PSY REVIEWER (Week 13-17) PDF

Week 13: The Digital Self What is Impression Management? It is done by controlling or influencing how other people perceive him. It can involve strategic THE DIGIT...

Week 13: The Digital Self What is Impression Management? It is done by controlling or influencing how other people perceive him. It can involve strategic THE DIGITAL SELF choices in clothing, grooming, body language, and verbal communication. The digital self, also known as online identity, is used to describe a person’s representation of himself on the Internet. In different social media Two main motives for attempting to manage platforms, a person can construct a controlled the impression of others: projection that impacts how other people perceive him. ​ Instrumental: To gain rewards and increase one’s self-esteem. ​ Expressive: Attempts to be in control of The characteristics of the digital self: one’s personal behavior and identity. (Zhao, 2005): Impression Management Strategies: ​ Oriented inward ​ Self-Promotion: A person actively says ​ Narrative in nature things or takes action to show his ​ Retractable competence to other people. ​ Multipliable ​ Ingratiation: A person tries to win the approval or acceptance of others. An individual’s belief of how other people ​ Exemplification: Strategic self-sacrifice. perceive him defines the social self. He naturally ​ Intimidation: Showing off authority, creates a social identity to achieve a perceived power, or the potential to punish. belongingness to a certain group. Thus, a person ​ Supplication: A person exploits his can define his sense of being based on other weaknesses or shortcomings to receive people’s validation. help or benefit. In general, the digital self is not only about sharing a person’s life online. It may also be about what is acceptable and impressive to IMPACTS OF SOCIAL INTERACTIONS TO THE other people whom a person wants to get SELF approval from. In the digital age, the Internet could highly SELECTIVE SELF-PRESENTATION AND affect how teenagers form their identities. They IMPRESSION MANAGEMENT tend to seek outside affirmation from friends and strangers through different social media Self-presentation behavior refers to the platforms. conscious or unconscious efforts an individual makes to create, modify, or maintain an However, this can also give them an amplified impression of himself in the mind of others. feeling of invisibility, which can have a great influence on how they perceive themselves. Reasons for Engaging in Self-Presentation The current generation doesn’t know how to ​ Helps facilitate social interaction. differentiate their real-time identity and online ​ Enables individuals to attain material identity. They see these two as identical, when in and social rewards. fact these are not. ​ Helps people privately construct a desired identity. Technology, specifically the Internet, makes it his network of within the entire more difficult for teenagers to form an identity connections. Internet. since it creates more versions of the “self” than before. “Digiphrenia is the experience of The Private and Public ​ trying to exist in more than one Social profiles refer to the digital representations incarnation of yourself at the of individuals on different online platforms, same time. There’s your Twitter capturing various aspects of their identity, profile, your Facebook profile, interests, and activities. These provide users with your email inbox. All of these sort a space to share information about themselves of multiple instances of you are and engage with others. operating simultaneously and in parallel. And that’s not a really Advantages of a Public Online Profile: comfortable position for most ​ Facilitates open communication. human beings.” – Douglas ​ Allows posting and open discussion of Rushkoff ideas. App-dependent behavior refers to an individual ​ Provides an opportunity to widen relying heavily on digital applications for business contacts. communication, productivity, entertainment, and ​ Targets a wide audience. other functionalities. ​ Improves business reputation (for entrepreneurs). ​ Helps expand market research, implements marketing campaigns, WHAT MAKES PEOPLE SO ADDICTED TO THE delivers communications, and directs INTERNET? interested people to specific websites. ONE CANNOT NOT COMMUNICATE. Possible Risks of a Public Online Profile: Social networks break the barriers of distance ​ Increases the possibility of fraud, spam, and time by allowing people to communicate and virus attacks. anytime and anywhere. These have also ​ Increases the risk of people falling prey expanded the possibilities of sharing and playing to online scams. identities. ​ Potentially results in negative comments and bashing. Advantages of a Private Online Profile: BOUNDARIES OF THE ONLINE SELF ​ Control over viewers. ​ Protected from scammers and bashers. PRIVATE SELF PUBLIC SELF Disadvantages of a Private Online Profile: ​ Very limited network. Mental events in a Behaviors that are ​ Very low engagement. person’s life that are open to the ​ Do not get to meet interesting people. inherently unobservable observations of ​ Will not help grow a business (for to others or only within other people entrepreneurs). INDIVIDUAL IDENTITY VS. SOCIAL (Cardwell, 2014).