Lesson 2

SELF-
AWARENESS
AND VALUES
DEVELOPMENT
OBJECTIV At the end of the lesson, the students are
ES expected to:

*Distinguish the differences between self-awareness

and self-management.
*Describe knowledge of self by means of positive and
negative self-talk.
*Explain the self-management sequence that controls
one's success and failure.
*Analize the different levels of self-talk that provides
ways of changing oneself.
*Learn how values are developed based on the
guidelines for implementing values education.
*Differentiate value of being and value of giving.
*Develop the seven good habits of highly effective
people.
 SELF-
AWARENESS
AND SELF-
MANAGEME
NT
 SELF
AWARENE
SS

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 term refers to a person in a
prime condition, as the entire person
or individual. Awareness is define as
having or showing realization,
participationin, commitment to,
realization,and knowledge of the
development of one’s values.
YOU AS
YOU

Nosce ti ipsum is Latin for “know thyself”. 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 (see Fig. 1)
a. Self- oneself/ himself/ herself/myself
• Belonging to oneself
• A person is prime condition
• Entire person as an individual
b. 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 own life.
 KNOWLED
GE

MY SELF OWN SELF

REALIZATIO SEL PERCEPTIO

N N
F

HIMSELF/HERSELF ONE SELF

COMMITME
NT
YOU AS A
FILIPINO

1. Being aware of and remaining constantly on guard against

the Filipino tendency towards negativism, you can
eventually propel yourself into positivism.
2. Use your lakas at 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.
3. Begin by getting involved with your own life. Makialam ka
sa buhay mo. Cooperate, makisama ka, by first initiating a
change in yourself.
4. Begin without expecting instant miracles. You have got
only one real friend and one worst enemy and that is
yourself.
5. Believe in your abilities and work unyieldingly to reach
your objective.
YOU AND
YOUR
WORTH

Filipino worship is directed towards

God as a father-figure who takes
care of all-Bahala na ang Diyos-
signifying that Devine Providence is
responsible for our destinies. Thus,
whenever problems confront us, we
tend to turn against God and blame
Him for all our misfortunes.
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 more successful,
*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
A SELF-MADE Wall
OF NEGATIVE SELF-
TALK
(HELMSTETTER,
2000)

Here are some 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 to
yourself:
• I can’t remember names.
• It’s going to be another one of these days!
• It’s just no use!
• I just know it won’t work!
• Nothing ever goes right for me.
• That’s just my luck.
• I’m so clumsy
• I don’t have talent.
• I’m just not creative.
• Everything I eat goes right to my waist.
• I can’t seem to get organized.
• Today just isn’t my day.
• I can never afford 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.
 SELF-MANAGEMENT
SEQUENCE
(HELMSTETTER, 2000)

Life is not a matter of luck or fortune. If

we 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 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 Control Our Success
Or Failure.
BEHAVI
OR

The step that most directly controls our success or failure is our
behavior- what we do or do not do.
Behavior means our actions. Each moment of each day
will determine wheter or not we will be successful that
moment or that day in everything that we do.
FEELING
S

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 do it. If we feel good or
positive about something, we will
behave more positively about it. Our
feelings will directly influence our
actions. Our feelings created,
controlled, determined, or influenced
by our attitudes.
ATTITUD
E

Our attitudes are the

perspective from which we
view life. Some people seem
to have a good attitude
about most things. Some
seem to have a bad attitude
about everything. But when
we look closer, we will find
that most of us have a
combination of attitudes-
some good, some not so
good.
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, succeed or fail. The
belief that we have 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!
PROGRAMM
ING

We believe that we are programmed to

believe. Our conditioning from the day we
born has created, reinforced, and nearly
permanently cementedmost of what we
believe ourselves and what we believe about
most of what goes on around us. Wheter 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
dictates our attitudes, affects our behavior,
and determines our success or failure.
LEVELS OF
SELF-TALK
(Helmstett
er, 2000)
Self-talk is a way of 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.
LEVEL I.
SELF- THE LEVEL OF NEGATIVE ACCEPTANCE "I
TALK CAN'T"

The level of negative acceptance is the lowest,

least beneficial, and the most harmful level of
self-task. 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
telling ourselves to hesitate, question our
capabilities, and accept less than we know we
could have done, had we only given ourselves
a chance.
LEVEL III. THE LEVEL OF DECISION TO CHANGE " I
SELF-TALK NEVER... I NO LONGER..."

