Understanding the Self

UNDERSTANDING THE
SELF
Wholistic Perspective of Self
Prof. Sam Bernales, Jr.
9/15/2021
Understanding the Self
1

• Multi-disciplinal approach
• Philosophical
• Sociological
• Anthropological
• Psychological
• Physical
• Sexual
• Economic
• Spiritual
• Political
• Digital
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Self
• Integral Parts of the Self
• Self-awareness
• Self-esteem
• Self-knowledge
• Self-perception
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Philosophical View of Self
• Great “Myths” of the self
• Alan Watts
• British philosopher
• The world is a drama and all things
are actors with specific parts to play
• There is no distinction between the
creator and the creation as all that
exists is immersed in one and the
same existence
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• Socrates
• Soul, not body, determines the
quality of life
• Matter (Body)
• Changes
• Slave
• Form (Soul)
• Remains Constant
• Ruler
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Activity
• Topic
• Who am I?
• Situation
• As a Human Person
• Instruction
• Discussion
• Essay (5 Points)
• 1 Paragraph
• Minimum of 5 sentences
• Maxim
• The unexamined life in not worth
living. Know thyself. - Socrates
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Activity
• Topic
• Who am I?
• Situation
• As a child in my family?
• Instruction
• Open Letter from my family with name and signature
• 5 Paragraphs
• Minimum of 5 sentences each
• Questions
• To parents: Who is ____ as a child?
• To parents: What is your only one most unforgettable
memory with him/her? (Do not exceed from one)
• To siblings: Who is ____ as a sibling?
• To siblings: What is your only one most unforgettable
memory with him/her? (Do not exceed from one)
• To student: What did I learn new from their letter?
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Activity
• Topic
• Who am I?
• Situation
• As a child of God
• Instruction
• Read the Story of the Wemmicks
• 4 Paragraphs
• Questions
• Write a summary of the Story of the Wemmicks? (Include
all the characters and their role in the life of Punichello)
• Who are these characters in my real life situation? (Each
of them)
• How do I relate myself in the situation of Punichello?
(Personal reflection)
• Who am I to God? (Personal reflection)
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Activity
• Topic
• Who am I?: Knowing Self
• Situation
• As a Human Person
• Instruction
• Discussion
• 4 paragraphs
• Questions
• Who am I to myself?
• Who am I to my family?
• Who am I to my classmates?
• The warrior is a child
• Who am I to God?
• Story of the Wemmicks
• Search for Self ultimately ends
with the Absolute
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• Plato
• Soul
• The most divine aspect of the “self”
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• St. Augustine of Hippo
• “Self” is an immaterial but rational
soul
• “Self” is an inner and immaterial
“I” that has self-knowledge and
self awareness
• Body senses and the Soul
experiences
• Aspects of “Self”:
• Aware
• Holistic
• United
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• Rene Descartes
• “Self” is constant, not prone to
change and is not affected by time
• Only the soul of the “self” remains
the same throughout time
• The soul is the source of our identity
• “Self” is a thinking thing
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• John Locke
• “Self” is a sum of memories of the
thinking thing
• The person existing now is the same
person yesterday because he remembers
the thoughts, experiences or actions of
the earlier self
• Memories provide a continuity of
experience that allows him to identify
himself as the same person over time
• “Self “is consciousness
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• David Hume
• The concept of “Self” does not exist
but only a perception
• Perception only happens when one is
conscious and cease to exist during sleep
and ultimately at death
• “Self” is a bundle or collection of
different perceptions that are moving
in a fast and successive manner –
perpetual flux
• “Self” is made up of successive
impressions
• “Self” cannot be verified through
observation
• “Self” is series of incoherent
impression received by the senses
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• David Hume
• “Self” is compared to a nation i.e.
composed of different, constantly
changing elements, such as
people, systems, culture and
beliefs
• “Self” has no one constant
impression that endures
throughout life
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Activity
• Topic
• Philosophical View of Self: David Hume
• Situation
• Self: Before and After
• Instruction
• Look for a photo of you about 10 years ago
• Using the same pose, shirt and background, recreate a
GLOW UP photo of your self today
• If with others, the other people must also be there in the
recreated photo with the same pose, shirt and
background
• Create a collage showing the before and after photos
• Essay Paper: Attach the Photo in the 1st page of your
essay.
