Managing and Caring for the Self - University of Cabuyao PDF

MANAGING AND CARING FOR THE SELF Understanding The Self – Week 16-17  Intended Learning Outcomes At the end of the lesson, the students are expected to: Understand the theoretical underpinnings for how to manage and care for different aspects of the self; Acquire and hone new skills and le...

MANAGING AND CARING FOR THE SELF Understanding The Self – Week 16-17  Intended Learning Outcomes At the end of the lesson, the students are expected to: Understand the theoretical underpinnings for how to manage and care for different aspects of the self; Acquire and hone new skills and learnings for better managing of one's self and behaviors; Apply these new skills to one's self and functioning for a better quality of life; and, Apply psychological insights related to self- management to personal goal setting, reflecting on the process of setting meaningful and achievable goals. THE BRAIN AND LEARNING Since most of a person’s growing years is spent on studying in school, it is important that students understand how to learn effectively since it could contribute to their personal growth.  HOW THE BRAIN FUNCTIONS DURING THE LEARNING PROCESS? “With our new knowledge of the brain, we are just dimly beginning to realize that we can now understand humans, including ourselves, as never before, and that this is the greatest advance of the century, and quite possibly the most significant in all human history.” – Leslie A. Hart MAJOR EXTERIOR PARTS OF THE BRAIN MAJOR EXTERIOR PARTS OF THE BRAIN FRONTAL LOBES Also known as the rational and executive control center, which is responsible for planning and thinking Monitor higher-order thinking, direct problem solving, and regulate the excesses of the emotional system Contain the self-will area, also referred to as personality MAJOR EXTERIOR PARTS OF THE BRAIN TEMPORAL LOBES Responsible for sound and visual recognition, and some parts of long- term memory The left temporal lobe, houses the speech center. MAJOR EXTERIOR PARTS OF THE BRAIN OCCIPITAL LOBES Used for recognizing and interpreting visual information MAJOR EXTERIOR PARTS OF THE BRAIN PARIETAL LOBES Process sensory information from various parts of the body and help with spatial orientation MAJOR EXTERIOR PARTS OF THE BRAIN MOTOR CORTEX & SOMATOSENSORY CORTEX Motor cortex works hand in hand with the cerebellum in terms of body movements and motor skills. Somatosensory cortex processes the sensory signals received by the body. MAJOR INTERIOR PARTS OF THE BRAIN MAJOR INTERIOR PARTS OF THE BRAIN BRAIN STEM 11 out of 12 body nerves end in the brain stem Monitors and controls vital body functions including heartbeat, respiration, body temperature, and digestion Houses the reticular activating system (RAS), responsible for the brain’s alertness MAJOR INTERIOR PARTS OF THE BRAIN LIMBIC SYSTEM Located lateral to the thalamus, underneath the cerebral cortex, and above the brainstem Referred to as the “emotion center” of the brain Regulates emotions and motivates behavior MAJOR INTERIOR PARTS OF THE BRAIN THALAMUS Receives all incoming information except olfactory information Involves cognitive activities, including memory MAJOR INTERIOR PARTS OF THE BRAIN HYPOTHALAMUS Monitors the internal systems to maintain the normal state of the body (called homeostasis) by releasing the necessary hormones MAJOR INTERIOR PARTS OF THE BRAIN HIPPOCAMPUS Consolidates learning and in converts information from working memory via electrical signals to the long-term storage regions MAJOR INTERIOR PARTS OF THE BRAIN AMYGDALA Comes from a Greek word meaning almond because of its shape and size Mainly responsible for regulating emotions, especially fear MAJOR INTERIOR PARTS OF THE BRAIN CEREBRUM The largest area of the brain, which comprises 80% of its weight Controls thinking, memory, speech, and muscular movements MAJOR INTERIOR PARTS OF THE BRAIN CEREBELLUM Coordinates movements Monitors impulses from nerve endings in the muscles, so it is important in the performance and timing of complex motor tasks MAJOR INTERIOR PARTS OF THE BRAIN BRAIN CELLS Nerve cells, also known as neurons, are the functioning core for the brain and the entire nervous system. Glial cells hold the neurons together and act as filters to keep harmful substances out of the neurons. HOW THE BRAIN PROCESS INFORMATION?  