-(Accepting God is the path to know thyself)

PHILOSOPHICAL [Christianity]
PERSPECTIVE
He Believes…
Self - the person that someone normally is - Man is created in likeness and image of God,
Personality – combination of emotions, thoughts, - he is essentially a soul whose goal is to be with
actions, that makes different from other. God
- Inner peace can only be achieve with God
Philos -Beloved/Love - God is transcendent, all creation is Good
Sophia – Wisdom GREEK WORDS
Modern Philosophers
Ancient Philosophers
Rene Decartes
Socrates -(Cogito ergo sum; I think, therefore I am.) Latin
-(The unexamined life is not worth living) -A Modern perspective on the Self
-The Soul is Immortal -Father of Modern Philosophy
-“Once we know ourselves, we may learn how to care for
ourselves, but otherwise, we never shall.” He Believes…
-Father of Western Philosophy - We are “Thinking thing” I exist because I think,
therefore I exist
The self has 2 Entities - Our body is secondary to our personal identity
-Physical Body: Mortal, imperfect, transforming, and - Body and Soul are independent entities and can
disappearing function without other.
-Soul: Immortal, eternal, unchanging, perfect, ideal
Self is combination of 2 Distinct Entities:
He Believes… -The Thinking Self (Soul): non-material and immortal. It
- There was soul first before a Man’s Body is the cogito, the thing that thinks, which is mind. (Laws
- It has All knowledge stored in mind of the Universe)
- Once we entered the world, we all most forgot it -The Physical Body: Mortal and Non-thinking. It is the
but can be restored through dialectic or socratic extension of the mind like a machine that is attached to
method. the mind. (Laws of the Nature)

Dialectic Method or Socratic Method – exchange of John Locke

question and answer searching the truth and reaching - (the mind is tabula rasa, blank state)
the true knowledge with a series of discussions and - The self is Consciousness
questions being asked on that discussion He Believes…
- We are born without thoughts, or our mind was
Plato empty
-(The first and the best victory is to conquer self) -A - We gain knowledge through Experience
Dualist [The Soul is Immortal] - Experiences are the key to understanding the
Dualism – someone believes that the man is composed of self
soul and physical body - Our Personal identity and immortal soul are
very different entities.
The Soul in 3 Elements/Parts Vicarous Experience – learned from others
-Reason (Logical Element) – thinking part Personal Idendity – the self depends on consciousness
-Appetite (Physical Element) – lies all our desire
-Spirit (Will Element) – loving part David Hume
He believes… -(There is No Self) an Empiricist
- Soul exists before birth and after death
- One should care about his soul rather than his He Believes…
body - Source of all knowledge is our direct sense of
- Knowledge lies within a person’s soul experience.
- The soul is created in image of the DIVINE - We are a only bundle of constantly changing
- True and Genuine happiness could only perceptions passing through the theater of our
achieved if we consistently make sure that our minds.
REASON is in control of our SPIRIT and - There is no Permanent and Unchanging Self
APPETITE. Mind is divided into 2:
-Impression: Use different senses (things we perceive)
St. Augustine -Ideas: these are derived from impressions (things we
create in our mind)
 - Mind= our moods, emotions, actions,
Immanuel Kant consciousness are deeply affected by the state of
-The Self is a unifying subject, an organizing brain.
consciousness
-The Self is Transcendental
-(We Construct The Self) Maurice Merleau-Ponty
-(The self is Embodied Subjectivity)
He Believes… -Man is all about how he sees himself
- Man is a free agent, capable of making decisions for
himself. He Believes…
- Man is gifted with reason and free will - There is unity in our metal, physical, and
- I’m free to can construct myself therefore the “Self” emotional disposition, and they all affect how we
Exist experience ourselves.
- Our self is a product of conscious human
The self has 2 Entities experience
-Inner Self: comprised of our psychological state and our - Self is all about one’s perception of one’s
rational intellect experience and the interpretation of those
-Outer Self: includes our senses and the physical world experiences.

Sigmund Freud Summary:

