12/8/2019

THE SPIRITUAL
SELF
AB JOURNALISM 2B
SARCIA, Glydel SALLE, Queenie
VISTA, Linda RUSTIA, Helen
Antonette
MARCOS, Alleah
PANALIGAN, Richann Kaye Marie

THE CONCEPT OF
SPIRITUALITY

I. The Spirit and the Soul

II. The Filipino Traditional Understanding of Soul

Prepared by:
SALLE, Queenie T.

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i. The spirit and the soul

Spiritual Self – who we are at our core. It is subjective and the most
intimateself.
Speaks quality of relationship with God, self, others, institutions and
God’sentire creation.
William James – Ability to argue and discriminate, of one’s moral
sensibilityand conscience,and ofour unconquerablewill.
Green– Spiritualityis purerthanall othersentimentsofsatisfaction.
Divine/Sacred– higherthingsin life
Spirituality:
• Deepensfaithand deepercommunionwiththe Divine.
• Apathof directandpersonalconnectionwith theDivine.

i. The spirit and the soul

• Embracesall faiths, social and political ideologies.
• A healing process that leads to personaldevelopment.
L. Mercado – the spirit in the Hebrew language is ruach or
pneuma in Greek which means “breath” (especially the
breathof life.)
Spirit:
• dispositionof an individual
• a person’s habitual attitude
• ethical factor which adds the new dimension of
relationshipwith God

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i. The spirit and the soul

• enables man to serve God and to participate in the supernatural
order.
Jas(2:26)– spiritasthe “life-givingpartofman.”

Soul – nephesh in Hebrew or psyche in Greek that originally mean

“throat” or “neck”, which means “human life,” in animating the
principlesof nature.
• will,mind,the seatof emotion,conscience
• “naturalman”
• nonphysical aspect of a person, the complexity of human
attributes
• manifests as the conscious thought, feeling and will, regarded as
distinctfrom thephysicalbodyandit ishidden.

ii. The Filipino traditional

understanding of the soul
Demetrio,“TheSoulAccordingto theIndigenousFilipino”:
Twoexistenceofsoul:
• Physical that is connected to the human
body
• Spiritualthat existonitsown
• Kadkadduwa (Ilokano, derived from ‘kadduwa’) – companion.
[from root word “duwa” meaning “two.” [constant, inseparable
partner]
Termsusedfor“soul”
• Tagalog– kaluluwa
• Bagobos– gimokud
• Bukidnons– makatu

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ii. The Filipino traditional

understanding of the soul
• Ilokanos– kadkadduwa/kararwa(insidephysicalbody)
• Illongos– dungan(alive)andkalag (dead)
• Visayans– Dungan(willpower)
• Cebuano– kaluha
• Mindoro– karadwa/kalag
• KankanaysofCordillera– ab-abiik
• Ibanags– ikararua” (MarianoGatan’sterm)

• Mangoggakao – a ritual to invite the soul back to the body

(Mercado,1994)

LOOB AND
PERSONHOOD
PREPARED BY:
VISTA, Linda

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LOOB AND PERSONHOOD

• In the contemporary Filipino understanding of self, we
have concept of Loob and Personhood.

• LOOB – The inner self or inner being is the core of one’s

personhood and where the true worth of the person lies.
-It is what makes one what he is and who he
is.
-It is a term used to described a person’s
relationship with others.

LOOB AND PERSONHOOD

• According to Mercado (1994), “A purified kalooban is
supported by prayer. This loob that had been continually
purified and strengthened acquires commitment to the
cause of the individual.
• This happens through prayers, abstinence from certain
kinds of food or comforts, and sexual abstinence.
• Constant prayer and religious exercises are ways to
purify the loob.
• One of the most popular sacrifices done by some
Filipino Catholics is the “Penitensia”
• Covar in Mercado’s book, The Filipino mind says that “
The use of amulet (anting-anting) may also be a source
of power

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LOOB AND PERSONHOOD

• Contemporary psychology has defined the person by his
relationship with others and such is done by describing
what sort of loob he has such as “Magandang Loob or
Masamang Loob”

• Magandang Loob - A person is said to be Magandang

Loob or Mabuting Loob if he relates well and positively
with others.

• Masamang Loob - A person is said to be Masamang

Loob if he is of bad character . He relates negatively with
others.

LOOB AND PERSONHOOD

GOD’S KAGANDAHANG LOOB

• The Filipino concept and value, (Kindness, Generosity,
Benevolence, Helpfulness) can be a very appropriate
description of who God is for Filipinos.
• It is the quality of BEING which has its root in the very
heart of a person and which is given expression in the
totality of one’s life of interrelationship .
LOOB AND PRAYER
• Prayer – said to be “the first expression of man’s interior
-truth”
It is also the very zone of creature hood which is the
substratum of ideas, feelings and behaviors.

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FINDING AND
CREATING MEANING
PREPARED BY:
ALLEAH A. MARCOS

finding and creating

meaning
Viktor Emil Frankl – Psychiatrist who developed
Logotheraphy
“ Meaning is something to discover rather than to
invent”
• Life is an existential vacuum- the inability to find or create
meaning in life.
- Life is empty, meaningless, purposeless,
aimless, adrift, and so on.
- We fill our lives with “busy-ness”, conformity,
conventionality, anger, hatred and even attempts to
destroy what we think is hurting us, a neurotic
“vicious cycle”

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FINDING AND CREATING

MEANING
THREE WAYS OF DISCOVERING MEANING IN LIFE ( V.
Frankl)
1. Experiential Values
2. Creative Values
3. Attitudinal Values

• Experiential Values - Experiencing something or

someone we value.
Ex. The love we feel towards another – family,
friends, relatives and workmates.

FINDING AND CREATING

MEANING
• Creative Values - Providing oneself with meaning by
becoming involved in one’s project or in the project of one’s
own life.
- Creativity and passion in art, music, writing, inventions,
and work.
• Attitudinal Values - Achieving meaning by way of
suffering.
- Include practicing virtues, bravery, a good sense of
humor, and the like.
- Ultimate goal is self-transcendence in spiritual realm.

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THE PRACTICE OF RELIGION

• Religion – Beliefs and behaviors related to supernatural
beings and powers.
- Organized systems of ideas about the spiritual sphere, along
with ceremonial practices; our way of relating with the
supernatural or the DIVINE.
Functions of Religion to man
1. It has significant effect on happiness and overall sense
of personal well-being. (Stark,R.,1971)
2. Regular religious attendance led to less
psychological distress. (Williams,D.1970)
3. Young people see love as central aspect of the meaning
of life;
(Thomas, D.)

THE PRACTICE OF RELIGION

4. The cohabitation rate is seven times higher among

persons who seldom or never attend religious services
compared to those who frequently attend.
(Larson, D.)
• Therefore, the practice of religion is beneficial to
individuals, families, states and nation.

• Religion is a powerful agent of social change.

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RITUALS, MAGIC, AND

WITCHCRAFT
PREPARED BY:
RICHANN KAYE MARIE PANALIGAN

RITUALS, MAGIC, AND

WITCHCRAFT

• Rituals - are patterned forms of behavior that have

something to do with the supernatural realm'
- Performed in repetitive nature.
- They can be religious or secular.
Ex. The case of Vegans of Phuket, Thailand

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RITUALS, MAGIC, AND

WITCHCRAFT

Such ritual is described as:

A. 'tuob' - ( process of purification)
B. 'pagtawag' - (invocation)
C. 'pangamuyo' - (entreaty)
D. 'bayad' - (offering)
E. 'Kan- on' - (feast)

RITUALS, MAGIC, AND

WITCHCRAFT
• Magic- It is commonly referred to as “Tricks”
and “illusions” that make impossible things
seem to happen.
- It is used in many cultures for healing, keeping
away evil, seeking the truth and for vengeful
purposes.
• Witchcraft – commonly understood as
‘kulam’
-refers to the idea that certain people have an
inborn power to harness spirits or energies for
specific purposes.
- It is widely considered as evil.

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WHAT THE BIBLE SAYS ABOUT RITUALS,

MAGIC, AND WITCHCRAFT

• Such acts contrary to this such as ascribing powers to

amulets, magic, rituals witchcraft and others , are
considered idolatrous and unacceptable .
• It is a violation of the very first commandment of God.
• Submission to practices such as kulam, magic and others
may not lead us to the “ONE,TRUE GOD” the source of all
powers.

SPIRITUAL SELF
PRESENTED BY: SARCIA, GLYDEL
RUSTIA, HELEN
ANTONETTE

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SOME WORLD RELIGIOUS BELIEFS

AND PRACTICES
World’s major religions
• BUDDHISM
Beliefs
• believes that life is not a bed of roses; there are suffering,
pain, and frustrations.
• the habit of wanting to experience the goodness of life and
avoid disappointments is called reactive cycle- of wanting
and hating, like and dislike, and craving and aversion.
• reactive cycle can be broken through practice of
meditation, acquiring more wisdom and deeper
understanding, and acceptance of things.

