UTS100 Module 3: Becoming a Better Version of Oneself PDF

UTS100 - Understanding the Self MODULE 3: BECOMING A BETTER VERSION OF ONESELF Module Overview Hello and welcome to the last part of UTS100! Now that we are done getting to know ourselves by exploring the different aspects of our personality, we are now going to assess and e...

UTS100 - Understanding the Self MODULE 3: BECOMING A BETTER VERSION OF ONESELF Module Overview Hello and welcome to the last part of UTS100! Now that we are done getting to know ourselves by exploring the different aspects of our personality, we are now going to assess and evaluate the traits that we want to change or improve. The topics included in this module – learning, goal setting, and managing stress – will serve as a guide for us to become a better version of ourselves. Module Objectives/Outcomes By the end of this module, you should be able to: - assess and evaluate the importance of learning strategies; - formulate a realistic life plan based on the goals you want to achieve; and - improve your health by incorporating self-care practices in your lifestyle. Lessons in the Module This module includes the following topics: 1. Learning to Improve the Self 2. Setting Goals for Success 3. Taking Care of One’s Mental Health 102 UTS100 - Understanding the Self Learning to be a Better Student Hello everyone and welcome to the first chapter of our last module which will discuss concepts about how to be a better student by learning effectively. Some of the topics we will tackle are about metacognition and self-regulated learning. Learning Objectives At the end of the lesson, you should be able to: determine and understand what effective learning is; incorporate metacognitive ways of assessing their study habits; and develop ways to become a self-regulated learner. Activity Instructions: Find a partner and get to know your classmate. One person will inquire and memorize as much personal information about the other person as they can for 5 minutes. You can use materials during your conversation, but it should not be used when presenting it in the class. Questions for reflection: 1. How did you feel about the limited time provided? How did you deal with it? 2. What are the strategies you used to relay/memorize the facts provided effectively? 3. How would you improve the strategies you used? Abstraction Our emotions affect our cognitive processes including perception, attention, learning, memory, reasoning, and problem solving as well as what motivates us and how we behave. This could be the reason why we seem to learn faster or better when we are having fun. We also tend to choose to devote more time in learning more about something that we deem rewarding rather than threatening or intimidating. This may be true or may be a case-to-case basis depending on the learning environment, topic, and other numerous factors. We should never underestimate what our brains can do most especially if we know how we can maximize the use of it. "You might be surprised to learn that, in every way it's been tested, the brain is still far superior to the most powerful computers in existence". 103 UTS100 - Understanding the Self LEARNING Learning involves change. Changes in one's behavior mostly occur through experience. Generally, learning involves acquiring changes in the present knowledge, skills, habits, behaviors, or tendencies through experience, practice, or formal education. Characteristics of Learning 1. Learning is Purposeful - Every human action is motivated or inspired by one's aims, goals, or intentions. Learning occurs because it is planned, desired, or even forced. But no matter what the case, there is always a reason why a person seeks more knowledge. 2. Learning is a Result of Experience - Learning is often associated with a change in behavior as a result of experience. This entails that learning comes with one's interaction with the environment. Learners may be able to define particular terms, explain specific concepts, state general principles, or recite certain provisions of law. However, they can make them meaningful only if they understand them well enough and be able to use and apply them in real-life situations. 3. Learning is Multifaceted - In order to produce well-rounded graduates, education institutions must hone not only the intellectual but also the physical, social, emotional, and spiritual potentials of learners. This is the reason why in every curriculum, the learning outcomes are not purely confined to the development of the cognitive domain. The focus of learning is not on the course alone. Incidental knowledge, skills, and attitudes are also taught and developed. 4. Learning is an Active Process - Learners should not be mere passive receivers of information. Teachers should not assume that learners can remember all the terms, concepts, theories, laws, principles, etc. that they teach their students. The principle of teaching states that the student should be the center of the learning process. Their active participation in class activities must be solicited in order for them to fully grasp certain concepts. METACOGNITION In the context of learning, studies show that when you are able to think about how you think, how you process information, and how you utilize techniques while you are studying, you 104 UTS100 - Understanding the Self have a higher chance of improving your learning process than those who do not reflect on their methods. This idea falls under the concept of metacognition. Metacognition is commonly defined as "thinking about thinking". It is the awareness of the scope and limitations of your current knowledge and skills. Due to this awareness, metacognition enables the person to adapt their existing knowledge and skills to approach a learning task, seeking for the optimum result of the learning experience. Metacognition is also not limited to the thinking process of the individual. It also includes keeping one's emotions and motivations while learning in check. Some people learn better when they like the subject, some when they are challenged by the topic, and others if they have a reward system each time they finish a task. The emotional state and the motivation of a person then should also be in the preferred ideal state for that person in order to further facilitate his or her learning. This basically has two elements: metacognitive knowledge or what you know about how you think, and metacognition regulation or how you adjust your thinking processes to help you learn better. Under metacognitive knowledge, there are several variables that affect how you know or assess yourself as a thinker. First is the personal variable, which is your evaluation of your strengths and weaknesses in learning. Second is the task variable, which is what you know or what you think about the nature of the task, as well as what strategies the task requires. Lastly, strategy variable refers to what strategies or skills vou already have in dealing with certain tasks (American Institutes for Research 2010). However, 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. 