-(There are two selves, One Conscious, One The philosophical quest of one’s definition of self
Unconscious) certainly carries with it a constant debate of mind-body
Two Levels of Human Functioning: dualism versus taking them separately. The question
-The Conscious [Reality Principle]: all mental processes WHO AM I? can be universally accepted.
of which we are aware. (Practical, rational, and
appropriate to the social environment)  Socrates - man is essentially a soul, and this was
-The Unconscious [Pleasure Principle]: metal processes seconded by Plato
that are not easily accessible to our awareness.  Augustine - man is an image in the likeness of
(aggressiveness, sexuality, and self-destruction;
God, and he is essentially a soul whose goal is to be
traumatic memories, fantasies, unfulfilled wishes, etc.)
with God.
Structural Model of Mind Divided in 3:  Rene Descartes - also emphasized the non-
-Id: Pleasurable (Pleasure Principle) physical form of man and said that in essence, man
-Super Ego: (Reality Principle; the decision maker) is mind - a thinking being separate from his body.
-Ego: (Morality Principle; found in conscious) However, it doesn't mean that we don't need the
body, because the body is a necessity for the mind in
order for it to perform any act.
Gilbert Ryle
-(The self is How you Behave)
 John Locke - self is consciousness and that for as
- the self is defined by the observable behaviors we long as we have memories about who we are and our
project to the world around us. identity, then that tells us that we are the same
person regardless of what point in your life you are
He Decided… in, as long as you can remember.
- To eliminate viewing mind and body as two  David Hume - there is no permanent self because
different aspects the self is only a bundle of senses that keeps on
- No more inner selves, immortal soul, states of changing.
consciousness, or unconscious self.  Immanuel Kant - In response to Hume, he said
He Believes… that it is possible for us to construct our self. Since
- Self is best understood as a pattern of behavior, we are thinking beings, we can organize our
person’s tendency, or disposition to behave in a experiences so that we can build an idea of who we
certain way in certain circumstances. are; hence the self is very much present.
 Sigmund Freud - asserts that man is made up of
Paul Churchland two things, the conscious and the unconscious, and
-(The Self is the Brain) that man has many layers.
- He disagrees to the concept of dualism  Gilbert Ryle - how one behaves is a big factor in
-Neuroscience is fore of understanding the self showing who a man is.
 Paul Churchland - it's the brain that is the
He Believes… essence of the self.
- Mind cannot be experienced by the senses, it
 Maurice Merleau-Ponty - man is all about how
does not exist.
he sees himself through his experiences (an
- It’s our physical brain, not the imaginary mind,
embodied subjectivity).
that gives us our sense of self.
 of themselves as attractive or unattractive,
Lesson 5: Material Self and intelligent or unintelligent, and honest or
dishonest.
Spiritual Self
1. THE MATERIAL SELF
In the psychology of William James, he
used the term “the empirical self” to refer to all
Material Self pertains all the physical
of the various ways people answer the question
elements that reflects who a person is such as
“Who am I?” body, clothes, money, family, and anything we
He wrote sub-categories of empirical self, have. A material self is made up of everything that
a person owns like his or her car, house, clothes,
1. The material self; even her family and friends. William James
2. The social self; and stated that somehow material self is also a
3. The spiritual self. reflection of someone’s success or failure or a
symbol of one’s social status.
Being able to discover the things that will
characterize ourselves through time, including our Two subclasses of the material self can be
life and accomplishments, determines what our distinguished:
identity is and what we can do. The information
about our material self, may result in a more  The bodily self and
robust and more straightforward foundation of  The extracorporeal (beyond the body) self.
what our identity is as an individual and who we
want to be - I have, therefore I am. Rosenberg (1979): extracorporeal self as the
extended self,
THE EMPIRICAL SELF  The bodily component of the material self
First Category: The Material self refers to requires little explanation. A person speaks of
tangible objects, people, or places that carry the my arms or my legs. These entities are clearly
designation my or mine. an intimate part of who we are.
 It includes other people (my children), pets
 Our bodies, clothes, immediate family, and (my dog), possessions (my car), places (my
home constitutes our Material Self. It is in home town), and the products of our labors
this that we attached more deeply into, and (my painting). So all of the people, places, and
therefore, we are most affected by because of things that we regard as “ours” comprises the
the investment we give to these things. extended version of the material self.

The things we own is an extension of

ourselves, we may call them possessions. We
use these possessions to signal to ourselves, and
others, who we want to be and where we want to
belong.

The feelings or the thoughts of possession

is called psychological ownership.
 It is not only the physical entities in them but
the value we have for them and that is how the
Second Category: The Social Self refers to extended self is described.
how we are regarded and recognized by others.  For example, a person may have a favorite
chair she likes to sit in.
Third Category: The Spiritual Self is our  We must also understand that putting too
inner self or our psychological self. much life on the things you own may have
some effects for your self-identity.
 It is comprised of our self-perceived abilities,
attitudes, emotions, interests, values, motives, Materialism is when give you more importance
opinions, traits, and wishes. Many aspects of to material possessions than intangible values.
the spiritual self are evaluative. People think
According to Kashdan and Breen, having a self-  Spirituality can be understood as a process
concept that is based on what one possesses through which people seek to discover or hold
either intrinsically (abilities, skills, physical on to whatever they hold sacred in their lives.
appearance) or extrinsically (clothes, social  Spirituality generally refers to a meaning and
environment) purpose in one’s life, a search for wholeness,
and a relationship with transcendent being.
Materialistic people are those who are
obsessed with having material possessions and Within the context of spirituality, an
this is considered as a psychological disorder individual must be able recognize his one’s
which is called as compulsive buying disorder or purpose in life, accepts limitations and celebrates
COD. strengths, enables love and concern for others
because engaging in such behaviors will lead one
to have well-being and life satisfaction.
Albert Einstein: “I believe that a simple and
unassuming manner of life is best for everyone,
best both for the body and mind.” meaning a  Well-being is how good one feels about
person must know how to live moderately and himself/herself while
contended for them to assess the things that they  Life satisfaction is the general attitude
need and want. towards life. When well-being and life
satisfaction are present, happiness
naturally flow. When one is happy,
2. THE SOCIAL SELF spirituality flows.
He states that a man has as many social
selves as there are individuals who recognize him However, in some cases, happiness is
and carry an image of him in their mind. generally regarded as the emotional result of life
 But as the individuals who carry the images satisfaction. Happiness can be subjective and
fall naturally into classes, we may practically temporal while life satisfaction is more
say that he has as many different social selves encompassing. Human beings are naturally
as there are distinct groups of persons about inclined to assess their life, reflect on the choice
whose opinion he cares. they have made, evaluate the consequences of
such choice, and learn lessons from various
James went on to make an additional point experiences.
about these social selves. He posited an instinctive
drive to be noticed and recognized by others. We People are not born with innate
affiliate, James argued, not simply because we spirituality. It is something acquired as a result of
like company, but because we crave recognition various personal, social, and environmental
and status. factors present throughout one’s lifetime. In this
regard, spirituality is related to religiosity, which
is often used interchangeably with the former.
3. THE SPIRITUAL SELF
Spiritual Self is you in your most Religiosity is defined as the adherence
beautiful and powerful form. It is the authentic to a belief system and practices associated with a
self, the unconditioned part, the you without tradition in which there is agreement about what is
patterns. believed and practiced.