Custom and Practices

Two Types of Meditation Practices:
 Samatha- practiced as mindfulness of breathing and
development of loving-kindness (Metta Bhavana).
 Vipassana- aim at developing insight into reality.
 Dharma- acquiring wisdom through Buddha's
teaching.
CHRISTIANITY
Beliefs
• believe in Trinitarian God, one God in three personas:
God the Father (Creator), God the Son (Savior), and God
the Holy Spirit (Sustainer).
• eternal life after death will be achieved through faith in
Jesus Christ.
• the Holy Bible is a selection of books, which divided into
two; the Old Testament and New Testament.
Testament

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Customs and Practices

 Sacrament of Baptism- symbolizes the birth in Christian World.
 Sacrament of Communion- is an act of remembrance of Jesus
Christ’s sacrificial love.

Two Major Celebrations:

 Christmas: December 25, commemorates the birth of Jesus
Christ
 Resurrection (Easter Sunday), celebrates the resurrection of
Jesus Christ from death.

HINDUISM
Beliefs
• believes that existence is a cycle of birth, death/rebirth, governed
by Karma.
• Karma- is a concept where the reincarnated life will depend on
how the past life was spent.
• Vedas- are sacred scriptures of Hindus.
• Mahabharata and Ramayana, two important texts of Hindus.

Customs and Practices

Festivals:
 Diwali- festival of Lights
 Navrati- is the festival of nine nights

ISLAM
Beliefs
• believe in Allah, who is their ‘One God.’
• they believe in the unity and universality of God.
• Muslims also have a strong sense of community or
‘ummah’ and awareness of their solidarity.
• Islam means ‘willing submission to God.’
• believe that Mohammed is the last and final prophet sent
by God.
• the Holy Book of Islam is called Quran- taught to be
recited in Arabic.

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Customs and Practices

Two Major Festivals:
 Eidul
Eidul--Fitr:
Fitr: celebration at the end of Ramadan’
 Eidul
Eidul--Adha: is celebrated within the completion of the
Pilgrimage, the Hajj.
Hajj.

JUDAISM
Beliefs
• believe in the God of Abraham, the same God that
liberated he Hebrew slaves from Egypt to Canaan- the
Promised Land
• believes in the coming of Messiah, the savior.
Sacred Scripture:
Torah or the Law
• the guide of Jewish living
• study and interpreting of Torah is part of Jewish culture

Customs and Practices

Five Festivals:
1. Rosh Hashanah
Hashanah-- New Year
2. Yom Kippur
Kippur-- Day of Atonement
3. Pesach
Pesach-- Passover
4. Shavuot
Shavuot-- Pentecost
5. Sukkot
Sukkot-- Tabernacles, Jewish Sabbath

Religious beliefs, rituals, practices, and customs

are all part of the expression of the spiritual self.

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THE POLITICAL
SELF MEMBERS:
MARY ROSE ALMIŃE
MIECKA BERNARTE
JANN MARIE KRISTEL A. BORROMEO
ARVIN BORSIGUE
LEA C. CATER
SHERINA JOY M. MALTO

WHO IS A FILIPINO?

• According to the 1987 Philippine Constitution,

Filipino citizens are “…those whose fathers and
mothers are citizens of the Philippines, those born
before January 17, 1973, of Filipino mothers who
elect Philippine citizenship upon reaching the age of
majority, and those who are naturalized in
accordance with law.”

• Filipino’s culture and history have also greatly

influence the manner Filipinos learn, live, and
behave to date.

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І. FILIPINO VALUES AND TRAITS

POSITIVE VALUES AND TRAITS
• THE FILIPINO HOSPITALITY
- Filipinos welcome their guests as if they are their own
brothers and sisters.
• RESPECT FOR ELDERS
- Filipinos greet their elders by kissing their hand while
saying “Mano po” and constantly using “po” and “opo”
in conversations.
• CLOSE FAMILY TIES
- Filipinos maintain a tight relationship with their
families regardless if the children are old enough and
already have families of their own.
• CHEERFUL PERSONALITY
- Filipinos have a habit of smiling and laughing a lot.

• SELF-SACRIFICE
- The self sacrificing attitude of Filipinos can be seen as
an extension of the Filipino hospitality.
• BAYANIHAN
- Is the spirit of communal unity and cooperation of
Filipinos.
NEGATIVE VALUES AND TRAITS
• “BAHALA NA” ATTITUDE
- The phrase is said to have originated from “Bathala na,”
where Bathala means God, and the phrase meaning
leaving everything into God’s hands.
• COLONIAL MENTALITY
- Is regarded as the lack of patriotism and the attitude
where Filipinos favor foreign products more than their
own.

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І. FILIPINO VALUES AND TRAITS

• “MAŃANA” HABIT
- This is the Filipino term for procrastination
• “NINGAS KUGON”
- Refers to the attitude of eagerly starting things but
quickly losing eagerness soon after experiencing difficulty.
• PRIDE
- Filipinos hold on to their pride as if they are more
precious than keeping a good relationship with loved ones.
• CRAB MENTALITY
- Toxic trait among Filipinos where one resents the
achievement of another , instead of feeling happy for that
person.
• FILIPINO TIME
- They tend to not observe punctuality altogether.

І. FILIPINO VALUES AND TRAITS

• KATAPATAN
(True to one’s promise)
• KATAPANGAN
(Courage)
• PAGKAMAKABAYAN
(Patriotism)
• PAKIKIPAGKAPWA-TAO
(Being faithful to the goodness of the other)

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FILIPINO MARKERS
1. PROVERBS OR SALAWIKAIN

 Sayings that conveys lessons and reflections on

Filipino practices, beliefs, and traditions.

EXAMPLE:
• “Kung may tiyaga, may nilaga”- means that hard
work will be rewarded if one is persistent.

FILIPINO MARKERS
2. SUPERSTITIONS

 Influenced by beliefs from their culture that are

passed down from generation to generation

EXAMPLES:
• Woman singing while cooking will end up a
spinster.

• Avoid taking pictures in threes as one in the center

will die

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FILIPINO MARKERS
3. MYTHS AND LEGENDS

 The stories of myths and legends aimed to explain

the origin of things, at the same time, teach a
valuable lesson

EXAMPLE:

• The origin of pineapple fruit(legend)

FILIPINO MARKERS
4. HEROES AND ICONS

 Heroes serve as a reminder of true patriotism and

nationalism as they have sacrificed their lives for
the sake of their country’s freedom and progress.

EXAMPLES:
Heroes
• Jose Rizal
• Andres Bonifacio
Icons
• Many Pacquio
• Lea Salonga

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ІІ. ESTABLISHING A DEMOCRATIC CULTURE

1973 MARCOS CONSTITUTION

- After 13 years under Martial Law the people became

fed up with so much corruption, injustice, and violence
that eventually led to EDSA REVOLUTION.

 The historical bloodless EDSA People Power

Revolution guided the promulgation of the 1987
Constitution.

DEMOCRACY
 Is a Greek word composed of two parts; “demos”
means the people and “kratos” means rule.
The rule of the people.

 Is described as the awareness and understanding

that the self and community are both the
foundation of democratic practice and the result of
it.

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ATTRIBUTES OF DEMOCRACY
 Empowerment of the people
 Consultation
 Popular decision-making
 Total development
 Delivery of services
 Fair and impartial justice system
 Accountability of public officials
 Promoting respect for the rights of others
 Concern for their welfare
 Unity
 Justice and equity

HOW TO BE A GOOD FILIPINO

1. BE AN ACTIVE FILIPINO CITIZEN.

2. STUDY THE PHILIPPINE HISTORY.
3. SUPPORT LOCAL PRODUCTS
4. SPEAK THE FILIPINO LANGUAGE
5. DO NOT SPREAD FAKE NEWS AND BE
DEMOCRATIC IN ENGAGING WITH DISSENT

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THE CODE OF
CITIZENSHIP AND
ETHICS
By Manuel L. Quezon

CODE OF CITIZENSHIP AND ETHICS

1.Have faith in divine providence that guides the destinies
of men and nation.
2.Love your country for it is the home of your people, the
seat of your affections, and source of your happiness and
well-being. Its defense is your primary duty. Be ready at all
times to sacrifice and die for it if necessary.
3.Respect the constitution which is the expression of your
sovereign will. The government is your government. It has
been established for your safety and welfare. Obey the laws
and see that they are observed by all and that public
officials comply with their duties.
4.Pay your taxes willingly and promptly. Citizenship implies
not only rights but also obligations.
5. Safeguard the purity of suffrage and abide by the
decisions of the majority

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CODE OF CITIZENSHIP AND ETHICS

6. Love and respect your parents. It is your duty to serve
them gratefully and well.
7. Value your honor as your life. Poverty with honor is
preferable to wealth with dishonor
8. Be truthful and honest in thought and action. Be just and
charitable, courteous but dignified, in your dealings with
your fellowmen
9. Lead a clean and frugal life. Do not indulge in frivolity or
pretense. Be simple in your dress and modest in your
behavior.
10. Live up to the noble tradition of our people. Venerate
the memory of our heroes. Their lives point the way to duty
and honor.
11. Be industrious. Be not afraid or ashamed to do manual
labor. Productive toil is conducive to economic security and
adds to the wealth of the nation.

CODE OF CITIZENSHIP AND ETHICS

12. Rely on your own efforts for your progress and
happiness. Be not easily discouraged. Persevere in the
pursuit of your legitimate ambitions.
13. Do your work cheerfully, thoroughly and well. Work
badly done is worse than work undone. Do not leave for
tomorrow what you can do today
14. Contribute to the welfare of your community and
promote social justice. You do not live for yourselves and
your families alone. You are part of the society to which
owe definite responsibility.
15. Cultivate the habit of using goods made in the
Philippines.
Patronize the products and trades of your countrymen.
16. Use and develop our national resources and conserve
them for posterity they are the inalienable heritage of our
people . Do not traffic with your citizenship.

