UTS Reviewer

Spiritual Self

● The practice of religion: belief in supernatural being and power

● The highest that is one connected with the Divine
● Transcends the finite nature of other aspects of the self, such as the pain of your
physical aspects. The spiritual dimension doesn’t take away our pain but makes our
pain bearable.

Religion and Spirituality

● The two are related: although not separate from one another, spirituality is much more
profound than religion.

Religion
➢ An organized system of ideas about the spiritual or supernatural realm, that is
accompanied by rituals. Through rituals, people attempt to influence things that
they think are beyond their control.
➢ A specific set of organized beliefs and practices that are usually shared by a
community or a group.
➢ It aims to build your character
➢ It shapes one’s beliefs, attitudes, and actions by giving importance to adherence
to rules.

Rituals
➢ Religion has rituals
➢ Whatever is done repeatedly
➢ Two types of rituals: Calendric and Based on crisis

○ Calendric
➢ According to the calendar (i.e., Christmas, Advent season, Mahal
na Araw)

○ Based on Crisis
➢ Structured prayers, format prayer, Novena (for specific crisis)
➢ Oratio Imperata: prayer for deliverance of calamities, for
protection from calamities
 Spirituality
➢ Also concerns an aspect of the divine and supernatural but is oftentimes limited
to the individual, with no need for any formal organization.
➢ This is the search for meaning and direction in life and the ways.
➢ Individual practice
➢ It has something to do with your sense of peace and purpose; about your soul
and your inner self
➢ Involves having your own set of beliefs and practices and involves searching for
life.
➢ It varies throughout the lifetime of a person. Spirituality is a way of life.
➢ This has to do with the human being

Religion Similarities Spirituality

● Truth knowledge ● Faith-based ● Truth discovery

● Structured ● Belief ● Formless
● Exclusive ● Direction ● Inclusive
● Belief system ● Can overlap ● Experience-based
● Traditional ● Can lift spirits ● Modernized
● External divinity ● Lifestyle ● Internal divinity
● Morals ● ● Purpose
● Practice of worship ● Practice of behavior

Logotherapy
➢ It aids individuals to find the personal meaning of life, whatever life situation they may
be
➢ It is founded on the belief that human nature is motivated by the search for a life
purpose
➢ It is the pursuit of the meaning of life
➢ This was heavily influenced by Frankl’s personal experience of suffering and loss

Political Self

● Increasing awareness of the deeply dysfunctional and divisive nature of many of our
traditional
Politics, Citizenship and the Self

Politics
➢ Refers to the actions or activities concerned with achieving and using power in a
nation or society.
➢ Politics, as imbibed by man, implies several things:
○ Concerned with power
○ Functions based on a particular social economic and cultural context
○ Based on one’s personality
○ Goes hand in hand with the society

Active Citizenship
➢ Most basic identification with the nation.
➢ Structured forms of engagement with political processes and everyday forms of
participation in a society
➢ Engaging in such activities can also enhance the 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

● One out of 4 Filipinos looks for senatorial candidates who “will not be corrupt”
or has concern for the poor.

A Good Filipino citizen should:

● should be aware of the current events and participate in government programs

that aim for the country’s progression and development.
● Practice your right to suffrage and be an intellectual voter
● Support local products
● Do not spread fake news and be democratic in engaging with dissent

Digital Self
● Self and identity in the cyberspace
● Mainly focused in the world wide web specifically Social Media
● The use of digital technology has now become part of the self--the digital self.
● It is the aspect of the self that is expressed or shared with others through online
interactions on the internet, specifically on social networking sites.
Cyberpsychology
➢ A new field within the applied psychology
➢ Branch of psychology that examines:
○ How we interact with others using technology
○ How our behavior is influenced by technology
○ How technology can be developed to best suit our needs
○ How our psychological states can be affected by technologies

Self and Identity in the Cyberspace

Identity
➢ Development of one’s self-concept, including one’s thoughts and feelings about oneself.

Environments affecting the online behavior

❖ Identifiable Offline World

➢ Any deviance (behaviors that violate social rules and norms) from
established social norms may be punished or ridiculed.
➢ A person’s true self is often inhibited - held back/restrained

❖ Anonymous Online World

➢ People's masks are frequently removed, allowing their actual selves to
emerge through (e.g., negative rants on Twitter, Facebook).