Some may identify with Higher Self, the  It is a formal attachment to the set of beliefs,
Universe, God, Higher Power, your inner Buddha, values, and practices of a particular religious
your true being… it’s the part of you that is sect. It includes specific practices,
connected to everything, the part that is love. proscriptions (what should not be done and
avoided), and participation in a specific
Spirituality. The root meaning of community that shares the same beliefs and
practices.
Spirituality is taken from the Latin word
“Spiritus” meaning Breath or Life Force. There are distinctions between religiosity and
spirituality:
  If religiosity is communal, then used in conjunction with contemporary therapies
spirituality is individual. (McMullin, 2000).
● In religiosity, beliefs and practices are
Spiritually, logotherapy demonstrates that
within religious groups, and religious life has meaning or purpose when people suffer
commitment, conservatism, and skepticism from the “existential vacuum” that we experience
are manifested. Meanwhile, Spiritual as boredom, apathy, emptiness, and depression
attributes include the need for spiritual (Frankl, 2006).
quest, ecumenical worldviews,
compassion, service, and inner peace. Frankl viewed logotherapy as a way to
● A person can possess spirituality even enhance existing therapies by emphasizing the
his/she does not subscribe to any religion. “meaning-dimension” or spiritual dimension
You can observe spiritual models of human beings. Three philosophical and
everywhere. They function for respondents psychological concepts make up Frankl’s
as exemplars or spiritual qualities, such as logotherapy: freedom of will, will to meaning, and
compassion, self-control, or faith. Thus, a meaning of life (Batthyany, 2019).
person can be spiritual without being
religious. 1. Freedom of will asserts that humans are
free to decide and can take a stance toward
The spiritual aspect of the self is the Inner both internal and external conditions. Freedom
Essence part of the self that connects the person to in this context is defined as a space to shape
the sacred, the supernatural, and the universe. The one’s own life within limits of specific
Spiritual Self enables the person to experience possibilities. In essence, we are free to choose
a feeling of oneness with a higher being and the our responses no matter our circumstances.
universe and gives a deeper purpose or meaning
of one’s life. 2. Will to meaning states that humans are free to
achieve goals and purposes in life. Frustration,
The Spiritual Self is developed through aggression, addiction, depression, and
Interaction, Observation, and Imitation. The suicidality arise when individuals cannot
family, school and church play a very important realize their “will to meaning.” As humans,
role in a child’s spiritual development. our primary motive is to search for meaning or
Spirituality begins at an early age but develops purpose in our lives. We are capable of
throughout life as people continuously interact in surpassing pleasure and supporting pain for a
the environment. meaningful cause.

LOGOTHERAPY and VIKTOR FRANKL 3. Meaning in life is based on the idea that
meaning is an objective reality rather than
Viktor E. Frankl merely an illusion or personal perception.
Humans have both freedom and responsibility
 Professor of Neurology and psychiatry at the to bring forth their best possible selves by
University of Vienna Medical School. realizing the meaning of the moment in every
 The Austrian psychiatrist and neurologist was situation.
born March 26, 1905, and is best known for
his psychological memoir Man’s Search
for Meaning (2006) and as the
 Father of Logotherapy.

Logotherapy examines the physical,

psychological, and spiritual aspects of a human
being, and it can be seen through the expression of
an individual’s functioning.

It is often regarded as a humanistic–

existential school of thought but can also be
  Among common STDs are Syphilis,
Gonorrhea, Chlamydia, Genital Warts.
 Acquired immune deficiency
syndrome (AIDS) caused by the human
immunodeficiency virus (HIV).
 It can be transmitted by contact between
broken skin, wounds, or mucous membranes
and HIV-infected blood or blood-
contaminated body fluids.

