Activity 11.

1 Outline

MODULE 5 – Unfolding the Emotional Self

This module focuses on the emotional dimension of the self. It broadly tackles the different
aspects of human emotions and reactions that are embedded in an individual’s different
emotional experiences. It also covers discussions on emotional intelligence and emotional
regulation.

Section 1 - Human Emotions and Emotional Intelligence

This section delves into the understanding of one’s emotional self through the lens of
emotional intelligence theories, particularly in the aspects of emotional awareness and
emotional management.

A. Human Emotions
An important aspect of understanding the self is acknowledging the presence of
emotions. Emotions serve as a driving force in how one acts and behaves. Emotions play a part
in making decisions, embracing lifestyles, and relating to others. Emotions are the lower level
responses occurring in the brain, which create biochemical reactions in the body, and
consequently cause changes in one’s physical state. Thus, emotions serve a critical survival
function in making one aware of threats coming from the environment that may affect his or
her inner consciousness.

a. Emotion is a biological experience and response, feelings have been defined as the mental
portrayal of what is going on in your body when you have an emotion and is the by-product of
your brain perceiving and assigning meaning to the emotion. Emotions are physiological.

b. Feelings are subjective experiences that frame the interpretation of emotion. Feeling are
subjective since they are based on personal beliefs and experiences.

B. Emotional Intelligence

Emotional intelligence has been defined by a number of theories. For Bar-On (1997, p.
14), it is “an array of non-cognitive abilities, competencies, and skills that influence one’s ability
to succeed in coping with environmental demands and pressures.” According to Mayer,
Salovey, and Caruso (2004), it is one’s ability to understand emotion and for them to contribute
in how one perceives the environment he or she is in. Emotional intelligence includes one’s
capacity to regulate emotions and be emotionally aware which is helpful on one’s emotional
and intellectual growth. For Goleman, it is the “capacity foe recognizing our own feelings and
those of others, for motivating ourselves, and for managing emotions effectively in ourselves
and others.” Emotional intelligence is an aggregate result of both innate individual
characteristics and skills people acquire and develop throughout their lifetime.

a. Emotions exist alongside cognition. The brain produces the physiological component
of emotions and the mind interprets it.

b. Cognition is used to be aware of one’s feelings and of others too.

The two are not and should not be studied separately because one cannot exist without the
other.

Research has supported the positive impact of emotional intelligence in a variety of settings. It
has been seen to have positive effects on thinking abilities during anxiety-provoking testing
conditions and enable students to obtain good scores. People with high emotional intelligence
manifest high social competence in dealing with different kinds of people. In the workplace,
emotional intelligence, EQ, is said to be more important than IQ. Employees with emotional
intelligence achieve corporate success and exhibit flexibility skills in dealing with superiors,
colleagues, and subordinates.

Activity 11.2

DIAGNOSTICS

Instructions: If you think the statement is correct, write agree, otherwise write disagree.

Agree 1. Emotions are as important as logic and reasoning.

Disagree 2. Emotions cannot be managed.

Agree 3. Emotions do not influence interpersonal relationship.

Disagree 4. Every individual has the same level and expression of emotionality.

Agree 5. There are universal ways of expressing emotions.

Output 11.1
Exercise 5.1.1A Inside – Out

Name: Nikka G. Rañ oa Section: BSBA – 1

Instructions: This exercise is designed to help you become aware of how emotions are
dealt with, on a personal level. For each emotion, write what you do when you experience
the emotion listed. Include both productive and destructive behavior. Write as many as you
can. You may use a separate sheet.

Emotion Productive Behavior/s Destructive Behavior/s

Happy

Sad

Excited

Afraid

Inspired

Angry
Output 11.2

Exercise 5.1.1B Inside – Out

Name: Nikka G. Rañ oa Section: BSBA – 1

Instructions: After writing down your answers for Exercise 5.1.1.1A, answer the following
questions.