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 we want to know are essential in metacognition. Planning, implementing our plan for learning, and evaluating our efforts are also advantageous. Being resourceful in dealing with our learning needs and in the ways we utilize the resources we currently have or could have is crucial. With the help of metacognitive strategies, we will be able to improve formal and informal learning, perform new tasks, and solve problems. Metacognitive Strategies 1. Ask questions - for verification, clarification, other's opinions 2. Foster self-reflection - personal reflection, experiences, assumptions, etc. 105 UTS100 - Understanding the Self 3. Engage in self-questioning - queries related to personal goals and aspirations 4. Perform autonomous learning - make time to study or learn independently 5. Seek help from possible mentors - approach peers or educators for consultation Or assistance on topics or concerns that seem daunting 6. Solve problems with a team - interacting and cooperating with team members will nor only help in learning from others but also enhance socialization skills 7. Think aloud - hearing ourselves speak our thoughts help make more sense at times, having a trusted friend hear initial thoughts may also help in processing ideas better 8. Self-explanation - explaining to oneself a concept read, heard, or seen may increase understanding and ability to paraphrase 9. Forgive self when making mistakes - allow self to make mistakes to figure out several possibilities surrounding a concept, idea, task 10. Note taking - taking down notes, the way one understands the discussion, video talk, can help process the idea and even add to muscle memory and retention 11. Reflective writing - keeping a journal or writing one's realizations can help in evaluating our strengths and weaknesses in learning SELF-REGULATED LEARNING Self-regulated learning is how students regulate their own emotions, cognition, behavior, and aspects of the context during a learning experience. While motivation is your general desire or willingness to do something, self-regulation is the process wherein you activate, take control of, and evaluate your own learning. Motivation and self-regulation are not the same although these two qualities share some common elements. One critical difference is "choice" (specifically referring to autonomy and control over the situation). In motivation, choice does not have to be central to the construct. Self-regulation, however, requires some degree of choice or intentional selection of strategies to help you achieve a goal or behavior. Self-regulated learning is not a one-size-fits-all exercise. Examples of good self-regulation skills include good time management; the ability to rapidly select the most efficient problem-solving strategies; and the ability to actively monitor emotional states, such as frustration. It is a process that should be tailored to suit your individual need for a specific learning task. As a cyclic process, a student who practices self-regulated learning plans for a task, monitors the performance, and then reflects on the outcome. The cycle then repeats as the student uses the reflection to adjust and prepare for the next task. 106 UTS100 - Understanding the Self Like any other worthwhile and valuable things in life, self-regulated learning and its benefits do not happen overnight. The decision to exert effort, have patience, integrity, perseverance, and a positive motivation are fundamental in being victorious. Self-regulated learning is a cyclical process that we have to do repeatedly to correct a mistake, improve our performance, discover something different or something more about ourselves and the things we are trying to learn. The Cycle of Self-regulated Learning 1. Plan, set goals, and lay out strategies. Many students may overlook this first step of the cycle as they dive headlong into a task. It is important that you plan your actions before you start working on a task. This will help you strategize right from the start. a. Analyze the learning task - Is this a task l've done before or something new? - Does it build off a task I've done before? - How much time will it take? - How much focus will I need? b. Set goals - How will I structure this task? 107 UTS100 - Understanding the Self - What are the intermediate checkpoints and sub-goals? - Can I complete an outline with two weeks to go, and then a rough draft one week prior to the due date? c. Plan strategies. - Will I need resources from the library, a color printer, help from my lab partners, or an appointment for office hours? - Given my needs, when should I get started on this task? d. Set expectations for the outcome. - Given how much time I have available, my strengths and weaknesses, and my current standing in the course, what type of outcome would I like? - Do I need to "ace" this, or is it OK if I can just complete it successfully? 2. Use strategies and monitor performance In this phase, you carry out your outlined plan. Ideally, you should proceed with confidence because you have already established a detailed plan of action. Here are some key points for this phase: a. Use self-observation to reflect on your actions and the effectiveness of the results. b. Since things do not always go smoothly, make a plan on what to do when obstacles arise. c. Stick with these strategies, even though it may be tempting to revert to known (but ineffective) learning styles. Unfamiliar approaches may feel inefficient at first, but learning the method can be as important as learning the material. d. Monitor your progress and the strategies you are using on the intermediate goals. Expect and accept feedback from your teacher regarding your progress. 