​ IDENTITY Examples: ​ Women are not as capable as men in INDIVIDUAL SOCIAL IDENTITY technical fields. IDENTITY ​ Men are not emotional and should not express vulnerability. Disembodiment Hypothesis:​ Develops over the A person’s sense of The Internet allows individuals to let their minds course of a person’s who he is based on engage in social activities while their bodies life. group membership. remain static. ​ People do not need to conform to an assigned gender online. May include aspects Group as an important ​ They are able to freely perform, of a person’s life source of pride and communicate, and act based on their that he has no self-esteem. true gender identity. control over. Sexuality refers to a person’s feelings, attractions, behaviors, and orientations related to their emotional, romantic, and sexual Emphasis on the Emphasis on what a experiences. individual. person has in common with the members of Factors that affect an adolescent’s sexuality: the group. ​ Hormones ​ Personality or temperament ​ Social or environmental factors Created through Created based on ​ Media and the Internet differences in similarities with others. personal characteristics. GENDER AND SEXUALITY ONLINE Week 14: The Emotional Self The world has truly been transformed by the Internet, especially regarding the concept of What is Emotion? gender identity. ​ The term "emotion" originated from the ​ Sex is based on the biological makeup of French word "emouvoir," meaning "to a person, which can be identified as shake, to stir." male or female. ​ Emotion is described as a "strong ​ Gender, according to Judith Butler, is a mental or instinctive feeling such as product of discourse, interactions, and love or fear" involving many bodily social processes. processes and mental states (Oxford English Dictionary, 1996). Stereotype: A fixed, over-generalized belief ​ Emotions are typically brief, intense, about a particular group or class of people and involve physiological changes  such as changes in heart rate, facial ​ Subjective Feelings: The subjective expressions, and hormonal secretion. awareness of interpreting one’s emotional state. Basic Emotions ​ Cognitive Processes: Involvement of memories, perceptions, expectations, According to Daniel Goleman, there are eight and interpretations. basic families of emotions: ​ Behavioral Reactions: Manifestation of emotions through expressive and ​ Fear (Safety): Anxiety, apprehension, instrumental behaviors. nervousness, concern, consternation, misgiving, wariness, qualm, edginess, Characteristics of Emotions dread, fright, terror, and extreme cases like phobia and panic. Emotions are closely related to a ​ Anger (Justice): Fury, outrage, person’s biological needs: resentment, wrath, exasperation, indignation, vexation, acrimony, ​ Emotions arise when an individual’s animosity, annoyance, irritability, basic needs are hindered or satisfied, hostility, and extreme forms like hatred helping in the satisfaction of those and violence. needs. ​ Sadness (Loss): Grief, sorrow, ​ Emotions and logical thinking have an cheerlessness, gloom, melancholy, inverse relationship: self-pity, loneliness, dejection, despair, -​ As emotional intensity increases, and extreme cases like depression. the capacity for logical thinking ​ Enjoyment (Gain): Happiness, joy, relief, decreases, and vice versa. contentment, bliss, delight, amusement, Heightened emotional states pride, sensual pleasure, thrill, rapture, can cloud judgment and impede gratification, satisfaction, euphoria, logical reasoning. whimsy, ecstasy, and extreme cases like ​ Emotions are associated with certain mania. behavioral characteristics: ​ Love (Attraction): Acceptance, -​ Emotions manifest in behaviors friendliness, trust, kindness, affinity, that express internal emotional devotion, adoration, infatuation, and states (e.g., anger often leads to agape. aggressive behaviors). ​ Disgust (Repulsion): Contempt, disdain, ​ Emotions trigger a series of internal scorn, abhorrence, aversion, distaste, activities involving the autonomic and revulsion. nervous system, ductless glands, and ​ Surprise (Attention): Shock, visceral organs. astonishment, amazement, and wonder. ​ Emotions leave an after-feeling called ​ Shame (Self-Control): Guilt, ‘mood’: embarrassment, chagrin, remorse, -​ Intense emotional experiences humiliation, regret, mortification, and can influence a person’s mood, contrition. which persists after the emotional experience. Components of Emotions Physiological Changes in Emotions Emotions are comprised of several components: ​ Facial Expressions: Various muscles of ​ Physiological Arousal: Involvement of the face undergo changes, including the brain, nervous system, and secretion of hormones.  those of the eyes, lips, nose, and forehead. Alert people to Alert people to ​ Muscular Adjustments: Sometimes the immediate dangers anticipated dangers entire muscular system adjusts or and prepare them for and prepare them for contracts. action action ​ Gestures and Movement of the Hands ​ Change in Voice: Voice changes in terms of volume and pitch during emotional experiences. Major Theories Related to Emotions What are Feelings? 1.