UNIT 3: MANAGING AND TAKING CARE OF THE SELF

Source: pinterest.com and canva.com

Lesson 1: Goal Setting

Learning Outcomes:
At the end of the lesson, the student should be able to:
1. Examine the importance of goals and its application to one’s life.
2. Discuss some theoretical underpinnings on how to develop a positive self in order to
achieve one’s goals.

I. THE IMPORTANCE OF A GOAL

❖ First, goals serve a directive function; they direct attention and effort toward goal –
relevant activities and away from goal – irrelevant activities.
❖ Second, goals have an energizing function. High goals lead to great effort than low
goals.
❖ Third, goals affect persistence. When participants are allowed to control the time they
spend on a task, hard goals prolong effort. Faced with a difficult goal, it is possible to
work faster and more intensely for a short period or to work more slowly and less intensely
for a long period.
❖ Fourth, goals affect action indirectly by leading to the arousal, discovery, and/or use of
task – relevant knowledge and strategies. (Wood & Locke, 1990, as cited by Locke &
Latham, 2002).

A. Bandura’s Self-efficacy
• Students’ goal can be achieved only if they are worthy of believing these goals can be
achieved. As Gandhi perfectly understood the essential role of self-belief in the students’
lives: “Your beliefs become your thought. Your thoughts become your words. Your words
become your actions. Your actions become your habits. Your habits become your
values. Your values become your destiny.”

Self-efficacy was developed by Albert Bandura.

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 a. Self – efficacy beliefs are an important aspect of human motivation and behavior and
they influence the actions that can affect one’s life.
b. Self-efficacy, as Bandura (1995) explains, “refers to belief in one’s capabilities to
organize and execute the courses of action required to manage prospective situations.”
More simply, self-efficacy is what an individual believes he or she can accomplish using
his or her skills under certain circumstances.
b. Self-efficacy has been thought of as a task-specific version of self-esteem. The basic
principle behind Self-Efficacy Theory is that individuals are more likely to engage in
activities for which they have high self-efficacy and less likely to engage in those they
do not. People behave in the way that executes their initial beliefs; thus, self-efficacy
functions as a self-fulfilling prophecy.

People with high assurance in their capabilities:

1. Approach difficult tasks as challenges to be mastered
2. Set challenging goals and maintain strong commitment to them
3. Heighten or sustain their efforts in the face of failures or setbacks
4. Attribute failure to insufficient effort or deficient knowledge and skills which are
acquirable
5. Approach threatening situations with assurance that they can exercise control over
them.

On the contrary, people who doubt their capabilities:

1. Avoid tasks they view as personal threats
2. Have low aspirations and weak commitment to goals they choose to pursue
3. Dwell on personal deficiencies, obstacles they will encounter, and all kinds of adverse
outcomes, rather than concentrating on how to perform successfully
4. Loosen their efforts and give up quickly in the face of difficulties
6. Are slow to recover their sense of efficacy following failure or setbacks
7. Fall easy victim to stress and depression

Four (4) Main Sources of Efficacy Beliefs (Bandura, 1997)

1. Mastery Experiences - It is also known as personal performance accomplishments; are the
most effective way to create a strong sense of efficacy.

Positive example: If an individual performed well in a previous job assignment, then they are
more likely to feel confident and have high self-efficacy in performing the task when their
manager assigns them a similar task. The individual’s self-efficacy will be high in the particular
area, and since he or she has a high self-efficacy, he or she is more likely to try harder and
complete the task with much better results.
Negative example: If an individual experiences a failure, he/she will most likely experience a
reduction in self-efficacy. However, if these failures are later overcome by conviction, it can

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serve to increase self-motivated persistence when the situation is viewed as an achievable
challenge (Bandura, 1977).

2. Vicarious Experiences - These are done through observance of social models that also
influence one’s perception of self-efficacy. The most important factor that determines the
strength of influence of an observed success or failure on one’s own self-efficacy is the degree
of similarity between the observer and the model.

Increase in self-efficacy example: Mentoring programs, where an individual is paired with

someone on a similar career path who will be successful at raising the individual’s self-efficacy
beliefs. This is even further strengthened if both have a similar skill set, so a person can see first-
hand what they may achieve.
Decrease in self-efficacy example: Smoking cessation program, in which, individuals
witnessing several people’s failure to quit, may worry about their own chances of success,
leading to low self-efficacy for quitting; or a weight – loss program in which others do not
achieve the results you are hoping for.

