UTS-Finals-Module-COMPLETE PDF

MODULE 3: MANAGING AND CARING FOR THE SELF: LEARNING TO BE A BETTER LEARNER Description of the lesson Knowing the “self” is not enough. Since “who you are” is partly made up of your choices, you must also have the ability to choose especially to be a better “you”. Thu...

MODULE 3: MANAGING AND CARING FOR THE SELF: LEARNING TO BE A BETTER LEARNER Description of the lesson Knowing the “self” is not enough. Since “who you are” is partly made up of your choices, you must also have the ability to choose especially to be a better “you”. Thus, our next concept follows through how to better learn as students and as individuals as a whole. We have discussed about different aspects about the self. This time in this module, it’s time to understand aspects about learning. Learning in this topic may touch topics about how to better manage your school life but this can also be helpful in learning about anything in particular like trying a new skill, knowing new information etc. In this module, we will discuss first theories about learning and what drives us to learn and what drives us not to learn better. Next lesson, we will provide tips on how to better manage your learning basing on your understanding of the self. Lesson 1: Understanding Learning Introductory Activity 1 Directions: Think of words that best describe what “learning” means. Input your answers in around the icon below. Image Source: www.freepik.com Introduction: In learning, there are different theories that explain why and how we learn throughout in life. In this lesson, we will be exploring different theories on learning that will help explain how and why we learn the way we do. But first, let’s define learning. According to Queen’s University, Learning is defined as involving understanding, relating ideas and making connections between prior and new knowledge, independent and critical thinking and ability to transfer knowledge to new and different contexts. They added that learning is not something done to students, but rather something students themselves do. It is the direct result of how students interpret and respond to their experiences. 1 Edward Thorndike’s Primary Law of Learning 1. Law of Readiness This refers to the degree of eagerness and preparedness to learn. There are times that an individual has a hard time to learn because they are not yet ready or they do not have a reason to learn. When a person has a reason why they should learn, they tend to learn better than trying to learn something with no reason at all. Image Source: www.vectorstock.com 2. Law of Exercise When one concept is repeated or encountered always, it is easily remembered and learned. When a concept or new skill is practiced from time to time, it is easily learned. On the other hand, when a new skill is no longer encountered or repeated, it is less likely to be remembered or learned. Image Source: www.vectorstock.com 3. Law of Effect This refers to the concept that the emotional state of the person affects learning. Learning is strengthened when it is accompanied by a pleasant or satisfying feeling. On the other hand, learning is weakened when it is accompanied with a negative feeling. Image Source: www.vectorstock.com Carol Dweck’s Psychology of Success This theory refers to the different types of mindset a person has. Mindset refers to whether you believe qualities such as intelligence and talent are fixed or changeable traits. There are 2 types of mindset, as shown below. Image Source: www.freepik.com Image Source: www.freepik.com FIXED MINDSET GROWTH MINDSET assumes that our character, intelligence, and thrives on challenge and sees failure not creative ability are static givens which we can’t as evidence of unintelligence but as a change in any meaningful way, striving for heartening springboard for growth and success and avoiding failure at all costs for stretching our existing abilities become a way of maintaining the sense of being smart or skilled. 2  It is best elaborated in the illustration below: “ Why waste time proving over and over how great you are, when you could be getting better? Why hide deficiencies instead of overcoming them? Why look for friends or partners who will just shore up your self-esteem instead of ones who will also challenge you to grow?” - Dr. Carol Dweck 3 Activity 1: Answer the following questions below. Encircle the letter of your answer. Name: Course, Year & Section: 1. Este has just started college. She believes she needs to pass and graduate on time to find a job and help her parents in the future. Which of the following Laws of Learning can this be applied to? a. Law of Effect b. Law of Readiness c. Law of Exercise d. Law of Beliefs 2. Marjorie puts her notes on an index card and on her free time reads and rereads her notes so she can remember them during examination time. Which of the following Laws of Learning can this be applied to? a. Law of Effect b. Law of Readiness c. Law of Exercise d. Law of Beliefs 