​ James-Lange Theory of Emotion ​ Feelings are more enduring and ○​ Proposed by William James and significant experiences that arise from Carl Lange. the cognitive interpretation and ○​ Emotions do not begin with the subjective evaluation of emotions. They conscious experience but are are influenced by personal experiences, caused by bodily sensations. cultural norms, and individual 2.​ Cannon-Bard Theory of Emotion differences. ○​ Proposed by Walter B. Cannon and Philip Bard. Characteristics of Feelings ○​ Emotions occur when the thalamus sends a message to ​ Pleasantness-Unpleasantness the brain in response to a Dimension: Whether the feeling is stimulus, resulting in a positive or negative. physiological reaction. ​ Excitement-Numbness Dimension: The 3.​ Schachter-Singer Two-Factor Theory intensity of the feeling. of Emotion ​ Tension-Relaxation Dimension: How the ○​ Developed by Stanley Schachter body becomes energized or relaxed by and Jerome Singer in the 1960s. the feeling. ○​ Emotions involve two key components: physiological Distinction Between Emotions and arousal and cognitive Feelings interpretation. ○​ Physiological arousal is the body’s immediate response to Emotions Feelings a stimulus, while cognitive interpretation involves processing thoughts and perceptions. Intense but Low-key but temporary sustainable Neuroscience of Emotions 1.​ The Limbic System Establish people's Establish long-term ○​ Located lateral to the thalamus, initial attitude toward attitude toward beneath the cerebral cortex, and reality reality above the brainstem. ○​ Known as the "emotion center" of the brain.  ○​ Responsible for regulating ○​ Contributes to the subjective emotions and various cognitive experience of emotions, such as functions. awareness of one’s emotional 2.​ Amygdala state and interpreting emotional ○​ A central component of the cues from the environment. limbic system, primarily ○​ Plays a critical role in associated with processing interoceptive awareness, emotions, especially fear and allowing individuals to perceive pleasure. and interpret signals from their ○​ Plays a crucial role in forming own bodies (e.g., heartbeat, and storing emotional memories respiration, gastrointestinal and assessing the emotional sensations). significance of stimuli. 8.​ Fornix 3.​ Hippocampus ○​ A fiber bundle connecting the ○​ Primarily linked to memory hippocampus to other limbic formation. structures. ○​ Contributes to emotional ○​ Facilitates communication regulation by interacting with within the limbic system, the amygdala. supporting the integration of ○​ Helps consolidate explicit emotional and cognitive memories, including those tied processes. to emotional experiences. 4.​ Thalamus ○​ Relays sensory information, including emotional stimuli, to Emotional Intelligence (EI) different parts of the brain, facilitating the rapid processing ​ Emotional Intelligence refers to the of emotionally relevant ability to identify, assess, and manage information. one's emotions and the emotions of 5.​ Hypothalamus others. ○​ Regulates autonomic nervous ​ People with high emotional intelligence system functions and the not only understand their own emotions endocrine system. deeply but also possess the capacity to ○​ Orchestrates physiological perceive and manage the emotions of responses tied to emotions, such others effectively. as changes in heart rate, body ​ Key Elements of EI: Self-awareness, temperature, and the release of empathy, emotional regulation, and the hormones. ability to build and maintain healthy 6.​ Cingulate Cortex relationships. ○​ Involved in emotional processing, conflict resolution, Emotional Hijacking and regulating emotional ​ A phenomenon where intense emotional responses. reactions temporarily overwhelm and ○​ Works with the amygdala and override rational thought and contributes to emotional decision-making processes. learning. 7.​ Insular Cortex ○​ Associated with the processing and regulation of emotions. Emotional Regulation ​ Learning to identify and label emotions. ​ Understanding the functions these ​ Emotional regulation refers to how emotions serve. individuals influence which emotions ​ Reducing painful, negative emotions and they experience, when they experience letting go of emotional suffering. them, and how they experience and ​ Learning to increase positive emotions. express those emotions. ​ Emotional regulation can be automatic or controlled, conscious or unconscious, and may occur at one or more points in Plutchik’s Wheel of Emotions the emotion-producing process.​ Three Components of Emotional ​ Developed by psychologist Robert Regulation: Plutchik, the Wheel of Emotions helps ○​ Initiating actions triggered by individuals identify and understand their emotions. emotional experience at any given time ○​ Inhibiting actions triggered by or circumstance. emotions. ○​ Modulating responses triggered by emotions. Week 15-17: Managing and Two Forms of Emotional Regulation (Gross, 1987): Caring for the Self ○​ Cognitive Reappraisal: The Brain and Learning Evaluating the situation before making personal, subjective Since most of a person’s growing years are spent evaluations about it. studying in school, it is important that students ○​ Suppression: Denying or understand how to learn effectively, as it can masking facial expressions to contribute to their personal