LESSON 1: BECOMING A BETTER STUDENTS

INTENDED LEARNING OUTCOME COURSE LEARNING OUTCOME

Understand the theoretical underpinnings for Integrate ways to become an effective
how to manage and care for the different learner.
aspects of the self.

LEARNING DEFINED
• Behaviorists define learning as a relatively permanent change in behavior as a result of
practice or experiences.
• Cognitive psychologists, on the other hand, conceptualize learning as a process
leading to change as a result of experience.
• In essence, learning involves the acquisition of knowledge, skills, and attitudes through
experience.
• It is a transformative process that leads to personal growth and development, aiding
individuals in adapting to a constantly changing environment. Commencing at birth, the
process of learning continues throughout life, representing a constant process resulting
from both direct and indirect experiences.
• Individuals not only learn through direct personal experiences but also through
observation and imitation of others. Learning plays a crucial role in the survival of human
beings, as it empowers them to discover new knowledge, technology, and innovations.

CHARACTERISTICS OF LEARNING
• Learning is Purposeful
o Every human action is motivated or inspired by one's aims, goals, or intentions.
Learning occurs because it is planned, desired, or even compelled. Regardless
of the circumstances, there is always a purpose behind why a person seeks
more knowledge. Research indicates that students who set goals tend to be
more persistent and are more likely to achieve their objectives.
• Learning is a Result of Experience
o Learning is often associated with a change in behavior as a result of experience.
This entails that learning comes with one's interaction with the environment.
o Learners may be able to define particular terms, state general principles.
However, they can make them meaningful if they understand them well enough
and be able to use and apply them in real-life situations.
• Learning is Multifaceted
o The famous quotation "a sound mind in a sound body" exemplifies the
connection between the physical and mental well-being of a person.
o In order to produce well-rounded graduates, education institutions must hone not
only the intellectual but also the physical social, emotional, and spiritual
potentials of learners.
o Incidental knowledge, skills, and attitudes are also taught and developed.
• Learning is an Active Process
 o Learners should not be mere passive receivers of information; learning goes
beyond rote memorization.
o The principle of teaching emphasizes that the student should be at the center of
the learning process.
o Active participation of students in class activities is crucial for them to fully grasp
the concepts and skills that they need to learn.

WHAT HAPPENS DURING LEARNING?

Brain Changes:
When a person learns something new, the brain undergoes transformative changes. These
changes include:
• Formation of New Nerve Cells: New nerve cells may grow, leading to the formation of
new neural networks.
• Adaptation of Synaptic Connections: The strength of existing synaptic connections
changes, functionally altering the connectivity (and activity) within the neural networks in
response to sensory stimuli.
• Formation of New Synapses: New synapses are formed between neurons that were
not connected before, effectively creating new networks of neurons that, when activated,
represent a new memory.
With the advancements in modern technology, decoding and unlocking almost everything is
now possible for humans, even the intricacies of complex hardware like the brain, which
comprises over 8.5 billion neurons (akin to microprocessors) and 10 trillion dendrites and
synapses (similar to wires and connections).
Behavioral Changes:
Learning is defined as a permanent change in behavior as a result of experience. It necessitates
the continuity of behavioral change.