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12 LITTLE THINGS WE CAN

DO FOR OUR COUNTRY
By Alexander Lacson

12 LITTLE THINGS WE CAN DO FOR OUR COUNTRY

1. Follow traffic rules. Follow the law.

2. Always ask for an official receipt.
3. Don’t buy smuggled good. Buy local. Buy Filipino
4. Speak positively about us and our country
5. Respect your traffic officer, policeman and other
public servants
6. Throw your garbage properly. Segregate. Recycle.
Conserve.
7. Support your church.

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8. During elections, do your solemn duty.

9. Pay your employees well.
10. Pay your taxes
11. Adopt a scholar or a poor child
12. Be a good parent. Teach your kids to love our
country.

DONE, THANK YOU!

THE DIGITAL SELF:

SELF & OTHER
IN CYBERSPACE
GROUP 3

ORDONA, Joy Antoinette. BUE, Iseabel

ARAMBULO, Jillian. DEMONTEVERDE, Jane.
NERIC, Eliakim. LOZADA, Jonafaith. ORDIALES, Jobel

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we are living in a DIGITAL AGE and

other than face to face reaction, we have
interactions involving technology -
cellular phones, computers & other
gadgets.
thus, we build our DIGITAL
SELF.

ONLINE IDENTITY
Implies that there is a distinction between how
people present themselves online and how they do
offline.
ANY SPLIT BETWEEN “ONLINE” & “OFFLINE”
IS NARROWING (Marwick, 2013):

1. People today use social media primarily to

communicate with people they know in “real life”
contexts.

2. Wireless networking & portable devices makes it

easy too access social media as part of day-to-
day life rather than to formally “log on” in the
internet.

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Based on the Figure 1, the number of digital users worldwide increases. Global
internet penetration has now surpassed 50% over the past 12 months

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1. ONLINE IDENTITY AND

'SELF' IN CYBERSPACE:
(I, ME, MYSELF AND
MY USER ID ONLINE
IDENTITY)

1. ONLINE IDENTITY AND 'SELF' IN CYBERSPACE:

(I, ME, MYSELF AND MY USER ID ONLINE IDENTITY)

ONLINE IDENTITY
• the sum of your characteristics and interactions
• each website you visit has a different picture of who you
are and what you do

Note:
Sometimes the different representations of you are called
as partial identity because not of your visited websites have
the full and true picture of who you are.
INTERNETSOCIETY.ORG (2011)
• Your online identity is not the same as your real-world
identity
• The characteristics you represent online differs from the
characteristics you represent in the physical world

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INTERNETSOCIETY.ORG (2011)

• Each website you visit has its own idea of your identity
• Each website you visit sees you and your characteristics
differently

(BOYD, 2010; WYNN AND KATZ, 1997; PAPACHARISSI,

2002; BAYM, 2010)

"Online, most research on identity focused on self-

presentation."
“Social media like social network sites, blogs and online
personals require users to self-consciously create virtual
depiction of themselves.”

One way of Understanding such Self-

Representation
Is the information and materials people choose to show
others on Facebook or Twitter profile stream.

identity is also expressed through interacting with others

over messenger or email.

(MARWICK, A. 2013)
Due to few identity cues available online, the digital
information such as the typing speed, nickname, email
address provided by a person can be used to make inference
about them.

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HOW DO YOU BUILD YOUR ONLINE

IDENTITY?

2. SELECTIVE SELF-
PRESENTATION
& IMPRESSION MANAGEMENT

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2. SELECTIVE SELF-PRESENTATION
& IMPRESSION MANAGEMENT

• Characteristics showing behaviors designed to convey an

image about ourselves to other people and to influence the
perception of others.

• Explains why our behaviors change if we notice that we are

being watched or observed.

• It can also change depending on who we are interacting

with or what is going to be acceptable to others.

Digital Self: we carefully choose representation or

expression of one’s real world to the online world

Self-presentation (Goffman (1959) and Leary

(1995))
• "Process of controlling how one is perceived by other
people”
• Key to relationship inception and development
• Construct positive images, individuals selectively provide
information about them
Anything posted online is considered “public”, no matter
what our “privacy" settings are.
PERSONAL IDENTITY
It is the interpersonal level of self which differentiates the
individual as unique from other

SOCIAL IDENTITY
It is the level of self whereby the individual is identified by his
or her group memberships.

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BELK (2013):
Sharing ourselves is no longer new since it has been long
practiced in the beginning of time.

• users of Facebook or other social media platforms, tend to

update more their social media friends more than their
immediate family.

• Diaries that were once used to be “private” are not posted

online as blogs, which can be viewed by anyone.

In older family albums, the photographer is not often included

in photos, whereas in this modern day, they can now be
included by taking “selfie” or “groupies” (Mendelson and
Papacharissi, 2011).

According to Schwarz (2010)

• We have entered an extraordinary era of self-portraiture.
• Blogs and webpages are used for greater self-reflection
and self-presentation.
• Facebook and other social media are key part of self-
presentation for 1/6 of humanity, says research

Labreque, Markos and Milne 2011 and et al.

Warned the people about the phenomenon of
“oversharing”.
Gershon (2010)
Teenagers and adults are sharing more intimate details with
their partners like passwords.

Impression:
Positive - Ultimate act of intimacy or trust.
Negative -Ultimate expression of paranoia and distrust with
the partner.

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Effects of too much public revelations or lack of

privacy:
• Vulnerability
• Leading to compulsive checking of newsfeed/likes to
be constantly updates
• “Fear of missing out” or FOMO
• Self-confidence is becoming dependent to people’s
likes and shares of one’s posts.
• “Disinhibition Effect” or the lack of restraint when
communicating (Ridley 2012; Suler 2014)

Negative Impact of Self-revelation:

• Lack of face-to face or personal interaction.
• Anonymity can cause “flame” or conflict to others.
• Causes people to believe that they are able to express
their “true self” better online (Taylor 2002)

Positive Impact of Self-revelation:

• Can be therapeutic for others, especially when

accompanied with self-reflection (Morris, et al. 2010)

• According to Foucault (1998), confession along with

contemplation, self-examination and learning are part
of the “technologies of the self” through which we seek
to purge and cleanse ourselves.

Note:
• We should have a “filtering system” to information that we share
online.
• Think before we post something in order to prevent conflicts.

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3. IMPACT OF ONLINE INTERACTIONS

ON THE SELF

3. IMPACT OF ONLINE INTERACTIONS ON THE SELF

(Rilling, Sanfey, Gronson, Nystrom, & Cohen, 2004)

Online interaction does not require cognitive or emotional
involvement, making our interaction with it much easier.

Is it true that Facebook provides opportunities for

increased identity development? Yes!
Research suggests that young users report increased self-
esteem and general well being following the instances of
positive feedback on social media networks.
HOWEVER, online interactions cannot reveal our true
feelings and can decrease people’s happiness levels.

We cannot control our self-presentations on online

interactions and this may be both beneficial and harmful to
the individual.

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POSITIVE IMPACT OF SOCIAL MEDIA AND

ONLINE INTERACTION ON THE SELF

 Social media sites inform and empower individuals to

change themselves and their communities.

 Increased self-esteem when receiving many likes and

shares.

 Boost one’s moral and feelings of self-worth

NEGATIVE IMPACT OF SOCIAL MEDIA AND ONLINE

INTERACTION ON THE SELF

 Extensive online engagement is correlated with personality

and brain disorders like poor social skills, ADHD,
narcissistic tendencies, a need for instant gratification
and addictive behaviors and other emotional distress
like depression, anxiety, and loneliness.

 Low self-esteem due to the risk of being exposed to

cyberbullying and cyberpornography.

 occupied in giving attention to social media than in

keeping their customs and practices.

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4. EXTENDED SELF IN A DIGITAL

WORLD
(RUSSEL W. BELK)

4. EXTENDED SELF IN A DIGITAL WORLD

(RUSSEL W. BELK)
BELK Five changes emerging from our current digital
age:
1. DEMATERIALIZATION
-Things are disappearing right before our eyes
-The question is, ‘’can we gain status or an enhanced sense
of self from virtual possessions?’’
Belk proposes four functions of Virtual Consumption:
1. Stimulates consumer desire for both material and virtual
goods
2. Actualizes possible daydreams such as those of wealth
and status by enacting them in video games
3. Actualizes impossible fantasies such as being a
magician of space pirate with magical objects
4. Facilitates experimentation such as being a criminal in a
video game.

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BELK Five changes emerging from our current digital

age:

2. REEMBODIMENT
- Characterized as the ‘’breakout of the visual’’ online,
leading to new ‘’constructions’’ and definitions of the self in
the virtual world where online games, blogs, web pages,
photo and video sharing sites, internet sites are possible;

- we are disembodied and re-embodied as avatars, sharing

identity with the chosen avatar virtually.

BELK Five changes emerging from our current digital

age:

3. SHARING
-Uploading, downloading, sharing, etc. provide free access of
information through web surfing. Ex. In Facebook, fb friends know
more about our daily activities, connections, and thoughts than our
immediate families.