INFORMATION PROCESSING MODEL It is developed by Robert Stahl during the early 1980s. It is a theoretical framework that describes how the brain processes information. It draws analogies between the human mind and the operations of a computer, emphasizing the sequential flow of information through a series of cognitive processes.  INFORMATION PROCESSING MODEL 1 | THE INPUT (SENSORY INFORMATION) Information from the environment, also known as externa; stimulus, is detected by the five senses – visual, auditory, olfactory, gustatory, and tactile. All sensory stimuli enter the brain as a stream of electrical impulses that result from neurons firing in sequence along the specific sensory pathways.  INFORMATION PROCESSING MODEL 2 | SENSORY REGISTER It is also referred to as sensory memory, which holds sensory information for a very brief time. The brain quickly screens all the information to determine their importance to an individual. This process involves the thalamus and a portion of the brain stem known as the reticular activating system (RAS). It also taps an individual’s prior knowledge and experiences in interpreting the sensory information.  INFORMATION PROCESSING MODEL 3 | IMMEDIATE MEMORY It is also known as short-term memory (STM). It operates subconsciously or consciously and holds data for a limited time (up to about 30 seconds).  INFORMATION PROCESSING MODEL 4 | WORKING MEMORY It is also referred to as temporary memory, where conscious processing occurs. It is a place of limited capacity where an individual can build, take apart, or rework ideas for eventual storage somewhere else. Information in the working memory can come form sensory or immediate memory or retrieved from long-term memory.  INFORMATION PROCESSING MODEL 4 | LONG-TERM MEMORY (LTM) Significant short-term memories are transformed into long- term memories. It lasts for a long time (for years or even a lifetime). It is said that information has been retained if a person is able to accurately recall information after a specific period of time has passed. Three types of long-term memory: explicit memories, episodic memories, and implicit memories. THE LEFT AND RIGHT HEMISPHERE OF THE BRAIN LEFT HEMISPHERE Language comprehension Speech production Logical and analytical thinking Sequencing Fine motor skills Mathematical and scientific skills THE LEFT AND RIGHT HEMISPHERE OF THE BRAIN RIGHT HEMISPHERE Spatial and musical abilities Visual processing Holistic processing Creativity and imagination Emotional processing Gestalt processing THE LEFT AND RIGHT HEMISPHERE OF THE BRAIN MYTH: People are either left-brained or right-brained. FACT: Most cognitive functions involve a network of brain regions across both hemispheres. Depending on the task or activity, different brain regions and both hemispheres may contribute. METACOGNITION AND STUDY STRATEGIES  WHAT IS METACOGNITION? It comes from the Greek word “meta” meaning beyond or transcending, and the Latin word “cognoscere” meaning to know or to learn. It refers to awareness of, understanding, and regulation of one's own thinking and learning. THINKING ABOUT THINKING.  IMPORTANCE OF METACOGNITION Changes the fixed versus growth mindset about students’ ability to learn; Increases student ownership of learning and students taking control over their own learning; Develops more positive attitudes in relation to school and learning; and, Improves performance not only academic but also in relation to behavioral performance.  COMPONENTS OF METACOGNITION METACOGNITIVE KNOWLEDGE Declarative knowledge refers to the knowledge about oneself, tasks, and strategies. Procedural knowledge involves the knowledge about how to use specific strategies or approaches to perform cognitive tasks. Conditional knowledge is the knowledge about when and why to use particular strategies.  METACOGNITIVE STRATEGIES PRE-ASSESSMENT (SELF-ASSESSMENT) OF CONTENT It involves evaluating one’s own knowledge and understanding of the content before engaging in a learning task. It aims to help individuals gauge their existing knowledge, identify gaps or misconceptions, and tailor their learning strategies accordingly.  METACOGNITIVE STRATEGIES SELF-ASSESSMENT OF SELF-REGULATED LEARNING SKILLS It involves critical evaluation of one’s own ability to manage and control his/her learning process. It enables learners to reflect on their learning habits, identify their strengths and weaknesses, and set realistic goals in learning.  