MANAGING AND

CARING FOR
THE S E L F
Presented by: Jefferson Radones
• Are you stressed right now?
• What are your stressors? Family?
Boyfriend? Girlfriend? Studies?

• How do you cope with stress?

Life as a c o l l e g e s t u d e n t is not easy. You
need to learn how to manage your
responsibilities. Learning, however, is not
just about lectures and homework. In fact,
we use the term "learning" all the time in
everyday
 The Lawrence Hall of Science/UC
Berkeley NSF-WIDER Grant, outlined five
points on the "learning" process
1. Learning is active.
2. It builds on prior knowledge.
3. It occurs in a complex social environment.
4. Learning is situated in an authentic context.
5. It requires learners' motivation and cognitive
engagement.
 1. Learning is active
L e a r n i n g i s a c t i v e process of engaging
and manipulating objects, experiences, and
conversations to build mental models of the
world (Dewey, 1938; Piaget, 1964;
Vygotsky, 1986).
 2. It builds on prior
knowledge
i t b u i l d s o n p r i o r k n o w l e d g e and involves
enriching, building on, and changing existing
understanding, where "one's knowledge base is a
scaffold that supports the construction of all
future learning" (Alexander, 1996, p. 89)
 3. Learning occurs in a comples
social environment
Learningoccursinacomplessocialenvironment;
thus, it should not be limited to being examined or perceived as
something that happens on an individual level. It is necessary to
think of learning as a social activity involving people, the things
they use, the words they speak, the cultural context they're in, and
the actions they take (Bransford et al., 2006; Rogoff, 1998), and
that knowledge is built by members in the activity (Scardamalia &
Bereiter,2006)
4. Learning is situated in an
authentic context
learning is situated in an authentic context,
and this provides learners the opportunity
to engage with specific ideas and concepts
on a need-to-know know basis (Greeno,
2006; Kolodner, 2006).
 5. It requires learner's motivation
and cognitive engagement
It requires learners' motivation and cognitive
en g a g e m e n t t o b e s u s t a i n e d w h e n l e a r n i n g c o m
ideas because considerable mental effort and
persistence are necessary. This shows learning does
not come easy. You as a learner need to take an active
part in the process.
 Students grapple with so many issues in life. Many things
compete for your attention. Thus, you need to have an effective
strategy in dealing with stress and fulfill sour responsibilities at
the same time. But to do so, you need to know yourself first.
Understand how the human brain works during learning. Once
you understand the biological processes, work on a mental
strategy that will suit you best. Learning is a lifelong process,
and your college years are just a part of this process. How you
approach learning matters because it will definitely have an
impact on the quality of your life in the future.
Thank
you!
LEARNING TO BE A
BETTER STUDENT.
Presented by: John Lord B. Reyes.
“Instead of asking what you want to
be when you grow up, ask what
problems you want to solve.”
-Lauren Hurt- Ashwin
 Do you cram when you take exam? Are
your strategies effective when you study for
your exam? Do you get high scores in your
exam usig your strategies? If yes, that is
good! But if not, then let’s figure out some of
the techniques that may help you get better
if not hugher scores in your quizzes and
exams.
Do you know the parts and functions of your
brain? Let’s journey together to explore the
intricacies and mysteries of our brain for
abetter understanding and meaningful
learning
 What happens during learning?Brain and
Behavior changes
The nervous system is one of the most important
system in our body because it is the main control and
coordinating system of the body processes, It manages
the voluntary and involuntary body processes, especially
during learning. It is divided into two major systems, the
central nervous system and the peripheral system. Both
systems are responsible for transmitting and receiving
information throughout our body.
Here’s the diagram of the major divisions and parts of the
nervous system
Let’s examine the
major parts and
function of human
brain.
Here are the characteristics and function of the left
and right brain:
LEFT BRAIN
Characteristics and Rational
Functions Evaluative thinking
Logical/Critical . Abstract math
thinking/analytical. Computation
Solves problems by them Reading/phonics
apart Reality
Think concretely. Improving known
Talks to think and learn. intellectual
Serious ideas/logical Controls feelings
ideas. Time oriented
Structured/planned/sequ Follows verbal
ential. instruction
Prefers to write and talk. Remembers names
Auditory/visual learner. prefers objective tests
RIGHT BRAIN
Prefers to draw and handle objects Abstract
Imagination Responsive
More likely to act on emotions humorous ideas
Inventing Subject processing of ideas
Visual/partial/kinesthetic
Pictures things to think and learn
Playful
Follows written or demonstrated directions
Creative thinking/synthesizing
Musical abilities
Lets feeling go - emotional
Holistic
Intuitive thinking
Metacognition
and study
strategies
Presented by Ashley Ruiz
Metacognition
Meta = About Cognition = Thinking

Purposefully thinking about one's own thinking

strategies when people are able to "learn to think" and
"think to learn".

