Unpacking the self Eating Disorders

 Physical self (DSM-5)

 Sexual self  Anorexia Nervosa
 Material/Econimic self o characterized by loss of body weight and refusal
 Spiritual self to eat.
 Political self o Appetite is usually intact.
 Digital self  Bulimia Nervosa
o characterized by recurrent and frequent binge
eating with or without vomiting.
 The demand for Cosmetic Surgery and Skin Whiteners
The self as impacted by the body
Body Dysmorphic Disorder
“Learn how to see. Realize that everything (DSM-5)
Connects to everything else.”  characterized by a distressing and impairing preoccupation
– Leonardo da Vinci with an imagined or slight defect in appearance.

"I am not who I think I am. Body Shaming

I am not who you think I am.  Criticizing your own appearance, through a judgment or
I am who I think you think I am” comparison to another person.
-Charles Horton Cooley  Criticizing another’s appearance in front of them
 Criticizing another’s appearance without their knowledge.
Physical Self
 is the concrete dimension, the tangible aspect of the person Notes:
that can be directly observed and examined.  Many people especially women spend tremendous expenditure
 “Physical Self/Body is an initial source of sensation and of time, effort and money to alter their appearances to resemble
necessary for the origin and maintenance of personality” an ideal image
–William James  What is your ideal physique of a MAN and a WOMAN?
 Beauty is in the eyes of the beholder...
Psychosexual Theory of Development  We are NOT our bodies. We live in our bodies, but our bodies do
(Sigmund Freud) not make up WHO we are.
 In the Psychoanalytical school, Sigmund Freud's
construction of self and personality makes the physical
body the core of human experience.
Understanding one’s identity and sexuality
o Oral, anal, phallic, latency and genital stage

Biological Perspective of One’s Sex

Psychosocial Theory of Development
 At conception, egg and sperm unite to create a new
(Erik Erikson)
organism that incorporates some characteristics of each
 The role of bodily organs is especially important in early
parent.
developmental stages of a person’s life.
 The first 22 pairs are called AUTOSOMES. The last pair is
 Later in life, the development of physical as well as
known as the SEX CHROMOSOMES.
intellectual skills help determine whether the individual will
 Genetic basis for Sex Determination:
achieve a sense of competence and ability to choose
o X Chromosome
demanding roles in a complex society.
o Y Chromosome
 Stages of Psychological Development
o Infancy: trust vs. mistrust
Human Reproductive System
o Early Childhood: autonomy vs. shame and doubt
o Preschool: initiative vs. guilt
o School age: industry vs. inferiority
o Adolescence: identity vs. role confusion
o Young adulthood: intimacy vs. isolation
o Middle adulthood: generativity vs. stagnation
o Maturity: ego integrity vs. despair
 How they view themselves... How they view others... How
they think others view them!

Somatic Society
(Bryan Turner)
Secondary Sex Characteristics
 The sociology of the body become an established discipline
in the 1990’s.
 Bryan Turner, coined the term “somatic society” which
means the new found importance of the body in
contemporary society.
 The obsession to have a beautiful face & body

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Erogenous Zones
 where the libido is centered (according to Freud)
 parts of the body that experience heightened sensitivity
and/or signal sexual arousal of some kind
 Needs stimulation by engaging the person in gratifying
activities
5.
4. Orgasm (Climax)
 Involuntary muscle contractions begin.
 Blood pressure, heart rate, and breathing are at
their highest rates, with a rapid intake of oxygen.
 Muscles in the feet spasm.
 There is a sudden, forceful release of sexual
tension.
 In women, the muscles of the vagina contract.
The uterus also undergoes rhythmic contractions.
 In men, rhythmic contractions of the muscles at
the base of the penis result in the ejaculation of
semen.
Resolution
 Swelled and erect body parts return to their
previous size and color.
 This phase is marked by a general sense of well-
being, enhanced intimacy and, often, fatigue.
 Refractory period

The Sexual Response Cycle

 Is a model that describes the physiological responses, that
occur during sexual activity
 The hypothalamus is the most important part of the brain
for sexual functioning.
o It produces important sexual hormones that are
then secreted by the pituitary gland.
 Sex hormones that influence sexual behavior include:
o Oxytocin, Prolactin, Vasopressin
o Follicle Stimulating Hormone (FSH) and
Luteinizing Hormone (LH)
o Others include testosterone in males and
estrogen and progesterone in females.
1. Desire (Libido)
 The stage in which a man or woman begins to
want or "desire" sexual intimacy or gratification,
may last anywhere from a moment to many
years.
2. Excitement (Arousal)
 Muscle tension increases.
 Heart rate quickens and breathing is accelerated.
 Skin may become flushed (blotches of redness
appear on the chest and back).
 Nipples become hardened or erect.
 Blood flow to the genitals increases, resulting in
swelling of the woman's clitoris and labia minora
(inner lips), and erection of the man's penis.
 Vaginal lubrication begins.
 The woman's breasts become fuller and the
vaginal walls begin to swell.
3. Plateau
 The changes begun in phase 1 are intensified.
 The vagina continues to swell from increased
blood flow, and the vaginal walls turn a dark
purple.
 The woman's clitoris becomes highly sensitive
(may even be painful to touch) and retracts under
the clitoral hood to avoid direct stimulation from
the penis.
 The man's testicles are withdrawn up into the
scrotum.
 Breathing, heart rate, and blood pressure
continue to increase.
 Muscle spasms may begin in the feet, face, and
hands.