METACOGNITIVE STRATEGIES THINK ALOUD It involves verbalizing one’s thoughts, actions, and decision-making processes while engaging in a cognitive task. It aims to promote self-awareness by monitoring one’s cognitive processes, facilitate a deeper understanding of problem-solving approaches and decision making, and make one’s thought processes explicit.  METACOGNITIVE STRATEGIES USE OF CONCEPT MAPS Concept maps are organization tools that visually represent relationships between ideas, images, or words. These can be useful in activating prior knowledge, supporting problem solving, enhancing conceptual understanding, and organizing and revising knowledge. EXAMPLE OF CONCEPT MAPS: HEIRARCHICAL EXAMPLE OF CONCEPT MAPS: SPIDER OR RADICAL  EXAMPLE OF CONCEPT MAPS: FLOWCHART Process 1 Process 2 Process 3  METACOGNITIVE STRATEGIES CLASSROOM ASSESSMENT TOOLS These serve an important role in promoting self-awareness, self-regulation, and overall cognitive development in students.  EXAMPLES OF CLASSROOM ASSESSMENT TOOLS ASSESSMENT METHOD DESCRIPTION Ticket-Out-The-Door During the last few minutes of class, students write response to a question or two about class concepts. Hand in as exit class. One-Minute Paper During the last few minutes of class, write response to “Most important thing I learned today” and “What I understood the least today.”  EXAMPLES OF CLASSROOM ASSESSMENT TOOLS ASSESSMENT METHOD DESCRIPTION Muddiest Point Ask students to describe what they didn’t understand during class and what they think might help them. Student-Generated Test Divide the class into groups and assign Questions each group a topic on which they are to each write a question and answer for the next test.  EXAMPLES OF CLASSROOM ASSESSMENT TOOLS ASSESSMENT METHOD DESCRIPTION Memory Matrix Students fill in cells of two-dimensional diagram with instructor-provided labels such as a comparison chart outlining similarities and differences in two columns against a variety of concepts in the discipline.  EXAMPLES OF CLASSROOM ASSESSMENT TOOLS ASSESSMENT METHOD DESCRIPTION KWL Chart Label three charts K (What I know already), W (What I want to know), and L (What I have learned). Complete the first two before a unit/topic and the last one at the end. Directed Paraphrasing Ask students to write a layperson’s translation of something they have just learned to assess their ability to comprehend/transfer concepts.  EXAMPLES OF CLASSROOM ASSESSMENT TOOLS ASSESSMENT METHOD DESCRIPTION One-Sentence Summary Students summarize knowledge of a topic by constructing a single sentence to cover the core concept. The purpose is to require students to select only the defining features of an idea. Think-Pair-Share Give the class a question. Allow everyone to think on their own for a few minutes jotting down some thoughts. Then ask students to pair up with a peer and discuss thoughts for another few minutes.  EXAMPLES OF CLASSROOM ASSESSMENT TOOLS ASSESSMENT METHOD DESCRIPTION Application Cards After teaching a theory, principle, or procedure, ask the students to write down at least one real-world application for what they have just learned to determine if they can see the transfer of their recent learning. Classroom Opinion Polls Using clickers, or online polling questions, ask students a variety of questions about a topic and seek their anonymous opinion.  EXAMPLES OF CLASSROOM ASSESSMENT TOOLS ASSESSMENT METHOD DESCRIPTION Weekly Report Written by students each week in which they address three questions: What did I learn this week? What questions remain unclear? And, what questions would you ask your students if you were the instructor to find out if they understood the material?  EXAMPLES OF CLASSROOM ASSESSMENT TOOLS ASSESSMENT METHOD DESCRIPTION Concept Tests Instructor presents one or more questions during class involving key concepts, along with several possible answers. Students indicate which answer they think is correct by showing of hands. If most of the class has not identified the correct answer, students are given a short time to persuade their neighbor(s) that their answer is correct. The question is asked a second time to gauge class mastery.  EXAMPLES OF CLASSROOM ASSESSMENT TOOLS ASSESSMENT METHOD DESCRIPTION Instructor Meetings Instructor meets informally with students either in class or after class to answer questions, inquire about conceptual understanding, or provide feedback on student learning.  