METACOGNITION AND SELF-REGULATED LEARNING

Metacognition: Metacognition is simply defined as cognition about cognition or thinking about
thinking. It involves the awareness of one's own thinking and the strategies one uses to learn.
Psychologist John Flavell identifies two components of metacognition:
1. Metacognition Knowledge: This includes knowledge of cognitive tasks and knowledge
of the strategies to complete tasks.
2. Metacognition Regulation: Refers to how an individual monitors and controls their
cognitive processes.
Self-Regulated Learning: Self-regulated learning (SRL) is an educational concept that
emphasizes the learner's ability to take charge of their own learning process. It involves the use
of metacognitive strategies to plan, monitor, and evaluate one's own learning. SRL incorporates
various cognitive and motivational processes that learners employ to achieve their learning
goals.
The 3 Essential Components of Self-Regulated Learning
1. Planning:
• Increases Efficiency, Control, and Motivation: Effective planning is a
foundational component of self-regulated learning. It involves setting goals,
organizing resources, and creating a roadmap for the learning process. Through
careful planning, learners enhance their efficiency, maintain control over their
educational journey, and foster motivation by having a clear direction.
2. Problem Solving:
• Allows Students to Learn to Think and Look for Solutions When Faced with
Adversaries: Problem-solving is a vital skill in self-regulated learning. It
empowers students to develop critical thinking abilities and equips them to find
solutions when confronted with challenges. Encouraging a problem-solving
mindset enhances a student's ability to navigate difficulties and promotes
resilience in the face of obstacles.
3. Self-Evaluation:
• Increases Self-Awareness Leading to a Better Understanding of Emotions,
Strengths, and Weaknesses: Self-evaluation is a reflective process that
contributes to increased self-awareness. It involves assessing one's own
performance, understanding emotions, recognizing strengths, and identifying
areas for improvement. This heightened self-awareness not only facilitates
personal growth but also leads to a deeper comprehension of one's emotional
landscape, strengths, and weaknesses, ultimately contributing to more effective
self-regulated learning.

GOOD STUDY HABITS

To be a successful student, it is crucial to establish good study habits for effective learning.
Study habits refer to the attitudes and behaviors students adopt when preparing for tests or
any learning assessment.

LESSON 2: SETTING GOALS FOR SUCCESS

INTENDED LEARNING OUTCOME COURSE LEARNING OUTCOME
Validate the theories on goal- setting, self- Acquire and hone new skills and learning for
efficacy and understanding of success better managing of one's self and behaviors

THE IMPORTANCE OF GOALS

• John Maxwell once posited these scenarios: Have you tried playing darts without a
dartboard? Have you tried playing basketball without a ring?
 • Simply imagining being in these scenarios is already absurd. Being in such situations,
which lack purpose, makes no sense.
• A life without a purpose is a wasted life. A life without a goal is a pointless life. It is said
that a person has two birthdays: one is the actual date of birth, and the other is the day
when one discovers their purpose in life.
• Very few people find their purpose early in life. Some only find it towards the end of their
lives, while others never find it at all.
• A truly successful person discovers their purpose in life and strives to fulfill it. Imagine the
futility of throwing darts without a dartboard. Without a dartboard, there's no clear target.
A life without a goal is akin to this scenario—pointless and devoid of meaning.

ALBERT BANDURA'S SELF-EFFICACY THEORY

• Self-efficacy refers to one's belief in their ability to succeed in specific situations or
accomplish a task. More often than not, one's sense of self-efficacy can play a major role
in how they approach goals, tasks, and challenges.
• The operative word in the concept of self-efficacy is "belief." If a person believes in
themselves, then half the battle is already won. In fact, some people would even have
another word for this - "faith." If one has faith, then nothing is impossible. According to
Bandura, the following are ways to strengthen self-efficacy:
• Mastery Experiences: Refer to firsthand or direct experiences that a person acquires.
When the frequency of success is high, there is a greater belief in one's personal efficacy.
Likewise, failures can discourage one's belief in accomplishing a task.
• Vicarious Experiences: Emanate from observing people, especially those that one
regards as heroes or role models. People choose their own role models. When these
models succeed through hard work, it increases one's belief that they too can succeed.
• Verbal Persuasion refers to motivation coming from influential people such as parents,
teachers, friends, coaches, and superiors. Statements like 'kayang-kaya mo yan' (you can
do it) provide significant motivation, to the extent that one exerts extra efforts not to
disappoint these people.

• Emotional and Physiological States refer to the emotional and physiological conditions
that a person is in. A person suffering from depression or undergoing stress will likely have
a lower chance of success compared to those who are inspired or motivated.