1. Among the behaviors you listed, did you write down more productive behaviors or
destructive behaviors?

2. Identify the emotion where you had more productive behaviors. Which emotion did you
have more destructive behaviors?

3. Are you more likely to have positive emotions or negative emotions? Explain your
answer.

4. How do your emotions influence your sense of self?

Output 11.3
Exercise 5.1.2A EMO – Emotions, Myself, and Others

Name: Nikka G. Rañ oa Section: BSBA – 1

Instructions: This exercise is designed to help you become aware of how you manage your
emotions and feelings when working with others. For each row, put a check mark on the
box that best describe your preference and behavior when working in a group. Choose only
one option (1) per row.

A G P D
 I want to  I want to  I want to  I want to
start know first know how know all
working the others feel the specific
on any task goal of the about the details of
immediately task before task before the task
. working on it. working on it. before
working on
it.
 When I am  Before  I consider the  I will not
asked to do working on mood of my start work
something, I the task, I group mates until I get
do it without want to know prior to all the
hesitation. its purpose starting details I
first. work. need about
the task.
 I don’t  Someone  I should  All the
procrastinat should tell know the details of
e on any me why I general the task
task; I start need to do sentiments of should be
working on this task my group presented
it promptly. before members to me first
working it. about the before I
task before I begin
can start working.
working.
 As soon as  I need to  I feel  I will not
instructions understand comfortable work on a
are given to why I will do doing the task if all
me, I start the task task if I know the facts
working on before I start the others are not
it right it. enjoy doing it presented
away. also. to me first.
 I should  I should  I have to  I need
start know the make sure specific
working on rationale everyone is information
the task as behind the okay with the about the
soon as it is task before I task before I task prior
given. start working start it. to working
on it. on it.
After putting a check ✓ mark on your preferred box, tall your responses per letter and
identify your dominant tendency. Put the total in the table below.

A
G
P
D

What do the letters mean?

A – you are an action person. You want to plunge immediately into the work and ask questions
as you work through the task.

G – you are a goal-directed person. You want to get the over-all picture and the benefits you are
getting from working on the task.

P – you are a people-person. You value relationships, ensure everyone has a say in the task and
that they feel comfortable before working on it.

D – you are a detailed person. You want to know all the information, including the specifics,
before working on any task.

Output 11.4

Exercise 5.1.2B EMO – Emotions, Myself, and Others

Name: Nikka G. Rañ oa Section: BSBA – 1

Instructions: After identifying your dominant tendencies, look for 3 other persons who
have the same tendency as you do and answer the following questions:

1. What do you think are the strengths of your dominant tendency? Use three or four
adjectives.

2. What are the limitations of your dominant tendency? Use three or four adjectives.

3. What other tendency do you think you will have difficulty working with? Why?

4. What other tendency do you think you can work with best? Why?
Activity 12.1 Outline

MODULE 5

Section 2 – Emotional Regulation

This section continues the discussion on the emotional aspect of the self, from
emotional intelligence to healthy emotional expression and regulation. It highlights
practical applications of emotional intelligence to one’s daily life.

A. Managing and Regulating Emotions in Adolescence

Adolescence is considered a turbulent time of the development due to the biological,
psychological, and social changes that adolescents experience and encounter. Adolescents
begin to develop values, perceptions, and engage in risk-taking behaviors that have both
positive and negative consequences, which is underlined by fluctuating, rapidly changing
emotions. In order to establish efficacy and emotional maturity, emotional regulation must
be learned.

Emotional regulation is defined as an attempt to influence emotion. Emotional

regulation can occur for both positive and negative emotions, it is often used to negate the
impact of unpleasant emotions. According to Gross (1987), emotional regulation may take
two forms:

i. Cognitive reappraisal – involves the evaluation of the situation prior to making

personal, subjective valuations about it. In this way, feelings are managed by using reason
to appraise the situation. This approach can be helpful because it allows for logical
evaluation of the situation instead of letting emotions rule over rationality.

ii. Suppression – involves denial and masking of facial expressions to hide one’s
current emotional state. Despite its negative connotation, it also has positive consequences.
When there is an attempt to hide pain, the feeling is less likely to be painful. In certain
situations where expressing feelings will not always have positive outcomes, suppression
may be the practical option.