Metacognition is a learning strategy that you use to

understand and control your own performance.
Learners with strong metacognitive skills
Effectively plan for their learning
Know their limits and seek help when needed
Frequently assess their knowledge to test their
comprehension of the topic
Monitor their own learning and use various learning
strategies
Carefully practice a skill to gain confidence and competence
Metacognitive Awareness Inventory

In 1994, Schraw and Dennison created the

Metacognitive Awareness Inventory (MAI). This was
developed to bring awareness of metacognitive
knowledge and metacognitive regulation, specifically for
adult learners. The MAI consists of 52 questions that
cover the two components of cognition, "knowledge of
cognition factor" and "regulation of cognition factor."
Two processes of Metacognitive

1. Knowledge of Cognition( Declarative,

Procedural, and Conditional).

2. Regulation of cognition
1. Knowledge of Cognition

Declarative Knowledge
The factual knowledge the learner needs before being able
to process or use critical thinking related to the topic.
Knowing about, what, or that Knowledge of one's skills,
Intellectual resources, and abilities as a learner.
Students can obtain knowledge through presentations,
demonstrations, discussions.
1. Knowledge of Cognition
Procedural Knowledge
The application of knowledge for the purposes of completing a
procedure or process.
Knowledge about how to implement learning procedures (e.g.,
strategies)
Requires students to know the process as well as when to apply the
process in various situations
Students can obtain knowledge through discovery, cooperative
learning, and problem solving.
1. Knowledge of Cognition
Conditional Knowledge
The determination under what circumstances specific
process or skills should transfer
Knowledge about when and why to use learning
procedures
Application of declarative and procedural knowledge with
certain conditions presented
Students can obtain knowledge through simulation.
Two processes of Metacognitive

1. Knowledge of Cognition( Declarative, Procedural, and

Conditional).

This involves:
Being aware of the factors that involve learning;
Identifying the strategies you can use to effectively
learn; and
Choosing the appropriate learning strategies.
Two processes of Metacognitive

2. Regulation of cognition involves:

a. Setting goals and planning;

b. Monitoring and controlling learning; and
c. Evaluating own regulation (assessing if the
strategy you are using is working or not; making
adjustments and trying something new).
 MANAGING YOUR
OWN LEARNING: SELF-
REGULATED LEARNING
PRESENTED BY:
CONRADO REPAJE
“Self-regulation will always be
a challenge, but if somebody's
going to be in charge, it might
as well be me.”
-Daniel akst
What are the factors that
you consider important in your
learning?
Is it the educator's
teaching style?
The learning materials?
The classroom?
Introduction:
Self-regulated learning is how
students regulate their own emotions,
cognition, behavior, and aspects of the
context during a learning experience.
While motivation is your general desire
or willingness to do something, self-
regulation is the process wherein you
activate, take control of, and evaluate
your own learning
 Self-Regulated
Learners:
Are aware of their own strengths and weaknesses

Utilize metacognitive strategies (for example, you

question your learning and you monitor your own
learning as well as your approach to academic tasks).

Attribute any success or failure to factors within

personal control.
 Self-Regulation
as a Process
Self-regulation is a cyclical process. It
promotes learning that will lead to a
perception of greater competence,
which sustains motivation to reach a
particular goal or goals.
 Self-Regulation
as a Process
Self-regulated learning is not a one-size-fits-all
exercise. It is a process that should be tailored to suit
your individual need for a specific learning task
(Zimmerman, 2002). As a cyclic process, a student who
practices self-regulated learning plans for a task,
monitors the performance, and then reflects on the
outcome. The cycle then repeats as the student uses
the reflection to adjust and prepare for the next task.
 1. Plan, set goals, and
lay out strategies.
Many students may overlook
this first step of the cycle as
they dive headlong into a task.
It is important that you plan
your actions before you start
working on a task. This will help
you strategize right from the
start.
 2.Use strategies and
monitor performance.
In this phase, you carry out
your outlined plan. Ideally, you
should proceed with confidence
because you have already
established a detailed plan of
action.
 2.Use strategies and
monitor performance.
Here are some key points for
this phase:

a. Use self-observation to
reflect on your actions and the
effectiveness of the results.
 2.Use strategies and
monitor performance.
b. Since things do not
always go smoothly,
make a plan on what to
do when obstacles arise
(Flanagan, 2014).
2.Use strategies and
monitor performance.
c. Stick with these strategies,
even though it may be
tempting to revert to known
(but ineffective) learning
styles. Unfamiliar approaches
may feel inefficient at first,
but learning the method can
be as important as learning
the material.
 2.Use strategies and
monitor performance.
d. Monitor your progress and
the strategies you are using
on the intermediate goals.
Expect and accept feedback
from your teacher regarding
your progress.
 3.Reflect on your
performance
Many students focus solely
on the extrinsic outcome of
their grade. While grades are
important, you should reflect
on your own performance on
a particular assignment, and
why you performed as such
B.
SETTING
GOALS FOR
SUCCESS
 CONTENT
01 THE IMPORTANCE OF GOALS