3. James believes that due to the new strain of coronavirus, he is still unwilling to go back to school. Which of the following Laws of Learning can this be applied to? a. Law of Effect b. Law of Readiness c. Law of Exercise d. Law of Beliefs 4. Betty does not study on her History subject because she believes that whatever is stored in her brain is enough for her to pass the test. Which mindset does she have? a. Intelligent Mindset b. Fixed Mindset c. Growth Mindset d. Struggling Mindset 5. Because he struggles in his Mathematics classes, Joe would ask help from his friends to teach him the subject; he would also browse the internet on how to solve certain Math problems in order for him to understand the lesson better. Which mindset does he have? a. Intelligent Mindset b. Fixed Mindset c. Growth Mindset d. Struggling Mindset Image Source: www.freepik.com 4  Lesson 2: How to Better Learn Introductory Activity 1 Directions: As students, you have experienced different challenges such as learning easy to difficult subjects and topics, doing assignments and answering quizzes and output. In this activity, I need you to think about your best and worst studying/learning habits. Input your answer in the space provided. Best Studying Habits Worst Studying Habits Image Source: www.freepik.com Introduction: Previously, we discussed about the different theories that help in an individual’s learning. This time, we will discuss on a specific concept that will help us understanding what we will need to boost learning. Since the start of the our discussions on this subject, we are informed that every individual is unique. Thus, the way we learn is also different. Some may learn in quiet environments while some would need to listen to music to study. Some may need to see video lectures or some may just read on the topics. Thus, learning differs from person to person. In this lesson, we will discuss a concept that informs us why we differ from learning. This concept is called metacognition. Metacognition is commonly defined as thinking about thinking (Livingston, 1997; Papateontiou-louca, 2003). This is considered as an awareness or analysis of one’s own learning or thinking process. However, this is also not limited to just the thinking process of the individual. It also includes keeping one’s emotions and motivations while learning in check. The emotional state and the motivation of a person then should also be a preferred ideal state for that person in order to further facilitate their learning. Metacognition basically has two aspects: 1. Self-appraisal – your personal 2. Self-management – the mental process reflection on your knowledge you employ using what you have in and capabilities. planning and adapting to successfully learn or accomplish a certain task. Image Source: www.vectorstock.com 5 Elements of Metacognition: Metacognitive knowledge – Metacognition regulation – how you adjust what you know about how you think your processes to help you learn better Image Source: www.vectorstock.com These elements are important because this will help in analyzing the proper learning you will need. Knowing this is not only helpful during your academic life but all through your life even after graduation. This is because learning never stops. It must be noted that in order to make self-appraisal and self-management work, you must have an accurate self-assessment, you must be honest about what you know and capable of in order to find ways to utilize your strengths and improve on your weaknesses Skills that help in exercising metacognition (metacognitive skills): 1. Knowing your limits – having an honest and accurate evaluation of what you know and what you do not know. 2. Modifying your approach – it begins with recognizing that your strategy is not appropriate with the task and/or that you do not comprehend the learning experience successfully. 3. Skimming – is basically browsing over a material and keeping an eye on keywords, phrases, or sentences. It is also about knowing where to search for such key words. 4. Rehearsing – is not just about repeatedly talking, writing, and/or doing what you have learned but also trying to make a personal interpretation and/or summary of the learning experience. 5. Self-Test – is trying to test your comprehension of your learning experience or the skills you have acquired during learning. Image Source: www.vectorstock.com Strategies that need to develop: 1. Asking questions about your methods 2. Self-reflection 3. Finding a mentor or support group if necessary 4. Thinking out loud 5. Welcoming errors as learning experiences Image Source: www.vectorstock.com Using the mentioned strategies, we can identify four types of metacognitive learners: 1. Tacit learners – are unaware of 3. Strategic learners – organise their thinking their metacognitive knowledge. They do by using problem-solving, grouping and not think about any particular strategies classifying, evidence-seeking and for learning and merely accept if they decision-making etc. They know and apply the know something or not. strategies that help them learn. 