METACOGNITIVE STRATEGIES METACOGNITIVE NOTE-TAKING SKILLS These involve not just the act of recording information but also reflecting on the learning process, understanding one’s own thinking, and optimizing the effectiveness of note- taking for better retention and comprehension.  HOW TO TAKE METACOGNITIVE NOTES BEGINNING OF CLASS (PLAN + CONNECT) Set clear learning objectives you want to achieve in the session. If possible, quickly review the topics that will be covered. Jot down your initial thoughts, expectations, and any questions you have.  HOW TO TAKE METACOGNITIVE NOTES MIDDLE OF CLASS (MONITORING LEARNING) Listen actively. Focus on understanding key concepts. Choose key points and main ideas in your notes. Create two columns. In the left column, record insights, “ah-ha” moments, questions, relevance to other topics/subjects, and feeling and thoughts during the class. In the right column, put tradition notes on what is being presented.  HOW TO TAKE METACOGNITIVE NOTES END OF CLASS (REFLECTIONG ON LEARNING) Summarize the key points covered in class. Reflect on whether your set learning goals are achieved or not.  METACOGNITIVE STRATEGIES REFLECTIVE WRITING It involves thinking about and analyzing one’s own learning experiences, understanding, and growth. It encourages individuals to go beyond the surface level of what they have learned and delve into the process of learning itself. IMPORTANCE OF REFLECTIVE WRITING Enables an individual to become aware of his/her thoughts, feelings, and reactions during the learning process Encourages an individual to question assumptions, evaluate evidence, and consider alternative perspectives Helps in identifying areas for improvement and set realistic learning goals Allows an individual to connect new information to prior knowledge Prompts an individual to monitor and evaluate his/her own thinking processes SELF-REGULATED LEARNING  WHAT IS SELF-REGULATED LEARNING? It refers to one’s ability to regulate his or her emotions, cognition, behavior, and aspects of the context during a learning experience. It includes goal setting, self-monitoring, self-instruction, and self-reinforcement. MANAGING AND TAKING CONTROL OF YOUR OWN LEARNING. COMPONENTS OF SELF-REGULATED LEARNING Cognitive Processes – mental activities involved in learning (e.g., attention, perception, memory, and problem solving) Metacognitive Processes – thinking about one’s own thinking, which include planning, monitoring, and evaluating of learning strategies and understanding Motivational Processes – factors that drive and sustain learning efforts, including goals, beliefs, values, and emotional responses CHARACTERISTICS OF SELF-REGULATED LEARNERS Aware of their own strengths and weaknesses Utilize metacognitive strategies Attribute any success or failure to factors within personal control CYCLE OF SELF-REGULATED LEARNING It is a framework that describes how individuals actively engage in the learning process by monitoring, regulating, and adapting their cognitive, metacognitive, and motivational strategies.  1 | FORETHOUGHT PHASE Learners set specific and challenging goals for their learning to provide direction and motivation. Learners select appropriate resources, plan study schedules, and decide learning approaches. Learners activate their existing knowledge related to the task at hand. PLAN, SET GOALS, AND LAY OUT STRATEGIES 2 | PERFORMANCE (VOLITIONAL) PHASE Learners implement the planned strategies and manage resources effectively. Learners continuously monitor their understanding, progress, and effectiveness of their strategies. Based on ongoing monitoring, learners adapt their strategies. USE STRATEGIES AND MONITOR PERFORMANCE  3 | SELF-REFLECTION PHASE Learners evaluate their performance against the goals set during the forethought phase. Learners reflect on the factors that contributed to their performance. Based on the evaluation, learners identify areas where they can improve. REFLECTING ON ONE’S PERFORMANCE SETTING GOALS FOR SUCCESS Setting goals is important in a person’s life since these will guide his or her life to success by providing a clear sense of direction and purpose.  BANDURA’S SELF-EFFICACY THEORY The term “self-efficacy” was coined by Albert Bandura in his Social Learning Theory. Social Learning Theory emphasizes the importance of observational learning, imitation, and modeling. Self-efficacy is a person’s particular set of beliefs that determine how well one can execute a plan of action in prospective ALBERT BANDURA situations (Bandura, 1977). 