growth. hide one’s emotional state. How the Brain Functions During the Research-Based Emotional Regulation Learning Process? Strategies “With our new knowledge of the brain, we are ​ Reappraisal: Changing one's perspective just dimly beginning to realize that we can now on an event to reduce the emotional understand humans, including ourselves, as intensity associated with it. never before, and that this is the greatest ​ Self-Soothing: Using comforting and advance of the century, and quite possibly the calming techniques to regulate most significant in all human history.” – Leslie A. emotions, particularly during distress or Hart heightened arousal. ​ Attentional Control: Directing one’s focus on specific aspects of a situation while deliberately diverting attention Major Exterior Parts of the Brain from others. 1.​ Frontal Lobes Other Emotional Regulation Strategies ○​ Also known as the rational and executive control center,  responsible for planning and ○​ Regulates emotions and thinking. motivates behavior. ○​ Monitors higher-order thinking, 3.​ Thalamus directs problem solving, and ○​ Receives all incoming regulates the excesses of the information except olfactory emotional system. information. ○​ Contains the self-will area, also ○​ Involves cognitive activities, referred to as personality. including memory. 2.​ Temporal Lobes 4.​ Hypothalamus ○​ Responsible for sound and visual ○​ Monitors the internal systems to recognition, and some parts of maintain the normal state of the long-term memory. body (homeostasis) by releasing ○​ The left temporal lobe houses the necessary hormones. the speech center. 5.​ Hippocampus 3.​ Occipital Lobes ○​ Consolidates learning and ○​ Used for recognizing and converts information from interpreting visual information. working memory via electrical 4.​ Parietal Lobes signals to the long-term storage ○​ Process sensory information regions. from various parts of the body 6.​ Amygdala and help with spatial orientation. ○​ Comes from a Greek word 5.​ Motor Cortex & Somatosensory Cortex meaning "almond" because of ○​ Motor cortex works with the its shape and size. cerebellum in terms of body ○​ Mainly responsible for regulating movements and motor skills. emotions, especially fear. ○​ Somatosensory cortex processes 7.​ Cerebrum the sensory signals received by ○​ The largest area of the brain, the body. comprising 80% of its weight. ○​ Controls thinking, memory, speech, and muscular movements. Major Interior Parts of the Brain 8.​ Cerebellum ○​ Coordinates movements. 1.​ Brain Stem ○​ Monitors impulses from nerve ○​ 11 out of 12 body nerves end in endings in the muscles, making the brain stem. it crucial for performing and ○​ Monitors and controls vital body timing complex motor tasks. functions including heartbeat, 9.​ Brain Cells respiration, body temperature, ○​ Nerve cells, or neurons, are the and digestion. functioning core of the brain and ○​ Houses the reticular activating the entire nervous system. system (RAS), responsible for ○​ Glial cells hold the neurons the brain’s alertness. together and act as filters to 2.​ Limbic System keep harmful substances out of ○​ Located lateral to the thalamus, the neurons. beneath the cerebral cortex, and above the brainstem. ○​ Referred to as the "emotion center" of the brain. How the Brain Processes Information? memories, episodic memories, and implicit memories. The Information Processing Model was developed by Robert Stahl in the early 1980s. It draws analogies between the human mind and the operations of a computer, emphasizing the The Left and Right Hemispheres of the sequential flow of information through a series of Brain cognitive processes. ​ Left Hemisphere 1.​ The Input (Sensory Information) ○​ Language comprehension ○​ Information from the ○​ Speech production environment, known as external ○​ Logical and analytical thinking stimulus, is detected by the five ○​ Sequencing senses: visual, auditory, ○​ Fine motor skills olfactory, gustatory, and tactile. ○​ Mathematical and scientific ○​ All sensory stimuli enter the skills brain as electrical impulses that ​ Right Hemisphere result from neurons firing in ○​ Spatial and musical abilities sequence along specific sensory ○​ Visual processing pathways. ○​ Holistic processing 2.​ Sensory Register (Sensory Memory) ○​ Creativity and imagination ○​ Holds sensory information for a ○​ Emotional processing brief time. ○​ Gestalt processing ○​ The brain quickly screens all incoming information to determine its importance, involving the thalamus and Myth: People are either left-brained or reticular activating system right-brained.​ (RAS). Fact: Most cognitive functions involve a network 3.​ Immediate Memory (Short-Term of brain regions across both hemispheres. Memory) Depending on the task, different brain regions ○​ Holds data for up to about 30 and both hemispheres may contribute. seconds, working subconsciously or consciously. Metacognition and Study Strategies 4.​ Working Memory ○​ Also known as temporary What is Metacognition? memory, where conscious processing occurs. ​ Derived from the Greek word “meta” ○​ It has a limited capacity and is meaning beyond or transcending, and where ideas are built, broken the Latin word “cognoscere” meaning to down, or reworked for eventual know or learn. storage elsewhere. ​ Metacognition refers to awareness of, 5.