Lesson 6: The Sexual Self Responsible sexual behavior entails:

 Respect for one’s body. It means
taking care of one’s body and avoiding
The Biology of Self activities that undermine one’s worth
and respect.
At birth, the sexual genital (penis for male,  Maturity in thoughts and deeds. It
vagina for female) is a biological feature that refers to being objective, rational, and
distinguishes males from females. Moreover, calm, instead of being swept by one’s
during puberty, observable changes in the emotion.
human body also known as secondary sexual  Being guided by one’s personal
characteristics begin. beliefs and core values. Everyone,
Gender identity: Sex vs Gender especially an adolescent, should always
be grounded by his/her personal
 Sex: male or female
principles and self-worth.
 Gender: identity embraced by the
 Being future-oriented. Instead of
individual
focusing on the present, a person should
 Gender roles: Men vs Women always weigh his or her present actions
with possible consequences in the
Sexual Identity and Gender Orientation future.
Biological sex is one’s assignment upon
birth and is dependent on physical feature.
 Gender roles refer to societal expectations II. The PHYSICAL SELF or the SELF AS
of how men and women should act. IMPACTED BY THE BODY
Men are assumed to be strong and dominant
Women are perceived to be submissive and The Self as impacted by the body.
demure. According to William James, the self is the total
 Sexual identity and gender orientation of all that man can call his that includes the body,
underlie one’s concept of self. A person the family, and reputation.
expresses his or her sexuality through
individuality; one’s belief and behavioral Physical Self refers to the body which is
lifestyle are based on his or her own interfaced with the environment and other human
perceptions of sexuality. beings.
Physical development is the process that
The Consequences of Sexual Choices
starts in human infancy and continues into late
Sexual intercourse (copulation) is the adolescent concentrating on gross and fine motor
reproductive act in which the male organ (penis) skills as well as puberty.
enters the female’s reproductive tract (vagina).
Physical characteristics are the defining
Adolescents couples who engage in sexual
traits or features about your body.
intercourse are usually overwhelmed by the
sensations they feel during the act. Physical Appearance is the way a person
looks.
Consequence of impulsive and careless sexual
intercourse is the risk of acquiring: The Biological Blueprint.

 Sexually-transmitted diseases (STDs).

Gregor Mendel first figured out how genes are colonial influences. Skin color signifies the value
passed from parents to offspring in plants, of the people in society.
including humans. His experiments on pea plants  Lighter skinned individuals are considered
showed that genes are passed intact from higher in terms of social status, and therefore,
generation to generation and that traits are not in the social rank compared to those with
blended. Mendel’s discovery was that it is through brown or dark skin (Rondilla, 2012).
the genes that traits were passed from parent to off
spring through several generations. One aspect of physical beauty is a person’s
body type. Contemporary media has
portrayed slim bodies as the ideal body type for
women and muscular bodies for men.
Heredity which is defined as the transmission Body Image - It is the perception that a person
of traits from parents to offspring. The traits are has of their physical self and the thoughts and
made up of specific information embedded within feelings that result from that perception.
one’s gene.
A positive or healthy body image is feeling
Biologically speaking, the way we look happy and satisfied with your body, as well as
depends on the genes that we inherit, being being comfortable with and accepting the way you
dominant or recessive. look.
A negative or unhealthy body image is feeling
Genotype refers to the specific information unhappy with the way you look.
embedded within one’s genes; not all genotypes
translate to an observed physical characteristic. 1. How you see your body is your perceptual
Phenotype is the physical expression of a
body image.
particular trait.
2. The way you feel about your body is your
Each individual carries 23 pairs affective body image.
of chromosomes, which are threadlike bodies 3. The way you think about your body is your
in the nucleus of the cell and the storage unit of
cognitive body image.
genes. The 23rd pair, also known as sex
chromosomes, determines the sex of an 4. Behaviors in which you engage as a result of
individual. Within each chromosome is your body image encompass your behavioral
the deoxyribonucleic acid (DNA), which is a body image.
nucleic acid that contains the genetic instructions
specifying the biological development of every Truth is, women have been evaluated
individual. based on their appearance more than men (Wade,
2017).
Maturation is known as the completion of
growth of a genetic character within an organism Body modification is the physical alteration of
or the unfolding of an individual’s inherent traits the body through the use of surgery, tattoo,
or potential. piercing, implants, and other practices.
Environmental Conditioning. Those who are so self-anxious that they seek
 As you grow up, you are exposed to cosmetic surgeries to finally solve their body
environmental influences that shape your issues may eventually suffer a disorder called
physical self, including those from your social Body Dysmorphic Disorder.
networks, societal expectations, and cultural
practices. Those who are diagnosed with this
Family, being your first social group, forms a disorder are very much preoccupied by a
crucial foundation of your development, including perceived physical flaw that is either absent or so
that of your physical self. trivial that only the one suffering from it sees it as
a problem, being so much distressed about it, that
In the Philippines, the construction of local daily routines are affected (Wilhelm, 2006).
standards of beauty can be traced from our
Body image disturbance. BID is an important Embracing your Physical Self.
aspect of several pathologies in psychology,
Embracing our physical selves entails affirming
particularly eating disorders.
each other regardless of our skin color, stature,
The perceptual component which refers to how and body mass index. We are supposed to
we accurately perceive our body size, also known celebrate the authentic us, where we do not need
as body size estimation, and; to hide our physical flaws and to resist the
demands of a deprecating, image driven, society.
The attitudinal component which refers to how
Beauty must be celebrated in diversity.
we think and feel about the size and/or shape of
their body, which if not correctly processed, will
result to body dissatisfaction (Greene, 2011).