2. Aware learners – know about some 4. Reflective learners – are not only strategic of the kinds of thinking that they do about their thinking but they also reflect upon such as generating ideas, finding their learning while it is happening, considering evidence etc. However, thinking the success or not of any strategies they are is not necessarily deliberate or planned. using and then revising them as appropriate Image Source: www.vectorstock.com Take note that the goal of Metacognition is for you to be a self-regulated learner. You are responsible for you own learning ☺ 6 Activity 2: Answer the following questions below. Input your answers in the space provided. Name: Course, Year & Section: 1. What were your ways or strategies in studying and learning your subjects? 2. Do you think there are other ways for you to improve your learning? Share the strategies that will help you in your learning. 7  MODULE 4: MANAGING AND CARING FOR THE SELF: SETTING GOALS FOR SUCCESS “If you want to live a happy life, tie it to a goal, not to people or things.” - Albert Einstein One of the Laws of Learning by Thorndike mentioned that individuals would associate certain emotions or feelings in order to better learn. In this topic, we will be discussing the importance of having a goal in one’s life. Understanding the self does not only stop in the present but continues onwards towards the future. Thus, creating a vision or a plan for the future enables you to enhance your understanding of who you are and, in a way, develop your identity towards betterment. Lesson 1. Goals for Your Future Keywords Goals Goal setting Success Short-term goals Self-efficacy Medium-term goals SMART Long-term goals Introductory Activity 1. On each designated box, draw your envisioned “Future Self”. Who would you be? Write your answers in the space provided. 1. Five years from now Image Source: www.etsy.com 2. Ten years from now Image Source: www.etsy.com 8 Introduction Life goals are what we want to achieve, and they are much more significant than just ‘what we need to accomplish to survive’. Unlike daily routines or short-term objectives, they drive our behaviors over the long run. Goals help us determine what we want to experience in terms of our values. And because they are personal ambitions, they can take many different forms. But they give us a sense of direction and make us responsible as we strive for happiness and well-being—for our best possible lives. In order to succeed, people need a sense of self-efficacy to struggle together with resilience to meet the inevitable obstacles and inequities in life. Albert Bandura Self-efficacy refers to your belief in your capacity to perform necessary actions to produce specific performance goals (Bandura, 1977, 1986, 1997). Self-efficacy is the reflection of your confidence in the ability to exert control over your own motivation, behavior and social environment. A strong sense of self-efficacy adds to your sense of well being that helps you perform your tasks well. Those with a high sense of self-efficacy see a difficult task as a challenge that must be conquered rather than a problem that must be avoided. This outlook, fosters deep interest in performing any activity. It sustains them to continue with their efforts in times of adversity. The theory of self-efficacy, as presented by Bandura (1977:193) was “for analyzing changes achieved in fearful and avoidant behavior”. He asserted that even though you believe an activity may lead to a certain outcome, you might not be motivated to perform the action; hence, you doubt your ability to perform. I. Four principal sources of self-efficacy beliefs: 1. Enactive mastery experiences Image Source: www.vectorstock.com It is the most influential source of efficacy information It provides the most authentic evidence whether one can muster what it takes to succeed. Success increases sense of self-efficacy; failure undermines it. A strong sense of self-efficacy is achieved through experience and perseverance in overcoming obstacles. 2. Vicarious experiences (comparisons) Bandura believed that most human behavior is learned by observation through modeling. Additionally, people tend to approach tasks that they have seen others perform. Through observation, you can build your self-efficacy watching others perform a task. Image Source: www.vectorstock.com 9 3. Verbal persuasions and allied types of social influences Image Source: www.freepik.com There are people who can help motivate you and strengthen your beliefs in your capacity to succeed. These significant people (i.e. parents, teachers, friends and so on) can persuade you to believe that you possess the capability to master your tasks. Their moral support will make you more likely to put in effort even when problems arise. 