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Chemistry of Lust, Attraction and Attachment
Lust Attraction Attachment
Testosterone Dopamine Oxytocin
Estrogen Norepinephrine Vasopressin
Serotonin
• Lust and attraction shut off the prefrontal cortex of the
brain, which includes rational behavior.
• The hypothalamus regulates the function of the pituitary
gland to secrete hormones.
• The hypothalamus of the brain plays a big role in stimulating
the production of the sex hormones testosterone and
estrogen from the testes and ovaries
• Attraction involves the brain pathways that control
“reward” behavior, which partly explains why the first few
weeks or months of a relationship can be so exhilarating
and even all-consuming.
• High levels of dopamine and norepinephrine, are released
during attraction. These chemicals make us giddy,
energetic, and euphoric, even leading to decreased
appetite and insomnia.
• Attachment is the predominant factor in long-term
relationships. While lust and attraction are pretty much
exclusive to romantic entanglements, attachment mediates
friendships, parent-infant bonding, social cordiality, and
many other intimacies as well.
• Primary hormones: oxytocin and vasopressin
• Oxytocin (cuddle hormone) is produced by the
hypothalamus and released in large quantities during sex,
breastfeeding, and childbirth.
Sex vs. Gender
SEX
• Sex (sometimes called biological sex, anatomical sex, or
physical sex)
• A person’s identity based on their physical characteristics,
genes and hormones.
o Male: Penis
o Female: Vagina
o Intersex: chromosomes and hormones of a
female/male but external genital is like that of a
male/female
• Also refers to sexual acts, as in ‘having sex’
• Primary and Secondary Sex characteristics
GENDER
• Gender is the structure of social relations that centers on
the reproductive arena, and the set of practices that bring
reproductive distinctions into social processes.
• A term that refers to social or cultural distinctions
associated with a given sex; it is generally considered to be
a socially constructed concept.
• Gender underlies assumptions regarding ‘Masculine’ or
‘Feminine’ behavior
• Refers to the attitudes, feelings and behaviors that a given
culture associates with a person's biological sex.
• Behavior that is compatible with cultural expectations is
referred to as gender ‐ normative;
• Behaviors that are viewed as incompatible with these
expectations constitute gender non ‐ conformity (APA,
2012).
Sexual Diversity
• Sex and gender are often thought of as binary categories;
that is, we can be either male or female, or feminine or
masculine. However, this is a FALSE assumption.
• Although sex can be quantified by DNA and genetic testing,
sometimes the results are difficult to make sense of with
regard to their social implications.
GENDER IDENTITY
(Who you think you are)
• One's innermost concept of self as male, female, a blend of
both or neither – how individuals perceive themselves and
what they call themselves which can be the same or
different from their sex assigned at birth.
• Gender identity, in nearly all instances, is self-identified, as
a result of a combination of inherent and extrinsic or
environmental factors.
• CISGENDER – A person whose gender identity matches his
or her assigned sex
• TRANSGENDER – A person whose lived experiences do not
match their assigned sex
o Transwoman - person whose assigned sex is male
and identifies as a woman
o Transman - person whose assigned sex is female
and identifies as a man
GENDER EXPRESSION
(How you demonstrate who you are)
• Refers to the ways that humans choose to display their
gender identity to the world usually expressed through:
o behavior,
o clothing,
o haircut or voice
and which may/may not conform to socially defined
behaviors and characteristics typically associated with
being either masculine or feminine.
SEXUAL ORIENTATION/ATTRACTION
(Who you are romantically and sexually into)
• Sexual orientation is all about who you are physically,
spiritually, and emotionally attracted to (specifically into
sexual and romantic attraction), and the labels tend to
describe the relationships between your gender and the
gender types you’re attracted to.
o Straight (Heterosexual) - Attracted to people of
the opposite gender
o Gay/Lesbian (Homosexual) - Attracted to people
of the same gender
o Bisexual - Can be attracted to both men and
women
The Church and Seuxuality
Sexual intercourse
• the two primary purposes of sexual intercourse are:
o “UNITIVE” (unite the couple) and
o “PROCREATIVE” (create more people).
Pope Francis on Sexuality
• Pope Francis has repeatedly spoken about the need for the
Catholic Church to welcome and love all people regardless
of sexual orientation.
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Sexually Transmitted Infections HIV and AIDS
• 1 million STI cases everyday worldwide (WHO, 2016) Transmitted through: Not transmitted through:
• Estimated 357 million each year are infected by 1 of 4 STIs: Unprotected sex Touching
Chlamydia, Gonorrhea, Syphilis, Trichomoniasis (WHO, Drug addicts Food
2016) Blood transfusion Kissing
• Drug resistance is a challenge esp. for Gonorrhea (WHO, Pregnancy Insect bites
2018) Non-sterile instrument Swimming in pools
• Poor young females more vulnerable than well-off
counterparts (Abrigo, n.a.)

MOST COMMON SEXUALLY TRANSMITTED INFECTIONS

transition of the terms from “STD” to “STI” in an effort to clarify that
not all sexually transmitted infections turn into a disease
a. Syphilis
• Caused by Treponema pallidum
• painless open ulcers on the genitals, rectum,
mouth, or skin surface
b. Trichomoniasis
• Caused by Trichomonas vaginalis
• foul-smelling vaginal discharge
c. Genital Herpes
• Caused by Herpes Simplex Virus
• Cluster of fluid filled blisters around genitals
d. Gonorrhea
• Caused by Neisseria gonorrhoea
• Pus-like discharge from the tip of the
penis/vagina
e. Chlamydia How to avoid STIs and AIDS
• Caused by Chlamydia trachomatis • ABSTINENCE
• Inflammed cervix with frothy discharge o The most reliable way to avoid infection is to not
have sex (i.e., anal, vaginal or oral).
• VACCINATION
o Vaccines are safe, effective, and recommended
ways to prevent hepatitis B and HPV.
• MUTUAL MONOGAMY
o Mutual monogamy means that you agree to be
sexually active with only one person, who has
agreed to be sexually active only with you.

The Self in association to his/her possessions

William James on the “Self”

from his book The Principles of Psychology (1890)
• “A man’s self is the sum total of all that he can call his, not
only his body and his psychic powers, but his clothes and his
house, his wife and children, his ancestors and friends, his
reputation and works, his lands and horses, and yacht and
bank-account. All these things give him the same emotions.
If they wax and prosper, he feels triumphant; if they dwindle
and die away, he feels cast down—not necessarily in the
same degree for each thing, but in much the same way for
all.” -William James

Material Self
• Refers to tangible objects, people, or places that carry the
designation my or mine.
• BODILY SELF
- refers to any part of our body. These entities are
clearly an intimate part of who we are.
• EXTENDED SELF
- refers to anything that is beyond our body
(Psychological ownership)

Functions of Possessions
Possessions can go beyond their functional value.
• Influence
• Power
• Sympathy
• Social status
• Emotions
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Materialism Pets as Extensions of the Self
• The importance a consumer attaches to worldly • Pets have become parts of the extended self. Pets belong to
possessions. the top 5 possessions.
• The extent to which consumption becomes the primary • Positive relationship between self-esteem and owning pets
source of satisfaction, as well as the dominant mode of (Covert et al, 1985)
motivation. • The dog as “co-therapist” (Levinson,1962)

