Chapter 3: Managing and Caring For The Self (UTS)

Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM

Rodriguez Campus
T. Reyes St., Amity Ville, San Jose, Rodriguez, Rizal
UNDERSTANDING THE SELF
MANAGING AND CARING FOR THE SELF

Are you stressed right now? REPORTER: PESCADOR, MARJORIE
Life as a college student is not easy. You need to learn how to manage your responsibilities.
Learning, however, is not just about lectures and homework. In fact, we use the term
“learning” all the time in everyday life.
FIVE POINTS OF THE LEARNING PROCESS ACCORDING TO THE

LAWRENCE HALL OF SCIENCE/UC BERKELEY NSF-WIDER CRANT
1. Learning is active.
2. It builds on prion knowledge.
3. It occurs in a complex social environment.
4. Learning is situated in an authentic context.
5. It requires learners' motivation and cognitive

engagement.
“Instead of asking what you

Learning is an active process of engaging and manipulating objects, experiences, and
want to be when you grow up, conversations to build mental models of the world (Dewey, 1938; Piaget, 1964;
ask what problems you want Vygotsky, 1986). It builds prior knowledge and involves enriching, building on, and
to solve”
changing existing understanding, where “one’s knowledge base is a scaffold that supports
-Lauren Hurt-Ashwin the construction of all future learning” (Alexander, 1996). Learning occurs in a complex
social environment; it is necessary to think of learning as a social activity involving
people, the things they use, the words they speak, the cultural context they’re in, and the actions they
take (Bransford, 2006; Rogoff, 1998) and that knowledge is built by members in the activity
(Scardamalia & Bereiter, 2006). Learning is a situated in an authentic context, this provides learners
the opportunity to engage with specific ideas and concepts on a need-to-know or want-to-know basis
(Greeno, 2006; Kolodner, 2006). It requires learners’ motivation and cognitive engagement to be
sustained when learning complex ideas because considerable mental effort and persistence are
necessary.
What Happens During Learning?
BRAIN AND BEHAVIOR CHANGES
The nervous system is one of the

important systems in our body because it
is the main control and coordinating
system of the body. It manages the
voluntary and involuntary body Diagram of the Major Divisions
processes, especially during learning. and Parts of the Nervous System
CHAPTER 3: MANAGING AND CARING FOR THE SELF

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LEFT BRAIN RIGHT BRAIN
Logical Prefer to draw Metacognition

Serious ideas/logical Imaginations (meta = “about” and cognation =
ideas More likely to act on
Think concretely emotion thinking)
Talks to thin and Playful Is a learning strategy that you use to
learn Creative thinking
Prefers to write and Musical abilities understand and control your own
talk Lets feeling go performance.
Evaluative thinking Singing
Computation Assuming
Reading Fantasy It is a system wherein you:
Time-oriented Prefer essay tests
Prefer objective test Spontaneous • Are totally involved and aware
Reasoning Interaction
Number Skills Dreaming of how you learn and what
Grammar Humorous ideas learning techniques or strategies
meet your needs.
Learners with strong metacognitive skills • Evaluate how effective these
strategies are for you.
• Effective plan for their learning. • Implement the best plan of
• Known their limits and seek help when needed. action for optimal learning
• Carefully practice a skill to gain confidence and competence.
Use various learning strategies
In 1991 Schraw and Dennison created the Metacognition Awareness Inventory (MAI). This was
developed to bring awareness of metacognitive knowledge and metacognitive regulation.
Metacognitive Awareness Inventory
Two process of metacognition:
1. KNOWLEDGE OF COGNITION 2. REGULATION OF COGNITIVE

This involves: This involves:
• Being aware of the factors that involve learning • Setting goals and planning
• Identifying the strategies you can use to effective learn • Monitoring and controlling
• Choosing the appropriate learning strategy learning
• Evaluating own regulation
REPORTER: LECERA, MISSY

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METACOGNITIVE LEARNING STRATEGIES
Every student is unique especially with regard to learning strategy. One strategy may be
effective for others but not for all.
REPORTER: CAPUCIAN
Students are not going to learn how to be a good learners unless engaged
in activities and discussions about how they perceive themselves
as learners—and to see what approaches are working and not
working for their learning.
There are three (3) main approaches to studying: Surface

