Teenage Pregnancy

This is pregnancy in human females under the

age of 20 at the time that the pregnancy ends. In
teenage pregnancy, there are risks of low birth
weight, premature labor, anemia, and pre-eclampsia
are connected to the biological age itself. About 15
million girls aged 15-19 and some 1 million girls
under 15 give birth every year worldwide, most in low and middle income countries
(WHO, 2014). Comprehensive sex education and access to birth control appear to
reduce unplanned teenage pregnancy.

Family Planning/ Responsible Parenthood

Family planning, also called responsible parenthood is a simple way of regulating

and spacing the births of children. It is giving birth accepting to the health and economic
conditions of the family, giving birth of the mother according to her right age. Benefits
derived from Family Planning are identified as follows:

1. For the family- to promote healthy and happy family.

2. For the mother- she can recover her health and strength after delivery.
3. For the child- a better chance of growing healthier and well cared.

Natural and Artificial Methods of Contraception

Contraception also known as birth control and fertility control. This is a method or
device used to prevent pregnancy. It also defined as a deliberate prevention of
conception or impregnation.

Natural method or natural birth control employs natural control methods that
people do to help prevent an unintended pregnancy and without the use of modern/
artificial ways of contraception. These require commitment when you make the decision,
discipline and self-control for it to be effective.

a. Abstinence
 This natural method involves refraining from sexual intercourse and is the most
effective natural birth control method with ideally 0% fail rate. However, most people
find it difficult to comply with abstinence, so only few use this method.

b. Calendar Method

This method is also called as the rhythm method. It entails withholding from
coitus during the days that the woman is fertile. According to the menstrual cycle,
the woman is likely to conceive three or four days before and three or four days after
ovulation. The woman needs to record her menstrual cycle for six months in order to
calculate the woman’s safe days to prevent conception.

Calendar Method

c. Basal Body Temperature (BBT)

The basal body temperature indicates the woman’s temperature at rest. Before
the day of ovulation and during ovulation, BBT falls at 0.5˚F, it increases to a full
degree because of progesterone and maintains its level throughout the menstrual
cycle. The woman must record her temperature every morning before any activity. A
slight decrease in the BBT followed by a gradual increase in the BBT can be a sign
that a woman has ovulated.
 d. Cervical Mucus Method

The change in the cervical mucus during ovulation is the basis for this method.
During ovulation, the cervical mucus is copious, thin, and watery. It also exhibits the
property of spinnbarkeit, wherein it can be stretched up until at least 1 inch and is
slippery. The woman is said to be fertile as long the cervical mucus is copious and
watery.

e. Symptothermal Method

The symptothermal method is basically a combination of the BBT method and

the cervical mucus method. The woman records her temperature every morning and
also takes note of changes in her cervical mucus. She should abstain from coitus
three days after a rise in her temperature or on the fourth day after the peak of a
mucus change.

f. Ovulation Detection
The ovulation detection method uses an over-the-counter kit that requires the
urine sample of the woman. The kit can predict ovulation through the surge of
luteinizing hormone (LH) that happens 12 to 24 hours before ovulation.
g. Coitus interruptus

Coitus interruptus is one of the oldest methods that prevents conception. A

couple still goes on with coitus, but the man withdraws the moment the ejaculates to
emit the spermatozoa outside of the female reproductive organ. A disadvantage of
this method is the pre-ejaculation fluid that contains a few spermatozoa that may
cause fertilization.

Artificial Method employs artificial control methods to help prevent unintended

pregnancy use modern/ contemporary measures.

a. Oral Contraceptives

Also known as the pill, oral contraceptives contain synthetic estrogen and
progesterone. Estrogen suppresses the Follicle Stimulating Hormone (FSH) and LH
to prevent ovulation. The progesterone decreases the permeability of the cervical
mucus to limit the sperm’s access to the ova.

b. Transdermal Patch

The transdermal patch contains both estrogen and progesterone. The woman
should apply one patch every week for three weeks on the following areas: upper
outer arm, upper torso, abdomen, or buttocks. At the fourth week, no patch is
applied because the menstrual flow would then occur.

c. Vaginal Ring

The vaginal ring releases a combination of estrogen and progesterone and it

surrounds the cervix. This silicon ring is inserted into the female reproductive organ
and remains there for three weeks and then removed on the fourth week, as
menstrual flow would occur. The woman becomes fertile as soon as the ring is
removed.

d. Subdermal Implants

Subdermal implants are two rod-like implants inserted under the skin of the
female during her menses or on the seventh day of her menstruation to make sure
that she will not get pregnant. The implants are made with etonogestrel, desogestrel,
and progestin and can be helpful for three to five years.

e. Hormonal Injections

A hormonal injection contains medroxyprogesterone, a progesterone, and is

usually given once every 12 weeks intramuscularly. The injection causes changes in
the endometrium and cervical mucus and can help prevent ovulation.

f. Intrauterine Device (IUD)

An intrauterine device is a small, T-shaped object containing progesterone that is

inserted into the uterus via the female reproductive organ. It prevents fertilization by
creating a local sterile inflammatory condition to prevent implantation of the zygote.
The device can be effective for five to seven years.
g. Chemical Barriers

Chemical barriers such as spermicides, vaginal gels and creams, and glycerine
films are used to cause the death of sperms before they can enter the cervix and to
lower the pH level of the female reproductive organ so it will not become conducive
for the sperm.

h. Diaphragm

It is circular, rubber disk that fits the cervix and should be placed before coitus.
Diaphragm works by inhibiting the entrance of the sperm into the female
reproductive organ and it works better when used together with spermicide. The
diaphragm should remain in place for six hours after coitus.

i. Cervical Cap

The cervical cap is made of soft rubber and fitted on the rim of the cervix. It is
shaped like a thimble with a thin and could stay in place for not more than 48 hours.

j. Male Condoms

The male condom is latex or synthetic rubber sheath that is placed on the erect
male reproductive organ before penetration into the female reproductive organ to
trap the sperm during ejaculation

k. Female Condoms

Female condoms are made up of latex rubber sheaths that are pre-lubricated
with spermicide. They are usually bound by two rings. The outer ring is first inserted
against the opening of the female reproductive organ and the inner ring covers the
cervix. It is used to prevent fertilization of the egg by the sperm cells.

l. Surgical Methods

During vasectomy, a small incision is made on each side of the scrotum. The vas
deferens is then tied, cauterized, cut, or plugged to block the passage of the sperm.
 In women, tubal ligation is performed after menstruation and before ovulation.
The procedure is done through a small incision under the woman’s umbilicus that
targets the fallopian tube for cutting, cauterizing, or blocking to inhibit the passage of
both the sperm and ova.

Lesson 3: The Material Self/ Economic Self

We are living in a world of sale and shopping spree. We are given a wide array of
products to purchase from a simple set of spoon and fork to owning a restaurant.
Almost everywhere, including the digital space, we can find promotions of product
purchase. Product advertisements are suggestive of making us feel better or look good.
Part of us wants to have that product. What makes us want to have and already
possess is related to our self.

Belk (1988) stated that “we regard our possessions as part of our selves. We are
what we have and what we possess.” Our wanting to have and possess has a
connection with another aspect of the self, the material self.

Material self refers to all of the physical elements that reflect who a person is
which includes his/ her body, possessions and home. Materialism refers to the theory or
belief that nothing exists except matter, its movements and its modifications; the theory
or belief that consciousness and will are wholly due to material agency; a tendency to
consider material possessions and physical comfort as more important than spiritual
values.

