UTS Midterms Philosophy of the Self Summary

GROUP 1: PHILOSOPHY OF THE SELF - The main idea of this dialogue is that ➤ Philosophy - is often called the mother of the truth can be distinguished in two all disciplines simply because all fields of study forms; the metaphysical realm began as p...

GROUP 1: PHILOSOPHY OF THE SELF - The main idea of this dialogue is that ➤ Philosophy - is often called the mother of the truth can be distinguished in two all disciplines simply because all fields of study forms; the metaphysical realm began as philosophical discourses. (mind) and the physical world - Ancient philosophers attempted to (body). explain natural and social phenomena, - Plato suggested that the self is coming up with their own definitions of fundamentally an intellectual entity how the world works and what factors whose nature exists independent from contribute to such phenomena. the physical world. - Thus, it was inevitable to come up with - Plato bifurcated the truth or reality various conceptions of what it means into two: the ontos (idea), the to be human, and in so doing, the ultimate reality, which tends to be different definitions of the self. permanent and spiritual, and the ⤷ The Self - has been defined as “a unified phenomena which refer to the being, essentially connected to manifestation of the idea. consciousness, awareness, and agency (or at - Compared to ontos, phenomena is least, with the faculty of rational choice).” imperfect, impermanent, and inferior. - Different philosophers introduced ⤷ Aristotle: specific characteristics and meanings - Plato’s idea of truth about the human of the self, over time, transformed from self was even more expounded and pure abstractions to explanations that formalized by his prized student, hold scientific proof. Aristotle. - While Plato emphasized the distinction ➤ Classical Antiquity - the ancient between ideal and phenomenal philosophy of the self can be traced back to existence or being, Aristotle proposed one of 147 Greek aphorisms prominently that the ideal be absorbed by the inscribed in the temple of Apollo at phenomena. Delphi-know thyself(). - Aristotle called the idea as essence ⤷ Socrates: and the phenomena as matter. - This aphorism (or principle) was - He also emphasized that the two Socrates’s guiding principle that he co-exist and are co-dependent, the imparted to his students. essence provides meaning and - Socrates, as a guru, preferred to purpose to the matter, and the matter engage his students in endless provides substance and solidity to the discussions; he had never written essence. down any of his ideas but instead untiringly articulated concepts and ➤ Empiricism - there is no such thing as principles with his students. innate knowledge; instead, knowledge is - Socrates believed that the real self is derived from experience–perceived with the not the physical body but rather the five senses and processed with the brain. psyche (or soul). - One knows things because he or she - He further posited that the appearance has experienced them through of the body is inferior to its functions. sensory and bodily responses. ⤷ Plato: ➤ Rationalism - argues that there is innate - It was Plato, Socrates’ prized student, knowledge. who thoroughly expounded on - Rationalism explains self from the Socrates’ ideas of the self. standpoint of what is “ideal” and “true”, - Plato’s conceptualization of the self rather than from what the senses or was profoundly introduced in his body feel. dialogue, Phaedrus, which has been a - Conclusions are derived through logic popular text for many decades in the and reasoning. subject of philosophy.  - Some philosophers applied empirical ⤷ The varying philosophical standpoints views of the self, others used the can thus be summarized as follows: rational. ➤ Classical Antiquity - Contemporary Era - From classical antiquity to the contemporary era, the philosophy of the self has evolved. From the teachings of Socrates, Plato, and Aristotle, renaissance and contemporary philosophers also defined the self according to personal and historical contexts. - As stated by Fromm, “You can only understand humans in the context of their history.” This line is useful in understanding how philosophers’ perspective on the self has evolved. - The ancient philosophers explained the self from their conceptual understanding of the world since scientific experience was hard to obtain due to a lack of measures. - Contemporary philosophers, meanwhile, have incorporated science to their theories in the light of recent technological advancements that have emerged. ➤ Towards Modern Philosophy - Socrates and Plato have explained the self from a theoretical and logical orientation. - Aristotle was an empiricist, deriving views of the self from physical and scientific underpinnings. - St. Augustine incorporated the views of Plato into his religious philosophy. - John Locke, David Hume, and Immanuel Kant were empiricist philosophers, while Rene Descartes was a dominant rational philosopher during the Middle Ages. - Among contemporary philosophers, the majority are empiricists: Gilbert Ryle, Patricia Churchland, and Maurice Merleau-Ponty have incorporated biological and neuroscience into their