UNIT 3: MANAGING AND CARING FOR THE SELF PDF

GEN. ED. 002 Understanding the Self UNIT 3: MANAGING AND CARING FOR THE SELF Chapter 10: Learning to be Better Student: be the best you can be What happens during learning? Our brain is the most complex organ in our body, and it contains 100 billion nerve ce...

GEN. ED. 002 Understanding the Self UNIT 3: MANAGING AND CARING FOR THE SELF Chapter 10: Learning to be Better Student: be the best you can be What happens during learning? Our brain is the most complex organ in our body, and it contains 100 billion nerve cells or neurons. When we learn or practice something, the neurons in our brain connect with other neurons until they grow dendrites and create pathway/s. The more we learn about something, the more defined and stronger the pathways become (Hestwood & Russel, 2007). This connection allows us to develop new skills and respond well to different environments. Rewiring the brain Neurons process and transmit information through electrical and chemical signals. Synapses are the small gaps between neurons. They allow information to pass from one neuron to the next. Neural pathways connect relatively distant areas of the brain or nervous system, each pathway is associated with a particular action or behavior. Every time we think, feel or do something, we strengthen this pathway. Habits are well travelled pathways-our brain finds these things easy to do. Neuroplasticity - New thoughts and skills carve out new pathways. - Repetition and practice strengthen these pathways forming new habits. - Old pathways get used less and weaken. Metacognition - Simply defined is thinking about your thinking or the “process of considering and regulating one’s own learning” (Reading with metacognition,” 2018, para. 3). - This involves conscious control over your thoughts. This means being aware of how you think and learn and being conscious of yourself as a thinker and a learner. To take charge of our learning, we need to be honest with ourselves to understand ourselves better. Reflecting on what we know, what we do not know, what we want to know, and how to know what to know are essential in metacognition. Self-regulating Learning (SLR) - “Includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning” (Panadero, 2017 para. 1). - It makes use of our it makes use of our metacognitive abilities, it is not a mental ability or an academic performance skill; rather it is self-directive process by which learners transform their mental abilities into academic skills. - For SLR to work, self-awareness and positive perception of self is crucial. Plan, set goals, and lay out strategies. The Cycle of Self-Regulating Learning Use results from previous Use strategies and monitor performanc performance. e to guide the next one. Reflect performance. Figure 4. Cycle of Self-Regulating Learning (“What is Self-Regulate, 2017) Prepared by: Neňa Divina D. Fevidal, RL Instructor  GEN. ED. 002 Understanding the Self UNIT 3: MANAGING AND CARING FOR THE SELF Chapter 11: Manage and Caring for the Self by Setting Goals for Success. Bandura’s Self Efficacy Theory People with a strong sense of efficacy-that is, the ability to bring the desired result-may well try beyond what they think they are capable of. Sel-efficacy is the belief that in one’s own ability to successfully accomplish something (Brown, L. et.al, 2004). Self-efficacious people will not look at the problem and tell themselves, I won’t do it because it’s not easy but will rather tell themselves, this is challenging that I can overcome. Increasing their effort, they assume control of the situation rather than letting the situation control them. Because of this, they reduce stress in themselves and lower their risk of depression (Bandura, 1994). Self-confidence is an important aspect in the achievement of success. There are four (4) factors that influence one’s self confidence or self-efficacy (Bandura, 1997, Pajares, 2002): 1. Mastery experience happens when we do something and we become successful. Encouraged, we do it again and again until we have mastered it. For Bandura, this is the most effective way of boosting one’s self efficacy because they will try to do something new if it is task that is similar to what they have already mastered. Part of achieving success in reaching our goals is to have self-efficacy through mastering skills needed to achieve goal. 2. Vicarious experience This is the observation of the success and failures of others through modeling, who are similar to one’s self. When we see somebody who is almost similar to us, gain success then self-efficacy is increased by thinking that one can do it too. “If he can do it, so can I” kind of mentality. Self-efficacy is highly influenced depending on how one believes he or she is similar to that person being watched or how close that person is to the other. 