02 BANDURA'S SELF EFFICACY

03 DWECKS MINDSET

04 LOCKES GOAL SETTING THEORY

01

THE IMPORTANCE
OF GOALS

PREPARED BY;
MICHAEL KENEDDY RITA
 WHAT IS GOAL SETTING?
• Goal setting is a motivator or
motivation of people who wants to
achieve their greatest goal.

• Goal setting is the process by

which we achieve these goals.
 THE IMPORTANCE OF GOAL
• Goals are the first stepping stone or process towards our future. They are
the target at which we aim our proverbial arrow.

• Goals are defined by Latham & Locke as "Goals are the object or aim of an
action".

• The importance of goal should not go unappreciated. According to Locke

"Every person's life depends on the process of choosing goals to pursue; if
you remain passive you are not going to thrive as a human being".

• Understanding the importance of goals and the techniques involved in

setting achievable goals paves the way for success
 Our goals can only be reached
through a vehicle of a plan, in
which we must fervently believe,
and upon which we must vigorously
act. There is no other route to
success.

-PABLO PICASSO
02

BANDURA'S SELF
EFFICACY
PREPARED BY:
JAYCEE TORREJA
 - Dr. Bandura was born in
Mundare, Alberta on December
12, 1925
- Bandura was the most
influential psychologist of all
time
ALBERT BANDURA
1925-2021
2 KINDS OF EXPECTATIONS:
(OUTCOME OF FUTURE)
 OUTCOME EXPECTANCY
Your expectations of the probability
of a specific positive occurring if
you successfully complete the task
What is the value of the task?
What you expect to have change
when you complete something
 EFFICACY OF EXPECTATIONS

Expectation of the probability of

successfully completing a task
Task specific (self esteem
doesn’t predict, only self-efficacy
does
 DIMENSIONS OF EFFICACY:
STRENGTH MAGNITUDE GENERALITY

how strong is how far does your think you can do

your self-efficacy confidence or one task well, so
for something (in ability to other similar tasks
the face of accomplish a task you might be able
failure, how go? (who are you to do well also.
strong are you in better then?) (good at one thing,
continuing on?) can you substitute
a related activity
and be good at
that also?)
FOUR MAIN SOURCES OF INFLUENCER

Mastery Experience
Vicarious Experience
Verbal/Social Persuasion
Physiological State
 MASTERY EXPERIENCE

is the most effective way to

create a strong sense of
efficacy.
 VICARIOUS EXPERIENCE
through observance of
social models also influence
one’s perception of self-
efficacy.
VERBAL/SOCIAL PERSUASION
is a way of strengthening
people’s belief that they
already have what it takes
to succeed.
 PHYSIOLOGICAL STATE
People also rely on their
emotional state whenever
there is someone who is
judging their capabilities.
03

DWECKS
MINDSET

PREPARED BY:
BRIX ALSTER SANTOS
 -Carol Susan Dweck is an American
psychologist. She holds the Lewis and
Virginia Eaton Professorship of Psychology
at Stanford University. Dweck is known for
her work on motivation and mindset.

-Born: October 17, 1946 (age 77 years),

New York, New York, United States
CAROL DWECK
-Education: Yale University (1972), Barnard
College (1967)
 CAROL DWECK'S MINDSET
Carol Dweck is a renowned
psychologist who introduced the
groundbreaking concept of mindset.
Her work has significantly influenced
how we perceive our abilities and
potential.
 FIXED VS. GROWTH MINDSET
Dweck primarily focuses on two types of mindsets:

Fixed Mindset: People with a fixed mindset believe their

qualities are static. They think their intelligence, talent,
and abilities are fixed traits. This mindset often leads to
a fear of failure, as it might challenge their perceived
abilities.
Growth Mindset: Individuals with a growth mindset
believe their qualities can be developed through
dedication and hard work. They embrace challenges as
opportunities for growth and learning.
 IMPACT OF MINDSET
Dweck's research demonstrates that a growth
mindset is linked to:

Greater motivation
Enhanced learning and performance
Stronger relationships
Overall greater life satisfaction
 APPLYING MINDSET IN LIFE
Understanding mindset can be transformative. By
recognizing your own mindset and cultivating a growth
mindset, you can:

Embrace challenges as opportunities

Learn from setbacks
Persist in the face of difficulties
Achieve greater success in various areas of life
04

LOCKES GOAL
SETTING THEORY
PREPARED BY:
DESSA MAE PICO
GOAL is "a level of performance
proficiency that one wishes to
attain within a specific time
period".
 Locke and Latham stated, "Goal setting
theory was based on the premise that much
human action is purposeful, and it is directed
by conscious goals"

Goal-setting theory predicts that people will

channel effort toward accomplishing their
goals, which will in turn affect performance
(Locke & Latham, 1990).
 THREE FACTORS THAT WILL MAKE
INDIVIDUAL HIGHLY MOTIVATED:

Goals are challenging and specific

They are strongly comitted to the
goal/goals
They strongly believe in thier ability
to accomplish their goal.
 THOSE FACTOR WILL OCCUR IF:
a. People know what is required of them
b. They know how they are expected to
perform
c. They can identify with the goals
d. Feedback is precise and frequent
FIVE PRINCIPLES OF GOAL
SETTING
 1.CLARITY
When a goal is clear and specific
there is less misunderstanding about
what behaviors will be rewarded. You
know what is expected, and you can
use the specific result as a source of
motivation.
 2.CHALLENGE
People are often motivated by
achievement. It is important to strike
an appropriate balance between a
challenging goal and a realistic goal.
A goal that is too easy or too difficult
will not motivate the person to work
hard on a task.
 3.COMMITMENT
A personally relevant goal will motivate a
person to work on accomplishing it.
Interestingly, goal commitment and
difficulty often work together. The harder
the goal, the more commitment is required.
If you have an easy goal, you do not need
a lot of motivation to get it done.
 4.FEEDBACK
Feedback provides opportunities to clarify
expectations, adjust goal difficulty, and gain
recognition. It is an assessment to help you
know where you are toward achieving your
goal, how effective your strategies are how
your best practices are recognized, and how
your areas for improvement are determined.
 5.TASK COMPLEXITY
Just like setting a challenging goal,
task complexity involves appropriate
balance. With complicated tasks,
make sure to learn or practice what is
expected of you and give yourself
sufficient time to meet your goal.
 SMART GOALS
S M A R T
SPECIFIC MEASURABLE ASSIGNABLE REALISTIC TIME-BASED

WHAT, WHERE FROM & TO WHO? FEASIBLE? WHEN?

HOW? A measurement Goals must be Realistic goals Time frame must
A specific goal is gives feedback assignable to are challenging be aggressive yet
distinct & defines and lets one individuals or yet attainable realistic
as much of the know when the groups within the given
goal as possible goal is completed time frame
and contains no
ambiguous
language
 SPECIFIC
For you to be motivated to perform,
you need to have a specific goal.
"Increase my grade" is too vague. A
specific goal would be" "Get a grade
of 95 in Psychology."
 MEASURABLE
A measurable goal is important so
that you can monitor your progress
and receive feedback. Thus, a
specific and measurable goal would
be, "Increase my grade in Psychology
from 88 to 95."
 ASSIGNABLE
You should be able to relate to your
own goal. Make your goal a personal
commitment. For example, "I will
increase my grade in Psychology from
88 to 95."
 REALISTIC
You cannot just say, "I will increase my grade
in Psychology from 88 to 100." Likewise, you
should not set very low goals, such as "I will
increase my grade from 88 to 89." Goals that
are too difficult or too easy to achieve will not
positively motivate your performance. Set goals
that are difficult enough to be realistically
attained.
 TIME-BASED
A "habit" implies something that happens
regularly. Since "habits" are occur regularly,
these are also relatively quick to develop
provided you stick to them! Setting a time
frame for your goal will require you to develop
a habit or routine. Once you have established
your routine, working toward your goal will
come naturally (as opposed to force effort)
THANK'S FOR
LISTENING
TAKING CHARGE OF ONE’S
HEALTH
University of Rizal System
 STRESSORS AND
REPONSES
Presented By : Irish Jane A. Saman
University of Rizal System
What is Stress?
Stress is a state of mental or
emotional strain or tension
resulting from adverse or very
demanding circumstances.
It is a mental and physical
response to the demands of your
environment (i.e., at home,
school, work, etc.).
 Stress is good for human beings (to some degree) to maintain an
overall good health. The human body may tend towards a relatively
stable equilibrium, especially those maintained by physiological
processes, yet it also requires stimulations to ensure optimal
functioning of the organs and tissues, such as the heart and muscles.