4. Emotional and physiological states Image Source: www.freepik.com Your emotions and physical health affect your self-efficacy judgment with respect to specific tasks. For example, you feel depressed or you have a fever, yet you need to study for a test; you are not motivated to study because you feel you will not understand any of the topics anyway. Factors that could alter self-efficacy: Preconception of capability – your personal assessment of your capacity Perceived task difficulty – your assessment whether the task is at par with your preconceived capability Effort – how hard you will work at your task Amount of external support – the resources and support system that will help you accomplish your task. Circumstances under which they perform – your physical, mental and emotional states Patter of successes and failures – how many times you have succeeded or failed in the exact or similar task in the past How the experiences are cognized and reconstructed in memory – your assessment whether the experiences was pleasurable or painful. Image Source: www.freepik.com II. Goal Setting The goal setting theory was first studied by Locke in the middle of 19960s. It is based on what Aristotle called final causality; that is action caused by a purpose. He then discussed that 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). The idea guides action to attain the object. Image Source: www.surejob.in 10  As defined by professors Edwin Locke and Gary Latham (2006:332), a goal is a level of performance proficiency that one wishes to attain within a specific time period (as cited in Shield et. Al., 2015. Locke and Latham stated, “Goal setting theory was based on the premise that much human action is purposeful, and it is directed by conscious goals”(O’Neil & Drillings, 1994, p. 14). Goal setting theory predicts that people will channel effort toward accomplishing their goals, which will in turn affect performance (Locke and Latham, 1990). So, there are factors that will make individuals highly motivated as follows: 1. Goals are challenging and specific 2. They are strongly committed to the goals/s Image Source: www.freepik.com 3. They strongly believe in their ability to accomplish their goals And these factors will occur if: They know Feedback is People know They can how they are precise and what is identify within expected to frequent They required of the goal perform can identify them within the goal Image Source: www.freepik.com Five Principles of Goal Setting 1. Clarity When a goals is clear and specific there is less misunderstanding about what behaviors 4. Feedback will be rewarded. You know what is expected, Feedback provided opportunities to clarify and you can use the specific results as a source expectations, adjust goal, difficulty, and gain of motivation. recognition. It is an assessment to help you know where you are toward achieving your goal, 2. Challenge how effective your strategies are how your best People are often motivated by achievement. practice are recognized, and how your areas for It is important to strike an appropriate balance improvement are determined. between a challenging goal and a realistic goal. A goal that is too easy or too difficult will not 5. Task Complexity motivate the person to work hard on a task. Just like setting a challenging goal, task complexity involves appropriate balance. 3. Commitment With complicated tasks, make sure to learn or A personally relevant goal will motivate a practice what is expected of you and give person to work on accomplishing it. yourself sufficient time to meet your goal. Interestingly, goal commitment and difficulty often work together, the harder the goal, commitment is required. If you have an easy goal, you do not need a lot of motivation to get it done. Image Source: www.vectormine.com 11 Name: _____________________ Course, Year & Section: _________________________ Application: Directions: Read each of the statements in this instrument and select the response that you believe best indicate how well these statements describe you. Put the corresponding score in the blank of your choice. 4 – Exactly true 3 – moderately true 2 – Hardly true 1 – not at all true The General Self-Efficacy Scale (GSE) EXACTLY MODERATELY HARDLY NOT AT INDICATORS TRUE TRUE TRUE ALL TRUE 1. I can always manage to solve difficult problems if I try hard enough. 2. If someone opposes me, I can find the means and ways to get what I want. 3. It is easy for to stick to my aims and accomplish my goals. 4. I am confident that I could deal efficiently with unexpected events. 5. Thanks to m resourcefulness, I know how to handle unforeseen situations. 6. I can solve most problems if I invest the necessary effort. 7. I can remain calm when facing difficulties because I can rely on my coping abilities. 8. When I am confronted with a problem, I can usually find several solutions. 9. If I am in trouble, I can usually think of a solution. 