What to Expect?

At the end of this lesson, the student is expected to:

1. Define material self;

2. Describe how material self affects a person; and
3. Explain the relationship between possessions and the self.

We Are What We Have

 People had a “material self”, in the words of William James, the Harvard
psychologist and giant of the American intellectual scene in the late nineteenth century.
According to James, the material self is about our bodies, family and reputation but also
clothes and his house, his lands and horses, and yacht and bank account. If they grew,
their owners felt triumphant. If they faded, people felt a part of themselves was dying.
We are deeply affected by these things because we have put much investment of our
self to them.

The material self is constituted by our bodies, clothes, immediate family, and
home. It is to these things that we are most deeply affected because of our investments
of self within these things. Influenced by the “Philosophy of Dress” by Herman Lotze,
James believed that clothing is an essential part of the material self. Clothing is a form
of self-expression. We choose and wear clothes that reflects our self.

Self-Sufficiency and Service

Those who are conscious of money typically strive to be more self-sufficient than
those for whom money isn’t a priority. When given a very difficult and even
impossible task, with instructions that help was available, it was the money-related
group that seemed the most intent on getting the job done alone, even when it was
not possible to finish the task solo. It only means that money-conscious individuals
are more self-sufficient than their peers, particularly when money is made the focus.

a. Self-View

The amount one earns could have an effect on how he/she views both himself/
herself and others. The wealthiest people are those with the deepest sense of “class
essentialism” – the idea that differences between classes are based upon identity
and genetics, rather than circumstance.

Ethics

Those who perceive themselves to be in a higher class were the most likely to
engage in unethical behaviour, particularly when a symbol of wealth was introduced,
such as cutting off a pedestrian when in a luxury car. Self- interest maximization is
 an idea that suggests those who have the most money or occupy higher classes are
more likely to take a “what’s in it for me?” attitude.

b. Addiction

Many addictions begin because a person gets a positive response from a certain
type of behaviour, whether it’s a happy feeling that one gets from shopping or a thrill
that comes from gambling, actively seeking out that behaviour again and again for
the same outcome can trigger an addiction.

Lesson 4. The Spiritual Self

The spiritual self is the most intimate, inner subjective part of the self. It is the
most intimate version of the self because of the satisfaction experienced when thinking
of one’s ability to argue and discriminate, of one’s moral sensibility and conscience, and
of our unconquerable will is purer than all other sentiments of satisfaction. The ability to
use moral sensibility and conscience may be seen through the expressions of the
religion, its beliefs and practices. In the same manner, cultural rituals and ceremonies
are some manifestations what people believe in. moreover, seeking the meaning of life
is a journey that the spiritual self is on.

In search of his identity, man can never do away from considering his spiritual
well- being. For one thing, he is composed of both body and soul. The body points to his
relationship with material world and the soul, his relationship with the spiritual world,
which is the transcendental dimension of life.

What to Expect?

At the end of this lesson, the students is expected to:

1. Articulate ways of finding meaning in life;

2. Explain the Biblical as well as the Filipino understanding of the soul and the spirit;
3. Discuss the significance of the practice of religion in the spiritual life of the
person; and
 4. Construct an essay indicating how he/ she could personally and concretely live
the great commandment of love.

The Concept of Spirituality

The spiritual self is our subjective and most intimate self. It is aspect of self which
develops a certain level of spirituality which is deemed as man’s way of seeking as well
as expressing the meaning and purpose of his life. It speaks of the quality of one’s
relationships – with God, self, others, institutions and God’s entire creation, marked by
respect, forgiveness, generous service and prayer. Spirituality leads man to a deeper
communion with the Divine. It is a path of direct and personal connection with the
Divine. It embraces all faiths, social and political ideologies. It aids persons in spiritual,
emotional or physical distress, crisis or discomfort as well as those seeking to make a
significant change in their lives through self-awareness. This can be a healing process
that leads to personal development.

The Spirit and the Soul

These two terms “spirit and soul” are sometimes used interchangeably, they
have distinctions which need to be recognized. The spirit in the Hebrew language is
“ruach or pneuma” in Greek which means breath (esp. the breath of life). The spirit is
described as the disposition of an individual, a person’s habitual attitudes, as man’s
supernatural power which comes from God. Soul on the other hand, is in Hebrew,
“nephesh” or in Greek “psyche”, originally meaning throat or neck, which means “human
life.” In modern psychology, it is described as the “will, mind, the seat of emotion,
conscience.” Both soul and spirit mean life. But soul stands for natural man, while spirit
is the ethical factor which adds the new dimension of relationship with God. Spirit
enables man to serve God and to participate in the supernatural order.

The term used by the Filipinos for spirit is loan word, “espirito or espiritu”, which
is in Visayan term, “ginhawa”, in Tagalog, “hininga”, and in Ilocano, “anges”. The
concept of soul is very familiar to the Filipinos. This is the “nonphysical aspect of the
person”, the complexity of human attributes that manifests as consciousness, thought,
feeling, and will, regarded as distinct from the physical body. In some systems of
religious belief, the soul is the spiritual part of a human being that is believed to continue
to exist after the body dies.

The Filipino Traditional Understanding of Soul

The soul according to the Indigenous Filipino, “kaluluwa, kararwa, kadkadduwa,

all come from the root word “duwa”, which means, two. This is because the soul has two
existences- one physical that is connected to the human body and its life, and the other
spiritual where it exists on its own. The Ilocano “kadkadduwa” is derived from kadduwa,
meaning “companion”. The doubling of “kad” intensifies the nature of companionship.

The Tagalogs call the soul, “kaluluwa”; the Bagobos, “gimokud”; the Bukidnons,
“makatu”; the Ilokanos, “kadkadduwa or kararwa” (inside the physical body); the
Ilonggos, “dunga” (if person is alive), and “kalag” (if person is dead); and the Visayans,
“dungan” (willpower). For the Cebuanos, the soul is referred to as “kaluha”, and the
Mindoro folks, “karadwa or kalag”. For the Kankanays of Cordillera, “ab-abiik” is the
term used for the spiritual self which is also applicable to trees, stones, rivers, etc.,
which are also believed to have ab-abiik. “Ikararua” for the Ibanag’s soul which has the
role of giving direction and wholeness to the man. When the person is frightened, the
ikararua leaves the body while the body remains alive. A ritual called “mangagakao” is
performed to invite the soul to return to the body. Another involuntary departure of the
soul happens when it is lured or captured by bad spirits or “engkantu”. Sickness is the
effect of temporary loss of the soul and death is the effect of permanent loss.

Finding and Creating Meaning

According to Viktor Emil Frankl, “meaning is something to discover rather than to

invent.” It has the same concept with inner happiness, life satisfaction, self-actualization,
deep spirituality. He believes that in life, there is an “existential vacuum” which means
that life is empty, meaningless, purposeless, aimless, adrift, and so on. Because of this
existential vacuum, we fill our lives with pleasure, eating beyond all necessity, or even
having promiscuous sex.
 All psychotherapies make philosophical assumptions about the human persons
that cannot be proved with certainty. Viktor Frankl Institute of Logotherapy states the
assumptions of logotherapy, which include the following:

1. The human being is an entity consisting of body, mind, and spirit.

The body and mind are what we have and the spirit is what we are.
2. Life has meaning under all circumstances, even the most miserable.
It is something everyone experiences and it represents an order in a world with
laws that go beyond human laws.
3. People have a will to meaning.
This is our main motivation for living and acting. When we see meaning, we are
ready for any type of suffering.
4. People have freedom under all circumstances to activate the will to find meaning.
This deals with change of attitudes about unavoidable fate
5. Life has a demand quality to which people must respond if decisions are to be
meaningful.
This can be done by following the values of society or by following the voice of
our conscience.
6. The individual is unique.
This is enhanced by the realization that we are irreplaceable.

