Course Title: Taking care of Oneself

A. Course Outline

I. LEARNING TO BE A BETTER STUDENT

According to neuroscientists, learning new knowledge and skills everyday keeps the
structures of the brain changing and increases its ability to learn.

A. Learning

• A relatively permanent change in behavior as a result of practice or experiences.

• It is the acquisition of knowledge, skills, and attitudes through experience.
• It is a transformational process that leads to personal growth and development.

B. Biopsychology of Learning

• NEURONS. The basic building blocks of the nervous system that transmit
impulses or messages. Made up of: cell body (soma), dendrites (receiver), Axon
(sender).
• Transmit impulses to another neuron through a junction called SYNAPSE.
• What Happens in the Brain during Learning?
o The process of NEUROPLASTICITY is the ability of the brain to change
throughout one’s life which involves the addition of new neurons, new
interconnections between neurons, and the reorganization of information
processing areas.
• The ability of the brain to change happens in two ways:
o It could be through an increase in the number of synapses between
neurons.
o Or a change in the function and structure of the neurons.
• NEUROTRANSMITTERS
o The electrochemicals that connect and allow the transmission of impulses
from one neuron to another.
o NEUROTRANSMITTERS associated with memory and learning
▪ Acetylcholine (memory)
▪ Glutamate (learning and memory)
▪ Dopamine (learning motor responses)
▪ Norepinephrine (alertness and arousal)
• CEREBRAL CORTEX
o It is where the process of neuroplasticity, or changes in the structure and
functions of the neurons in the brain happens.
o Is packed with neurons which is responsible for the most sophisticated
information processing in the brain.
o Divided into four lobes:
 ▪ Frontal (decision making)
▪ Parietal (sensations, touch)
▪ Temporal, (hearing, visual memories)
▪ Occipital (vision)

C. Metacognition & self-regulated learning

• Metacognition
o Is the awareness of one’s thinking and the strategies one uses to learn.
o As “cognition about cognition” or “thinking about thinking”.
o Two components of metacognition:
▪ Metacognitive knowledge. Includes knowledge of one’s own
cognitive abilities, knowledge of cognitive tasks, and
knowledge of the strategies to complete the cognitive tasks.
▪ Metacognitive regulation. Refers to how an individual
monitors and controls his or her cognitive processes.

• Self-Regulated Learning
o The process in which students systematically direct their thoughts,
feelings, and actions toward the attainment of their academic goals.
o It is a process of taking control of and evaluating one’s own learning
and behavior.
o It is a self-directed process through which students transform their
mental abilities into academic skills.
o It is a cyclical process in which the student plans for a task, monitors
his performance, and reflects on the outcome.
o Self-regulation practices of students
▪ By setting goals
▪ By selecting and using strategies
▪ By monitoring their performance
▪ By reflecting on their learning outcomes
o Essential components of Self-regulated Learning
▪ Planning. Increases efficiency, control, and motivation.
▪ Problem-Solving. Allows students to learn to think and look for
solutions when faced with adversaries.
▪ Self-Evaluation. Increases self-awareness that leads to the
better understanding of one’s own emotions, strengths, and
weakness.

• General Benefits of Metacognition & Self-Regulation in Learning

o Increase students’ knowledge and understanding of different subject
matters.
o Help students understand the kinds of information they need to
successfully solve a problem in school.
o Help students choose the most appropriate and useful learning
strategies to improve their learning capabilities.
 o Help students organize daily tasks in school.
o Help students identify strengths and weaknesses in their academic
performance.
o Allow students to learn ideas from others such as their teachers and
fellow students.
o Allow students to give and receive feedback in their own thinking and
performance.
o Develop students’ autonomy and control.
o Improve students’ academic performance and help them become
successful.
o Develop students’ high sense of self-efficacy and self-esteem.

• How to Develop Metacognitive & Self-Regulated Learning Behaviors

o Set your short-term and long-term academic goals in your studies.
o Make a self-help plan to achieve your academic goals.
o Monitor your academic performance and progress.
o Reflect on what you have learned and accomplished.

II. HEALTH CARE & STRESS MANAGEMENT

A. What is Stress?
• Is a non-specific response of the body to any demands made upon it - Dr. Hans Selye
• A situation that someone regards as threatening and is possibly exceeding one’s
resources.- Richard Lazarus
• Two Types / Kinds of Stress
o Eustress. Occurs when people experience positive events but requires them to
adjust.
o Distress. Occurs when people experience negative events and make a great
deal of demands on them.

B. Burnout
• A state of exhaustion and over fatigue.
• A sort of accumulated stress.

C. Stress Management
• The ability to handle or minimize the physical and emotional effects of such anxiety
• How we Respond to Stress
o Physical Response
▪ Rapid Pulse
▪ Increase perspiration
▪ Pounding heart
▪ Tightened stomach
▪ Tense arm, leg muscle
▪ Shortness of breath
▪ Clenched jaw, gritted teeth
 ▪ Inability to sit still
▪ Racing thoughts
▪ Compelling emotions

o Psychological Responses
▪ Inability to concentrate
▪ Difficulty making simple decisions
▪ Loss of self-confidence
▪ Irritability or frequent anger
▪ Insatiable cravings
▪ Worry or anxiety
▪ Irrational fear or outright panic

o Behavioral Responses
▪ Smoking
▪ Increased use of medication
▪ Nervous tics or mannerisms
▪ Absent-mindedness
▪ Accident-proneness
▪ Hair pulling, nail biting, foot tapping
▪ Increased or decreased in eating
▪ Increased or decreased in sleeping
▪ Increased use of alcohol or other recreational drugs
▪ Reckless driving
▪ Uncalled for aggressiveness