Approach, Strategic Approach and Deep Approach. These
approaches were identified by ASSIST (Approaches and Study
Skills Inventory for Students) to see the success rate of learning and
performance of the students.
R Respond with these statements that shows how you perceives yourself as a learner by choosing
S
E from Strongly Agree, Somewhat Agree, Somewhat Disagree or Strongly Agree.
E
G 1. I find I have to concentrate on just memorizing a good deal of what I have to learn.
L
U 2. I am not really sure what's important in lectures, so I try to get down all I can.
F 3. I tend to really read very little beyond what is actually required to pass.
L
4. I concentrate on learning just those bits of information that I have to know to pass.
A A
5. I like to be told precisely what to do in essays or other assignments.
S T 6. I often seem to panic if ai get behind in my work.
S E 7. Often I find myself wondering whether the work I am doing here is really worthwhile.
E D 8. I think I am quite systematic and organized when it comes to studying for exams.
S 9. I am pretty good at getting down to work whenever I need to.
L 10. I organize my study time carefully to make the best use of it.
S
E 11. Before starting working on assignment or exam question, I think first how best to tackle
M
A it.
E 12. I look carefully at my instructor's comments on coursework to see how to get higher
R
N marks the next time.
N
T 13. I put a lot of effort into studying because I am determined to do well.
I
14. When I have finished a piece of work, I check it through to see if it really meets the
N requirements.
O G 15. When I reading, I stop from rime to time to reflect on what I am trying o learn from it.
F 16. When I am working on a new topic, I try to see on my own mind how all the ideas fit
S together.
K 17. Often I find myself questioning things I hear on lectures or read in book.
S I 18. Some of the ideas I come across on the course, I find really gripping.
E L 19. I usually set out to understand for myself the meaning of what we have to learn.
L L 20. I like to play around with ideas of my own even if they don't get me far.
21. It is important for me to be able to follow the argument, or to see the reason behind
F S
things.
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THINK ALOUD FOR METACOGNITION REPORTER: ASIS, EDIN
Metacognition is “cognition about cognition” becoming “aware of one’s awareness” ang

higher order thinking skills. The term comes from the root word
meta meaning “beyond”, or “on top of”.
There are generally two components of metacognition:
1. Knowledge about cognition

2. Regulation of cognition
• Planning – refers to the appropriate selection of strategies and the
correct allocation of resources that affect task performance.
• Monitoring – refers to one’s awareness of comprehension and task performance.
• Evaluating – refers to appraising the final product of a task and the efficiency at which the task
was performed.
Metacognition includes at least three different types of metacognitive awareness when

considering metacognitive knowledge.
1. Declarative knowledge – refers to the knowledge about oneself as a learner and about what
factors can influence one’s performance.
2. Procedural knowledge – refers to knowledge about doing things. This type of knowledge is
displayed as heuristic and strategies. A high degree of procedural knowledge can allow
individuals to perform tasks more automatically.
3. Conditional knowledge – refers to knowing when and why to use declarative and procedural
knowledge. It allows students to allocate their resources when using strategies.
CONCEPT MAPPING AND VISUAL STUDY TOOLS HOW TO USE A CONCEPT MAP
• Concept maps were originally developed to enhance Every concept map responds to a
meaningful learning in the sciences. A concept map focus question, and a good focus question
is a way of representing relationships between ideas, can lead to a much richer concept map.
images, or words. When learning to construct concept maps,
• It is a way to develop logically thinking and study learners tend to deviate from the focus
skills by revealing connections to the big ideas or the question and build a concept map that may
key concepts you are trying to teach. be related to the domain, but which does
• Learning benefits can be derived from instructor-led not answer the question.
or student-constructed concept maps of the
connections and key ideas from a course or class.
Steps to create a concept map - This also helps the map makers sort the
ideas and if they see no relevant
1. Construct a focus question. connection they do not have to include
2. Identify the key concepts.
the concept.
-Some people rank the concepts by 3. Construct a Map.
importance as it may help with the
construction of the map.

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METACOGNITIVE NOTE-TAKING SKILLS REPORTER: ACUIN, JAN MARIE
Provide students with guidance and models for how to take good notes during a class. Here
is a suggestion for a format you can replicate or draw on the board and discuss with
students.
❑ Beginning of class (Plan + ❑ Middle of Class ❑ End of Class (Reflecting
Connect) (Monitoring Learning) on Learning)
In this section, encourage students to
prepare their notes in an organized In this section, encourage students Near the end of class. Ask students to
fashion. and to create 2 columns in their draw a line below their notes and
notes. In the left column ask students write a summary of the whole class.
Connections: to records insight. In the right column Just a few sentences is enough to get
they take traditional notes on what is students thinking about the key
•what do I already know about this
being presented. learning that has just happened and
topic?
what the whole class was about.
°Learning Insight
•How do I fell about this topic?
(excited. anxious, curious, nervous) °Class Notes REFLECTIVE WRITING
•How does this topic relate to Reflective writing helps students make connections between what they are
something I already know?
learning in their homework/class content and with how they are integrating
•What questions do I have already the content into their current learning structures. Writing helps students
about this topic? observe themselves before, during and after their reading, watching and
listening experience.
•The most important part of the reading, video or class is.....
•The most useful or valuable things I learned today was.....
•The most surprising or unexpected idea I encountered was......
•The ideas that stand out the most in my mind are.....