Level III is the first level of self-talk

that works for us instead of against
us. At this level , we recognize the
need to change, but also we make the
decision to do something about it-and
we state the decision in the “present
tense”- as though the change has
already taken place. It is characterized
by words, “ I never…” or “ I no
longer.”
 LEVEL II. THE LEVEL OF RECOGNITION AND NEED TO
SELF-TALK CHANGE "I NEED TO... I SHOULD..."

This level beguiling. On the surface, it looks as

though it should work for us. But instead, it
works against us. At this level, we are telling
ourselves and others that we need to change . it
is characterized by words such as such as “I
need to …”or ”I ought to…”or “I would…”
 LEVEL
IV.SELF- THE LEVEL OF THE BETTER YOU "I
TALK AM"
This is the most effective kind of self-
talk we can ever use. This has been used
the least, but is needed the most. It is at
this level that we are painting a
complete new picture of ourselves, the
way we really wanted to be, handling it
to our subconscious, and saying, “This is
the me I want to create!” It is
characterized by 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.
LEVEL
V.SELF- THE LEVEL OF UNIVERSAL AFFIRMATION "IT IS..."
TALK

This level of self-talk has been spoken for

thousands of years. It is as old as the ancient
religions which inspired it. It is the self-talk of
“Oneness” with God. This level speaks of a unity
of spirit, a divine and timeless cosmic affinity
which transcends all worldly things and gives us
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
the words, “It is…” It sounded like this: “I am one
of the universe and it is one with me. I am fit,
within it, and exist as a shining spark in a
firmament of divine goodness.”
 HUMAN
PERSON AND
VALUES
DEVELOPMEN
T
 THE
HUMAN
PERSON

>The human person is the subject of education.

>The human person is also the object of
education.
>He/She is multidimensional: a distinction
between the person as self and the person is
community.
>The human person is an individual, self-
conscious being of incalculable value in
himself/herself, His/Her physical, intellectual,
moral, spiritual, socioeconomic, and political well-
being is recognized by the state.
 Physic Intellec
al tual
HUMAN
PERSON AS
Socia SELF/AS Mor
MEMBER OF
l COMMUNITY al

Econo Spirit
mic Polit ual
ical
 IMPORTANT
REALITIES OF THE
HUMAN PERSON

1. The Self-image
•Self-image refers to a person's underatanding of himself/herself.
•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.
Three kinds of self-image
•Negative self-image- delves on limitations and differences rather than assets.
•Overrated self-image- stressesvthw positive traits.
•Realistic self-image- based on the real self.
2. The others
•There are persons or group that one considers as important and, are thus giventhw right to influence oneself.
3. The being
• It is the main spring or a motivating force in the human person.
• It is a wellspring, a fountainhead of one's identity, one's essential course of action, and one's essential bonds.
Seven Approaches to get in touch with the being:
• Approach by way of the self-image
• Approach by way of important choices
• Approach by way of action.
• Approach by way of what is "natural" and stressless.
• Approach by way of people who had a greatest impact on the person.
• Approach to self trough severe trials.
• Approach by way of deep and not yet fulfilled aspirations.
4. The "I"
•The "I" has three (3) different aspects- the intellect, the freedom and the will.
5. The Sensibility of the Body
• These are the important realities of the human person.
FIVE POVITAL CENTERS AS THE
COMPONENTES OF THE
HUMANPERSON
 ATTITUDE