philosophies. - The Table shows how philosophers view the self from different standpoints. It must be remembered that in studying the theories about the self, one should take into account the philosophers’ orientation and historical background. Many other scholars study and explain the self. Through their ideas, you may examine yourself and determine whether you fit into the given descriptions. GROUP 2: SCIENTIFIC PERSPECTIVE OF interactions of nucleotides and their efforts on THE SELF biological processes. ➤ Science has invested much of its efforts in - This project is beneficial to a wide understanding world phenomena, especially in variety of disciplines, particularly in explaining how basic life forms have evolved medicine. into more complex organisms, such as human The study of the human body from a physical beings. perspective paved the way for a fuller ⤷ Science - defined as the intellectual and understanding of the self. practical activity encompassing the systematic study of the structure and behavior of the ➤ Neurophilosophy - concerned with the physical and natural world through association of the brain and mind (Paul and observations and experiment. Patricia Churchland). ⤷ Scientific approaches to the study of the self - In order to understand the workings of are classified into two: the human mind, one must first (1) physical science and understand the brain, its functions, (2) social sciences. and wave activity. 1. Physical Sciences - focuses on biological - They further argued that the factors that make up the human body, the philosophical notions of free will, underlying growth and maturational common sense, and consciousness mechanisms, and environmental influences must be explained in the context of that contribute to human development, the neuroscience as advances in this field central focus which is the self. seemingly converge with how people 2. Social Sciences - concerned with think, and behave. institutions, cultures, and the interpersonal - Human consciousness, worldviews, relationships of people living within society. beliefs, and other attributes are distinctly connected to brain ➤ Biological/Physiological Science physiology and functioning. T - From a biological perspective, ⤷ Maurice Merleau-Ponty - aimed to unite scientists and doctors explain how idealism with empiricism. genes from both parents contribute to - With his specific theorem “we are our the characteristics of their offspring bodies,” he attempted to incorporate through genetics. the physical and psychological - The deoxyribonucleic acid (DNA), a aspects of the self. self-replicating material present in - The understanding of the world should nearly all living organisms, is a unique not be unidimensional, the “self” is a identifying part of every individual. product of both idealist and realist - It is the main constituent of standpoints. chromosomes and the carrier of genetic information. No two ➤ Psychoneuroimmunology - describes the individuals share the exact same shaping of the self as similar to how the DNA. human immune system functions. - In forensics, DNA is regarded as - The human body is made up of crucial evidence in the resolution of a nucleotides, the composition of which crime, in medicine, it has been used to makes up the DNA. determine the paternity or maternity of - In the context of the immune system, an individual as well as make way for the human body “rejects” harmful intervention and treatment of foreign matter and builds up on the diseases. existing molecules, leading up to a ⤷ The Human Genome Project (1990-2003) - healthy bodily system. was implemented for the purpose of mapping - In the context of the self, individuals the functions of genes as well as exploring the capitalize on their innate attributes and are likely to reject environmental  factors assumed to be harmful to the - Natural sciences primarily explore the body and its well-being. biological basis of the self, while social - In discovering oneself, a person is sciences emphasize how community, likely to imbibe external experiences society, and culture influence that are seen to be helpful and reject individual identity, highlighting the those that he or she does not like or interplay between nature (biological derive pleasure from. factors) and nurture (social influences). ➤ Natural sciences and social sciences both contribute to understanding the self. - Natural sciences, like biology, medicine, cognitive neuroscience, and chemistry, provide insights into the biological aspects of human beings. - Social sciences—psychology, sociology, anthropology, political science, and economics—examine the social factors that shape self-development. ⤷ Psychology: The study of human behavior and mental processes, focusing on concepts like self-awareness (understanding one’s own strengths and weaknesses), self-esteem (one's sense of self-worth), and self-regulation (managing one's behavior and emotions). - Psychoanalysis (founded by Freud) emphasizes the unconscious mind, behaviorism focuses on observable behavior influenced by the environment, and the humanistic perspective highlights human potential, personal growth, and inherent goodness. ⤷ Sociology: The study of collective behavior