Managing your own
•This helped or hindered my understanding of reading, video or class....
Learning: Self-
Regulated Learning •Two ideas that I have found confusing are.....
Self-regulatory learning is how students regulate their own emotion, cognition, behavior and
aspects of the context during a learning experience. While motivation is your general desire or
willingness to do something, self-regulation is the process where in you activate, take control of,
and evaluate your own learning. Motivate and self-regulation are not the same although these two
qualities share some common elements. In motivation, choice does not have to be central to the
construct. Self-regulation, however, requires some degree of choice or intentional selection of
strategies to help you achieve a goal or behavior.

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REPORTER: TENIO, DIXIE Self-Regulated Learners:
Self-Regulation as a Process
• Are aware of their
own strengths and
Self-regulation is a cyclical process. It promotes learning that will lead to a weaknesses
perception of greater competence, which sustains motivation to reach a particular goal • Utilize metacognitive
strategies
or goals. • Attribute any success
or failure to factors
within personal
Self-regulated learning is not a one-size-fits-all exercise. It is a process that should control
be tailored to suit your individual need for a specific learning task (Zimmerman,2002).
The figure 1. Plan, set goals, and lay out

illustrates the key strategies.
steps of the process.
You as a student Many students may
will performs these overlook this first step of the
steps while the cycle as they as they dive
instructor's vital headlong into a task. It is
role is to guide and important that you plan your
coach you through actions before you start
each step. working on a task. This will
help you strategies right from
the start.
2. Use strategies and monitor
Analyze the Ask:
performance. learning task • Is this a task I've done before or something new?
• Does it build off a task I've done before?
In this phase, you carry out
• How much time will it take?
your outlined plan. Ideally, you • How much focus will I need?
should proceed with confidence
because you have already established Set goals Ask:
a detailed plan of action. • How will I structure this task?
• What are the intermediate checkpoints and sub goals?
3. Reflect on your performance • Can I complete an outline with two weeks to go and
then a rough draft one week prior to the due date?
Many students focus solely on
the extrinsic outcome of their grade. Plan Ask:
While grades are important, you
strategies • Will I need resources from the library, a color printer,
help from my lab partners, or an appointment for office
should reflect on your own hours?
performance on a particular • Give my needs when should I get started on this task?
assignment, and why you performed
as such. Set Ask:
expectations • Give how time I have available, my strengths and
for the weaknesses and my current standing in the course, what
The bullet points provide outcome type of outcome would I like?
additional. It is adapted from the • Do I need to “ace” this, or is it OK if I can just
SAGE 2YC project supported by complete it successfully?
the US National Science
Foundation Division of
Undergraduate Education and are
drawn from Zimmerman (2002)
and Zumbrunn et al. (2011).
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REPORTER: DE GUZMAN, HANNAH
Self-Efficacy
“In order to succeed, people need Social Cognitive Psychologist and professor
a sense of self-efficacy, to Albert Bandura is best-known for his Social
struggle together with resilience
Learning Theory and the Concept of Self-
to meet the inevitable obstacles
and inequities of life.” efficacy.
-Albert Bandura The Theory of Self-efficacy, as presented by

Bandura (1977) was “for analyzing changes
achieved in fearful and avoidant behavior.” He
asserted that even though you believe an activity
may lead to a certain outcome, you might not be
Self-efficacy refers to an individual's belief in his motivated to perform the action; hence, you
or her capacity to execute behaviors necessary to doubt your ability to perform.
produce specific performance attainments
(Bandura, 1977, 1986, 1997). Self-efficacy reflects
confidence in the ability to exert control over one's
own motivation, behavior, and social
environment.
Bandura presented four principal

sources of self-efficacy beliefs:
1. Enactive mastery 2. Vicarious experiences 3. Verbal Persuasions 4. Emotional and