• Essay: The 2nd page explains the changes you undergone.
Three paragraphs. Five sentence each paragraph.
• Questions
• What changed on me in terms of:
• Physical looks and fashion preferences
• Social interaction with others
• Spiritual relationship with God
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• Immanuel Kant
• “Self” is transcendental i.e.
spiritual or non-physical
• “Self” is not in the body
• “Self” is outside the body and
does not have qualities of the
body
• “Self” is where the body is rooted
• “Self” is bridged by knowledge to
the material things (Boeree, 1999;
Brook, 2004)
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• Immanuel Kant
• Two kinds of consciousness of “Self”
(Rationality)
• Consciousness of oneself and one’s
psychological states in inner sense
• Consciousness of oneself and one’s states
by performing acts of apperception
• Apperception
• Mental process by which a person
makes sense of an idea assimilating
it to the body of ideas he/she
already possesses
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• Immanuel Kant
• Idea
• Exists
• Already residing within the Self and
we are only seeing it on outside
world
• Connects the Self to the outside
world
• Body
• Object of Outer Sense
• Self
• Object of Inner Sense
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• Immanuel Kant
• Components of “Self”
• Inner Self
• Aware of alterations in your own state
• Includes rational intellect and
psychological state e.g. moods, feelings,
sensations, pleasure and pain
• Outer Self
• Includes your senses and the physical
world
• Gathers information from the external
world through the senses which the
inner self interprets and coherently
expresses
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• Immanuel Kant
• Organization of Self
• Raw perceptual input
• Recognizing the concept
• Reproducing in the imagination
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• Sigmund Freud
• Most influential psychologist of 20th
Century
• Psychoanalytic Theory
• Levels of Consciousness
• Conscious
• Awareness of feelings, thoughts,
memories and fantasies
• Pre-conscious/ Subconscious
• Readily be brought to consciousness
• Unconscious
• Repository for traumatic repressed
memories
• Anxiety-provoking drives that is
socially or ethically unacceptable to
the individual
• Not easily available to individual’s
conscious awareness
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• Sigmund Freud
• Explained thought the Iceberg Analogy
• Id
• Pleasure principle
• Every wishful impulse should be
satisfied immediately regardless of
the consequences
• When demand was achieved, one
experiences pleasure; when
demand was denied, one
experiences unpleasure or tension
• Unaffected by reality and logic
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• Sigmund Freud
• Ego
• Reality principle
• It works out realistic ways to
satisfying the id’s demands often
compromising or postponing
satisfaction to avoid negative
consequences of society
• Considers social realities and norms,
etiquette and rules in deciding how
to behave
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• Sigmund Freud
• Superego
• Incorporates the Values and Morals
of society
• Control the id’s impulses
• Persuades the ego to choose
moralistic goals and to strive for
perfection rather than simply realistic
ones
• Component System of Superego:
• Conscience – If ego gives in to the id’s
demands, the superego may make
the person feel bad though guilt
• Ideal Self – An imaginary picture of
how you ought to be. Presents career
aspirations, How to treat other
people and how to behave as a
member of society
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• Ryle
• Work: Concept of the Mind (1949)
• Self
• Mind and Body are one
• Captain and Ship Relationship
• The captain (mind) and the ship
(body) are two separate entities
• The ship (body) runs under to the
command of the captain (mind)
• The captain (mind) is affected badly
if anything happens to the ship
(body)
• Ergo, the captain (mind) will do
everything for the welfare of his ship
(body)
• The captain (mind) and the ship
(body) work as one
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• Paul Churchland
• Studies on Neurophilosophy and the
Philosophy of the Mind
• Philosophy: Only matter exists
• Criteria for existence
• Can be felt, heard, touched or tasted
• Self
• Product of electrochemical signals
produced by the brain
• Brain
• Exists and not the mind outside of brain
• Proven by disorders associated with brain
injuries
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• Maurice Merleau-Ponty
• Body
• Primary site of knowing the world
• Self
• Embodied subjectivity (Embodied
Soul)
• Subject (Soul)
• Possesses conscious experience such
as perspectives, feelings, beliefs and
desires
• Object (Body)
• Affected and acted upon by the