❖ Identifiable Online World

➢ People may tend to express their “hoped-for possible selves” - socially
pleasing identities (e.g., edited and filtered photos on Facebook, posting
of achievements).
Autonomy
➢ Where people can try out new behavior without fear of social consequences.
➢ Freedom to act or function independently.

Digital Citizenship

Being Online
➢ Information related to how we engage and exist online comprises three digital
domains: access and inclusion, learning and creativity, and media and
information literacy
 Well-Being Online
➢ Information related to how we feel online, comprising another three digital
domains: ethics and empathy, health and well-being, and e-presence and
communications

Rights Online
➢ Information related to being accountable online, comprising the final four digital
domains: active participation rights and responsibilities, privacy and security,
and consumer awareness.

Responsible Use of Social Media

Setting boundaries to your online self:

Smart Sharing
➢ Guide questions to consider before posting:
○ Is this post/story necessary?
○ Is there a real benefit to this post - is it funny, warmhearted,
teachable or am I just making noise online without purpose?

Digital World Issues and Conflicts

❖ Fear of Missing Out (FoMO)

➢ Exists when an individual is anxious about being left out and feels the constant
need to know what others are doing.
➢ It is an anxiety that emanates (arises) from the feeling that you are not up to date
because of the phase social media and news pass very quickly.

❖ Internet Gaming Disorder

➢ Excessive and extended internet gaming leads to plenty of cognitive and
behavioral issues, including a gradual loss of control over gaming, tolerance,
and withdrawal symptoms, which are similar to those seen in drug abuse
disorders.

❖ 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 interest, and continuation of screen use despite adverse consequences.
Managing the Self

Learning and Performance Learning

➢ Refers to change in behavior potentiality
➢ When we learn something, it is expected that we change some of our behavior, attitude,
or personality (e.g., you learned that not studying will make you fail, so that you will
change your behavior by studying)
➢ Learning is not just confined to the four walls of a classroom, it occurs everywhere.

Performance
➢ Refers to the translation of this potentiality into behavior
➢ “The extent/degree of change”
➢ It is not just enough that you change your behavior because you learned
something.
➢ The performance talks about how much or to what extent you changed because
of that learning.

Stress and Performance

➢ “Stress is good for us, but it depends on what kind of stress and its severity”

❖ Classic Interveted-U Curve

➢ A low degree of stress is associated with low performance (if you have a
low-stress level, your performance will be poor).

❖ High Stress
➢ It can set the system into fight-or-flight mode which leads to less brain
activity in the cortical areas where higher-level learning happens (if you
have a high-stress level, your performance will still be poor).
➢ It can feel overwhelming and decrease motivation.

❖ Moderate Stress
➢ It tends to correlate with the highest performance on tasks of any type
(To increase your performance, there should be a moderate-stress level)
➢ Also known as “manageable stress” which increases alertness and
performance.

❖ Anxiety
➢ It is also important because whenever we are anxious, we tend to think “I
need to be good, I need to be better for me to overcome this anxiety I
am feeling right now.”
Cortisol
➢ The stress hormone
➢ A hormone released whenever we are stressed
➢ Responsible for our “fight-or-flight” response
➢ Fight - usually done when we are on a high-stress level

Learning Types

❖ Remote Learning
➢ Learning without understanding (e.g., memorization)
➢ There is no goal of understanding/applying the concept
➢ The lowest form of learning

❖ Rational Learning
➢ Learning with understanding
➢ When you combine learning with understanding
➢ You will not only just memorize

❖ Motor Learning
➢ The adaptation of the movement to stimuli relating to speed and
precision of performance
➢ Performance
➢ Body kinesthetic intelligence - capacity to manipulate objects and use a
variety of physical skills.
➢ They are capable of applying everything through the performance of the
body
➢ Theory in practical application

❖ Associate Learning
➢ Associating an object into a specific concept to remember it (synonyms)
➢ Object relationships
➢ Subject-object connectivity
➢ a method or process wherein the learner associates a certain response
to an object or a stimulus resulting in a positive or negative outcome. It
links ideas to continually reinforce one another.
➢ (e.g., If someone puts their hand on a hot stove and hurts themselves,
they may learn to associate hot stoves with pain, and have therefore
been conditioned not to put their hands on them).
Types of Associate Learning

❖ Classical Conditioning
➢ Associate involuntary responses and a stimulus
➢ We learn through the association of stimulus and response
➢ (e.g., when the sight of a dog has been associated with a memory of being
bitten, the result may be a conditioned fear of dogs).

