Republic of the Philippines

PARTIDO STATE UNIVERSITY

Camarines Sur, Philippines

National Service Training Program

Civic Welfare Training Service 1
Maria Melania T. Sangalang
Faculty, PSU Salogon Campus

SELF-AWARENESS AND SELF-MANAGEMENT

I. Self-awareness is defined as an awareness of one’s own personality or individuality. The term “self” often
refers to yourself, myself, himself/herself, oneself, and your own self. This refers to a person in a prime
condition, as entire person or individual. Awareness is defined as having or showing realization, participation,
commitment, and knowledge of one’s values development.

Dare to Dream, Dare to Be!

The following are examples of great individuals who dares to dream and dared to be:
 Beethoven was totally deaf, yet he created musical masterpieces.
 Milton was blind, poor, and sick, yet he wrote Paradise Lost and Paradise Regained.
 Abraham Lincoln failed several times in his political career, before he was elected to presidency. He
even became one of the greatest US Presidents.
 Burt Reynolds washed dishes for a living before he became a well-respected actor.
 Helen Keller struggled to overcome her handicap to become an inspiration to both the blind and the
seeing.

A. You as You

Nosce te ipsum is Latin for “Know thyself.” Let’s begin to know yourself, since the essential formula for
achievement is self-analysis.

1. Know the difference between your biological or inherited traits and your environmental or acquired traits.
2. Self-awareness is an awareness of one’s own personality or individuality.

 Self – oneself/himself/herself/myself
 Belonging oneself
 A person in prime condition
 Entire person as an individual
 Awareness – having or showing realization, perception, or knowledge.
 Be your own best friend and believe in yourself, so that you can become the person you
want to be.
 You are you and you are what you think. You are unique in your own way. Only you can
control your destiny and make a difference in your life.

B. You as a Filipino

 Being aware of and remaining constantly on guard against the Filipino tendency towards
negativism, you can eventually propel yourself into positivism.
 Use your "lakas ng tibay ng loob” (courage and strength) to move away from the fatalistic “gulong
ng palad” (wheel of fortune) and “bahala na” (come what may) attitude.
 Begin by getting involved with your own life. Makialam ka sa buhay mo! Cooperate, makisama
ka, by first initiating a change in yourself. Begin without expecting instant miracles. You have got
only one real friend and one worst enemy and that is yourself.
 Believe in your abilities and work unyieldingly to reach your objective.

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PARTIDO STATE UNIVERSITY
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C. You and Your Faith

Filipino worship is directed towards God as a father-figure who takes care of all – “Bahala na ang Diyos”,
signifying that Divine Providence is responsible for our destinies. Thus, whenever problems confront us, we
tend to turn against God and blame Him for all the misfortunes.

D. Your “Self-help” Concept (Morell, R.W. 1999)

You may or may not be aware of the ‘self-help’ or self-improvement teachings, but if you want to be
successful, you should:

- Believe in yourself
- Keep your priorities straight
- Take responsibility for yourself
- Create your own future
- Focus on what you want
- Learn to visualize the outcome of your goals
- Never let anyone control your destiny for you
- Be creative
- Think big
- Control stress
- Be aggressive and assertive
- Think positively
- Chart your own course
- Set specific goals and review them often
- Spend some time each day improving your mind
- Review your results and adjust as necessary
- Be tolerant
- Do everything with love
- Don’t hate
- Have courage
- Recognize that most of what we believe about life is an illusion
- Be honest
- Work hard
- Believe money is good and it will come to you
- And so on, and so on, and so on

E. A Self-Made Wall of Negative Self-Talk (Helmstetter, S. 2000)

Here are few examples of frequently-used negative self-talk. As you read them, see if you know someone
who says something similar, or if you have said something like any of these yourself:

- I can’t remember names.

- It’s going to be another one of those days!
- It’s just no use!
- I just know it won’t work!
- Nothing ever goes right for me.
- Thant’s just my luck.
- I’m so clumsy!
- I don’t have the talent.
- I’m just not creative.

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PARTIDO STATE UNIVERSITY
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- Everything I eat goes right to my waist.

