Stress Management · Look up.

· Keep something humorous on hand.

* Stress can be defined as an emotional factor that causes
bodily or mental tension. It is the feeling that one gets from
prolonged pent-up emotions. Lawrence Kohlberg
Born on October 25, 1927, died on January 17,
* Stressors-these are the stimulus that cause stress. 1987, was an American
Psychologist and Educator known for his theory of
* Words that describe emotions associated with stress. moral development.
· Anxiety- uneasiness or nervousness A Psychologist who portrayed on education,
· Pressure-urgency of matters demanding an attention anthropology, and
philosophy, to inform his work on the development
· Misery-a state of suffering
of moral judgement
· Strain-outburst and on moral behavior.
· Desperation-state of hopelessness leading to rashness
· Tension-pressure What is Moral Development?
· Anger-strong feeling of displeasure  Is an aspect of a person’s overall
· Panic- a sudden overpowering fright development that follows over the course of
· Dejection-lowness of spirit a lifetime.
 Moral development is growth, and like all
* Causes of Stress growth, it takes place according to a pre-
determined sequence.
Kohlberg’s Theory of Moral Development
1. Everyday Frustration
 This theory is a stage theory. In other
∙ Driving / Heavy Traffic words, everyone goes through the stages
∙ Workplace (deadline, paperworks , equipment failures, bad sequentially without skipping any stages.
 Assessed moral reasoning by posing
weather) hypothetical moral dilemmas and examining
the reasoning behind people’s answers.
2. Personal Problems  Proposed three distinct of moral reasoning:
Pre-conventional, Conventional, and Post-
conventional
∙ separation from loved ones How did Kohlberg come up with the theory of
∙ illness moral development?
∙ death
∙ conflict  All his ideas started from the research he
performed with very young children as his
∙ addiction
subjects. He found out that children are
∙ violence faced with different moral issues, and their
∙ disabilities judgements on whether they are to act
positively or negatively over each dilemma
3. Transition in Life are heavily influenced by several factors. In
each scenario that Kohlberg related to the
∙ Moving to a new home children, he was not really asking whether
or not the person in the situation is morally
∙ Having new job
right or wrong, but he wanted to find out the
∙ Death of loved ones
reasons why these children think that the
character is morally right or wrong.
* How to Keep Stress under Control Six Stages of Moral Development
Level 1: Pre-conventional Moral Development
1. Understand the causes of stress.
2. Analyze your stress factors and stress signals and write them  Stage 1: Punishment-Obedience
down. 3. Deal with stressors. Orientation
4. Learn to work under pressure or unusual conditions. Related to Skinner’s Operant Conditioning,
* Tips to relax when under pressure: this stage includes the use of punishment
so that the person refrains from doing the
· Stop for a moment. action and continues to obey the rules.
 Stage 2: Instrumental Relativist
· Do a relaxing exercise.
Orientation
· Take a power nap. In this stage a good action is seen as one
· Find times to do the things you enjoy. that is in the best interest of the individual.
· Look for some peaceful images. Favours maybe done for another child so
 that in return favours will be returned by the
others. Lies could be told to cover for
another so that in return a similar favour is
owed to the individual. The underlying
concern of stage thinking is “what’s in it for
me?” the child will follow the rules if there is
known benefit to him or her. Children in this
stage is are very concerned with what is
fair.
Level 2: Conventional Moral Development
 Stage 3: Good boy-good girl Orientation
This stage of moral development is focused
on living up to social expectations and roles.
There is an emphasis on conformity, being
"nice," and consideration of how choices
influence relationships. whole when making
judgments.
 Stage 4: Law and Order Orientation
The individual now takes into consideration
a larger perspective, that of societal laws.
Moral decision making becomes more than
consideration of close ties to others. The
individual believes that rules and laws
maintain social order that is worth
preserving.
Level 3: Post-conventional Moral Development
 Stage 5: Social Contract Legalistic
Orientation
at this stage of moral reasoning, the
individual acts with an understanding that
laws are created by people coming together