Another approach in explaining emotional regulation is through the use of

cognitive/covert strategies and behavioral/overt strategies.

i. Cognitive/covert strategies – include experiential avoidance (avoidance of

thoughts and feelings judged to be painful), rumination (repeated contemplation),
acceptance, and distractions. These strategies happen within one’s mind and are not
directly observable. The advantage of using these strategies is that they provide the ability
to alter negative impacts of unpleasant emotions.

ii. Behavioral/overt strategies – entail engagement in observable activities, such as

behavioral avoidance (choice of not doing behaviors resulting in negative emotions),
substance abuse, exercise, eating, and getting involved in social activities. An advantage of
behavioral regulation is that its observable nature allows them to be monitored directly.
However, involvement in unhealthy behaviors such as substance abuse as way of emotional
coping and adjustment can lead to long-term unhealthy consequences for the individual.
 Meta-analytic research has outlined ten (10) common strategies employed in
emotional regulation, namely, rumination, distraction, acceptance, problem solving,
behavioral avoidance, experiential avoidance, expressive suppression, reappraisal,
mindfulness, and worry. Emotional regulation varies from person to person, from context
to context.

There are common characteristics shared by individuals who have achieved

emotional maturity and efficacy. These individuals manifest the following qualities that
enable effective emotional regulation:

1. Self-control. Managing disruptive impulses.

2. Trustworthiness. Maintaining standards of honesty and integrity.

3. Conscientiousness. Taking responsibility for one’s performance.

4. Adaptability. Handling change with flexibility.

5. Innovation. Being open to new ideas.

6. Empathy. Understanding other people and putting yourself in their shoes.

In a cultural aspect, emotional regulation is defined as “all the process that help
attain culturally appropriate or functional emotional experiences.” This definition underlies
the importance of culture in emotional behavior. In the cultural context, emotional
regulation is influence by culturally valued relationship frameworks. This ensures social
competence in a variety of situations: within homes, school environments, and the society
at large.

How are emotional regulation abilities developed? Regulating emotions can be

primarily learned through observational and social referencing, particularly on the basis of
the family. The emotional climate homes, parenting styles of parents, family
communication and socialization practices, and mental health conditions of family
members converge toward the emotional development of adolescents.

It is important that students engage in learning opportunities, not only for the
acquisition of knowledge and information, but more so on the acquisition of emotional
regulation strategies that will empower them to become productive social citizens and
empathic leaders in the future.

Activity 12.2
DIAGNOSTICS

Instructions: If you think the statement is correct, write agree, otherwise write disagree.

Agree 1. Emotional regulation is learned.

Agree 2. Each person has different ways of managing his or her emotions across all
situations.

Disagree 3. There is only one way of controlling emotions across all situations.

Agree 4. Emotional regulation helps us in our personal development.

Disagree 5. Emotional expression is generally regarded as negative.

Output 12.1

Exercise 5.2.1B Situations, Reactions, Consequences, and Peers

Name: Nikka G. Rañ oa Section: BSBA – 1

Instructions: After all the columns in Exercise 5.2.1A have been accomplished, return the
paper to the original owner. One by one, share the reason why you think this is the
consequence of that reaction of your groupmate for each situation. Analyze how similar or
how different is the consequence that you originally wrote as compared to what your
groupmates wrote. Tally the consequences together in the table.

Similarity/ Your Consequences Consequences

Differences Consequences (GM1) (GM1)
Output 12.2

Exercise 5.2.1C Situations, Reactions, Consequences, and Peers

Name: Nikka G. Rañoa Section: BSBA – 1

Instructions: Answer the following questions as a group.

1. Did you and your groupmates share the same reactions? Why or why not?

2. Do the opinions of other people matter in how you express your emotions? Explain.

3. If the consequences they shared is different from yours, are you likely to change your
emotional regulation strategy? Why or why not?

4. How important is managing emotions in your life with regards to your interpersonal
relationships? Explain.
Activity 13. 1 Outline

MODULE 6 Unfolding the Spiritual Self

This module focuses on the spiritual dimension of the self. It broadly tackles the different
aspects of spirituality from existence, relatedness or connections, and the inner soul.

Section 1 – The Inner Soul

This section discusses the nature of spirituality, how it is different from religiosity,
the factors that shape one’s spirituality, and its impact for oneself.

