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The Nature of Psychology Values Development Lesson 1 “I THINK FEEL, AND ACT THIS WAY BECAUSE”

Values Integrated: Self-worth, Spirituality (cultivation of Faith) I. Procedure A. Mood Setting 1. Prayer: Fertilize our hearts and minds, Lord That the seeds of love and wisdom which are about to be sown in us Grow and multiply for the good of mankind and for your Glory. Amen. 2. Your Professor may might ask you this question. Why do you think are you required to enroll in this course? What benefits do you think will you get from this course? B. Activity 1. Get a piece of paper and write in the three columns what you think about yourself starting with the following phrases: A. I think I… I feel that I… I act ______ because…

2. Share your responses with your partner seated beside you. 3. Your professor might ask some of you to share with the class what you think about yourself. C. Analysis Affective 1. How did you see yourself? where there more positive thoughts, feelings, and acts than negative one’s in you.

Can some people study the behavior of other people more objectively? How? 5. Why do you think is there a need to study human behavior? How would the study of psychology make you a better person? D. Everyone has inside himself or herself a piece of good news! The good news is that you really don’t know how great you can be accomplish. How can you top a good news like that? --Anne Frank Belief and trust in a personal God makes a person bigger and stronger that himself or herself. Do you think you were objective enough in studying or analyzing yourself? Why? 4. How did you feel when you thought of writing positive instead of negative responses? What did you want to share other people? 3. 6-18. 3.2. Where you able to study your thoughts. What should be your directions for building a positive self? What supreme voice can you hear? Whose hand can you feel? What spirits can you posses? Cognitive 1. How were you able to do the foregoing activity? What did you do to come up with these responses? Did you have a thorough analysis of yourself? 2. --Arthur Gordon E. Abstraction 1. and actions? How? Define psychology. what your potential is. Is it Healthful to look only at your positive self? Why? Why not? 5. Application . Refer to the related topics on pp. Was it hard to think about yourself? Why? 4. feelings.

Procedure A.Assigned: Bring a close-up picture of yourself when you were a child during your grade school years. Your professor may s\ask some of you to write your answers on a bigger chart on the board. Your professor will collect all your pictures and randomly distribute these back to your class.List as many as you possible “positive selves” and “negative selves” that you can have. Values Development Lesson 2 “I AM WHAT I AM. My characteristics or traits most similar to those of my father (Positive) (Negative) My characteristics or traits most similar to those of my mother (Positive) (Negative) My characteristics or traits most similar to those of father nor of mother (Positive) (Negative) 2. Activity 1. PARTLY BACAUSE…” Values Integrated: Self-acceptance. Family Solidarity. Opposite each negative self. I. . 2. write it’s potential for a positive self. Mood Setting Pre. Love and Sense of gratitude for parents. 1. Check if your guess is right and return the picture to the owner. B. Fill out the Chart below on a piece of paper. Study the features of the picture you received and try to identify whose picture it is. Be sure not to show your picture to anyone of your classmate before the session.

People are like stain-glass windows. Analysis 1. Refer to other related topics on pp. Application Construct your family Tree as far back as you can. What type of traits have you written on the chart? Observable or not? Which traits are observable and which are not? 4. Indicate phenotypical and genotypical traits you can identify among the members of your family tree. What is the danger of tending to be “blind” to your negative traits? 3. Why are the traits in the third column not transmitted by our parents? How are they developed? 6. --Elizabeth Kubler-Ross E. 50-74. their true beauty is revealed only if there is light from within. Are thee more physical traits than non-physical traits that have been transmitted? 5.C. 2. Make an inference from the activity regarding the interaction of heredity and environment as affecting one’s behavior. they sparkle and shine when the sun is out. . Are there more positive traits than negative traits written on your chart? On the board? 2. Have you experienced analyzing your family member’s traits and characteristics together? Can you recall your feelings then? Were you happy sharing moments with your family? Do you of have such moments together? D. but when the darkness sets in. Abstraction 1. using any materials you has available Do this creatively. Compare the traits written on the first two columns. Are you happy for having those traits? Have you ever expressed your gratitude to your parents for having those traits? 7.

Activity 1. I seem to smell___________________. one at a time. After the Professor has whispered a statement. I seem to hear ___________________. to the volunteer. d. c. She makes the rest of the class form five groups. Form Dyads. In order to win a score.Values Development Lesson 3: THE S-R AWARENESS WHEELS Value Integrated: Self-Awareness I. e. (The Professor will fill in the blank. Each system can be repeated several times. get B. Mood Setting 1. Procedure A. 3. Your professor will ask one volunteer from the class to come near her. I seem to see a___________________. the group must agree on a common answer. 2. .) b. I seem to taste a___________________. I seem to feel or touch a___________________. a. Study the S-R Awareness wheels below. (Get a Partner) 2. Your professor will whisper the following. The group who gives the most number of correct responses wins. the volunteer will ask the class: 4.

