Understanding the Self (1st Term, AY 2019-2020)

MANAGING AND CARING

FOR THE SELF
LEARNING TO BE A
BETTER STUDENT
LEARNING Establishing effective study habits
TO BE A SETTING TAKING
BETTER GOALS FOR CHARGE OF
STUDENT SUCCESS ONE’S
HEALTH

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Learning and Performance Brain Changes during Learning

 Learning refers to change in

behavior potentiality

 Performance refers to the translation

of this potentiality into behavior.

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Stress and Performance Learning Types

 A low degree of stress is Rote Learning
associated with low learning without understanding
performance e.g. memorization
 High stress can set the
system into fight-or-flight Rational Learning
mode which leads to less learning with understanding
brain activity in the cortical
areas where higher-level
learning happens Motor Learning
the adaptation of movement to stimuli
 Moderate levels of cortisol relating to speed and precision of
tend to correlate with the performance.
highest performance on
tasks of any type.

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Learning Types Basic Principles of Learning

Associational Learning
is learning through Recency . Most recent Frequency. Knowledge Vividness. Learning is
establishing impression or encountered most proportional to
RELATIONSHIP. association is more often is more likely to vividness of the
likely to be recalled. be recalled. process.

Appreciational Learning
process of acquiring attitudes, ideas, Exercise. Using what Readiness. Readiness
satisfaction and judgment concerning has learned will help to learn is proportional
values as well as the recognition of worth
its likelihood to be to the efficiency of
and importance which learner gains from
recalled. learning.
activities.

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Improving One’s
Study Habits
1. Attend all classes.
2. Take good notes.
3. Study your lessons and other
reading materials daily.
4. Research to improve your
background in the course.
5. Develop a list of possible
questions. SETTING GOALS FOR SUCCESS
6. Ask questions in class. Determining the sense of goal-setting, motivation, self-efficacy and good mindset
7. Avoid a last minute cram session,
and sleep at least 8 hours the
night before the exams.
8. Eat nutritious food.

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Goals
 Observable and measurable end result of
several objectives that are to be accomplished
in a given time frame
 Desired results or outcomes one wishes to
achieve

Vision vs. Goals

 Vision is an idea of what you want to be or
what you want to do
 Goals are more specific:“what do I need to do
to reach my vision”

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Are GOALS important? Goal Setting Theory

 Guide to act (Edwin Locke and Gary Latham)
 They determine, what you Goal setting is essentially linked to task
want to do, where you performance.
want to go.
Specific and challenging goals along with
appropriate feedback contribute to
 Motivates one’s behavior higher and better task performance.
 Energizes people to move. Goals indicate and give direction to a
 No goal = No motivation person about what needs to be done and
(They give us direction and how much effort is required to be put in.
purpose).
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S - Specific M - Measurable
Your goal should be clear and specific, otherwise you Setting measurable goals is important in order to track
won't be able to focus your efforts or feel truly motivated your progress and stay motivated.
to achieve it.

Six “W” questions: When you measure your progress, you stay on track,
reach your target dates, and experience the exhilaration
 Who: Who is involved?
of achievement that spurs you on to continued effort
 What: What do I want to accomplish? required to reach your goal.
 Where: Identify a location. To determine if your goal is measurable, ask questions
 When: Establish a time frame. such as:
 Which: Identify requirements and constraints.  How much? How many?
 Why: Specific reasons, purpose or benefits of  How will I know when it is accomplished?
accomplishing the goal.

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A – Action Plan R – Relevant

 Goals need to be realistic and  Relevant goals must also be
achievable for it to be successful. applicable to the present
 Goals should also motivate you to situation and aligned to the
stretch your abilities towards proper vision you set.
planning.
 You will further begin to identify  Your goal matters to you
different resources that can bring you
closer to it.

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T – Time Bound Human Motivation

(Abraham Maslow)
 Every goal needs a
deadline, this will motivate
Maslow describes these needs as
“being arranged in a hierarchy of
you and help you focus prepotency”, with physiological
toward your goal. needs making up the bottom of the
pyramid
PREPOTENT: they must be satisfied
or mostly satisfied before higher
level needs become activated

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Maslow’s Hierarchy of Needs Maslow’s Hierarchy of Needs

(Basic, Psychological and Self-fulfilment needs) (Deficiency and Growth Needs)

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Social Cognitive Theory Social Cognitive Theory

(Albert Bandura) Process of Goal Realization
Albert Bandura's Social Cognitive Theory
emphasizes how cognitive, behavioral,
personal, and environmental factors
interact to determine motivation and
behavior.
Self-efficacy is the belief we have in our
own abilities, specifically our ability to
meet the challenges ahead of us and
complete a task successfully.
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Growth Mindset Theory

(Carol Dweck)
According to Carol Dweck, individuals can be placed on a
continuum according to their implicit views of "where
ability comes from".
Dweck states that there are two categories (growth TAKING CHARGE OF
ONE’S HEALTH
mindset versus fixed mindset) that can group individuals
based on their behaviour, specifically their reaction to
failure.
Those with a "fixed mindset" believe that abilities are Managing one’s health through awareness of the nature of stress and self-care strategies
mostly innate and interpret failure as the lack of
necessary basic abilities, while those with a "growth
mindset" believe that they can acquire any given ability
provided they invest effort or study.