​ Long-Term Memory (LTM) understanding, and regulation of one’s ○​ Significant short-term memories own thinking and learning. are transformed into long-term ​ It is “thinking about thinking.” memories, lasting years or even a lifetime. ○​ There are three types of long-term memory: explicit Importance of Metacognition task. This promotes self-awareness and helps ​ Changes the fixed versus growth monitor one’s cognitive mindset about students’ ability to learn. processes. ​ Increases student ownership of learning ○​ Use of Concept Maps:​ and their ability to take control of their Visual representations of own learning. relationships between ideas, ​ Develops more positive attitudes toward images, or words. Concept maps school and learning. can activate prior knowledge, ​ Improves performance not only support problem-solving, academically but also behaviorally. enhance conceptual understanding, and help organize or revise knowledge. ○​ Classroom Assessment Tools:​ Components of Metacognition These tools serve an important role in promoting 1.​ Metacognitive Knowledge self-awareness, self-regulation, ○​ Declarative Knowledge: and overall cognitive Knowledge about oneself, tasks, development. Examples include and strategies. "Ticket-Out-The-Door," ○​ Procedural Knowledge: "One-Minute Paper," "Muddi​ Knowledge about how to use est Point," and others. specific strategies to perform cognitive tasks. ○​ Conditional Knowledge: Knowledge about when and why How to Take Metacognitive Notes to use particular strategies. 2.​ Metacognitive Strategies 1.​ Beginning of Class (Plan + Connect) ○​ Pre-Assessment ○​ Set clear learning objectives for (Self-Assessment) of Content:​ the session. Involves evaluating one’s own ○​ Quickly review the topics to be knowledge and understanding covered. of content before engaging in a ○​ Jot down initial thoughts, learning task. Helps gauge expectations, and any questions existing knowledge, identify you have. gaps, and tailor learning 2.​ Middle of Class (Monitoring Learning) strategies accordingly. ○​ Listen actively, focusing on ○​ Self-Assessment of understanding key concepts. Self-Regulated Learning Skills:​ ○​ Choose key points and main Involves critically evaluating ideas in your notes. one's ability to manage and ○​ Create two columns: One for control the learning process. insights, “ah-ha” moments, Helps reflect on learning habits, questions, and thoughts during identify strengths and the class; the other for weaknesses, and set realistic traditional notes on the content goals. being presented. ○​ Think-Aloud:​ 3.​ End of Class (Reflecting on Learning) Verbalizing thoughts, actions, ○​ Summarize the key points and decision-making processes covered in class. while engaging in a cognitive  ○​ Reflect on whether your learning Components of Self-Regulated Learning goals were achieved. ○​ Review areas where you can 1.​ Cognitive Processes:​ improve and adjust strategies Involve mental activities such as for the next learning task. attention, perception, memory, and problem-solving. 2.​ Metacognitive Processes:​ Thinking about one’s thinking, which Reflective Writing includes planning, monitoring, and evaluating learning strategies. ​ Reflective writing involves thinking 3.​ Motivational Processes:​ about and analyzing one’s own learning Factors that drive and sustain learning experiences, understanding, and growth. efforts, such as goals, beliefs, values, ​ It encourages individuals to move and emotional responses. beyond surface-level learning and engage with the process itself. ​ Importance of Reflective Writing: ○​ Enables awareness of thoughts, Characteristics of Self-Regulated Learners feelings, and reactions during learning. ​ Aware of their strengths and ○​ Encourages questioning weaknesses. assumptions, evaluating ​ Utilize metacognitive strategies. evidence, and considering ​ Attribute success or failure to factors alternative perspectives. within personal control. ○​ Helps identify areas for improvement and set realistic learning goals. ○​ Allows connections between new Cycle of Self-Regulated Learning​ information and prior This cycle describes how individuals actively knowledge. engage in the learning process by monitoring, ○​ Prompts monitoring and regulating, and adapting their cognitive, evaluation of personal thinking metacognitive, and motivational strategies. The processes. cycle has three phases: 1.​ Forethought Phase ○​ Set specific and challenging Self-Regulated Learning goals for learning to provide direction and motivation. ○​ Select appropriate resources, What is Self-Regulated Learning? plan study schedules, and decide on learning strategies. ​ Self-regulated learning refers to an ○​ Activate existing knowledge individual's ability to regulate their related to the task at hand. emotions, cognition, behavior, and 2.​ Performance (Volitional) Phase aspects of the context during a learning ○​ Implement the planned experience. strategies and manage ​ It includes goal-setting, self-monitoring, resources effectively. self-instruction, and self-reinforcement. ○​ Continuously monitor understanding, progress, and the effectiveness of strategies.  ○​ Adapt strategies based on ○​ Example: Watching a friend ongoing monitoring. learn to play the guitar can 3.​ Self-Reflection Phase inspire confidence in someone ○​ Evaluate performance against interested in learning. goals set in the forethought 3.​ Verbal Persuasions and Allied Social phase. Influences ○​ Reflect on factors that ○​ Positive or negative feedback contributed to performance. from others influences belief in ○​ Identify areas for improvement one’s abilities. and adjust strategies for future ○​ Example: A teacher learning. acknowledging a student's effort and progress can boost their Setting Goals for Success belief in their abilities. 4.​ Emotional and Physiological States Setting goals is crucial in a person’s life, as it ○​ Physiological and emotional provides direction and purpose, guiding the states can affect self-efficacy. individual toward success. ○​ Example: A student feeling nervous before a presentation Self-Efficacy Theory may interpret the increased heart rate as anxiety, but if they ​ The term “self-efficacy” was coined by recognize it as normal, it can Albert Bandura in his Social Learning enhance motivation and Theory. performance. ​ Social Learning Theory emphasizes the importance of observational learning, Response-Outcome Expectancy imitation, and modeling. ​ Self-efficacy refers to an individual’s ​ Efficacy Expectation: An individual’s belief in their ability to execute a plan of conviction that their behavior will lead to action to achieve specific goals. It desired outcomes. shapes how they approach tasks and ​ Response-Outcome Expectancy: The challenges. belief that a certain behavior will result in specific outcomes. Sources of Self-Efficacy​ Bandura identified four principal sources of self-efficacy: What is Self-Concept? 1.​ Enactive Mastery Experiences ○​ Positive past experiences and Self-concept refers to the collection of beliefs, successful accomplishments perceptions, and ideas an individual has about increase confidence in one’s themselves. It includes various dimensions of abilities. identity, such as physical, social, emotional, and ○​ Example: A person learning to cognitive aspects. ride a bicycle gains confidence after overcoming initial struggles. 2.​ Vicarious Experiences (Comparisons) Components of Self-Concept ○​ Observing others succeed or fail 1.​ Ideal Self in similar tasks can influence ○​ The person you want to be. one’s own self-efficacy.  ○​ The envisioned version of ○​View failure as a limitation to yourself that represents your abilities. goals, values, and aspirations. ○​ Example: A student who avoids 2.​ Self-Image participating in a science project ○​ How you see yourself at this because they believe they are moment in time. not naturally good at science ○​ Includes your perceptions about and fear failure. your physical appearance, social 2.​ Growth Mindset standing, and personal qualities. ○​ Believes that abilities and 3.​ Self-Esteem intelligence can be developed ○​ How much you like, accept, and through effort, learning, and value yourself. perseverance. ○​ Often associated with feelings of ○​ Views failure as an opportunity self-worth and self-acceptance. for growth and improvement. ○​ Example: A business owner whose product launch fails analyzes feedback, identifies What is Self-Esteem? areas for improvement, and uses lessons learned for a more Self-esteem is an essential aspect of successful relaunch. self-concept, involving how individuals evaluate their own worth. It is influenced by personal achievements, values, and emotional experiences. Locke’s Goal-Setting Theory Principles of Self-Esteem Edwin Locke’s Goal-Setting Theory emphasizes the importance of setting specific and ​ Self-esteem arises from internal challenging goals to enhance performance and perceptions and influences one’s motivation. thoughts, behaviors, and feelings. ​ It is a vital human need necessary for ​ A goal is defined as a level of survival and well-being. performance proficiency that an ​ High self-esteem fosters confidence, individual wishes to attain within a while low self-esteem can lead to mental specific time period (Shields et al., 2015). health struggles. Principles of Goal-Setting: 1.​ Clarity and Specificity Carol Dweck’s Growth Mindset ○​ Clear, specific, and well-defined goals improve focus and Carol Dweck’s concept of the growth mindset motivation. explores underlying beliefs about learning and 2.​ Challenge and Difficulty intelligence. This framework differentiates ○​ Challenging but attainable goals between two mindsets: increase motivation and performance. 1.​ Fixed Mindset 3.​ Commitment ○​ Believes that intelligence and ○​ Personal relevance and abilities are innate and investment in a goal enhance unchangeable. motivation to achieve it. 4.​ Feedback and Monitoring  ○​Provides opportunities to clarify ○​ Positive and beneficial stress expectations, adjust goal that arises from enjoyable or difficulty, and gain recognition non-threatening situations. for progress. ○​ Results in feelings of excitement, 5.​ Task Complexity motivation, and a sense of ○​ Striking a balance between accomplishment. complexity and simplicity helps 2.​ Neustress ensure the goal is achievable ○​ Neutral or non-significant stress. without overwhelming the ○​ Neither positive nor negative individual. but can still affect overall well-being. 