experiences • Participant People who can motivate Physiological states
• It is the most modeling . you and strengthen your • We judge our own
influential source Observer watches beliefs in your capacity to Self-efficacy by
of efficacy and perform. succeed. how we perceive
information • Increase Self- • Be more confident our anxiety level in
• A strong sense of efficacy by when you are different
Self-efficacy is observing the assured and situations.
achieved through successes of convinced you can • Your emotions and
experience and others similar to master a task physical health
perseverance in you. through WORDS of affect your self-
overcoming • Watching people encouragement. efficacy judgment
obstacles. like yourself • Their moral support with respect to
• You can increase successfully will make you more specific tasks.
your self-efficacy accomplish likely to put in effort
through something you even when
PRACTICING. would like to try. problems arise.

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REPORTER: PADILLA, BABY ANN

LOCKE'S GOAL
As defined by professors Edwin Locke Latham
SETTING THEORY (2006:332), a goal is "a level of performance
proficiency that one wishes to attain within a
specific time period.“ Locke and Latham stated,
"Goal setting theory was based on the premise
EDWIN LOCKE that much human action is purposeful, and it is
directed by conscious goals" (O'Neil & Drillings,
1994).
Goal-setting theory predicts that people will
channel effort toward accomplishing their goals,
which will in turn affect performance (Locke & Latham, 1990).
Locke, who primarily developed the goal-setting

SMART Goals
theory, proposed three factors that will make
The conditions given by Locke gave way to a individuals highly motivated:
goal - setting technique called SMART goals 1. Goals are challenging and specific.
developed by management experts and authors,
Kenneth Blanchard and Spencer Johnson. 2. They are strongly committed to the goal/goals
When originally introduced by Blanchard, 3. They strongly believe in their ability to

SMART goals were denoted as: Specific and accomplish their goal.
Measurable, Motivating, attainable, Relevant, and According to Locke, those factors will occur if:
Track-able (Blanchard, Zigarmi, & Zigarmi,
1985). Over time, the SMART acronym for goals a. People know what is required of them.
has evolved into what they are today: Specific,
b. They know how the are expected to perform.
Measurable, Assignable, Realistic, and Time-
Related and the modern definitions are c. They can identify with the goals.
represented I the figure I the next page.
d. Feedback is precise and frequent.

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Self-knowledge
SELF-CONCEPT and SELF-ESTEEM
Self-knowledge is philosophically
viewed as your knowledge of your
What is self-concept? own sensations, thoughts, beliefs,
and other mental states. (Standard
The term self-concept is general term used Encyclopedia of Philosophy)
to refer to someone thinks about or Self-awareness
perceives themselves Self-concept is your
When you are self-aware, you
idea of who you are (self) based on our understand that you stand apart
personal beliefs and your perceived notion Self-Concept from others and from your
of how other people see you. versus environment, and that you are a
subject that acts, interacts, and
This personal belief could be your body experiences your environment.
Self-awareness assists the person
image (“I’m sexy”), your notions about
to reflect on his or her “self”
yourself in different situations (“I am Self-esteem
hardworking”), and how you tend to label
yourself in different situations (“I can be It is your general attitude toward
nasty if you push me too far”). yourself.
It answers the questions:

What is Self-esteem?
Do I like myself?
Do I accept me for who I am?
Self-esteem refers to the way we see and think
Am I a person of value?
about ourselves.
REPORTER: NANGAN, MARIA
Self-esteem always involves a degree of self-
evaluation. It is used to describe a person’s Components of Self-Esteem (Branden, 1969):
overall sense of self-worth or personal value.
1. It is an essential human need that is vital for survival
Self-esteem is often seen as a personality trait, as well as for normal, healthy development.
2. It arises automatically from within, based on a
which means it tends to be enduring. It also
person’s beliefs and consciousness. However,
affects your trust in others, your relationships,
external factors can affect it, too.
your work-nearly every part of your life.
3. It occurs along with a person’s thoughts, behaviors,
feelings, and actions.
Persons with positive self-esteem:

Positive/high self-esteem helps you to try new
things, lie approaching people and building your • Feel good about themselves
social network while having low self-esteem • Feel proud of what they can do
makes you unsure of yourself. Your lack of • Believe in themselves, even when they don’t succeed
confidence and your self-doubt will affect your at first
motivation to work toward your goals. • See their own good qualities, such as being kind or
capable
“Everything that happens to
you is a reflection of what you Persons with low self-esteem:
believe about yourself. We
cannot outperform our level of • Lack confidence
self-esteem. We cannot draw • Wish to be/look like someone else
to ourselves more than we • Always worry about what others may think
think we are worth.” • Have a negative view of life
• Have feelings of being unloved and unlovable
-IyanlaVanzant CHAPTER 3: MANAGING AND CARING FOR THE SELF
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STRESSORS AND RESPONSES
REPORTER: GAVION, MARYBEN
WHAT IS STRESS?
Today
Stress is a state of mental or emotional strain or tension resulting from adverse or
I
very demanding circumstances. It is a mental and physical response to the demands
refuse to stress
of your environment.
myself out
about things
I cannot
Three kinds of Stress: WHAT ARE STRESSORS?
control
~ Any situation, activity, or or
Eustress
individual that gives you mental or change
Considered as good stress
emotional strain is a stressors. The
~ A result from a situation or activity that list of stressors is not only endless.
you find motivating or inspiring. It also varies from person to
person. Have a two about in
~ Enjoyable and not threatening activity. Stressors Good stressors and Bad
stressors.
Neustress
What are the signs and
"Neutral stress" symptoms of stress?
~ A sensory stimulus that has no direct Stress is the body's reaction to any
consequence or effect on the person change that requires an adjustment
or response.
~ A situation or activity that you do not find
threatening yet not enjoyable. The body reacts to these changes
with physical, mental, and
Distress emotional responses.
Situation or activities that you consider 10 WAYS TO PREVENT

negative, harmful, threatening. STRESS
1. Sleep
~ It could happen for just a short span of 2. Exercise
time or it could linger for prolonged periods 3. Diet
(hours, days, months, years). 4. Set goals
5. Deep breathing and
relaxation techiniques
6. Replace the negativity with
Knowing POSITIVITY
when to 7. Learn your triggers
Relax 8. Spend time with family and
and when to friends
use 9. Laugh
Pressure 10. Know your worth or self -
as a worth
MOTIVATION!

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SOURCES OF COPING AND STRENGTH
What is coping? REPORTER: ESTEBAN, SHERDAN
• Coping refers to the strategies

you use to deal with real or vii. Keeping perspective- breaking down your problems
imagined problems to protect into a little tasks and knowing which the problems need
yourself against negative to be addressed right away as compared to those that do
emotions. not need much attention.
• It refers to adaptive strategies to viii. Reducing uncertainty- as the saying goes, "lamang
employ in an attempt to reduce may alam," gathering as much information as you can
stress. about your problem. It helps you gather positive
• It also helps you control your information rather than negative ones.
reactions and continue with your
daily activities. ix. Using imagery/visualization- imagery as a relaxation
• Coping involves putting effort to tool. You find that place in your mind where you feel
minimize or tolerate stress. happy. Remember your pleasurable experiences. This
more effective when combined with breathing exercises.
Strategies for Cognitive Coping include: Visualization is also a powerful rehearsal strategy.
For example, you are about to present your report in
i. Reframing- changing the way you class. Practice in your mind. Picture yourself giving the
view experience, events, ideas, report. Imagine the possible question that will be asked,
concepts and emotions to find and how you will answer it.
alternatives that are more positive.
ii. Challenging negative thinking-
questioning the rationality of your Types of Coping
negative thoughts. You take control of 1. Problem focused coping
your thoughts and stop negative thinking. • It targets on controlling or changing the source of
iii. Positive self talk- sometimes referred stress.
to as "positive affirmations;" you talk to • It tackles the source in a practical manner.
yourself in a positive manner. This is • Strategies includes employing problem solving
useful for confidence building. techniques;
iv. Count to ten- giving you time to control time management; getting relevant social support.
your emotions. It allows you to rethink the 2. Emotion focused Coping
situations • It involves lowering, if not eliminating, negative
v. Cost benefit analysis- asking how emotional responses (i.e., embarrassment).
yourself beneficial of your thoughts • It is an option when the source of external and
emotions, or actions are. "Is it worth it?“ beyond the person's control.
vi. Smell the roses- a way of telling • Strategies include destruction, talking out or
yourself to relax. It is a about taking a verbalizing your problem, prayer, and meditation.
conscious effort to appreciate the usually
neglected aspects of life.