within societies, emphasizing the influence of social institutions (e.g., family, education) on individual thoughts, feelings, and actions. ⤷ Anthropology: The study of human evolution, cultural practices, and social interactions across time and space. It explores the progression of societies and their influence on individuals, highlighting cultural shifts and generational changes. ⤷ Political Science: Concerned with individual participation in governance, focusing on how political choices, ideologies, and advocacy contribute to selfhood. ⤷ Economics: The study of production, distribution, and consumption of goods and services. It examines how economic activities and financial conditions shape individuals' values and sense of self. GROUP 3: THE BIOLOGICAL BLUEPRINT disregards everything else. Below are some ➤ The Biological Blueprint - focuses on tips for taking care of yourself and your body: understanding the physical self, which 1. Healthy eating - You need to eat the includes appearance, genetic factors, and right amount and combination of food environmental influences. to ensure your health and sustenance. Following a healthy diet results in ⤷ Physical Features: Physical attributes such healthy skin, ideal weight, and better as body structure, skin color, and facial stamina. features are key aspects of the self, impacting 2. Embracing a healthy lifestyle - Avoid how others recognize and perceive us. excessive drinking of alcohol, smoking, and other unhealthy habits to ⤷ Biological Factors: The physical self is reduce your risk of illness and influenced by both genetics and environment. diseases and to make your immune Physical traits develop through heredity, the system stronger. Physical activities process by which genetic information is such as walking, running, going to the passed from parents to offspring. Traits are gym, and engaging in sports also determined by genotype (genetic makeup) and contribute to a healthier body. phenotype (observable traits). The concepts of 3. Maintaining proper hygiene - Taking dominant and recessive genes explain how care of your body by consistently certain characteristics are inherited. following a hygiene regimen can also help you feel good about yourself. ⤷ Chromosomes and DNA: Humans have 23 4. Being confident - Self-confidence is pairs of chromosomes containing DNA, which your best make-up and results in acts as the blueprint of life. DNA determines optimal physical well-being. Be secure traits and is key in biological development, in yourself, embrace a positive outlook influencing physical features through a toward various situations and process called maturation. problems, and love and accept who you are. ⤷ Environmental Conditioning: The - Confidence in one’s self contributes to environment also shapes physical a positive physical self-perception. characteristics. Factors such as family upbringing, social networks, and cultural practices influence health, diet, hygiene, and body perception. Social conditioning during adolescence can lead to heightened awareness of physical appearance. ⤷ Body Image and Standards: Media and societal standards promote ideal body types (e.g., slim for women, muscular for men), affecting self-image, especially among adolescents. This can lead to unhealthy behaviors such as eating disorders (bulimia, anorexia nervosa) or cosmetic surgery. It is important to maintain a healthy perspective and prioritize well-being. ⤷ Achieving Physical Well-being: There is nothing wrong with enhancing one’s physical self. What is problematic is when a person focuses too much on physical beauty and GROUP 4: PHYSICAL SELF, SEXUAL - goes beyond biological traits; shaped by ➤ The Sociobiological Aspects of Self - personal feelings and social influences. sexual identity is a key part of the self, shaped ⤷ The Concept of Gender by biological, physical, emotional, and social Social Construct - gender includes roles, factors. traits, behaviors, and values attributed to men ⤷ Biological Foundations - physical and women. differences: - reflects societal beliefs and norms about Men - Penis masculinity and femininity. Women - Vagina ⤷ Gender Roles ⤷ Adolescent Changes - physical secondary Societal Expectations changes: Common beliefs: For boys - Deepened voice, facial hair 1. Men are strong and dominant. For girls - Breasts 2. Women are submissive and gentle/demure. - Hormonal changes trigger sexual feelings Reality Check! and behaviors. - Not everyone fits these roles: ⤷ Gender Orientation - adolescents may 1. A man may express traits typically seen as discover their sexual orientation (attraction to "feminine." the same/opposite sex) during this period. 