Phases of Conditioning

1st Phase
● You are being presented
● Neutral stimulus - a stimulus that would not elicit a response from us
● Unconditioned stimulus - a stimulus that would elicit a response from
us

2nd Phase
● Pairing unconditioned and neutral Stimulus
● E.g., dog training ni Pavlov, nakita yung food/treat kakainin agad
(unconditioned), narinig yung bell pero walang reaction (neutral), pero
sinanay na kapag narinig yung bell - it means may food na darating.

3rd Phase
● The unconditioned stimulus becomes “conditioned stimulus”
● E.g., narinig palang ng dog yung bell, nag-sasalivate na kaagad kasi
iniisip niya na agad yung nakasanayan na magkakaroon o
makakatanggap siya ng food/treat.

❖ Operant Conditioning
➢ Associate a voluntary behavior and a consequence

Reinforcement
➢ Consequences that would increase the likelihood of us repeating behavior again

● Positive reinforcement
➢ adding a pleasant stimulus

● Negative reinforcement
➢ removal of an unpleasant stimulus
 Punishment
➢ Consequences that would decrease the likelihood of us doing the same
behavior again

● Positive punishment
➢ The addition of unpleasant stimulus (e.g., nakabasag ka ng
pinggan tas pinagalitan ka pa - double unpleasant kaya lalo mo
siyang di ginawa)

● Negative punishment
➢ Removal of pleasant stimulus (e.g., mababa yung grade mo kaya
kinuha phone mo and binawasan baon mo - kaya iniiwasan mo
makakuha ng mababang grade)

Differences in Learning Styles

● Always remember na heterogenous ang isang class, iba-iba ang learning style
ng bawat tao.

Basic Principles of Learning

❖ Recency
➢ The most recent impression or association is more likely to be recalled.

❖ Frequency
➢ Knowledge encountered most often is more likely to be recalled.
➢ Kung ano ang concept na paulit ulit naririnig, mas narerecall ng tao.

❖ Vividness
➢ Learning is proportional to the vividness of the process.
➢ It is important that the concept is clear. Kapag vague, hindi malalim yung
pagkakaintintindi kaya mas di maalala nung tao.

❖ Exercise
➢ Using what was learned will help its likelihood to be recalled.
➢ You are using the things that you have learned.

❖ Readiness
➢ to learn is proportional to the efficiency of learning
Setting Goals for Success

● Determining the scene of goal-setting, motivation, self-efficacy, and good mindset.

● We need foresight 5 years from now, no matter what

Vision vs Goals

Vision
➢ “It Is what we want to do”

Goal
➢ “What do I need to do to reach my vision”
➢ The idea of our future, what we want to happen for our future.
➢ Measurable and observable
➢ There is an outcome

Importance of Goals

● It gives us the motivation to have a purpose

● All of us have achieved a goal in life already no matter how small it is.
● It is a 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 (which means “goals gives us direction and
purpose)

Goal-Setting Theory

● Proposed by Edwin Locke and Gary Latham

● It 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.
● Goals should be “specific, measurable, attainable, relevant and time-bound”
 SMART

● Specific
➢ One’s goal should be clear and specific, otherwise, you won’t be able to
focus your efforts or feel truly motivated to achieve it.

● Measurable
➢ Setting measurable goals is important to track your progress and stay
motivated.

● Attainable
➢ Goals need to be realistic and achievable for them to be successful.
➢ It should also motivate you to stretch your abilities towards proper
planning.

● Relevant
➢ Relevant goals must apply to the present situation and be aligned to the
vision you set.
➢ Your goals matter to you.

● Time-bound
➢ Every goal needs a deadline this will motivate you and help you focus on
your goal.

Human Motivation

● Proposed by Abraham Maslow

● Describes our lives in hierarchical form
● 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/mostly satisfied before higher-level needs become
activated.