- I can’t seem to be organized.
- Today just isn’t my day!
- I can’t never afford the things I want.
- I already know I won’t like it. No matter what I do I can’t seem to lose weight.
- I never have enough time.
- I just don’t have the patience for that.
- That really makes me mad!
- Another blue Monday!
- When will I ever learn!
- I get sick just thinking about it.
- Sometimes I just hate myself.
- I’m just no good!
- I’m too shy.
- I never know what to say,
- And so on, and on, and on

II. The Self-Management Sequence (Helmstetter, Shad, 2000)

Life is not a matter of luck or fortune. If we have to leave our lives up to chance, chances are, we will fail.
Success in self-management is always the result of something else, something that leads up to it. Most of what
seems to happen to you, happens because of you – something you created, directed, influenced, or allowed
to happen.

The Self-Management Sequence: The Five Steps That Controls Our Success or Failure.

A. Behavior

The step that most directly controls our success or failure is our behavior – what we do or do not do.

Behavior means our actions. How we act, what we do, each moment of each day will determine whether
or not we will be successful that moment or that day in everything that we do.

B. Feelings

Every action we take is first filtered through our feelings. How we feel about something will always
determine or affect what we do and how we will do it. If we feel good or positive about something, we
will behave more positively about it. Our feelings are created, controlled, determined, or influenced by
our attitudes.

C. Attitudes

Your attitudes are perspective from which you view life. Some people seem to have a good attitude about
some things. Some seem to have a bad attitude about everything. But when you look closer, you will find
that most of us have a combination of attitudes – some good, some not so good.

Our attitudes play a very important part in helping us become successful. Good attitudes are created,
controlled, or influenced entirely by our beliefs.

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PARTIDO STATE UNIVERSITY
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D. Beliefs

What we believe about anything will determine our attitudes about it, create our feelings, direct our
actions and influence us to do well or poorly or succeed or fail. The belief that we have about anything is
so powerful that it can even make something appear to be something different than what it really is! Belief
does not require that something be the way we see it to be. It only requires us to believe that it is. Belief
does not require something to be true. It only requires us to believe that it is true!

E. Programming

We believe that we are programmed to believe. Our conditioning from the day we were born has created,
reinforced, and nearly permanently cemented most of what we believe about ourselves and what we
believe about most of what goes on around us. Whether the programming was right or wrong, true or
false, the result of it is what we believe. It is our programming that sets up our beliefs, and the chain
reaction follows. What we believe determines our attitudes, affects our behavior and determines our
success or failure thus:

 Programming creates beliefs

 Beliefs creates attitudes
 Attitudes create feelings
 Feelings determine actions, and
 Action creates results.

III. The Levels of Self-Talk (Helmstetter, Shad, 2000)

Self-Talk is a way to override our past negative programming by erasing or replacing it with conscious, positive
new directions. It is a practical way to live our lives by active intent rather than by passive acceptance.

Self-Talk gives each of us a way to change what we would like to change, even if we have not been able to do
so in the past. There are five levels of Self-Talk.

A. Level I Self-Talk: The Level of Negative Acceptance (“I Can’t…”)

The level of negative acceptance is the lowest, least beneficial, and the most harmful level of self-talk. It
is a self-talk by which you say something bad or negative about yourself, and you accept it. It is
characterized by words, “I can’t…” or “if only I could…” It is our way of telling ourselves to hesitate,
question our capabilities, and accept less than we know we could have done, had we only given ourselves
a chance.

B. Level II Self-Talk: The Level of Recognition and Need to Change (“I need to… I should…”)

This level is beguiling. In the surface it looks as though it should work for us. But instead, it works against
us. In this level we are stating to ourselves and to others our recognition of our need to change. It is
characterized by words such as “I need to…” or “I ought to…” or “I would…”

C. Level III Self-Talk: The Level of Decision to Change (“I never… I no longer…”)

Level III Self-Talk is the first level of self-talk that work for you instead of against you. In this level, you
recognize the need to change, but also you make the decision to do something about it – and you state
the decision in the “present tense” – as though the change has already taken place. It is characterized by
the words, “I never…” or I no longer.”

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D. Level IV Self-Talk: The Level of the Better you (“I am…”)

This is the most effective kind of self-talk we can ever use. This has been used the least, but is needed
most. It is at this level that you are painting a complete new picture of yourself, the way you really wanted
to be, handing it to your subconscious, and saying, “This is the me I want to create!” It is characterized by
the words, ”I am…” It is the positive self-talk. It replaces helpless “cannot’s” with vibrant “yes I can’s!” It
excites, demands, and pushes us forward.