CAROL DWECK'S GROWTH MINDSET THEORY

• Carol Dweck introduced the concept of "mindset," which she defined as the implicit
theories individuals hold regarding the nature of intelligent behavior.
• In the "fixed" theory of intelligence, people believe that fundamental qualities such as
intelligence and talents are unchangeable traits.
• In contrast, in the "growth" theory of intelligence, individuals believe that talents and
intelligence can be developed through learning, effort, training, and practice.
• Dweck's work has had a significant impact on our understanding of human potential and
the role of beliefs in shaping our abilities and achievements.
EDWIN LOCKE'S GOALSETTING THEORY
• In Locke's Goal-Setting Theory, a goal (or outcome) has two sides:
a) Mastery Goals: These goals reflect the desire to gain knowledge and skills.
Individuals with mastery goals are primarily focused on improving their
competence and learning. Their motivation stems from personal growth and
development.
b) Performance Goals: Performance goals reflect the desire to appear competent in
the eyes of others. Individuals with performance goals are motivated by external
validation and the need to demonstrate their abilities to others, often seeking
recognition or approval from peers or superiors.
The Five Principles of Goal Setting:
1. Clarity: Goals should be clear and specific. Individuals must set a clear period for their
attainment and completion.
2. Challenge: Goals should trigger the knowledge, skills, and abilities of a person, requiring
extra effort for their achievement.
3. Commitment: Reflects a person's dedication toward the attainment of the set goals. It
requires sincerity and focus.
4. Feedback: Serves as a mechanism to ensure that everyone sharing the same goal is on
the right track and moving in the same direction.
5. Task Complexity: Pushes people to go the extra mile and work hard. The more
complicated the goal, the higher the motivation will be.

JULIAN ROTTER'S EXPECTANCY THEORY

• Learning creates cognitions known as expectations, which guide behavior. A person's
decision to engage in a behavior is determined by what the person expects to happen
following the behavior, and the value the person places on the outcome.
• According to Julian Rotter, behavior is determined not only by the kinds of consequences
called positive reinforcement but also by the expectation that a particular behavior will
result in those consequences.
• Two kinds of Locus of Control:
a) Internal Locus of Control: A person believes that events are controlled by their own
efforts. People with this locus of control believe that their achievements come from
the effort they make for themselves. These individuals "make things happen" and
are proactive.
b) External Locus of Control: A person believes that events are determined by
external forces over which they have no control. When these individuals succeed,
they attribute their success to chance or luck.

Test your knowledge!

1. What does John Maxwell's scenarios a. The importance of
about playing darts without a imagination
dartboard and playing basketball b. The significance of having fun
without a ring illustrate?
 c. The absurdity of purposeless 7. What is the first principle of goal
actions setting?
d. The need for physical activity a. Feedback
2. According to John Maxwell, what is b. Challenge
the second "birthday" that a person c. Clarity
can have? d. Task Complexity
a. The day they turn 50 8. What is the second principle of goal
b. The day they discover their setting according to the text?
purpose in life a. Feedback
c. The day they get a promotion b. Challenge
d. The day they retire c. Commitment
3. What term does Carol Dweck use to d. Clarity
describe the implicit theories 9. Which theory discusses the concept
individuals hold regarding the nature of expectations guiding behavior?
of intelligent behavior? a. Carol Dweck's Growth
a. Belief theory Mindset Theory
b. Fixed mindset theory b. Albert Bandura's Self-Efficacy
c. Mindset theory Theory
d. Intelligence theory c. Edwin Locke's Goal-Setting
4. In Carol Dweck's "growth" theory of Theory
intelligence, what do individuals d. Julian Rotter's Expectancy
believe about talents and Theory
intelligence? 10. What is the term used to describe a
a. They are unchangeable traits person's belief in their ability to
b. They can be developed succeed in specific situations or
through learning and effort accomplish a task?
c. They are determined by a. Confidence
genetics b. Self-esteem
d. They are unrelated to c. Self-efficacy
success d. Ambition
5. In Locke's Goal-Setting Theory, what 11. What kind of control does a person
are the two sides of a goal? have when they believe events are
a. Start and finish controlled by their own efforts?
b. Mastery Goals and a. Internal Locus of Control
Performance Goals b. External Locus of Control
c. Effort and reward c. Fixed Locus of Control
d. Personal and professional d. Variable Locus of Control
6. According to Locke, what is the 12. When individuals with an external
primary focus of individuals with locus of control succeed, what do
mastery goals? they attribute their success to?
a. Gaining recognition a. Their effort and hard work
b. Improving competence and b. Chance or luck
learning c. Their talent and skills
c. Seeking approval from others d. Their support system
d. Achieving high-performance 13. What term is used to describe the
standards belief that talents and intelligence are
unchangeable traits?
 a. Growth mindset d. Locus of control is irrelevant
b. Fixed mindset in behavior
c. Self-efficacy 15. Which theory emphasizes the role of
d. Mastery mindset beliefs in shaping abilities and
14. What is the main point of Julian achievements?
Rotter's Expectancy Theory? a. Carol Dweck's Growth
a. Expectations have no impact Mindset Theory
on behavior b. Edwin Locke's Goal-Setting
b. Positive reinforcement is the Theory
sole determinant of behavior c. Albert Bandura's Self-Efficacy
c. Behavior is influenced by the Theory
expectation of certain d. Julian Rotter's Expectancy
consequences Theory