4 PRINCIPAL SOURCES OF SELF-EFFICACY  4 PRINCIPAL SOURCES OF SELF-EFFICACY ENACTIVE MASTERY EXPERIENCES Positive past experiences and successful accomplishments People gain confidence and belief in their capabilities through mastering tasks. Example: Imagine a person who has never ridden a bicycle before. They decide to learn, and their initial attempts are challenging. The person may struggle with balance, coordination, and the fear of falling. However, with consistent effort and practice, they start to make progress.  4 PRINCIPAL SOURCES OF SELF-EFFICACY VICARIOUS EXPERIENCES (COMPARISONS) Observing others succeed or fail in similar tasks Successful role models can inspire confidence, while failure of role models may decrease self-efficacy unless there is an explanation for the failure. Example: Imagine an individual who is interested in learning to play the guitar but has never attempted it before. Instead of immediately picking up the guitar themselves, they decide to observe a friend who is already skilled in playing.  4 PRINCIPAL SOURCES OF SELF-EFFICACY VERBAL PERSUASIONS AND ALLIED TYPE OF SOCIAL INFLUENCE Positive or negative feedback from others Constructive feedback and persuasion contribute to increased belief in one's capabilities. Example: The teacher acknowledges the student's effort and dedication to studying. They provide positive feedback on the student's progress and express confidence in the student's ability to perform well in the exam.  4 PRINCIPAL SOURCES OF SELF-EFFICACY EMOTIONAL AND PHYSIOLOGICAL STATES Physiological and emotional states can affect self-efficacy Successful management of emotional reactions can enhance confidence. Example: Imagine a student who needs to deliver a presentation in front of the class. Before the presentation, the student experiences physiological responses such as an increased heart rate, sweaty palms, and a slightly shaky voice. If the student interprets these physiological responses positively, recognizing them as normal reactions to stress, they may use them as a source of energy and motivation. RESPONSE-OUTCOME EFFICACY EXPECTATION EXPECTANCY It is an individual’s It is an individual’s conviction estimation that a given that their behavior will result behavior will lead to certain to his or her desired outcomes. outcomes.  WHAT IS SELF-CONCEPT? It refers to the set of beliefs, perceptions, and ideas that individuals have about themselves. It encompasses various aspects of one's identity, including physical, social, emotional, and cognitive dimensions. COMPONENTS OF SELF-CONCEPT Ideal self – the person you want to be Self-image – how you see yourself at this moment in time Self-esteem – how much you like, accept, and value yourself  WHAT IS SELF-ESTEEM? It refers to an individual's overall subjective evaluation of their own worth and the value they place on themselves as a person. It involves the beliefs, emotions, and perceptions one holds about their own capabilities, achievements, and characteristics.  PRINCIPLES OF SELF-ESTEEM An essential human need that is vital for survival Arises automatically from within Occurs along with a person’s thought, behaviors, feelings, and actions  DWECK’S GROWTH MINDSET Carol Dweck introduced the concept of “growth mindset.” It is a psychological framework that explores the underlying beliefs individuals have about learning and intelligence. Two types of mindsets: the fixed mindset and the growth mindset CAROL DWECK  FIXED MINDSET GROWTH MINDSET Belief in innate abilities and have a Belief in hard work, learning, and fixed theory of intelligence grit and have a growth theory of View failure as a limitation to one’s intelligence abilities View failure as an opportunity to Ex. A student who refuses to grow participate in a science fair project Ex. A business owner whose new because they believe they are not product launch fails analyzes naturally good at science and are customer feedback, identifies areas afraid of performing poorly. for improvement, and uses the lessons learned for a more successful relaunch.  