Anorexia is defined as a serious mental illness

where people are of low weight due to limiting
their energy intake.
 Some people with anorexia may experience
cycles of bingeing (eating large amounts of
food at once) and then purging.

THE FILTERED SELF

 The advent of social media put pressure on us

to look even better.
 The more we approve of the filtered us, the
more that we disregard our real, unfiltered
physical selves.

These are ways into achieving Physical Well-

being:
1. Healthy eating. Following a healthy diet
result in healthy skin, ideal weight, and
better stamina.
2. Embracing a healthy lifestyle. Physical
activities such as walking, running, going to
the gym, and engaging in sports also
contribute to a healthier body.
3. Maintaining proper hygiene. Taking care
of your body by consistently following a
hygiene regimen can also help you feel
good about yourself.
4. Being confident. Be secure in yourself,
embrace a positive outlook toward various
situations and problems, and love and
accept who you are.

Culture is one big chunk in helping

analyze our self-understanding. Remember, the
self, as a social being, is influenced by his culture.

Body adornment is the practice of

enhancing the body through styling and
decorating the hair and fingernails, painting the
body, wearing jewelry and clothing.
  Learning Occurs as a Result of
Experience.
 The learning process begins when you
have a new experience, whether that is
reading a new word, listening to
someone explain a concept, or trying a
new method for solving a problem.
 Learning Can Affect Attitudes,
Knowledge, or Behavior.
 There's far more to learning than "book
learning." Yes, you can learn new
words, concepts, and facts. But you
can also learn how to do things and
Lesson 7: Learning and Goal how to feel about things. It's important
to remember that learning can involve
Setting both beneficial and negative behaviors.
 Learning is a natural and ongoing part
What is Learning? of life that takes place continually,
Learning is a relatively permanent or lasting both for better and for worse.
change in behavior resulting from one’s Sometimes learning means becoming
experiences. more knowledgeable and leading a
 It is the acquisition of information, better life. In other instances, it means
knowledge, and skills. When you think of learning behaviors that are
learning, it's easy to focus on formal education detrimental to health and well-
that takes place during childhood and early being.
adulthood. Brain and Behavior Changes
 It is an ongoing or continuous process that
takes place throughout the entire life of a  Sensory memory - is the first stage of
person. memory that holds the incoming information
for a few seconds or less.
 Learning Is an Active Process. Even if  Short-term memory - holds small amounts of
you learn something relatively quickly, it information for brief period of time. It acts as
is still a multi-step process. To learn, temporary storage for small amounts of
you must encounter new information, pay information.
attention to it, coordinate it with what you  Long-term memory - is the permanent
already know, store it in your memory, and storage of meaningful information.
apply it.
"active learning" is often used to Types of Long-term memory:
describe an interactive process, such as
1. Explicit memories (declarative memories)
doing a hands-on experiment to learn a
include all of the memories that are available in
concept rather than reading about it.
the consciousness which, is divided into episodic
"passive learning" (reading a text, memory (specific events) and semantic memory
listening to a lecture, watching a movie) is (knowledge about the world).
still learning, and can be effective. 2. Implicit memories include procedural
 Learning Leads to Lasting Change. memory, which involves memories of body
 Learning means retaining the movements and how to use objects in the
knowledge that you gained. If you see environment.
that new vocabulary word in another Types of Learning
context, you will understand its
meaning. You just refresh your 1. Behaviorism- learning is acquired through
memory on how to fix it, but you have change in behavior.
some knowledge of what to do.
2. Cognitivism- a higher level of learning pat. When the puppy misbehaves, you scold
involving thinking, knowing, and him and do not offer affection. Eventually, the
understanding. reinforcement leads to an increase in the
3. Constructivism - Individuals construct new desired behaviors and a decrease in the
ideas and concepts based on prior knowledge unwanted behaviors.
and experiences.
Learning Through Observation.
How Learning Works.  Psychologist Albert Bandura noted that
Learning Through Classical Conditioning. many types of learning do not involve any
 Learning through association is one of the conditioning and, in fact, evidence that
most fundamental ways that people learn new learning has occurred might not even be
things.3 Russian physiologist Ivan Pavlov immediately apparent. Observational
discovered one method of learning during learning occurs by observing the actions and
his experiments on the digestive systems of consequences of other people’s behavior,and
dogs. He noted that the dogs would naturally obligations in their lives. Hobbies, goals, and
salivate at the sight of food, but that eventually people can all be connections that influence
the dogs also began to salivate whenever they learning.
spotted the experimenter’s white lab coat.
Later experiments involved pairing the sight
of food with the sound of a bell tone. After The Different Learning Styles
multiple pairings, the dogs eventually began to
salivate to the sound of the bell alone. VARK model
 Classical conditioning or Associative  Visual, Auditory, Read/write and Kinesthetic
learning is a type of learning that takes place learning styles
through the formation of associations. An
unconditioned stimulus that naturally and Visual Learners
automatically triggers a response is paired  Visual learners should take notes using pictures,
with an neutral stimulus. Eventually, an charts, and graphs. They should also develop and
association forms and the previously neutral use a consistent system of color-coding to signify
stimulus becomes known as a conditioned important information. Take notes or make a list
stimulus that then triggers a conditioned while listening to directions. If needed, sit close to
response. the instructor to watch their facial expressions or
gestures.
Learning Through Operant Conditioning or Study strategies: Review and organize information
instrumental learning frequently using visual cues such as underlining and
highlighting; summarize written information using
 The consequences of your actions can also charts, graphs, or timelines; keep track of due dates
play a role in determining how and what you and assignments in a convenient place; use class notes
learn. Behaviorist B.F. Skinner noted that to find a pattern of organization that instructors may
while classical conditioning could be used to use; create blank forms or charts to use during lectures.
explain some types of learning, it could not
Test-taking strategies: When taking a test, visual
account for everything. Instead, he suggested learners should "dump" formulas and diagrams on the
that reinforcements and punishments were test and attempt to recall an image of the study