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Stress Positive vs. Negative Stress

EUSTRESS DISTRESS
 An internal alarm system, the body’s
 Positive stress  Negative stress
response to a real or perceived threat  Can help you achieve your goals  Can result when there is too
 A combination of a (1) stressor and a  Research suggest that much pressure or trauma and
(2) stress response acceptable levels of stress may you are unable to cope with it
 The body’s and mind’s reaction to even help you to focus and
everyday demands and threats; a concentrate better
part of daily life
 Can be useful or harmful, energizing
or exhausting
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Categories of Stressors General Adaptation Syndrome

1. Environmental stressors – poverty,
pollution, crowding, noise, or natural
disasters
2. Cognitive / thinking stressors – how a
person perceives a situation (e.g., exams,
problems)
3. Personal behavior stressors – negative
reactions in the body and mind caused by
using drugs or not exercising
4. Life situation stressors – having a relative
or pet die, parents who separate or divorce
Understanding the Self
UNIT 3: Managing and Caring for the Self
(Hans Selye)
THE BODY’S RESPONSE TO STRESS
 When you perceive a situation or event to
be a threat, your body begins a stress
response
 How your body and mind react is your
STRESS RESPONSE
Understanding the Self UNIT 3: Managing and Caring for the Self

General Adaptation Syndrome General Adaptation Syndrome

(Hans Selye) (Hans Selye)
 The Nervous system and Endocrine
system become active during the
body’s response to stressors STAGE 1 – ALARM STAGE
 The body’s response is largely  The body and mind go on high alert  FIGHT
involuntary or automatic OR FLIGHT RESPONSE
 It happens in THREE STAGES and can  Initial symptoms of stress
occur whether the stress is physical or Heart rate, breathing, and energy increase
emotional, positive or negative:
 The Hypothalamic-Pituitary-Adrenal (HPA) axis
1. ALARM will be triggered
2. RESISTANCE
 Release of cortisol, adrenaline and
3. EXHAUSTION/FATIGUE norepinephrine

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Understanding the Self (1st Term, AY 2019-2020)
General Adaptation Syndrome
(Hans Selye)
STAGE 2 – RESISTANCE STAGE
 If the stressor is prolonged, the stage of
resistance occurs
 The body struggles to work against the
stress and cope, trying to repair and return
to its normal state
 People in extremely high-stress situations
have been known to accomplish incredible
feats of strength
Understanding the Self
The stress response systems’ effects on the body
Understanding the Self
UNIT 3: Managing and Caring for the Self
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General Adaptation Syndrome
(Hans Selye)
STAGE 3 –EXHAUSTION/FATIGUE STAGE
 Fatigue resulting in a tired feeling that lowers one’s
level of activity
1. Physical Fatigue may occur at the end of a long day
or after exercise
2. Pathological Fatigue is tiredness brought on by
overworking the body’s defenses in fighting disease
(anemia, the flu, being overweight, and having poor
nutrition can cause fatigue)
3. Psychological Fatigue can result from constant
worry, overwork, depression, boredom, and
isolation
Understanding the Self UNIT 3: Managing and Caring for the Self
Stress and Personality Types
 Personality is another factor in how you handle stress
Type A & B (Meyer Friedman & Ray Rosenman)
 The Type A personality is described as a competitive,
high achieving personality type most likely to develop
heart disease or other significant health problems
 The Type B personality is seen as a “laid back”, non-
competitive personality type less likely to suffer from
heart disease
.
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Stress and Personality Types Psychoneuroimmunology

Type C (Lydia Temoshok & Henry Dreher)  Psychoneuroimmunology is the study of the
interaction between psychological processes
 Type C people tend to be very pleasant and try to keep
and the nervous and immune systems of the
the peace but find it difficult to express emotions,
human body.
especially negative ones.
 It is based on the prediction that an individual’s
Type D (Johan Denollet)
psychological state can influence their immune
 Type D people have the tendency to experience system via the nervous system.
increased negative emotions across time and situations
 This perspective provides a scientific basis for
and tend not to share these emotions with others,
the ‘mind over matter’, ‘think yourself well’
because of fear of rejection or disapproval.
and ‘positive thinking, positive health’
approaches to life.

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Stressed ka na ba? How do I say “im stressed”?