Maslow’s Hierarchy of Needs

● We go back to physiological needs to reach the higher level of hierarchy
● “Self-actualization” is achieving one’s full potential including creative activities
● It is important to feel being part of the society before being proud of certain
accomplishments that we have
● If you feel that there is something you need to grow then you are still not in self-
actualization
● People have the potential and the ability to fully reach it

Maslow Hierarchy of needs about the pandemic crisis

● We are in the safety needs part right now

● We are craving more attention, physically exhausted
● We only have enough mental energy
● Don’t compare yourself to others
● It is okay to be not as productive as you were back when the pandemic didn’t
exist.
● It is okay to seek help
Growth Mindset Theory

● Proposed by Carol Dweck

● According to Dweck, individuals can be placed on a continuum according to their
implicit views of where ability comes from.
● He states that there are two categories (growth mindset and fixed mindset) that can
group individuals based on their behavior, specifically their reaction to failure.

Fixed mindset
➢ believes that abilities are mostly innate and interpret failure as the lack of
necessary basic abilities (e.g., “when I’m frustrated, I give up” or “failure is the
limit of my abilities”

Growth mindset
➢ believe that they can acquire any given ability provided they invest effort or
study.
➢ (e.g., “failure is an opportunity to grow” or “my effort and attitude determine my
abilities”

Caring for the Self

Stress
➢ An internal alarm system; used in physics before - strength or force
➢ Being triggered by the received threat (perceived threat or real threat) of the body

❖ Real
➢ An actual threat to the life or wellbeing of an individual (e.g., showing teeth and
barking at you threateningly).

❖ Perceived
➢ Imagine a scenario not yet happening but imagination is associated with some
kind of stress (e.g., recitation) has something to do with you perceiving if it is a
threat or not.
 ➢ A combination of a stressor and a stress response:
■ Stressor - things that make stress (e.g., parents, acad, siblings, love life)
■ Stress response - how we respond to it; our body and brain combine
functions in order for us to survive a stressor. It is the body’s and mind’s
reaction to everyday demands and threats; a part of daily life. It can be
useful or harmful, energizing or exhausting.

Types of Stress

❖ Eustress or Positive Stress

➢ Helps us to perform and better ourselves in life.
➢ Helps us to achieve our goals
➢ Research suggests that acceptable levels of stress may even help you focus
and concentrate better
➢ It jump-starts us and motivates us

❖ Distress or Negative Stress

➢ Can result when there is too much pressure or trauma and you are unable to
cope with it.

Categories of Stressors

❖ Environmental stressors
➢ Poverty, pollution, crowding, noise or natural disasters; even victims of
calamities

❖ Cognitive/thinking stressors
➢ How a person perceives a situation (e.g., exams/problems)
➢ It is not the situation that makes us feel unwell, but it is how we interpret the
situation that makes us feel unwell
➢ “ I feel this way because it is how I perceive the situation”

❖ Personal behavior stressors

➢ Negative reactions in the body and mind caused by using drugs or not
exercising
➢ Things we experience like physical diseases; something to do with physical
body and behavior

❖ Life situation stressors

➢ Inevitable like loss of a loved one; long-lasting effect and impact
➢ It haunts you down even when the stressor subsides
 ➢ Having a relative or pet dies, parents who divorce

General Adaptation Syndrome

➢ Hans Selye; endocrinologist
➢ Term stress started to be used in normal situations outside of the physics context

The Body’s response to stress

● When you perceive a situation or event to be a threat, your body begins a stress
response
● How your body and mind react is your stress response
● Without stress, our body is homeostasis (equilibrium or in balance)

Phases undergoing stress

● Alarm
➢ When we first perceive something as stressful; when our body starts the fight or
flight system. Going below-normal state

○ Fight or flight system - HPA (hypothalamus-pituitary-adrenal)

○ Axis - when our body perceives stress, our sympathetic nervous system
sends a signal to our brain, processed by the hypothalamus and letting
the pituitary gland prepare for a fight or flight response, then to the
adrenal gland
○ The pituitary gland releases ACRH (adrenal corticotrophic releasing
hormone) which sends messages to adrenal glands atop our kidneys
telling us that there is stress happening
○ Hypothalamus communicates with the pituitary gland by using CRH
(corticotrophic releasing hormone)
○ The adrenal gland releases cortisol responsible for an adrenaline rush
○ Cortisol provides a lot of sugar to the blood in preparation for the next
stage which is the resistance stage