Subject
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• George Herbert Mead
• Sociologist of 1800s
• Work: Theory of Social Self
• Self
• Product of social interactions and
internalizing the external i.e. other
people’s view along with one’s personal
view about oneself
• Stages of Self Development
• Language
• One expresses himself and comprehend
what other people are conveying
• Play (Role-play)
• Assume the perspective of others
• Game
• Account societal rules
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• George Herbert Mead
• Interactive facets of the self
• Me
• Product of the person has learned while
interacting with others and with the
environment
• Comprised by learned behaviors, attitudes
and expectations
• Exercises social control over self
• Sees to it that rules are not broken
• I
• Unsocialized and spontaneous
• Presents impulses and drives
• Does not blindly follow rules
• It understands when to possibly stretch
the rules that govern social interactions
• Constructs response based on what has
been learned by the me
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Anthropological View of Self
• Anthropology
• View the “self” as a culturally shaped
construct
• “Self” is illusory
• Ewing (1989)
• People construct series of self-
representations that are based on
selected cultural concepts of person and
selected chains of personal memories
• Each self concept is experienced as a
whole and continues with its own history
and memories that emerge in a specific
context to be replaced by another self-
representation when the context changes
• Mental entities represent the self
(Schlichtet, 2009)
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• The Self Embedded in Culture
• Self
• Product of society and culture
• Bound to cultural differences
• Cultural tradition regulate and transform
human psyche resulting less in psychic
unity for human kind than in ethnic
divergences in mind, self and emotion
(Shweder, 1991, p. 72)
• Construal of Self
• Independent
• Individualistic Culture e.g. North
America and Europe in which self is
separate and distinct
• Interdependent
• Collective Culture e.g. East Asia in
which self is essentially connected to
other people
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• The Self Embedded in Culture
• Self
• Catherine Raeffb (2010)
• Developmental psychologist
• Believed that culture can influence how
one view:
• Relationship e.g. Voluntary or Duty
bounded
• Personality Traits e.g. Humility, self-
esteem, politeness, assertiveness,
hardship or relying on others
• View on Achievement e.g. Success
• Expresses Emotions e.g. Trigger
emotion, Introvert or Extrovert
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Activity
• Topic
• Cultural View of Self (Page 31 UTS by Otig
2018)
• Situation
• Courtship
• Instruction
• Role Play – Courtship according to Culture
• 1. Filipino, 2. American, 3. Chinese, 4. Muslim
5. Tribal
• With Costume (If to be presented the next
school day)
• Questions
• How do Courtship being done according to:
• 1. Filipino, 2. American, 3. Chinese, 4. Muslim 5.
Tribal
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Psychological View of Self
• The Self as A Cognitive Construction
• Psychology
• Deals with the human brain pertaining to
its consciousness, memory, reasoning,
language, personality and mental health
• Cognitive
• Conscious intellectual activity e.g.
thinking, reasoning and remembering
• Natural for Self to form theory about
himself and a single entity and as a group
and to make meaning of one’s existence
and experience
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• Jean Piaget
• 1896-1980
• Swiss Clinical Psychologist
• Known for his pioneering work in child
development
• Theory of Cognitive Development
• Development of human intelligence
• How humans acquire, construct and use
knowledge (Torres and Ash, 2007)
• Progressive reorganization of mental
processes resulting from biological maturation
and environmental experience
• Children construct an understanding of the
world around them, experience
inconsistencies between what they already
know and what they discover in their
environment, and then adjust their ideas
accordingly (McLeod, 2009)
• Center of human organism
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• Jean Piaget
• Components of Cognitive Theory
• Schemas/ Schemes
• Building blocks of knowledge
• Mental organization that individuals use
to understand their environments and
designate action
• Adaptation
• Meet situational demands
• Stages of Cognitive Development
• Increasing sophistication of though
processes
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• Jean Piaget
• Stages of Human Development
• Sensorimotor stage (0-2 Years)
• Child learns by doing
• Understanding is limited to direct environment such
as seeing, hearing, touching, sucking, etc.