3. Verbal or Social Persuasion - It is a “way of strengthening people’s belief that they have
what it takes to succeed.” When it is effective in mobilizing a person to action, and their actions
lead to success, the enhanced self-efficacy may become more permanent. It is influenced
by encouragement and discouragement pertaining to an individual’s performance or ability
to perform.

Positive example: A teacher telling a student: “You can do it; I have confidence in you.” Using
verbal persuasion in a positive light generally leads individuals to put forth more effort;
therefore, they have a greater chance at succeeding.
Negative example: A teacher saying to a student; “This is unacceptable! I thought you could
handle this task”, can lead to doubts about oneself resulting in lower chances of success.

4. Emotional and Physiological States--The state a person is in will influence how he or she
judges self-efficacy. Stress reactions or tension are interpreted as signs of vulnerability to poor
performance whereas positive emotions can boost confidence in skills.

Some examples of physiological feedback are: giving a speech in front of a large group of
people, making a presentation to an important client, taking an exam, etc. All of these tasks
can cause agitation, anxiety, sweaty palms, and / or a racing heart.

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Although this source is the least influential of the four, it is important to note that if one is more
at ease with the task at hand he/she will feel more capable and have higher beliefs of self-
efficacy.

B. Carol Dweck’s Mindset

Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol
Dweck in decades of research on achievement and success.
Mindset are beliefs, beliefs about one’s self and one’s most basic qualities.
➢ People with fixed mindset people believe their qualities are fixed traits and therefore
cannot change. These people document their intelligence and talents rather than
working to develop and improve them. They also believe that talent alone leads to
success, and effort is not required.

➢ According to Dweck, when a student has a fixed mindset, they believe that their basic
abilities, intelligence, and talents are fixed traits. They think that you are born with a
certain amount and that's all you have. There are many people with this consuming
goal of proving themselves, in the classroom, in their careers, and in their relationships.
Every situation calls for a confirmation of their intelligence, personality, or character.
Every situation is evaluated (Dweck, 2006).

➢ People with growth mindset see their qualities as things that can be developed through
their dedication and effort. They are brainy and talented, but that is just the starting
point. They understand that no one has ever accomplished great things without years
of passionate practice and learning. This is based on the belief that their basic qualities
are things they can cultivate through their efforts. Although people may differ in every
which way, in their initial talents and aptitudes, interests, or temperaments, everyone
can change and grow through application and experience (Dweck, 2006).

➢ People with a growth mindset are also constantly monitoring what’s going on, but their
internal monologue is not about judging themselves and others in this way. Certainly
they’re sensitive to positive and negative information, but they’re attuned to their
implications for learning and constructive action as reflected in the questions: “What
can I learn from this? How can I improve? How can I help my partner do this better?”
(Dweck, 2006).

➢ Your fixed beliefs about you will hold you back from making positive change. If you have
a trait that you believe cannot be changed, such as your intelligence, your weight, or

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 your bad habits, you will avoid situations that could possibly be uncomfortable or that
you think that are useless.

Four (4) Simple Steps to Begin Changing Mindset

1. Learn to hear your fixed mindset “voice.”
2. Recognize that you have a choice.
3. Talk back to it with a growth mindset voice.
4. Take the growth mindset action.

Source: https://sites.dartmouth.edu

C. Angela Duckworth – GRIT

A Psychologist from the University of Pennsylvania and is the world’s leading expert on Grit; she
devoted her research on the qualities that lead to success

Grit defined: grit is passion and sustained persistence applied toward long-term achievement,
with no particular concern for rewards or recognition along the way. It combines resilience,
ambition, and self-control in the pursuit of goals that take months, years, or even decades.