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Behavioral coping strategies

(Emotional Strategies)
These are ways of dealing with stress by taking 10. Social support and relatedness.
action to modify behavior. Some behavioral
coping strategies include: 11. Self nurturing (yes, you are worth it)
•Physical Exercise 12. Good communication.
•Relaxation 13. Assertiveness.
•Breathing 14. Recreational activity ("playtime").
•Smile and laughter 15. Emotional release.
•Time management 16. Sense of humor (ablity to see things in

perspective).
•Social support/friends
•Seeking professional help
(Cognitive strategies)
POSITIVE COPING STRATEGIES FOR 17. Constructive thinking (ability to counter

STRESS negative thinking).
(Physical and Lifestyle Strategies) 18. Distraction (abikity to distract yourself from
negative preoccupations)
1. Abdominal breathing and relaxation.
19. Task oriented (vs. reactive) approach to
2. Low stress diet(limit fast foods/fried foods).
problems.
3. Regular exercise.
20. Acceptance (ability to accept/cope with
4. Downtime (balance fun and work) setbacks).
5. Mini breaks (5 to 10 minute periods to relax 21. Tolerance for ambiguity (ability to see
during the day). shades of gray).
6. Time management.
7. Sleep hygiene (at least 6 hours). (Philosophical/Spiritual Strategies)
8. Choosung a nontoxic (non smoking/conflict 22. Consistent goals or purpose to work toward.
free) environment.
23. Positive philosphy of life.
9. Material security (the basics; do you really
need the desihner t-shirt?) 24. Religious/spiritual life and commitment.

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STRESS AND FILIPINOS REPORTER: BALAGA, JHONALIE
Culture can affect stress and coping process in four ways (Aldwin, 2007):
1.Cultural context shapes the kind of stressors that an individual is likely to experience.
2.Culture may also affect the appraisal of a certain event.
3.Culture affects an individual’s coping strategies.
4.Culture provides different time-honored tools/mechanism by which an individual can cope
with stress.
FILIPINO TRAITS AND VALUES
The table shows some Filipino traits and how they are evaluated based on western and Oriental
culture as discussed by Quinto(1994).
FILIPINOS
TRAITS WHY IT IS NEGATIVE IN WHY IT IS POSITIVE IN ORIENTAL
AND WESTERN CONCEPT CONCEPT
VALUES
Hiya It stops one from taking action. It contributes to peace of mind.

Ningas It makes a person an This trait makes for a peaceful and tranquil
cogon underachiever. life.
Filipinos are said to turn a blind In the Filipino context, pakikisama means
eye to the wrong doing of others keeping a polite distance from other
Pakikisama
for the sake of personal people's lives with whom we share the same
relationship. space with to maintain peace and harmony.
A trait that makes us stand for what is right
It is about being stubborn and
Patigasan and refuse to be intimidated or forced to
resisting reconciliation.
submission.
It leaves everything to chance Putting faith on a Higher Being develops
Bahala na
with the help of a divine power. humility and gratefulness.
Kasi Disowns responsibility Does not become overly stressed for failing.
This is closely related to "hiya"
It promotes mental therapy because it
Saving face and it encourages shirking from
allows the person to keep his/her dignity
responsibility.
Promotes unity, especially in the family.
Sakop Never learns to be independent. Provides a sense of belongingness and
security.
Bukas
Filipinos know how to keep things in stride
na(mañana Promotes laziness
rather than be stressed or tensed.
habit)
It makes the person overlook This trait personifies the Filipino saying,
Utang na moral principles because he or "Ang hindi marunong lumingon sa
loob she is beholden to those who pinanggalingan ay hindi makakarating sa
gave him /her a favor. kanyang patutunguhan."
Kanya Seen as selfish with no regard This trait is still a collective context. Kabya
kanya for the world's well-being. kanya means I take care of my own.

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THE SOCIAL AND CULTURAL DIMENSIONS OF STRESS
What is social stress?

It is a state of mental or emotional strain or tension resulting from adverse or very
demanding circumstances arising from the person's social environment relationships (Sattler &
Kirsh, 2014).
What are the sources of social stress?

The sources of social stress include (but are not limited to).
• Problems with work or earning an income ;

• Parenting ;
• Education;
• Sex and socialization;
• Immigration status or language
• Personal,
• physical, and
• psychological health;
• Peer pressure ;and
• Social marginalization.
STRESS AND THE SOCIOLOGICAL PERSPECTIVE
Emile Durkheim's book on "Suicide" shows how social organization of groups

influences the individual behavior of their members. Durkheim hypothesizes that the extent to
which an individual is integrated within a group affects the likelihood of suicide.
Three primary types of suicide (Durkheim, translated 1951):

• Egoistic suicide - occurs when a person feels he or she is not accepted by or does not
belong to society. The social bond is very weak.
• Altruistic suicide - occurs when a person ends his or her life for others.
• Anomic suicide - is linked to disillusionment and disappointment.