● Resistance
➢ We are trying to resist the stresses that we are experiencing
➢ To adapt, we need energy coming from sugar. Going above-normal state

● Fatigue
➢ Our bodies cannot stay in the alert mode for a whole day or month. Therefore,
once the threat or excess sugar is gone, we reach a point of exhaustion. Going
below-normal state
 ○ Where we feel the side effects of resistance. Sometimes, you need to
consume a lot of food or take a lot of rest to replenish your lost energy
and go back to an equilibrium state
○ The nervous system and endocrine system become active during the
body’s response to stressors
○ The body’s response is largely involuntary or automatic
○ It can occur whether stress is physical or emotional, positive or negative

Stress and Personality Types

(Freidman and Rosenman)

The Four Personality Type

● Self-driven; Competitive
➢ Described as a competitive, high achieving personality type, most likely to
develop heart disease or other significant health problems.
➢ Due to being ambitious, they are so much concerned with status and
achievement to the point that some of them become aggressive hostile, and
impatient. Due to their negative emotions, they are more prone to heart
problems and illnesses
➢ Characterized by high work involvement

○ Meticulous
➢ May overreact and the high tendency of high blood pressure
➢ In a constant struggle against the clock (nagmamadali)
➢ Tendency to bully people when stressed

● Charismatic; Easy-going
➢ Is seen as a “laid-back,” non-competitive personality type, less likely to suffer
from heart disease
➢ They are the type of people that lets stress just pass by them
➢ They don’t compete, they don’t race against the clock, and they’re not
ambitious

● Introverts; Stress Prone

➢ Developed by Lydia Temoshok and Henry Dreher
➢ It tends to be very pleasant and try to keep the peace but find it difficult to
express emotions, especially negative ones.
 ➢ They don’t show other people that they are stressed and that something wrong
is going on with them. They try to make peace with themselves and their
stressors. They hide it.
➢ “ I embrace the stress but I don’t need to show others that I am actually
stressed because it’s a waste of time if I let them know about it”

● Love routine; Follow orders

➢ Developed by Johan Denollet
➢ Have the tendency to experience increased negative emotions across time and
situations and tend to not share these emotions with others because of fear of
rejection or disapproval
➢ It is similar with Introverts; Stress Prone but differs from the reason of not
sharing
➢ In 3rd one, you perceive it generally as a waste of energy but in a love routine;
follow orders, they fear being rejected and not being approved by others.

Psychoneuroimmunology
➢ The study of the interaction between psychological processes and the nervous and
immune systems of the body
➢ It is based on the prediction that an individual’s psychological state can influence their
immune system via the nervous system
➢ This perspective provides a scientific basis for the “mind over matter,” “think yourself
well,” and “positive thinking, positive health” approach to life

Social and Cultural Dimensions of Stress (among Filipinos)

Social Stress
➢ Life events or sociocultural background
➢ Exposure to stressful life events or social environments
➢ Negative physical and psychological outcomes
➢ Physical illness and lower mental health

The Compliant Filipino:

● Hiya
➢ Filipinos are very aware of the opinions of others and what people think of them

● Utang na Loob
➢ Can cause stress as it refutes unconditional positive regard
 ● Pakikisama
➢ The pressure to conform causes stress (Zhang, Liu, 2016)

● Unlike the Western culture of individualism, wherein people do things for

themselves and not for others, our country has a culture of collectivism where
we do things for others and not ourselves.
● Social anxiety leads teenagers or adolescents to exhibit non-adaptable
conformity behaviors and other problems. Teenagers conform, especially an evil
act or wrongful act, in order to belong with the group. If the teenager did not
conform, he/she may be ostracized for it or rejected by the group. It is stressing
in accordance with your personality

Filipino Social Values

● Karangalan
➢ Filipinos are sensitive to attacks on their own self-esteem and dignity. Whenever
our self-esteem and dignity are being attacked, it can really break us especially
if we made an effort to build it. Once it is attacked, sometimes it’s hard to stand
back up on our feet again and move forward.
● Katarungan
➢ Lack of justice causes stress (“ang hustisya ay para lang sa mayaman”)