Symbolic Communication Model:

Possessions as Symbolic Expressions of Identity
The practice of religion: belief in supernatural being and power
• There’s an observation that one’s possessions are
considered a part of oneself. They are symbols and
Religion and Spirituality
extensions of the personal and social aspects of her
• Religion – an organized system of ideas about the spiritual
identity/personhood.
or supernatural realm, that is accompanied by rituals.
• Possession help people define themselves.
Through rituals, people attempt to influence things that
• Possessions can enhance one’s image and develop a
they think are beyond their control.
positive sense of self.
• Spirituality – also concerns an aspect of the divine and
• It can be a reassurance that one is the person one’s wishes
supernatural but is often times limited to the individual,
to be.
with no need for any formal organization. This is the search
• Goods and possessions are used to fill in or to compensate
for meaning and direction in life and the ways
for the person lacks.
• The two are related: Although not separate from one
another, spirituality is much more profound than religion.
Possessions and Self-Identity
For example:
Religion: Rituals
• A recent Ph.D., for example, may prominently display his
• Religions have rituals/ritu.
diploma in an attempt to convince himself (and others) that
• Whatever is done repeatedly.
he is the erudite scholar he aspires to be.
• 2 types of ritual
• Even though you are not too smart or not qualified, so long
o According to the Calendar (Calendric)
as you wear an expensive watch, an high-class pair of shoes
o Based on crisis
and you have the latest model of cellphone.
o Ex. (Catholic Rituals)
 Fasting (Pag-aayuno)
Conspicuous Consumption
 Healing (Panggagamot)
Consumers own high-priced, status-oriented goods to impress others
 Offering (Pag-aalay)
and to convince them of their high social status.
 “Panalanging walang patid”
 Attending mass (Pagmimisa)
Loss of Possessions
 Praying a novena (Pagnonobena)
 Praying the rosary (Pagrorosaryo)
 Senakulo

Philippine Mythology
• Hula
• Tawas
• Kulam
• Dwende
• Diwata
• Ligaw na kaluluwa
• Faith healer

Philippine Ethnic Religious Leaders and Place

Possessions as Unstable Meanings
• Meaning is in a constant state of flux.
• Cultural categories of person that help shape identity are
subject to constant manipulation by individuals, social
groups, and marketing agents.
• Meanings of objects that are used to make visible and
stabilize the categories of culture are also subject to
frequent change through
• their appropriation in advertising, in television
programming, and among social subgroups.
• For example:
A teenager who has just purchased his snowboard, the
youthful, extreme sports image of snowboarding may soon
fade as more people over 40 take up the sport.
• BAYLAN UNDIN OF AGUSAN DEL SUR
o leader in rituals (“shamans”)
• APUNG BENITA OF AYTA
o one of the respected “mag-aanito.”
• THE MALE BABAYLAN (ASOG)
o now considered as healers or herbalists
• PILGRIMAGE TO MT. BANAHAW
o considered as holy mountain, where the spirits of
Filipino heroes dwell
The Meaning of Spirituality
(Yabut, 2013)
1. It is phenomenological experience.
2. This has to do with the human being.

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Stages of Faith Development for Adolescence Political Preferences and Socio-economic Status
(Fowler, 1981)
• SYNTHETIC CONVENTIONAL STAGE (age 12 and up)
o conformity to authority and the religious
development of a personal identity. Any conflicts
with one's beliefs are ignored at this stage due to
the fear of threat from inconsistencies.
• INDIVIDUATIVE-REFLECTIVE STAGE (age 21 and up)
o stage of angst and struggle. The individual takes
personal responsibility for his or her beliefs and
feelings. As one is able to reflect on one's own
beliefs, there is an openness to a new complexity
of faith, but this also increases the awareness of
conflicts in one's belief.

Logotherapy
(Victor Frankl)
• Logotherapy aids individuals to find personal meaning of
life, whatever life situation they may be.
o Someone – special someone, friend, children, and
family
o Deed, Act or Work – finding fulfilment and/or
being passionate about one’s work/deed
o Suffering – through rumination/contemplation,
we get to have a deeper sense of our self and
experiences. Self and Identity in the cyberspace

Cyberpsychology
• New field within applied psychology
Developing a Filipino Identity
• Branch of psychology that examines:
o how we interact with others using technology
Political Self – an increasing awareness of the deeply dysfunctional
o how our behaviour is influenced by technology
and divisive nature of many of our traditional political and economic
o how technology can be developed to best suit our
institutions.
needs
o how our psychological states can be affected by
Politics, Citizenship and the Self
technologies
• Politics – refers to the actions or activities concerned with
• Mainly focused in the world wide web specifically Social
achieving and using power in a nation or society.
Media
• Politics as imbibed by man implies several things:
• Other technologies involved:
o Concerned with power
o Online and offline gaming such as video games
o Functions based on a particular social economic
o Mobile computing
and cultural context
o Artificial intelligence
o Based on one’s personality
o Virtual reality
o Goes hand in hand with the society
o Augmented reality

Active Citizenship
• Structured forms of engagement with political processes
and everyday forms of participation in a society.
• Engaging in such activities can also enhance efficacy and
competence of the younger generation, as they are
considered to be the “future leaders of the society”

Political Self among Filipinos in the Present

• The SWS survey was conducted through face-to-face
interviews with 1,440 adults 18 years old and above.
• One out of 4 Filipinos looks for senatorial candidates who
"will not be corrupt"

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Self and identity in the cyberspace
• Identity – development of one’s self-concept, including
one’s thought and feelings about oneself