Three Ways of Discovering Meaning in Life

Viktor Emil Frankl indicates three broad approaches:

a. Experiential Values

This approach involves experiencing something or someone we value. The

most important example of experiential values is the love we feel towards
another- family, relatives, friends, and workmates.

b. Creative Values

This is the traditional existential idea of providing oneself with meaning by

becoming involved in one’s projects, or better, in the project of one’s own life. It
 includes the creativity and passion involved in art, music, writing, inventions, and
works

c. Attitudinal Values

Attitudinal values include practicing virtues such as compassion, bravery, a

good sense of humor, and the like. But Frankl’s most famous example is
achieving meaning by way of suffering.

Religion

Researches speak of religion as the people’s way of connecting themselves to God

as they search for meaning in life. Rebecca Stein (2011) works on the definition of
“religion” as a set of cultural beliefs and practices that usually includes some or all of
basic characteristics. These characteristics are:

1. A belief in anthropomorphic supernatural being, such as spirit and gods.

2. A focus on the sacred supernatural, where sacred refers to a feeling of reverence
and awe.
3. The presence of supernatural power or energy that is found on supernatural
beings as well as physical beings and objects.
4. The performance of ritual activities that involves the manipulation of sacred
object to communicate to supernatural beings and/ or to influence or control
events.
5. The articulation of worldview and moral codes through narratives and other
means.
6. Provide the creation and maintenance of social bonds and mechanism of social
control within a community; provide explanation for unknown and a sense of
control for individuals.

An individual lives in society where there are many practices of religion. The choice
of religious belief lies within the spiritual self. Although the choice maybe influenced by
the society and its culture.

a. Ritual
 Ritual is the performance of ceremonial acts prescribed by a tradition or sacred law.
Ritual is a specific, observable mode of behaviour exhibited by all known societies.
Participation to rituals is expressions of religious beliefs

Magic

Magic is commonly referred to as “tricks” and “illusion” that make impossible things
seem to happen, usually perform as entertainment. It is a special talent or skill; an act
that makes impossible things happen through some sort of trickery or deception, and
thereby manipulating not the supernatural world, but rather human perception.
Witchcraft

Witchcraft, commonly understood as “kulam”, refers to the idea that certain people
have an inborn power to harness spirits or energies for specific purposes. It is an
explanation of events based on the belief that certain individuals possess an innate
psychic power capable of causing harm, including sickness and death.

Major World Religion

Religious beliefs, rituals, practices, and customs are all part of the expression of the
spiritual self. What to believe and how to manifest the belief is entirely dependent on the
individual. A person might believe that there is a higher being, a supernatural being,
usually termed as God, but not necessarily wants to be affiliated or identified with a
certain religious group. Others may have religious practices which are perceived to be
contrary to the practices of other groups.

There are different religions with different beliefs and practices.

A. Buddhism

Buddhism believes that life is not a bed of rose. Instead, there are suffering, pain,
and frustrations. When people suffer, they want to experience the goodness of life
and avoid disappointments.It becomes a habit known as the reactive cycle of
wanting and hating, like and dislikes, and craving and aversion. The reactive cycle
can be broken through the practice of meditation, acquiring more wisdom and
deeper understanding, and acceptance of things as they are.

Two types of meditation practices:

1. Samantha – is practiced as mindfulness of breathing and development of
loving- kindness
2. Vipassana – practices aim at developing insight into reality. Acquiring wisdom
is by studying Buddha’s teaching, the Dharma. Through the reflection of
Dharma, Buddhists can achieve a deeper understanding of life. Buddhists
believe in non-violence principle.

Some of the major Buddhist celebrations are Parinirvana Day in February;

Buddha Day (Wesak) in May; Dharma Day in July; Padmasambhava Day in
October; andSangha Day in November.

B. Christianity

Christians believe in Trinitarian God. One God in three persona: God the Father
(Creator), God the Son (Savior), and God the Holy Spirit (Sustainer). Eternal life
after death will be achieved through faith in Jesus Christ. Jesus Christ is, God of
Son, who came into flesh, to spread the Good News of Salvation. He died on the
cross for the sin of the humanity but resurrected from the death, so that anyone who
believes in Him will be saved and have eternal life.

Sacrament of Baptism and Sacrament of Communion are practiced by Christian

churches. The Sacrament of Baptism symbolizes the birth in Christian World, while
the Sacrament of Communion is an act of remembrance of Jesus Christ’s sacrificial
love.

Christmas and Resurrection (Easter) are the two major celebrations in

Christianity. Christmas usually on December 25, commemorates the birth of Jesus
Christ while Resurrection Sunday (depend on the lunar calendar, sometime in March
or April) celebrates the resurrection of Jesus from Death.

C. Hinduism
 Hinduism covers a wide range of traditional beliefs and religious groups; thus,
there is no single founder or leader. Hindus believe that existence is a cycle of birth,
death and rebirth, governed by Karma.

Karma is a concept where the reincarnated life will depend on how the past life
was spent. Hindus believe that the soul passes through a cycle of successive lives
and its next incarnation is always dependent on how the previous life was lived.
Vedas are sacred scriptures of Hindus. Mahabharata and Ramayana are two other
important texts of the Hindus.

Diwali and Navrati are the most celebrated festivals of the Hindus. Diwali is the
festival of lights while Navrati is the festival of nine nights, which celebrate the
triumph of good over evil.

D. Islam

Muslims believe in Allah, who is their “One God”. They believe in the unity and
universality ofGod. Muslims also have a strong sense of community or “ummah” and
an awareness of their solidarity with all Muslims worldwide. Islam means “willing
submission to God”.

Muslims believe that Mohammed is the last and final prophet sent by God.
Mohammed was born in Mecca and received revelations from God through the
angel Gabriel over a period of 23 years. The Holy book of Islam is called the
“Quran”, which was taught to be recited in Arabic because any translation is seen as
inadequate.

Muslims believe in the five pillars of Islam, which are the foundation of Muslim
life:

1. Shahadah – statement of faith: “There is no God but the one true God and
Mohammed is his messenger”.
2. Salat – the prayer that is practiced five times a day.
3. Zakat – the monetary offering for the benefit of the poor. It comprises the
2.5% of a Muslim’s assets.
 4. Hajj – the yearly pilgrimage to Mecca. Muslims who can afford are asked to
do the pilgrimage at least once in their lifetime.
5. Sawn – the fasting. Muslims do fasting, from food, drink, and sexual act,
during the celebration of Ramadan. Ramadan is the ninth month of the
Islamic lunar calendar. The fast is from dawn to sunset.

Two of the major festivals in Islam are Eidul-Fitr and Eidul-Adha. Eidul- Fitr is
the celebration at the end of Ramadan, while Eidul- Adha is celebrated within the
completion of the Pilgrimage, the Hajj.