How can stress be good?

When stress serves as a motivation for positive activities, then is
considered beneficial. Beyond its optimal point, stress of any kind
does more harm than good.
Three kinds of stress:
Eustress
Neustress
Distress
Eustress
Considered as good stress
A result from a situation or activity that
you find motivating or inspiring
Enjoyable and not threatening activity
Example: Finding the nerve to talk to
your crush
Neustress
"Neutral" stress
 A sensory stimulus that has no direct
consequence or effect on the person
A situation or activity that you do not
find threatening yet not enjoyable
Example: Incidents you hear in the
news
Distress
Situations or activities that you consider
negative, harmful, threatening
It could happen for just a short span of time
or it could linger for prolonged (hours, days,
months, years).
Example: Being mugged on the streets or a
long-standing family quarrel
What are stressors?
Any situation, activity, or individual that gives you mental or
emotional strain is a stressor. The list of stressor is not only
endless; it also varies from person to person.
Good stressors can make you feel both nervous and excited at the
same time (the so-called "butterflies in your stomach"). It can make
you worry about being liked or accepted. On the other hand, bad
stress can cause you to feel angry, petrified and depressed. It can
make you feel constantly on the edge. Other than mental and
emotional strain, you also suffer pain, such as headache or you
actually get sick, such as going down with a fever. High levels of
stress when unattended contribute to mental health problems.
What are signs and symptoms of
stress?
Stress is the body's reaction to any change
that requires an adjustment or response. The
body reacts to these changes with physical,
mental, and emotional responses. People
handle stress differently. Symptoms of stress
can vary.
 In general, signs and symptoms of stress fall under any of these three
categories:
SYMPTOMS OF STRESS
INCLUDE
Low energy
Headaches

PHYSICAL Upper stomach, including diarrhea, constipation and

nausea
Aches, pains, and tense muscles
Chest pain and rapid heartbeat
Insomnia
Frequent colds and infections
Loss of sexual desire and/or ability
Nervousness and shaking, ringing in the ear
Cold or sweaty hands and feet
Excess sweating
Dry mouth and difficulty in swallowing
Clenched jaw and grinding teeth
 SYMPTOMS OF STRESS

Forgetfulness
Preoccupation
Blocking
Errors in judging distance
Reduced creativity
COGNITIVE /PERCEPTUAL Lack of concentration
Lack of attention to detail
Orientation to the past
Attention deficit
Disorganization of thought
Negative self-statements and negative
evaluation of experience
 SYMPTOMS OF STRESS

Depression or general
unhappiness
Anxiety and agitation

EMOTIONAL Moodiness, irritability, or anger

Feeling overwhelmed
Loneliness and isolation
Any other mental or emotional
health problems
SOURCES OF COPING AND
STRENGTH
Presented By : Christine Alena C. Que
University of Rizal System
 3
COPING WITH STRESS
Coping refers to the strategies you use to
deal with real or imagined problems to
protect yourself against negative
emotions. Coping involves putting in
conscious effort to minimize or tolerate
stress.
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 9
TYPES OF COPING:
Problem-focused coping
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- It targets on controlling or changing the source of stress

- It tackles the source in a practical manner
- Strategies include employing problem-solving techniques, time management, getting relevant social
support.

Emotion-focused coping
- It involves lowering, if not eliminating, negative emotional responses (i.e. embarrassment)
- It is an option when the source of stress is external and beyond the person’s control
- Strategies include distraction, talking out or verbalizing your problem, prayer, and
meditation.
 9
TYPES OF COPING:
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Cognitive coping

- It involves a conscious intellectual activity of managing stressful situations

- You use your mind to combat stress-inducing thoughts
 10
STRATEGIES FOR COGNITVE COPING INCLUDE:

Reframing Positive self-talk

University of Rizal System

Changing the way you view your Sometimes referred to as “positive

experiences or events, ideas, concepts, affirmations,” you talk to yourself in a
and emotions to find alternatives that
positive manner. This is useful for
are more positive.
confidence building.
Challenge negative
thinking Count to ten
Questioning the rationality of your negative Giving you time to gain control of your
thoughts. You take control of your thoughts emotions. It allows you to rethink the
and stop negative thinking. You replace situation and find a better coping
negative thoughts with positive affirmations.
strategy.
 10
STRATEGIES FOR COGNITVE COPING INCLUDE:

Cost-benefit analysis Keeping perspective

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Asking yourself how beneficial Breaking down your problems into little
your thoughts, emotions, or tasks and knowing which the problems need
actions are. “Is it worth it?” to be addressed right away as compared to
those that do not need much attention.