HUMAN ENVIRONM
PERSON ENT

BEHAVIOR

HUMAN PERSON IN RELATION TO HIS/HER

ENVIRONMENT WITH RESPECT TO ATTITUDE
AND BEHAVIOR
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 land.
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- The reality is the place of the
person in the process of growth, a place where what is
good can be sensed.
 Environmental Stimulus
HUMAN (Sensibility) life Situation
PERSON ATTITUDE
Object - Physical
Biological
Concept - Love
Any issues
STATE OF Situation - Politics
ONESELF READINESS Religion
Society

BEHAVIOR

MANNERS OF CONDUCTING ONESELF (HUMAN

PERSON IN RESPONSE TO HIS/HER ENVIRONMENT)
Behavior- It is the manner of conducting onself. 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.
• It affects much of human behavior which in turn depends
on the kind of environment he/she is interacting with.
Attitude can be readily changed depending on the kind
of environmental stimulus, e.g., concept or situations
that will greatly affect the human person.
 TEN
COMMANDMENT
S OF HUMAN
RELATIONS
1. Speak to People, there is nothing as nice as a cheerful word of
greeting.
2. Smile at people. It take. 72 muscles to frown and only 14 to
smile.
3. Call people by his or her name. The sweetest music to anyone's
ear is the sound of his/her name.
4. Be friendly and helpful, if you want friends. You must be one.
5. Be cordial. Speak and act as if everything you do is a joy to you.
6. Be genuinely interested in people. You can like almost everybody
if you try.
7. Be generous with praise and cautious with criticism.
8. Be considerate with feelings of others. It will be appreciated.
9. Be thoughtful of the opinion of others.
10. Be alert to give service. What counts most in life is what we do
for others.
MISSION
POSSIBLE
TEAM (I CAN)
1.Successful people have a positive mental attitude
2. Successful people are courageous people who take risk.
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 with
discipline.
7. Successful people govern themselves with discipline.
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. Harmonize with encouragement.
12. Successful people are decisive people who make things
happen.
 VALUES
DEVELOPMENT
 VALUE
DEFINED

1. Value is derived from the Latin word,

valere, which means to be worth or to be
strong. A thing has value when it is perceived
to be intrinsically good and desirable. To
develop a value is to acquire it gradually, and
by successive changes, to move from the
original position to one providing more
opportunity for effective use. Thus, values for
human dignity.
2. Values are the bases of judging what
attitudes and behavior are correct and
desirable and what are not.
VALUE SYSTEM:
VARIOUS VIEW
 THE
MEANING
OF
VALUES

According to Cornelius J. van der Poel, "value refers to

the understanding of a certain good for an individual
or society which is considered worthy of realization."
According to Brian Hall, Michael Kenny, and Maury
Smith, "value is something that is freely chosen from
alternatives and is acted upon, or that which the
individual celebrates az being part of the creative
integration in development as a person."
A value is something that is considered good or
worthy and desirable or useful by a person or a group.
 VALUES
EDUCATIO
N

Value education is the process by which values are

formed in the learner under the guidance of teachers
and parents as the former interacts with his/her
environment.
1. Values as subject matter must have a direct and u 0
relevance to the personal life of the learner.
2. Values education must involve all the faculties of the
learners. The process is the merely 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.
 THE WHY, WHEN,
WHERE, WHO,
WHAT AND HOW IN
TEACHING VALUES
1. Why teach values? because our parents tried to teach them to
us
because values make our society safe and workable
because they help develop a sense of autonomy, independence
and confidence
because they are the most significant and effective thing to
attain happiness
2. When? Values should be taught to people of all ages with
differing agenda and changing emphasis depending on their
maturity. Values should be taught now and always.
3. Where? Values are best taught at home, in either positive or
negative sense. They can be far more influential than what is
taught in school.
4. Who? Parents are the crucial examples and instructors of
values.
5. What? Decide which values to teach. A teaching system
should be carefully selected.
6. How? There are methods especially designed in teaching
values to pre-schoolers, elementary pupils, adolescents, and
people in the community.
IMPORTANC
E OF
TEACHING
VALUES
1. Values are extremely powerful. They guide
people and determine what behavior is
acceptable and what behavior is not.
2. Values have to do with being and with giving.
It is who we are and what we give.
3. The values of being (who we are) are honesty,
courage, peaceableness, self-reliance, self
discipline and fidelity. These are given as they are
gained and practiced on the "outer" self as they
are developed in the "inner" self.
THE VALUES OF
BEING AND
GIVING (EYRE
& EYRE, 1993)
1. VALUES OF
BEING
HONESTY