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COMMON TYPES OF ROLE STRAINS (Copelton, 2000)
REPORTER: NUYDA, RICHARD
• Life Events
Important, specific experience that interrupt an individual’s usual activity/routine that he/she needs
to adjust to.
• Chronic Strains
Problem that have been occurring for some time; the person’s social role is strained or threatened.
TWO MAJOR TYPES OF STRESSOR THREE BASIC OBJECTIVES OF

COPING ( Weiss and Loonquist, 2015)
• Role Overload
1. Eliminate or modify the stressful situation
The role overload on an individual exceed so that it will not be a continuing
his/her capacity to handle problem.
• Interpersonal Conflicts within Role 2. Control the meaning of the problem, by

Sets cognitively neutralizing the situation.
3. Control the stress created by the situation
There are problems and difficulties that
(e.g, through stress-management
arise in a relationship (i.e.’ wife-husband, techniques)
parent-child, and worker-supervisor)
THE ROLE OF SOCIAL CLASS, RACE,
• Inte-Role Conflict
AND GENDER IN SOCIAL STRESS
The demands of two or more roles held by Social Class
a person are incompatible, and needs to adapt or
Those who are in the lower social class have a
adjust.
higher mental and emotional stress than who are
• Role Restructuring affluent. Three common factors are:
Inadequate financial resources
Long -establish patterns undergo
considerable change and the person needs to Greater use of ineffective coping strategies; and
adapt or adjust.
Less access to social support.
HOW STRESS IS APPRAISED? Race

Research show that responses to stress vary, and
Symbolic interactionism is a sociological
the person’s ethnicity is relevant to his/her stress
perspective that focuses on the language and response.
symbols to help give meaning to life experiences.
Gender
MEDIATORS OF STRESS:
Women were found to have higher rates of
COPING AND SOCIAL SUPPORT
psychological distress and depression compared
Coping refers to personal that can be activated to men. According to Rosenfield (1999), this is
when stressful circumstances arise. Coping refers evidence “ across cultures, over time, in different
to things people do to prevent, avoid, or control age of groups, in rural as well as urban areas, and
emotional distress. in treated as well as untreated population.
Rodriguez Campus

CULTURAL DIFFERENCES IN STRESS RESPONSE
Culture is the set of ideas, beliefs, expectations, and behaviors shared by particular group of
people (Yoost & Crawford, 2015).
How culture affects a person's experience to stress:

* The type of stressor to which a person may likely exposed
* How stressor will be perceived
* Coping mechanisms available to deal with stress REPORTER: GALINDO, KENNETH
Type of Stressor
Different cultural groups live in different TAKING CARE OF THE SELF: THE NEED
FOR SELF-CARE AND COMPASSION
geographical, economic, and political
areas. Hence, the types of stress a cultural STRESS
group are exposed to will also depend on -is a natural occurrence. It is a mental or
their general location. emotional strain or tension resulting from
adverse or very demanding circumstances
(WEB). Stress brings about physical and
PERCEPTION OF STRESSORS psychological effects that could hinder you from
Cultures differ according to what their reaching your full potential.
members perceive as stressful.
MASLOW'S HIERARCHY OF NEEDS
COPING MECHANISMS - psychologist Abraham Maslow presented a
Some of the ways that cultures differ in the way motivational theory outlining human needs
they make available different coping mechanisms illustrated in a hierarchal manner. THE
to their members are: HIERARCHY OF NEEDS
1. Beliefs that allow them to make sense of
stressors;
2. Beliefs about how stressors should be coped
with, and
3. The availability of social support.
-culture transmit belief systems that may affect
the way their members make sense of stressors
and, consequently, how well they are able to
cope with them.
-different cultures also transmit different values

on coping with stress.
-culture also vary according to the amount of
social support they make available to their
members.