Smell the roses Reducing uncertainty

A way of telling yourself to relax. As the saying goes, “lamang ang may
It is about taking a conscious alam,” gathering as much information as
effort to appreciate the usually you can about your problem. It helps if
neglected aspects of life.
you gather positive information rather
than negative ones.
 10
STRATEGIES FOR COGNITVE COPING INCLUDE:
Using imagery/visualization
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imagery as relaxation tool. You find

that place in your mind where you
feel happy. Remember your
pleasurable experiences. This is
more effective when combined with
breathing exercises.
 10
STRATEGIES FOR COGNITVE COPING INCLUDE:
Visualization is also a powerful
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rehearsal strategy. For example, you

are about to present your report in
class. Practice in your mind. Picture
yourself giving the report. Imagine
the possible question that will be
asked, and how you will answer it.
 2
BEHAVIORAL COPING STRATEGIES

Physical Exercise Smile and Laughter

Time Management
Relaxation
Social Support/friends
Breathing
Seeking professional
help

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 2
POSITIVE COPING STRATEGIES FOR STRESS
Physical and lifestyle strategies

Abdominal breathing and relaxation

Low-stress diet (limit fast foods/fried foods)
Regular exercise
Downtime (balance fun and work)
Mini-breaks (5 to 10 minute periods to relax during the day)
Time management
Sleep hygiene (at least 6 hours)
Choosing a nontoxic (non-smoking/conflict-free) environment
Material security (the basics; do you really need that designer shirt?)
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 2
POSITIVE COPING STRATEGIES FOR STRESS
Emotional Strategies

Social support and relatedness

Self-nurturing (yes, you are worth it)
Good communication
Assertiveness
Recreational activities (“playtime”)
Emotional release
Sense of humor (ability to see things in perspective)
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 2
POSITIVE COPING STRATEGIES FOR STRESS
Cognitive Strategies
Constructive thinking (ability to counter negative
thinking)
Distraction (ability to distract yourself from negative
preoccupations)
Task-oriented (vs. reactive) approach to problems
Acceptance (ability to accept/cope with setbacks)
Tolerance for ambiguity (ability to see shades of gray)
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 2
POSITIVE COPING STRATEGIES FOR STRESS
Philosophical/Spiritual Strategies

Consistent goals or purpose to

work toward
Positive philosophy of life
Religious/spiritual life and
commitment
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STRESS AND FILIPINOS
Presented By : Bernalyn Y. Plaza
University of Rizal System
 3
FILIPINO TRAITS AND VALUES
The effect of culture on stress and coping is so
pervading that the people within the cultural
group does not notice it. But when cultural
contexts are compared, the differences between
how people deal with stress become striking.

American anthropologist and professor, Mary

Catherine Bateson (1968), told an anecdote
about her experience of losing a premature
infant while she was here in the Philippines.

Larana University | 2024

 3
FILIPINO TRAITS AND VALUES
Americans, who are unaware of this Filipino cultural value, would see this
behavior as an instrusion. A filipino, on the other hand, would think that
Americans do not grieve for their dead.

Culture can affect stress and coping process in four ways (Aldwin, 2007):
1. Cultural context shapes the kind of stressor that an individual is likely to
experience.
2. Culture may also effect the appraisal of a certain event. For instance,
“noise” is stressful.
3. Culture affects an individual’s coping strategies (as we displayed by the
Mary Catherine Bateson’s story).
4. Culture provides different time-honored tools/mechanisms by which an
individual can cope with stress.
Larana University | 2024
 1
FILIPINO TRAITS AND VALUES
Philosopher, professor, and author, Emerita Quito,
proposed to take a second-look at the supposed negative
Filipino traits and values. Quito wrote that Filipinos are
found of comparing themselves “unfavorably with Western
standards (1994).” Thus, she discussed some Filipino traits
within the Oriental cultural context.

Western culture thrives on individuality and any threat to

one’s independence is a source of stress, hence, it must be
removed. Filipinos, on the other hand, thrive on
maintaining a harmonious relationship. Any distruption to
this harmony is a stressor; hence, it must be avoided.
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THE SOCIAL DIMENSIONS
OF STRESS
Presented By : Trisha Mae R. Ordonio
University of Rizal System
Social Stress:
it is state of mental or emotional strain or
tension resulting from adverse or very
demanding circumstances arising from the
person’s social environment relationships
(Sattler & Kirach, 2014). There are several
sources of social stress and they can
affect almost every area in your life. Social
stress gets aggravated when you have
little capability to change your
circumstances.
 Sources of Social Stress :