● Kalayaan
➢ The absence of “freedom and mobility” causes stress

Confronting Stress: Filipino Style

● Bahala na
➢ “God will take care of things”
➢ Improvisatory skills of Filipinos
➢ “Ipinapasa-Diyos nalang ang mga nangyayari”

● Lakas ng Loob
➢ Courage in the face of difficulties and uncertainties

● Pakikibaka
➢ Recognizing one’s convictions, resistance, or current clashes

Stressors: Filipino College Students

● Academics
● Workload
 ● Time management
Others:
● Responsibilities due to being one’s own
● Financial problems
● Parental pressure on academic performance
● Peer relationships
● Covid-19 pandemic and related issues

Mental Health
➢ A state of well-being in which the individual realizes his or her own abilities can cope
with normal stresses of life, can work productively and fruitfully, and contribute to the
community
➢ Successful performance of the mental function
➢ Effective functioning in daily activities
➢ It is a continuum

Characteristics of a Mentally Healthy Person

● Purpose of living
● Good self-esteem
● Optimistic
● Comfortable being alone
● Accepting
● Realistic
● Autonomous
● Creative
● Authentic
● Capable of intimacy

Mental Illness
➢ A diagnosable illness that affects a person’s thinking, emotional state, and behavior,
and disrupts a person’s ability to work and carry out other daily activities and engage in
satisfying personal relationships
➢ Some are common, some are not
➢ May cause severe disability

Distress vs Disorder

Distress Disorder

● Common ● Less common

 ● Cause by a problem or event ● Often with high severity
● Usually not severe ● Long-lasting
● Short lasting ● Professional help is needed
● Professional help is not usually ● Needs to be diagnosed
needed
● Diagnosis is not needed
Biopsychosocial Model of Health and Illness

● Attempts to integrate the psychological and environmental into the traditional

biomedical model of health

Biological Aspect of Mental Health

● Made up of cells, connections amongst the cells, and neurochemicals

(neurotransmitters) (provide means for the brain to communicate)
● Different parts = different primaryresponsibilities
● The brain depends on different parts of the brain working together in a network.

Brain when Sick

● A specific part of the brain that needs to be working on a specific task is not working
well.
● A specific part of the brain that needs to be working on a specific task is working in the
wrong way.
● The neurochemical messengers that help different parts of the brain communicate are
not working properly.

Psychological Aspect of Mental Health

➢ describes in terms of cognition, emotions, and behaviors.

Cognitive-Behavioral Model (Aaron Beck)

Cognitive Distortions
➢ distorted/irrational thoughts leading to maladaptive behaviors

❖ All of Nothing thinking

➢ Black and white thinking
➢ “If I'm not perfect, I have failed”
➢ “Either I do it right or nothing at all”
 ❖ Over-generalizing
➢ Seeing a pattern based upon a single event
➢ Being overly broad in the conclusions we draw

❖ Mental Filter
➢ Only paying attention to certain types of evidence
➢ Noticing our failures but not seeing our successes

❖ Disqualifying the positive

➢ Discounting the good things that have happened or that you have done for
some reason or another

❖ Jumping to conclusions

❖ Magnification and minimization

➢ Blowing things out of proportion (catastrophizing), or inappropriately shrinking
something to make it seem less important.

❖ Critical words “Should” or “Must”

➢ can make us feel guilty, or like we have already failed
➢ results on others’ frustration
❖ Emotional Reasoning
➢ Assuming that because we feel a certain way what we think must be true

❖ Labeling
➢ Assigning labels to ourselves

❖ Personalization
➢ Blaming yourself or taking responsibility for something that wasn’t completely
your fault

Social Aspect of Mental Health

● Social norms of behavior

● Pressures to change behavior
● Social values on health
● Social class
● ethnicity/culture
● Spirituality
Diathesis-Stress Model
➢ mental and physical disorders develop from a genetic or biological predisposition for
that illness (diathesis) combined with stressful conditions that play a precipitating or
facilitating role
❖ Predisposing Factors
➢ Genetics - family history of psychological disorder; related to defective genes
➢ Biological Factor - such as oxygen deprivation at birth or poor nutrition during
early childhood
➢ Childhood Experiences - isolation, loneliness, or shyness that creates a
distorted view of the world