10. I can usually handle whatever comes my way. Adapted from Ralf Schwarzer & Matthias Jerusalem, 1995 Let’s reflect 1. Based on the self-efficacy scale, how did you find the result? Do you agree with the result? Why of why not? 2. Assuming you have a low self-efficacy level, what would you do to improve it? Image source: www.pngitem.com 12  Lesson 2. Establishing clear goals. Introductory Activity 2. Write at least three (3) goals that you have set and have achieved in the past six months: 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ Image source: www.medium.com Explain why did you set those goals? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Were these goals achieved? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Introduction Establishing goals is a powerful process for thinking about your ideal future, and for motivating yourself to turn your vision of this future into reality. It helps you choose where you want to go in life. It focuses your acquisition of knowledge, and helps you to organize your time and your resources so that you can make the most of your life. Planning ahead is the single best way to stay focused and motivated to reach your goals. Image source: www.roadmunk.com You need to identify your goals and create clarity around them. Prioritizing them allows you to channel your focus on the top important goals. You can then break down larger, key goals into smaller sub-goals or objectives. These might be step-wise milestones, or you might have several alternative pathways running concurrently, but breaking down these goals allows you to plan better. Breaking down life goals into different areas can be helpful in establishing your goals as follows: 13  Career goals; Social goals Physical goals; Family goals; Leisure goals; Personality goals; and Others. Types of Goals Image Source: www.vectormine.com Short-term goals - these are goals that can be achieved in six months or less. Medium-term goals - these are goals that can be achieved in seven months to one year. Long-term goals - these are goals that can be achieved in more than one year. Image Source: www.freepik.com In establishing your goals, you need to identify them whether it is – short-term, medium term and long-term goals. You decide which goals are most important and assign each goal a priority. You need to make sure the goals you set are aligned with the five SMART criteria and anchor on which to base all of your focus and decision making. Let's take a closer look. Specific: Goals should be written in the most simplistic manner possible, honing in on one specific outcome. Without this core principle, you might find it hard to focus and, in the end, feel unmotivated. Examples: Not good: I want to be a better student. Good: I'm going to focus on boosting my overall grade in Math 101 Image Source: www.vectorstock.com Measurable: Goals need to be measurable in such a way that tangible evidence can be presented along the way. It's fun to track your milestones! This can be as simple as setting a specific date for your achievement. Examples: Not Good: I'm going to study for this Midterm Exam.. Good : I'm going to study one hour every day and then Image Source: www.vectorstock.com meet with a tutor every Wednesday to prepare for Midterm Exam.. 14  Achievable: Goals should be designed like a good workout. They should stretch you slightly, so you feel challenged, but not cause stress or injury. Examples: Not Good: I'm going to lose 20 lbs. Good : I'm going to lose 2 lbs. every week by spending 30 minute exercise everyday.. Image Source: www.freepik.com Relevant: It's important to examine your goal. Make sure it's relevant and realistic. Examples: Not Good: I want to make money on the stock market. (But you hate finance.) Good: I want to make money as a personal trainer. (Since you love going to the gym.) Image Source: www.freepik.com Time-bound: Goals should be linked to a timeframe that creates a practical sense of urgency, creating a healthy tension that will propel you forward. Examples: Not Good: I want to submit a short story in the contest next month. Good : I'm going to draft an outline for my first short story this Wednesday. Image Source: www.vectorstock.com Write out your goals You should literally write them down, because the act of finding the best words to describe your goals helps you think more clearly about them. Once goals are established, you should certainly stick to them, but also recognize when a goal needs to be modified or changed. Don’t give up on goals, each time you encounter obstacles along the way – but goals should be firm enough that they can withstand challenges and changes in your priorities and plans for the future. Image Source: www.pngtree.com 15 Name: _____________________ Course, Year & Section: ______________________ Activity 2. A. Write down your life goals. Short Term Goals (six months or less) Specific Goals Action to be taken Target Date 1. 2. Medium Term Goals (7 mos-1 yr) Specific Goals Action to be taken Target Date 1. 2. Long-Term Goals ( can be achieved in more than one year) Specific Goals Action to be taken Target Date 1. 