responsible for some types of learning. When materials. For essay tests, they should use scratch
something immediately follows a behavior, it paper to plan and organize responses. During
can either increase or decrease the likelihood application tests (math or sciences), visual learners can
that the behavior will occur again in the future. use a color-coding system while solving. If a visual
This process is referred to as operant learner gets stuck, he or she should write down any
conditioning. For example, imagine that you related information to help trigger recall.
just got a new puppy, and you would like to Auditory Learners.
begin training it to behave in specific ways.
 Auditory learners should read out loud so they can
Whenever the puppy does what you want it to
hear the text and record lectures instead of (or
do, you reward it with a small treat or a gentle
 perhaps in addition to) taking notes. These learners II. SETTING GOALS FOR SUCCESS
benefit most from using mnemonic devices to
recall information. Discussing ideas with another Importance of Goals.
person is a great method of learning for auditory
 Goals are the aims of an action.
learners!
 Goal setting is the process of achieving these
Study strategies: One of the best ways auditory goals.
learners can retain information is to make an audio CD  It motivates a person to develop strategies that
by recording themselves speaking the information. enable him or her to perform at the required goal
Auditory learners can then replay that information at level.
any time to listen and learn. Another good idea is to
have someone verbally review information with these 1. Goals serve as directive function - direct attention
learners. Use a study group to practice writing answers and effort towards goal relevant activities.
to old exam questions or predict exam questions and 2. Goals have an energizing function - high goals
give the responses out loud. lead to great efforts
3. Goals affect persistence - When faced with a
Test-taking strategies: If auditory learners are difficult goal, it is possible to work faster and more
struggling to answer a question, imagine talking with intense for a short period of time or to work slowly and
the examiner. They should ask for clarification if they less intense for a long period of time.
don't understand written directions or questions. For 4. Goals affect actions indirectly be leading to the
take-home essay tests, talk through responses before discovery or use of task relevant knowledge and
writing. strategies.
Kinesthetic Learners. Setting a goal encourages achievement and being
motivated, focuses one’s acquisition of knowledge,
Classroom strategies: Kinesthetic learners should
helps a person organize time and makes the most out
choose instructors who use real-life examples and
of his or her resources, and builds self-confidence such
applications or hands-on approaches. They should
that the person recognizes his or her ability and
keep their desks clear of distracting objects and sit in a
competence in achieving the goals.
part of the classroom that offers the fewest
distractions. Kinesthetic learners should always take SMART goals
notes, draw what they are learning whenever possible,
and use a consistent color-coding system while taking  First outlined in 1981 by George T. Doran in
notes. volume 70, issue 11 of Management Review.
 In his article, titled "There's a S.M.A.R.T. Way to
Study strategies: Kinesthetic learners should practice,
Write Management's Goals and Objectives," he
practice, practice. They can also work in a study group
described how business goals should have a
or use a tutor to develop models, experiments, and
meaningful effect on an organization by being
study aids. When using flashcards, kinesthetic learners
measurable and achievable.
can organize them spatially by grouping or
categorizing them or create a moveable concept map SMART is a best practice framework for setting goals.
from notes. These learners should always divide work Setting goals must be:
into short study sessions with a break or reward in-
between them. Another strategy is for them to refine S – Specific. Goals should be simple, clear, and well-
and expand notes by adding color-coded examples. defined. It means identifying specifically, what needs
Finally, kinesthetic learners should take practice exams to be done to accomplish a goal or even a task.
in an exam-like setting to create a physical memory M – Measurable. This means having a way or manner
that is tied to content. of measuring or tracking one’s progress towards
Test-taking strategies: They should do a data dump accomplishing a goal.
as soon as they get the test and add to it as needed. A – Attainable. This is described as setting goals that
They can chew gum to create movement! If they are are achievable or that can be accomplished within a
having trouble remaining focused, they should get up certain period of time.
and stretch or walk around periodically (if allowed!).
Drawing or doodling while trying to recall information R – Relevant. It is necessary that when setting goals,
or recalling what they were doing or the movements one must also identify the importance of why the task
they made while studying the material is also effective. or goal is being accomplished.
T – Time-bound. Goals shout be set with a clearly  refers to whether a person believes that qualities
defined timeline or plan as to when a task or goal must such as intelligence and talent are either fixed or
be accomplished changeable traits.
 Carol S. Dweck proposed the mindset theory to
Locke's Goal-Setting Theory
understand the effects of the beliefs that a person
 Edwin A. Locke and his colleagues suggested that has on the nature of intelligence.
more specific and difficult goals lead to an  Fixed mindset is the person believes that
improvement in performance than easier or general intelligence or talent are qualities that are inborn,
goals. fixed, and unchangeable.
 He proposed five basic principles of goal-setting:  Growth mindset is the person believes that
clarity, challenge, commitment, feedback, and task intelligence or talents are qualities that can be
complexity. developed through effort, commitment, and hard
work.
Establishing goals allows you to clarify your ideas,
focus your efforts, use your time and resources wisely,
and increase your chances of achieving your future
1. Clarity - when a goal is clear, the person has career and life goals. Having a high level of self-
an understanding of a task and knows what is efficacy can help you change your perspective on
exactly required thus, avoiding or eliminating stressful issues.
confusion. goal is clear and specific, with a
definite time of completion
2. Challenge - challenging goals can improve
one’s performance through motivation and
increases self-satisfaction. make each goal a
challenge.
3. Commitment - it is the degree to which an
individual is attached and is determined to
achieving a goal. the harder the goal, the more
commitment is required
4. Feedback - it allows a person to adjust the
expectations and helps to determine one’s
progress or if a goal is being met. provides
opportunities to clarify expectations, adjust
goals and gain recognition
5. Task Complexity - overly complex goals can
become overwhelming, thus affecting the
productivity and motivation of a person.
ensure that the work does not get too
overwhelming.