E. Level V Self-Talk: The Level of Universal Affirmation (“It is…”)

This level of self-talk has been spoken for thousands of years. It is as old as the ancient religion which
inspired it. It is the self-talk of “Oneness” with God. This level speaks of a unity of spirit, a divined and
timeless cosmic affinity which transcends all worldly things and gives meaning to our being. This is the
self-talk for seekers, still living among mankind, but anxious to find a greater reward. It is characterized
by words, “It is…” It sounds like this: “I am one of the universe and it is one with them. I am fit, within it,
and exist as a shining spark in a firmament of divine goodness.

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur, Philippines

National Service Training Program

Civic Welfare Training Service 1
Maria Melania T. Sangalang
Faculty, PSU Salogon Campus

HUMAN PERSON AND VALUES DEVELOPMENT

I. The Human Person

Human person is the subject of education: he is a human person learning and being taught. The human person
is also the object of education: the human person is at the center of the curriculum and the entire program.

The human person is multidimentional: a distinction between the person as self and the person in community.
The human person is an individual, a self-conscious being of incalculable value in himself. His physical,
intellectual. Moral, spiritual, socioeconomic, and political well-being is recognized by the state.

A. Important Realities of the Human Person

1. The Self-Image

a. Self-image refers to a person’s understanding of himself/herself.

b. It is responsible in influencing people’s way of living. The formation of self-image is derived from
two sources: others and the experiences of the self.
c. There are three kinds of self-image:
1.) Negative Self-image –delves on limitations and differences rather than assets
2.) Overrated self-image – stresses on the positive traits.
3.) Realistic self-image – based on the real self

2. The Others

These are persons or groups that one consider as important and thus are given the right to influence
one’s self.

3. The Being

a. It is the mainspring or a motivating force in the human person.

b. It is the wellspring, a fountainhead of one’s identity, one’s essential course of action, and one’s
essential bonds.
c. There are seven approaches to get in touch with the Being:
1.) Approach by way of the self-image
2.) Approach by way of important choices
3.) Approach by way of action
4.) Approach by way of what is “natural” and stress less
5.) Approach by way of people who had the greatest impact on you
6.) Approach of self through severe trials
7.) Approach by way of deep and not yet fulfilled aspirations

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4. The “I”

The “I” has three different aspects. These are the intellect, the freedom and the will.

5. The Sensibility and the Body

These are the important realities of the human person.

B. Five PIVOTAL Centers as the Components of the Human Person

1. The Being - This is the fundamentally positive reality which can be sensed in the very depths of the
human person.
2. The “I” – This is the reality felt at the level of the head.
3. The Sensibility – It carries messages from the “I”, from the being, and from the in-depth conscience.
4. The Body – It is the biological reality and has its own laws.
5. In-depth Conscience – This reality is a place where the other four povital centers can be perceived in
a synthesis. This is the place of the person in the process of growth; a place where what is good can
be sensed.

Behavior - it is the manner of conducting oneself. It is the response of an individual, group or species to
its environment. It is a manner in which a person behaves.

Attitude – it is a position assumed for a specific purpose.

 It is an organismic state of readiness to respond in a characteristic way to a stimulus as an

object, concept, or situation.
 Human attitude affects much of a person’s behavior and human behavior depends on the kind
of environment he or she is interacting with. The attitude can be readily changed depending on
the kind of stimulus, concept, or situations that will greatly affect the human person.

C. Ten Commandments of Human Relations

1. Speak to People. There is nothing as nice as a cheerful word of greeting.

2. Smile at people. It takes 65 muscles to frown and only 15 to smile.
3. Call people by name. The sweetest music to anyone’s ear is the sound of his/her own name.
4. Be friendly and helpful. If you would have friends, be friendly.
5. Be cordial. Speak and act as if everything you do were a genuine pleasure.
6. Be genuinely interested in people. You can like everybody if you try.
7. Be generous with praise. Take caution against criticizing others.
8. Be considerate with feelings of others. It will be appreciated.
9. Be thoughtful of the opinion of others. There are three sides to controversy - yours, the other
fellows, and the right one.
10. Be alert to give service. What counts most in life is what we do for others.

