The Nature of Psychology Values Development Lesson 1 I THINK FEEL, AND ACT THIS WAY BECAUSE

Values Integrated: Self-worth, Spirituality (cultivation of Faith) I. Procedure A. Mood Setting 1. Prayer: Fertilize our hearts and minds, Lord That the seeds of love and wisdom which are about to be sown in us Grow and multiply for the good of mankind and for your Glory. Amen. 2. Your Professor may might ask you this question. Why do you think are you required to enroll in this course? What benefits do you think will you get from this course? B. Activity 1. Get a piece of paper and write in the three columns what you think about yourself starting with the following phrases: A. I think I I feel that I I act ______ because

2. Share your responses with your partner seated beside you. 3. Your professor might ask some of you to share with the class what you think about yourself. C. Analysis Affective 1. How did you see yourself? where there more positive thoughts, feelings, and acts than negative ones in you.

2. How did you feel when you thought of writing positive instead of negative responses? What did you want to share other people? 3. Was it hard to think about yourself? Why? 4. Is it Healthful to look only at your positive self? Why? Why not? 5. What should be your directions for building a positive self? What supreme voice can you hear? Whose hand can you feel? What spirits can you posses? Cognitive 1. How were you able to do the foregoing activity? What did you do to come up with these responses? Did you have a thorough analysis of yourself? 2. Where you able to study your thoughts, feelings, and actions? How? Define psychology. 3. Do you think you were objective enough in studying or analyzing yourself? Why? 4. Can some people study the behavior of other people more objectively? How? 5. Why do you think is there a need to study human behavior? How would the study of psychology make you a better person? D. Abstraction 1. Refer to the related topics on pp. 6-18. Everyone has inside himself or herself a piece of good news! The good news is that you really dont know how great you can be accomplish, what your potential is. How can you top a good news like that? --Anne Frank Belief and trust in a personal God makes a person bigger and stronger that himself or herself. --Arthur Gordon

E. Application

List as many as you possible positive selves and negative selves that you can have. Opposite each negative self, write its potential for a positive self.

Values Development Lesson 2 I AM WHAT I AM, PARTLY BACAUSE

Values Integrated: Self-acceptance, Love and Sense of gratitude for parents, Family Solidarity. I. Procedure A. Mood Setting Pre- Assigned: Bring a close-up picture of yourself when you were a child during your grade school years. Be sure not to show your picture to anyone of your classmate before the session. 1. Your professor will collect all your pictures and randomly distribute these back to your class. 2. Study the features of the picture you received and try to identify whose picture it is. Check if your guess is right and return the picture to the owner. B. Activity 1. Fill out the Chart below on a piece of paper. My characteristics or traits most similar to those of my father (Positive) (Negative) My characteristics or traits most similar to those of my mother (Positive) (Negative) My characteristics or traits most similar to those of father nor of mother (Positive) (Negative)

2. Your professor may s\ask some of you to write your answers on a bigger chart on the board.

C. Analysis 1. Are there more positive traits than negative traits written on your chart? On the board? 2. What is the danger of tending to be blind to your negative traits? 3. What type of traits have you written on the chart? Observable or not? Which traits are observable and which are not? 4. Compare the traits written on the first two columns. Are thee more physical traits than non-physical traits that have been transmitted? 5. Why are the traits in the third column not transmitted by our parents? How are they developed? 6. Are you happy for having those traits? Have you ever expressed your gratitude to your parents for having those traits? 7. Have you experienced analyzing your family members traits and characteristics together? Can you recall your feelings then? Were you happy sharing moments with your family? Do you of have such moments together? D. Abstraction 1. Make an inference from the activity regarding the interaction of heredity and environment as affecting ones behavior. 2. Refer to other related topics on pp. 50-74. People are like stain-glass windows; they sparkle and shine when the sun is out, but when the darkness sets in, their true beauty is revealed only if there is light from within. --Elizabeth Kubler-Ross

E. Application Construct your family Tree as far back as you can, using any materials you has available Do this creatively. Indicate phenotypical and genotypical traits you can identify among the members of your family tree.

Values Development Lesson 3: THE S-R AWARENESS WHEELS

Value Integrated: Self-Awareness I. Procedure A. Mood Setting 1. Your professor will ask one volunteer from the class to come near her. She makes the rest of the class form five groups. 2. Your professor will whisper the following, one at a time, to the volunteer. Each system can be repeated several times. a. I seem to see a___________________. (The Professor will fill in the blank.) b. c. d. e. I seem to hear ___________________. I seem to taste a___________________. I seem to smell___________________. I seem to feel or touch a___________________.

3. After the Professor has whispered a statement, the volunteer will ask the class: 4. In order to win a score, the group must agree on a common answer. The group who gives the most number of correct responses wins. get B. Activity 1. Form Dyads. (Get a Partner) 2. Study the S-R Awareness wheels below.