Write your answers here:

1. _____ 6. _____ 11. _____
2. _____ 7. _____ 12. _____
3. _____ 8. _____ 13. _____
4. _____ 9. _____ 14. _____
5. _____ 10. _____ 15. _____.

ESSAY
Explain the importance of setting clear and specific goals in one's life, drawing from the principles
discussed in the module. Discuss how the concepts of self-efficacy, mindset, and locus of control
can influence one's ability to define and achieve their goals. Provide examples and insights from
the module to support your analysis.
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LESSON 3: TAKING CHARGE OF ONE’S HEALTH
Intended Learning Outcomes Course Learning Outcomes
Integrate ways on how to do self-care to Apply these new skills to one’s self and
promote well-being functioning for a better quality of lie

"An empty lantern provides no light. Self-care is the fuel that allows your light to shine
brightly."

Have you ever neglected self-care and experienced the consequences of doing so? What
did you learn from that experience?
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Can one truly consider themselves healthy if they are physically fit but lack intellectual
sharpness and emotional well-being, or are these aspects inseparable in defining overall
health? Explain your answer
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THREE DOMAINS THAT DOMINATE THE SELF

Based on the domains of biorhythm, the self is dominated by three domains that operate
in a cycle. These domains manifest regularly, and one may dominate the other.
• Physical Domain includes coordination, strength, and well-being.
• Intellectual Domain includes alertness, analytical functioning, logical analysis,
memory or recall, and communication
• Emotional Domain includes creativity, sensitivity, mood, perception, and
awareness
Taken as a whole and as a framework or indicator of health, these domains must be
balanced by individuals. Based on this framework, any imbalance results in incongruence
and, thus, an unhealthy condition.
Contemporary medicine prescribes that to maintain good health, individuals should
engage in regular exercise, manage their consumption of unhealthy foods, and adopt a
forgiving mindset to avoid poisoning their minds. Just as there is a physiological poison,
there exists a psychological poison.
In its entirely, such negativity on all domains opens the possibility of occurrence of
sickness or disease. To avoid sickness or disease, a positive and proactive score in these
domains leads to a healthier life.
Maintaining a healthy lifestyle is a choice. Suffice it to say that being physically active,
intellectually engaged, and emotionally stable is the key to being healthy. This mindset
leads to a healthier life and a happier perspective on life.