3.​ Distress ○​ Negative and harmful stress Developing SMART Goals resulting from overwhelming or threatening situations. SMART goals are an effective way to structure ○​ Leads to negative effects on and track progress toward achieving personal mental, emotional, and physical and professional goals. SMART stands for: well-being. ​ Specific: Clear and precise goals. ​ Measurable: Criteria to track progress. ​ Achievable: Realistic and attainable What Are Stressors?​ goals. Stressors are external events, situations, or ​ Relevant: Aligned with long-term conditions that place demands on individuals, objectives. triggering a stress response. These can be ​ Time-bound: Goals with a specific physical, psychological, or environmental factors deadline. that challenge a person’s ability to cope. Examples of Stressors: Stressors and Responses ​ Suffering from illness or injury. ​ Facing tight deadlines at work. ​ Experiencing conflicts within What is Stress?​ relationships. Stress is a complex physiological and ​ Living in an area prone to natural psychological response that occurs when an disasters. individual perceives a discrepancy between the demands placed on them and their ability to cope with those demands. Signs and Symptoms of Stress ​ Stress is a natural and adaptive reaction that prepares the body to face Physical Symptoms: challenges. ​ Low energy ​ Headaches ​ Upset stomach (diarrhea, constipation, Three Kinds of Stress nausea) ​ Aches, pains, tense muscles 1.​ Eustress ​ Chest pain and rapid heartbeat ​ Insomnia  ​ Frequent colds and infections ○​How the body prepares for ​ Loss of sexual desire and/or ability action when the demand is ​ Nervousness and shaking, ringing in the appraised as threatening. ear ○​ The nervous system ​ Cold or sweaty hands and feet communicates with organs, ​ Excess sweating glands, and hormones to react ​ Dry mouth and difficulty swallowing to the perceived threat. ​ Clenched jaw and grinding teeth 4.​ Response ○​ The physical action, usually Cognitive/Perceptual Symptoms: involving a choice between fight or flight: ​ Forgetfulness ​ Fight: Facing the ​ Preoccupation situation head-on. ​ Blocking ​ Flight: Escaping the ​ Errors in judging distance situation to neutralize it. ​ Reduced creativity 5.​ Return ​ Lack of concentration ○​ The return to a calm state when ​ Lack of attention to detail the stressor is neutralized. ​ Orientation to the past ​ Attention deficit ​ Disorganization of thought ​ Negative statements and negative Cultural Influences on Stress and Coping evaluation of experiences ​ Stress and Culture​ Emotional Symptoms: Culture significantly shapes the kind of stressors an individual is likely to ​ Depression or general unhappiness encounter, as well as the strategies used ​ Anxiety and agitation to cope with stress. ​ Moodiness, irritability, or anger ○​ Social and Environmental ​ Feeling overwhelmed Stressors: Culture affects the ​ Loneliness and isolation appraisal of certain events and ​ Other mental or emotional health may influence the stress problems responses. ○​ Coping Mechanisms: Different cultures provide distinct tools and strategies to cope with How the Body Reacts to Stress stress, including time-honored mechanisms for emotional The body’s response to stress occurs through a regulation. series of steps: 1.​ Recognition ○​ The anticipation of a stressor, Stress and Filipinos also known as the demand. 2.​ Appraisal Common Filipino Traits and Values​ ○​ The formation of beliefs or There are different ways that Western and disbelief about one's ability to Oriental perspectives view certain Filipino values. overcome the demand. 3.​ Mobilization Filipino Western Oriental Kasi Disowns Avoids becoming Traits Concept Concept responsibility overly stressed and (Negative) (Positive) and puts over failure. blame on Values others. Hiya Stops action, Contributes to Saving Shirking Allows one to making a peace of mind. Face responsibility. preserve dignity. person weak, timid, and meek. Sakop Fails to Promotes unity, become providing a sense independent. of belonging. Ningas Makes a Promotes a Cogon person an peaceful and underachiever tranquil life by because they being unruffled Bukas Promotes Helps maintain a cannot when things go Na laziness. relaxed persevere. wrong. (Mañana perspective, Habit) reducing stress. Pakikisa Turns a blind Maintains polite ma eye to distance to keep Utang Overlooks Encourages wrongdoings peace and Na Loob moral respect for the for personal harmony. principles. past and relationships. gratitude for others. Patigasa Stubbornness, Makes a person n resisting stand for what is Kanya-K Selfishness. Focuses on one’s reconciliation. right and refuse anya own family and to be intimidated. well-being. Bahala Leaves Develops humility Na everything to and gratitude, chance and strengthening the Social Stress and Sociological Perspective divine Filipino psyche. intervention. Emile Durkheim’s Perspective on Stress and Suicide ​ Durkheim identified different types of suicide influenced by social stress and disconnection.  ○​ Egoistic Suicide: Occurs when Coping with Stress individuals feel detached or isolated from society. ​ Coping refers to cognitive and ○​ Altruistic Suicide: Individuals behavioral efforts used to manage, sacrifice their lives for the tolerate, or reduce the demands of benefit of the community or a stressors. higher cause. ○​ It involves strategies to adapt to ○​ Anomic Suicide: Associated adversity and maintain with the breakdown of social psychological well-being. norms and values, leading to disorientation. Types of Coping Strategies: Anomie 1.​ Problem-Focused Coping: Addressing the source of stress directly by taking ​ Anomie refers to a state of normlessness, actions to solve the problem or alter the occurring when there is a lack of clear situation causing distress. social expectations and guidance, 2.​ Emotion-Focused Coping: Managing leading to uncertainty, disorientation, emotional responses to stressors, and weakening of social cohesion. regulating emotions, alleviating distress, and enhancing emotional well-being. Types of Stressors: 3.​ Cognitive Coping: Using intellectual activities to manage stressful situations. ​ Life Events: Important, specific events that cause stress. ​ Chronic Strains: Ongoing, persistent problems that cause prolonged stress. Cognitive Coping Strategies ​ Reframing: Changing the way you view experiences, events, ideas, and emotions Common Types of Role Strains to find alternatives that are more positive. 1.​ Role Overload: The role demands ​ Challenging Negative Thinking: exceed an individual’s capacity to Questioning the rationality of negative handle them. thoughts. 2.​ Interpersonal Conflicts Within Role ​ Positive Self-Talk: Engaging in positive Sets: Problems that arise from self-talk to counter negative emotions. interpersonal relationships. ​ Counting to Ten: Taking time to gain 3.​ Inter-role Conflict: The demands of two control over emotional reactions. or more roles held by a person are ​ Cost-Benefit Analysis: Considering the incompatible and cannot be benefits and drawbacks of thoughts, simultaneously met. emotions, or actions. 4.​ Role Restructuring: Long-established ​ Smelling the Roses: Telling yourself to patterns undergo significant change, relax by appreciating aspects of life that requiring the person to adapt. are often neglected. Behavioral Coping Strategies ​ Physical Exercise What is Self-Care?​ ​ Relaxation Self-care refers to the deliberate and conscious ​ Breathing Techniques effort to engage in activities that promote ​ Smile and Laughter physical, mental, and emotional well-being. It ​ Time Management involves taking steps to maintain and enhance ​ Social Support/Friends one’s health and happiness, recognizing the ​ Seeking Professional Help importance of self-care amid life's challenges and responsibilities. Key Aspects of Self-Care: Self-Care and Compassion ​ Physical Self-Care: Regular exercise, balanced diet, adequate sleep, and Self-care involves activities that individuals routine health check-ups. engage in to maintain or improve their physical, ​ Mental Self-Care: Engaging in activities emotional, and mental well-being, ensuring a that reduce stress, promoting mental better quality of life. relaxation, and practicing mindfulness or Maslow’s Hierarchy of Needs​ meditation. Abraham Maslow's hierarchy suggests that ​ Emotional Self-Care: Developing individuals are motivated by a series of needs, emotional resilience, seeking emotional organized in a hierarchical structure. The support, and allowing oneself to process hierarchy consists of two categories: deficiency and express feelings. needs and growth needs. Deficiency Needs (First four levels): What is Self-Compassion? 1.​ Physiological Needs: Basic survival Self-compassion involves treating yourself with needs like food, water, and shelter. kindness, especially in times of failure or 2.​ Safety Needs: The need for security, difficulty, just as you would care for a loved one safety, and stability. who faces similar challenges. It is about 3.​ Belongingness and Love Needs: The honoring your humanness, understanding that need for relationships, affection, and everyone experiences pain, and offering yourself belonging. love and understanding during tough times. 4.​ Esteem Needs: The need for self-esteem, respect from others, and a sense of ​ Kristen Neff defines self-compassion as accomplishment. "having compassion for yourself means that you honor and accept your Growth Needs (Last level): humanness." ​ Self-Actualization: The need for Components of Self-Compassion: personal growth, self-improvement, and the realization of one’s full potential. 1.​ Self-Kindness: Being gentle with yourself when things go wrong. Avoiding Maslow's hierarchy emphasizes that once the harsh self-criticism and instead offering lower levels of needs are met, individuals are yourself understanding and care. motivated to pursue self-actualization and 2.​ Common Humanity: Recognizing that personal fulfillment. suffering and personal inadequacy are  part of the shared human experience. You are not alone in your struggles. 3.​ Mindfulness: Maintaining an open, receptive state of mind and acknowledging your thoughts and feelings without judgment. Being aware of your suffering without exaggerating it or suppressing it. Self-compassion is essential for emotional well-being, helping individuals cope with failure and mistakes in a healthy way, thereby improving resilience and self-esteem.