2. B. Write down your career goals. Short Term Goals (six months or less) Specific Goals Action to be taken Target Date 1. 2. Medium Term Goals (7 mos-1 yr) Specific Goals Action to be taken Target Date 1. 2. Long-Term Goals (can be achieved in more than one year) Specific Goals Action to be taken Target Date 1. 2. 16  MODULE 5: MANAGING AND CARING FOR THE SELF: Taking Charge of One’s health & Positive Health Psychology The last module for this subject tackle about taking care of one’s health and understanding how positive psychology can be utilized to improve our mental wellbeing. This module has two lessons namely: Mental Health and Stress, Coping and Managing One’s Wellbeing. All these will be helpful in continuously managing who we are as individuals. Take note, it is important to understand the self but it is more essential to manage the self we have understood. Lesson 1. Mental Health and Stress Introductory Activity 1. Answer the following question below and share why this is your response. 1. Which among the following do you think defines Mental Health best? a. The absence of mental disorders b. Ability to be happy and optimistic every time c. Maintaining psychological well-being d. Handling life problems well 2. Share to us why this is your response. _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ ______________________________________________________________ Defining Mental Health World Health Organization defines Mental Health as; a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community. Mental wellbeing describes your mental state - how you are feeling and how well you can cope with day-to-day life. Our mental wellbeing is dynamic. It can change from moment to moment, day to day, month to month or year to year. 17 The Mental Health Continuum This diagram shows that an individual’s mental wellbeing differs from person to person. Individuals could range from good wellbeing or poor wellbeing. Some individuals with diagnosed mental illness may have good or poor wellbeing. Also, people that does not have any diagnosed mental illness may also experience poor or good wellbeing. Thus, we can say that whether we have mental illness or not, from time to time we experience varied states or our mental wellbeing. One of leading cause of issues in our mental wellbeing is the reality of the COVID-19 Pandemic. A lot of studies show different mental health issues that Filipinos have been encountering during the COVID-19 pandemic. National Center for Mental Health (NCMH) reports that more Filipinos Anxiety, depression, and suicide are have been reaching out to the crisis all on the rise, and victims of suicide hotlines for cases of anxiety and are getting tragically younger depression during this time of the (Quirk, 2020). pandemic (2020). With the boredom of remote learning, anxiety about an uncertain future, and Nicomedes & Avila (2020) found that Filipinos the disappearance of summer jobs experience varied negative emotions such as and internships, it is no surprise Indifference, Annihilation, Nihilism, Paranoia, that young people are reporting Sadness, Fear, Transmission of Virus, Shock, major mental health strains as a Government Blaming, Anxiety, Relating to Past result of the pandemic (Orben et al., 2020). Pandemics and Worry on Self/Family/Others. But why do we feel these negative emotions? Because the pandemic has affected us in different ways – limited social interactions, fear of contracting the disease, feeling hopelessness for the future and how this pandemic generally changed our lifestyle etc. – it exposes us to a very common but sometimes unnoticeable thing called – Stress. 18 What is Stress? Stress is the adverse reaction people have to excessive pressure or other types of demand placed on them. Stress is not a medical diagnosis, but severe stress that continues for a long time may lead to a diagnosis of depression or anxiety, or other mental health problems. When we are experiencing something such as being late for a class, or beating the deadline for a homework or expecting the grade for a difficult subject, or fearing that COVID maybe spreading in our area, a part of the brain called hypothalamus sends in the stress hormones. This hormones activates the “flight or fight” response and thus exhibit different body wide changes. In normal situations such as daily stresses, your heart races, your breath quickens, and your muscles ready for action. This response was designed to protect your body in an emergency by preparing you to react quickly. However, it becomes a problem when our body is constantly experiencing stress namely – chronic stress. Here are some of the effects when we are always experiencing stress: ▪ Headaches ▪ Heartburn ▪ Rapid Breathing ▪ Risk of Heart Attack ▪ Pounding Heart ▪ Fertility Problems ▪ Erectile dysfunction ▪ Missed Menstruations ▪ Increased Depression ▪ Insomnia ▪ Weakened Immune System ▪ High Blood Sugar ▪ High Blood Pressure ▪ Stomachache ▪ Low Sex