Personal Development 11 STEM 16 A.Y. 2023 - 2024 PDF

PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Relationship between Self & KNOWING ONESELF Self-Concept Lesson 1 Dimensions of Self Physical - appearance, how we present ou...

PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Relationship between Self & KNOWING ONESELF Self-Concept Lesson 1 Dimensions of Self Physical - appearance, how we present ourselves, health Psychological - mental well-being, mentally stable (productive, able to handle Characteristics of Self-Concept emotions and negativity) 1. Inherently subjective Spiritual - belief of a higher power ➔ We are who we think we are ➔ Reflects how we see 4 Domains of Self ourselves 1. Self-Concept - how you see 2. Multifaced yourself ➔ Many facets, either visible or 2. Self-Image - how you think other invisible, depending on the people see you people you are with 3. Self-Esteem - how you love, care, ◆ Mental - perceptions respect yourself of intelligence and 4. Cyberself - online personality our strengths ◆ Physical - our body, SELF-CONCEPT how physically ❖ A relatively stable set of attractive we think perceptions one holds to oneself. we are ◆ Private - self that we Self vs Self-Concept do not disclose to others Self Self-Concept ◆ Public - self that we want others to see - “Territory” - “Map” - Very fluid, - More highly 3. Dynamic constant structured, ➔ Shifts over time and change difficult to between situations - More to self change ➔ Working self-concept - info than is - May not that dominates a person’s included actually be within the included in sense of self at a particular self-concept the self point in time - Untapped - Part of 4. Influenced by self-disclosure potential ourselves ➔ Act of willingly sharing that we invent information about ourselves to others UST SHS 11STEM-16 | Personal Development | Page 1 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Sources of Self-Concept ❖ Our understanding of how others 1. Biology and Genetics see us. 2. Self-Evaluation a. Self-reflexive act - behavior Components of Self-Esteem that provides us insight about 1. Cognitive - thinking about our our own state of mind strengths and weaknesses; actual 3. Social Roles - your role in the society self vs ideal self (student, daughter/son, etc.) 2. Affective - feelings about ourselves 4. Social Comparison - the way you in reference to our strengths and compare yourself to other people, weaknesses recognizing the differences. 3. Behavioral - verbal and nonverbal 5. Feedback from Others behaviors (disclosures, a. Looking-glass self - people assertiveness, etc.) base their sense of self on how they believe others view them Low Self-Esteem vs High Self-Esteem b. Generalized other - combined High Self-Esteem viewpoints of all other people ○ Happier and more satisfied 6. Cultural Teachings ○ Persistent and resilient Low Self-Esteem Contexts of Self-Concept ○ Depression Culture Relationship Under Inflated Self-Esteem vs Gender Overinflated Individual Under Inflated ○ Self-fulfilling prophecy - ○ Despite overcoming expectation that comes true challenges, they do not feel because one acts as it is good about themselves ○ Automatic negative thoughts Overinflated ○ People whose high Importance of Studying Self-Concept self-esteem is Healthy - realistic disproportionate to their acknowledgement of our strengths actual accomplishments and weaknesses Unhealthy - exaggerated and Pygmalion Effect vs Galatea Effect unrealistic perceptions Pygmalion Galatea Components of Self-Concept Significant others Positive ❖ Self-Concept: influence our expectations for Self-Image & Self-Esteem self-concept. oneself. SELF-IMAGE Motivation coming Motivation comes from others. from self. UST SHS 11STEM-16 | Personal Development | Page 2 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Guidelines for Enriching the Self 1. Gain and use knowledge to support They are more prone to believe that personal development. strangers do live better lives and 2. Make a firm commitment to comparisons with them are more personal growth. depressing. 