- There is loss of control due to sharing-uncontrolled sharing of

information by online participants of friends; restrictions are not
observe.

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BELK Five changes emerging from our current digital

age:

4. CO-CONSTRUCTION OF SELF
- Our digital involvement is social in nature.
Ex. Our blogs invite comments, social interaction, which help
in constructing our individual and joint extended sense of self
as the new version of Cooley’s ‘’Looking Glass Self Theory’’
known as the collaborative self.

- The effects of this is seeking affirmation.

Friends also help to co-construct and reaffirm each other’s
sense of self trough postings, tagging, and comments.

BELK Five changes emerging from our current digital

age:

5. DISTIBUTED MEMORY
-In digital world, there is a new set of devices and
technologies for recording and archiving our memories.

-Our Identity is not to be found in behavior nor in the

reactions of others, but in the capacity to keep a
particular narrative going, done by continually
integrating events in the outside world into our ongoing
story about the self.

Ex. Photos posted in the online world may not be

accurate of giving the memories, since the photos may just
be selected of happy times, and may not be sufficient to
tell stories.

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Summary of changes in digital self

With the proliferation of multiple online personas, the

core idea crumbles in digital world, the self is now
extended into avatars, which can affect our offline
behavior and our sense of self, from a more private to
public presentation of self which is now co-constructed
that can help affirm or modify our sense of self.

It is highly recommended that we set boundaries to

our online self.

5. BOUNDARIES OF THE ONLINE SELF: PRIVATE VS

PUBLIC;
PERSONAL VS. SOCIAL IDENTITY ONLINE; GENDER AND
SEXUAL ONLINE

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5. BOUNDARIES OF THE ONLINE SELF: PRIVATE VS

PUBLIC;
PERSONAL VS. SOCIAL IDENTITY ONLINE; GENDER AND
SEXUAL ONLINE
Setting Boundaries to your Online Self

 Stick to safer sites

 Guard your passwords
 Be choosy about your online friends.
 Remember that anything you put online or post on a
site is there forever, even if you try to delete it.
 Don't be mean or embarrass other people online.
 Limit what you share

5. BOUNDARIES OF THE ONLINE SELF: PRIVATE VS

PUBLIC;
PERSONAL VS. SOCIAL IDENTITY ONLINE; GENDER AND
SEXUAL ONLINE

Adolescents' online interactions - both a literal and

a metaphoric screen for representing major
adolescent development issues, such as sexuality and
identity.

Public nature of Internet chat rooms - provide an

open window to the expression of adolescent
concerns (Subramanyan, Greenfield & Tynes, 2004)

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5. BOUNDARIES OF THE ONLINE SELF: PRIVATE VS

PUBLIC;
PERSONAL VS. SOCIAL IDENTITY ONLINE; GENDER AND
SEXUAL ONLINE
 Research states that there are more gender-related
similarities in establishing as online self and blog use.

 Online self - is a good venue for gender expression

and sexuality (Huffaker,2004).

 There is no physical embodiment of gender or other

physical markets of identity (Subramanyan et,al
2004).

 Online Interactions - serve as an agency for

negotiating and expressing sexuality (Boonmongkon
et,al,2013).

5. BOUNDARIES OF THE ONLINE SELF: PRIVATE VS

PUBLIC;
PERSONAL VS. SOCIAL IDENTITY ONLINE; GENDER AND
SEXUAL ONLINE
 Age and sex are primary categories to which people
are assigned but in online identity, these are not
evident and non explicit. (Brewer & Lui, 1989).

 Interactions online are important sources of sexual

information for teens (Borzekowski & Ricket,2007;
Ward 2004).

Yet extra care with full sense of accountability must be

observed in the use of the social media to protect the
self.

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thank you
GROUP 3

ORDONA, Joy Antoinette.

BUE, Iseabel
ARAMBULO, Jillian.
DEMONTEVERDE, Jane.
NERIC, Eliakim.
LOZADA, Jonafaith.
ORDIALES, Jobel

MANAGING
AND CARING
FOR THE
SELF
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LEARNING TO BE A
BETTER PERSON
AND STUDENT
BY:
ANTONIO, ANDREA
BERJUEGA, CHRISTIAN
CARRETAS, BERNADINE
DADO, ANGELICA
GARDUQUE, KENT ARKY
LANIOG, JOHN MICHAEL
JOURNALISM2B

Learning to be a better person entails

learning how to handle brain and the
corresponding behavioral changes that it
undergoes.

Learning can be owed to the cerebrum,

since it is where higher-order functions
like memory and reasoning occur.

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Ford (2011)
Its tasks become apparent in behavior as
each area accomplished its functions in
hearing, speech, touch, short term memory,
language and reasoning abilities.
Learning happens through a network of
neurons where sensory information is
transmitted by synapses along the neutral
pathway and stored temporarily in a short-
term memory, a volatile region of the brain
that acts like receiving center for the flood
of sensory information we encounter in our
daily lives.

Stevens (2014)
Emphasized that changes in the brain
allow for faster, stronger signalling
between neurons as the brain gains new
skill, but the best way to speed up those
signals is to slowly introduce new
information to the head.

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METACOGNITION

METACOGNITION
Livingston (1997); Papaleontiou-Louca
(2003)
Metacognition is commonly defined as
“thinking about thinking”.

Meichen 1985 in American Institute for

Research 2010
It is the awareness of the scope and
limitations of your current knowledge
and skills.

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METACOGNITION
American Institutes for Research (2010)
 Due to this awareness, metacognition enables
the person to adapt their existing knowledge
and skills to approach a learning task, seeking
for the optimum result of the learning
experience.

Papaleontiou-Louca (2003)
 Is also not limited to the thinking process of
the individual. It also includes keeping one’s
emotions and motivations while learning in
check.

METACOGNITION

The emotional state and the motivation

of a person then should also be in the
preferred ideal state for that person in
order to further facilitate his or her
learning.

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METACOGNITION
Pierre Paul Gagné (2009)
Enables students to be more active in
their learning. For example to mobilize
all their resources in order to have
successful learning experiences. In order
to do this, they must know how they
learn and be aware of the steps that are
followed and the means that are used to
acquire knowledge, solve problems, and
perform tasks.

Here are some examples of Metacognition:

• A student learns about what things help
him or her to remember facts, names,
and events.
• A student learns about his or her own
style of learning.
• A students learns about which strategies
are most effective for solving problem.

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ASPECTS OF METACOGINITION
Self-Appraisal
Is your personal reflection on your
knowledge and capabilities.

Self-Management
Is the mental process you employ using
what you have in planning and adapting
to successfully learn or accomplish a
certain task. (Paris and Winnograd 1990
in Papaleontiou-Louca 2003)

ELEMENTS OF
METACOGNITION
Metacognitive Knowledge
What you know about how you think.

Metacognition Regulation
How you adjust your thinking processes
to help you learn better. (American
Institutes for Research 200

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• Metacognitive knowledge several variables

that affect how you know or assess yourself
as a thinker:
1. Personal variable, which is your
evaluation of your strengths and weaknesses
in learning.
2. Task Variable, which is what you know or
what you think about the nature of the task,
as well as what strategies the task requires.
3. Strategy Variable, refers to what
strategies or skills you already have in dealing
with certain tasks. (American Institutes for
Research 2010)

• According to Waterloo Student Success

Office (n.d.), the following are other
skills that can help you in exercising
metacognition:
1. Know your limits
2. Modifying you approach
3. Skimming
4. Rehearsing
5. Self-Test

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 Many metacognitive strategies are

appropriate for use in the classroom
including:
• Thinking-Alouds
For reading comprehension and problem
solving.
• Organizational Tools
Such as checklists, rubrics, etc. for
solving word problems.
• Explicit Teacher Modelling
For math instruction.

COGNITIVE STRATEGIES
STRATEGY DEFINITION BENEFIT
Rehearsal Reciting items to be Believed to influence
learned from a list. the attention and
coding process. It does
not seem to help
students connect
current information
with prior knowledge.
Elaboration Summarizing and Believed to improved a
paraphrasing student’s ability to
store information into
the long-term memory
by building internal
connections between
items to be learned and
assisting with the
integration of new
information with prior
knowledge.

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STRATEGY DEFINITION BENEFIT

Organization Outlining Helps learners select
appropriate
information and make
the connections to be
learned.

Analyzing Problem-solving, Assists students with

critical thinking applying previous
knowledge to new
situations in order to
solve problems
and/or reach
decisions

4 TYPES OF METACOGNITION
LEARNERS
1. Tacit Learners
Are unaware of their metacognitive
processes although they know the extent
of their knowledge.

2. Aware Learners
Know some of their metacognitive
strategies but they do not plan on how
to use these techniques.

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3. Strategic Learners
As the name implies, strategize and plan
their course of action toward a learning
experience.

4. Reflective Learners
Reflect on their thinking while they are
using the strategies and adapt
metacognitive skills depending on their
situation. (Perkins 1992 in Cambridge
International Examinations 2015)

• The students is also enabled to

transfer knowledge from one
context into another. (Cambridge
International Examinations 2015)

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Strategies to develop metacognition

include:

• Share and model self-monitoring process

(e.g. proofreading).
• Explain and provide handouts regarding
particular strategies that may be
helpful.
• Clarify and model when particular
strategies are appropriate.
• Clarify why particular strategies are
appropriate.