S-R Awareness wheels 3. Take turn in doing the following: a. Close your eyes. Take a few deep breathes and exhale slowly. b. Pay attention t your own awareness. Now, focus your awareness outside of you. c. What do you see? (You can start wherever you wish.) (Tell this softly to your partner who in turn will jot it down on your sensing Wheel using the proper space.) d. How did you react/respond when you saw that? (Tell this also to your partner who will jot it down on the responding wheel.) e. Do the same to the other parts of the wheels. C. Analysis 1. Where you able experience all the parts of the sensing Wheel? In which part did you experienced the most? 2. What about your reactions? Where they easy o difficult to respond? 3. What discoveries do you have about yourself? Is it possible to increase yourself awareness by conscious attention to the other parts of the wheels? How? 4. Which sense organs were stimulated in this experience? 5. Which parts of your body were involved in your reactions? 6. Which were the stimuli (responses) in this experience? 7. What do you think goes on between the time you sense a stimulus and the time you react/respond? D. Abstraction 1. Explain the following diagram: 2. Refer o the related topics on pp. 77-78,111-123.

The awareness wheel is a helpful device for bringing more of our moment-to-moment experience into full awareness. Practicing with the awareness wheel is an important step in learning to send clear messages, for we can only verbalize what is within the focus of our conscious attention. Often we may have conflicting intentions or mixed feelings; in that case, tapping into the awarenss wheel can e both a clarifying and a freeing experience. -Kalven Janet, et al. E. Application For each of the stimuli below, tell which sense organ will be involved and tell how your body will respond. 1. a lake on a moonlight night 2. teacher before the class 3. barbecue being roasted 4. a car rushing in your direction 5. black out 6. green mangoes with bagoong 7. crispy chicharon 8. the golden ricefields 9. 12 oclock noon ding dong 10. sudden pouring of the rain 11. riding the Ferris wheel 12. the seashore at sunset 13. new crisp bedsheets 14. a view far down below from top of a building 15. a cone of ice cream

Values Development Lesson 4: SENSING TRAITS IN PORTRAITS

Values Integrated: Managing positive and negative feedback about oneself ; openness to and sincerity with others I. Objectives: At the end of this lesson, you should be able to: A. Experience managing positive and negative feedback about yourself effectively B. Be open and sincere in giving feedback to others C. Review the meaning of sensation and relate it to the process of perception and its functions D. Identify attention as a major aspect of perception Procedure A. Mood Setting 1. Look at the figure below:

II.

How many squares do you see? Write your answers on the board. All possible answers may be written on the board. But you should have only one answer. Can you answer these questions? a. Why do you think did you have varied answers? b. Can you describe the process that you went through illustrating the reasons for the variation of your answers? c. How do you apply this process in our everyday life? B. Activity 1. Bring out a self-portrait taken just recently. (This should have been pre-assigned by your professor.) 2. Look for a partner. He or she should be one you know in the class.

2. 3. 4. 5. 6.

3. Exchange portraits. Then take turns in doing the following: a. Concentrate on the picture. b. Try to identify the occasion when the picture was taken; the age of the person, setting, etc. c. Focus your attention on the face of the person in the portrait. Try to associate his looks with some good traits you can sense in the picture. d. For every good trait has sensed, also try to sense a negative trait. Tell what made you see these positive and negative traits you can sense in the picture. e. Look at your partners face. Do you see the same things as you did in the picture? Tell this to your partner. f. Let your partner react to everything you say about her. g. Exchange roles. C. Analysis Affective 1. Which traits were easier to tell your partner; the positive or the negative traits? Why? 2. How did you feel when you were telling your partner what you sensed? 3. Were you open and sincere in expressing what you had sensed about your partner? Was there any point in the activity when you felt like not telling something you had sensed about you partner? Why? 4. How did you feel when your partner was telling you about your positive traits? negative traits? How did you show these feelings? 5. Were there traits said that were not really yours? How did you feel about them? Cognitive 1. What do you think are the behavioral processes that you just gone through? 2. How do you relate the two processes? 3. What is the most important element or aspect that has helped you perceive what you have perceived about your partner?

D. Abstraction ..Over time, a continuing and steadfast focus on the positive in life, on our strengths and on the strengths of others can help restore personal energy, feel of power, sense of worth so that we can see ourselves as positive forces who can contribute to the task of building a better world --Robert C.Hawley In receiving feedback, try to look at what is being said with n open mind, and avoid launching a defense while the feedback is being given. Refer to the concepts explained in the topics on sensation (pp. 136-141) and perception (pp.141172) E. Application Look at your closest friend in the class. Express to him or her verbally or in writing what you perceive about her positive and negative behavior. Note the reactions elicited.