• Assimilation
• using an existing schema to deal with a new
object
• Accommodation
• Happens when the existing schema does not
work
• Pre-operational (3-7 years)
• Developing ability to use language and symbols
including letters and numbers
• Egocentric (Selfish)
• Concrete Operational Stage (8-11 years)
• Reasoning such as numbers and causations
• Formal Operational Stage (12-15 years)
• Abstract thinking
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Human Development
• Infancy (Age 0-1)
– Feeding and Trust
• Toddler (Age 2-3)
– Play Stage, Autonomy, Shame & Doubt
• Early Childhood (Age 4-5)
– Obedience and Explorations
• Middle Childhood (Age 6-8)
– Basic Socializations and Initiative
• Late Childhood (Age 9-12)
– School Age and Industry
• Early Adolescence (Age 13-14)
– Identity and Confusion
• Middle Adolescence (Age 15-17)
– Social Relationships and Sexual Explorations
• Late Adolescence (Age 18-19)
– Skills Explorations and Intimate Relationships
• Young Adulthood (Age 20-39)
– Serious Relationships, Work and Generativity
• Middle Adulthood (Age 40-64)
– Parenthood and Role Conflict
• Late Adulthood (Age 65 and Older)
– Integrity, Despair, Reflections and Death
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• Affective Representation
• Arising from feelings influenced by
emotions
• “What I really want to be” instead of
“What society expects of me”
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• The Me-Self and I-Self of William
James
• Me-Self
• Object
• How others see me
• Conforms on other’s perception of me
• This is me according to what you want to
see
• Role Player/ Stage Performer
• I-Self
• Subject
• How I see myself
• How others see me does not matter
• This is who I truly am
• Thinker
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• Real Self and Ideal Self
• Real Self
• Who I really am
• Ideal Self
• Who I want to be
• Idealized version of myself
• Created out of:
• Life Experiences
• Demands of Society
• What I admire in my role models
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Activity
• Topic
• Psychological View of Self: Real and Ideal Self-
Concept
• Situation
• Who I really am and who I want to be
• Instruction
• Discussion
• 2 Paragraphs
• Minimum of 5 sentences each paragraph
• 1st Paragraph – Real Self
• 2nd Paragraph – Ideal Self
• Questions
• 1st Paragraph
• Who I really am?
• 2nd Paragraph
• Who I want to be?
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• Multiple Self vs Unified Self
• Multiple Self
• Composed of many different self-states
• I as a
• Conservative
• Introvert
• Uptight
• Disagreeable
• Careless
• Open-minded
• Extrovert
• Stable
• Agreeable
• Unified Self
• Different self-states but sufficiently
compatible to allow for internal conflicts of
wishes and desires within the person
• I am all of those at the same person
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• Trait Theory of Personality
• Gordon Allport
• Trait
• Stable characteristic that causes
individuals to behave in certain ways
• Three Levels
• Cardinal Traits
• Dominant Trait that defines an
individual e.g. Womanizer, Rebel,
Holy
• Central Traits
• Characteristics that form basic
personality e.g. Intelligent, Honest,
Shy
• Secondary Traits
• Attitudes that appear only on
certain situations e.g. public
speaking anxiety, impatience while
waiting in line
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• True Self vs False Self
• True Self
• Authentic experience
• Truly present
• Spontaneous
• Genuine
• Healthy
• False Self
• Defensive facade
• Broken behind the smiling face
• Learnt to hide the real and true self
• Controlled
• Healthy for certain appropriate situations e.g.
Being polite, Complying with rules
• Protects the True Self from vulnerabilities
e.g. Seeing your ex-lover happy with another
person after few weeks you had broken-up
• Unhealthy if confined in the long run
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Activity
• Topic
• Psychological View of Self: True Self and False Self
• Situation
• Who am I outside and who am I inside
• Instruction
• Discussion
• 2 Paragraphs
• 1st Paragraph – False Self
• 2nd Paragraph – True Self
• Questions
• 1st Paragraph
• Who am I outside?
• 2nd Paragraph
• Who am I inside?