A. Spirituality

The concept of the “whole person” is usually associated to the idea of human beings
as having physical and psychological aspects. The physical domain covers the biological
aspects of human development, including growth, maturation, and other bodily changes.
The psychological aspects covers aspects of development focusing on consciousness and
attributes that are not directly observable but manifested in behavior. However, there is a
third aspect of being human that is as important as the two precedents:

a. The spiritual aspect of the self – spirituality has been widely studied by a number
of researchers and academics across several disciplines but remains to be elusive in terms
of having a standard definition. Highlighting the mind-body-spirit connection, the spiritual
self is an ongoing, personal life journey, contextualized by the belief in a higher being,
culture, relationships, nature, and the discovery of meaning in one’s life.

For Puchalski (2014), it is the aspect of the self that is associated to an individual’s
process of seeking and expressing meaning and how he or she is connected to the self, to
others, to the moment and to everything else that is composes his or her environment,
including the sacred and significant. Another definition of spirituality is that it is any
experience that is thought to bring the experiencer in contact with the divine; it is not just
any experience that feels meaningful (Beauregard & O’Leary, 2007). It is also posited as the
individual’s personal relation to the sacred or transcendent, a relation that then informs
other relationships and the meaning of one’s own life (Sinnott, 2002).

Myers and his colleagues defined spirituality as the ‘personal and private beliefs that
transcend the material aspects of life and give a deep sense of wholeness, connectedness,
and openness to the infinite.” Spirituality embraces connections with oneself, with others,
and with a higher being.

b. A second aspect of spirituality is focused on a person’s connections to different

aspects of his or her existence: to other people, to nature, and to sacredness and divinity.
Spirituality is rational. In the pursuit of and applying meaning to one’s life, relationships
are created and sustained not only with people but with other life forms or with a higher
being.

c. Third spirituality talks about the sacred and transcendent. It is a general belief
that in this vast universe, there is a force higher than the self. In believing that death is
inevitable, the different beliefs of what comes afterwards shape how people choose to act
and live their lives. The search for sacredness is also triggered by the drive to attain peace
and life fulfillment. Acceptance and/or contentment is fostered and established despite
problems that may occur. However, there are distinct differences between the two.

a. Religiosity is defined as the adherence to a belief system and practices associated

with a tradition in which there is a agreement about what is believed and practiced. It is
formal attachment to the set of beliefs, values, and practices of a particular religious sect. it
includes specific practices, proscriptions (what should not be done and avoided), and
participation in a specific community that shares the same beliefs and practices.

b. Spiritual attributes include the need for spiritual quest, ecumenical worldviews,
compassion, service, and inner peace. Spirituality is not anchored on any religious
orientation; it is a personal, subjective experience that varies from person to person.
Spiritual models are everywhere. They function for respondents are examplars of spiriyual
qualities, such as compassion, self-control, or faith. Thus, a person can be spiritual without
being religious.

Activity 13. 2

DIAGNOSTICS

Instructions: If you think the statement is correct, write agree, otherwise

write disagree.
Disagree 1. Spirituality is the same as religiosity.

Disagree 2. Spirituality is only about faith in God.

Disagree 3. Only older individuals feel their spirituality.

_Agree__ 4. People are born with spirituality.

_Agree__ 5. Spirituality is multi-faceted, thus, having many domains.

Output 13

Exercise 6.1.1A MISS – My Inner Soul and Spirituality

Name: Nikka G. Rañ oa Section: BSBA – 1

Instructions: Answer the following questions.

1. How do you view your life at the moment? Is it good or bad? Why?

2. When you are going through a difficult time, what is the first thing that goes through
your mind? Explain.

3. Think of moments when you were having serious problem, why do you think it
happened to you?

4. Ask yourself this question: How am I of value to myself, to others, and to what I believe
in?
Activity 14.1 Outline

Section 2 - Connections with Nature

This section discusses the natural affinity people have with nature and similar
constructs, the factors that contribute to such connections, how these relations to nature
are manifested, and how they can be enhanced in the context of one’s spirituality.

The Self and the Natural Environment

The spiritual self is not only tied in one’s connections with a higher being and other
people; it is also related to how people relate to nature. For Christians, for instance, it is
stated that in the Bible, “we are appointed as stewards of God’s creation” and this implies
one’s responsibility to take care of nature and the world, in general.