3. Set goals that are realistic and fair. Young women: 4. Enhance your self-esteem. ○ Low self-esteem - social 5. Self-disclose when appropriate. comparison on SNS to improve their self esteem ★ Imposter Syndrome - subjective ○ High self-esteem - SNS is an experience of perceived intellectual additional means to phoniness that is held by maintain their social individuals, who, despite their network objective successes, fail to internalize these successes. CYBERSELF ❖ SNS have created new outlets for people to create an online extension of themselves. Cyberself & Self-Esteem Low self-esteem - post more negative information Cyberself & Self-Disclosure Adolescents who prefer: ○ Offline - resilients ○ Online - undercontrollers & overcontrollers Cyberself & Social Comparisons People do not feel inferior when comparing themselves to people they know well because they were not fooled by their self-portrayals. UST SHS 11STEM-16 | Personal Development | Page 3 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 3. Motor neuron - communicate signals POWERS OF THE MIND to target cells (neurons, muscles, glands) Lesson 2 Anatomy of a Neuron Overview of the Human Nervous System CNS PNS Contains the: Division of the - Brain nervous system - Spinal cord outside the CNS. Analysis of Consists: information takes - Neurons place. - Parts of neurons NEURON ❖ Nerve cells or brain cells ❖ Basic functional unit of NS Dendrites ❖ Transmit and receive electrical ○ Receive signals from other signals in the body neurons, muscles, or sense ❖ Birth > 100 billion neurons organs and pass the ❖ 1 quadrillion neural connections signals towards the cell body. ★ Neural connections - needed to gain / retain information Cell Body ○ Soma, contains the Functions of a Neuron nucleus 1. Sensory neuron - receive signals ○ Provides fuel, 2. Interneuron - integrate incoming manufactures chemicals, signals, whether or not to pass it and maintains the entire along neuron in working order. UST SHS 11STEM-16 | Personal Development | Page 4 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Axon ○ Carries signals away from the cell body to neighbouring neurons, organs, muscles Myelin Sheath ○ Fatty material that insulates an axon ○ Prevents interference from electrical signals from adjacent axons NEURAL COMMUNICATION ❖ Electro-chemical Terminal Button ❖ 2 processes: ○ Region where neurotransmitters are Electrical Chemical stored Transmission (ET) Transmission (CT) Synapse - Dendrites to - Terminal ○ Small gap between the axons button to terminal button and its - Conduction synapse adjacent organ, muscle, or - Intracellular - Intercellular cell body signaling signalling (communica (communic Synaptic Vesicles tion within ation ○ spherical membrane the cell) between - Action neurons in packages that store potentials the neurotransmitter (long synapses molecules ready for distance and through releases near synapses rapid neurotrans communicat mission) Neurotransmitters ion) ○ Molecules that are released - Pick up info from active neurons and quickly influence the activity of other cells ★ Information flow within a Neuron ○ things neurons send to (ET) another neuron through ○ First, the information is neural connections received by the dendrites then passes through the cell body then through the axon to the terminal buttons and finally into the synapse. UST SHS 11STEM-16 | Personal Development | Page 5 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 What is the role of specific NTs to ★ Neurons do not touch. The message different brain functions? has to swim through the synapse from the axon of the sending neuron to the dendrite of the receiving neuron. ★ Synaptic cleft - 10nm~20nm large ★ Chemical Transmission (CT) 1. Synthesis - cell body produced chemicals are carried away by the axon 2. Packaging - NT is put into small groups to be launched across the synaptic cleft 3. Release - release of NT 4. Binding - NT is absorbed by new neuron Overview of Neuron Growth Cycle 5. Stopping the Chemical Signaling - not all NT can be absorbed by new neuron; others will be absorbed by old neuron or degraded depending on the interneuron retained Neurogenesis (Prenatal) Neurons are generated from neural stem cells and progenitor cells Neurogenesis (Adult) Regeneration of the new adult neurons in the dentate gyrus of the hippocampus Mechanism for increasing memory resolution by neurogenesis Lock-and-key model Mature neurons - powerful at - Each NT has a unique chemical representing what they have key that fits and opens certain encoded in the past locks or receptors. UST SHS 11STEM-16 | Personal Development | Page 6 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Young neurons - capable of encoding novel/new events Combination - encoding of more features robustly within memories Neuroplasticity Brain’s ability to grow and change Brain is plastic throughout our lives; can be “re-wired” in many ways: ○ Mental