2. A woman may exhibit "masculine" ⤷ Responsible Choices - self-awareness of behaviors. one’s sexuality, thoughts, and behavior is ⤷ Sexual Orientation essential for making responsible and informed Attraction Types: decisions about sex. 1. Heterosexual - Attracted to the opposite sex. ➤ The Biology of Sex - at birth, sexual 2. Homosexual - Attracted to the same sex. genital (physical sex attributes) ⤷ Self-Expression ⤷ Puberty - changes in the human body Understanding Oneself - sexual identity and separating boys and girls or observable gender orientation shape how people view developments in males and females, including themselves. the Circumcision tradition in the Philippines. - individual beliefs and lifestyles reflect ⤷ Physiological Changes - triggering sexual personal perceptions of sexuality. urges. ⤷ Responsibility in Expression ⤷ Sexual Response Cycle - the sexual Being Responsible - it’s important to express response cycle consists of four distinct beliefs about sex, gender, and behavior phases: thoughtfully. (1) Excitement, (2) Plateau, (3) Orgasm, (4) Consequences of Actions - individuals Resolution should consider how their behaviors affect ⤷ Adolescence and Sexual Exploration - themselves and others. adolescence stage; it is common to watch pornographies, kiss, masturbate, etc as sexual ➤ The Consequences of Sexual Decisions - pleasure. sexual intercourse, also known as copulation, is the reproductive act in which the male organ ➤ Understanding Sexual Identity and (penis) enters the female’s reproductive tract Gender Orientation - at birth, a person’s sex (vagina); emotions during intercourse and is determined by physical features and common rationalizations by adolescents. genitals. ⤷ Consequences of Early Sexual - biological sex and gender identity are Intercourse different concepts. Pregnancy - risks of unprotected sex during ⤷ Biological Sex vs. Gender Identity fertility. Biological Sex - assigned at birth based on - consequences of pregnancy: big physical characteristics. responsibilities, emotional stress, health risks Gender Identity - how individuals see (miscarriage), and social disruptions (school themselves and express their gender. dropout, alienation). Impact on Both Genders: Female - Health and social challenges. Male - Responsibility for child and partner, facing similar issues. ⤷ Risks of Sexually Transmitted Diseases (STD) - Common STDs: - Diseases: Syphilis, gonorrhea, chlamydia, genital warts. - Symptoms: Burning urination, warts, sores, discharge, genital irritation. - Long-term consequences: Infertility, surgeries, possible death. ⤷ HIV and AIDS: The Most Alarming STD HIV Transmission: - Unprotected sex, pregnancy, breastfeeding, sharing needles, contaminated transfusions. Progression: - Early stages: No symptoms. - Later stages: Fever, rashes, sores. - Final stage (AIDS): Severe illnesses (pneumonia, cancer). - No cure yet available. ⤷ Causes and Social Impact of STDs: - Unprotected sex with multiple partners. - STDs affect relationships, social life, and create stigma. ⤷ Responsible Sexual Behavior - Respect for one’s body: Take care of your body and avoid risky activities. - Maturity in thoughts and actions: Be rational and calm. - Guidance by personal values: Stick to personal principles and beliefs. - Future-oriented thinking: Weigh present actions against future consequences. GROUP 5: MENTAL SELF, COGNITION ⤷ 3 Levels of Memory: ➤ Intelligence - a broad concept often 1. Sensory Memory - it briefly holds referred to as an individual’s capacity to information from the senses and its a comprehend, learn, plan, and solve problems split-second snapshot of everything you using logic, creativity, and self-awareness. perceive, but most of this information is quickly ⤷ Gardner’s theory of Multiple Intelligences discarded. - Howard Gardner proposed that intelligence is 2. Short-term Memory - holds information for not a single general ability but consists of a brief period, typically between 15 seconds various types, each representing different and 1 minute. ways people learn and interact with the world. 3. Long-term Memory - where more ⤷ Gardner’s 8 Types of Intelligence: permanent memories are stored, especially 1. Verbal Intelligence - writing and those that are meaningful or repeatedly speaking. rehearsed; allows us to recall information for 2. Logical Intelligence - analyzing months or years. problems logically, handling ⤷ Types of Long-term Memory: mathematical operations, complex 1. Declarative Memory - Facts and reasoning. Knowledge 3. Visual-Spatial Intelligence - to think 2. Procedural Memory - Skills in images, visualize accurately, and 3. Semantic Memory - General World create mental pictures. Knowledge 4. Musical Intelligence - to understand, create, and interpret music and ➤ Conclusion: rhythm. - Intelligence is a multi-faceted concept that 5. Naturalist Intelligence - to recognize, includes a variety of abilities (Gardner’s categorize, and draw upon certain Multiple Intelligences and Sternberg’s Triarchic features of the environment, deep Theory). connection to nature. - Memory is a vital process that helps us 6. Bodily-Kinesthetic Intelligence - to retain, store, and retrieve use one’s body skillfully for expressive information—whether it’s short-term for purposes, dancers and athletes. immediate use or long-term for future 7. Interpersonal Intelligence - to reference. understand and interact effectively - Understanding how intelligence and memory with others. work helps improve learning and personal 8. Intrapersonal Intelligence - to development, whether it's in academics, work, understand oneself, including one's or daily life. emotions, motivations, and inner thoughts. ⤷ Sternberg’s Triarchic Theory Intelligence - Robert Sternberg proposed a theory that divides intelligence into three aspects: 1. Componential (Analytical) - problem-solving using logic and analysis, similar to what is tested in IQ tests. 