Self-Efficacy.
 It is a person's belief in his or her own abilities in
facing challenges and completing tasks.
 People with a strong sense of self-efficacy form a
strong interest and commitment in the activities in
which they participate and view challenges as
tasks that can be mastered.
 People with a weak sense of self-efficacy avoid
challenging tasks. They view difficult tasks and
situations are beyond their capabilities and focus
on failures and negative outcomes.

Mindset
 1. Acute stress - is a type of stress that comes
quickly and unexpectedly but requires a
response. For instance, an exam that you do
not feel adequately prepared.

2. Chronic stress - is a type of stress that tends

to occur on a regular basis. It may leave the
person feeling drained and can lead to
burnout if not managed.

3. Burnout - is a result of the prolonged chronic

stress in situations that leave people with a
feeling of lack of control over their lives.

Lesson 8: Stress, Coping and

Self-Care B. Sources of Coping and Strength

A. What is stress? Coping is the process of attempting to manage

 The term “stress”, as it is currently used, was the demands created by stressful events.
coined by Hans Selye in 1936, who defined it
as “the non-specific response of the body to Coping Strategies are any actions you take to
any demand for change”. manage and reduce stress in your life, in a way
that isn't going to be harmful or detrimental in the
 Stress can cause mental health problems, long term.
and make existing problems worse. For
example, anxiety or depression. Types of Coping strategies:
a. Problem-Focused Strategies - aims to
 Mental health problems can cause deal with the cause or source of the
stress. You might find coping with the day-to- problem or stress, such as researching a
day symptoms of your mental health problem, problem or by learning management skills
as well as potentially needing to manage in solving it. Basically speaking, problem-
medication, heath care appointments or focused (or solution-
treatments, can become extra sources of stress. focused) coping strategies aim to eliminate
sources of stress or work with the stressors
What are the signs of stress? themselves.