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MAIN PROPOSITIONS:
a. Showing up: Although talent and luck play a part in success, when it comes to facing a
wide variety of challenges, the most successful people display a large amount of grit.
b. Effort counts twice: Many times talented people are not the highest achievers; instead,
people who work incredibly hard can be more successful.
c. Duckworth feels that although tests of talent are imperfect, the real problem is that the
focus on talent distracts people from focusing on effort, which is more important to
success.
d. Duckworth created two equations to explain how people can transition natural talent
into achievement: talent x effort=skill and skill x effort=achievement.
e. How Gritty Are You? To be successful, a person should set a top-level goal and then
ensure that he is working towards that goal and not wasting time on things that are
distracting.
f. Grit grows: Grit may be partially genetic but it can also grow through maturity and life
circumstances. There are four things that the grittiest people have in common: interest,
practice, purpose, and hope.
g. Interest: It takes time and diligence to discover and deepen one’s interest. According
to research, people are happier and perform better in their careers when they are doing
something that they enjoy. Many successful people who love their careers did not
always have a singular passion for their work; they experimented with other things before
arriving to their true passion.
h. Practice: The most successful people not only practice longer than others, but they also
deliberately practice on improving their weaknesses. Deliberate practice begins by
setting a stretch goal, which refers to a particular weakness that the person is trying to
improve. Once the person sets the goal, he focuses solely on improving that weakness
by practicing and getting feedback from others on how he can improve. Then the
person practices continuously until he can easily do the thing that he once found
difficult. Once he has mastered the stretch goal, he sets another. Mastering many small
goals leads to great success.
i. Purpose: Purpose is the desire and aim to help others. The passion of a gritty person is
comprised of both interest and purpose. Most people begin with a self-oriented interest,
hone that interest through practice, and finally find a way to bring purpose into their
work.
j. Hope: Gritty people embrace an optimistic growth mindset that helps them overcome
setbacks. Rather than passively waiting for things to get better, people with grit believe
that they can develop a better future for themselves.
k. Parenting for Grit: Wise parents who are equal parts supportive and demanding and
who model grit in their own lives are far more likely to have gritty children.

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 l. The Playing Fields of Grit: Students who participate in an extracurricular activity for at
least two years are more successful later in life because extracurricular activities teach
discipline and persistence.
m. A Culture of Grit: Culture has the ability to shape our identity, so if we are part of a gritty
culture, we can become grittier people. A culture is comprised of a group of people
who have the same values. There are sports teams, businesses, and schools that qualify
as a culture. After a while of belonging to a certain culture, people will begin to
assimilate that culture’s values into their own identities. Gritty people will sometimes live
their lives in ways that are confusing to others because the rewards for what they are
doing are so far off, but their culture and identity can explain why they make hard
choices.

Sources:
Companion Reads (n.d.) Grit summary. Retrieved from https://companionreads.com/grit-summary/#tab-con-20
Fessler, L. (2018). Angela Duckworth’s “Grit”. Retrieved from https://qz.com/work/1233940/angela-duckworth-
explains-grit-is-the-key-to-success-and-self-confidence/

Source: insightswithimpact.org& centricconsulting.com

WATCH THE TED TALK OF ANGELA DUCKWORTH ABOUT GRIT BY CLICKING THE LINK BELOW: (for
ONLINE STUDENTS ONLY)
https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance?l
anguage=en

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CLICK THE LINK BELOW AND TAKE THE MINDSET QUIZ: (for ONLINE STUDENTS ONLY)
https://studentsuccess.unc.edu/files/2015/08/MINDSET-
Quiz.pdf?fbclid=IwAR01_Zxwd1uDMBHszQKlWjLzk8QCk8i1OqDh2R3X3ha6e4GvxcDhw7Sf_JM

FOR OFFLINE STUDENTS ONLY:

Answer the following questions
- Describe your mindset (either growth mindset or fixed mindset)
- How does your mindset affect yourself?
- Discuss the implications of having a growth mindset or fixed mindset.

NOTE: Both online and offline students should accomplish the seatwork on short term and long
term goals. Read the instruction properly.

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RUBRIC FOR SEATWORK:
CRITERIA Inadequate=D Adequate=C Above Average=B Exemplary=A (Far
(Below Standard) (Meets Standard) (Exceeds Exceeds Standard)
Standard)
ORGANIZATION Writing lacks Writing is coherent Writing is coherent Writing shows high
logical and logically and logically degree of
organization. It organized. Some organized with attention to logic
shows some points remain transitions used and reasoning of
coherence but misplaced and between ideas points. Unity clearly
ideas lack unity. stray from the and paragraphs to leads the reader to
Serious errors. topic. Transitions create coherence. the conclusion
evident but not Overall unity of and stirs thought
used throughout ideas is present regarding the
essay. topic.
(2 points) (3 points) (4 points) (5 points)
LEVEL OF CONTENT Shows some Content indicates Content indicates Content indicates
thinking and thinking and original thinking synthesis of ideas,
reasoning but most reasoning applied and develops in-depth analysis
ideas are with original ideas with and evidences
underdeveloped thought on a few sufficient and firm original thought
and unoriginal. ideas. evidence. and support for the
topic.
(2 points) (3 points) (4 points) (5 points)
DEVELOPMENT Main points lack Main points are Main points well Main points well
detailed present with developed with developed with
development. limited detail and quality supporting high quality and
Ideas are vague development. details and quantity support.
with little evidence Some critical quantity. Critical Reveals high
of critical thinking. thinking is present. thinking is weaved degree of critical
into points thinking.
(2 points) (3 points) (4 points) (5 points)
GRAMMAR AND Spelling, Most spelling, Essay has few Essay is free of
MECHANICS punctuation, and punctuation, and spelling, distracting spelling,
grammatical errors grammar correct punctuation, and punctuation, and
create distraction, allowing reader to grammatical errors grammatical
making reading progress though allowing reader to errors; absent of
difficult; fragments, essay. Some errors follow ideas fragments,
comma splices, remain. clearly. Very few comma splices,
run-ons evident. fragments or run- and run-ons.
Errors are frequent. ons.
(2 points) (3 points) (4 points) (5 points)