3. Verbal Persuasion The more people verbally encourage one, then the more likely the person’s efficacy will increase. When one feels that others do believe in what he is capable of doing, then that person can actually persuade himself that he can do it (Bandura, 1977). 4. Somatic and Emotional States When someone is contemplating on doing something, the emotional state of the person will also have an influence in the success or failure of the task. When a person is anxious, stressed, worried and sacred, then this will negatively impact the achievement of one’s goal. A person may feel so overly nervous that the performance will be affected and the person’s doubt might increase. Once emotional stress is removed, then self-efficacy is improved (Bandura and Adams, 1977) Dweck’s Mindset “It’s all in the mindset”. Mindset is the mental attitude one takes that determines how one will respond and understand the situation. Your mindset is the view you have of your qualities and characteristics – where they come from and whatever they can change (Collins English Dictionary, 2018). The way we view the world is dependent on the kind of mindset we have. Fixed mindset and growth mindset. Fixed mindset that can be measured using IQ test (Dweck, 2010) -the intellectual never changes no matter what we do, how much effort or hard work we put into it. It remains static. Growth mindset where the success and failure of a task dependent on the kind of mindset one has. Developed through learning. Prepared by: Neňa Divina D. Fevidal, RL Instructor  GEN. ED. 002 Understanding the Self UNIT 3: MANAGING AND CARING FOR THE SELF Locke’s Goal Setting Theory (Setting Goals for Life and Happiness) The premise of Locke is that man’s ultimate goal is happiness. Happiness is the successful state of life, pain is an agent of death. (1961). Locke views them as similar to values except goal is the specific form of values. They are values applied to specific circumstances (Locke, 1968). One’s achievement of vales factors in the achievement of goals. Take note also that a person pursues multiple values and within that multiple values would also be plenty of layers of goals. Thus, long range and short range goals should be specified in order to manage one’s life successfully. Goal Setting Theory 1. Clarity - The goal has to be specific and not abstract. Saying, “do your best”, is not enough because it is a relative option and does not really tell the doer if he is doing well or not. 2. Difficulty - The more difficult the goal, the greater is the chance of achieving it because people tend to work harder. It’s important though not to set an unattainable goal otherwise, the tendency is not to make an effort. 3. Commitment - These goal settings are largely dependent on the level of commitment the person has towards the achievement of the goal. For one to be committed, two things are necessary: belief that the goal is important and the belief that one can do it. 4. Feedback – This is also necessary as this gives them accountability and they would know if they have to change their pace or way of doing or to continue with how they are doing things. Take note however, that feedback only works when the goal or task is specific. 5. Task Complexity – A complex task brings out the knowledge of the person. Together with a well laid out plan, skills and knowledge, they are the means of achieving the goals (Locke, 1968, 305- 306). Prepared by: Neňa Divina D. Fevidal, RL Instructor  GEN. ED. 002 Understanding the Self UNIT 3: MANAGING AND CARING FOR THE SELF Chapter 12: Taking Charge of One’s Health: I am in Control. “It’s not stress that kills us; it is our reaction to it”. -Hans Selye Introduction What may be stressful to you might not be stressful to others. Most of the time, it really is just a matter of perspective or a matter of properly responding. A lot of us may be guilty of easily and overly reacting to news heard or an event witnessed, which may lead to overthinking or misunderstanding others that then could result to stress. According to James (2016), a reaction is “driven by the beliefs, biases, and prejudices of the unconscious mind,” merely speaking or acting without much thought and is more concerned about the now which may be regretted after. Consequently, a response is “based on information from both