3. Reflect on your performance Many students focus solely on the extrinsic outcome of their grade. While grades are important, you should reflect on your own performance on a particular assignment, and why you performed as such. This self-reflection can help you understand why you earned a certain grade and how to improve your performance. - Compare your performance with your original goal and your result. Do not compare yourself with others. 108 UTS100 - Understanding the Self - Was your strategy effective? Did you use the appropriate strategy? Did you follow your strategy? - Do not blame your failure by saying you lack the ability. - Reflect on the effort you made and the strategy you used that may have caused poor performance. - Manage your emotions. Accept help from your teacher and significant people around you. Direct your emotions toward productive lines of thinking about how you can improve your performance. Even if the outcome is not what you had hoped, you can still learn from the experience. - A key part of this process is that students use this reflection to plan for the next task. How will you adapt your planning, strategy, time management, and self-monitoring? 109 UTS100 - Understanding the Self References Corpuz, R.M., Estoque, R.S., Tabotabo C.V. (2019). Understanding the Self. C&E Publishing Palean, E.D.V., Nazario, M.B.D., Valero, J.B.G., Descartin, I.K.L., Morales-Nuncio, E. (2018). Introspection: Understanding the Self. Books Atbp. Publishing Corp. Otig, V.S., Gallinero, W.B., Bataga, N.U., Salado, F.B., Visande, J.C. (2018). A Holistic Approach in Understanding the Self. A Workbook-Textbook for College Students. Mutya Publishing House, Inc. Alata, E.J.P., Caslib Jr., B.N.C., Serafica, J.P.J., Pawilen, R.A. (2018). Understanding the Self. REX Book Store, Inc. Additional Materials: SELENA GOMEZ ON: How To Accept Your FLAWS & IMPERFECTIONS To Love Yourself by Jay Shetty https://www.youtube.com/watch?v=WatfHHmopIM MEGHAN TRAINOR ON: If You STRUGGLE With Low Self-Worth & Confidence by Jay Shetty https://www.youtube.com/watch?v=bkWkgvslGik Noah Cyrus ON: FOCUS ON YOURSELF, NOT OTHERS - Stop Negative Thoughts & Build SELF LOVE by Jay Shetty https://www.youtube.com/watch?v=Rb6geTxw_Lo 110 UTS100 - Understanding the Self Name: _____________________________________________ Score: ____________ Section: _____________________________________________ Date: _____________ Application 20 - Minutes to Win It Instructions: Pair up with the same partner you had in the previous activity. This time, the roles will be reversed. One partner (the one who memorized the personal information) will teach the other person (the one who relayed the information) a new concept or skill for 10 minutes. How did you feel about the time provided now compared to the first activity? How did you maximize it? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ What are the new strategies you used to relay/memorize the facts provided effectively? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ How would you improve (again) the strategies you used? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 111 UTS100 - Understanding the Self Name: _____________________________________________ Score: ____________ Section: _____________________________________________ Date: _____________ Application 21 - My Learning Style Instructions: go to the sites: https://vark-learn.com/the-vark-questionnaire/ and http://www.educationplanner.org/students/self-assessments/learning-styles.shtml and answer the questionnaire. Check your results and read the corresponding strategies they suggest. Answer the questions afterwards. What were your results? Do you think it reflects how you truly learn? Why or why not? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ What do you think is the importance of knowing your learning style? How did knowing your results help you in your future assessments? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ List down the things you would change or improve in your study habits to become a self-regulated learner. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 112 UTS100 - Understanding the Self Setting Goals for Success Hello everyone and welcome to the second chapter of this module which will discuss concepts about setting goals that will help you be successful in life. Some of the topics we will tackle are about increasing one’s self-efficacy, developing a growth mindset, and tips on goal setting. Learning Objectives At the end of the lesson, you should be able to: identify and reflect on the importance of goals; determine one’s definition of success using the SMART goal; and devise a plan to achieve goals by improving self-efficacy, growth mindset, and goal setting principles. Activity Instructions: The class will be divided into groups. Each group will be given a set of puzzle pieces. However, the whole picture of the puzzle is not shown to the groups. The goal is to finish it as accurately and quickly as possible. Questions for reflection: 1. What were the problems encountered by the group? 2. Would it have made a difference if the image was shown? Why or why not? 3. What do you think is the importance of having goals in one's life? Abstraction All of us have our respective goals. Goals, whether short-term or long-term, can be related to career, health, relationships, and more. These goals serve as impetus in order for us to work hard and maximize our abilities. Our existence is anchored on the goals we set to achieve. It will be easier to take the direction where we think we should go because we have a clear understanding of our purpose and what and who we are. Achieving our goals provides us fulfillment and satisfaction; it empowers us and increases our self-esteem. It is important, therefore, for us to clearly set our goals based on our skills and abilities. 