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Environments affecting the online behavior
Identifiable Offline world
• any deviance from established social norms may be
punished or ridiculed.
• A person’s true self is often inhibited
Anonymous Online World
• the masks people wear offline are often discarded and their
‘true’ selves allowed to emerge.
• E.g. negative rants in Twitter, Facebook freedom walls
Identifiable Online world
• People may tend to express their “hoped-for possible
selves” (socially pleasing identities)
• e.g. Edited and filtered photos in Facebook, posting of
achievements
Online Behavior Theories
▪EQUALISATION HYPOTHESIS (Kiesler et al., 1984)
• With the removal of the social cues, a reduction of
associated stereotypes may occur, and therefore may lead
to increased social power in the online world
• Individuals who hold less power in society should have
increased power in the online environment
• E.g. posting of unique contents/complaints in social media
to gain attention
SOCIAL IDENTITY MODEL OF DEINDIVIDUATION EFFECTS (SIDE)
THEORY (Zimbardo, 1979)
• Importance of the situational explicit variables in a social
situation
• Strengthens the influence of social norms and their effect
when social identity is strong
• E.g. joining Facebook groups with similar beliefs/values
Impression Management
• selectively-self presenting or editing messages to reveal
socially desirable attitudes and dimensions of the self
The role of anonymity in impression management
• 6 different types of Privacy (Pederson, 1979)
o Reserve
o Isolation
o Intimacy with family
o Intimacy with friends
o Solitude
o Anonymity
• Positive effect in the role of privacy or the amount of
contact that someone has with others
• Negative effect – increased aggression and anti-social
behaviour
• Autonomy - where people can try out new behaviors
without fear of social consequences
Are you a Good Web Citizen?
• Guidelines for proper sharing of information and using the
internet
o Stick to safer sites
o Guard your passwords
o Limit what you share
o Remember that anything you put online or post
on a site remains forever, even if you try to delete
it.
o Do not mean or embarrass other people online
o Be choosy about your online friends
o Be patient
Digital World Issues and Conflicts
1. Fear of missing out (FoMO)
 exists when an individual is anxious of being left
out and feels the constant need to know what the
others are doing
 It is an anxiety that emanates from the feeling
that you are not up to date because of the phase
social media and news pass very quickly
2. Screen Dependency Disorder
 Emerging problem (not yet included in DSM-5
and/or ICD-10)
 dependent, problematic behavior, including
withdrawal symptoms, increasing tolerance (for
screen use),
 failure to reduce or stop screen activities, lying
about the extent of use, loss of outside interests,
and continuation of screen use despite adverse
consequences.
3. Internet gaming disorder
 is a pattern of excessive and prolonged Internet
gaming that results in a cluster of cognitive and
behavioral symptoms, including progressive loss
of control over gaming, tolerance, and
withdrawal symptoms, analogous to the
symptoms of substance use disorders.
 Conditions for further study (DSM-5)

Responsible use of social media

Setting Boundaries to your online self: Smart Sharing
• Guide Questions to consider before posting:
o Is this post/story necessary?
o Is there a real benefit to this post – is it funny,
warm-hearted, teachable – or am I just making
noise online without purpose?
o Have we (as a family or parent/child) resolved this
issue? An issue still being worked out in the home,
or one that is either vulnerable or highly
emotional, should not be made public.
o Is it appropriate? Does it stay within the
boundaries of our family values?
o Will this seem as funny in 5, 10, or 15 years? Or is
this post better suited for sharing with a small
group of family members? Or maybe not at all?

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Managing and caring for the self Improving One’s Study Habits
 Learning to be a better student 1. Attend all classes.
 Setting goals for success 2. Take good notes.
 Taking charge of one’s health 3. Study your lessons and other reading materials daily.
4. Research to improve your background in the course.
5. Develop a list of possible questions.
6. Ask questions in class.
Establishing effective study habits 7. Avoid a last minute cram session, and sleep at least 8 hours the
night before the exams.
Learning and Performance 8. Eat nutritious food.
 Learning refers to change in behavior potentiality
 Performance refers to the translation of this potentiality
into behavior.
Determining the sense of goal-setting, motivation, self-efficacy and
Brain Changes during Learning good mindset
- Dream big
- Set goals
- Take action

Goals
 Observable and measurable end result of several objectives
that are to be accomplished in a given time frame
 Desired results or outcomes one wishes to achieve

Vision vs. Goals

Stress and Performance
 A low degree of stress is
associated with low Performance
 High stress can set the system
into fight-or-flight mode which
leads to less brain activity in the
cortical areas where higher-level
learning happens
 Moderate levels of cortisol
tend to correlate with the highest
performance on tasks of any type.
 Vision is an idea of what you want to be or what you want
to do
 Goals are more specific:“what do I need to do to reach my
vision”
Are GOALS important?
Guide to act
 They determine, what you want to do, where you want to
go.
Motivates one’s behavior
 Energizes people to move.
 No goal = No motivation (They give us direction and
purpose).

Learning Types Goal Setting Theory

- Rote Learning - learning without understanding - e.g.
memorization
- Rational Learning - learning with understanding
- Motor Learning - the adaptation of movement to stimuli
relating to speed and precision of performance.
- Associational Learning - is learning through establishing
RELATIONSHIP.
- Appreciational Learning - process of acquiring attitudes,
ideas, satisfaction and judgment concerning values as well
as the recognition of worth and importance which learner
gains from activities.
Basic Principles of Learning
- Recency: Most recent impression or association is more
likely to be recalled.
- Frequency: Knowledge encountered most often is more
likely to be recalled
- Vividness: Learning is proportional to vividness of the
process.
- Exercise: Using what has learned will help its likelihood to
be recalled.
- Readiness: Readiness to learn is proportional to the
efficiency of learning.
(Edwin Locke & Gary Latham)
 Goal setting is essentially linked to task performance.
 Specific and challenging goals along with appropriate
feedback contribute to higher and better task performance.
 Goals indicate and give direction to a person about what
needs to be done and how much effort is required to be put
in.
S-SPECIFIC
Your goal should be clear and specific, otherwise you won't be able to
focus your efforts or feel truly motivated to achieve it.
Six “W” questions:
 Who: Who is involved?
 What: What do I want to accomplish?
 Where: Identify a location.
 When: Establish a time frame.
 Which: Identify requirements and constraints.
 Why: Specific reasons, purpose or benefits of accomplishing
the goal.
M-MEASURABLE
Setting measurable goals is important in order to track your progress
and stay motivated.
When you measure your progress, you stay on track, reach your
target dates, and experience the exhilaration of achievement that
spurs you on to continued effort required to reach your goal.
To determine if your goal is measurable, ask questions such as:
 How much? How many?
 How will I know when it is accomplished?

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A-ACTION PLAN Social Cognitive Theory
 Goals need to be realistic and achievable for it to be Process of Goal Realization
successful.
 Goals should also motivate you to stretch your abilities
towards proper planning.
 You will further begin to identify different resources that
can bring you closer to it.