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 UNIT 3: MANAGING AND TAKING CARE OF THE SELF

Source: theconversation.com & hgic.clemson.edu

Lesson 2: Stress Management
Learning Outcomes:
At the end of the lesson, the student should be able to:

1. Identify the different factors that can hinder a person in managing and taking care of
him/herself.
2. Discuss healthy ways of coping with stress especially in dealing with the current
pandemic.

TAKING CARE OF ONE’S HEALTH

A. Stressors and Responses
• If, in fulfilling one’s goals, obstacles get in the way and the surrounding conditions
become unfavorable, then stress is very much of an invitation. Humprey, Yow & Bowen
(2000) described stress as any factor that makes adaptation to an environment difficult
for the individual to maintain a state of equilibrium between himself and the external
environment. It includes a physical and mental response to meet the demands of the
stressful event.
• These events or conditions that put a strain on the individual are called stressors
(Santrock, 2003). In addition, stressors are situations that are experienced as perceived
threat to one’s well-being or position in life, when the challenge of dealing with which,
exceeds the person’s perceived availability resources (Scott, 2017).
• There are two broad categories of stressors, according to the Center for Studies on
Human Stress (2017): physiological (or physical) stressors and psychological stressors.

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 a. Physiological (or physical) stressors are those that put strain on the body (i.e., very
cold/hot temperatures, injury, chronic illness or pain).
b. Psychological Stressors are events, situations, individuals, comments, or anything we
interpret as negative or threatening (i.e., not being able to review your notes for the
exam as you are taking care of your sick parent in the hospital).

Moreover, scientists are now proposing that stressors can be further divided into:
Absolute Stressors – those to which everyone exposed would interpret as being stressful.
These are objective stressors that are universal (ie.: earthquakes, a tsunami, or events of
September 11th 2001).
Relative Stressors are those to which only some persons exposed would interpret as
being stressful. These are subjective stressors that cause different reactions in different
people (i.e.: time pressure at work and school traffic, paying taxes or bills, writing or
taking exam).

B. How does the body respond to Stress?

• Folk (2017) explains; “when danger is perceived, the body’s emergency system
automatically changes the body’s balance by producing the ‘stress response’ (also
called the ‘emergency response,’ the ‘fear response,’ or the ‘fight or flight response.’).
• This change of balance, emergency readiness, is brought about via hormones,
chemical messengers that are secreted into the bloodstream.
• The moment we think we are in danger; the body triggers a stress response. The stress
response causes the body to secrete stress hormones (adrenaline, cortisol,
norepinephrine, and others) into the bloodstream where they travel to targeted spots
in the body to bring about specific physiological, psychological, and emotional
changes that enhance the body’s ability to deal with the threat, to either fight with or
flee from it (Folk, 2017).
• These hormones are powerful, that is why, and they can quickly bring about the
intended emergency readiness changes. Because stress hormones travel to many
target locations in the body, the stress response causes many physiological,
psychological, and emotional changes, such as: energizes the body, heightens our
awareness of and reaction to danger, elevates heart rate, changes breathing,
stimulates the nervous system, heightens senses, tightens muscles, changes stomach
and digestive function, changes brain functioning, constricts blood vessels, and
changes blood flow.

C. Sources of Coping

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 • Optimism refers to the outcome experiences that good things rather than bad things
will happen to the self (Scheier et.al 1994).
• Personal control or mastery refers to whether a person feels able to control or influence
outcomes (Thompson, 1981).
• Self-esteem, that is positive and high, is also protective against adverse mental and
physical health outcomes, thereby contributing to better psychological well-being.
Self-esteem is often defined as an individual’s self-perception of his/her abilities, skills,
and overall qualities that guides and/or motivates specific cognitive processes and
behaviors (McCrae & Costa, 1988).
• Social Support is defined as the perception or experience that one is loved and cared
for by others, esteemed and valued, and part of a social network of mutual assistance
and obligations (Wills, 1991).