TYPES OF LEARNING STRATEGIES

AND SUPPORTS:METACOGNITIVE
These are some basic metacognitive
aids or strategies:
• Connecting new information to
existing knowledge.
• Selecting thinking strategies
deliberately.
• Planning, monitoring, and evaluating
thinking processes.

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STUDY
STRATEGIES

Study Strategies and Learning Techniques

based on Meta Study evaluated by Dunlosky
et al. (2013)
1. PRACTICE OVER TIME. “Practice testing” refers to any
form of testing for learning which a student is able to do
on his or her own.
*Distributed Practice refers to distributing the learning over
time, not cramming.

2. QUESTIONING AND EXPLANATION

*Elaborative Interrogation is a complex name for a simple
concept-asking one’s self why something is the way it is or
a paticular concept or fact is true, and providing the
answer.

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*Self-Explanation refers to similar process, through

which the explanation might take the form of answering
why but also other questions as well as relating new
information to information which is already know.

3. PRODUCING SUMMARIES OF TEXTS. This is likely to

involve the reading and comprehension of text, as well
as the ability to identify the most important information
within it and to encapsulate it briefly in one’s own
words.

4. HIGHLIGHTING AND UNDERLINING PORTION OF

TEXT. This also includes rereading . Highlighting tended
to work better for students who were more adept at
identifying the crucial-to-be-remembered aspects of
text.

OTHER TIPS THAT YOU CAN USE IN

STUDYING ARE THE FF: (QUEENSLAND
UNIVERSITY OF TECHNOLOGY LIBRARY
N.D.):
1. Make an outline of the things you want to learn, the
things you are reading or doing, and/or the things
you remember.
2. Break down the task in smaller and more manageable
details.
3. Integrate variation in your schedule and learning
experience. Change reading material every hour and
do not put in similar topics together. Also include
physical activities in your planning.

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4. Try to incubate your ideas. First, write you draft

without doing much editing. Let the ideas flow. Then
leave your draft at least overnight or around 24 hours-
some even do not look at it for a week-and do something
else. After a given period, go back to your draft or
prototype and you might find a fresh perspective about
it. Sometimes, during incubation, you suddenly have
ideas to coming to you. Write them down in a notebook
first and do not integrate them into the draft yet.
Review what you have written when the incubation
period is done.

5. Revise, summarize, and take down notes, then reread

them to help you minimize cramming in the last minute,
especially when you have weakness in memorizing facts
and data.

6. Engage what you have learned. Do

something about it. On a reading material
for example, highlight keywords and
phrases, write you opinions about the
matter on a separate notebook, or create
a diagram or concept map.

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THAT WOULD
BE ALL,
THANK
YOU!!!

SETTING GOALS
FOR SUCCESS

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THE IMPORTANCE OF
SUCCESS
Conscious goals affect action, thus, a goal is the
object or aim of an action (Ryan, 1970 as cited
by Locke and Latham (2002)

Goals affect performance through four

mechanisms (Locke, 2002):
1. Goals serve a directive function; they
direct attention and effort toward goal-
relevant activities and away from goal-
irrelevant activities.

2. Goals have an energizing

function. High goals lead to great effort
than low goals.

3. Goals affect persistence.

When participants are allowed to

control the time they spend on a
task, hard goals prolong effort (LaPorte &
Nath, 1975, as cited by Locke &
Latham, 2002).

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Faced with a difficult goal, it is possible

to work faster an more intensely for a
short period or to work more slowly and less
intensely for a long period (Bryan & Locke,
1967, as cited by Locke & Latham, 2002).

4. Goals affect action indirectly by

leading to the arousal, discovery, and/or
use of task-relevant knowledge and
strategies. (Wood and Locke, 1990, as
cited by Locke and Latham, 2002).

ALBERT BANDURA’S SELF-

EFFICACY

“Your beliefs become your thoughts. Your

thoughts become your words. Your words
become your actions. Your actions
become your habits. Your habits become
your values. Your values become your
destiny.”
― Gandhi

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SELF-EFFICACY DEFINED
“Refers to belief in one’s capabilities to organize
and execute the courses of action required to
manage prospective situations.” (Bandura,
1995)

More simply, self-efficacy is what an individual

believes he/she can accomplish using his/her
skills under certain circumstances.

“People’s beliefs about their capabilities to

produce designated levels of performance that
exercise influence over events that affect lives.”
(Bandura, 1994, as cited by Weibell 2011)

PEOPLE WITH HIGH ASSURANCE IN THEIR

CAPABILITIES
1. Approach difficult tasks as challenges to be
mastered.
2. Set challenging goals and maintain strong
commitment to them.
3. Heighten or sustain their efforts in the face of
failures or setbacks.
4. Attribute failure to insufficient effort or deficient
knowledge and skills which are acquirable.
5. Approach threatening situations with
assurance that they can exercise control over
them.

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PEOPLE WHO DOUBT THEIR CAPABILITIES

1. Shy away from tasks they view as personal
threats.
2. Have low aspirations and weak commitment to
goals they choose to pursue
3. Dwell on personal deficiencies, obstacles they
will encounter, and all kinds of adverse
outcomes, rather than concentrating on how to
perform successfully.
4. Loosen their efforts and give up quickly in the
face of difficulties.
5. Are slow to recover their sense of efficacy
following failures or setbacks.
6. Fall easy victim to stress and depression.

FOUR MAIN
SOURCES OF
EFFICACY BELIEFS
(BANDURA, 1997)

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MASTERY EXPERIENCES
Also known as personal performance
accomplishments; are the most effective
way to create a strong sense of efficacy.

Positive example: if an individual performed well in a

previous job assignment, then they are more
likely to feel confident and have high self-efficacy
in performing the task when their manager
assigns them a similar task. The individual’s self-
efficacy will be high in that particular area, and
since he/she has high self-efficacy, he/she is more
likely to try harder and complete the task with much
better results.
Negative example: if an individual experiences a
failure, he/she will most likely experience a
reduction in self- efficacy. However, if these failures
are later overcome by conviction, it can serve to
increase self-motivated persistence when the situation
is viewed as an achievable challenge (Bandura,
1997).

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VICARIOUS EXPERIENCES
Done through observance of social models
that also influence one’s perception of self-
efficacy. The most important factor that
determines the strength of influence of an
observed success or failure on one’s own
self-efficacy is the degree of similarity
between the observer and the model.

Increase in self-efficacy example: mentoring

programs, where an individual is paired with
someone on a similar career path who will be
successful at raising the individual’s self-efficacy
beliefs. This is even further strengthened if both
have a similar skill set, so a person can see first-hand
what they may achieve.
Decrease in self-efficacy example: smoking
cessation program in which individuals witnessing
several people’s failure to quit, may worry about
their own chances of success, leading to low self-
efficacy for quitting; or a weight-loss program in which
others do not achieve the results you are hoping
for.

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VERBAL OR SOCIAL
PERSUASION
It is a “way of strengthening people’s beliefs that
they have what it takes to succeed.” When it is
effective in mobilizing a person to action, and their
actions lead to success, the enhanced self-
efficacy may become more permanent. It is
influenced by encouragement and discouragement
pertaining to an individual’s performance or ability
to perform.

Positive example: a teacher telling a student

“You can do it. I have confidence in you.”
Using verbal persuasion in a positive light
generally leads individuals to put forth more
effort; therefore, they have a greater chance at
succeeding.

Negative example: a teacher saying to a student

“This is unacceptable! I thought you could
handle this task,” can lead to doubts about
oneself resulting in lower chances of success.

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EMOTIONAL AND
PHYSIOLOGICAL STATES
The state a person is in will influence how he/she
judges self-efficacy. Stress reactions or tension are
interpreted as signs of vulnerability to poor
performance whereas positive emotions can boost
confidence in skills. Some examples of physiological
feedback are: giving a speech in a large group of
people, making a presentation to an important client,
taking an exam, etc. All of these tasks can cause
agitation, anxiety, sweaty palms, and racing heart.
Although this source is the least influential of the four,
it is important to note that if one is more at ease with
the task at hand he/she will feel more capable and
have a higher beliefs of self-efficacy.

CAROL DWECK’S
MINDSET

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MINDSET
A simple idea discovered by world-renowned
Stanford University psychologist Carol
Dweck in decades of research on
achievement and success.
Mindsets are beliefs, beliefs about one’s self
and one’s most basic qualities.

Fixed mindset believe that their traits are just

given. They have a certain amount of brains and
talents and nothing can change that. Believing
that their traits are carved in stone, creates an
urgency to prove themselves over and over.
Every situation calls for a confirmation of their
intelligence, personality, or character. Every
situation is evaluated (Dweck, 2006).

Fixed mindset creates an internal monologue that

is focused on judging: “This means I’m a loser.”
“This means I’m a better person than they
are.” “This means I’m a bad husband.” This
means my partner is selfish,” (Dweck, 2006).

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Growth mindset see qualities as things that

can be developed through dedication and
effort. An individual understand that no one
has ever accomplished great things without
years of passionate practice and learning. This
is based on the belief that their basic qualities
are things they can cultivate through their
efforts.
Although people may differ in every which way,
in their initial talents and aptitudes, interests or
temperaments, everyone can change and
grow through application and experience
(Dweck, 2006).