drive ▪ Tense Muscles 19  In order to prevent experiencing too much stress and eventually getting these physical effects, we have to understand first the source of this stress. Take note the source of stress is different from the stress itself. Stressors There are varied reasons why we feel stressed. Generally, anything that causes us to feel this negative reaction is called stressors. Everyone has different causes of their stress and everyone also reacts differently when faced with the same stressor. The most common cause of stress are money, work/school, family responsibilities, health concerns and social pressures. However, these stressors affects us depending on the level of conflict we feel when faced with different stressors. Conflict occurs when a person needs to choose between two or many options. There are four types of conflicts: 1. Approach-approach Conflict – occurs when a person needs to choose between two options that are attractive. (ex. Choosing what school to study on when you’ve qualified in different schools) 2. Avoidance-avoidance conflict – occurs when a person needs to choose between options that he or she finds both unpleasant. (ex. Disliking one’s subject but being afraid of failing; Talking back to one’s parents but fearing being neglected) 3. Approach-avoidance conflict – occurs when a person needs to choose between options that have both positive and negative consequences. (ex. Wanting to take a certain degree program but thinking that the course could be very demanding and difficult; ; wanting to study college but financial problems are arising) 4. Multiple conflict – occurs when there are more than two options to choose from. Your mind will weigh these different options and eventually come to a decision based on the information you considered. As humans this is a very common internal debate that we use daily, from choosing what food to eat (healthy food vs. tasty junk food) to where we will live (country vs. city). Take note: Stress is the negative reaction (physical and psychological effects) you experience due to varying reasons and conflicts. These reasons and conflicts are known as stressors. 20 Name: __________________________________________ Course, Year & Section: ______________________ Activity 1. In this activity, kindly identify the different stress reactions and stressors you have experienced in the past few weeks. You may write more than one stressor/stress reaction. Stressors Stress Reaction 1. Financial/Money Related 2. School Responsibilities/ Work (if applicable) 3. Family-related 4. Health concerns 5. Social Pressures 6. Others When an individual experiences chronic stress, what are the possible things that could happen to the person? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ 21  Lesson 2. Coping and Managing One’s Wellbeing Introductory Activity 1. Answer the following question below and share why this is your response. What have you been doing so far to combat your stress? Introduction In the previous lesson, we have discussed all about the mental wellbeing continuum and the reality of stress and stressors. This time we will talking about different things that will enable us to fight against stress. The ways to fight off stress is called – coping. Anything that an individual does to limit or erase the negative emotion is considered as our coping mechanism. Just like how individuals react differently when faced with stress, our coping mechanism also differs from one another. What is coping? This refers to means or strategies to invest one's own conscious effort, to solve personal and interpersonal problems, in order to try to master, minimize or tolerate stress and conflict. The two most common ways of coping mechanism is discussed in the Transactional Theory of Stress and Coping by Lazarus (1960): 1. Emotion-Focused Coping - focuses on regulating negative emotional reactions to stress such as anxiety, fear, sadness, and anger. This type of coping may be useful when a stressor is something that you cannot change. 2. Problem-Focused Coping - aim to eliminate sources of stress or work with the stressors themselves. This type of coping is choosing to change the or alter the situation or the stress itself. 22  Depending on the stressors you are encountering, the kind of coping also varies. If the stressor is something that you do not have control over, emotion-focused coping is best used. On the other hand, when there is something that you can do on that specific stressor, then problem solving coping can be used. Here are the sample strategies in every coping mechanism. However, take note that both coping mechanisms have health and unhealthy strategies. It is up to the individual to assess whether the coping should be used or not in certain situations. 