Types of Coping
- Task Oriented consists of efforts aimed at solving the problem.
- Emotion Oriented coping that involves emotional reactions.
- Avoidance Oriented coping that involves activities and cognitions aimed at
avoiding the stressful situation and can be of a distraction or social diversion nature.

D. The Social and Cultural Dimensions of Stress

No one could ever expound Filipinos’ stress as Dr. Michael L. Tan, a Filipino medical
anthropologist. Below is an excerpt from Tan’s (2006) article entitled, ‘Stress and the Filipino’. It
talks about the social and cultural dimensions of stress experienced by the Filipinos.

Stress is mediated through culture: from the very nature of the stressors, to the ways we respond
to the stress. Understanding this local context might help us develop more culturally
appropriate, and therefore more effective, ways to deal with stress.

Culture adapts to circumstances and we are only one of many countries with large dense
populations that have learned to live with the maddening crowds, complete with the “some
odors are so bad, they cause a stomachache”. We sniff everything, from food to lovers, and
if we find the smells good, we tend to indulge to an excess. No wonder aromatherapy’s taken
off in the Philippines, as did those terrible car fresheners and deodorizers.

Filipinos do face many sources of stress, around work and livelihood mainly. Farmers worry
about drought and typhoons; urbanites go berserk with tyrannical bosses and vicious gossipy
office-mates. Rural or urban, we all face the stresses of family; extended Filipino family can be
stressful too, with all its obligations. Overseas workers have a particularly difficult time with all

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the expectations family members have back home. The poor migrants who go from
impoverished rural areas to work in big cities face even greater stress from family relations, who
can easily contact their now “rich” urban cousins for a share of the pittance these earn in the
city.

But the scenes of smiling and laughing Filipinos, singing and dancing (and drinking) away can
be deceptive. Quite often, we deal with stress by trying to be “happy” – masaya, which is
really more of an externalized merriment. “Pagsasaya” is social camaraderie, it’s making
cheer and quite often we do it precisely because there have been unhappy events, stressful
events. The best example can be that of death – our wakes are notorious for its merry-making,
but that, precisely, is part of our stress-coping mechanism.

We warn people about excesses as a cause of illness, and that includes the excessive
emotions generated by stress. The word dalamhati is graphic, describing an inner sadness
(from the Malay ‘dalam’, inside and ‘hati’, the heart or the liver, believed to be seats of our
emotions) that slowly consumes the person. Filipino women are actually more prone to dealing
with stressful situations through ‘tiis’ (endurance) and ‘kimkim’ (repression). Check out the local
scenes of merriment: it’s usually the men having a good time, bringing out the beer and
toasting their problems away, while the women look for ways to make ends meet.

Many Filipinos express their stress by complaining about recurring headaches, or abdominal
pains, accompanied by dizziness, nausea, or fatigue. Doctors used to dismiss these as being
all in the mind, but it has become clear the physical pain and distress may be quite real, that
the pent-up stress is expressed through the body. Culturally, too, people may attach labels
that don’t quite reflect the actual part of the body that’s affected, as when they say that
they’re suffering from nerbyos or “nerves.” Nerbyos doesn’t necessarily mean being nervous;
it’s often hypertension or high blood pressure, for example, and a health professional or
caregiver may miss the problem.

Then, too, there’s the intriguing bangungot, those sudden deaths, usually at night associate
with nightmares. The term itself is derived from bangon, to rise, and ungol, to moan. The
medical world remains stumped, attributing the deaths to everything, from pancreatitis to
congenital defects in the heart, but too little has been done to explore the stress angle.

The Filipino is so attached to home and hearth that we even have a term namamahay, missing
home, to describe a range of symptoms, from insomnia to constipation that plagues us when
we are away from home. That’s stress too. And with men, given the cultural imperative of
suppressing their distress, we might expect nightmares, some with fatal endings.

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The manghihilot can be “reinvented” so his or her skills with therapeutic massage can be
applied not just for sprains, but also for broken hearts and weary spirits. Filipino-style, such
spaces need not be totally quiet, but they do give some sense of safety, of sanity in a mad
world. Filipino-style, too, we need to think of how these therapeutic spaces might work out as
places where people can engage in social activities, without becoming more agitated.
Alternatives could be offered: gardening, cross-stitching, bingo… anything that calms the
mind.