R-RELEVANT
 Relevant goals must also be applicable to the present
situation and aligned to the vision you set.
 Your goal matters to you

T-TIME BOUND
 Every goal needs a deadline, this will motivate you and help
you focus toward your goal.

Human Motivation
(Abraham Maslow)
 Maslow describes these needs as “being arranged in a
hierarchy of prepotency”, with physiological needs making
up the bottom of the pyramid
 PREPOTENT: they must be satisfied or mostly satisfied
before higher level needs become activated

Maslow’s Hierarchy of Needs

(Basic, Psychological and Self-fulfilment needs)

Growth Mindset Theory

(Carol Dweck)
 According to Carol Dweck, individuals can be placed on a
continuum according to their implicit views of "where
ability comes from".
 Dweck states that there are two categories (growth mindset
versus fixed mindset) that can group individuals based on
their behaviour, specifically their reaction to failure.
 Those with a "fixed mindset" believe that abilities are
mostly innate and interpret failure as the lack of necessary
basic abilities, while those with a "growth mindset" believe
that they can acquire any given ability provided they invest
effort or study.

Social Cognitive Theory

(Albert Bandura)
 Albert Bandura's Social Cognitive Theory emphasizes how
cognitive, behavioral, personal, and environmental factors
interact to determine motivation and behavior.
 Self-efficacy is the belief we have in our own abilities,
specifically our ability to meet the challenges ahead of us
and complete a task successfully.

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 3. EXHAUSTION/FATIGUE
 Fatigue resulting in a tired feeling that lowers
Managing one’s health through awareness of the nature of stress and
one’s level of activity
self-care strategies
 Physical Fatigue may occur at the end of a long
day or after exercise
Stress
 Pathological Fatigue is tiredness brought on by
 An internal alarm system, the body’s response to a real or
overworking the body’s defenses in fighting
perceived threat
disease (anemia, the flu, being overweight, and
 A combination of a (1) stressor and a (2) stress response
having poor nutrition can cause fatigue)
 The body’s and mind’s reaction to everyday demands and
 Psychological Fatigue can result from constant
threats; a part of daily life
worry, overwork, depression, boredom, and
 Can be useful or harmful, energizing or exhausting
isolation

Positive vs. Negative Stress

The stress response systems’ effects on the body
EUSTRESS
 Positive – Brief increases heart rate, mild elevations in
 Positive stress
stress hormone levels.
 Can help you achieve your goals
 Tolerable – Serious, temporary stress responses, buffered
 Research suggest that acceptable levels of stress may even
by supportive relationships
help you to focus and concentrate better  Toxic – Prolonged activation of stress response systems in
DISTRESS the absence of protective relationships
 Negative stress
 Can result when there is too much pressure or trauma and Stress and Personality Types
you are unable to cope with it  Personality is another factor in how you handle stress Type
A & B (Meyer Friedman & Ray Rosenman)
Categories of Stressors  The Type A personality is described as a competitive, high
1. Environmental stressors – poverty, pollution, crowding, noise, or achieving personality type most likely to develop heart
natural disasters disease or other significant health problems
2. Cognitive / thinking stressors – how a person perceives a situation  The Type B personality is seen as a “laid back”, non-
(e.g., exams, problems) competitive personality type less likely to suffer from heart
3. Personal behavior stressors – negative reactions in the body and disease
mind caused by using drugs or not exercising  Type C (Lydia Temoshok & Henry Dreher)
4. Life situation stressors – having a relative or pet die, parents who  Type C people tend to be very pleasant and try to keep the
separate or divorce peace but find it difficult to express emotions, especially
negative ones.
General Adaptation Syndrome  Type D (Johan Denollet)
(Hans Selye)  Type D people have the tendency to experience increased
THE BODY’S RESPONSE TO STRESS negative emotions across time and situations and tend not
 When you perceive a situation or event to be a threat, your to share these emotions with others, because of fear of
body begins a stress response rejection or disapproval.
 How your body and mind react is your STRESS RESPONSE Note:
 The Nervous system and Endocrine system become active A. Self-driven & Competitive
during the body’s response to stressors B. Charismatic & Easy-going
 The body’s response is largely involuntary or automatic C. Introverts & Stress-prone
 It happens in THREE STAGES and can occur whether the D. Love routine & Follow orders
stress is physical or emotional, positive or negative:
1. ALARM Psychoneuroimmunology
 The body and mind go on high alert > FIGHT OR  Psychoneuroimmunology is the study of the interaction
FLIGHT RESPONSE between psychological processes and the nervous and
 Initial symptoms of stress immune systems of the human body.
o Heart rate, breathing, and energy  It is based on the prediction that an individual’s
increase psychological state an influence their immune system via
 The Hypothalamic-Pituitary-Adrenal (HPA) axis the nervous system.
will be triggered  This perspective provides a scientific basis for the ‘mind
 Release of cortisol, adrenaline and over matter’, ‘think yourself well’ and ‘positive thinking,
norepinephrine positive health’ approaches to life.
2. RESISTANCE
 If the stressor is prolonged, the stage of resistance Stressed ka na ba?
occurs How Filipinos express “stress”
 The body struggles to work against the stress and Definition of Stress in Filipino
cope, trying to repair and return to its normal  Ang tensiyon (stress) ay isang emosyonal at pisikal na
state reaksiyon sa pagbabago.
 People in extremely high-stress situations have
been known to accomplish incredible feats of Social & Cultural Dimensions of Stress among Filipinos
strength SOCIAL STRESS
• Exposure to stressful life events or social environments
• Negative physical and psychological outcomes
• Physical illness and lower mental health