1. Emotion-Focused Coping Healthy Strategies - Meditation - Using Humor - Journaling - Reframing (Thought Shifting) - Positive Thinking Unhealthy Strategies - Distraction - Cognitive Distortion - Suppressing - Binge Eating (Overeating) - Using drugs - Drinking too much alcohol 2. Problem-Focused Coping - taking control - information seeking - evaluating the pros and cons Take note: Using these mechanism does not necessarily stop the stressor or stress right away because situation varies from time to time. Thus, it is important that you get to know the type of strategy that works and is healthy for you. Aside from coping from our stresses, one of the most important things in managing yourself is ensuring that you have a balanced and healthy wellbeing – overall wellness. 23  What is wellness? Wellness is the interactive process of becoming aware of and practicing healthy choices to create a more successful & balanced life. You must know and understand how to become “well” before you are “well”. Once you have understood more who you are, it is then part of your awareness that you should also take care of your overall wellbeing to achieve wellness in your life. Benefits of wellness - Stronger heart, body and mind - Less stress - Better able to deal with stressful situations - Increased life expectancy & better quality of life - Lower cholesterol - Better/more positive self-esteem - Easier to meet new people and socialize Characteristics of a wellness lifestyle - Strong sense of personal responsibility - Exceptional physical fitness - Positive outlook - Joy in life & openness to new discoveries about the meaning and purpose of life Wellness is divided into different components. Each component is an area of the important parts of our identity. Thus, taking care of our wellbeing also helps us in taking care and managing our self. Thus, the aim of our course – Understanding the Self. 24  Components of Wellness The concept is simple; balance the different areas of your life, and you will start to find that your life will improve. It is a bit more than that, though. It is not merely about not getting ill; it is about making the most of your life. It is about living life to its fullest and maintaining continuous, positive activity to keep us healthy and happy. It is a fact that the place where you find yourself today is a result of the decisions you have made so far in life. Yes, it is a sad fact that some of these decisions will have been forced on you. There may well be some negativity involved – that is simply a fact of life. But where do you want to be in the future? What decisions can you make now that will improve your health and wellbeing? This is how the Wellness Wheel can help. The wheel encourages you to reflect on your life and your decisions, relating to the categories in each of the separate segments. You then set goals for yourself, each designed to bring about a balance. Remember; all these different aspects are a part of you, part of your life. They may seem disconnected, but they all begin and end with you. And your happiness depends on them being balanced. 25 Name: __________________________________________ Course, Year & Section: ______________________ Activity 2. Answer the following questions and input in the space provided. 1. you will be creating your own Wellness Wheel. In the “Wheel” write in the things you need to do to take care of the specific component for your wellness. Environment Safe and Security MY OWN Community WELLNESS Mental Health WHEEL 2. What can be implied from this quote by Diane Von Furstenberg, “The most important relationship is the one you have with yourself.” _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ 26  REFERENCES I. Module 3: LEARNING TO BE A BETTER LEARNER Bellahchen, Abderrahim (2017). Theories of Learning. Slideshare. Retrieved from: https://www.slideshare.net/baeskjh/theories-of-learning-75754756 Iba, Sukkur (2016). Learning Theories. Slideshare. Retrieved from: https://www.slideshare.net/seharmangi/learning-theories-63235050 Santiniescolini (2014). Theories of Learning. Slideshare. Retrieved from: https://www.slideshare.net/santiniescolini/theoriesof-learning II. Module 4: SETTING GOALS FOR SUCCESS Alata, Eden Joy Pastor e.al. (2018). Understanding the Self. Vergie S. Otig, et.al.(2018). A Holistic Approach in Understanding the Self. A Workbook for College Students. Moore, Catherine (2019. How to set and achieve life goals the right way. Slideshare. Retrieved from: https://positivepsychology.com/life-worth-living-setting-life-goals/ Stewart Irene & Aaron Maisonville. A guide for Successful Students. Retrieved from: https://ecampusontario.pressbooks.pub/studyprocaff/chapter/chapter-1/ III. Module 5: TAKING CHARGE OF ONE’S HEALTH & POSITIVE HEALTH PSYCHOLOGY (2010) The Dimensions Of Wellness. Slideshare. Retrieved from: https://www.slideshare.net/HealthyBee/the-dimensions-of-wellness-2 Solanki, Manali (2013). Stress management. Slideshare. Retrieved from: https://www.slideshare.net/manalihsolanki/stress-management-ppt-17274128 The NOPE International Institute (2014). Stress management. Slideshare. Retrieved from: https://www.slideshare.net/NopeInstitute/wellness-37347757 27