113 UTS100 - Understanding the Self ALBERT BANDURA’S SELF-EFFICACY Self-efficacy refers to one’s belief in their capacity to perform necessary actions to produce specific performance goals. It is the reflection of their confidence in the ability to exert control over their own motivation, behavior, and social environment. A strong sense of self-efficacy adds to an individual’s sense of well-being that helps them perform 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. Self-efficacy typically comes into play when there is an actual or perceived threat to one's personal safety, or one's ability to deal with potentially aversive events. Increasing a person's self-efficacy increases their ability to deal with a potentially adverse situation. Factors that Influence Self-efficacy: A. Mastery experience A strong sense of self-efficacy is achieved through experience and perseverance in overcoming obstacles. This 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 114 UTS100 - Understanding the Self try to do something new if it is a task that is similar to what they have already mastered.It provides the most authentic evidence of whether one can muster what it takes to succeed. Success increases sense of self-efficacy; failure undermines it. In order to acquire new skills, one must not limit oneself in mastering something or those similar to it otherwise self-efficacy will still not be mastered. It also entails getting out of what is familiar to try something new and challenging tasks. Overcoming obstacles and getting bad at it and in the process, gain self-confidence, is also something that one can master. B. Vicarious Experience Through observation, you can build your self-efficacy by watching others perform a task. People tend to approach tasks that they have seen others perform. The most important factor that determines the strength of influence of an observed success or failure on one's own self-efficacy is the degree of similarity between the observer and the model. Seeing people similar to oneself succeed by sustained effort raises observers' beliefs that they, too, possess the capabilities to succeed, given the comparable activities. By the same token, observing others who fail despite high efforts lowers observers’ judgments of their own efficacy and undermines their efforts. C. Verbal Persuasion 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.The more people verbally encourage one, then the more likely the person's self-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. This can provide a temporary boost in perceived ability. When it is effective in mobilizing a person to action, and their actions lead to success, the enhanced self-efficacy may become more permanent. Unfortunately, it is more difficult to instill high beliefs of personal efficacy by social persuasion alone than to undermine it since unrealistic boosts in efficacy are quickly disconfirmed by disappointing results of one's efforts. 115 UTS100 - Understanding the Self D. Somatic and Emotional States A person’s emotions and physical health affect one’s self-efficacy judgment with respect to specific tasks. 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 scared, then this will negatively impact the achievement of one's goals. A person may feel so overly nervous that the performance will be affected and the person's self-doubt might increase. This is true especially when one feels so self-conscious. Some people, when faced with such a situation would rather not go through the stress and will avoid the challenge. This might be good in some cases but when avoidance is the response all the time, then no great goals will be achieved. Dr. Bandura notes, however, that it is not the intensity of the emotional or physical reaction that is important, but rather, how it is perceived and interpreted. People with a high sense of self-efficacy may perceive affective arousal as an energizing facilitator of performance, whereas those who are beset by self-doubts regard their arousal as a debilitator. CAROL DWECK’S GROWTH 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 whether they can change. It is like viewing the world through glasses. The way we view the world is dependent on the kind of mindset we have. Dr. Dweck described people with two types of mindset. People who believe that success is based on their innate abilities goes under fixed mindset. On the other hand, people who believe that success is based on hardwork, learning, training, and perseverance have growth mindset. According to Dr. Dweck, individuals may not necessarily be aware of their own mindset, but their mindset can still be discerned based on their behavior. It is especially evident in their reaction to failure. According to past theories, there is a fixed mindset that can be measured using IQ test. In this mindset, the intellect never changes no matter what we do, how much effort or hardwork we put into it. It remains static. This is also applicable to creativity, artistic ability, athleticism, personality traits where these are seen as something one is born with. When one has a fixed mindset, there is a consciousness to always look smart and to avoid looking foolish. There is a tendency also to think that one is born with "it", thus will shun efforts because it makes them feel less smart. Because of this, one will stick to what one knows and as a result, avoids challenges, 116 UTS100 - Understanding the Self gives up easily, will not make much effort, be defensive when given negative feedback and becomes threatened by the success of others. When one blames others for their failures and hides their shortcomings and defensively acts superior, then that is a good indication of a fixed mindset. Every criticism is seen as an attack on their character. However, Dweck developed a theory and coined it the growth mindset, where the success and failure of a task is dependent on the kind of mindset one has. A genius in this sense, is developed through learning. With the right kind of mindset, composed mainly of thinking that intellect can be developed, other attitudes will follow. A person with a growth mindset will embrace learning because the person feels intellect can be developed. Hence, a desire to learn is gained and when one has this desire, then challenges are embraced, one does not give up easily, perceives effort as something purposeful, humbles himself and learns from the criticism and lets himself be inspired by the success of others. He believes that hardwork pays off. The hallmark of the growth mindset is the passion for sticking with it, especially when things are not going well. One’s mindset can be changed in either direction. There is an assumption here that the brain, just like any muscles, works better as it is exercised more. The belief is that skills and intellect can be developed. Thus, there is a sense of control