces the negative effects of stress. Taking care of yourself means keeping your stress from taking over so you can function at full capacity. Self-care helps you refocus Taking a break. Breaks are epitome of self-care.