What we see today around us magnifies the reality of Dr. Tan’s work. How Filipinos deal with
stress is a trademark of orientation they had with the social world, dictated by the stringent
cultural compliance they were exposed to while growing up. In the end, Filipinos are still proud
of how unique these manners of coping are; what makes them ultimately happy in the end is
the one that matters much.

E. COVID 19 and Mental Health

Source: https://www.who.int/images
Coping with the pandemic (adopted from WHO, 2020)
1.) It is normal to feel sad, stressed, confused, scared or angry during a crisis.

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 Talking to people you trust can help. Contact your friends and family.

2.) If you must stay at home, maintain a healthy lifestyle - including proper diet, sleep,
exercise and social contacts with loved ones at home and by email and phone with
other family and friends.

3.) Don’t use smoking, alcohol or other drugs to deal with your emotions.
If you feel overwhelmed, talk to a health worker or counsellor. Have a plan, where to go
to and how to seek help for physical and mental health needs if required.

4.) Get the facts. Gather information that will help you accurately determine your risk so that
you can take reasonable precautions. Find a credible source you can trust such as WHO
website or, a local or state public health agency.
5.) Limit worry and agitation by lessening the time you and your family spend watching or
listening to media coverage that you perceive as upsetting.

6.) Draw on skills you have used in the past that have helped you to manage previous life’s
adversities and use those skills to help you manage your emotions during the challenging
time of this outbreak.

Taking Care of the Self: The Need for Self- Care and Compassion
Generally speaking, self-care is engaging in activities and behaviors that have a positive
effect on one’s mental and physical health (Greene, 2017). She adds that there’s a bit of
“reverse golden rule” aspect to the practice; that is to treat yourself as compassionately as
you treat others.

Reasons why self-care is necessary:

• It increases sense of self-love, allowing appreciation and acceptance of who a person
is
• It promotes feelings of calm and relaxation, serving as a way to refocus and come back
to daily life refreshed and ready to take on anything
• It improves both physical and mental health by reducing the effects of prolonged stress
on mind and body

Ways to engage in self-care:

• Physical self-care: eating well, exercising regularly, prioritizing sleep and taking care of
health
• Emotional self-care: managing anxiety, anger, sadness, and other emotions. Setting
boundaries with people who are not positive or supportive. Spending time alone to rest
and recharge. Maintaining a bullet journal.

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 • Spiritual self-care: volunteering, connecting with nature, meditation, mindfulness

To take care of the self is also to delve into compassion, for the self needs to seek its deeper
meaning. Everyone has had that share of loving-kindness; meaning wishing happiness for
another person. Compassion is wishing for that person to be free from suffering (Germer, 2009).
Compassion literally means “to suffer together.” Among emotion researchers, compassion is
defined as the feeling that arises when you are confronted with another’s suffering and feel
motivated to relieve that suffering (Greater Good Science Center, 2017).

Compassion is not the same as empathy or altruism, though the concepts are related. While
empathy refers more generally to our ability to take the perspective of and feel the emotions
of another person, compassion is when those feelings and thoughts include the desire to help.
Altruism, in turn, is the kind, selfless behavior often prompted by feelings of compassion, though
one can feel compassion without acting on it, and altruism isn’t always motivated by
compassion (Greater Good Science Center, 2017).

There are various forms of compassion and why they are so important. Paul Ekman (2010)
enumerates:
• Familial Compassion is the seed of compassion, planted through the caregiver –
offspring bond. It raises very interesting questions about people who were brought up
without a sing caregiver, or were brought up with a parent who had a very distant
attachment. What is their capacity for compassion? Without the seed, the flower won’t
grow.
• Global Compassion was exemplified by the response to the 2004 Indian Ocean
tsunami. People around the world extended assistance to the strangers, or different
races and skin colors. Now, that not everyone has it, a lot of people acted, and a lot of
people didn’t. how does one cultivate global compassion? Consider the survival of
children and grandchildren, because planet earth won’t survive without global
compassion.
• Sentient Compassion is when one extends feelings of compassion towards
cockroaches, toward any living being. When people got sentient, they also got global;
sentient is the highest moral virtue.
• Heroic Compassion is like altruism with a risk. It has two forms: Immediate Heroic
Compassion is when, without thought, one jumps onto the MRT tracks to rescue
someone. It is impulsive. Considered Heroic Compassion isn’t done impulsively; it is done
with thought, and it can be maintained for many years.