in the kind of conclusion one's life will take, and as a result, they reach ever-higher levels of achievement. Individuals with growth mindset are more likely to continue working hard despite setbacks while individuals with fixed mindset can be affected by subtle environmental cues. For example, children given praise such as "good job, you are smart" are more likely to develop a 117 UTS100 - Understanding the Self fixed mindset, whereas, if given compliments like "good job, you worked very hard" are more likely to develop a growth mindset. In other words, it is possible to encourage students to persist despite failure by encouraging them to think about learning in a certain way. EDWIN LOCKE and GARY LATHAM’S GOAL SETTING PRINCIPLES Edwin Locke and Gary Latham, defined goal as a level of performance proficiency that one wishes to attain within a specific time period. They stated that the goal setting theory was based on the premise that much human action is purposeful, and it is directed by conscious goals. It predicts that people will channel effort toward accomplishing their goals, which will in turn affect performance. Locke views goals as similar to values except that goal is the specific form of values They are values applied to specific circumstances. One's achievement of values factors in the achievement of goals. For example, one may value good health. Hence, the way to do it is to set the goal of eating nutritious food, exercising and so on. As values are ranked, so too for goals. However, goals will change more frequently. Going back to the example earlier, the value of good health might remain relatively constant, but the objectives might be different everyday. One might have a different diet for today, or change tomorrow because of medical conditions, or different exercises might be done everyday too. But for somebody who values this highly, one will achieve these different objectives for the purpose of attaining the value of good health. 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. In short, goals are needed to achieve a certain thing that we value and those we value satisfy certain needs. 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. Two broad attributes of goals are content (the actual object sought) and intensity (the scope, focus, and complexity, among others of the choice process). Five Goal Setting Principles 1. Clarity. The goal has to be specific and not abstract or vague. When a goal is clear, there is less misunderstanding about what behaviors will be rewarded and it will be easier to measure if one is near the goal or not. You know what is expected, and you can use the specific result as a source of motivation. 118 UTS100 - Understanding the Self 2. Challenge. People are often motivated by achievement. It is important to strike an appropriate balance between a challenging goal and a realistic goal. A goal that is too easy or too difficult will not motivate the person to work hard on a task. 3. Commitment. These goal settings are largely dependent on the level of commitment the person has towards the achievement of the goal. How much commitment one has can be seen in the amount of action one performs. For one to be committed, two things are necessary: belief that the goal is important and the belief that one can do it. Self-efficacy alone will not ensure that one will move towards a goal oriented action, one must also choose to keep his goals in mind and not let himself be distracted. 4. Feedback. Feedback provides opportunities to clarify expectations, adjust goal difficulty, and gain recognition. It is an assessment to help you know where you are toward achieving your goal, how effective your strategies are, how your best practices are recognized, and how your areas for improvement are determined. 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. 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. SMART Goals Vague or general goals often don’t get done, even if they’re great ideas. Turn vague goals into actionable ones by making them SMART. SMART is an acronym that stands for specific, measurable, achievable, realistic, and time-bound. This article will show you why you need each SMART component, and how to apply them to your own goals. 1. Specific - When setting a goal, be specific about what you want to accomplish. Think about this as the mission statement for your goal. This isn’t a detailed list of how you’re going to meet a goal, but it should include an answer to the popular ‘w’ questions: Who – Consider who needs to be involved to achieve the goal (this is especially important when you’re working on a group project). What – Think about exactly what you are trying to accomplish and don’t be afraid to get very detailed. 119 UTS100 - Understanding the Self When – You’ll get more specific about this question under the “time-bound” section of defining S.M.A.R.T. goals, but you should at least set a time frame. Where – This question may not always apply, especially if you’re setting personal goals, but if there’s a location or relevant event, identify it here. Which – Determine any related obstacles or requirements. This question can be beneficial in deciding if your goal is realistic. For example, if the goal is to open a baking business, but you’ve never baked anything before, that might be an issue. As a result, you may refine the specifics of the goal to be “Learn how to bake in order to open a baking business." Why – What is the reason for the goal? When it comes to using this method for employees, the answer will likely be along the lines of company advancement or career development. 2. Measurable - What metrics are you going to use to determine if you meet the goal? This makes a goal more tangible because it provides a way to measure progress. If it’s a project that’s going to take a few months to complete, then set some milestones by considering specific tasks to accomplish. Milestones are a series of steps along the way that when added up will result in the completion of your main goal. 3. Assignable - This focuses on how important a goal is to you and what you can do to make it attainable and may require developing new skills and changing attitudes. The goal is meant to inspire motivation, not discouragement. Think about: how to accomplish the goal, if you have the tools/skills needed, if not, consider what it would take to attain them. 4. Realistic/Relevant - Relevance refers to focusing on something that makes sense with the broader business goals. For example, if the goal is to launch a new program or service, it should be something that’s in alignment with the overall business/department objectives. Your team may be able to launch a new program, but if your division 120 UTS100 - Understanding the Self is not prioritizing launching that type of new programs, then the goal wouldn’t be relevant. 