PERSONAL HEALTH RESPONSIBILITY

Steinbrook (2006) stated that today, more than ever, personal health responsibility or
taking charge of one's health is an essential step in disease prevention, as well as in
protocols for healing and recovery from diseases.
Personal health responsibility involves active participation in one's own health and
healing plan through education and lifestyle changes. Although the concept of personal
health responsibility seems simple, it is often overlooked when people are diagnosed with
an automimmune disorder and seeking a quick fix.
One needs to be sensitive about the importance of good health. Exercising daily, avoiding
alcohol, tobacco, and illegal drugs, maintaining proper hygiene, getting enough rest and
sleep, eating on time, and ensuring a balanced diet are a few things that one can do for
the body.
People should think more about the prevention of diseases than the cure of these.
Diseases may be avoided if everyone is conscious about what one does since most
diseases are acquired as a product of unhealthy lifestyle.
Part of personal health responsibility is knowing one's family history; this is one
way to determine hereditary illnesses that can be prevented in the future. Examples
include diabetes and high blood pressure, which may be inherited. Another health
responsibility is conducting research on effective herbal medicines and food supplements.
Prescription drugs manufactured in the laboratory are made up of chemicals that can be
detrimental to people's health.
In the Philippines, several measures have been enacted to instill health awareness and
encourage personal health responsibility like the anti- smoking campaign. among
others.

STRESS
Stress refers to the reaction of our physiological and psychological selves to any kind of
demand or threat. Eustress is beneficial stress that can manifest as physical,
psychological, and biological stimuli. The Greek prefix "eu-" means "good," hence the
word "eustress" signifies "good stress." Distress, on the other hand, is bad stress that
occurs when there is a tension build-up that becomes unbearable and difficult to cope
with.
Eustress:
• Planning a wedding: While organizing a wedding can be stressful, it's typically
considered eustress because it's a happy occasion and often motivates people to
put in effort and creativity.
• Starting a new job: The excitement and challenge of a new job can be eustress,
as it can boost motivation and personal growth.
• Competing in a sports competition: Athletes often experience eustress before a
big game or competition. The adrenaline and excitement can enhance
performance.
• Falling in love: The initial stages of a romantic relationship can be stressful, but
they are generally considered eustress due to the positive emotions and
excitement involved.
• Pursuing a personal goal: Whether it's training for a marathon or working on a
creative project, the stress associated with achieving a personal goal is usually
seen as eustress because it leads to a sense of accomplishment.

Distress:
• Coping with the death of a loved one: Grief and bereavement can lead to intense
distress, as the emotional and psychological toll is overwhelmingly negative.
• Losing a job: Sudden unemployment can be distressing, as it can lead to financial
instability and a sense of uncertainty about the future.
• Dealing with a chronic illness: The ongoing health challenges and uncertainty
associated with a long-term illness often lead to distress.
• Going through a divorce: The emotional and logistical challenges of divorce are
typically seen as distress, as they can have long-lasting negative effects on well-
being.
• Experiencing a natural disaster: Surviving a natural disaster, such as a hurricane
or earthquake, can be a highly distressing experience due to the trauma, loss, and
uncertainty it brings.
• Being a victim of a crime: Experiencing a crime, such as robbery or assault, can
lead to distress because it often involves fear, trauma, and feelings of vulnerability.

Fill in the blanks *types of stress

 1. When faced with a challenging but manageable work project, you might experience
__________, which can boost your motivation and performance.
2. A near-miss car accident that leaves you shaken and anxious is an example of
__________, the type of stress that can have negative effects on your well-being.
3. Taking a relaxing vacation is an excellent way to reduce overall __________,
whether it's positive or negative.
4. During a big presentation at work, you may encounter a mix of __________, as
excitement pushes you to excel while anxiety also plays a role.
5. When studying for a crucial exam, a moderate amount of __________ can
enhance your focus and productivity.
6. The loss of a loved one can led to intense __________, a challenging and painful
emotional experience.
7. Participating in a thrilling adventure sport can be a source of __________ for some
people, making them feel more alive.
8. A healthy work-life balance is essential to avoid chronic __________, which can
lead to burnout and health issues.
Stressor is any event that compels a person to adjust or change (work, academic,
financial, lovelife, health, family, major life events etc.)
Stress tolerance refers to the ability of an individual to endure stress. An individual's
stress tolerance is dependent on their psychological and physiological constitution, which
is why everyone reacts differently to stress.
One's perception of stress is subjective; what may be eustress for someone could be
distress to another. The reality is that one cannot eliminate stress entirely, but they can
manage it.
Imagine a scenario where two individuals are presented with the opportunity to speak in front of a
large audience. For Person A, a confident public speaker with extensive experience, this situation
represents eustress. They are excited about the opportunity, see it as a chance to shine, and
believe they can handle it effectively. For Person B, who is naturally introverted and has a fear of
public speaking, the same scenario is a significant distress. They feel anxious, overwhelmed, and
worried about making mistakes.