LOCKE’S GOAL-SETTING THEORY Goal-setting theory was developed by Edwin Locke together with Gary Latham. It is a motivational theory that emphasizes the importance of setting specific and challenging goals for enhancing performance and motivation. Goal is “a level of performance proficiency that one wishes to attain within a specific time EDWIN LOCKE period” (Shields et al., 2015) PRINCIPLES OF GOAL-SETTING 1. Clarity and Specificity – clear, specific, and well-defined 2. Challenge and Difficulty – challenging but attainable 3. Commitment – personally relevant goals will motivate a person to work on accomplishing these 4. Feedback and Monitoring – provides opportunities to clarify expectations, adjust goal difficulty, and gain recognition 5. Task Complexity – appropriate balance of complexity DEVELOPING SMART GOALS STRESSORS AND RESPONSES Self-care starts with taking charge of one’s health. It is important to nurture not only our physical health but especially our mental health.  WHAT IS STRESS? It is a complex physiological and psychological response that occurs when individuals perceive a discrepancy between the demands placed on them and their ability to cope with those demands. It is a natural and adaptive reaction that prepares the body to face challenges.  THREE KINDS OF STRESS EUSTRESS NEUSTRESS DISTRESS Positive and beneficial Neutral or non- Negative and harmful form of stress significant stress form of stress From enjoyable and Neither positive nor From threatening and non-threatening negative but may still overwhelming situations affect an individual's situations feelings of excitement, overall well-being Effects on mental, motivation, and a emotional, and sense of physical well-being accomplishment WHAT ARE STRESSORS? These are external events, situations, or conditions that place demands on individuals, eliciting a stress response. These can be physical, psychological, or environmental factors that challenge an individual's ability to cope.  EXAMPLES OF STRESSORS Suffering from an illness or injury that places physical strain on the body and requires medical attention. Facing tight deadlines and a heavy workload at work, causing stress due to the pressure to perform. Experiencing conflicts within a close-knit group of friends, leading to tension and emotional strain. Living in an area prone to natural disasters, such as earthquakes or hurricanes, leading to constant concerns about safety.  SIGNS AND SYMPTOMS OF STRESS PHYSICAL Low energy Headaches Upset stomach (diarrhea, constipation, nausea) Aches, pains, tense muscles Chest pain and rapid heartbeat Insomnia Frequent colds and infections Loss of sexual desire and/or ability Nervousness and shaking, ringing in the ear Cold or sweaty hands and feet Excess sweating Dry mouth and difficulty in swallowing Clenched jaw and grinding teeth  SIGNS AND SYMPTOMS OF STRESS COGNITIVE/ Forgetfulness Preoccupation PERCEPTUAL Blocking Errors in judging distance Reduced creativity Lack of concentration Lack of attention to detail Orientation to the past Attention deficit Disorganization of thought Negative statement and negative evaluation of experiences  SIGNS AND SYMPTOMS OF STRESS EMOTIONAL Depression or general unhappiness Anxiety and agitation Moodiness, irritability, or anger Feeling overwhelmed Loneliness and isolation Any other mental or emotional health problems  HOW THE BODY REACTS TO STRESS RECOGNITION APPRAISAL MOBILIZATION RESPONSE RETURN RECOGNITION The anticipation of something to happen, which is called the demand.  HOW THE BODY REACTS TO STRESS RECOGNITION APPRAISAL MOBILIZATION RESPONSE RETURN APPRAISAL The formation of belief or disbelief in the ability to overcome the demand.  HOW THE BODY REACTS TO STRESS RECOGNITION APPRAISAL MOBILIZATION RESPONSE RETURN MOBILIZATION How the body gets triggered and prepared when demand is appraised by stress. The nervous system communicates to the rest of the organs, glands, and hormones that start reacting to a foreseen threat.  HOW THE BODY REACTS TO STRESS RECOGNITION APPRAISAL MOBILIZATION RESPONSE RETURN RESPONSE The physical action which is usually choosing between fight or flight. Fight – facing the situation head on Flight – escaping the situation in order to neutralize it  HOW THE BODY REACTS TO STRESS RECOGNITION APPRAISAL MOBILIZATION RESPONSE RETURN RETURN The state of mind and bodily functions going back to their usual calm states. Happens when stress is neutralized.  