5. Time-related - Anyone can set goals, but if it lacks realistic timing, chances are you’re not going to succeed. Providing a target date for deliverables is imperative. Ask specific questions about the goal deadline and what can be accomplished within that time period. If the goal will take three months to complete, it’s useful to define what should be achieved half-way through the process. Providing time constraints also creates a sense of urgency. 121 UTS100 - Understanding the Self References Corpuz, R.M., Estoque, R.S., Tabotabo C.V. (2019). Understanding the Self. C&E Publishing Palean, E.D.V., Nazario, M.B.D., Valero, J.B.G., Descartin, I.K.L., Morales-Nuncio, E. (2018). Introspection: Understanding the Self. Books Atbp. Publishing Corp. Otig, V.S., Gallinero, W.B., Bataga, N.U., Salado, F.B., Visande, J.C. (2018). A Holistic Approach in Understanding the Self. A Workbook-Textbook for College Students. Mutya Publishing House, Inc. Alata, E.J.P., Caslib Jr., B.N.C., Serafica, J.P.J., Pawilen, R.A. (2018). Understanding the Self. REX Book Store, Inc. University of California. (2017). SMART Goals: A How to Guide Additional Materials: Fitness Coach Nimai Delgado ON: How Failure Is A Part Of Success by Jay Shetty https://www.youtube.com/watch?v=TkORUmitIpQ Dr. Joe Dispenza ON: How To BRAINWASH Yourself For Success & Destroy NEGATIVE THOUGHTS! By Jaye Shetty https://www.youtube.com/watch?v=d7sUWwHugg8 KEVIN HART ON: The SECRET To Success & Happiness NOBODY TALKS ABOUT by Jay Shetty https://www.youtube.com/watch?v=LAmGfokvgzA 122 UTS100 - Understanding the Self Name: _____________________________________________ Score: ____________ Section: _____________________________________________ Date: _____________ Application 22 - Futurama Instructions: Imagine the person you want to become, the things you want to have, and achievements you want to obtain for the next 5 years. Create a moodboard inspired from how you envision your life in the future and place it in the space below. Answer the questions afterwards. 123 UTS100 - Understanding the Self What were the elements you included in the moodboard? Why did you choose those? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ How did you feel while making the mood board? What are the things you could do that would increase your self-efficacy in manifesting your desired future? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ How would you integrate a growth mindset in achieving your ideal self? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 124  UTS100 - Understanding the Self Name: _____________________________________________ Score: ____________ Section: _____________________________________________ Date: _____________ Application 23 - Think SMART Instructions: Identify 2 of your ultimate life goals. Fill in the spaces provided below that integrate the SMART technique in achieving it. LIFE GOAL 1: _________________________________________________________ Specific (when can you say that you’ve achieved it?) Measurable (how will you track your progress?) Actionable (what are the steps that you will take to get it?) Realistic (what are the resources, and personal traits that you have that will help you obtain it?) Time-bound (by when do you plan to have achieved it?) LIFE GOAL 2: _________________________________________________________ Specific (when can you say that you’ve achieved it?) Measurable (how will you track your progress?) Actionable (what are the steps that you will take to get it?) Realistic (what are the resources, and personal traits that you have that will help you obtain it?) Time-bound (by when do you plan to have achieved it?) 125 UTS100 - Understanding the Self Taking Care of One’s Health Hello everyone and welcome to the second chapter of this module which will discuss concepts about taking care of our mental health that will help us handle challenging times effectively. Some of the topics we will tackle are about stress management, coping mechanisms, and self-care. Learning Objectives At the end of the lesson, you should be able to: determine stress and coping strategies; develop self-awareness using the Johari Window; and create a personalized holistic self-care plan. Activity Instructions: Monitor your mental health by using this self-care check up form: https://positive.b-cdn.net/wp-content/uploads/Self-Care-Checkup.pdf. Questions for reflection: 1. What were your results? How did you feel while answering the form? 2. What area of your life is doing well? How could you improve that? 3. What area of your life is not doing well? How could you change that? Abstraction STRESS 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. It is a state of mental or emotional strain or tension resulting from adverse or very demanding circumstances. It is a mental and physical response to the demands of your environment which is a normal and universal human experience. What is more important is how you respond to stress. Looking into the definition of stress and distress, we see the words "perceived" and "interpretation." It is interesting and comforting to know that we have so much control over 126 UTS100 - Understanding the Self stress and distress if only we have a keener and positive way of perceiving and interpreting things. Not all stress is bad for you. In fact, stress is good for human beings (to some degree) to maintain an overall good health. The human body may tend toward a relatively stable equilibrium, especially those maintained by physiological processes, yet it also requires stimulation to ensure optimal functioning of the organs and tissues, such as the heart and muscles. When stress serves as a motivation for positive activities, then it is considered beneficial. Beyond its optimal point, stress of any kind does more harm than good. It is essential to differentiate between the unpleasant or harmful variety of stress termed distress, which often connotes disease, and