In this example, the identical situation, speaking in public, triggers completely different stress
responses for Person A and Person B. What is eustress for one is distress for the other due to their
distinct perceptions, experiences, and abilities. This demonstrates how the same stressor can be
interpreted in diverse ways based on individual factors.

The key takeaway is that managing stress involves understanding and working with your own
perceptions, coping mechanisms, and abilities to turn potential distress into manageable eustress

Common stressors that are unpleasant and life-threatening include:

a. Catastrophic events and life-threatening experiences are abrupt foreseen events
or trauma, such as natural disasters, military conflicts, terrorist attacks, accidents,
and physical and sexual abuses.
 b. Life changes and strains, such as the separation of parents, family illnesses,
workplace changes, relocation, and other circumstances that require people to
adapt.
c. Chronic problems that persist for an extended period, including situations like
suffering from a serious illness, dealing with troublesome neighbors, and failing to
secure a lucrative or high-income job.
d. Everyday hassles that consist of irritations, pressures, and annoyances that may
not be significant on their own but can have a meaningful cumulative impact.
Examples include traffic congestion, waiting in long lines, or simply having a bad
day.
Signs and Symptoms of Poorly Managed Stress
• Physical symptoms are characterized by an inability to sleep, fatigue, headaches,
muscle cramps, unpleasant aura, and gastrointestinal problems. Stress can also
contribute to the aging process and the development of malignant diseases like
cancer.
• Emotional and Behavioral Symptoms include a lack of concentration, irritability,
nervousness, panic, changes in appetite, either a decrease or an increase in food
intake, reduced enthusiasm and desire, as well as mood swings.Some individuals
who struggle to manage stress are vulnerable to unhealthy habits such as drug
addiction, alcoholism, cigarette smoking, or poor dietary choices. When these
unhealthy habits persist, they can lead to undesirable behaviors.
Coping with Stress
• Problem-focused coping methods involve efforts to change or eliminate the
sources of stress. Examples of this approach include confrontation, seeking social
support, and engaging in careful and deliberate problem-solving.