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Unpacking The Self
• The Physical Self
• Especially significant for adolescents
• Concepts:
• Physical Ability
• Physical strength
• Endurance
• Appearance
• Attractiveness
• Body image
• Physical Activities
• Involvement of adolescents increases
physical self-concept
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Activity
• Topic
• Unpacking the self: The Physical Self
• Situation
• My Physical Self: Before and After
• Instruction
• Post a Glow-up Photo on Facebook
• Submit a copy on the 1st Page of your Essay
• Discussion
• 3 Paragraphs
• 1st Paragraph – My Physical Self - Before
• 2nd Paragraph – My Physical Self – After
• 3rd Paragraph – The Changes
• Questions
• How do I look before?
• How do I look now?
• What changed and how it changed?
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Unpacking The Self
• The Sexual Self
• Sexual Identity
• What it means to be masculine or
feminine
• Gender Stereotypes
• Cultural expectations on which behaviors
are appropriate for each sex
• Play a significant role in defining the
sexual self
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Unpacking The Self
• The Sexual Self
• Creating a sexual self
• Sexual Self-Esteem
• Worth as sexual being
• Sexual Self-Efficacy
• Control over sexual experience
• Sexual Self-Image
• Perception on sexual needs of
others
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Unpacking The Self
• The Sexual Self
• Five Sexual Styles
• Sexually naïve
• Have little confidence in sexual
attractiveness, feel no control over
sexual situations
• Sexually unassured
• Low self-esteem and little sense of
control in sexual encounters, but
interested in exploring their sexuality
• Sexually competent
• Confident of sex appeal and ability to
control sexual situations, interested in
exploring sexuality and were sexually
experienced
• Sexually driven
• Unable to say no to sex, mostly boys
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Unpacking The Self
• The Material/Economic Self
• Property
• Body
• Core of Material Self
• First Possession of Self
• Family
• Once lost, a part of self is also lost
• House
• Fill them with other properties
• Decorating and Collecting is an expression of Self
• Clothes
• Expression of Feelings
• Maintaining the Self Image
• Money
• Changes the Attitude of the Person
• Dramatically becoming Rich
• Dealing with a Rich Person
• Gifts
• Expression of Self
• You are giving a part of you
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Unpacking The Self
• The Spiritual Self
• Authentic self
• Higher Self
• Connects the person to the sacred,
supernatural and the universe
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Activity
• Topic
• Unpacking the self: The Spiritual Self
• Situation
• My Spirit
• Instruction
• Look for a Sacred Verse in your Sacred Scripture
(Bible, Quran, et al)
• Discuss your reflection on that Verse
• 3 Paragraphs
• Questions
• What is the meaning of that verse?
• How do I relate to that verse?
• What is God telling me to do?
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Unpacking The Self
• The Political Self
• Influenced by
• Home
• Society
• Culture
• Language
• History
• Educational System
• Religion
• Economy
• Mass Media
• Leaders/ Role Models
• Political Affiliation
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Philippine Anthropology
• Origin of Filipino Attitudes:
• Malay Influences
• Tempered but not frank
• Sensitive to insult
• Frivolous (Playful or Jolly)
• Can be seen even on serious occasion such as
religious gatherings and meetings
• Spaniard Influences
• Generous
• Arrogant
• Delicadeza
• Reputation
• Status
• American Influences
• Independent
• Liberated
• Sense of equality with others
• Hardwork
• Achievement
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Filipino System
• Filipino Values
• Close Family Ties
• Family Oriented
• Hospitable
• Po at Opo
• Utang na Loob
• Pakikipag-kapwa tao
• Pakikisama
• Amor Propio (Hiya)
• Delicadeza
• Pagkamahinhin
• Bayanihan
• Religious
• Fiesta Celebration
• Tibay ng Loob
• Ability to survive
• Ate and Kuya call to non-relatives
• Humorous
• Palabra de honor (Word of honor)
• Filipino Disvalue(s)
• Family Centeredness
• Bahala na
• Inggitan
• Tsismisan
• Palakasan
• Sipsipan
• Padulas (Fixer/ Red Tape)
• Nepotism
• Suhol (Lagay/ Bribery)
• Extreme personalism/ Feeling pini-personal
• Ningas-cogon
• Patigasan
• Sakop
• Mañana Habit
• Crab Mentality
• Kanya-kanya
• Querida (Kabit)
• Lack of Self-analysis and reflection
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Unpacking The Self
• Three Major Domains that affect
the Self
• Family
• School
• Neighborhood
• Immerging Domain that affects Self
• Digital Self
• Digital Self
• Generation of Outer Self in believable
manner and the Feeling of Inner Self
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Unpacking The Self
• Digital Self
• Characteristics
• Inward Oriented
• Thoughts and Feelings
• Narrative
• Limited on posted statement
• Retractable
• Alibis:
• “It was not me who posted it.”