eustress, which often connotes euphoria. Eustress is stress in daily life that has positive connotations, such as marriage, promotion, baby, winning money, new friends, and graduation. On the other hand, distress is stress in daily life that has negative connotations such as divorce, punishment, injury, negative feelings, financial problems, and work difficulties. During both eustress and distress, the body undergoes virtually the same nonspecific responses to the various positive or negative stimuli acting upon it. However, eustress causes much less damage than distress. This demonstrates conclusively that it is how an individual accepts stress that determines ultimately whether the person can adapt successfully to change. Stressors A stressor is "any real or imagined situation, circumstance, or stimulus that is perceived to be a threat". Any situation, activity, or individual that gives you mental or emotional strain is a stressor. The list of stressors is not only endless; it also varies from person to person. Good stressors can make you feel both nervous and excited at the same time (the so-called "butterflies in your stomach"). It can make you worry about being liked or accepted. On the other hand, bad stress can cause you to feel angry, petrified, or depressed. It can make you feel constantly on the edge. Other than the mental and emotional strain, you also suffer pain, such as headache or you actually get sick, such as going down with a fever. High levels of stress when unattended contribute to mental health problems. There are three general types of stressors, namely: 1. catastrophic events and life-threatening experiences - abrupt unforeseen experiences or traumas such as natural calamities, military combats, terrorist attacks, accidents, and physical and sexual abuses 127 UTS100 - Understanding the Self 2. life changes and strains - include separation of parents, illness in the family, change of workplace, transfer of domicile, and other circumstances that demand people to adjust. 3. chronic problems - exist for a long period which include circumstances such as suffering from a serious illness, having irresponsible neighbors, and failure to acquire a lucrative or high-income job. 4. everyday hassles - irritations, pressures, and annoyances that may not be significant stressors by themselves but whose cumulative effect can be significant such as traffic congestion, waiting in a long line to get a taxi, or just a bad day when everything goes wrong. It is worth noting that man-made cataclysmic events, such as terrorist attacks, produce more stress in the long run compared to natural calamities, like typhoons or earthquakes (Feldman, 2011). This is because natural calamities have clear resolutions while man-made disasters do not. Having been given this information makes us realize that we or our fellow human beings are the ones creating our own problems or our own poison. General Adaptation Syndrome Selye hypothesized a general adaptation or stress syndrome. This general stress syndrome affects the whole body. Stress always manifests itself by a syndrome, a sum of changes, and not by simply one change. The general stress syndrome has three components: 1. Alarm stage - represents a mobilization of the body's defensive forces. The body is preparing for the "fight or flight" syndrome. This involves a number of hormones and chemicals excreted at high levels, as well as an increase in heart rate, blood pressure, perspiration, and respiration rate, among others. 2. Resistance Stage - the body becomes adaptive to the challenge and even begins to resist it. The length of this stage of resistance is dependent upon the body's innate and stored adaptation energy reserves and upon the intensity of the stressor. Just as any machine wears out even if it has been properly maintained, the same thing happens with living organisms sooner or later they become the victim of this constant wear and tear 128 UTS100 - Understanding the Self process. The acquired adaptation is lost if the individual is subject to still greater exposure to the stressor. The organism then enters into the third and final stage. 3. Exhaustion Stage - the body dies because it has used up its resources of adaptation energy. Signs & Symptoms of Stress Stress is the body's reaction to any change that requires an adjustment or response. The body reacts to these changes with physical, mental, and emotional responses. People handle stress differently. Symptoms of stress can vary. In general, signs and symptoms of stress fall under any of these three categories: A. Physical Low energy Loss of sexual desire Headaches and/or ability Upset stomach, including Nervousness and diarrhea, constipation, shaking, ringing in the ear and nausea Cold or sweaty hands Aches, pains, and tense and feet muscles Excess sweating Chest pain and rapid Dry mouth and difficulty heartbeat in swallowing Insomnia Clenched jaw and Frequent colds and grinding teeth infections 129 UTS100 - Understanding the Self B. Cognitive Forgetfulness Orientation to the past Preoccupation Attention deficit Blocking Disorganization of Errors in judging distance thought Reduced creativity Negative self-statements Lack of concentration and negative evaluation Lack of attention to detail of experiences C. Emotional Depression or general unhappiness. Anxiety and agitation. Moodiness, irritability, or anger Feeling overwhelmed Loneliness and isolation Any other mental or emotional health problems COPING WITH STRESS Stress tolerance refers to the ability of an individual to endure stress. An individual's stress tolerance is dependent on his or her psychological and physiological constitution; thus, everyone reacts differently to stress. One's perception of stress is subjective. A eustress for someone could be a distress to another. The reality is that one cannot really eliminate stress, but one can manage it through coping. Coping refers to the strategies you use to deal with real or imagined problems to protect yourself against negative emotions. It refers to adaptive strategies you employ in an attempt to reduce stress. It helps you control your reactions and continue with your daily activities. Coping involves putting in conscious effort to minimize or tolerate stress. Strategies for cognitive coping include: 1. Reframing- changing the way you view experiences or events, ideas, concepts, and emotions to find alternatives that are more positive 2. Challenging negative thinking - questioning the rationality of your negative thoughts. You take control of your thoughts and stop negative thinking. You replace negative thoughts with positive affirmations. 