Honesty must be practiced with other

individuals, with institutions, with
society and within oneself. The inner
strength and confidence are bred by
exacting truthfulness, trustwirthiness
and itegrity.
COURAG
E

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
one's convictions and following good
impulses even when they are unpopular or
inconvinient. It means boldness to be
outgoing and friendly.
PEACEABLE
NESS

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

These refer to a person's

individuality, awareness and
development of his/her 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 self-discipline. These involve
moderation in speaking, in eating and in
exercising. These also include the
controlling and bridling of one's own
appeties and understanding the limits of
body and mind. These mean avoiding the
dangers of extreme or unbalanced
viewpoint.
FIDELITY
AND
CHASTITY

These refer to the value and

security of fidelity within
marriage and of restraints
and limits before marriage.
These involve the
commitment that go with
marriage and responsibility
that go with sex.
1. VALUES OF
GIVING
LOYALTY AND
DEPENDABIL
ITY

These refer to loyalty to family, eployers,

country, church, school and other organization
and institutions. these means reliability and
consistency in doing what one says he/she will
do.
RESPECT

This means respect for life,

property, parents, elders,
nature and the beliefs and
rights of others. It refers to
courtesy, politeness and
manners. It means sel-
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.
UNSELFISHNE
SS AND
SENSITIVITY

These pertain to becoming more

extroverted and less self-centered.
These mean learning to feel with and
for others. These refer to empathy,
tolerance, brotherhood and sensitivity
to the needs of people and situations
 KINDNESS
AND
FRIENDSHIP
These refer to awareness
that being kind and
considerate is more
admirable than being
tough or strong. The
tendency to understand
rather than confront and
be gentle, particularly
towards those who are
young, old and weak.
These necessitate the
ability to make and keep
friends. These involve
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 gasp of mercy and
forgiveness and understanding
the futility (and bitter poison) of
carrying a grudge.
 VALUE
FORMATION

The Christian Value formation is a lifelong process of growing

which gets its strength from Jesus' sermon on the mount.
Two Factors Affecting Value Formation
1. INFLUENCES - these depend on a person's internal traits
and characteristics such as intellectual and emotional
capabilities.
2. EXPERIENCES - Like good influences, good experiences are
needed in value formation.
Four Types of Experiences Affecting Value Formation.
° Liturgical Experience
° Bible experience
° Learning experience
° Human experience
 VALUE
CLARIFICATI
ON

1. Value clarification is a difficult task.

There are ytree basic steps that are useful in value clarification :
~ Choice
~ Value
~ Action
2. Value are better than rules.
A forward-thinking organization promotes values to guide people. Doing
this saves time because an organization need not write rules, or refer to rule books
or organizational manuals.
3. Vues serve as outline goals.
An explicit set of values should form the foundation of any organization
because values endure.
4. Values send a message
A good values teaches and guides the members of the organization. A
symbolic act affirms the value over and over.
5. Values shape an organization.
A value manifests itself in various ways. It stimulates members to produce
good quality products. Values can shape and animate an organization.
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 the inner worth of
the human person. Table 1 shows the
dimension of the human person as self
and as part of the community and the
related core values (DECS Value Education
Program Framework, Value Education for
Filipinos, 1988)
 *Our character is a
composite of our
habits. Habits are
DEVELOPING powerful factors in
GOOD our lives. They are
HABITS FOR consistent, often
EFFECTIVENE unconscious
SS patterns. They
constantly express
our character and
influence our
effectiveness or
ineffectiveness
Habit is defined as the interaction of
knowledge, skill, and desire. Knowledge
is the theoretical paradigm, the "what
to do" and the "why". Skill is the "how
to do", and desire is the motivation, the
"want to do". All these three are
necessary to make something a habit in
our lives.
Effectiveness is defined as the basis
of a person's character, creating an
empowering center of correct maps
from which an individual can effectively
solve problems, maximize
opportunities, continually learn and
Integrate principles in an upward
growth.
 According to
Stephen Covey,
author of The 7
Habits of Highly
Effective People,
ther3 afe seven
habits that make
one a highly
effective person.
These habits are as
follows ;
 BE
PROACTIVE