• “I was just joking.”
• Multipliable
• Different Attitude on Different Online
Platform e.g. Linked-In vs Tinder
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Unpacking The Self
• Digital Self
• Social Media
• Self-presentation is the principal user
activity
• Self-presentation
• Presentation of self online in a manner
that they want to
• Tends to be superficial
• Intended to create modify or maintain an
impression of ourselves in the minds of
others with the attempt to lead people to
think of us in a particular way
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Unpacking The Self
• Digital Self
• Impression Management
• Attempt to control or influence other
people’s perceptions
• Motives
• Instrumental
• Basically gain rewards (Love
reactions) and increase one’s
self esteem
• Expressive
• Response to moral norms,
expectations or restrictions
seeking to show others that
he/she is different as a person
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Unpacking The Self
• Digital Self
• Strategies:
• Self-promotion
• Actively says things to show his/her
competence to an audience
(Rosenfeld et al,1995, p.51)
• Increases whenever there is an
opportunity to openly impress
someone of higher status (Giacalone,
Rosenfield, 1986)
• Ingratiation
• Someone tries to win the approval or
acceptance of another by appearing
similar in behavior and opinion, since
people tend to like each other with
similar values
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Unpacking The Self
• Digital Self
• Strategies:
• Exemplification
• Strategic self-sacrifice so that
observers may recognize the
dedication like posting the
execution of work to advertise
he/she is a hardworking person
• Intimidation
• Showing off authority or power to
be seen by others as being credible
or dangerous (Tedeschi & Riess,
1981, p.11)
• Supplication
• Individuals exploits his/her
weakness, shortcomings to receive
help or benefits e.g. Being broken
hearted, Single motherhood
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Unpacking The Self
• Digital Self
• Impacts of online interaction:
• Self Validation
• Confirming that one’s attribute, actions or
words are acceptable to the general public
• E.g. Posting selfies hoping to get more
Love Reactions and/or posting
questions like “Am I ugly?” or “Am I
fat?” hoping to called pretty or sexy
• To look cooler than they actually are
• People with low self-esteem spent more
time online and posted more “self-
promotional” content (New York
University, 2010)
• Comparison which leads to envy
• From limited number of people to be
compared to in school, to unlimited
number of people online
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Unpacking The Self
• Digital Self
• Internet use
• Significantly affected social
relationships and
participation in offline
community life. The more
time spent online caused a
decline in communicating
with family members
(Kraut et al., 1998)
• Social Media makes the
person an “object” of
approval or disapproval
leading to dissatisfaction in
life
• e.g. Facebook’s Number
of Love Reactors, Tinder’s
swipe right to like or
swipe left for dislike
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Unpacking The Self
• Digital Self
• Social Media
addiction
• Craving for more
“Love Reactions”
• Signs seen in drug,
alcohol and nicotine
dependents
• Symptoms:
• Anxiety
• Restlessness
• Irritability
• Insomnia
• Headaches
• Poor Concentration
• Depression
• Social Isolation
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Unpacking The Self
• Digital Self
• Public and Private Self
• Public
• Behaviors that are
Open to the
Observation of
others
• Acting as
agent for
others
• Acting in the
interest of
community
• Private
• Mental Events that
are Unobservable
• Acting only for
self
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Unpacking The Self
• Digital Self
• Public Profile (Real Self Posted)
• Advantages
• Faster search and message delivery
• Open discussion of ideas
• Widens business contacts
• Increases network of friends
• For entrepreneurs, it improves business
reputation
• Disadvantages
• Prey for hackers
• Prone to bashing due to easier access for
ad hominem
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Unpacking The Self
• Digital Self
• Private Profile (Not Real Self Posted)
• Advantages
• Connect with those you want to
communicate with
• Protected from Scammers
• Pitiful bashers
• Disadvantages
• Limited Friends
• Unsearchable
• For entrepreneurs, it will not grow your
business as people are afraid to be
scammed