2. Experiential (Creative) - creativity; ability to deal with new and unfamiliar situations by thinking outside the box. 3. Contextual (Practical) - street smarts; ability to apply knowledge to real-life situations, knowing how to adapt to different environments or choose environments that suit your strengths. GROUP 6: MENTAL SELF, HUMAN ➤ Learning is Underlined by Notions of LEARNING: Self Efficacy and Human Agency: ➤ Learning - a relatively permanent change ⤷ Self Efficacy - the extent to which people in a person’s knowledge or behavior as a can confidently say they can learn and master result of experience. a set of particular skills. ⤷ This definition connotes three things: - When one has high self efficacy they are 1. The change is long-term. more inclined to do more challenging tasks to 2. The source of change comes from within deal with their frustrations and disappointment. the external structures of memory or - However, people with low self efficacy tend to knowledge of the individual. avoid difficult tasks because of their low 3. The change is attributed to the personal confidence that they can do the task which can experiences of the learner in his or her contribute to their low self esteem. environment. - In conclusion, self efficacy plays a very - When knowledge or information is important role in a person's learning process. transferred to long-term memory, which is ⤷ According to Albert Bandura, further elaborated, rehearsed, and practiced, self-efficacy can be developed through the then learning happens. following: - Social Cognitive Theory emphasizes the value of the social environment in one's learning process that is built on observational learning. ⤷ 4 Stages in Observational Learning: 1. Attention - when an individual focuses on information that he or she perceives to be interesting and useful. 2. Retention - stores and gives a mental representation of the information. ⤷ Human agency is another valuable 3. Motor Reproduction - recalls and principle in the learning process: rehearses the information. 4. Motivation - repeat the entire process constantly. - Learning does not happen just in the classroom - Learning also happens in what is happening in our everyday situation. - Learning happens when there is a change in one's perception. ⤷ Although educators are largely responsible ⤷ The Social Cognitive theory says that there for shaping the learning process, students is an interaction of: themselves can also take hold of their own 1. personal (cognitive, personality, learning process through self-regulation. motivational, and orientation), 2. environmental (family, school, and other ➤ 2 Strategies in Learning: settings, peers and social relationships), 1. Surface Learning - simply accept 3. and behavioral factors (feedback and information presented to them and memorize consequences that account for our behavioral in an isolated and unlikely manner, which change). results in mere absorption of information, rote - According to Social Cognitive Theory, all memorization, and long-term retention of these three factors interact with each other in information is unachievable. a person's particular behavior. 2. Deep Learning - deeper understanding of information by making meaningful connections from different concepts and how it can be applied in practical ways. - students who engage in deep learning strategies are self regulated learners; practically teaching themselves and engaging in learning opportunities characterized by collaboration and high metacognition. ⤷ To adopt deep learning strategies, students can do the following: 1. Taking down notes: By taking down notes, students reinforce the retention and comprehension of ideas and can relate them to past information they have already stored. 2. Asking questions during class sessions: Asking questions during class fosters individual and group discovery through an active discussion between the teacher and the students. It also allows the opportunity for immediate feedback on the learning process. 3. Creating cognitive maps: The essence of deep learning is the process of teachers and students making meaningful connections among different forms of information learned by the student. Creating cognitive maps links concepts together to arrive at valuable meanings and also enables the transfer of valuable concepts to long-term memory. 4. Engaging in collaborative learning activities with mentors and peers: There is a saying that "two heads are better than one." By joining study groups, students can converse, exchange ideas, and debate so as to sharpen their collaborative learning skills. 