E. Judaism

The Jews believe in the God of Abraham, the same God that liberated the
Hebrew slaves from Egypt to Canaan, the Promised Land through the leadership of
Moses and later, Joshua. The Jews believe in the coming of Messiah, the Savior.
The sacred scripture of the Jews is called the Torah or the Law. The Torah is the
guide of the Jewish living.

There are five major festivals observed by the Jews:

1. Rosh Hashanah – the New Year

2. Yom Kippur – the Day of Atonement
3. Pesach – Passover
4. Shavuot- Pentecost
5. Sukkot – Tabernacles.

The Jewish Sabbathbegins on Friday evening at sunset and is an important

time when families gather for the Sabbath meal.

Lesson 5. The Political Self

The Philippines is not only the first country in Southeast Asia to gain
independence; it is also the only country in the world known to hoist the flag upside
down during war. Truly, we have a lot to be proud of. If only we realize that there are
things unique to the identity of the country, we might be able to rethink our sense of
pride. For example, our University of Santo Tomas in Manila and the University of San
Carlos in Cebu are among the oldest schools in the world, and they have outdated most
of the known schools today.

Filipinos are known for their greatness. One will be surprised to see the
monuments of Dr. Jose Rizal not only in the Philippines but throughout Asia and
Europe. Another controversial physician, Dr. Abelardo Aguilar helped in the discovery of
antibiotic erythromycin (Ilosone) that has been saving millions of people until today. The
famous Carlos P. Romulo was the First Asian to become President of the United
Nations. This is not to mention the countless professionals, athletes, beauty titlist, and
artists who made it to the global stage.

In this lesson, we will trace the historical roots of our values and traits, and we
will consider the community and institutional factors that affect the Filipino identity.
Secondly, we will consider the role of the self in establishing a democratic culture. The
primary goal is to help the self- discover one’s source of pride –the national heritage
from which can truly develop a political self with an authentic Filipino identity. Political
self –concepts however, may be considered a collection of perceptions about one’s role,
competence, and engagement in politics.

What to expect?

At the end of this lesson, the student is expected to:

1. Trace the historical context of the political self of the Filipinos;

2. Take pride of the Filipino identifying values and traits; and
3. Connect the current trends or social upheavals to the historical viewpoints of
independence and liberation.

Developing a Filipino Identity: Values, Traits, Community and Institutional Factors

Our historical experience provides a profound trace of how our identifying values
and traits have developed. In the precolonial era, the Filipinos were free. The system of
government was wide ranging in small units called “balangay”- a term derived from a
wooden boat used by a community of families for their living. The notes of Antonio
Pigafetta, the scribe of the Spanish explorer Ferdinand Magellan, revealed that the
natives of the Philippine islands were autonomous and economically prosperous.

The reformist Dr. Jose Rizal of Laguan used his talent and skill as a poet and
writer to enlighten the Filipinos about the oppressive structures brought by the
colonizers. He burned in them the spirit of “pagka-makabayan” (patriotism) once again
after centuries of hopelessness and desperation. He trusted the Filipino intelligence and
banked on it to awaken the consciousness of the people. His satirical novels – “Nole Me
Tangere and El Filibusterismo” candidly depicted the worsened tyranny, oppression and
domination of Filipinos under colonial rule.

The last poem written by Jose Rizal – “Mi Ultimo Adios” – seemed to favour the
armed wing of the same revolutionary struggle of Andres Bonifacio. It seeks to uphold
and advocate the pact between brothers to sustain “kalayaan” (liberty) and
“pakikipagkapwa- tao” (being faithful to the goodness of the other).

Establishing a Democratic Culture

Just shortly after we have gained independence from the United States, Filipino
democracy started to take shape; the Japanese occupied the country and established
the Japanese- sponsored Philippine Republic. President Jose Laurel cushioned the
impact of the atrocities and violence by constantly winning the trust of the Japanese
while faithfully serving the suffering Filipinos. He was the guerrilla who fought his battle
not in the jungles but in the embattled office in Malacañang.

The defeat of japan in World War II also meant the regaining of Philippine
independence. Since then, we struggled to rebuild our communities and the structures
of our democracy. Filipinos lived their liberated hopes and dreams until the
establishment of the 1973 Marcos Constitution. After 13 years under Martial Law, the
people became fed up with so much corruption, injustice and violence that eventually
led to EDSA Revolution. The People Power in EDSA remains to be a compelling
message to the world that the Filipinos values freedom so dearly.
 The historical bloodless EDSA People Power revolution guided the promulgation
of the 1987 Constitution. This document defined how the institutions and systems of
government function in the way of democracy. Since President Corazon Aquino, until
the present administration under President Rodrigo Duterte, the Filipinos became highly
vigilant and watchful to safeguard the democratic processes in the government and
communities.

In recognition of the importance of People Power, and the fortification of

democratic culture, the 1987 constitution ensures the following:

1. That the government shall afford full protection of Filipino workers here and
abroad, and provide equality of employment opportunities (Article XIII, Section 3).
2. That everyone guarantees the right of workers to self-organization, collective
bargaining and negotiations, and peaceful concerted activities in accordance with
law (Article XIII, Section 3).
3. That the institutions recognize the rights of farmers and land owners, as well as
cooperatives and farmers’ organizations (Article XIII, Section 3).
4. That the authorities protect the rights of subsistence fisherfolks (Article XIII,
Section 7).
5. That the people may pursue and protect, within the democratic framework, their
legitimate and collective interest through peaceful and lawful means (Article XIII,
Section 15).
6. That the government ensures the right of the people and their organization to
effective and reasonable participation at all level of social, political and economic
decision-making (Article XIII, Section 16).
7. That congress provides a system of initiative and referendum where people can
directly propose and enact or reject laws passed by congress or local legislative
body (Article XVI, Section 32).

What is Democracy?

Democracy is a Greek word composed of two parts: “demos”, the people and
“kratos”, the rule of the people. Democracy is described as the awareness and
understanding that the self and community are both the foundation of democratic
practice and the result of it.

The following are identified as attributes of a democracy society:

1. Empowerment of the people

2. Consultation
3. Popular decision-making
4. Total development
5. Delivery of services
6. Fair and impartial system of justice
7. Accountability of public officials
8. Promoting respect for the rights of others
9. Concern for their welfare
10. Unity
11. Justice and equity

If the government officials and the society cooperate with each other, respect each
other, know how to handle situations, this will lead to a better democratic government, a
stronger sense of community, a stronger sense of belonging and a more stable, more
meaningful Lesson 6. The Digital Self

What to Expect?

At the end of this lesson, the student is expected to:

1. Discuss about online identity and their self in cyberspace and user id;

2. Expound selective self-presentation and impression management;

3. Evaluate the impact of online interactions on the self; and

4. Establish boundaries of the online self: private vs. public, personal vs. social
identity online; gender and sexuality online.

Online Identity and Self in Cyberspace

 Online identity is the sum of your characteristics and interactions. Because you
interact differently with each website you visit, each of those websites will have a
different picture of who you are and what you do. Social media like social network
sites, blogs, and online personals require users to self-consciously create a virtual
depictions of themselves. Every website that you interact with will collect its own version
of who you are, based on the information that you have shared. Impact of Online
Interactions on the Self

When interacting with people, we automatically make inferences about them

without even being consciously aware of it. We cannot help but what they are thinking
about, what their facial expressions mean, what their intentions are, and so on.
Research suggests that young users report increased self-esteem and general well-
being following instances of positive feedback on social networking sites. Facebook
users were most satisfied with their lives and exhibited greater social and political
engagement. However, online interactions cannot reveal our true feelings and can
decrease people’s happiness levels. It is easier to hide our emotions behind an email, a
Facebook post or a tweet. Moreover, browsing social media sites can lead to feelings of
jealousy when we compare self to the online personal of others.