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Managing and Caring for the Self
• Learning to be a better student
• Set short-term and long-term goals
• Create a study schedule and stick to it
• Know When to Ask for Help
• Attend Class
• Embrace self-care routines and stay
active
• Create healthy study habits
• Take good notes and review them
later
• Find your tribe
• Take on a manageable course load
• Participate in class and communicate
with your teacher or instructor
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• Metacognition and Study Strategies
• Metacognition
• Thinking about how you think and learn
• Study Strategies
• Use your syllabus as a roadmap
• Summon your prior knowledge
• Think aloud
• Ask yourself questions
• Use writing
• Organize your thoughts
• Take notes from memory
• Review your exams
• Take a timeout
• Test yourself
• Figure out how you learn
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• Managing your Own Learning
• Self-regulated Learning
• Cyclical process, wherein the student
• 1. Plans for a task
• 2. Monitors their performance
• 3. Reflects on the outcome
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• Goal Setting Theory
• Edwin Locke
• Effects of setting goals on subsequent
performance.
• Willingness to work towards attainment of
goal is main source of job motivation
• Specific and clear goals lead to greater output
and better performance
• Better and appropriate feedback of results
directs the employee behavior and
contributes to higher performance than
absence of feedback
• Basic principles of goal-setting
• Clarity
• Challenge
• Commitment
• Feedback
• Task complexity
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Stressors and Responses
• Stressors
• Factors that generate stress
• Internal
• Self-inflicted e.g., perfectionism, based
on self-imposed expectations, values, or
standards that you or others believe that
you “should” or “must” maintain.
• External-Interpersonal
• Interactions and relationships with others
e.g. tension, conflicts/arguments, abuse,
and violence between people who know
one another.
• External-Impersonal
• Environmental e.g. weather, natural
disasters, wars, random acts of violence,
big-picture political-economic
circumstances, etc.
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Stressors and Responses
• Stress Responses
• Lower your expectations.
• Ask others to help or assist you.
• Take responsibility for the situation.
• Engage in problem solving.
• Maintain emotionally supportive
relationships.
• Maintain emotional composure or,
alternatively, expressing distressing emotions.
• Challenge previously held beliefs that are no
longer adaptive.
• Directly attempt to change the source of
stress.
• Distance yourself from the source of stress.
• View the problem through a religious
perspective
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Sources of Coping and Strength
• Stress Reducing Activities
• Get enough good quality sleep.
• Eat a well-balanced diet.
• Exercise on a regular basis.
• Take brief rest periods during the day
to relax.
• Take vacations away from home and
work.
• Engage in pleasurable or fun activities
every day.
• Practice relaxation exercises such as
yoga, prayer, meditation or
progressive muscle relaxation.
• Avoid use of caffeine and alcohol
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Wholistic View of Self
• Wellness Areas
• Occupational
• Balance between work and leisure, as well as finding healthy
approaches for dealing with work-associated stress
• Social
• Relationships in our lives and the ways in which we choose
to both build and nurture them
• Relational
• One’s balance and interactions with their personal
environment
• Financial
• Involves the process of managing and balancing financial
expenses
• Intellectual
• Activities that help to expand your knowledge base
• These activities include, but are not limited to, reading for
leisure, attending a museum, participating in community
events, or hobbies such as crafting.
• Emotional
• Being attentive to your emotions and finding techniques that
help to self-regulate
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Consumatum Est
• It
• Is
• Finished!
9/15/2021 80

10-81
All rights reserved.
No part of this publication
may be reproduced, stored
in a retrieval system, or
transmitted, in any form or
by any means, electronic,
mechanical, photocopying,
recording, or otherwise,
without the prior written
permission of the publisher.
Published in the Republic of
the Philippines.
9/15/2021

Understanding the Self

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