1.Problems with work or

earning an income
2. Parenting
3. Education
4. Sex and Socialization
 Sources of Social Stress :

5. Immigration status or language

6. Personal, physical, and
psychological health
7. Peer pressure; and
8. Social marginalization
 Social status is seen as a common denominator for social
stress. These problems typically contributes to problems in
interpersonal relationships, such as in marriage and in parenting.
The numerous problems that people in the lower social status
could evoke a feeling of powerlessness. Being unable to change
his or her situation makes the person more susceptible to stress.
Even though it is not usually harmful, peer pressure is another
extremely common source of social stress, usually affecting
young people. Those with lower self-confidence are more to be
stressed because of peer pressure. Peer pressure also becomes
dangerous when drugs, alcohol, smoking, and gambling are
involved.
Stress and the sociological perspective
Emile Durkheim’s book. Suicide,
shows how social organization of
groups influence the individual
behavior of their members.
Durkheim hypothesizes that the
extent to which an individual is
integrated within a group affects the
likelihood of suicide.
Three primary types of suicide:
1.Egoistic suicide
occurs when a person feels he/she is not
accepted by or does not belong to society. The
social bond is weak.
2. Altruistic suicide
occurs when a person ends his or her life for
others.
3. Anomic suicide
is linked to disillusionment and
disappointment.
 THE CULTURAL
DIMENSIONS OF STRESS
Presented By : Josephine Ongotan
University of Rizal System
Cultural Differences in Stress Response

Culture is the set of ideas, beliefs, expectations, and behaviors

shared by particular group of people.

How culture affects a person’s experience to stress:

The type of stressor to which a person may likely to be exposed.

How a stressor will be perceived.

Coping mechanisms available to deal with stress.

 TYPE OF STRESSOR

Different cultural groups live in different geographical,

economic and political areas. Hence, the types of stress
a cultural group exposed to will also develop on their
general location.
 percepton of STRESSORs

Cultures differ according to what their members

perceive as stressful.
 coping mechanisms

Cultures transmit belief systems that may affect the

way their members make sense of stressors and,
consequently, how well they are able to cope with
them.
Cultures vary according to the amount of social
support theymake available to their members.
There is also considerable evidence that social
support is one of the most important variables
that affect the impact of stress (Umberson &
Monteza, 2010).
Individuals that come from culture which offer
more social support are able to cope better with
stress.
 TAKING CARE OF THE
SELF: THE NEED FOR SELF-
CARE AND COMPASSION
Presented By : Jenard S. Pelobello
University of Rizal System
 2
INTRODUCTION:
Stress is a natural occurrence. It is a
state of mental or emotional strain or
tension resulting from adverse or very
demanding circumstances (WEB). Stress
brings about physical and psychological
effects that could hinder you from
reaching your full potential.
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 2
BACKGROUND
*The first of seven children
*Described his early childhood as lonely and unhappy
*Studied law at City College of New York (CCNY)
*Married his first cousin Bertha Goodman
*He later switched to the Cornell University and
eventually transferred to University of Wisconsin
where he developed interest to psychology
Born: April 1, 1908 in Brooklyn New York
Died: June 8, 1970 due to heart attack at the age of 62

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 2
BACKGROUND
Abraham Maslow was one of the most
influential psychologists of the twentieth
century.

Among his many contributions to

psychology were his advancements to the
field of humanistic psychology and his
development of the hierarchy of needs.

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 3
MASLOW’S HEIRARCHY OF NEEDS
Why do we feel stressed? Psychologist Abraham
Maslow presented a motivational theory outlining
human needs illustrated in a hierarchal manner. The
hierarchy of needs is in the form of a pyramid
starting with the most basic and most important
need at the bottom and moving up to achieve self-
fulfillment.

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 MASLOW’S HIERARCHY OF NEEDS 4
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 5
DEFICIENCY VERSUS GROWTH
Maslow called the four bottom levels (physiological,
safety, belongingness and love, esteem) as deficiency
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needs because a person does not feel anything if these

needs are met, but he/she becomes anxious if these
needs are not met. On the other hand, the fifth level
(self-actualization) according to Maslow was a growth
need because it enables the person to reach his or her
full potential as a human being.
 6
MOTIVATED BY UNSATISFIED NEEDS
Maslow's theory holds that human beings are motivated by unsatisfied needs.
Thus, lower needs take precedence over higher needs, and they must be
satisfied first. If a need is unmet, the person feels agitated, and this motivates
him or her to act and find ways to satisfy the need. When a need is mostly
satisfied, it is no longer a source of motivation and the person moves on to the
next higher need. Maslow further stated that a person could only move up to the
higher level of need once the lower level is securely met, and only then will a
person be motivated to work on self-actualization. Maslow's concept provides a
glimpse on underlying causes of difficult behavior, as well as emotional and
mental problems.
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MASLOW’S HIERARCHY OF NEEDS IF NOT SATISFIED

PHYSIOLOGICAL NEEDS
*feel sick, irritated, uncomfortable. 7
*if pathological, we can eat, drink too much or engage in hoarding
(A need that must be met
behaviors.
everyday)
*will cause death.