Compared with face-to-face presentations, online interactions enable us to self-

censor to a greater extent and manage our online identities more strategically which
provides greater opportunity to misrepresent ourselves.

The positive impact of social media and online interaction on the self:

1. Social media sites inform and empower individuals to change themselves and
their communities.

2. Increased self-esteem when receiving many likes and shares.

3. Boost one’s moral and feelings of self- worth

 The negative impact of social media and online interaction on the self:

1. Extensive online engagement is correlated with personality and brain disorders

like poor social skills.

2. Low self- esteem due to the risk of being exposed to cyberbullying and cyber-
pornography.

3. More occupied in giving attention to social media than in keeping their customs
and practices.

Extended Self in a Digital World

Russell W. Belk on his “Extended Self in a Digital World” presents five changes
emerging from our current digital age:

1. Dematerialization

Things are disappearing right before our eyes – our information, communications,
photos, videos, music, calculations, messages, written words are now largely invisible
and immaterial, composed of electronic streams stored in digital storage devices in
locations we will never know. Belk proposes four functions of virtual consumptions:

a. Stimulates consumer desire for both material and virtual goods.

b. Actualizes possible daydreams such as those of wealth and status by enacting

them in video games.

c. Actualizes impossible fantasies such as being a magician or space pirate with

magical objects.

d. Facilitate experimentation such as being a criminal in a video game. Reports

show that virtual goods are now some of the most valued commodities for
cybercriminals who attempt to hack into games and steal virtual possessions to resell.
Suicide may also result to a stolen virtual or digital possession.

2. Reembodiment
 This is characterized as the “breakout of the visual” online, leading to a new
“constructions” and definitions of the self in the virtual world where online games, blogs,
web pages, photo and video-sharing sites, internet dating sites are possible; we are
disembodied and reembodied as avartars, sharing identity with the chosen avatar
virtually.

3. Sharing

Uploading, downloading, sharing, etc. provide free access of information through

web surfing. In Facebook, social media friends know more than the immediate families
about our daily activities, connections, and thoughts. Diaries that were once private or
shared only with close friends are now posted as blogs for everyone to read. There is
loss of control due to sharing – uncontrolled sharing of information by online participants
or friends; restrictions are not observed.

4. Co- construction of Self

Our digital involvement is social in nature. Our blogs invite comments, social
interaction which help in constructing our individual and joint extended sense of self as
the new version of Cooley’s “Looking Glass Self Theory” known as the collaborative
self. Seeking affirmation is obviously identified. Friends also help to co-construct and
reaffirm each other’s sense of self through their postings, tagging and comments.

5. Distributed Memory

In a digital world, there is a new set of devices and technologies for recording and
archiving our memories. The dilemma is seen in the narrative of the self. Our identity is
not to be found in behaviour nor in the reactions of others, but in the capacity to keep a
particular narrative going, done by continually integrating events in the outside world
into our ongoing story about the self. Photos posted in the online world may not be
accurate in giving memories of the past since the photos, blogs, etc. may just be
selected representations of happy times hence, may not be sufficient to tell our stories.

Boundaries of the Online Self

 Adolescents’ online interactions are both a literal and a metaphoric screen for
representing major adolescent developmental issues, such as sexuality and identity.
Because of the public nature of internet chat rooms, they provide an open window into
the expression of adolescent concerns.

Setting boundaries to your online self:

a. Stick to safer sites.

b. Guard your passwords.

c. Be choosy about your online friends.

d. Remember that anything you put online or post on a site is there forever, even if
you try to delete it.

e. Don’t be mean or embarrass other people online.

f. Limit what you share.

CHAPTER III

MANAGING AND CARING FOR THE SELF

This third and final chapter identifies three areas of concern for the student, namely:
learning, goal setting, and managing the stress. It also provides for the more practical
application of the concepts discuses in this course and enables them to hands on
experience of developing self-help plans for self-regulated learning, goal setting, and sel
care.

What to Expect?

At the end of this chapter, you are expected to:

1.Understand the theoretical underpinnings for how to manage and care for different
aspects of the self.
2.Acquire and hone new skills and learnings for better managing of one’s self and
behaviors
3. Apply these new skills to one’s self and functioning for a better quality of life.

Lesson 1: Learning To Be a Better Learner

Knowing the “self” is not enough. Since “who you are” is partly made up of your
choices, you must also have the ability to choose especially to be better you in the
school, your knowledge of yourself should at least enable you to become a better
student.
This lesson will present several techniques that you can adapt depending on
your situation and preferences to make you a better learner. Learning should not just
mean studying for your quizzes and exams in school. Learning could also occur outside
the confines of a book or classroom, like when you want to acquire a new move in your
favorite sport, or the skills for a certain hobby, among others.

Furthermore, the techniques here are not the only techniques available and months or
years from now, new ways on how to study better will be discovered or rediscovered.
What is important at this moment is that you learn how to learn these things.

What to Expect?

At the end of this lesson, the student is expected to:

1. explain how learning occurs;

2. enumerate various metacognition and studying techniques; and

3. identify the metacognitive techniques that you find most appropriate for
yourself.

Knowing your limits. As mentioned earlier, one cannot really make any
significance advancement in using metacognitive skills without having an honest and
accurate evaluation of what you know and what you do not know.
1. Modifying your approach. It begins with the recognition that your strategy is not
appropriate with the task and/or that you do not comprehend the learning
experience successfully.
 2. Skimming. This is basically browsing over a material and keeping an eye on
keywords, phrases, or sentences. It is also about knowing where to search such
key terms. For example, you might want to look at the introduction first or the
abstract.
3. Rehearsing.This is not just about repeatedly talking, writing, and/or doing what
you have learned, but also trying to make a personal interpretation or summary
of the learning experience. One of the fun ways to do this is by imagining yourself
being interviewed about your task.

4. Self-test. As the name implies, this is trying to test your comprehension of your
learning experience or the skills you have acquired during learning. While some
materials already come with test like this book, you can still create test for
yourself. You
5. can make essay questions or definition of terms test while you are reading or
watching a material. You can challenge yourself in completing a task
successfully,
Lesson 2: Do Not Just Dream, Make It Happen

Jack Canfield is an epitome of success. He has authored seven books listed in

the Guinness Book of World Records as New York Times Bestseller, beating Stephen
King (Macmillan 2017). These books are: Chicken Soup for the Soul Series: The
Success Principles: How to Get from Where You Are to Where You Want to Be. The
Power of Focus; The Aladdin Factor; Dare to Win; You’ve Got to Read This Book; and
The Key to Living the Law of Attraction. Jack Canfield is the chairman and founder of
The Canfield Training Group; founder and former chairman of the Chicken Soup for the
Soul Enterprises; and was invited to a thousand radio and television programs
worldwide (Canfield 2017).
One of Canfield’s feature quotes about success is: “By taking the time to stop
and appreciate who you are and what you have achieved – and perhaps learned
through a few mistakes, stumbles and losses – you actually can give you the insights
about you. Self-acknowledgement and appreciation are what give you the insights and
awareness to move forward toward higher goals and accomplishments” (Brown 2016).
 We will learn more about Canfield’s quote through Albert Bandura’s self-efficacy
theory. Dweck’s mindsets theory, and Locke’s goal setting theory.