activity ○ Creation of neural structures ○ Repetition of mental activity ○ Strengthening neural connections Learning occurs when two neurons communicate with each other. Every time we learn, our neurons (dendrites) make connections. The more often we access the neural network, the stronger the connections become as well as the synapses. We learn best by association. Long Term Potentiation The more neurons “fire”, the more the axons and dendrites grow accustomed making connections easier. Practice and repetition builds double connections and stronger synaptic connections. UST SHS 11STEM-16 | Personal Development | Page 7 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Neural Pruning disease. Involves synapse, axon and dendrite elimination. Feral Children Occurring between early childhood and onset of puberty. Losing connection powers if not used at appropriate times during brain development. Extremely neglected child, who sometimes grew up with animals. Genie - An example of a feral child. - A girl who was severly abused by A normal pruning involves removing her father during a child, she dendrites in need of pruning. acted like a rabbit. Neuronal Death (Apoptosis vs. Apoptosis Necrosis) “Programmed cell death” Necrosis - "assassination", Appropriate and essential triggered by external factors, during brain development. passive cell death, harmful It occurs to neurons that: inflammation - Are extra Apoptosis - "suicide", active cell - Fulfilled their functions death, safer, remove excess - Lose their connecting neurons, appropriate and powers essential. - Fail to obtain life-preserving chemical Neurotrophic Factors (NFs) (neutotrophic factors) The process of making dendritic Necrosis connections on an undeveloped Inapproriate cell death. neuron may be controlled by Causes such as traumatic injury, various growth factors, which act environmental toxins, to promote the branching cardiovascular disorders, process and thus the formation of infectious agents or genetic synapses. In its simplest form: A protein that needs neuron to grow and become stronger. UST SHS 11STEM-16 | Personal Development | Page 8 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Brain-Derived Neurotrophic Factor (BDNF) Protein that increases the growth Anatomy of the Brain of axons and dendrites. Forebrain - Highest center; provides voluntary movements; emotions, memory, thinking, planning, language abilities and other high mental functions. Midbrain - Reward or pleasure center, visual and auditory reflexes, it arouses the forebrain to ready itself with process information. Cerebellum - Coordination of movement, equilibrium, balance, procedural memory. Medulla - Respiration, heart rate, blood pressure Pons Overview of the Comparative Anatomy - Sleep and arousal of the Brain Dolphin has one of the largest animal brain. UST SHS 11STEM-16 | Personal Development | Page 9 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Psychopaths lack amygdala activity and involves bilateral volume reductions (Yang et al. 2009; Pardini, Raine, Erickson, & Case Sample Phineas Gage - A 3 feet and 7 inches tamping iron massive rod shot from the hole under the force of explosion struck Phineas just beneath his left eye and through his skull only to Lobes of the Cortex shot out the top of his Frontal head and landed some 50 - Emotions, judgements, yards away. voluntary movement, - Survived but his guide to complexity and personality changed from motor capabilities. being thoughtful and friendly to being rude and Parietal antisocial. - Body sensory (touch, pain, pressure, temperature); Antisocial Personality Disorder spatial reasoning. Perasive pattern and violation of rights of others. Occipital Occurs since 15 years old and - Sense of vision should be indicated by 3 or more: 1. Failure to conform to social Temporal norms with respect to - Sense of hearing lawful behaviors. 2. Deception, repeatedly lying. Research Focus (Keypoints) 3. Impulsivity, failure to plan Psychopaths don’t grasp ahead. punishment in same way as other 4. Irritability and people due to gray matter aggressiveness. volumes bilaterally in anterior 5. Reckless disregard for the rostral prefrontal cortex. No social safety of self or others. emotions, thus, does not benefit 6. Consistent irresponsibility from rehab programs. (Gregory as being indifferent to or and colleagues, 2015) rationalizing hurt, mistreatment or stolen. The occurrence is not exclusively Must be atleast 18. UST SHS 11STEM-16 | Personal Development | Page 10 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 during schizophrenia or manic Evidence of disorder before 15. episode Lobotomy A surgical procedure for mentally Case Sample ill patients in 1940s and 1950s. Frances Farmer Drill hole in skull and melting - Hollywood actress, brain fibers through alcohol. considered as Developed later on getting the psychologically unstable brain matter through eye sockets. by her family. - Underwent lobotomy in Ways to Improve Brain Functions her 20s leaving her 1. Physical Activity permanently 2. Meditation incapacitated. 