Religiosity aside, a significant number of people have made a serious commitment to

nature by taking care of the animals, pledging advocacy for environmental issues, and
practicing daily behaviors that manifest a growing concern for the world. These are
embodied in the concepts of affinity with nature and ecopsychology.

Affinity with Nature and Ecopsychology

Affinity with nature can be defined as the ties that bind people and nature together.
It can also mean nature connectedness, defined as the extent to which individuals include
nature as part of their identity. An individual with a strong affinity with nature feels that his
or her identity is tied to his or her natural environment, genuinely cares for the
environment, and commits to taking care of it. This is also linked to pro-environmental
human actions which showcase behaviors rooted to caring and protecting one’s
surroundings.

Ecopsychology shares many similarities with the concept of having affinity with
nature. It is concerned with the fundamental interconnections between humans and the
natural world through a phenomenological and sensorial link, and the integration of
practices based on the notion that direct contact with the natural world has healing
potential.

While it is fairly obvious that both concepts focus on the connection of man to
nature, their distinction lies on the nature of the connection they are referring to. Affinity
with nature highlights the emotional connection with nature, anchored on positive affective
experiences and authentic love for nature. However, ecopsychology is based on a
transpersonal and philosophical relationship with nature, highlighting beliefs and practices
that promote and enhance ecological, personal, and community sustainability.

How are connections with nature established and improved? First, it is not enough
that one simply conforms to what society says about taking care of the environment.
Research has shown that personal standpoints (such as the lucos of control, self-construal,
spirituality, values, identity) have a strong relationship to one’s affinity with nature and
ecopsychology. Developing an open mind and adopting a philosophical perspective that
advocated for environmental protection and sustainability is important. Taking care of the
environment requires behavior to be aligned to achieve this goal. Second, the emergence of
technology has hampered people’s engagement with outside activities. While in the past,
children can be seen playing outside and engaging in nature-bound activities (swimming,
fishing, hiking, boating), many children today are now seen glued to their electronic
gadgets, surfing the internet, or watching TV. There is need to reconnect by lessening
dependence on technology and to literally “smell the roses”.

Lastly, while not people are meant for being active environmental advocates, incremental
behaviors toward protecting the environment can go a long way. Disposing of and
segregating garbage properly, avoiding plastic use and other non-biodegradable materials,
and taking care of pets can be some of the ways by which one’s unity with nature is
showcased. In taking care of nature, an individual also takes care of himself or herself, thus
contributing to optimal, healthy development.

Activity 14.2

DIAGNOSTICS

Instructions: If you think the statement is correct, write agree, otherwise write disagree.

_Agree__ 1. Everyone is responsible for taking care of nature.

_Agree__ 2. Taking care of the environment is an innate attribute that people possess since
birth.

Disagree 3. Both personal and environmental factors contribute to one’s affinity with
nature.

Disagree 4. Taking care of the environment can be done single-handedly.

_Agree__ 5. Lack of concern towards the environment has devastating consequences.

Output 14.1
Exercise 6.2.1A My PAWN – Personal Affinity with Nature

Name: Nikka G. Rañ oa Section: BSBA - 1

Instructions: Look at the pictures of the environment, then analyze them by

answering the following questions:

a. what do you see in the picture? What happened?

b. How do you feel about this picture? How do you feel about the
destruction?

Write your answer in the space following each picture.

Output 14.2
Exercise 6.2.1B My PAWN – Personal Affinity with Nature

Name: Nikka G. Rañ oa Section: BSBA – 1

Outline 14.3
Exercise 6.2.1C My PAWN – Personal Affinity with Nature

Name: Nikka G. Rañ oa Section: BSBA – 1

Activity 15.1

MODULE 6
Section 3

This section highlights the concept of well-being and life satisfaction particularly
their aspects, what they mean to an individual, the factors that contribute to
them, and their consequences to daily living. This section also highlights discuss
the significance of well-being and life satisfaction in today’s challenging times.