130 UTS100 - Understanding the Self 3. Positive self-talk - sometimes referred to as "positive affirmations;" you talk to yourself in a positive manner. This is useful for confidence building. 4. Count to ten - giving you time to gain control of your emotions. It allows you to rethink the situation and find a better coping strategy. 5. Cost-benefit analysis -asking how beneficial your thoughts, emotions, or actions are. "Is it worth it?" 6. Smell the roses - a way of telling yourself to relax. It is about taking a conscious effort to appreciate the usually neglected aspects of life. 7. Keeping perspective - breaking down your problems into little tasks and knowing which the problems need to be addressed right away as compared to those that do not need much attention. 8. Reducing uncertainty - as the saying goes, "lamang ang may alam," gathering as much information as you can about your problem. It helps if you gather positive information rather than negative ones. 9. Using imagery/visualization - imager yasarelaxationtool. Youfind that placein your mind where you feel happy. Remember your pleasurable experiences. This is more effective when combined with breathing exercises. SELF-CARE You cannot give to others what you do not have. Psychologically, before you could take care of others, you must take care of yourself first. Before you can give something of yourself, you must first be in touch with the different aspects of your self. Philosophically and psychologically speaking, a selfless individual does not exist. A simple analogy would yield that there is always something for someone, there is always an intrinsic motivation and rationale why a particular deed is done, and there is always a reward or retribution for the individual. One must first take care of himself or herself before he or she can take care of others. While it is noble to think of others before oneself, reality pushes one to think of himself or herself first before others. Self-care refers to all activities that a person does to maintain and improve his or her physical, psychological, emotional, social, and spiritual well-being. It has five dimensions: Physical self-care includes all the activities that one does to maintain and improve his or her physical well-being like consistently sleeping for at least eight hours, drinking eight glasses of water, eating healthy and nutritious foods, taking vitamins, and exercising. 131 UTS100 - Understanding the Self Psychological self-care includes all the activities one does to deal or resolve mental health issues, address both positive and negative emotions, and learn to deal with negative self-talk (self-criticism). Emotional self-care includes all the activities one does to cope with stress and deal with grief. Social self-care includes all the activities one does to connect with people valuable to him or her. It means spending time and having a great time with loved ones and other valuable people including family, friends, neighbors, schoolmates, professional organizations, and many more. Spiritual self-care includes all the activities one does to strengthen one's relationship with his or her beliefs. It also includes meditation and contemplation about one's purpose of existence according to his or her faith. 132 UTS100 - Understanding the Self References Corpuz, R.M., Estoque, R.S., Tabotabo C.V. (2019). Understanding the Self. C&E Publishing Palean, E.D.V., Nazario, M.B.D., Valero, J.B.G., Descartin, I.K.L., Morales-Nuncio, E. (2018). Introspection: Understanding the Self. Books Atbp. Publishing Corp. Otig, V.S., Gallinero, W.B., Bataga, N.U., Salado, F.B., Visande, J.C. (2018). A Holistic Approach in Understanding the Self. A Workbook-Textbook for College Students. Mutya Publishing House, Inc. Alata, E.J.P., Caslib Jr., B.N.C., Serafica, J.P.J., Pawilen, R.A. (2018). Understanding the Self. REX Book Store, Inc. Macayan, J.V., Pinugu, J.N.J., Castilo, J.C.D.C Additional Materials: TOM HOLLAND Gets Vulnerable About Mental Health & Overcoming Social Anxiety by Jay Shetty https://www.youtube.com/watch?v=GOqEl4ADyVk Taylor Tomlinson ON: The Quarter-Life Crisis & How to Let Go of Toxic Relationships by jay Shetty https://www.youtube.com/watch?v=wsOc_3n9O_w LILI REINHART ON: YOU ARE STRONG - Anyone Who Feels Stressed & Anxious by Jay Shetty https://www.youtube.com/watch?v=94kQCoVzJrQ 133 UTS100 - Understanding the Self Name: _____________________________________________ Score: ____________ Section: _____________________________________________ Date: _____________ Application 24 - Johari Window Instructions: Prepare a post-it note. Go around the room and have your classmates write down the traits they observed about you. If you know you have that characteristic, write it in the “open area”; if not, write it in the “blind spot”. Write the traits that you believe you have but are not obvious to others in the “hidden area”. Answer the prompts provided afterward. Known to Self Not Known to Self Known to (open area) (blind spot) Others Not Known (hidden area) (unknown) to Others 134 UTS100 - Understanding the Self How did you feel while filling up the Johari Window? What were your realizations about yourself? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ What are the traits you want to change or improve about yourself? How would that make you a better person? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ How would you change or improve these traits of yours? Write the things you would incorporate to become a better version of yourself. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 135 UTS100 - Understanding the Self Name: _____________________________________________ Score: ____________ Section: _____________________________________________ Date: _____________ Application 25 - Holistic Healing Instructions: Fill in the table with at least 3 self-care activities for every dimension that you are currently doing and activities you want to incorporate into your lifestyle. SELF-CARE ACTIVITIES I AM DOING Psycholo- Physical Emotional Social Spiritual gical SELF-CARE ACTIVITIES I WANT TO DO Psycholo- Physical Emotional Social Spiritual gical 136