STRESS AND FILIPINOS According to Aldwin (2007), culture can affect stress and coping processes. Shapes the kind of stressor that an individual is likely to experience May affect the appraisal of a certain event Affects an individual’s coping strategies Provides different time-honored tools/mechanisms by which an individual can cope with stress  HOW WESTERN AND ORIENTAL CULTURES VIEW FILIPINO TRAITS FILIPINO TRAITS WESTERN CONCEPT ORIENTAL CONCEPT AND VALUES (NEGATIVE) (POSITIVE) Hiya Stops one from taking Contributes to peace of action, and makes a mind person weak, timid, and meek Ningas cogon Make a person an Makes a peaceful and underachiever because tranquil life because one he/she cannot persevere is unruffled when things in seeing things go wrong  HOW WESTERN AND ORIENTAL CULTURES VIEW FILIPINO TRAITS FILIPINO TRAITS WESTERN CONCEPT ORIENTAL CONCEPT AND VALUES (NEGATIVE) (POSITIVE) Pakikisama Turn a blind eye to the Keeping polite distance wrong doings of others for from other people’s life the sake of personal to maintain peace and relationships harmony Patigasan Being stubborn and Makes a person stand for resisting reconciliation what is right and refused to be intimidated or forced to submission  HOW WESTERN AND ORIENTAL CULTURES VIEW FILIPINO TRAITS FILIPINO TRAITS WESTERN CONCEPT ORIENTAL CONCEPT AND VALUES (NEGATIVE) (POSITIVE) Bahala na Leaves everything to Develops humility and chance with the help of a gratefulness, and divine power strengthens the Filipino psyche Kasi Disowns responsibility, Does not become overly and puts blame on others stressed for failing Saving face Shirking from Allows the person to responsibility keep his/her dignity  HOW WESTERN AND ORIENTAL CULTURES VIEW FILIPINO TRAITS FILIPINO TRAITS WESTERN CONCEPT ORIENTAL CONCEPT AND VALUES (NEGATIVE) (POSITIVE) Sakop Never learns to be Promotes unity, and independent provides a sense of belongingness and security Bukas na (Mañaña Promotes laziness Knows how to keep habit) things in stride rather than be stressed or tensed  HOW WESTERN AND ORIENTAL CULTURES VIEW FILIPINO TRAITS FILIPINO TRAITS WESTERN CONCEPT ORIENTAL CONCEPT AND VALUES (NEGATIVE) (POSITIVE) Utang na loob Overlooks moral principles “Ang hindi marunong lumingon sa pinanggalingan ay hindi makakarating sa kanyang patutunguhan.” Kanya-kanya Being selfish Takes care of one’s own self and his/her family  SOCIAL AND CULTURAL DIMENSIONS OF STRESS Social stress is a state of mental or emotional strain or tension resulting from adverse or very demanding circumstances arising from the person’s social environment relationships.  STRESS AND SOCIOLOGICAL PERSPECTIVE Three primary types of suicide: Egoistic suicide – occurs when individuals experience a sense of detachment or isolation from society Altruistic suicide – individuals may sacrifice their lives for the benefit of the community or a higher cause Anomic suicide – associated with a EMILE DURKHEIM breakdown in social norms and values  STRESS AND SOCIOLOGICAL PERSPECTIVE Anomie refers to a state of normlessness, which occurs when there is a lack of clear social expectations and guidance for individuals, leading to a sense of disorientation, uncertainty, and a weakening of social cohesion. EMILE DURKHEIM STRESS AND SOCIOLOGICAL PERSPECTIVE According to Aneshensel (1992), there are two main types of stressors. 1. Life events – important, specific events 2. Chronic strains – problems that have been occurring for some time  COMMON TYPES OF ROLE STRAINS Role overload The role demand exceeds the individual’s capacity to handle. Interpersonal conflicts Problems that arises from interpersonal within role sets relationships. Inter-role conflict The demands of two or more roles held by a person are incompatible, and the demands cannot simultaneously be met. Role restructuring Long-established patterns undergo considerable change, and the person needs to adapt or adjust.  COPING WITH STRESS Coping refers to the cognitive and behavioral efforts individuals employ to manage, tolerate, or reduce the demands of stressors. It involves the strategies people use to adapt to challenging situations, navigate adversity, and maintain psychological well-being.  