Which sense organs were stimulated in this experience? 5. Explain the following diagram: 2. Take turn in doing the following: a. b. Which parts of your body were involved in your reactions? 6.S-R Awareness wheels 3. Which were the stimuli (responses) in this experience? 7. Refer o the related topics on pp. Where you able experience all the parts of the sensing Wheel? In which part did you experienced the most? 2. What about your reactions? Where they easy o difficult to respond? 3. Close your eyes. What discoveries do you have about yourself? Is it possible to increase yourself awareness by conscious attention to the other parts of the wheels? How? 4.) d. C.111-123. Take a few deep breathes and exhale slowly. Abstraction 1. What do you see? (You can start wherever you wish. . Analysis 1. How did you react/respond when you saw that? (Tell this also to your partner who will jot it down on the responding wheel. Pay attention t your own awareness. 77-78. What do you think goes on between the time you sense a stimulus and the time you react/respond? D. c. focus your awareness outside of you.) (Tell this softly to your partner who in turn will jot it down on your sensing Wheel using the proper space.) e. Now. Do the same to the other parts of the wheels.

a car rushing in your direction 5. a cone of ice cream . the seashore at sunset 13. tapping into the awarenss wheel can e both a clarifying and a freeing experience. teacher before the class 3. 1. E. in that case. tell which sense organ will be involved and tell how your body will respond. crispy chicharon 8. sudden pouring of the rain 11. riding the Ferris wheel 12. new crisp bedsheets 14. 12 o’clock noon ding dong 10. for we can only verbalize what is within the focus of our conscious attention. green mangoes with bagoong 7. a view far down below from top of a building 15. Application For each of the stimuli below.” -Kalven Janet. et al. Often we may have conflicting intentions or mixed feelings. barbecue being roasted 4. Practicing with the awareness wheel is an important step in learning to send clear messages. a lake on a moonlight night 2. black out 6.“The awareness wheel is a helpful device for bringing more of our moment-to-moment experience into full awareness. the golden ricefields 9.

Can you answer these questions? a. Why do you think did you have varied answers? b. Look for a partner. He or she should be one you know in the class.Values Development Lesson 4: SENSING TRAITS IN PORTRAITS Values Integrated: Managing positive and negative feedback about oneself . 3. you should be able to: A. Look at the figure below: II. Activity 1. How do you apply this process in our everyday life? B. 2. openness to and sincerity with others I. (This should have been pre-assigned by your professor. Identify attention as a major aspect of perception Procedure A. 6. 5. . 4. All possible answers may be written on the board. Bring out a self-portrait taken just recently. Be open and sincere in giving feedback to others C. How many squares do you see? Write your answers on the board. Experience managing positive and negative feedback about yourself effectively B. Objectives: At the end of this lesson. But you should have only one answer. Can you describe the process that you went through illustrating the reasons for the variation of your answers? c.) 2. Review the meaning of sensation and relate it to the process of perception and its functions D. Mood Setting 1.

Tell what made you see these positive and negative traits you can sense in the picture. Exchange roles.3. c. Analysis Affective 1. Try to identify the occasion when the picture was taken. How did you feel when your partner was telling you about your positive traits? negative traits? How did you show these feelings? 5. f. For every good trait has sensed. Then take turns in doing the following: a. Focus your attention on the face of the person in the portrait. Were there traits said that were not really yours? How did you feel about them? Cognitive 1. How did you feel when you were telling your partner what you sensed? 3. How do you relate the two processes? 3. C. b. e. the age of the person. Were you open and sincere in expressing what you had sensed about your partner? Was there any point in the activity when you felt like not telling something you had sensed about you partner? Why? 4. What is the most important element or aspect that has helped you perceive what you have perceived about your partner? . Look at your partner’s face. g. Which traits were easier to tell your partner. Exchange portraits. also try to sense a negative trait. Concentrate on the picture. d. Let your partner react to everything you say about her. Try to associate his looks with some good traits you can sense in the picture. the positive or the negative traits? Why? 2. setting. What do you think are the behavioral processes that you just gone through? 2. etc. Do you see the same things as you did in the picture? Tell this to your partner.

Express to him or her verbally or in writing what you perceive about her positive and negative behavior. sense of worth so that we can see ourselves as positive forces who can contribute to the task of building a better world --Robert C. Abstraction ….141172) E. Application Look at your closest friend in the class. feel of power. 136-141) and perception (pp. Note the reactions elicited. .D. a continuing and steadfast focus on the positive in life. on our strengths and on the strengths of others can help restore personal energy.. try to look at what is being said with n open mind.Hawley In receiving feedback. and avoid launching a defense while the feedback is being given. Refer to the concepts explained in the topics on sensation (pp.Over time.