People with growth mindset are also

constantly monitoring what’s going on, but
their internal monologue is not about judging
themselves and others. Certainly they’re
sensitive to positive and negative information,
but they’re attuned to their implications for
learning and constructive action as reflected
in the questions: “What can I learn from
this? How can I improve? How can I help
my partner do this better?” (Dweck, 2006).

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FOUR SIMPLE STEPS TO

BEGIN CHANGING MINDSET

1. Learn to hear your fixed mindset “voice.”

2. Recognize that you have a choice.
3. Talk back to it with a growth mindset
voice.
4. Take the growth mindset action.

GOAL-SETTING
THEORY

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The best way to set goals is to look into

the pioneering research of Dr. Edwin
Locke, and another researcher who
studied the effect of goal setting in the
workplace, Dr. Gary Latham.

In 1990, Locke and Latham published their

seminal work, “A Theory of Goal Setting
and Task Performance.” They reinforced
the need to set specific and difficult goals.

FIVE PRINCIPLES
OF GOAL SETTING

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CLARITY
Clear goals are measurable and
unambiguous. When a goal is clear and
specific, with a definite time set for
completion, there is less
misunderstanding about what behaviors
will be rewarded.

CHALLENGE
One of the most important characteristics of
goals is the level of challenge. People are
often motivated by achievement, and they’ll
judge a goal based on the significance of the
anticipated accomplishment. When one
knows that what he/she does will be well
received, there is a natural motivation to do a
good job. When setting goals, make each
goal a challenge. If an assignment is easy
and not viewed as very important, then the
effort may not be impressive.

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COMMITMENT
Goals must be understood and agreed upon
if they are to be effective. It means that goals
should be consistent and in line with previous
expectations. The harder the goal, the more
commitment is required. If a goal is easy,
there’s no need for a lot of commitment to get
it done. Working on a difficult assignment
means more likely to encounter challenges
that require a deeper source of inspiration
and incentive.

FEEDBACK
This provides opportunities to clarify
expectations, adjust goal, difficulty, and
gain recognition. It is important to provide
benchmark opportunities or targets, so
individuals can determine for themselves
how they are doing.

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TASK COMPLEXITY
For goals or assignments that are highly
complex, take special care to ensure that the
work doesn’t become too overwhelming. People
who work in complicated and demanding roles
probably have a high level of motivation already.
However, they can push themselves too hard if
measures are not built into the goal expectations
to account for the complexity of task. It is
therefore important to do the following.
• Give the person sufficient time to meet
the goal or improve performance.
• Provide enough time for the person to
practice or learn what is expected and
required for success.

EDWIN A. LOCKE’S
GOAL SETTING
THEORY

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BIOGRAPHY
Locke was born on January 5, 1938.

He is Dean’s Professor (Emeritus) of

Leadership and Motivation at the Robert H.
Smith School of Business at the University of
Maryland, College Park.

He received his BA from Harvard in 1960 and

his PhD in industrial Psychology from Cornell
University in 1964 (Locke, 2017).

Locke has been elected a Fellow of the

Association for Psychological Science,
American Psychological Society, Academy of
Management, and has been a consulting
editor for leading journals.

He is also a writer and lecturer for the Ayn

Rand Institute and is interested in the
application of the philosophy of objectivism to
behavioral sciences (Locke, 2017).

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AWARDS
• Outstanding Teacher-Scholar Award at the
University of Maryland
• Distinguished Scientific Contribution Award of the
Society for Industrial and Organizational
Psychology
• Career Contribution Award from the Academy of
Management (Human Resource Division)
• Lifetime Achievement Award from the Academy
of Management (Organizational Behavior Division)
• James McKeen Cattell Fellow Award from the
American Psychological Society

GOAL SETTING THEORY

First studied by Dr. Locke in the middle of

1960s.

In 1996, he published another article entitled

“Motivation Through Conscious Goal
Setting.” The article is about his 30 years of
research findings on the relationship between
conscious performance goals and
performance on work tasks.

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Locke (1996) first described that the

approach of goal setting theory is based on
what Aristotle called final causality; that is,
action caused by a purpose.

It accepts the axiomatic status of

consciousness and volition. It also assumes
that introspective reports provide useful and
valid data for formulating psychological
concepts and measuring psychological
phenomena (e.g., purpose, goal,
commitment, self-efficacy.

GOAL ATTRIBUTES

Goals have both an internal and an

external aspect.

Internally, they are ideas (desired ends);

externally, they refer to the object or
condition sought (e.g., a job, a sale, a
certain performance level).

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Two broad attributes of goals are content

(the actual object sought) and intensity
(the scope, focus, and complexity, among
others of the choice process).

Qualitatively, the content of a goal is

whatever the person is seeking.
Quantitatively, two attributes of content,
difficulty, and specificity, have been
studied (Locke, 2017).

14 RESEARCH
FINDINGS
A research was made by Locke (2017)
under the article Motivation Through
Conscious Goal Setting.

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1. THE MORE DIFFICULT THE

GOAL, THE GREATER THE
ACHIEVEMENT.

The linear function assumes, however, that

the individual is committed to the goals and
possesses the requisite ability and
knowledge to achieve it. Without these,
performance does drop at high goal levels.

2. THE MORE SPECIFIC OR EXPLICIT

THE GOAL, THE MORE PRECISELY
PERFORMANCE IS REGUALTED.

High goal specificity is achieved mainly through

quantification or enumeration. Thus, it reduces
variance in performance, provided that the
individual can control his or her performance.
This is not to say that specificity is always
desirable, but only that it has certain effects.

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3. GOALS THAT ARE BOTH SPECIFIC

AND DIFFICULT LEAD TO THE HIGHEST
PERFORMANCE.

People do not actually do their best when they

try to do their best because, as a vague goal, it
is compatible with many different outcomes,
including those lower than one’s best. The
aspect of intensity that has been most studied
in goal setting research is that of goal
commitment – the degree to which the person is
genuinely attached to and determined to reach
the goals.

4. COMMITMENT TO GOALS IS MOST

CRITICAL WHEN GOALS ARE SPECIFIC
AND DIFFICULT.

When goals are easy or vague, it is not hard to

be committed to it because it does not require
much dedication to reach easy goals, and
vague goals can be easily redefined to
accommodate low performance. However,
when goals are specific and hard, the higher
the commitment is being required, which results
to a better performance.

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5. HIGH COMMITMENT TO GOALS

IS ATTAINED WHEN:

a. The individual is convinced that the

goal is important;
b. The individual is convinced that the
goal is attainable (or that, at least,
progress can be made toward it).

WAYS TO CONVINCE A PERSON THAT A

GOAL IS IMPORTANT . . .

• In most laboratory settings, it is quite

sufficient to simply ask for compliance after
providing a plausible rationale for the study.
• In work situations, the supervisor or leader
can use legitimate authority to get initial
commitment.
• Continued commitment might require
additional incentives such as supportiveness,
recognition, and rewards.

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Financial incentives may facilitate commitment

and performance, except when rewards are
offered for attaining impossible goals. Here,
performance actually drops.

Participation by subordinates in setting goals

leads to higher commitment than curtly telling
people what to do with no explanation, but it
does not lead to higher commitment than
providing a convincing rationale for an assigned
goal.

Self-set goals can be highly effective in gaining

commitment, although they may not always be
set as high as another person would assign.

Commitment can be enhanced by effective

leadership. Relevant leadership techniques
include:
• providing and communicating an inspiring vision;
• acting as role model for employees;
• expecting outstanding performance;
• Promoting employees who embrace the vision
and dismissing those who reject it;
• Delegating responsibility (ownership) for key
tasks;
• Goal setting itself can be delegated for capable,
responsible employees;
• Expressing (genuine) confidence in employee
capabilities;
• Enhancing capabilities through training; and
• Asking for commitment in public.

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6. IN ADDITION TO HAVING A DIRECT

EFFECT ON PERFORMANCE, SELF-
EFFICACY INFLUENCES:

• the difficulty level of the goal chosen or

accepted;
• commitment to goals;
• the response to negative feedback or failure;
and
• the choice of task strategies.

People with high self-efficacy are more

likely to set high goals to accept difficult,
assigned goals, to commit themselves to
difficult goals, to respond with renewed
efforts to setbacks, and to discover
successful task strategies. Thus, the
effects of self-efficacy on performance are
both direct and indirect.

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7. GOAL SETTING IS MOST EFFECTIVE WHEN

THERE IS FEEDBACK THAT SHOWS PROGRESS
IN RELATION TO THE GOAL.

When provided feedback on their own performance

or that of others, people often spontaneously set
goals to improve their previous best or beat the
performance of others simply as a way of
challenging themselves, but this is not inevitable.
The goal set may be higher or lower than the
performance level previously achieved. The effect of
performance feedback (knowledge of score)
depends on the goals set in response to it.

Feedback. For people to pursue goals

effectively, they need some means of
checking or tracking their progress toward
their goal. Sometimes this is self-evident
to perception. In such cases, deviations
from the path to the goal are easily seen
and corrected.

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8. GOAL SETTING (ALONG WITH SELF-

EFFICACY) MEDIATES THE EFFECT OF
KNOWLEDGE OF PAST PERFORMANCE ON
SUBSEQUENT PERFORMANCE.