Proactivity means taking the initiative. As human beings, we

are responsible for our owb lives. Our behavior is a function
of our decisions, not our conditions. Highly proactive people
recognize responsibility. "Response-ability" means the ability
to choose your response. In making such a choice, we become
reactive. Reactive people are affected by their physical and
social environment-the 'social weather.'They are defensive or
protective-driven bt feelings, circumstances, and condition of
the environment. Proactive people are influenced by external
stimuli, whether physical, social, or psychological. But their
response to the stimuli, conscious or unconscious, is a value-
based choice.
BEGIN WITH
THE END IN
MIND

"Begin with the end in mind" is to begin today with the image, picture,
or paradigm of the end of your life as your frame of reference or the
criterion by which by which everything els3 is examined. Each part of
your life-today's behavior, tomorrow's behavior, next week's behavior,
next month's behavior - can be examined in the context of the whole, of
what really matters most to you. To begin with the end in mind means to
start with a clear understanding of your destination. It means knowing
where you are going so that you can better understand where you are
now, and hence can go to the right direction.
"Begin with the end in mind" in based on the principle that all things
are created twice. There is a mental or first creation, and a physical or
second creation to all things.
 PUTTING
FIRST THING
FIRST

Effective management is putting

first things first. While
leadership dicides what "first
things" are, it is management
that puts them first, day-by-day
and moment-by-moments.
Management is discipline
carrying it out.
 THINK
WIN/WIN

The habit of effective interpersonal

leadership is Think Win/Win.
Win/Win is not a technique ; it is a
total philosophy of human
interaction. In fact, it it one of the
six paradigm which include
Win/Lose, Lose/Win, Lose/Lose,
Win, and Win/Wn or No Deal.
SEAK FIRST TO
UNDERSTAND
THAB TO BE
UNDERSTOOD

"Seek first to Understand thab to be

Understood" involves a very deep shift in
paradigm. We typically seek first to be
understood. Most people do not listen
with the intent to understand ; they listen
with the intent to reply. They are either
speaking or preparing to speak. They are
filtering everything through their own
paradigms and reading their
autobiography into other people's lives.
SYNERGIZ
E

Synergize means that the whole is greater than the sum of

its part. It means, that the relationship which the parts
have with each other is a part in and of itself. Synergy is
the highest activity in all life-the true test and
manifestation of all of the other habits put together. It is
the essence of principle-centered leadership and
parenting.
 SHARPEN THE
SAW-THE
PRINCIPLE OF
BALANCED SELF
- RENEWAL

Habit is taking time to sharpen the saw. It is preserving

and enhancing the greatest asset you have-you. It is
exercising, mental, and social/emotional.
The seven habits according to Stephen Civet (1990)
move us progressively in a maturity continuum from
dependence ti independence to interdependence.

On the Maturity Continuum :

1. Dependence is the paradigm of you - you come
through for me, you did not come through. I blame you
for the results.
2. Independence is the paradigm of I-I can do it; I am
responsible ; I am Self-reliant ; I can choose.
3. Interdependence is the paradigm of we-we can do
it; we can cooperate ;we can combine our talents.
THA
NK
YOU!
!!