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 The most significant contribution of self-compassion is the attention given to the “self,”
which is always associated with the body, and the bodies are built for survival. Self is
needed to make progress on the path of self-compassion. People can cultivate a kind,
gentle attitude, not rejecting, not overly prizing, toward the self until it no longer suffers
and has no reason to assert itself. The more compassion one gives to the suffering “self,”
the more flexible it becomes. Compassion from others or from within oneself helps
him/her accept himself in his/her discomfort (Germer, 2009).

source:trainingconnection.com

Sources: source: www.canva.com

“Effects of stress on your body.” Retrieved February 2, 2018 from https://youtu.be/lbCWVtZnPNo.
“Long Term Effects of Stress on the Body.” Retrieved November 15, 2018 from https://youtu.be/1B0PGFnYnv4.
Villafuerte, S.L., Quillope, A.F., Tunac, R.C., & Borja, E.I. (2018) Understanding the self. Quezon City: NIEME
Publishing House, Co. LTD.
“Coping with stress during the 2019 nCoV outbreak.” Retrieved August 6, 2021 from
https://www.paho.org/en/documents/infographic-coping-stress-during-2019-ncov-outbreak

CLICK THE LINK AND WATCH THE LONG TERM EFFECTS OF STRESS ON THE BODY:
https://youtu.be/KnHeX6fZBW4
https://youtu.be/1B0PGFnYnv4

HOW CHRONIC STRESS HARMS THE BODY:

https://youtu.be/Mh4E3xiNGe4

NOTE: Hard copy of articles will be given to offline students on the long term effects of stress
on the body.

A Self-regulated Learning Module 99

RUBRIC FOR SEATWORK:
CRITERIA Inadequate=D Adequate=C Above Exemplary=A
(Below (Meets Average=B (Far Exceeds
Standard) Standard) (Exceeds Standard)
Standard)
ORGANIZATION Writing lacks Writing is coherent Writing is coherent Writing shows high
logical and logically and logically degree of
organization. It organized. Some organized with attention to logic
shows some points remain transitions used and reasoning of
coherence but misplaced and between ideas points. Unity clearly
ideas lack unity. stray from the and paragraphs to leads the reader to
Serious errors. topic. Transitions create coherence. the conclusion
evident but not Overall unity of and stirs thought
used throughout ideas is present. regarding the
essay. topic.
(4 points) (5 points)
(2 points) (3 points)
LEVEL OF Shows some Content indicates Content indicates Content indicates
thinking and thinking and original thinking synthesis of ideas,
CONTENT reasoning but most reasoning applied and develops in-depth analysis
ideas are with original ideas with and evidences
underdeveloped thought on a few sufficient and firm original thought
and unoriginal. ideas. evidence. and support for the
topic.
(2 points) (3 points) (4 points) (5 points)
DEVELOPMENT Main points lack Main points are Main points well Main points well
detailed present with developed with developed with
development. limited detail and quality supporting high quality and
Ideas are vague development. details and quantity support.
with little evidence Some critical quantity. Critical Reveals high
of critical thinking. thinking is present. thinking is weaved degree of critical
into points. thinking.
(2 points) (3 points) (4 points) (5 points)
GRAMMAR Spelling, Most spelling, Essay has few Essay is free of
punctuation, and punctuation, and spelling, distracting spelling,
AND grammatical errors grammar correct punctuation, and punctuation, and
MECHANICS create distraction, allowing reader to grammatical errors grammatical
making reading progress though allowing reader to errors; absent of
difficult; fragments, essay. Some errors follow ideas fragments,
comma splices, remain. clearly. Very few comma splices,
run-ons evident. fragments or run- and run-ons.
Errors are frequent. ons.
(2 points)
(5 points)
(3 points) (4 points)