When people receive negative performance

feedback, they are typically unhappy and may
also experience doubts about their ability.

According to Bandura, changes in self-efficacy

after experiencing failure may be affected by the
types of causal affirmative statements people
make.

Those who can sustain their self-efficacy

under such pressure tend to maintain or even
raise their subsequent goals, retain their
commitment, intensify their search for better
strategies, and thereby improve their
subsequent performance.

Those who lose confidence will tend to lower

their goals, decrease their efforts, and lessen
the intensity and effectiveness of their strategy
search.

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9. GOALS AFFECT PERFORMANCE BY

AFFECTING THE DIRECTION OF ACTION,
THE DEGREE OF EFFORT EXERTED, AND
THE PERSISTENCE OF ACTION OVER TIME.

A person who has a goal to maximize quality of

performance will focus more attention and
action on quality than on, for example, quantity
or speed. When there is conflict between two or
more goals, performance with respect to each
goal may be undermined.

Effort is roughly proportional to the judged

difficulty of the goal – which is why difficult
goals ordinarily lead to a higher performance
than easy goals.

Persistence refers to directed effort extended

over time. Harder goals typically lead to more
persistence than easy goals, because, given
the commitment, they take longer to reach and
may require overcoming more obstacles.

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These mechanisms operate almost

automatically, or at least routinely once a
goals is committed to, because most people
have learned by the age of six (6) that if they
want to achieve something they have to:
1. pay attention to it to the exclusion of
other things
2. exert the needed effort
3. persist until it is achieved

10. GOALS STIMULATE PLANNING IN

GENERAL. OFTEN, THE PLANNING
QUALITY IS HIGHER THAN THAT WHICH
OCCURS WITHOUT GOALS. WHEN PEOPLE
POSSESS TASK OR GOAL-RELEVANT
PLANS AS A RESULT OF EXPERIENCE OR
TRAINING, THEY ACTIVATE THEM
AUTOMATICALLY WHEN CONFRONTED
WITH A PERFORMANCE GOAL. NEWLY
LEARNED PLANS OR STRATEGIES ARE
MOST LIKELY TO BE UTILIZED UNDER THE
STIMULUS OF A SPECIFIC, DIFFICULT
GOAL.

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People recognize that goals require plans and

seek either to use what they already know or to
make new plans when they want to reach
goals. Sometimes such plans are quite
pedestrian.

When tasks are complex, a number of new

issues arise. Direct goal mechanisms are less
adequate than in the case of simple tasks for
attaining the goal. The path to the goal is less
clear, and there may be no relevant prior
experience or training which they can fall back
on. In such cases, people are forced to discover
new strategies; sometimes they do this poorly
especially if the goals are specific and difficult.

11. WHEN PEOPLE STRIVE FOR GOALS ON

COMPLEX TASKS, THEY ARE LEAST
EFFECTIVE IN DISCOVERING SUITABLE
TASK STRATGIES IF:

a. They have no prior experience or training on

the task;
b. There is a high pressure to perform well; and
c. There is a high time pressure (to perform
well immediately).

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GOALS AS MEDIATORS. Goals, along with

self-efficacy, might mediate the effects of
values and personality on performance.
There is a firm support for goals and self-
efficacy as mediators of feedback.
Feedback is most effective in motivating
improved performance when it is used to set
goals. Feedback alone is just information.
To act based on information, people need to
know or decide what it means – that is, what
significance it has.

12. GOALS (INCLUDING GOAL

COMMITMENT), IN COMBINATION WITH
SELF-EFFICACY, MADIATE OR PARTIALLY
MEDIATE THE EFFECTS OF SEVERAL
PERSONALITY TRAITS AND INCENTIVES
ON PERFORMANCE.

Goals and self-efficacy are the immediate

regulators of much human action, and these
goals and self-efficacy, therefore, reflect the
individual’s assessment of the value of
incentives and of the applicability of values and
traits to specific situations.

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SELF-MANAGEMENT. Goal-directed
actions and choices are not necessarily
“imposed” or even encouraged by
environments (e.g., organizational
demands). People have their own lives
by setting their own purposes and
working to achieve them.

13. GOAL-SETTING AND GOAL-RELATED

MECHANISMS CAN BE TRAINED AND/OR
ADOPTED IN THE ABSENCE OF TRAINING FOR
THE PURPOSE OF SELF-REGULATION.
Affect. Emotion is a type of automatic, partly
subconscious, psychological estimate – an estimate
of the relationship of things to oneself. More precisely,
emotions are the form in which one experiences
automatized value judgments – judgments of objects,
events, situations according to one’s standard or
values. Events and situation seen as threatening to
one’s values give rise to negative emotions (fear,
anxiety, dissatisfaction), whereas events and
situations seen as furthering one’s values produce
positive emotions (happiness, satisfaction, love).

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This seems paradoxical in the sense that

higher goals are more motivating than
lower goals in terms of effort and
performance, High goals require higher
standards of attainment compared to low
goals, making self-satisfaction harder to
achieve. At the same time, higher goals
require more effort, ability, and risk than
lower goals, thus limiting the number of
people who set their goals high.

14. GOALS SERVE AS STANDARDS OF

SELF-SATISFACTION, WITH HARDER
GOALS DEMANDING HIGHER
ACCOMPLISHMENTS IN ORDER TO
ATTAIN SEF-SATISFACTION THAN EASY
GOALS. GOALS CAN ALSO BE USED TO
ENHANCE TASK INTEREST, REDUCE
BOREDOM, AND PROMOTE GOAL
CLARITY. WHEN USED TO PUNISH OR
INTIMIDATE PEOPLE, HOWEVER, GOALS
INCREASE STRESS AND ANXIETY.

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GOAL-SETTING DILLEMAS. If hard or difficult

goals lead to a higher performance and lower
satisfaction than easy goals, there is obviously a
problem of how to get people to be both happy
and productive. Life goals must be based on
what you really want out of life and on your true
capabilities.

If you want to pursue challenging goals, these

goals do not have to be attained all at once, but
can be pursued over an extended time period.
Lower sub-goals can be set as steps to a longer
term and higher goal. Partial success can be
credited by others and oneself. Failure can be
treated or framed as a learning experience and
not as a proof of incompetence.

Another dilemma is how to structure reward

systems in organizations. If incentives were
offered for goals that could not be reached,
lower motivation and performance resulted as
compared to hourly payment of piece-rate pay.
This might suggest that moderate goals would
be ideal; however, moderate goals in work
situations do not stay moderate for long
because people improve their strategies and
skills over time. Thus, a difficult juggling act
would be required to maintain an effective
system. Another possibility would be to set
goals to motivate people but pay for
performance regardless of goal level.

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TAKING CARE OF ONE’S

HEALTH

(Managing Stress)

Members:
KWIN CZAIRA PEÑAFIEL
LESLEY BETIS
SOPHIA MALLA
MARK ANGELO PAYTE
ANJIELA GONZALES
MERRICH LOYOLA
RACHEL MAY BELGICA

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STRESSORS AND RESPONSES

 Stress- any factor that makes adaptation to an

environment difficult for the individual to maintain a state
of equilibrium between himself and the external
environment (Humprey, Yow & Bowen).
- It includes a physical and mental response to meet the
demands of the stressful event (Richlin-Klonsky & Hoe).
 Stressors- the events or conditions that put a strain on the
individual (Santrock).
- Stressors are situations that are experienced as
perceived threat to one’s well-being, when the challenge
of dealing with which, exceeds the person’s perceived
available resources (Scott).
 2 Broad Categories of Stressors (Center for Studies on
Human Stress):
1. Physiological Stressors-those that put strain on
body.

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2. Psychological Stressors- events, situations,

individuals, comments, or anything we interpret as
negative or threatening.

Moreover, scientists are now proposing that stressors can

be further divided into:
1. Absolute Stressors- those to which everyone
exposed would interpret as being stressful.
-Objective stressors that are universal.
2. Relative Stressors- those to which only some
persons exposed would interpret as being stressful.
-Subjective stressors that cause different reactions in
different people.
FOLK- ‘When danger is perceived, the body’s emergency system
automatically changes the body’s balance by producing
the stress response.’

-Also called the emergency response, fear response, or

fight or flight response.
-This change of balance, emergency readiness, is
brought via hormones, chemical messengers that are
secreted in the bloodstream.

The stress response causes the body to secrete stress hormones:

-adrenaline
-cortisol
-norepinephrine

-These hormones are powerful, that is why, they can quickly

bring about the intended emergency readiness changes.
-Because they travel to many target locations in the body,
the stress response causes many physiological, psychological, and
emotional changes.

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 2 Types of Stress (Hans Selye, AIS)

Distress- often connotes disease or negative
connotations
(e.g.: divorce, injury, & financial problems)
Eustress- often connotes euphoria or positive
connotations
(e.g.: marriage, winning money, & new friends)
 Stress Syndrome- or general adaptation
-This affects the whole body.
-Stress always manifests itself by a syndrome, a sum of
changes, and not by simply one change.
3 Components:
1. The Alarm Stage- represents a mobilization of the
body’s defensive forces. The body is preparing for the
‘fight or flight’ syndrome.