3. Intermittent energy restriction (IER) - diet 4. Sleep 5. Neurobics - tests the five senses. 6. Learn to play instruments. 7. Dance 8. Learn a foreign language 9. Reading a novel. - Maria Eva Ibarguren-Duarte de Peron - Under went prefrontal lobotomy in 1952. - Intention is to relieve the pain of metastatic cancer and modify rebellious behavior and personality. UST SHS 11STEM-16 | Personal Development | Page 11 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Lesson 3: Developmental Stages and Challenges Among Adolescents 2. Cognitive Adolescence & Changes in way we Development heightened emotionality Page 1 and moodiness in early adolescence to these Adolescence hormonal developments. A period of life in which a child 3. Socio-Emotional dramatically shifts into an adult. Changes in the way we A time of great curiosity, connect to others and intellect, physical function and emotionality. express and understand A transitional period in the emotions. human life span, linking 4. Moral childhood and adulthood. Thoughts, feelings, and behaviors regarding rules Development and conventions about The pattern of change that begins at conception and what people should do in continues through the life span. their interactions with Most development involves other people. growth, although it also includes decline brought on by aging and dying. Domains of Development Physical I. Principles of Development Development is… Freud’s Genital Stage of Development 1. Sequential and Lifelong 2. Holistic or He believed that puberty is the Multidimensional onset of the genital stage. 3. Plastic Sexual energy is directed to 4. Involves Growth, other people. Maintenance, and Interest in forming intimate Regulation of Loss 5. Co-construction of Biology, relationships. Culture, and the Individual. Reproduction is now possible. II. Domains of Development Puberty 1. Physical Biological changes - Biological changes, which signal the end of childhood. UST SHS 11STEM-16 | Personal Development | Page 1 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 - Rapid growth in weight and height, changes in body Domains of Development Cognitive proportions and form, and attainment of sexual maturity. Formal Operational - Some research attributes to focus on long term goals Understand abstract principles which have no physical Children who are healthier, better references. nourished and better cared for might Contemplate abstract constructs be expected to mature earlier and (beauty, love, freedom and grow bigger (Slypper, 2006). Thus, the morality). average age of sexual maturity is Demonstrates earlier in developed countries than in hypothetical-deductive developing countries. reasoning, which is developing a Effects of early or late maturation hypothesis based on what might are most likely to be negative logically occur. when adolescents are much more Think about all possibilities in a or less developed than their situation beforehand, and test peers. them systemically. when they do not see the changes in advantageous Adolescent Egocentrism stressful events, such as advent of Enter a world of hypothetical puberty, transition to junior high possibilities and demonstrate school, occur at the same time. egocentrism or a heightened self-focus. The Adolescent Brain The egocentricity comes from Adolescents (14-17) showed attributing unlimited power to adult-like patterns using the their own thoughts (Crain, 2005). frontal lobe. Must take on adult roles so they Immature brain development would learn limits to their own may allow feelings to override thoughts. reason and may keep them from warnings that seem logical and Personal Fable persuasive to adults. Belief that one is unique, special, Underdevelopment of frontal and invulnerable to harm. cortical systems example why Believe that they have adolescents like thrills and novelty experienced strong and diverse and why it’s hard for them UST SHS 11STEM-16 | Personal Development | Page 2 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Emotions that others never understand o Think abstractly and hypothetically how they feel. o Idealistic Engage in risky behaviors (drinking, driving, unprotected o Pseudo stupidity sex) and feel that they will not suffer negative consequences. That adolescent egocentricity Domains of Development emerged in early adolescence and Moral declined in middle adolescence, however, recent research has also identified egocentricity in late adolescence (Schwartz, et al., 2008). Pre-conventional o Lowest level of Imaginary Audience moral reasoning. “Adolescent’s belief that those o Moral thinking: around them are as concerned often tied to rewards and and focused on their punishment appearance as they themselves are” (Schwartz,Maynard, & Uzelac, o People are 2008, p. 441) nice to others so Belief results in adolescents that others will be anticipating reactions from nice to them in return. others. Recent research showed imaginary audience is not Conventional o Second, imaginary. Specifically, intermediate level in Kohlberg’s adolescents and adults feel that theory of moral they are often under scrutiny by development, others, especially if they are active on social media (Yau & Reich, o Individuals 2018). abide to certain standards but Consequences of Formal these came from parents or society. Operational Thought o Reason that laws are needed to protect members of UST SHS 11STEM-16 | Personal Development | Page 3 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 o Each stage has crises affecting the society. development of a child. Post-convention o Each crises, proper ratio must be al O Third and developed. highest level. o Resolving conflicts/crises lay the O Morality is groundwork for next stage of internal. development. O Reason that values, rights, and o Not a catastrophe but a turning point principles, under marked by both increased vulnerability grid or transcend and enhanced potential. the law o More successfully an individual o Evaluate resolves each crisis, healthier validity of actual development will be. laws on degree to which preserve and protect fundamental rights and value. o Follow conscience, even though decision might involve personal risk. Basic Trust vs. Basic Mistrust - Infancy, first year Autonomy vs. Shame and Doubt - Infancy, 1 to 3 years old Domains of Development Socio-Emotional Initiative vs. Guilt - Early childhood, 3 to 5 years old Erik Erikson’s Psychosocial Stages of Development Industry vs. Inferiority - Early childhood, 3 to 5 years old o Primary human motivation: social and Identity vs. Identity Confusion - desire to affiliate with other people. UST SHS 11STEM-16 | Personal Development | Page 4 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Adolescence, 10 to 20 years old Havighurst’s Developmental Tasks Intimacy vs. Isolation - Early Adulthood, “development is continuous 20s to 30s throughout a person’sentire lifespan, occurring in stages” Generativity vs. Stagnation - Middle A person moves from one stage Adulthood, 40s to 50s to the next bymeans of successful resolution of problems Integrity vs. Despair - Late Adulthood orperformance of certain 60s and up developmental tasks. typically encountered by mostpeople in the culture where that person belongs. Identity vs Identity Confusion For Adolescents: “identity crisis”. Faithful or loyal to anideology. Adjust The primary social influence in this stage is peers. - New physical sense of self Personal identity was formed - New intellectual abilities through individuavlexperiences - Increased cognitive demands at that had taken place in the here school and now(Van der Gaag, M., Albers, C., & Kunnen, E. (2017). Develop Emotional experiences and acts of exploration played an - Expanded verbal skills important role in developing - Personal sense of identity personavlidentities. - Stable and productive peer Much of the exploration came in relationships the form of socialinteractions - Increased impluse control and which then led to an individual to behavioral maturity have aperception of themselves (Van der Gaag, M., Albers, C., Establish &Kunnen, E. (2017). Interactions result in the - Adult vocational goals individual either embracing or - Emotional and psychological conflicting with their identity. independence from his or her parents. The adolescent identity developspositively in a nurturing Learn environment which could be in a - Manage his/her sexuality school. School