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Social and Cultural: Behavioral
The Compliant Filipino • negative responses (smoking, doing drugs, social
 “Hiya” withdrawal, over or under eating, and escape or avoidance)
Filipinos are very aware of the opinions of others and what • positive behaviors or resolve it (exercise, singing, studying)
people think of them • physiological stress responses
 UTANG NA LOOB
Debt of gratitude Strategies in Managing Stress
Can cause stress as it refutes unconditional positive regard SELF-CARE is “the practice of activities that a mature person
 PAKIKISAMA initiates and performs, within a time frame, to promote and maintain
The pressure to conform causes stress (Zhang, Deng, Yu, personal well-being, healthy functioning, and continuing
Zhao, and Liu, 2016) development throughout life” (Orem, 2001)
Filipino Social Values
 Karangalan What is SELF-CARE?
Filipinos are sensitive to attacks on their own self-esteem • SELF-CARE IS SELF-COMPASSION
and dignity • Self-compassion describes a positive and caring attitude of
 Katarungan a person toward her- or himself in the face of failures and
Lack of justice causes stress individual shortcomings
 Kalayaan • It is defined as a healthy attitude toward oneself and is
Absence of “Freedom and mobility” causes stress assumed to influence individuals’ evaluations of potentially
Confronting Stress, Filipino-style threatening situations (Neff, 2003)
 Bahala Na
"God will take care of things” Long-term benefits of self-care
Improvisatory skills of Filipinos 1. Self-care boosts resilience
 Lakas ng Loob 2. Self-care can maximize protective factors and minimize the risk
Courage in the face of difficulties and uncertainties factors
 Pakikibaka 3. Self-care can strengthen our character
Recognizing one’s convictions 4. Self-care is a good preventive measure
Resistance or concurrent clashes
Is self-care selfish?
Stressors: Filipinos in general (CNN Poll 2017) It is actually selfish not to self-care, and by caring for
 Money: 14.5% ourselves we are truly caring for everyone.
 Personal Relationships: 12.46%
 Pregnancy: 4.15% Caring for yourself in little ways
 Health reasons: 2.67% It is simply looking after and prioritizing yourself
 Social Media: 1.19%
Focus on how you talk to yourself!
Stressors: Filipino College Students People are already cruel enough to each other, please at least try to
 Academics (difficulty of subject matter) be kind to yourself
 Workload
 Time management What is your SELF-LOVE language?
 Others: QUALITY TIME
Responsibilities due to being one’s own • Spending time on the things you love
Financial problems • Hobbies / creative time
Extracurricular activities • Having solitude
Parental pressure on academic performance • Meditation
After graduation plans • Taking yourself on dates
Peer relationships PHYSICAL TOUCH
• Doing yoga or other exercises
Stress and Social Media • Massage + Pampering
• Learning to love your body
 maintaining network of Facebook friends
ACTS OF SERVICE
 feeling jealous of well-documented and well-appointed
• Give yourself what you need when you need it
lives
• Serve a higher power
 addictive crafts on Pinterest
• Take care of your basic needs
 status updates on Twitter
RECEIVING GIFTS
 “fear of missing out” on activities in the lives of friends and
• Investing in yourself
family
• Spending money on your hobbies
• Buying yourself little gifts
Stress Responses:
WORDS OF AFFIRMATION
Affective
• Using your words to build yourself up
• Most frequent: Fear & Anxiety
• Positive self-talk
• Fear
• Daily affirmations / mantras
 thinking that courses in the university are highly
• Journaling
difficult and thus, easy to fail.
• Being your biggest cheerleader
• Anxiety and doubts can be powerful sources of stress which
can further aggravate one’s state
Stop apologizing, start thanking!
Cognitive
• Most frequent: Worrying & Catastrophic thinking
o academic expectations (others / self)
o responsibilities to accomplish from expectations
• Another Stressor:
Socialization

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Things to remember: MENTAL HEALTH AND COPING MECHANISM
• You are important • Mental health and illness
• You are so loved and you matter • Coping mechanism and mental hygiene
• It’s okay to ask for help
• You are allowed to say “no”
• Your wants and needs are valid.
• Your boundaries are important and worth respect Understanding mental health and factors affecting it

Types of Self-care What is Mental Health?

• Physical “A state of well-being in which the individual realizes his or her own
o Sleep abilities, can cope with the normal stresses of life, can work
o Stretching productively and fruitfully, and is able to make a contribution to his
o Walking or her community.” (WHO)
o Physical release • Successful performance of mental function
o Healthy food • Effective functioning in daily activities
o Yoga • Results:
o Rest o productive activities
• Emotional o fulfilling relationships
o Stress management o ability to cope with life’s challenges
o Emotional maturity • a state of well-being
o Forgiveness
o Compassion Mental Health Continuum Model
o Kindness Mental health is a continuum
• Social • Ranges from being mentally healthy to having mental illness
o Boundaries
o Support system
o Positive social media
o Communication
o Time together
o Ask for help
• Spiritual
o Time alone
Characteristics of a Mentally Healthy Person
o Meditation
• Realistic
o Yoga
• Accepting
o Connection
• Autonomous
o Nature
• Authentic
o Journaling
• Capable of intimacy
o Sacred space
• Creative
• Personal
• Good self-esteem
o Hobbies
• Purpose for living
o Knowing yourself
• Optimistic
o Personal identity
• Comfortable being alone
o Honoring your true self
• Space
Mental Illness
o Safety
• A diagnosable illness that affects a person’s thinking,
o Healthy living environment
emotional state, and behavior, and disrupts a person’s
o Security and stability
ability to work and carryout other daily activities and
o Organized space
engage in satisfying personal relationships.
• Financial
• Some are common, some are not.
o Saving
• May cause severe disability.
o Budgeting
o Money management
Mental Distress vs. Mental Disorder
o Splurging
Distress Disorder
o Paying bills
• Work - Common - Less common
o Time management - Caused by a problem or - Often with high severity
o Work boundaries event - Usually long lasting
o Positive workplace - Usually not severe (may be - Professional help usually
o More learning severe) needed
o Break time - Usually short lasting - NEEDS TO BE DIAGNOSED
- Professional help not
usually needed but can be
useful
- DIAGNOSIS NOT NEEDED

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The Biopsychological Model of Health and Illness Cognitive Distortions
(George Engel) distorted/irrational thoughts leading to maladaptive behaviors
The biopsychosocial model represented an attempt to integrate
✓ the psychological (the ‘psycho’) and
✓ the environmental (the ‘social’) into the traditional biomedical (the
‘bio’) model of health

The Biological Aspect of Mental Health

• The brain is made up of: cells, connection amongst the cells, and
various neurochemicals (“neurotransmitters”)
• The neurochemicals provide a means for the different parts of the
brain to communicate
• Different parts of the brain are primarily responsible for doing
different things (e.g., thinking, feelings, movement)
• Most things a brain does depends on many different parts of the
brain working together in a network

The Social Aspect of Mental Health

the social aspects of health were described in terms of
• social norms of behaviour (e.g. the social norm of smoking
or not smoking),
• pressures to change behaviour (e.g. peer group
expectations, parental pressure),
• social values on health (e.g. whether health was regarded
as a good or a bad thing),
• social class
• ethnicity/culture
What happens inside the brain when it gets sick? • spirituality
(1) A specific part of the brain that needs to be working on a specific
task is not working well Diathesis-Stress Model
(2) A specific part of the brain that needs to be working on a specific • mental and physical disorders develop from a genetic or
task is working in the wrong way biological predisposition for that illness (diathesis)
(3) The neurochemical messengers that help different parts of the combined with stressful Conditions that play a precipitating
brain communicate are not working properly or facilitating role.