2. The Stage of Resistance- the body becomes

adaptive to the challenge and even begins to resist it.
This is dependent upon the body’s innate and stored
adaptation energy reserves and upon the intensity of
stressor.
3. The Exhaustion Stage- the body dies because it has
used up its resources of adaptation energy.
 Stress Diseases (AIS)- maladies caused principally by errors
in the body’s adaptation process.
-The biggest problems with derailing the general
stress syndrome and causing disease is an absolute
excess, deficiency, or disequilibrium in the adaptive
hormones.
e.g.: corticoids, Adrenocorticotropic Hormone (ACTH),
and growth hormones

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SOURCES OF COPING

 Stress- a negative experience, usually accompanied by

emotional, psychological, cognitive, and behavioral
adjustments.
 Coping- the process of attempting to manage the demands
created by stressful events that are appraised as taxing
or exceeding a person’s resources (Lazarus & Folkman).

Among the coping resources to improve the ability to

manage stressful events and better health outcomes include:

 Optimism- refers to the outcome expectancies that good

things rather than bad things will happen to the self
(Scheier et.al 1994).

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 Personal Control or Mastery- refers to whether a

person feels able to control or influence outcomes
(Thompson, 1981).
 Self-Esteem-an individuals self perception of his/her
abilities, skills and overall qualities that guides and/or
motivates specific cognitive processes and
behaviors (McCrae & Costa, 1988).
 Social Support- the perception or experience that one
is loved and cared for by others, esteemed and
valued, and part of a social network of mutual
assistance and obligations (Wills, 1991).

Other Techniques To Counter Chronic Stress (Health

Harvard)
 Relaxation response- this include deep abdominal
breathing, focus on a soothing word ( peace or calm)
visualization of tranquil scenes, repetitive prayer, yoga
and tai chi (Dr. Herbert Benson).
 Physical Activity- exercise, such as taking a brisk
walk shortly after being stressed, not only deepens
breathing but also helps relieve muscle tension.
-Movement therapies such as yoga, tai chi, and qi gong
combined with fluid movement, with deep breathing,
and mental focus, all of which can induce calm.

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THE SOCIAL AND CULTURAL

DIMENSIONS OF STRESS

 Dr. Michael L. Tan- Filipino medical anthropologist

-Wrote an article entitled “Stress and the Filipino”

 Stress- is mediated through culture: from the very nature

of the stressors, to the ways we respond to the stress.

 Culture- adapts to circumstances.

-We are only one of many countries with large dense
populations that have learned to live with the
maddening crowds, complete with the noise.

 Sources of Stress (work or livellihood)

-Drought and Typhoon
-Tyrannical bosses and vicious gossipy officemates
-Family of family relations
-Expectations

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 Social Dimensions of Stress

-Masaya (trying to be happy)
-Pagsasaya (social camaraderie)
-Dalamhati (inner sadness) (from Malay dalam;
inside,
and hati; heart or liver
-Tiis (endurance)
-Kimkim (repression)

 Cultural Dimensions of Stress

-Nerbyos (nerves)
-Bangungot (nightmares) (bangon to rise, and
ungol to moan)
-Namamahay (missing home)
-Manghihilot (therapeutic massage)

 Alternatives could be offered:

-Gardening
-Cross-stitching
-Bingo
….anything that calms the mind.

According to Dr. Tan, how Filipinos deal with

stress is a trademark of orientation they had with
the social world, dictated by the stringent cultural
compliance they were exposed to while growing up.
In the end, Filipinos are still proud of how
unique these manners of coping are; what makes
them ultimately happy in the end is the one that
matters much.

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Ben Kuo reviews studies on cultural dimensions of stress and

coping.

 Emotion-Focused Coping- has been shown to be

beneficial in dealing with various stressors.

-Including family conflicts and racial discrimination.

 Problem-Focused Coping- has also been found to be

effective in responding to male gender conflicts, racial
discrimination, and cross-cultural adjustment.

 Collective Coping- represents the collective and

interdependent characteristics of many ethnic minorities

which is a critical aspect of coping.

TAKING CARE OF THE SELF:

THE NEED FOR SELF-CARE
AND COMPASSION

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 Self-Care- is engaging in activities and behaviors

that have a positive effect on one’s mental &
physical health. “Reverse golden rule” aspect
to the practice; that is to treat yourself as
compassionately as you treat others
(Greene).

Reasons Why Self-Care Is Necessary:

 It increases senses of self-love , allowing
appreciation and acceptance of who a person is.
 It promotes feelings of calm and relaxation,
serving as a way to refocus and come back to
daily life refreshed and ready to take on anything.
 It improves both physical and mental health by
reducing the effect of prolonged stress on mind
and body.

Ways To Engage In Self-Care:

 Physical Self-Care: eating well, exercising regularly,
prioritizing sleep and taking care of health.
 Emotional Self-Care: managing anxiety, anger,
sadness and other emotions. Setting boundaries with
people who are not positive or supportive. Spending
time alone to rest and recharge . Maintaining a bullet
journal
 Spiritual Self-Care: volunteering, connecting with
nature, meditation, mindfulness.

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SELF-CARE THERAPY (Nancy Apperson)

 Stop breathe, and tell yourself: “ This is hard and I will
get through this one step at a time.”
 Acknowledge to yourself what you are feeling. All
feelings are normal, so accept whatever you are
feeling.
 Find someone who listens and is accepting. You do not
need advice. You need to be heard.
 Maintain your normal routine as much as possible.
 Allow plenty of time for a task.
 Take good care of yourself. Remember to:
a) Get enough rest and sleep. Sleep at least six
hours and not more than nine hours. Sleep helps our
body heals and strengthens our immune system.
b) Eat regularly and make healthy choices. Healthy
food choices maintain blood sugar level, energy and
concentration of the body.

c) Know your limits and when you need to let

go. Resist the urge to fix the unfixable or try to
control the uncontrollable. Sometimes a
mantra helps: “It is what it is, I just need to
accept it.”
d) Identify or create a nurturing place in your
home. Music and nature sounds nurture our
being and lifts our spirits.
e) Practice relaxation or meditation. Time
spent in meditation or prayer allows your mind
and body to slow down and let go of the stress.
f) Escape for a while through meditation,
reading a book, watching a movie or taking a
short trip.

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 Compassion- is wishing for that person to be free from

suffering (Germer).
According to Greater Good Science Center:
-Compassion literally means “to suffer together”
-It is the feeling that arises when you’re confronted with
another’s suffering and feel motivated to relieve that
suffering.
-Compassion is not the same as Empathy or Altruism,
though the concepts are related.
Empathy- refers more generally to our ability to take the
perspective of and feel the emotions of another person.
Altruism- is the kind, selfless behavior often prompted by
feelings of compassion.
Compassion- when those feelings and thoughts
include the desire to help.

Various Forms of Compassion and Its Importance

(Paul Ekman)
 Familial Compassion- the seed of compassion,
planted through the caregiver-offspring bond.
 Global Compassion- people around the world extended
assistance to the strangers, or different races and skin colors.
 Sentient Compassion- when one extends feelings of
compassion toward any living being.
-The highest moral virtue.
 Heroic Compassion- it is like Altruism with a risk.
2 Forms:
Immediate Heroic Compassion- it is done without thought; it is
impulsive.
Considered Heroic Compassion- it is done with thought; it
isn’t done impulsively.

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KRISTIN NEFF discussed self-compassion in her

article, “The Science of Self-Compassion”
 Self-Compassion Therapy
-Self-compassion recognizes that life challenges and
personal failures are part of being human, an
experience we all share. In this way, it helps us to
feel less desolate and isolated when we are in pain.
 Self-Compassion Phrases
-It is helpful to have a set of phrases memorized to
help you remember to be more
compassionate to yourself in the moment. Phrases like:
-This is a moment of suffering.
-Suffering is a part of life
-May I be kind to myself.
-May I give myself the compassion I need.

 Self-Compassion and Emotional Well-Being

-Greater self-compassion is linked to less anxiety
and depression
-Self-compassion is associated with greater wisdom
and emotional intelligence, suggesting that self-
compassion represents a wise way of dealing with
difficult emotions.
-Self-compassion appears to bolster positive states
of being as well.
 Self-Compassion, Motivation, and Health
-Self-compassion enhances motivation rather than
self- indulgence.
-Self-compassion was positively associated with
mastery goals (motivation to learn and grow) and
negatively associated with performance goals (desire to
enhance one’s self-image) (Deck).

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 Self-Compassion vs. Self-Esteem

-Self-compassion enhances feelings of safety and
interconnectedness.
-Self-esteem positions the self in competition with others
and amplifies feelings of distinctness and separation.
-Self-esteem had a robust association with narcissism
while self-compassion had no association with narcissism.
 Self-Compassionate Letter
Steps in doing the self-compassionate letter exercise:
1.Candidly describe a problem that tends to make you feel
bad about yourself.
2.Next, think of an imaginary friend who is unconditionally
accepting and compassionate.
3. Finally, write a letter to yourself from that perspective.
4. When you are done writing, put the letter down for a
while and come back to it later. Then, read the letter

again, letting the words sink in, allowing

yourself to be soothed and comforted.

According to Germer, the most significant

contribution of self-compassion is the attention
given to the “self”, which is always associated with
the body and the bodies are built for survival.
Self is needed to make progress on the path
of self-compassion.
The more compassion one gives to the
suffering “self”, the more flexible it becomes.

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