TYPES OF COPING PROBLEM-FOCUSED COPING Addressing the source of stress directly by taking actions to solve the problem or alter the situation causing distress EMOTION-FOCUSED COPING Managing emotional responses to stressors Regulate emotions, alleviate distress, and enhance emotional well-being COGNITIVE COPING Use of conscious intellectual activities in managing stressful situations  STRATEGIES FOR COGNITIVE COPING Reframing – changing the way you view experiences, events, ideas, concepts, and emotions to find alternatives that are more positive Challenging negative thinking – questioning the rationality of your negative thoughts Positive self-talk – talking to yourself in a positive manner Count to ten – time to gain control of your emotions Cost-benefit analysis – how your thoughts, emotions, or actions are beneficial to yourself Smell the roses – telling yourself to relax by appreciating the usual neglected aspect of your life  STRATEGIES FOR COGNITIVE COPING Keeping perspective – breaking the problem into little tasks and knowing which problem is urgent Reducing uncertainty – gathering as much information as you can about the problem Using imagery/visualization – remember pleasurable experiences  BEHAVIORAL COPING STRATEGIES Physical exercise Relaxation Breathing Smile and laughter Time management Social support/friends Seeking professional help SELF-CARE AND COMPASSION MASLOW’S HIERARCHY OF NEEDS  MASLOW’S HIERARCHY OF NEEDS The hierarchy of needs, developed by Abraham Maslow, suggests that individuals are motivated by a series of needs, and these needs can be organized into a hierarchical structure. He classified the levels into two categories, namely deficiency needs and growth needs. The first four levels (physiological, safety, belongingness and love, and esteem) are considered as deficiency needs, while the last level ABRAHAM MASLOW (self-actualization) is a growth need.  DEFICIENCY NEEDS GROWTH NEEDS basic requirements for human focuses on personal survival and well-being development, self-improvement, arise from a lack or deficiency and the realization of one's full and motivate individuals to seek potential satisfaction and relief from desire for personal growth and discomfort fulfillment  WHAT IS SELF-CARE? Self-care refers to a deliberate and conscious effort to prioritize and engage in activities that promote physical, mental, and emotional well-being. It involves taking intentional steps to maintain and enhance one's health and happiness, recognizing the importance of caring for oneself in the midst of life's challenges and responsibilities.  WHAT IS SELF-COMPASSION? It is about treating yourself kindly when confronted with failure, the way you would care for a loved one if they go through the same situation. “Having compassion for yourself means that you honor and accept humanness.” – Kristen Heff  3 COMPONENTS OF SELF-COMPASSION Self-kindness – Do not be too hard on yourself by criticizing yourself too much for things that go wrong. Show kindness to yourself the same way you would give to a loved one. Common humanity – Recognize that you are not alone in suffering. Mindfulness – Maintain a receptive mind state and acknowledge thoughts and feelings.  REFERENCES Otig, V.S. et al. (2019). A Holistic Approach in Understanding the Self. Mutya Publishing House, Inc. Khan Academy (2023, Aug. 11). LearnStorm Growth Mindset: The Truth About Your Brain [Video file]. Youtube. https://www.youtube.com/watch?v=rf8FX2sI3gU Sousa, D.A. (2017). How the Brain Learns (5th ed.). SAGE Publications. https://perpustakaan.gunungsitolikota.go.id/uploaded_files/temporary/DigitalCollection/Z DdhMTYzZDY2OWJjYmU3OWRlYTk3MDVhZDllYjQ5MjhmNDFmNmMxNQ==.pdf Left Brain vs. Right Brain Dominance. https://www.verywellmind.com/left-brain-vs-right- brain-2795005 Spencer, J. (2018). What is metacognition? (Exploring the Metacognition Cycle) [Video file]. Youtube. https://www.youtube.com/watch?v=HZrUWvfU6VU Importance of Metacognition. https://www.moedu-sail.org/lessons/metacognition- importance-overview/  REFERENCES Joshi, R., Hadley, D., Nuthikattu, S. et al. (2022). Concept Mapping as a Metacognition Tool in a Problem-Solving-Based BME Course During In-Person and Online Instruction. Biomed Eng Education 2, 281–303. https://doi.org/10.1007/s43683-022-00066-3 Zimmerman, B.J. (2002). Becoming a Self-Regulated Learner: An Overview. https://www.leiderschapsdomeinen.nl/wp-content/uploads/2016/12/Zimmerman-B.-2002- Becoming-Self-Regulated-Learner.pdf Transforming Education (2017). Importance of Self-Efficacy [Video file]. Youtube. https://www.youtube.com/watch?v=VW5v6PQ5PEc Cherry, K. (n.d.). What Is Self-Concept? https://www.verywellmind.com/what-is-self-concept- 2795865 Counselling and Career Development (2020). Growth Mindset-Fixed Mindset. https://www.unisa.ac.za/static/corporate_web/Content/About/Service%20departments/DC CD/Documents/dccd_study_mindset_unisa.pdf