 Well-being and Life Satisfaction

 Human beings are naturally inclined to assess their life, reflect on
the choice they have made, evaluate the consequences of such choice, and
learn lessons from various experiences.
 Well-being and life satisfaction are interchangeably used but there is
a thin line that distinguishes one from the other.
 Well-being, being intrinsic in nature, is an inner, personal
construct, associate with self-esteem, and self-understanding. It is how
good one feels about himself/herself.
 Life satisfaction is also intrinsic but in this case, it is the
general attitude towards life. When well-being and life satisfaction are
present, happiness naturally flow.
 However, in some cases, happiness is generally regarded as the
emotional result of life satisfaction. Happiness can be subjective and
temporal while life satisfaction is more encompassing.
 Life satisfaction can refer to the desire to change one’s life,
satisfaction with the past, satisfaction with the future, and significant
other’s views of one’s life (Diener, et al., 1999). It is also associated with
quality of life.
 How well-being and life satisfaction achieved? Research has cited
many factors that influence how they can be achieved.
 Personal factors such as personality (such as openness to
experience and extraversion), cognition, physical health, and vigor have
been associated with well-being and life satisfaction.
 Environmental conditions contribute to individual life
satisfaction.
 Socio-economic status, home and social environment,
interpersonal relationships, and education also influence one’s well-being
and life satisfaction.
 Engaging in forward thinking (enabling forethought and planning)
and becoming community oriented are only some of the things that can be
done to enhance the over-all quality of life. However, well-being and life
satisfaction are highly personal and relative. Similar to personal meanings
attributed to and generated in daily life, how one feels about
 himself/herself and the life he/she lives is dependent on how he/she
defines a meaningful life.
 What are the characteristics of people who have a high level of well-
being and life satisfaction? Literature has posited a variety of qualities
associated to such individuals:
 Effective self-perception. Being able to change their attitude
about themselves and engage in self-monitoring to minimize negative
attitudes.
 Realistic self-esteem and self-acceptance. Self-valuation
and self-respect.
 Control of behavior. Behavior awareness and regulation.
 True perception of the world. Harboring healthy
perceptions of their environment and place within it.
 Sustaining relationships and affection. Manifesting
empathy and sharing of positive emotions with others.
 Self-direction and productivity. Making sure their goals and
behaviors are aligned to their core values and conscious beliefs of
themselves.
 Within the context of spirituality, being cognizant of one’s purpose
in life, accepting limitations and celebrating strengths, enabling love and
concern for others, and engaging in behaviors that embody all these will
lead one to have well-being and life satisfaction.

Activity 15.2

DIAGNOSTICS

Instructions: If you think the statement is correct, write agree, otherwise

write disagree.

Disagree 1. Life satisfaction is the same for everyone.

_Agree __2. Well-being and life satisfaction are crucial to one’s life.

Disagree 3. Well-being and life satisfaction are extrinsic.

_Agree__ 4. Well-being and life satisfaction are intrinsic.

Disagree 5. Adolescents can never achieve life satisfaction.

Output 15.1
Exercise 6.3.1A My Happy Place

Name: Nikka G. Rañ oa Section: BSBA – 1

Instructions: Think of five (5) things that make you happy. It can pertain to
people, objects, qualities, and other factors. Write them on the circles.

HAPPINESS
Output 15.2

Exercise 6.3.1B My Happy Place

Name: Nikka G. Rañ oa Section: BSBA – 1

Instructions: After filling in the circles, answer the following questions:

1. Why do these things make you happy? Explain each item you placed in
circles.

2. How does the presence of these things in life affect how you feel about
yourself? Explain.

3. If any of these things are not present in your life, what do you think will
happen? Explain.

4. How do you feel about yourself in this point in your life, on a scale of 1-5, 5
being the highest, most positive and 1 the lowest, most negative? Explain.

5. How do you feel about your life, on a scale of 1-5. 5 being the highest, most
positive and 1 being the lowest, most negative? Explain.
Output 15.3

Exercise 6.3.3 #KeepGoing

Name: Nikka G. Rañ oa Section: BSBA – 1

Instructions: Answer the following questions based on the situation given.

1. Some of your friends are going through serious times. In certain

instances, they might be thinking of harming themselves as a way of coping
for the lack of meaning and direction in their lives. What would you say to
them? Write your answer below.

2. In moments when you are going through problematic times, what would
be your message to yourself? Write them here.