5. Going beyond the mandatory course requirements: Reading additional reference materials, watching films that showcase concepts discussed in class, going on trips for an alternative learning experience, and engaging in other learning opportunities can greatly enhance the learning process. GROUP 7: HUMAN EMOTIONS - one's ability to understand emotions ➤ Emotions - are reactions that human and for them to contribute to how one beings experience in response to events or perceives the environment he or she is situations. in. Emotional intelligence includes - They serve as a driving force in how capacity to regulate emotions and be one acts and behaves. emotionally aware, which is helpful for - Play a part in making decisions one's emotional and intellectual embracing certain lifestyles, and growth. relating to others ⤷ Emotional intelligence is an aggregate Emotions are the lower-level result of both innate individual responses occurring in the brain, characteristics people acquire and develop which create biochemical reactions in throughout their lifetime. the body, and consequently cause changes in one's physical state ➤ What do these definitions imply about (Hampton, 2015). emotions? It serves a critical survival function in 1.) It exists alongside cognition. The brain making one aware of threats coming produces the physiological component of from the environment that may affect emotions and the mind interprets them. his or her inner consciousness. 2.) Cognition is used to be aware of one’s ⤷ Feelings - a conscious experience created feelings and others too. Thus, the two are not after the physical sensation or emotional and should not be studied separately because experience. one cannot exist without the other. ⤷ Cognition - the mental action or process of ➤ Emotions and Feelings - there is a acquiring knowledge and understanding distinction between emotions and feelings, through thought, experience, and the senses. despite both being interchangeably used and 1.) Emotions can be managed and discussed in various contexts. regulated, and they can be identified a. Emotion is a biological experience so that they are used within the right and response. context. b. Feelings have been defined as the 2.) Managing emotions is an ability, and mental portrayal of what is going on in an ability is something that is learned. your body. 3.) Emotional intelligence is a requirement In making a particular decision. aside from for one's overall well-being and, using logic and reason in deliberating about a hence, can translate into effective choice, we ask ourselves, "How do I feel function. about making this decision? Does it feel good? Does it feel right?" ➤ Three (3) Models of Emotional Therefore, in managing emotions, one is Intelligence: actually managing his or her feelings 1.) Elayer, Salovey, & Caruso’s Model because he or she is the one "assigning" (2004) what the emotion means to him or her. ★ Four branches: Despite this distinction, researchers have used ○ Emotional Perception & the term "emotional intelligence" to denote the Expression interpretation and management of emotional ○ Emotional Facilitation as a experiences. Tool for Sound Judgement ○ Emotional Understanding & ➤ Emotional Intelligence - an array of Analysis non-cognitive abilities, competencies, and ○ Reflexive Emotional skills that influence one's ability to succeed in Regulation coping with environmental demands and 2.) Goleman’s Model (2005) pressures. ★ Clusters of emotional intelligence: ○ Self-awareness  ○ Self-management ○ Social awareness ○ Relationship management 3.) Bar-On’s Model (1997) ★ Five (5) Composites: ○ Self-perception ○ Self-expression ○ Interpersonal ○ Decision-making ○ Stress management - These three models seem to underlie two general aspects of emotional intelligence: Intrapersonal and Interpersonal. ⤷ Intrapersonal - a much less common word, is used to describe things that relate to an individual's self or that occur within a person's mind Ex. Reflecting on your study habits to improve your academic performance shows self-awareness and personal growth. ⤷ Interpersonal - used to describe things that involve interaction and relationships between people—interpersonal skills refers to communication skills or “people skills.” Ex. Helping a classmate understand a difficult topic fosters collaboration and strengthens your relationship. - Additionally, there is a negative correlation between it and aggressive and delinquent behaviors. Students with high emotional intelligence scores get along well with their teachers and peers and are less likely to disobey the rules. - It is stated that Emotional Intelligence (EQ) is more valuable in the job than IQ. Workers that possess emotional intelligence are successful in the workplace and demonstrate adaptability while interacting with coworkers, bosses, and subordinates. - Effectively regulating emotions also has a positive effect on one's career goals, as emotional intelligence is a crucial criteria companies and organizations consider in assessing employment suitability. GROUP 8: MANAGING AND REGULATING judgment. EMOTIONS IN ADOLESCENCE ★ Rumination - Constantly thinking about ➤ Adolescence - the period of transition between the same distressing situation. childhood and adulthood. Going through many ○ Distraction changes in their bodies and brains. Shifting attention to - These include physical, intellectual, neutral or positive stimuli. psychological and social challenges, as ★ Behavioral Avoidance - Avoiding actions well as development of their own moral that trigger negative emotions. compass. ○ Exercise & Physical Activity ⤷ Adolescence: A Crucial Period of Engaging in sports or Development physical