• Emotion-focused coping methods aim to manage the negative emotional

consequences of stressors. Examples of this approach include self-control
(keeping feelings to oneself), distancing (not dwelling on the stressor), accepting
responsibility (attributing the stress as self-induced), and wishful thinking (believing
the situation will eventually improve).
Social and Cultural Dimensions of Stress
• Culturally and socially, stress is typically viewed negatively. However, recent
research has revealed that stress is a neutral concept. What was originally seen
as a negative factor can now be viewed differently.
• One's perception of stress depends on the individual's perspective. This perception
is always subject to change; what is viewed as an asset can be seen as a liability
 later on by another person. A typhoon, for example, could be a menace to some,
but for a rain-starved locality, it could be a blessing.
• In the Philippines, there are perennial stressors that frustrate people. Some of
these include:
o Public transportation.
o Frequent increases in the prices of basic commodities and services.
o Unfinished projects that can lead to further traffic congestion and pose risks
to people's safety.
THE NEED FOR SELF-CARE
You cannot give to others what you do not have. Psychologically, before you can take
care of others, you must take care of yourself first. Before you can give something of
yourself, you must be in touch with the different aspects of yourself. Philosophically and
psychologically speaking, a completely selfless individual does not exist. A simple
analogy would be to recognize that there is always something for someone, there is
always an intrinsic motivation and rationale for why a particular deed is done, and there
is always a reward or contribution for the individual. One must take care of herself or
himself before being able to take care of others. While it is noble to think of others before
oneself, reality often pushes one to think of themselves first before others.
Self-care refers to all the activities that a person does to maintain and improve their
physical, psychological, emotional, social, and spiritual well-being.
Physical Self-care includes activities such as consistently getting enough sleep (at least
eight hours), drinking water regularly, eating healthy and nutritious food, taking vitamins,
and exercising.
Psychological Self-care encompasses all the activities one does to address or resolve
mental health issues, process both positive and negative emotions, and learn to cope
with negative self-talk (self-criticism).
Emotional Self-care involves activities aimed at coping with stress and dealing with grief.
Social Self-care includes activities that connect one with people who are valuable to
them. This involves spending time and having a great time with loved ones and other
valuable individuals in one's life.
Spiritual Self-care consists of activities that strengthen one's relationship with their
beliefs or faith. It includes prayers, meditation, and contemplation about one's purpose of
existence in line with their faith or beliefs.
These dimensions of self-care are essential for maintaining overall well-being.
Benefits of Self-Care
 • Enhanced Productivity - When a person distances themselves from vices, they
will have more time to improve their physical well-being. This, in turn, can lead to
increased productivity.
• Improved Vitality - Engaging in physical care activities like exercising, eating the
right food, drinking enough water, and getting sufficient sleep can boost one's
resistance to diseases. Unhealthy habits can make a person more vulnerable to
illnesses.
• Enhanced Self-Esteem - Avoiding self-berating and negative self-talk is crucial
for maintaining self-esteem. Negative self-talk can be damaging and lead to
anxiety and stress. Accepting and being proud of one's identity is important for a
person's self-esteem.
• Increased Self-Knowledge - After a person discovers and accepts who they are,
it's important for them to gain a deeper understanding of their desires and
passions. This self-knowledge allows them to live a fulfilling life in line with their
purpose.
• Mindfulness and Compassion - Being mindful and compassionate towards
oneself is rooted in the goodness and compassion one directs towards others.
Taking care of oneself is an extension of being kind to others.
How can understanding the connection between self-care and stress management lead
to not only personal well-being but also a more compassionate and productive society?"
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SELF-COMPASSION
• Self-compassion is defined as showing compassion to oneself. It involves being
open to and moved by one's own suffering, expressing care and kindness toward
oneself, taking an understanding and non-judgmental attitude toward one's
inadequacies and failures, and recognizing that one's own experiences are part of
the human experience (Neff, 2018).
• Humans are inherently imperfect beings, and they need to positively face
challenges in life, as well as the wrong choices and decisions they made with the
hope of improving themselves so as not to repeat the same mistakes again. Self-
compassion encourages individuals to treat themselves with the same kindness,
understanding, and forgiveness they would offer to a friend in times of suffering or
personal difficulty. This practice can lead to better emotional well-being and
resilience in the face of adversity.
Three Components of Self-Compassion
 • Self-kindness means not being physically and verbally harsh to oneself. It's about
treating oneself with gentleness and understanding, especially in moments of
difficulty or when facing mistakes. Self-compassion encourages individuals to be
as kind to themselves as they would be to a friend in similar situations.
• Self-blame, on the other hand, is an act in which an individual blames themselves
for their actions or decisions. This is usually done by using unkind words towards
oneself.
• Self-harm, as you mentioned, involves physically or psychologically damaging
oneself, and it can be detrimental to an individual's well-being.
Common humanity involves recognizing and accepting that one is an imperfect being who
makes mistakes, just like everyone else. It's about understanding that nobody is perfect
and that we all have flaws and challenges.
Mindfulness is the practice of being fully present in the moment. It requires turning
towards one's painful thoughts and emotions with a sense of compassion and
acceptance, rather than trying to avoid or suppress them. This can help individuals
embrace themselves with kindness and navigate challenging emotions with greater ease.
How might embracing the concept of self-compassion, which involves treating
oneself with the same kindness and understanding offered to a friend, impact our
ability to cope with personal difficulties and challenges, and what could this mean
for our emotional well-being and resilience?
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