D. Mission Possible Team (I can Win)

1. Successful people have a positive mental attitude.

2. Successful people are courageous people who take risks.
3. Successful people choose well.
4. Successful people persist.
5. Successful people adhere to the power of prayer.
6. Successful people know how to pace themselves and journey through life with enthusiasm.
7. Successful people govern themselves with discipline.
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8. Successful people give the best to whatever they do.

9. Successful people align their sense of purpose with the common good.
10. Successful people keep a positive count by responding positively to any person or situation.
11. Successful people harmonize with encouragement.
12. Successful people are decisive people who make things happen.

II. Values Development

A. Value Defined

1. Value is derived from the Latin word, valere, to be worth, be strong - something intrinsically valuable
or desirable. A thing has value when it is perceived as good and desirable. To develop is to acquire
gradually, by successive changes, to move from the original position – to one providing more
opportunity for effective use. Thus, values development is the act, process or result of developing the
values for a Human Dignity.

2. Since values are the bases of judging what attitude and behavior are correct and desirable and what
are not. It is therefore crucial that there be an appropriate framework as well as strategy for providing
the context and operational guidelines for implementing a values education program (DECS Values
Education Program Framework, Values Education for Filipino, 1988).

B. Value Systems: Various Views

The meaning of values

According to Clyde Kluckholm: “A value is a conception, explicit or implicit, distinctive of an individual or

characteristic of a group, of desirable which influence the selection from available modes, means and end
of action.”

According to Cornelius Van Der Poel: “Value refers to the understanding of a certain good for an individual
or society which is considered worthy of realization.”

According Bryan Hall, Michael Kenny, and Maury Smith: Value is “something that is freely chosen from
alternatives and is acted upon that which the individual celebrates as being part of the creative integration
in development as a person.”

A value is something or someone who is considered good or worthy and is desirable or useful. It is
something considered worthy by a person or a group. It can be a one-word standard for conduct (respect)
or a policy that everyone in an organization adheres to and believe in. Society depends on certain values
like cooperation and honesty. To function, values may also be concepts considered important by a select
group, and not by others. It maybe explicitly stated as they are more and more accepted in organizations.
Or maybe unspoken, yet recognized by all.

C. Values Education

Values education is the process by which values are formed in the learner under the guidance of the
teacher and parents as he/she interacts with his/her environment.

1. Values as subject matter must have a direct and immediate relevance to the personal life of the
learner.

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2. The process must involve all the faculties of the learners. It must not just be cognitive. It must appeal
not only to the mind but to the heart, recognizing the total human person.
3. The teacher’s and parent’s personal values play important roles in values learning.

D. The Why, When, Who, What, and How in Teaching Values

1. Why teach values?

 Because our parents tried to teach them to us
 Because they are what makes our society safe and workable
 Because it helps develop a sense of autonomy, independence, and confidence
 Because it is the most significant and effective thing to attain happiness
2. When? Value should taught to all ages with differing agendas and changing emphasis as one gets
mature. Teach values now and always.
3. Where? Values are best taught in the home, in either the positive or the negative sense. It can be far
more influential than what is taught in school.
4. Who? Parents are the crucial examples and instructors of values. They are the general contractor. The
teacher, the institution, and organizations are considered as subcontractors serving as supplement,
support, and back up of parents.
5. What? Decide which values to teach. Choose a teaching system that will help you decide what to
teach.
6. How? There are methods especially designed in teaching values to pre-schoolers, elementary ages,
adolescents, and community people.

E. Importance of Teaching Values

1. Values are extremely powerful. They guide people and identify what behavior is accepted and what
behavior is not. It is a principle that either accomplishes a well-being or prevents harm or does both.
It is something that helps or something that prevents hurt.
2. Values have to do with being and with giving. It is who we are and what we give rather than what we
have that make up our truest inner selves.
3. The values of being (who we are) are honesty, courage, peaceability, self-reliance, discipline and
fidelity. These are given as they are gained and practiced on the “outer” as they are developed in the
“inner”. The values of giving (what we give) are respect, love and loyalty, unselfishness, kindness, and
mercy. These are gained and developed as they are practiced.