❖ Precipitating Factors
➢ Stresses - Minor daily stress (Internal or external), life events (Family death,
starting school;), Short-term factors (school assignment), long-term stress
(chronic pain/illness)

Depression
➢ The common but serious mood disorder that negatively affects an individual’s behavior,
emotions, thoughts, bodily functions, and interpersonal relationships.
➢ a feeling of intense sadness (incl. Loss of interest)
➢ Lead to a variety of problems

Characteristics of a person with Depression

1. Overwhelming Sadness
2. Hopelessness
3. Loss of interest and/or energy
4. Guilt or worthlessness
5. Concentration loss
6. Appetite and/sleep change
7. Psychomotor agitation or retardation
8. Irritability/Anger
9. Withdrawal/Isolation
10. Suicidal thoughts
Promotion of Mental Wellness

● Philippine Mental Health Law (RA 11036)

❖ Psychometricians
➢ Administers objective and structured personality tests

❖ Guidance counselors
➢ Focus on clients potentials and resolution of problems, common in education
and career setting

❖ Psychiatric nurses
➢ Focus on signs, symptoms, and complaints of stress; serves as case managers
in clinical settings

❖ Social worker
➢ Focus on the process of integration of clients in the community

❖ Occupational therapists
➢ Focus on resumption of activities of daily living

❖ Life coach
➢ Focus on everyday life concerns that are not clinical in nature, can be specific to
certain context such as business, executive, academic, and sports science

Coping Mechanisms

Coping
➢ Defined as the thoughts and behaviors used to manage the internal and external
demands of situations that are appraised as stressful
Strategies

❖ Problem-focused coping
➢ Attempts to do something constructive about the stressful conditions that are
harmful, threatening, or challenging an individual

❖ Emotion-focused coping
➢ Efforts to regulate emotions experience due to the stressful event
Styles
➢ A propensity to deal with stressful situations in a particular way

❖ Approach
➢ Confrontative; vigilant
➢ Wanting to address the problem, get it out in the open and deal with it

❖ Avoidant
➢ Minimizing
➢ Removing the stressor and avoiding it in the future is preferred

Mental Hygiene Approaches

● The science of maintaining mental health and preventing the development of psychosis,
neurosis, or other mental disorders

❖ The preventive approach

➢ Practices to surround the individual with environmental influences that will
enable to develop his/her full potentials, to obtain emotional stability and to
achieve personal and social adequacy

○ Self-Care
➢ The practice of activities that a mature person initiate and
performs, within a time frame, to promote and maintain personal
well-being, healthy functioning, and continuing development
throughout life

○ Self-Compassion
➢ A positive and caring attitude of a person towards her or himself
in the face of failures and individual shortcomings
➢ It is defined as a healthy attitude toward onself and is assumed to
influence individuals’ evaluations of potentially threatening
situations

Long-term benefits:
➔ Boosts resilience
➔ Strengthen our character
➔ Maximize protective factors and minimize the risk factors
➔ Good preventive measure
 ❖ The therapeutic approach
➢ Attempt to correct minor behavioral adjustments through counseling and
psychotherapy

❖ The curative approach

➢ Concerned with detection and correction of serious but curative behavioral
maladjustments

Resilience
● The process of adapting well in the face of adversity, trauma, tragedy, threats or
significant sources of stress
● The tendency or ability to spring back, and thus the ability of a body to recover its
normal size and shape after being pushed or pulled out of shape, and therefore
figuratively any ability to recover to normality after a disturbance
● “Resilience is not a trait the people either have or do not have. It involves behaviors,
thoughts, and actions that can be learned and developed in anyone”
● “Resilience is a stable trajectory of healthy functioning after a highly adverse event”
● “Resilience as a process to harness resources to sustain well-being”

Coping vs Resilience

Coping Resilience

● Ability to control emotions ● The ability to bounce back

● Ability to perceive reality ● The positive capacity to cope with
● Ability to think rationally stress
● Ability to problem solve ● Provides resistance to negative
● Culturally defined events
● Hardiness
● Resourcefulness