The Psychological Aspect of

Mental Health
• The psycho aspects of health
and illness were described in
terms of cognitions, emotions
and behaviours

The Cognitive-Behavioral Model

(Aaron Beck)

THOUGHTS/BELIEFS
What an individual thinks or believes about a situation.
How the individual interprets an event.

SITUATIONS
Anything that happens in an BEHAVIORS
individual’s environment. The individual’s outward
Situations are outside of the response or actions in
individual’s direct control, but response to a situation
they can be influences by
behaviors

EMOTIONS
Our mood or how we feel about a situation. Emotions are
not necessarily based in logic, but they are influenced by
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our thoughts and beliefs about a situation.
Mental Health in the Philippines Mental Health across Generations
• Worldwide, an estimated 10-20% of adolescents have
unnoticed signs of poor mental health (WHO, 2018)
• In the Philippines, 3.3 million endure depressive disorders
(DOH, 2019)
• One study showed that few Filipinos will consult despite
having over 4.5 million depression incidence in Southeast
Asia (Coppersmith G, 2015)
• There are only 700 psychiatrists, a thousand psychiatric
nurses, and a thousand psychologists in the Philippines
• 7–20% of Filipino adults experience psychiatric disorders
• Filipino college students tend to suffer in silence regardless
of the symptoms observed (Lee, 2013)
• NSO: Mental health illnesses are the third most common
form of morbidity for Filipinos

4 Most Common Mental Illnesses among Filipinos

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Common Mental Health Problems among Filipino Adolescents Allied Mental Health Professionals
DEPRESSION Psychometricians
• Depression is a common but serious mood disorder that • administers objective and structured personality tests;
negatively affects an individual's behavior, emotions, conducts preparatory intake interviews of clients for
thoughts, bodily functions, and interpersonal relationships. psychological intervention sessions.
• It is described as a feeling of intense sadness and may Guidance Counselors
Include loss of interest in activities a person usually enjoys. • Focus is on clients potential and resolution of problems;
• It can lead to a variety of problems and difficulties in daily common in education and career setting
living, including academics. Psychiatric Nurses
• Characteristics of Someone with Depression • Focus is on signs, symptoms and complaints of clients;
o Overwhelming Sadness serves as case managers in clinical setting
o Hopelessness Social Worker
o Loss of interest and/or energy • Focus is on the process of integration of clients in the
o Guilt or worthlessness community
o Concentration loss Occupational Therapists
o Appetite and/sleep change • Focus is on resumption of activities of daily living;
o Psychomotor agitation/retardation integration with community by honing occupational skills
o Irritability/Anger Life Coach
o Withdrawal/Isolation • Focus is on everyday life concerns that are not clinical in
o Suicidal thoughts nature, can be specific to certain contexts such as business,
Sadness vs. Depression executive, academic and sports science.
SADNESS DEPRESSION
Failure in exams Withdrawing from family and Some Mental Health Institutions in Metro Manila
friends. Loss of interest in • USTH Department of Neurology & Psychiatry (Outpatient)
activities • UP PGH Department of Psychiatry (Outpatient)
Ehen someone loses their Loss of appetite, excessive • UERM Department of Psychiatry (Outpatient)
valuables or money sleep, insomnia, lack of energy, • PsychConsult, Inc., Cubao, Quezon City
anxiety • Ateneo Bulatao Center for Psychological Services, Quezon
City
ANXIETY AND ANXIETY DISORDERS • ChildFam Possibilities Psychosocial Services, Quezon City
• Restlessness, feeling keyed up or on edge. • St. Arnold Center for Integral Development, Quezon City
• Being easily fatigued. • Philippine Mental Health Association, Inc., Quezon City
• Difficulty concentrating or mind going blank.
• Irritability. Mental Health Crisis/Suicide Hotlines
• Muscle tension. • NCMH Crisis Hotline
• Sleep disturbance • HOPELINE Hotline

SUICIDE
• Suicide is the second leading cause of death among 15-29
Applying the principles of effective coping mechanism in maintaining
year olds (WHO, 2017)
mental health
• Among the Filipino Youth: 8.7% has suicidal ideation and 3%
attempted suicide (Young Adult Fertility and Sexuality
Nature of Coping
Study, 2013)
Coping is defined as the thoughts and behaviors used to manage the
• 17% of Filipino Students have attempted suicide (Global
internal and external demands of situations that are appraised as
School-based Student Health Survey, 2015)
stressful.
• Non-Suicidal Self-Injury (NSSI) vs. Suicide
• Varies greatly:
o Coping Strategies
o Coping Styles
When faced with stress, coping responses can be characterized as:
• Problem-focused coping involves attempts to do something
constructive about the stressful conditions that are
harming, threatening, or challenging an individual.
PROMOTION OF MENTAL WELLNESS
• Emotion-focused coping involves efforts to regulate
Philippine Mental Health Law (RA 11036)
emotions experienced due to the stressful event.
Coping Styles
• Coping style is a propensity to deal with stressful events in
a particular way.
o approach (confrontative, vigilant)
Approaching is characterised by wanting to
address the problem, get it out in the open and
deal with it
Where to seek professional help: Mental Health Professionals o avoidant (minimizing)
the reverse – where removing the stressor and
avoiding it in the future is preferred.

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Nature and Concept of Mental Hygiene Developing a Daily Mental Hygiene Regimen
Mental Hygiene - the science of maintaining mental health and Conflict Resolution and Management
preventing the development of psychosis, neurosis, or other mental
disorders.