How Filipinos express “stress”

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Definition of Stress in Filipino
Ang tensiyon (stress) ay isang emosyonal at pisikal na reaksiyon sa
pagbabago.
Understanding the Self
Social and Cultural:
The Compliant Filipino
“Hiya”
Filipinos are very aware of the opinions
of others and what people think of
them
Understanding the Self
UNIT 3: Managing and Caring for the Self
UTANG NA LOOB
Debt of gratitude
Can cause stress as it refutes
unconditional positive regard
UNIT 3: Managing and Caring for the Self
PAKIKISAMA
The pressure to conform causes stress
(Zhang, Deng, Yu, Zhao, and Liu, 2016)
UNIT 3: Managing and Caring for the Self
Social & Cultural Dimensions of Stress
among Filipinos
SOCIAL STRESS
• Exposure to stressful life
events or social
environments
• Negative physical and
psychological outcomes
• Physical illness and
lower mental health
Understanding the Self UNIT 3: Managing and Caring for the Self
Social and Cultural:
Filipino Social Values
Karangalan Katarungan Kalayaan
Filipinos are sensitive to attacks Lack of justice causes stress Absence of “Freedom and
on their own self-esteem and mobility” causes stress
dignity
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Understanding the Self (1st Term, AY 2019-2020)

Social and Cultural: Stressors: Filipinos in general (CNN Poll 2017)

Confronting Stress, Filipino-style 4.15 %
Pregnancy

14.5 % 12.46%
Money Personal
Relationships

Bahala Na Lakas ng Loob Pakikibaka

"God will take care of things.“
Improvisatory skills of Filipinos
Understanding the Self
Courage in the face of difficulties Recognizing one’s convictions 1.19 %
and uncertainties Resistance or concurrent clashes 2.67 % Social Media
Health
reasons
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Stressors: Filipino College Students Stress and Social Media

▪ maintaining network of Facebook friends
Academics (difficulty of subject matter) ▪ feeling jealous of well-documented and
well-appointed lives
Workload ▪ addictive crafts on Pinterest
▪ status updates on Twitter
Time management ▪ “fear of missing out” on activities in the
Others: Responsibilities due to being one’s own lives of friends and family
Financial problems
Extracurricular activities
Parental pressure on academic performance
After graduation plans
Peer relationships

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Stress Responses: Stress Responses:

Affective Cognitive
• Most frequent: Fear & Anxiety • Most frequent: Worrying &
• Fear Catastrophic thinking
• academic expectations
• thinking that courses in the
(others / self)
university are highly difficult and
thus, easy to fail. • responsibilities to accomplish
from expectations
• Anxiety and doubts can be
powerful sources of stress which • Another Stressor:
can further aggravate one’s state Socialization

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Stress Responses: Strategies in Managing Stress

Behavioral SELF-CARE is “the practice of
• negative responses
(smoking, doing drugs,
activities that a mature person
social withdrawal, over initiates and performs, within a
or under eating, and time frame, to promote and
escape or avoidance) maintain personal well-being,
• positive behaviors or healthy functioning, and
resolve it (exercise,
singing, studying)
continuing development
throughout life” (Orem, 2001)
• physiological stress
responses
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Understanding the Self (1st Term, AY 2019-2020)

What is SELF-CARE? Long-term benefits of self-care

SELF-CARE IS SELF-COMPASSION 1. Self-care boosts resilience
Self-compassion describes a positive 2. Self-care can maximize protective
and caring attitude of a person factors and minimize the risk factors
toward her- or himself in the face of 3. Self-care can strengthen our
failures and individual shortcomings character
It is defined as a healthy attitude
4. Self-care is a good preventive
toward oneself and is assumed to
influence individuals’ evaluations of measure
potentially threatening situations (Neff,
2003)
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Is self-care selfish?
Why is it difficult to
practice self-care? It is actually
selfish not to
self-care, and by
caring for
ourselves we are
truly caring for
everyone.

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Understanding the Self (1st Term, AY 2019-2020)

Is this self-care? Is this self-care?

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Caring for Focus on how you

yourself in little talk to yourself!
ways
People are already
It is simply cruel enough to each
other, please at
looking after and least try to be kind
prioritizing to yourself
yourself
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Understanding the Self (1st Term, AY 2019-2020)

What is your SELF-LOVE LANGUAGE? Stop apologizing, start thanking!

QUALITY TIME PHYSICAL TOUCH ACTS OF SERVICE I’m sorry that I’m always late Thank you for waiting for me
Spending time on the things you Doing yoga or other exercises Give yourself what you need
love Massage + Pampering when you need it I’m sorry for being so sensitive Thank you for being accepting of
Hobbies / creative time Learning to love your body Serve a higher power
Having solitude Take care of your basic needs
me
Meditation I’m sorry that I always mess up Thank you for being patient when
Taking yourself on dates
I make a mistake
RECEIVING GIFTS WORDS OF AFFIRMATION I’m sorry that you have to help Thank you for doing me a favor
Investing in yourself Using your words to build yourself up me so much
Spending money on your hobbies Positive self-talk
Buying yourself little gifts Daily affirmations / mantras I’m sorry for talking so much Thank you for listening to me
Journaling
Being your biggest cheerleader

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Things to remember: Types of Self-care

You are important

You are so loved and you matter
Your wants and needs are valid.

Your boundaries
are important
You are allowed
and worth It’s okay to ask for help
to say “no”
respect

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