Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

Candijay Campus
Cogtong, Candijay, Bohol

Vision
A premier Science and Technology university for the formation of a world-class and virtuous human resource for sustainable
development in Bohol and the Country.
Mission
BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional and technological
fields; undertake research and development, and extension services for the sustainable development of Bohol and the country.
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Steps in Valuing Process

Valuing Process, developed by Carl Rogers, is a way of dealing with

people's feelings of inadequacy and inadequacy despite having achieved
multiple life achievements. Carl Rogers believed that an individual can find
pleasure by using the valuing process to identify his or her own personal
values, regardless of whether those values coincided with those of society and
the person's authority leaders. It is then up to the individual to choose the
course that will keep them happy and true to their principles. Steps must be
taken in order to realize the valuing process. First, one must make a free
decision based on a standard or guiding concept. The second step entails
selecting value from a range of freely available options. The third step entails
deciding after carefully weighing the pros and disadvantages of each choice,
during which a value must be freely selected. Fourth, value and cherish
options, support them, and take appropriate action.
Moreover, we have different steps and perspective of valuing process.
According to my perspective, valuing process is essential since it gives me a
way to define my own unique values and to choose the path that will enable
me to live a happy life. My own experiences indicate that I sometimes adhere
to suggested steps in the valuing process even before learning this topic. So,
here’s my few suggested steps in valuing. First, I have the freedom to make
my own decisions and I follow my standards and values, which have taught me
to appreciate and value life. The next step, which I always followed, was
cherishing and prizing. If I do something achievement or am successful, I may
reward myself by doing joyful activities and buying the things I desire that bring
me happiness. For instance, after a long stressful month of teaching, I would
decide to reward myself with a trip or buy a new bag that will make me happy.
The last step is acting upon choices. I always make the decisions in my life
based on what I actually wanted to do. If I am unable to decide something
because it is difficult to do so, I simply make the best and right decision I can.
So those are my steps for valuing myself, and maybe after learning the topic I'll
try to put what I've learned into practice. Since implementing the valuing steps
simply influences the daily decisions I make, doing so guides in my decision-
making, provides me with a guideline for how to reflect my sense of right and
wrong, aids in my growth and development, and helps me in providing with a
roadmap for the future I want to create.
Furthermore, the valuing process is a psychological process that happens
inherently and in which our brains decide on the benefits and harmful to our
survival, reproduction, well-being, and growth. As humans, the process of valuing
oneself is crucial for us to appreciate since, sometimes, especially during difficult
circumstances, we tend to forget how much we are valuable. However, when it
comes to our young people, it's possible that they wouldn't know how to use the
valuing process. Each of us, especially educators, has a crucial responsibility to
play in highlighting the processes that give our students value in terms of their
cognitive, affective, and behavioral patterns. In terms of cognitive structure, we
should help students become aware of the cognitive underpinnings of their moral
decisions. To do this, we could ask students about the reasoning or philosophy
behind their values and then investigate the cognitive underpinnings and related
decisions. We should have discussions with our learners about specific moral
issues in order to broaden our perspectives and make better decisions. We
should examine the aspect of the affective pattern that can make it easier or
harder to live up to specific values. When it comes to behavioral patterns, we
should encourage students to think about their own patterns and to analyze their
own conduct. All of those things will surely raise the students' self-awareness,
which will subsequently increase their sense of self-identity and self-direction.