exertion to A time of significant biological, release stress. psychological, and social changes ★ Substance Abuse - A negative coping Exploration of identity, values, and mechanism that can lead to long-term emotions problems. Risk-taking behaviors with both positive ○ Social Engagement and negative consequences Participating in social Fluctuating emotions require activities to distract or development of: uplift one’s mood. ⚬ Emotional Control ⚬ Emotional Efficacy ➤ Common Emotional Regulation Strategies ⚬ Emotional Maturity (Meta-Analysis) ⤷ Emotional Regulation - the process of Ten Key Strategies: influencing which emotions we have, when we 1. Rumination: Overthinking emotional have them, and how we experience and express experiences. them. 2. Acceptance: Allowing emotions to happen Two (2) Primary Forms: without resistance. 1. Self Regulation 3. Problem-Solving: Actively seeking ○ How adolescents manage their solutions to emotional challenges. internal emotional states. 4. Behavioral Avoidance: Avoiding 2. Interpersonal Regulation situations that may trigger emotions. ○ How emotions are managed in 5. Experiential Avoidance: Evading painful social interactions. thoughts and feelings. ⤷ Gross’s Model of Emotional Regulation 6. Expressive Suppression: Hiding Two (2) Key Concepts: emotional expressions. 1. Cognitive Reappraisal 7. Reappraisal: Reinterpreting an emotional ○ Involves re-evaluating a situation event to reduce its impact. before forming an emotional 8. Mindfulness: Focusing on the present response. moment without judgment. 2. Suppression 9. Distraction: Diverting attention to ○ Hiding or denying one's emotional something more positive. state, often by masking facial 10. Worry: Is a repetitive, negative thought expressions. process about future threats. ➤ Cognitive and Behavioral Strategies for ⤷ Cultural Influence on Emotional Regulation Emotional Regulation & Cognitive/Covert - Processes that align with culturally Strategies to Cope: appropriate emotional experiences ★ Experiential Avoidance - Avoiding ⤷ Cultural Impact: Emotional regulation shaped negative thoughts and feelings. by cultural norms and relationships. Important for ○ Acceptance social competence in family, school, and society. Acknowledging and facing emotions without ➤ Developing Emotional Regulation Skills expression, guiding how you regulate Through Observational and Social emotions based on what is considered Referencing: acceptable or appropriate in your ★ Family: Observing how family members community or society. manage their emotions teaches you important cues on how to react and Emotional regulation is crucial for adolescents, regulate your feelings in similar situations, shaping their success, relationships, and shaping your emotional responses at an decisions. early age. ★ School: Interacting with teachers and Key strategies include cognitive techniques like peers in a school setting allows you to reappraisal, mindfulness, and behavioral observe social norms and emotional methods such as exercise and social interaction. reactions, helping you develop emotional regulation by learning appropriate ways to Influenced by family, school, and culture, express and manage emotions. emotional maturity fosters self-control, empathy, ★ Culture: Cultural norms and values and adaptability, helping adolescents grow into provide a broader framework for emotional emotionally intelligent adults. GROUP 9: SPIRITUALITY believing that death is inevitable, the different ➤ Concept of the whole person is usually beliefs about what comes afterwards shape associated with idea of human beings as how people choose to act and live their lives. having physical and psychological aspects: Spirituality is a natural part of one’s 1. Physical Domain - covers the biological development process. Its biological influence aspect of human develop including: is rooted in how it is initially based on the growth awareness of what happens in the maturation environment. Further, in the search for identity and other bodily changes. and ultimately, the self, it is important to 2. Physical Aspect - covers aspects of contemplate the here and now, as well as the development focusing on consciousness and future. attributes that are not directly observable but In this regard, spirituality is related to manifest in behavior. religiosity. ➤ Spiritual Self - associated with an ➤ Religiosity - is defined as the adherence to individual’s process of seeking and expressing a belief system and practices associated with meaning and how he or she is connected to a tradition in which there is an agreement the self, to others, to the moment, and to about what is believed and practiced. It everything else. includes: - any experience that is thought to bring the specific practices experience in contact with the divine; it is not proscriptions (what should not be done and just any experience that feels meaningful. avoided) - an individual's personal relation to the sacred participation or transcendent, a relation that then informs ⤷ Religiosity - beliefs and practices are within other relationships and the meaning of one’s religious groups, and religious commitment, own life. conservation, and skepticism manifest; on the - “personal