F. The Values of Being and Giving (Linda Eyre, et al., 1993)

A true and universally acceptable “value” is one that produces behavior that is beneficial to the
practitioner and to those on whom it is practiced. A value is a quality distinguished by: a) its ability to
multiply and increase in our possession even as it is given away; and b) the fact (even the law) that, the
more it is given to others, the more it will be returned by others and received by others.

1. On values of Being. The following are values of being:

 Honesty – honesty must be practice with other individuals, with institutions, with society, and
with self. The inner strength and confidence are bred by exacting truthfulness,
trustworthiness, and integrity.
 Courage – this means daring to attempt difficult things that are good. It is the strength not to
follow the crowd, to say no and mean it, and influence others by it. It means being true to
conviction and following good impulse even when they are unpopular or inconvenient. It
means boldness to be outgoing and friendly.

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PARTIDO STATE UNIVERSITY
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 Peaceability – this means calmness, peacefulness, and serenity. It is the tendency to

accommodate rather than argue. It is the ability to understand how others feel rather than
simply reacting to them. It means the control of temper.
 Self-reliance and Potential– this refer to individuality, awareness, and development of gifts
and uniqueness. One must take responsibility for one’s own actions. The tendency to blame
others for difficulties must be overcome. One must have a commitment to personal
excellence.
 Self-Discipline and Moderation – these refer to physical, mental, and financial discipline. This
involve moderation in speaking, in eating, and in exercising. This also include the controlling
and bridling of one’s own appetites and understanding the limits of body and mind. These
mean avoiding the dangers of extreme, unbalanced viewpoint.
 Fidelity and Chastity – This refer to the value and security of fidelity within marriage and of
restraint and limits before marriage. These involve the commitment that go with marriage
and that should go with sex.
2. On Values of Giving. The following are values of giving:
 Loyalty and Dependability – These refer to loyalty to family, to employers, to country, to
church, to school and to other organizations and institutions. These mean reliability and
consistency in doing what you say and you will do.
 Respect – This means respect for life, for property, for parents, for elders, for nature, and for
beliefs and rights of others. It refers to courtesy, politeness and manners. It means self-
respect and the avoidance of self-criticism.
 Love – It means individual and personal caring that goes beneath and beyond loyalty and
respect. It means love for friends, neighbors, even adversaries, and a prioritized, lifelong
commitment of love for family.
 Unselfishness and Sensitivity – These pertain to becoming more extra-centered and less self-
centered. These mean learning to feel with and for others. These refer to empathy, tolerance,
brotherhood, and sensitivity to needs of people and situations.
 Kindness and Friendship – These refer to awareness that being kind and considerate is more
admirable than being tough and strong. The tendency to understand rather than confront,
and be gentle, particularly towards those who are younger and weaker. These necessitate the
ability to make and keep friends. These mean helpfulness and cheerfulness.
 Justice and Mercy – these refer to obedience to law and fairness in work and play. These
involve an understanding of the natural consequences and the law of the harvest. These refer
to the grasp of mercy and forgiveness and an understanding of the futility (and bitter poison)
of carrying a grudge.
G. Value Formation

The Christian Value Formation –is a lifelong process of growing which gets its strength from Jesus’
Sermon on the Mount. The following factors affect one’s value formation:

1. Two (2) Factors Affecting Value Formation

 Influences – these depend on a person’s internal influences such as intellectual and
emotional capabilities
 Experience Factor – like good influences, good experiences are needed in value formation.
2. There are four (4) types of experiences that will influence or affect the formation of values.
 Liturgical Experience
 Bible Experiences
 Learning Experiences
 Human Experiences
H. Value Clarification
1. Value Clarification is a difficult task.
There are three basic steps that are useful in Value Clarification:
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 Choice
 Value
 Action
2. Values are better than rules.
Forward-Thinking – the organization promotes values to guide people. Doing this saves the time
because organizations need to write rules, and need to refer to rule books or organization manual.

3. Values serve as outline goals.

An explicit set of values shall form the foundation of any organization because they endure.

4. Value send a message.

A good value teaches and guide the members of the organization. A symbolic act affirms the value
over and over.

5. Value shape an organization.

Values manifest itself in various ways. It thrusts members to produce quality good products. Values
can shape and animate an organization.

I. Core and Related Values

The seven core values are made specific and further explained and ramified into particular values. The
human dignity is the overarching value; all other values are pursued because of inner worth of the
human person.

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