Approaches of Mental Hygiene:

1. The Preventive Approach – practices to surround the individual
with environmental influences that will enable to develop his/her full
potentialities, to obtain emotional stability and to achieve personal
and social adequacy
2. The Therapeutic Approach – attempt to correct minor behavioural
adjustments through counseling and psychotherapy.
3. The Curative Approach – concerned with detection and correction
of serious but curative behavioural maladjustments.

Developing a Daily Mental Hygiene Regimen

Lifestyle Changes and Mindfulness Strategies

Developing a Daily Mental Hygiene Regimen

Digital Detox: Disconnect Online & Re-connect Offline
• How to disconnect from our devices and reconnect with
what really matters?
• Why do it?
o You’ll sleep better
o You’ll increase your attention span
o You’ll be happier
o You’ll boost your productivity
o You’ll strengthen your relationships

Developing a Daily Mental Hygiene Regimen

Dealing with Adjustments and Failures
Why is failure important for success?

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RESILIENCY Emotional Resilience
Lessons from the bamboo  Emotional Resilience - The ability to perform well and
consistently in a range of situations and when under
• To bend but not break pressure (Dulewicz, V., & Higgs, M. 2000).
• To bounce back o “Turns lemons into lemonade.”
• To grow amidst adversities  Knows feelings and makes them work for self
 Persistence in the face of consistent obstacles,
Resilience disappointment, discouragement, and loss of all kinds.
• “the process of adapting well in the face of adversity,  Being in charge of our emotions
trauma, tragedy, threats or significant sources of stress”  Create thinking time
• The word “resilience”, from the Latin verb resilire (re-salire:  Analyzing the cause of problems
to jump back), means literally the tendency or ability to  Maintaining realistic optimism
spring back, and thus the ability of a body to recover its  Having empathy for others
normal size and shape after being pushed or pulled out of  Believing in our own competence
shape, and therefore figuratively any ability to recover to  Reaching out
normality after a disturbance
• Is Resilience a Trait, Process, Outcome? – CONTINUUM Coping vs. Resilience
o Trait COPING RESILIENCE
o “Resilience is not a trait that people either have Ability to control emotions The ability to bounce back
or do not have. It involves behaviors, thoughts Ability to perceive reality The positive capacity to cope
and actions that can be learned and developed in Ability to think rationally with stress
anyone.” Ability to problem solve Provides resistance to negative
o Outcome Culturally defined events
o “Resilience is a stable trajectory of healthy Hardiness
functioning after a highly adverse event.” Resourcefulness
o Continuum
• “Resilience as a process to harness resources to sustain Resilience Factor
well-being.” - Dr. Catheine Panter-Brick  Connectedness
 Social environments
Determinants of Resiliency  Physical environments
We view resilience in a multi-modal model. There are several factors  Sense of inner wisdom
that can determine an individual’s resilience. These factors are  Spiritual life that is lived out
independent yet they interact with one another in a dynamic,  Family
complex relationship.
 Biological Factors that facilitate and foster resilience
o Genetics & DNA Protective Factors
o Survival & Adaptation  ACCEPTANCE
o Developmental Processes Accepting that we may not be able to change the situation,
 Psychological but that we can change the way we perceive it.
o Personality “What hurts us the most heals us, only if we start to accept
o Coping mechanisms it.”
o Parenting styles  CARING & SUPPORTIVE RELATIONSHIPS
 Socio-cultural Accepting that we may not be able to change the situation,
o Interacting systems but that we can change the way we perceive it.
o The Filipino spirit Family, friends, romantic relationships that are
Physical Resilience characterized by love and trust
 Eating a balanced diet “The things that we love tell us what we are.”
 Engaging in physical activity St. Thomas Aquinas
 Maintain good sleep hygiene  SELF-AWARENESS
 Mastery of the body Understanding who you are
The real you behind all the labels
Psychological Resilience  CREATIVITY & FLEXIBILITY
Intellectual Resilience Resourcefulness in the face of adversity; ability to employ
 Goal-Setting various comping mechanisms in different situations
 Problem Solving  SAFE AND POSITIVE SPACE
 Emotional Resilience Positive environments that promote self-expression,
 Altruism supportive communities, and safe spaces
 Support  SENSE OF COHERENCE
 Courage Believing that the world is manageable and meaningful;
combining strengths and values
 EMOTION REGULATION SKILLS
Ability to manage and control emotions
 SPIRITUALITY
Spirituality contributes to well-being.

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Creating a culture of Resilience
Make Connections
 Form close, positive relationships with your family, friends,
colleagues, classmates. Do not be afraid to seek and accept
help from other people. Be active in organizations and
communities. Be there for others in time of need.
Accept Change
 Accept that change is a part of life. Accept things you cannot
change and focus on those you can. Accept that there re
some goals that cannot be reached. Accept that there are
people that have to leave. Accept that people change.
Be Positive.
 Trust yourself. Believe in yourself. Always find the silver
lining. Count your blessings. Measure in love.
Laugh. It is still the best medicine.
 Hang on to humor. Smile. Laugh. “Cheerfulness is the best
promoter of health, and is as friendly to the mind as to the
body.” –Joseph Addison
Fides. Spes. Caritas.
 Keep the faith. Be hopeful. Love always. Open your heart.
Be kind.
Self-Discovery
 Find yourself. Some tragedies and crises can also serve as
opportunities. Do not be afraid of being lost because
sometimes, getting lost can help you find yourself.
Take care of yourself.
 Practice self-care. Pause. Have a mental health first aid kit
or a happiness kit or a positivity space.
Create safe spaces.
 Be the safe space for other people.
Focus on solutions.
 Problems are temporary and can always be solved,
sometimes the challenge is finding the solutions. Instead of
ruminating on the problem, look at solutions and work on
them
Manage your time and energy.
 Time management is important in order for us to deal with
the many demands of life. Likewise, we also manage our
energies so we can focus them on what is important.
Keep Swimming-Dory
 Keep moving towards your goal. Do something regularly.
Take small steps (even baby steps are steps forward).
Instead of focusing on what you cannot do or what stops
you from reaching your dreams, ask what you can do and
what can bring you closer to them.

“She stood in the storm, and when the wind did not blow her way,
she adjusted her sails.” ― Elizabeth Edwards

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