D. Mental Hygiene

• Is the science of mental health which gives emphasis on the proper care of the mind.
• SLEEP, EAT HEALTHY, EXERCISE
• Mental Health
o It is keeping the whole personality when one faces the reality in both losing
and victorious situations and thus function effectively in a dynamic society
• Maintain a good Mental Health
o Have a good philosophy of life which would guide you in having a
meaningful and happier life.
o Develop a great sense of humor.
o Connect with others
o Be true to yourself.
• Categories of Coping Mechanism
o Change the Source. Prevention and Avoidance of Threat
o Change the View. Redefinition and Conclusion of Situation
o Tolerate until Safe. Adjustment without overwhelming Stress
• Sample Coping Techniques
o Seeking help
o Sharing experiences
 o Keeping safe
o Using defenses
o Seeking info
o Remaining alert
o Setting goals
o Connecting to faith
o Reflecting on Experience

III. SETTING GOALS FOR SUCCESS

If you plan on being anything less than you are capable of being, you will probably be
unhappy all the days of your life -Abraham Maslow

A. Success
• Success does not happen. It is not enough to have goals or ambitions.
• Success is the outcome of hard work and determination that must be shaped over a
long process.
• Abraham Maslow and others have pioneered studies on needs, goals, and motivation.

B. Goal
• Is the object toward which the behavior is directed, usually within a specified period
of time.
• Within the context of Industrial/Organizational Psychology, it is define simply as
what the individual is consciously trying to do.
• For Edwin Locke & Gary Latham (2006), goal direct attention, effort, and actions.
• Motivate people to develop strategies that will enable them to perform better.
• Categories of Goal
o SHORT-TERM GOALS
▪ Goals that can be achieve in a day, week, or year.
o LONG-TERM GOALS
▪ Goals that are usually achieved over a year or more.
• Factors which may influence Goals
o VALUES
▪ Gives direction to behavior.
▪ Those which the person considers personally important and worthy.
▪ Could be the basis for what is desirable, correct, and good.
o NEED
▪ Activate and direct behavior.

C. Theories of Needs
• Drive Reduction Theory. Humans are motivated to satisfy needs in order to
maintain homeostatis or internal equilibrium. Unmet needs will cause a state of
bodily tension and, consequently, homeostatis is disturbed.
• Abraham Maslow’s Hierarchy of Needs.
o The Theory of Abraham Maslow suggests how needs motivate behavior.
 o Presented in a pyramid-shaped with the Biological or Physiological needs
at the bottom and the need for Self-Actualization at the top.
o Once the biological needs are satisfied, safety or security needs become
important, such as the need to be safe from danger, illness, and threat.
• Classification of Needs
o Basic Needs
▪ Physiological Needs. Innate needs of the body such as: Food, Sex,
Water, Normal Temperature, Air/oxygen, Elimination, Shelter,
Clothing, Medicine, Rest.
▪ Safety Needs. Security and safety
o Psychological Needs. Arises from relationship with other people such as:
▪ Affiliation, Achievement, Altruism, Esteem, Status. Self-esteem
includes being accepted, respected, and valued by others.
o Self-Fulfillment Needs.
▪ Once these needs are met, individuals may be able to achieve love
and fulfill the need for belonging.
▪ Eventually, individuals can achieve self-esteem and realize self-
actualization.
▪ Self-actualization refers to self-fulfillment or achievement of
one’s potentialities.

D. The Motivational Impact of Self Efficacy & Mindset

• Self-Efficacy
o The person’s belief that he/she can successfully perform behaviors that will
produce desired effects (Albert Bandura).
o Entails judgment of personal capacity.
o Plays a central role in people’s thoughts, motivations, and actions.
• Carol Dweck’s Categories of Mindset
o FIX MINDSET.
▪ Believe that their basic qualities, like their intelligence or talents, are
simply fixed traits.
▪ People with fixed mindset worry about making mistakes
o GROWTH MINDSET.
▪ Believe that their most basic abilities can be developed through
dedication and hard-work.
▪ People with growth mindset understand that mistakes and effort are
critical to learning.
▪ They welcome challenges and seek critical feedback to help them
learn. They embrace learning, mistakes, and effort in a way that
promotes their achievement.
E. Goal Setting
• In the context of Industrial/Organizational Psychology:
• Goal Setting is the process of improving work performance of individuals (Locke &
Latham, 2006).
• For goal setting to be most successful, goals should be SMART.

• S.M.A.R.T. embodies the fundamental practices necessary for achieving increased

motivation (Rubin, 2002).
• Individuals perform at higher level when asked to meet a goal that is concrete,
achievable, realistic and important to them. Goals also work best when there is a time
frame for their completion (Aamodt, 2013).
• Locke & Latham (Lunenberg, 2011) suggest that the most effective performance
results are attained when goals are specific and challenging, when there is feedback
on the results, when they are used to evaluate performance, and when they create
commitment and acceptance.

F. The Rules of Goal Setting

• Set goals that motivate you.

• Set S.M.A.R.T. goals.
• Write your life goals.
• Develop an action plan for your future.
• Start working toward your life goals.