the conscious mind and unconscious mind…[taking] into consideration the well-being of not only but those around you” and its long-term effects. Stress Is the experience of a perceived threat (real or imagined) to one’s mental, physical, or spiritual well-being resulting from a series of physiological responses and adaptations (Seaward, 2018, p.2). However, stress may not be negative all the time. Three types of stress Eustress (+) neustress distress Good stress Any kind of Unfavorable or Any stressors that information or sensory negative motivates an stimulus that is interpretation of an individual toward an perceived as event (real or optional level of unimportant or unimagined) to be performance or inconsequential (p.3) threatening that health. Neither positive nor promotes continued positive nor negative. feeling of fear or anger. More commonly known simply as stress (p.3) The process of perceiving and interpreting a stimulus (thing, change, event, people) is known as cognitive appraisal which is a type of stress response (Passer and Smith, 2007). Our ability and the quality of our cognitive appraisal is dependent on our beliefs, culture, desires, expectations, values, etc. Two steps in Cognitive Appraisal Primary appraisal is the initial evaluation of a stimulus and categorizing is either positive, negative, neutral (Weiten, 2014.) Secondary appraisal is the evaluation for our “perceived ability to cope with the situation, that is, the resources you have to deal with it (Passer and Smith, 2007)”. Prepared by: Neňa Divina D. Fevidal, RL Instructor  GEN. ED. 002 Understanding the Self UNIT 3: MANAGING AND CARING FOR THE SELF Stressors are the sources or stimuli for stress. They are situations or events that challenge or threaten an individual. Three general types of stressors 1. Cataclysmic events Strong stressors Occur suddenly May affect many people simultaneously Disasters such us tornadoes, plane crashes Natural or man-made calamity 2. Personal stress Major life events Death of a family member, loss one’s job, major personal failure Even something positive like getting married 3. Background stressors Daily hassles Minor imitations in life Getting stuck in a traffic jam Long term chronic problem Level of Response to Stress 1. Emotional Annoyance, anger, anxiety, fear, dejection, grief, guilt, shame, envy, disgust. Powerful, largely uncontrollable feelings, accompanied by physiological changes (Weiten, p53) 2. Psychological Hormonal fluctuations, neurochemical changes Anxiety, memory loss, brain fog, worry, sleep disorder, mild or serious illness. Fight-or-flight response- a physiological reaction to threat that mobilizes an organism for attacking/fight or fleeing/fight an enemy (Weiten et al., 2014, p.54) 3. Behavioral Lashing out at others Blaming oneself Seeking help Solving problems According to Selye the way our body responds to stress is called the General Adaptation Syndrome (GAS). THREE STAGES Alarm Trigger stress hormones Heart rate, blood pressure, even sugar level increase Flight or fight response Resistance Body tries to counteract the alarm stage Body tries to normalize Struggling to concentrate and may be irritable Prepared by: Neňa Divina D. Fevidal, RL Instructor  GEN. ED. 002 Understanding the Self UNIT 3: MANAGING AND CARING FOR THE SELF Exhaustion Body is tired of fighting stress Tiredness, depression, anxiety, feeling unable to cope. Sourcing of Coping Stress Constructive Coping Tactics Appraisal-focused Problem-focused Emotion-focused Strategies strategies strategies Detecting and Active problem Realizing pent-up disputing negative solving emotions self-talk Seeking social Distracting oneself Rational thinking support Managing hostile Using positive Enhancing time feelings reinterpretation management Meditating Finding humor in Improving self- Using systematic the situation control relaxation Turning to religion Becoming more procedures assertive Figure 7. Constructive Coping Tactics (Weiten, 2014) Taking Care of Self Seven pillars of self-care Knowledge and health literacy Self-awareness of physical and mental condition Physical activity Healthy eating Risk avoidance or mitigation Good hygiene Rational and responsible use of products and services References: Alata, Eden Joy P. et al. (2018). Understanding the Self. Manila: Rex Book Store Palean, Erlinda D. et. al. (2018). Introspection: Understanding the Self. Mandaluyog City: Books Atbp. Publishing Corp. Dula, Rosalita M. et. Al. (2023) A Course Module for Understanding the Self. Manila: Rex Book Store Prepared by: Neňa Divina D. Fevidal, RL Instructor