for the common good, and that these same
people can change these laws if new
demands or conditions arise.
 Stage 5: Universal Ethical Principle
Orientation
According to Kohlberg, this is the highest
stage of functioning. However, he claimed
that some individuals will never reach this
level. At this stage, the appropriate action is
determined by one's self-chosen ethical
principles of conscience.
What is Intelligence?
● As defined by Gardner, it is the ability to
solve problems or fashion products that are
valuable in one or more cultural setting
MULTIPLE INTELLIGENCE
● VERBAL/LINGUISTIC INTELLIGENCE - The ability
to use words or language. These learners have
highly developed auditory skills and are
generally elegant speakers. They think in words
rather than pictures. If you have strong
linguistic intelligence you might learn better by:
Reading, memorizing, playing word games,
using the internet. -Zyrro
(Sa type of intelligence na to mas mahilig raw
sila magexpress in words kesa magpakita ng
mga picture and sila rin yung mahilig mag
explore ng mg new words.)
● LOGICAL/MATHEMATICAL INTELLIGENCE -
Ability to use reason, logic, and numbers. These
learners think conceptually in logical and
numerical patterns making connections
between pieces of information. Always curious
about the world around them, these learners
ask lots of questions and like to do experiments.
If you have strong logical-mathematical
intelligence you might learn better by:
1. Recording information systemically
2. Playing strategy games
3. Analyzing data
4. Asking logical questions
5. Using the internet
● BODILY/KINESTHETIC INTELLIGENCE - The
ability to control body movements and handle
objects skillfully. These learners express
themselves through movement. They have a
good sense of balance and eye-hand
coordination. Through interacting with the
space around them, they are able to remember
and process information.
If you have strong bodily-kinesthetic
intelligence you might learn better by:
1. Doing role plays
2. Visiting museums, institutions, parks.
3. Asking logical questions
● VISUAL/SPATIAL INTELLIGENCE - The ability to
perceive the visual. These learners tend to think
in pictures and need to create vivid mental
images to retain information. They enjoy
looking at maps, charts, pictures, videos, and
movies.
If you have strong visual-spatial intelligence you
might learn better by:
1. Studying pictures
2. Watching videos
3. Using visual and tangible aids
4. Doing mazes, puzzles
5. Making predictions
6. Using the internet
● MUSICAL INTELLIGENCE - The ability to produce
and appreciate music. These musically inclined
learners tend to think in sounds, rhythms and
patterns. They immediately respond to music
either appreciating or criticizing what they hear.
Many of these learners are extremely sensitive
to environmental sounds (crickets, bells, and
dripping taps)
If you have strong musical intelligence you
might learn better by:
1. Listen to recordings
 2. Talking to yourself
3. Making up songs
4. Mentally repeating information
5. Reading aloud
6. Changing tempo

● INTERPERSONAL INTELLIGENCE - The ability to

relate and understand others. These learners
try to see things from other people's point of
view in order to understand how they think and
feel. They often have an uncanny ability to
sense feelings, intentions, and motivations.
They are great organizers. Generally they try to
maintain peace in group settings and encourage
co-operation. They use both verbal and non-
verbal language to open communication
channels with others.
If you have strong interpersonal intelligence you
might learn better by:
1. Studying in groups
2. Comparing information with others
3. Interviewing experts
4. Relating personal experience
5. Doing cooperative projects

● INTRAPERSONAL INTELLIGENCE - The ability to

self-reflect and be aware of one's inner state of
being. These learners try to understand their
feelings, dreams, relationships, with others, and
strengths and weaknesses.
If you have strong intrapersonal intelligence you
might learn better by:
1. Avoiding distractions
2. Establishing personal goals
3. Working alone
4. Relating personal experiences

● NATURAL INTELLIGENCE - The ability to

recognize plants and animals, to make
distinctions to natural world, to understand
systems and define categories.
If you have strong natural intelligence you
might learn better by:
1. Studying outside
2. Learning in the presence of plants and pets
3. Relating environmental issues to topics
4. Smelling, seeing, touching, tasting.
5. Observing natural phenomenon