and private beliefs that transcend other hand, spiritual attributes include the the material aspects of life and give a deep need for spiritual quest, ecumenical sense of wholeness, connectedness, and worldviews, compassion, service, and inner openness to the infinite”. peace. ⤷ What does these definitions have in ⤷ Spirituality - is not anchored in any common ? particular religious orientation; it is a personal, 1. First, spirituality talks about meaning subjective experience that varies from person and purpose that go beyond the to person. physical realities of life. ⤷ What does Spirituality bring to one’s life? “What meaning do I put in my life?” - A spiritual person finds contentment and The “meaningfulness” of life is assessed to serenity in his or her life circumstances. He or see if it is worth living. she finds an anchor in whatever he or she 2. Second aspect of spirituality focused believes in and aligns his or her thoughts, on a person's connections to different words, and actions with his or her spiritual aspects of his or her existence; to beliefs. other people, to nature, and to - Spiritual well-being entails wisdom, sacredness and divinity. self-transcendence, acceptance of life, and Spirituality is relational. meaningful existence. It increases self esteem, “In the pursuit of application of meaning to enhances interpersonal relationships through one’s life, relationships are created and the establishment of trust, and encourages sustained not only with people but with other people to engage in positive, meaningful life forms or with a higher being. behavior. 3. Third, Spirituality talks about the - Through Spirituality, questions such as “Am I sacred and transcendent. a good person?” and “How can I live my life to It is a general belief that in this vast universe, the fullest?” there is a force higher than the self, in - Spirituality allows one to become resilient amidst challenges and roadblocks that occur in daily life. ⤷ How is spirituality enhanced? - Spirituality is a natural aspect of self development. - For parents, fostering quality parent-child relationships has a significant positive influence on one’s spiritual orientation. spirituality paves the way for creating meaning, vision, and values in the things that people do. - Most importantly it enables an individual to further understand himself or herself. GROUP 10: THE SELF AND NATURAL circumstances he or she finds himself or ENVIRONMENT herself in, and the elements that makeup his ➤ The spiritual self is not only tied in one's or her life’s condition. connection with a higher being and other - When well-being and life satisfaction people, it is also related to how people relate are present, happiness naturally flows, to nature. however in some cases, happiness is - People have made a serious commitment to generally regarded as the emotional nature by taking care of animals, pledging result of life satisfaction. advocacy for environmental issues, and ⤷ How are well being and life satisfaction practicing daily behaviors that manifest a achieved? growing concern for the world. - Life satisfaction is also dependent on ⤷ Affinity with Nature - the ties that bind whether basic needs and other goals are met. people and nature together; can also mean - The more goals are met, the more one’s life nature connectedness, defined as the extent satisfaction increases. to which individuals include nature as part of - Healthy lifestyles should also be adopted. their identity. ⤷ Characteristics of people with high level of well being and life satisfaction: ➤ Ecopsychology - shares many similarities - Self Perception (being able to change with the concept of having an affinity with their attributes about themselves). nature; concerned with the fundamental - Self-monitoring (to minimize negative interconnections between humans and the attitude). natural world. - Realistic Self-Esteem & Self - However, Ecopsychology is based on a Acceptance (self valuation and self transpersonal and philosophical relationship respect). with nature, highlighting beliefs and practices - Control of Behavior (behavior that promote and enhance ecological, awareness and regulation). personal, and community sustainability. - True Perception of the World ⤷ How do we develop Affinity with Nature (harboring healthy perceptions of their and Ecopsychology? environment and place within it). - Parental behavior - Sustaining Relationships and Affection - In schools (manifesting empathy and sharing of - Location positive emotion with others). - Print and non-print media - Self Direction and Productivity (making ⤷ How are connections with nature sure their goals and behaviors). established and improved? - Advocacies - Communal Measures - Reconnect with nature with less dependence on technology - Increasing sustainability practices ➤ Well-Being and Life Satisfaction - Human beings are naturally inclined to assess their lives, reflect on the choices they have made, evaluate the consequences of such choices, and learn lessons from various experiences. Well-being - is an inner personal contract associated with self esteem and self understanding. Life satisfaction - is the contentment one has in the direction his or her life is going, the