could be an important place to create this positive identity Adopt development (Rich, Y., & Schachter, E.,2012) - Personal value system UST SHS 11STEM-16 | Personal Development | Page 5 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 ❖ BIOLOGICAL COMPONENT Starts with the state of EMOTIONAL AROUSAL INTELLIGENCE Reticular activating Topic 4 system - first to arouse the cortex and then maintain its wakefulness so that Emotions sensory information A complex psychophysiological and emotion can be experience that involves interpreted effectively physiological arousal, expressive Sympathetic Nervous behaviors, and conscious System understanding Sends signals to the Guides us in facing adrenal gland in order predicaments and tasks too to prepare the body to important to leave to intellect act or react following alone an emotion-evoking Each emotion offers a distinctive event. (physiological readiness to act arousal) Functions of Emotions Vital signs elevated - Preparing us for action increase in heart rate, ○ A link between external respiratory rate, blood events and behavioral pressure, blood sugar responses levels, slower Shaping our future behavior digestive process, ○ Acts as reinforcement pupil dilation Helping us to regulate social Parasympathetic Nervous interaction System ○ Allow observers to better Keeps the body from understand us expending energy Autonomic responses Components of Emotions - used by researchers in measuring Physiological / Behavioral Cognitive Biological Component Component emotions Component Emotional Hijacking State when an Cannon-Bard Facial Lazarus / Theory Feedback Appraisal individual’s cognitions Theory Theory are overpowered by James-Lange Theory his/her emotions Aggression / Schachter and Singer Theory fearfulness UST SHS 11STEM-16 | Personal Development | Page 1 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Amygdala - center in receiving a phone call from an the limbic system, unknown number. seat of all emotions in - Being cut off in traffic: A person the brain, takes over experiences physiological arousal the neocortex (e.g., increased blood pressure, Amygdala gets clenched fists) and labels it as anger triggered an in an after being cut off in traffic. instant takes control - Breaking up with a romantic of the brain partner: A person experiences (hijacking) physiological arousal (e.g., decreased endorphin levels, Theories of Emotion (Biological) tearfulness) and labels it as sadness 1. Cannon-Bard Theory after breaking up with a partner. - Emotional state occur at the same time in response to the 2. James-Lange Theory event - Emotions are interpretations of the accompanying physiological reaction - Physical changes in the body happen first, which leads to the experience of emotion - Examples: - Examples: - Suppose you are walking in the woods, and you see a grizzly bear. You begin to tremble, and your heart begins to race. The James-Lange theory proposes that you will interpret your physical reactions and conclude that you are frightened ("I - Seeing a snake might prompt both am trembling. Therefore I am the feeling of fear (an emotional afraid.") response) and a racing heartbeat (a - Imagine that you are walking physical reaction) through a dark parking garage - A phone call from an unknown toward your car. You notice a dark number: A person experiences figure trailing behind you and your physiological arousal (e.g., heart begins to race. According to increased heart rate, sweaty palms) the James-Lange theory, you then and labels it as anxiety after interpret your physical reactions to UST SHS 11STEM-16 | Personal Development | Page 2 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 the stimulus as fear. Therefore, you surge of joy. The person’s body feel frightened and rush to your car experiences physiological arousal as quickly as you can. due to the surprise and happiness of the gift, such as an increased heart 3. Schacter and Singer / Two Factor rate and faster breathing. The Theory person interprets this arousal as joy, - The experience of emotion as they believe they are depends on two factors: experiencing something positive and - Physiological arousal enjoyable. - Interpretation of that arousal ❖ BEHAVIORAL COMPONENT - A person used the environment to search for Theories of Emotion (Behavioral) emotional cues to label the Emotional Expression physiological arousal ○ Every emotion finds a way to be expresses Facial expressions ○ People recognize how we feel through this ○ Communicates our emotion - Examples: ○ Universal - Being late for an important ○ Can be misleading, meeting: A person is running late exaggerated, minimized for an important meeting. The ○ Are not only the results of our person’s body experiences emotions but are also physiological arousal due to the capable of influencing our stress and frustration of being late, emotions such as an increased heart rate and ○ Allow people to quickly judge sweating. The person interprets this someone’s hostility or arousal as anger, as they believe friendliness they are being inconvenienced and ○ Allows us to communicate annoyed. our intentions to others - Getting in a car accident: A person Emotions is in a car accident and feels a ○ The experience of changes sudden fear. The person’s body in our facial muscles experiences physiological arousal ○ Directly tied to changes in due to the perceived danger and facial muscles fear of the car accident. The person FACIAL FEEDBACK THEORY interprets this arousal as fear, as ○ Holds that facial movement they believe they are in a potentially and expression can influence dangerous situation. attitude and emotional - Receiving a gift: A person receives experience a surprise gift and feels a sudden UST SHS 11STEM-16 | Personal Development | Page 3 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 ○ Ex: when a person attends a ◆ Anticipation function and is required to ◆ Trust smile for the duration of the ◆ Joy event, they will actually have ➔ Plutchik created the wheel of a better experience. emotions in order to illustrate the ○ It is the changes in our facial various relationships among the muscles that cue our brains emotions. and provide the basis of our emotions ○ Ex: You are walking down a dark alley late at night. You hear footsteps behind you and your eyes wide, your teeth clench and your brain interprets these facial changes as the expression of fear. Therefore you experience the emotion of fear. Some emotions have universal facial expressions. ➔ The intensity of emotion decreases as you move outward and increases as you move toward the center ➔ Darker shade: more intense emotion ➔ Ex: Anger ◆ Least level = annoyance ◆ Highest level = rage ❖ COGNITIVE COMPONENT Basic Types of EMOTION ➔ Robert Plutchik’s psychoevolutionary Theories of Emotion (Cognitive) theory of emotion, he considered Lazarus Theory / Appraisal there to be 8 primary emotions: Theory ◆ Anger ○ An experience of emotion ◆ Fear depends on the manner one ◆ Sadness appraises or evaluates an ◆ Disgust event ◆ Surprise ○ Subjective Labelling UST SHS 11STEM-16 | Personal Development | Page 4 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 Asserts that our Trustworthiness - emotions are maintains standards determined by our of honesty & integrity appraisal of the Conscientiousness - stimulus takes responsibility of It suggests that his/her work immediate, Adaptability - unconscious flexibility in handling appraisals mediate change between the stimulus Innovation - being and the emotional open to new ideas response ★ Motivation ○ Can motivate himself to work because he has a positive EMOTIONAL INTELLIGENCE attitude in life Ability to understand, use and ○ Reframes negative thoughts manage our emotions well ★ Empathy Can help build stronger ○ Helps to recognize and relationships, make good decisions understand how other people and deal with difficult situations feel Ability of a person to understand and ○ Empathic person - discerns express himself and relate well with feelings behind the needs others; successfully cope with the and wants of others demands of daily life ★ Social Skills Being aware that emotions can drive ○ “People skills” our behavior and impact people ○ Ability to work well with (positively and negatively) others through collaboration Learning to manage those emotions and cooperation – both our own and others ○ Good team players Components of Emotional Intelligence How to Manage our Emotions ★ Self-Awareness 1. Being aware of your emotions ○ Tune in one’s feelings 2. Understanding how others feel and ○ Recognizing one’s emotions why and its effects on other 3. Managing emotional reactions people 4. Choosing your mood ○ Accept one’s feelings whether its positive or Types of Responses negative ★ Self-Regulation ○ Controls disruptive impulses caused by negative emotions ○ Also involves: UST SHS 11STEM-16 | Personal Development | Page 5 PERSONAL DEVELOPMENT 11 STEM 16 A.Y. 2023 - 2024 UST SHS 11STEM-16 | Personal Development | Page 6