Lesson Objectives

At the end of this lesson, you should be able to:

1. use Bandura’s self-efficacy theory for self-assessment;

2. differentiate growth and fixed mindset by Dweck; and

3. design personal goals adapting Locke’s goal setting theory.

Albert E. Bandura’s Self-efficacy

Biography

The concept of self-efficacy was introduced by Albert Bandura in an article

entitled “Self-efficacy: Toward a Unifying Theory of Behavioral Change” published in
Psychological Review in 1977. The article also became an instant classic in psychology
(Kendra 2017).
Albert E. Bandura was born in Mundare, Alberta on December 4, 1925. He was
the youngest of six children. He grew up with parents who put great emphasis on the
value of family, life and education.
Bandura took a summer job in Alaska after high school graduation. He then took
an introductory psychology course at the University of British Columbia as a working
student. In three years time, he graduated with the Bolocan Award in Psychology in
1949.
He earned his master’s degree from the University of Iowa in 1951 and his PhD
in Clinical Psychology in 1952. He had a postdoctoral position at the Wichita Guidance
Center before accepting a position as a faculty member at Stanford University in 1953,
where he still works at present.
The Bob Doll Experiment

In the 1950s, Dr. Bandura had a study known as the Bobo Doll Experiment. In
this experiment, the sample children were presented with new social models of violent
and nonviolent behavior toward an inflatable redounding Bobo doll. The result were: the
group of children who saw the violent behavior model became violent to the doll, while
the control group who was represented with the nonviolent behavior model was rarely
violent to the doll.
Summary of Self-efficacy Theory

Weibell (2011) summarized Albert Bandura’s self-efficacy theory:

“Self-efficacy theory is based on the assumption that psychological procedures

serve as a means of creating and strengthening expectations of personal efficacy.”

Weibell (2011) stated that Dr. Bandura defined self-efficacy as “people’s beliefs
about their capabilities to produce designated levels of performance that exercise
influence over events that affect their lives.” He identified acts of people with “high
assurance in their capabilities,” such as:

1. approach difficult tasks as challenges to be mastered;

2. Set challenging goals and maintain strong commitment to them;

3. heighten or sustain efforts in the face of failures or setbacks;

4. attribute failure to insufficient effort or deficient knowledge and skills which are
acquirable; and

5. approach threatening situations with assurance that they can exercise control
over them.

In contrast, people “who doubt their capabilities”

1. shy away from tasks they view as personal threats;

2. have slow aspirations and weak commitment to goals they choose to pursue;
3. dwell on personal deficiencies, obstacles they will encounter, and all kinds of
adverse outcomes, rather than concentrating on how to perform successfully;

4. slacken their efforts and give up quickly in the face of difficulties;

5. are slow to recover their sense of efficacy following failure or setbacks; and
 6. fall easy victim to stress and depression.

Dr. Bandura described four main sources of influence by which a person’s self-
efficacy is developed and maintained. These are:

1. performance accomplishments or mastery experiences;

2. vicarious experiences;

3. verbal or social persuasion; and

4. physiological (somatic and emotional) states.

Dr. Bandura identified that “mastery experiences” or “personal performance

accomplishments” are the most effective ways to create a strong sense of efficacy.
“Successes build a robust belief in one’s personal efficacy. Failures undermined it,
especially if failures occur before a sense of efficacy is firmly established.” Vicarious
experiences through observance of social models also influence one’s perception of
self-efficacy. The most important factor that determines the strength of influence of an
observed success or failure on one’s own self-efficacy is the degree of similarity
between the observer and the model.
Dr. Albert Bandura’s quotes about self-efficacy (Kendra 2017) are as follows:
● “Self-efficacy is the belief in one’s capabilities to organize and execute the
sources of action required to manage prospective situations.” From Social
Foundations of Thought and Action: A Social Cognitive Theory, 1986.
● “If efficacy beliefs always reflected only what people can do routinely, they would
rarely fail but they would not set aspirations beyond their immediate reach nor
amount the extra effort needed to surpass their ordinary performances.” From
Encyclopedia of Human Behavior, 1994.
● “Self-belief does not necessarily ensure success, but self-disbelief assuredly
spawns failure.” From Self-efficacy: The Exercise of Control, 1997.
● “By sticking it out through tough times, people emerge from adversity with a
stronger sense of efficacy.” From Encyclopedia of Human Behavior, 1994.
● “People’s beliefs about their abilities have a profound effect on those abilities.
Ability is not fixed property; there is a huge variability in how you perform. People
who have sense of self-efficacy bounce back from failure; they approach things
in terms of how to handle them rather than worrying about what can go wrong.”
From Self-efficacy: The Exercise of Control, 1996.
Carol S. Dweck’s Fixed and Growth Mindset Theory

Biography

Carol’s S. Dweck is the author of Mindset: The New Psychological of

Success.She was born on October 17, 1946. She graduated from Bernard College in
1967 and earned her PhD from Yale University of Illinois before joining Stanford
University in 2004 (Up closed 2017).
She is one of the leading researchers in the field of motivation and is a Lewis and
Virginia Eaton Professor of Psychology at Stanford University. Her research focused on
why people succeed and how to foster success. She has been elected as one of the
outstanding scholars in Social Sciences at the American Academy of Arts and
Sciences. Her works has been featured in different publications like The New Yorker,
Time, The New York Times, The Washington Post, and The Boston (Mindset 2006-
2010).
Dr. Dweck has been received the following awards (Stanford Profiles):

● Book Award for Self-Theories, World Education Federation (an organization of

the United Nations and UNICEF) (2004)

● Donald Campbell Career Achievement Award in Social Psychology, Society for

Personality and Social Psychology (2008)

● Award for Innovative Program of the year, “Brainology” (2008)

● Ann L. Brown Award for Research in Development Psychology, University of

Illinois (2009)

● Klingstein Award for Leadership in Education, Klingstein Center, Columbia

University (2010)

● Thorndike Career Achievement Award in Educational Psychology, American

Psychological Association (2010)
● Beckman Mentoring Award, Colombia University (2011)

● Distinguished Scientific Contribution Award, American Psychological Association

(2011)

● Gallery of Scientist, Federation of Associations in Behavioral & Brain Sciences

(2011)

● James McKeen Cattell Lifetime Achievement Award, Association for

Psychological Science (2013)

● Distinguished Scholar Award, Society for Personality and Social Psychology

(2013)

Fixed and Growth Mindset

Dr. Dweck’s contribution to social psychology relates to implicit theories

ofintelligencewith her book, Mindset: The New Psychology of Success published in
2006. Dr. Dweck described people with two types of mindset. People who believe that
success is base on their innate abilities have “fixed” theory of intelligence, and goes
under fixed mindset. On the other hand, people who believe that success is based on
hard work, learning, training, and perseverance have growth theory of intelligence,
which goes under growth mindset. According to Dr. Dweck, individuals may not
necessarily be aware of their own mindset, but their mindset can still be discerned
based on their basic abilities, while growth-mindset individuals do not mind or fear
failure as much because they realize their performance can be improved and learning
comes from failure. These two mindsets play an important role in all aspects of a
person’s life. Dr. Dweck argues that the growth mindset will allow a person to live a less
stressful and more successful life (Upclosed 2017).
In an interview with Dr. Dweck in 2012, she described the fixed and growth
mindset as:

“In fixed mindset, students believe their basic abilities, their intelligence, their
talents are just fixed traits. They have a certain amount and that’s that, and their goal
becomes to look smart all the time and never look dumb. In the growth mindset,
students understand that their talents and abilities can be developed through effort,
good teaching and persistence. They don’t necessarily think everyone’s the same or
anyone can be Einstein, but they believe everyone can get smarter if they work for it.”
(Upclosed 2017)
Individuals with growth mindset are more likely to continue working hard despite
setbacks while individuals with fixed mindset can be affected by subtle environmental
cues. For example, children given praise such as “good job, you are smart” are more
likely develop a fixed mindset, whereas, if given compliments like “good job, you worked
very hard” are likely developed a growth mindset. In other words, it is possible to
encourage students to persist despite failure by encouraging them to think about
learning in a certain way (Upclosed 2017).
Edwin A. Locke’s Goal Setting Theory

Biography

Edwin A. Locke is internationally known for his research on goal setting. He was
born on January 5, 1938. He is Dean’s Professor (Emeritus) of Leadership and
Motivation at the Robert H. Smith School Business at the University of Maryland,
College Park. He received his BA from Harvard in 1960 and his PhD in Industrial
Psychology from Cornell University in 1964 (Locke 2017).

Goal Setting Theory

The goal setting theory was first studied by Dr. Locke in the middle of 1960s. He
continued to do more studies in relation to his theory. In 1996, he published another
article entitled “Motivation Through Conscious Goal Setting.” The article is about his 30
years of research findings on the relationship between conscious performance goals
and performance on work tasks.
Goal Attributes

Goals have both an internal and an external aspect. Internally, they are ideas
(desired ends); externally, they refer to the object or condition sought (e.g., a job, a sale,
a certain performance level). The idea guides action to attain the object.
Research Findings
 A research was made by Locke (2017) under the article “Motivation Through
Conscious Goal Setting.” The research has the following findings:
1. The more difficult the goal, the greater the achievement.

The linear function assumes, however, that the individual is committed to the
goal and possesses the requisite ability and knowledge to achieve it. Without these,
performance does drop at high goal levels.

2. The more specific or explicit the goal, the more precisely performance is
regulated.
3. Goals that are both specific and difficult lead to the highest performance.
4. Commitment to goals is most critical when goals are specific and difficult.
5. High commitment to goals is attained when:

a. the individual is convinced that the goal is important;

b. the individual is convinced that the goal is attainable (or that, at least, progress
can be made toward it).

These are the same factors that influence goal choice. There are many ways to
convince a person that a goal is important:

 In most laboratory setting, it is quite sufficient to simply ask for compliance

after providing a plausible rationale for the study.

 In work situations, the supervisor or leader can use legitimate authority to get
initial commitment.

 Continued commitment might require additional incentives such as

supportiveness, recognition, and rewards.
 Financial incentives may facilitate commitment and performance, except when
rewards are offered for attaining impossible goals. Here, performance actually drops.

Participation by subordinates in setting goals (i.e., joint goal setting by

supervisor and subordinate) leads to higher commitment than curtly telling people what
to do with no explanation, but it does not lead to (practically significant) higher
commitment than providing a convincing rationale for an assigned goal.

Self-set goals can be highly effective in gaining commitment, although they

may not always be set as high as another person would assign.

Commitment can be enhanced by effective leadership, Relevant leadership

techniques include:
 providing and communicating an inspiring vision;
 acting as role model for the employees;
 expecting outstanding performance;
 promoting employees who embrace the vision and dismissing those who
reject it;
 delegating responsibility (“ownership”) for key tasks;
 goal setting itself can be delegated for capable, responsible employees;
 expressing (genuine) confidence in employee capabilities;
 enhancing capabilities through training; and
 asking for commitment in public.
Self- efficacy refers to task-specific confidence and is a key component of
Bandura’s (1986) social cognitive theory.
6. In addition to having a direct effect on performance, self-efficacy influences:

a. the difficulty level of the goal chosen or accepted;

b. commitment to goals;
c. the response to negative feedback or failure; and
d. the choice of task strategies.
 7. Goal setting is most effective when there is feedback that shows progress in
relation to the goal.

8. Goal setting (along with self-efficacy) mediates the effect of knowledge of past
performance on subsequent performance.
9. Goals affect performance by affecting the direction of action, the degree of effort
exerted, and the persistence of action over time.
10. Goals stimulate planning in general. Often, the planning quality is higher than
that which occurs without goals. When people possess task or goal – relevant plans as
a result of experience or training, they activate them automatically when confronted with
a performance goal.
11. When people strive for goals on complex tasks, they are least effective in
discovering suitable task strategies if;

a. They have no prior experience or training on the task;

b. There is high pressure to perform well; and
c. There is high time pressure (to perform well immediately).

Goals as mediators. Goals, along with self-efficacy, might mediate the

effects of values and personality on performance. There is a firm support for goals and
self-efficacy as mediators of feedback.

12. Goals (including goal commitment), in any combination with self-efficacy,

mediate or partially mediate the effect of several personality traits and incentives on
performance.
13. Goal-setting and goal-related mechanisms can be trained and/or adopted in the
absence of training for the purpose of self-regulation.

Affect. Emotion is a type of automatic, partly subconscious, psychological

estimate – an estimate of the relationship of things to oneself. More precisely, emotions
are the form in which one experiences automatized value judgments – judgments of
objects, events, and situations (as consciously and/or subconsciously perceived and
understood) according to the standard of one’s values.

14. Goals serve as standards of self-satisfaction, with harder goals demanding

higher accomplishment in order to attain self-satisfaction than easy goals. Goals can
also be used to enhance task interest, reduce boredom, and promote goal clarity
Goal-setting dilemmas. If hard or difficult goals lead to higher performance
and lower satisfaction than easy goals, there is obviously a problem of how to get
people (or oneself) to be both happy and productive
People with growth mindset, where there is room for improvement of
performance, with a positive perceived self-efficacy, where he or she has high
confidence on his or her capabilities, and has set specific achievable goals, have high
possibility to attain in life.
Lesson 3: Less Stress, More Care

The American Psychological Association (2017) has these statements about

stress: “Stress is often described as a feeling of being overwhelmed, worried, or run-
down. Stress can affect people of all ages, genders, and circumstances and any
uncomfortable emotional experience accompanied by predictable biochemical,
physiological, and behavioral changes.” Some stress can be beneficial at times,
producing a boost that provides the drive and energy to help people get through
situations like exams or work deadlines. However, an extreme amount of stress can
have health consequences and adversely affect the immune, cardiovascular,
neuroendocrine and central nervous system.

Since stress is inevitable to life, we have to learn how to handle and cope up with
it. More so, we have to be familiar with other approach to a healthy lifestyle, which is
self-care.

What to expect

At the end of this lesson, you should be able to:

 1. explain the effect of stress to one’s health;

2. examine cultural dimension of stress and coping; and

3. design a self-care plan.

Stress and Human Response

The American Institute of Stress (AIS) has distinguished different types of stress
and the human response to it.