Rodriguez Campus

Deficiency versus Growth
REPORTER: DUHILAG, JOPANIE
Deficiency needs
According to Maslow, the four bottom levels (physiological, safety, belongingness and love,
esteem) are called deficiency need because a person does not feel anything if these needs are met,
but he/she becomes anxious if these needs are not met.
Growth needs
According to Maslow, the fifth level (self-actualization) was a growth need because it enables the
person to reach his or her full potential as a human being.
Motivated by Unsatisfied Need

• Maslow’s theory holds that human beings are motivated by unsatisfied needs. Thus, lower
needs take precedence over higher needs, and they must be satisfied first.
• If a need is unmet, the person feels agitated, and this motivates him or her to act and find
ways to satisfy the need.
• When a need is mostly satisfied, it is no longer a source of motivation and the person
moves on to the next higher need.
• A person could only move up to the higher level of need once the lower level is securely
met, and only then will a person be motivated to work on self-actualization. (Maslow)
• Maslow’s concept provides a glimpse on underlying causes of difficult behavior, as well
as emotional and mental problems.
MASLOW’S HIERARCHY OF NEEDS IF NOT SATISFIED

• Feel sick, irritated, uncomfortable
• If pathological, we can eat, drink too much or engage in
PSYCHOLOGICAL NEEDS
hoarding behaviors
(A need that must be met every day)
• Will cause death
• Can affect our perception, e.g., paranoia
• Can lead to neurosis, insecurity
SAFETY NEEDS • If pathological, can develop phobias, such as agoraphobia
• Become increasingly susceptible to loneliness and social
anxieties
BELONGING – LOVE NEEDS
• If pathological, can lead to antisocial behavior
ESTEEM NEEDS
Two forms:
1) Lower form needs:
Such as respect from others, for status, fame, glory,
• Low self-esteem
recognition, attention, reputation, appreciation,
• Inferiority complex
dignity, even dominance.
• If pathological, can lead to depression
2) Higher form:
Involves self-respect, including such feelings as
confidence, competence, achievement, mastery,
independence, and freedom.
• Can cause feelings of lack of meaning in life
• If pathological, metapathologies, such as boredom,
cynicism, alienation (feeling isolated, detached, lack of
SELF-ACTUALIZATION NEEDS
sympathy, estrangement)

Rodriguez Campus

SELF CARE REPORTER: NEGRITO, MARK
As Describe by Maslow’s of needs, satisfying the various levels of need is very important to a
person’s overall health and well being. Part of your overall well being and healthcare is to take
care of your self . This caring for the “Self”, however, is more that clean (hygiene) and living
clean (lifestyle).
Self-Care, As described by the University of Kentucky, taking deliberate acts of looking after
your mental, emotional and physical health.
WHAT SELF CARE IS NOT
Compassion’s Surprising benefits for

1. Every time you are stressed you Say, “I
PHYSICAL AND PSCHOLOGICAL
had a rought day, so i’m going for a drink to HEALTH
unwind. Self Care!” Research suggest that compassion may have
ensured our survival because of its tremendous
2. Every time you like something, “This is benefits for both physical and mental health and
realy not in my budget , but I should not over all well-being (Seppala, 2013). It
deprive my self ‘coz you know, self care !” Suggested that connecting with others in a
meaningful way helps us enjoy better mental
3. Or, “I am so hungry, but I’m diet so I and physical health and speed up recovery from
won’t eat . Taking care of my weight is self disease (Diener & Seligman, 2013) and even
care!” lengthen our life spans (Brown & Konrath,
2013). The possible reason for such benefits in
- Self Care are over simplified. Proper psychological well being is the fact that the act
self-care is taking a very active and of giving results in a pleasurable feeling as
powerful choice to engage in evidence by brain-imaging study.
activities that will result in acquiring The of the Brain that are active when a person
or maintaining optimal health that experiences pleasure (Pleasure Centers), Such
cover the physical, psychological, as eating favorite desserts or receiving money,
emotional, social and spiritual were found to be equally active when the
components. person is doing acts of kindness, such as giving
- The Keyword to SELF CARE is food to a homeless person or donating to a
BALANCE. charity (Grafman, 2013, National Institute of
Health of Health, 2013).
COMPASSION
Compassion, framed as an emotion, is the

felt response to perceiving suffering that
involve an authentic desire to ease distress
(Goes, Keltner, & Simon-Thomas, 2010). It
is a kind and Caring emotional response to
perceived suffering that acknowledges the
shared human experience of imperfection,
and that involves an authentic desire to help.
- CHAPTER 3: MANAGING AND CARING FOR THE SELF

Chapter 3: Managing and Caring For The Self (UTS)

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Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

UNDERSTANDING THE SELF

MANAGING AND CARING FOR THE SELF

FIVE POINTS OF THE LEARNING PROCESS ACCORDING TO THE

2. It builds on prion knowledge.

3. It occurs in a complex social environment.

4. Learning is situated in an authentic context.

5. It requires learners' motivation and cognitive

“Instead of asking what you

BRAIN AND BEHAVIOR CHANGES

The nervous system is one of the