A Self-regulated Learning Module 100

REFERENCES
Books
Alata, E.J.P., Caslib, B.N.Jr.; Serafica, J.P.J. & Pawilen, R.A. (2018). Understanding the self. (1st ed.).
Manila: Rex Publishing Company.
Bjorklund & Blasi, (2012). Child and adolescent development: An integrated approach. USA:
Cengage Wadsworth Learning.
Hegelson, V.S. (2012). The psychology of gender. (4th ed.). USA: Pearson Education, Inc.
Hogg, M.A & Vaughan, G.M. (2010). Essentials of social psychology. England: Pearson Education
Limited.
Kimmel, A.J. (2015). People and products: Consumer behavior and product design. USA: Routledge.
Otig, V. S., Gallinero, W. B., Bataga, N. U., Salado, F. B., & Visande, J. C. (2018). A holistic approach in
understanding the self: A workbook-textbook for college students. Malabon City, Philippines:
Mutya Publishing House, Inc.
Quinatocan-Pestaňo, A.E. & Almerez-Wong, M. (2018). Understanding the self. Cebu: University of San
Jose Recoletos.
Santrock, J.W (2011). Life-span development . 13th ed. New York: McGraw-Hill.
Shultz & Shultz (2017). A history of modern psychology 10th edition. WADSWORTH CENGAGE Learning.
Villafuerte, S.L., Quillope, A.F., Tunac, R.C., & Borja, E.I. (2018) Understanding the self. Quezon City:
NIEME Publishing House, Co. LTD.

Journals
Belk, R.W. (1988) The journal of consumer research, 15:2, pp. 139-168 USA: The University of Chicago
Press Stable retrieved October 9, 2018 from http://www.jstor.org/stable/2489522
Frith, E. (2017). Social media and children’s mental health: A review of the evidence. United Kingdom:
Education Policy Institute.
O’Keefe, G., Clarke-Pearson, K., & Council on Communications and Media (2011). Clinical report: The
impact of social media on children, adolescents, and families. Pediatrics. doi: 10.1542/peds.2011-
0054.
Przbylski, A.K., & Weinstein, N. (2017). A large-scale test of the Goldilocks hypothesis: Quantifying the
relations between digital screen use and the mental well-being of adolescents. Psychological
Science, 28(2), 204-215.
Przbylski, A.K., Murayama, K., DeHaan, C., & Gladwell, V. (2013). Motivational, emotional, and
behavioral correlates of fear of missing out. Computers in Human Behavior, 29(4), 1841-1848.
UB Psychology Department. General psychology manual. (2014 ed). Baguio City:
University of Baguio.
Ward, A., Duke, K., Gneezy, A., & Bos, M. (2017). Brain drain: The mere presence of one’s own
smartphone reduces available cognitive capacity. Journal of the Association of Consumer
Research, 2(2), 140-154.
Young Adult Fertility and Sexuality Survey (2013). University of the Philippines, Quezon City:
Demographic Research and Development Foundation, Inc.

A Self-regulated Learning Module 101

 Online Sources
Companion Reads (n.d.) Grit summary. Retrieved from https://companionreads.com/grit-
summary/#tab-con-20
Coping Strategies (2012). Retrieved from https://www.sciencedirect.com/topics/medicine-and-
dentistry/coping-strategies.
Coping with stress during the 2019- nCoV(2020). Retrieved from
https://www.paho.org/en/documents/infographic-coping-stress-during-2019-ncov-outbreak
Encyclopedia Britannica (n.d.). George Herbert Mead. Retrieved from
https://www.britannica.com/biography/George-Herbert-Mead
Fessler, L. (2018). Angela Duckworth’s “Grit”. Retrieved from https://qz.com/work/1233940/angela-
duckworth-explains-grit-is-the-key-to-success-and-self-confidence/
Henley, T.B. (2017). Hergenhahn’s an introduction to the history of psychology. Retrieved from
https://books.google.com
Medical News Today. (2019). Sexually transmitted diseases. Retrieved October 2, 2018 from
www.medicalnewstoday.com
Self-presentation (n.d.). Retrieved from http://psychology.iresearchnet.com/social-
psychology/self/self-presentation/
Singh, S. (2008). The concept of physical self in psychology. Retrieved September 19, 2018 from
https://www.all-about-psychology.com/
Sternberg, R. Duplex theory of love: Triangular theory of love and theory of love as a story. Retrieved
September 24, 2018 from http://www.robertjsternberg.com/love/
University of Minnesota Libraries Publishing (2010). Elements of culture. From
https://open.lib.umn.edu/sociology/chapter/3-2-the-elements-of-culture/
Vinluan, M. (2012). Adolescent and youth health program. Retrieved October 1, 2018 from
www.ncpdc.gov.ph.
Yates, Miranda and Youniss, James, (1998). "Community service and political identity development in
adolescence". Civic Engagement 21, https://digitalcommons.unomaha.edu/slceciviceng/2

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 COURSE EVALUATION
Kindly spare a few minutes of your time to evaluate the course. Your feedback means a lot
to us.

1. What do you like most about the module?

2.What could have been improved on the module?

3.What are your suggestions to improve the module?

4.How satisfied are you with the module?

THANK YOU.

A Self-regulated Learning Module 103