Hans Selye defined stress as the body’s nonspecific response to any demand,
whether it is caused by or results in pleasant or unpleasant stimuli. It is essential to
differentiate, between the unpleasant or harmful variety of stress termed distress, which
often connotes disease, and eustress, which often connotes euphoria

The general stress syndrome has three components:

1. The alarm stage – represents a mobilization of the body’s defensive forces. The
body is preparing for the “fight or flight” syndrome. This involves a number of
hormones and chemicals excreted at high levels, as well as an increase in heart
rate, blood pressure, perspiration, and respiration rate, among others.

2. The stage of resistance – the body becomes adaptive to the challenge and
even begins to resist it. The length of this stage of resistance is dependent upon
the body’s innate and stored adaptation energy reserves and upon the intensity
of the stressor.
3. The exhaustion stage– the body dies because it has used up its resources of
adaptation energy. Thankfully, few people ever experience this last stage.

Stress diseases are maladies caused principally by errors in the body’s general
adaptation process.
 In the article “Understanding Stress Response” of the Health Harvard Journal
(2017), it further discussed chronic stress and human body response:
Techniques to Counter Chronic Stress

Several techniques to counter chronic stress were presented in the same article
(Health Harvard 2017):

1. Relaxation response. Dr. Herbert Benson, director emeritus of the Benson –

Henry Institute for Mind Body Medicine at Massachusetts General Hospital, has devoted
much of his career to learning how people can counter the stress response by using a
combination of approaches that elicit the relaxation response. These include deep
abdominal breathing, focus on a soothing word (such as peace or calm), and
visualization of tranquil scenes, repetitive prayer, yoga, and tai chi.
2. Social support. Confidants, friends, acquaintances, co-workers, relatives,
spouses, and companions all provide a life – enhancing social net, and may increase
longevity. It is not clear why, but the buffering theory holds that people who enjoy close
relationships with family and friends receive emotional support that indirectly helps to
sustain them at times of chronic stress and crisis.
The Cultural Dimension of Stress and Coping

Ben Kuo (2010) reviews studies on cultural dimensions of stress and coping. His
study, “Culture’s Consequences on Coping: Theories, Evidences, and
Dimensionalities,” published in the Journal of Cross – Cultural Psychology had the
following findings:

Stress and coping research constitutes one of the most intensively studied areas
with health, social, and psychological research because of its broad implications for
understanding human well-being and adaptation
Self-care Therapy

A positive way to counter stress is self-care therapy. Nancy Apperson (2008) of

Northern Illinois University has provided steps for self-care:
 1. Stop, breathe, and tell yourself: “This is hard and I will get through this one
step at a time.” During an unexpected event or crisis, we are faced with dealing with a
new reality and it takes time to incorporate what happened into our everyday lives.
Identify the steps you need to take first, write them down, and focus on each step one at
a time.

2. Acknowledgement to yourself what you are feeling. All feelings are normal so
accept whatever you are feeling. Once you recognize, name, and accept your feelings,
you feel less out of control. You can then find a comfortable place to express your
feelings. During periods of extreme stress and grief, it is very hard to hold back your
feelings, particularly your tears and anger.

3. Find someone who listens and is accepting. You do not need advice. You
need to be heard. Sharing our story is how we begin to accept whatever happened and
integrate it into our new reality. It may be that you just need to let go of your expectation
of how things should be and taking about your feelings and beliefs is the beginning of
that process.

4. Maintain your normal routine as much as possible. Making everyday decision

– decidingto get dressed, doing the dishes, or going to work – gives you a sense of
control and feels comforting as it is a familiar activity. Be realistic with what you can do
and remember everything right now will take you longer to do. Avoid making major
decision based on the stress you feel right now.

5. Allow plenty of time for a task.You will not be as productive as you normally
are. Accept how much you are able to do right now and recognize it will not be this way
forever. During periods of extreme stress, prolonged stress, or after a crisis, your ability
to concentrate and focus on tasks is diminished and it will take time for your
concentration to return so give yourself extra time and be gentle and accepting of
yourself and what you can do.

6. Take good care of yourself. Remember to:

a. Get enough rest and sleep. Sleep at least six hours and more than nine
hours. If you are having difficulty sleeping, listen to peaceful or slow music
and/or do progress relaxation before you go to sleep. Sleep helps our body
heals and strengthens our immune system.

b. Eat regularly and make healthy choices. Skipping meals, particularly

breakfast, contributes to fatigue, mood swings, and poor concentration.
Healthy food choices (not high in simple sugars) maintain blood sugar level,
energy, and concentration of the body.

c. Know your limits and when you need to let go. Some problems are beyond
our control. If something cannot be changed, work at accepting it for what it
is. Resist the urge to fix unfixable or try to control the uncontrollable.
Sometimes a mantra helps: “it is what it is, I just need to accept it”. For things
within your control, remember that change takes time. If you are holding on
and need to let go, journal about it.

d. Identify or create a nurturing place in your home. A rocking chair, a nice view,
and a soothing music are important components to a nurturing place. Twenty
minutes of spending in a rocking chair reduces both your physical pain and
anxiety. It is like giving yourself a hug. Music and nature sounds nurture our
being and lifts our spirits.

e. Practice relaxation or meditation. Go to your nurturing place and listen to

guided relaxation tapes. Time spent in meditation or prayer allows your mind
and body to slow down and let go of the stress. Take a mental vacation in the
midst of stress by relaxing your body, shutting you eyes, and visualizing
yourself in your favorite vacation spot or quite haven.

f. Escape for a while through meditation, reading a book, watching a movie, or

taking a short trip.
Self-compassion Therapy

Self-compassion is another way to counter stress. Kristin Neff (2012) has

discussed self-compassion in her article, “The Science of Self-Compassion.”
“Self-compassion entails being warm and understanding toward ourselves when
we suffer, fail, or fell inadequate, rather than flagellating ourselves with self-criticism
Self-compassion Phrases

Neff provided self-compassion phrase when feeling stress or emotional pain,

perhaps when you are caught in a traffic jam, arguing with a loved one, or feeling
inadequate in some way.

● This is a moment of suffering.

● Suffering is a part of life.

● May I be kind to myself.

● May I give myself the compassion I need.

Self-compassion and Emotional Well-being

One of the most consistent findings in the research literature is that greater self-
compassion is linked to less anxiety and depression. Of course, a key feature of self-
compassion is the lack of self-criticism, and self-criticism is known to be an important
predictor of anxiety and depression.
Self-compassion, Motivation, and Health

Research supports the idea that self-compassion enhances motivation rather

than self-indulgence. For instance, while self-compassion is negatively related to
perfectionism, it has no association with the level of performance standards adapted for
the self. Self-compassionate people aim just as high, but also recognize and accept that
they cannot always reach their goals.

Self-compassion versus Self-esteem

 Research indicates that self-compassion is moderately associated with trait
levels of self-esteem as one would expect, given that both represent positive attitudes
toward the self. However, self-compassion still predicts greater happiness and optimism
as well as less depression and anxiety when controlling for self-esteem. Moreover, the
two constructs differ in terms of their impact on well-being.

Self-compassionate Letter

An example of self-compassion exercise is the self-compassionate letter. This

exercise has been used in therapeutic programs. Below are the steps in doing the self-
compassionate letter exercise as provided by Neff (2012):
Less Stress, Care More

We should be in control of the stress that confronts us every day. Otherwise,

when we are overwhelmed by stress, it can be detrimental to our health. Self-care and
self-compassion are two ways to positively confront stress. We should love and care for
our self more and more each day.