Stress is a response experienced when a person b. Emotion-Focused Strategies - addresses

encounters a threatening situation. the feelings and emotions associated with
the stressor. Emotion-focused coping
STRESSORS- are the events or conditions that focuses on regulating
put stress on an individual. negative emotional reactions to stress such
 When the person feels stressed, the body as anxiety, fear, sadness, and anger.
experiences a collection of changes known as
a stress response or fight-or-flight response. C. What Is Self-Care?
 It is a collection of physiological changes that
occur when the person encounters a perceived Self-care describes a conscious act a
threat or situations where the person feels the person takes in order to promote their own
demands outweigh his or her resources to cope physical, mental, and emotional health. It
successfully. compasses just about anything you to do be good
to yourself.
Types of Stress:
In a nutshell, it’s about being as kind to yourself  Are you taking charge of your health?
as you would be to others.  Are you getting enough exercise?

There are many forms self-care can take. It Social Self-Care

could be ensuring you get enough sleep every  Socialization is key to self-care.
night or stepping outside for a few minutes for  Close connections are important to your
some fresh air. well-being. The best way to cultivate and
maintain close relationships is to put time
Self-care is vital for building resilience and energy into building your
toward those stressors in life that you can't relationships with others.
eliminate. When you've taken steps to care for
your mind and body, you'll be better equipped to Mental Self-Care
live your best life.  Mental self-care also involves doing things
that help you stay mentally healthy.
It's important to assess how you're caring Practicing self-compassion and acceptance,
for yourself in several different domains so you for example, helps you maintain a healthier
can ensure you're caring for your mind, body, and inner dialogue.
spirit.
Mental self-care includes doing things that
keep your mind sharp, like puzzles, or learning
 Essentially, the term describes a conscious act about a subject that fascinates you. You might
a person takes in order to promote their own find reading books or watching movies that
physical, mental, and emotional health. inspire you fuels your mind.
 It is about being as kind to yourself as you
would be to others. Here are a couple of questions to consider when
you think about your mental self-care:
The Need for Self-Compassion  Are you making enough time for activities
 Compassion is to show love, concern, and that mentally stimulate you?
empathy with others experiencing difficulty.  Are you doing proactive things to help you
 Self-Compassion is the ability to direct the stay mentally healthy?
same emotions towards the self or within.
 Kristin Neff, describes the three elements of Spiritual Self-Care
self-compassion as:  Nurturing your spirit, however, doesn't have
to involve religion. It can involve anything
a. self-kindness;
that helps you develop a deeper sense of
b. recognizing the fact that people are
meaning, understanding, or connection with
imperfect; the universe.
c. mindfulness.
Different Types of Self-Care As you consider your spiritual life, ask yourself:
 What questions do you ask yourself about
Physical Self-Care your life and experience?
 Are you engaging in spiritual practices that
 Physical self-care includes how you're fueling
your body, how much sleep you're getting, you find fulfilling?
how much physical activity you are doing,
and how well you're caring for your physical Emotional Self-Care
needs.  Emotional self-care may include activities
 Attending healthcare appointments, taking that help you acknowledge and express your
medication as prescribed, and managing your feelings regularly and safely.
health are all part of good physical self-care.
It's important to have healthy coping skills
When it comes to physical self-care, ask to deal with uncomfortable emotions, like anger,
yourself the following questions to assess whether anxiety, and sadness.
there might be some areas you need to improve:
 Are you getting adequate sleep?
When assessing your emotional self-care
 Is your diet fueling your body well?
strategies, consider these questions:
  Do you have healthy ways to process your  Devise self-care strategies: Think about
emotions? some activities that you can do that will
 Do you incorporate activities into your life help you feel better in each of these areas
that help you feel recharged? of your life. Spending time with friends
or developing boundaries, for example,
can be a way to build healthy social
Why Is Self-Care Important? connections.
 Plan for challenges: When you discover
According to the World Health that you're neglecting a certain aspect of
Organization (WHO), self-care is important your life, create a plan for change.
because it can help promote health, prevent  Take small steps: You don't have to
disease, and help people better cope with illness. tackle everything all at once. Identify one
small step you can take to begin caring for
Specific forms of self-care have also been yourself better.
linked to different health and wellness benefits,  Schedule time to focus on your needs:
including a longer life. Exercise, finding a sense Even when you feel like you don't have
of purpose in life, and sleep have all been time to squeeze in one more thing, make
connected to an increased lifespan. self-care a priority. When you're caring for
all aspects of yourself, you'll find that you
Top 6 Benefits Of Self Care are able to operate more effectively and
efficiently.
 Better productivity
 Better physical health
 Increased self- knowledge
 Improved resistance to disease
 Enhanced self esteem
 More to give
Develop Your Self-Care Plan
An effective self-care plan should be
tailored to your life and your needs. Customizing
your own self-care plan can act as a preventative
measure to make sure that you don't get
overwhelmed, overstressed, and burned out.

 Assess which areas of your life need some

more attention and self-care.
 reassess your life often.
 As your situation changes, your self-care
needs are likely to shift too.

As you are building your self-care plan, the

following steps can be helpful:

 Assess your needs: Make a list of the

different parts of your life and major
activities that you engage in each day.
Work, school, relationships, and family are
some you might list.
 Consider your stressors: Think about the
aspects of these areas that cause stress and
consider some ways you might address
that stress.