*can affect our perception e.g., paranoia.

Safety Needs *can lead to neurosis.
*if pathological, can develop phobias, such as agoraphobia.

*become increasingly susceptible to loneliness and social anxieties.

Love/Belonging Needs
*if pathological, can lead to antisocial behavior.

Esteem Needs
Two forms:
1) Lower form: Such as respect from
others, for status, fame , glory, *Low self-esteem.
recognition, attention, reputation, and
*Inferiority complex.
dominance.
2) Higher form: Involves self-respect, *If pathological can lead to depression.
including such feelings as confidence,
competence, achievement, mastery,
independence, and freedom

Self-Actualization *can cause feelings of lack of meaning in life.

 8
SELF-CARE: WHAT IS IT AND WHY IS IT IMPORTANT?
As described by Maslow's hierarchy of needs, satisfying the various levels
of need is very important to a person's overall health and wellbeing. Part of
your overall wellbeing and healthcare is to take care of yourself. This caring
for the "self," however, is more than being clean (hygiene) and living clean
(lifestyle).

Self-care, as described by the University of Kentucky (WEB), entails taking

deliberate acts of looking after your mental, emotional, and physical
health.
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 WHAT SELF-CARE IS NOT:
8
Every time you are stressed you say, "I had a rough day, so I'm going for a drink to unwind. Self-
care!"
Every time you like something, "This is really not in my budget, but I should not deprive myself
'coz you know, self-care!"
Or, "I am so hungry, but I'm on a diet so I won't eat. Taking care of my weight is self-care!"

These notions of self-care are oversimplified. Proper self-care is taking a very active and powerful
choice to engage in activities that will result in acquiring or maintaining optimal health that cover the
physical, psychological, emotional, social, and spiritual components.
Self-care is vital for the management of daily stressors and challenges, as well as overall health and
wellness. Self-care is neither overindulging nor unnecessarily depriving yourself. The keyword to self-
care is balance; being good to yourself will enhance the likelihood of living to your fullest potential.
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 COMPASSION: NEUTRAL OR LEARNED?
8
Human beings are actually wired for compassion, rather than self-interest, according to scientific
research. What is compassion? Compassion, framed as an emotion, is the felt response to perceiving
suffering that involves an authentic desire to ease distress (Goetz, Keltner, & Simon-Thomas, 2010). It
is a kind and caring emotional response to perceived suffering that acknowledges the shared human
experience of imperfection and that involves an authentic desire to help.

Compassion is often confused with that of empathy and altruism although compassion does involve
empathy and altruistic behavior. However, empathy as defined by researchers is the visceral or
emotional experience of another person's feelings (Psychology Today, 2013; De Souza, 2016). In
reading a sense, it is an automatic mirroring of another's emotion, like feeling sad when reading a
soldier's goodbye letter to his family, even though the soldier and his family are unknown to you.

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 COMPASSION: NEUTRAL OR LEARNED?
8
Altruism, on the other hand, is the unselfish regard to or devotion to
the welfare of others (Merriam-Webster). It is commonly defined in
two ways: the belief in or practice of disinterested and selfless
concern for the well-being of others (Vakach, 2013), and the
behavior of an animal that benefits another at its own expense
(self-sacrifice).

Dacher Keltner of the University of California, Berkeley coined the

term "compassionate instinct" to point out the growing evidence
that at the core both animals and human beings have an automatic
response to ensure the survival not only of our own but of others.
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 COMPASSION’S SURPRISING BENEFITS FOR PHYSICAL AND 8
PSYCHOLOGICAL HEALTH
Research suggests that compassion may have ensured our survival because of its tremendous
benefits for both physical and mental health and overall well-being (Seppälä, 2013). It suggested that
connecting with others in a meaningful way helps us enjoy better mental and physical health and
speeds up recovery from disease (Diener & Seligman, 2013) and may even lengthen our life spans
(Brown & Konrath, 2013). The possible reason for such benefits in psychological well-being is the fact
that the act of giving results in a pleasurable feeling as evidenced by a brain-imaging study. The parts
of the brain that are active when a person experiences pleasure (pleasure centers), such as eating
favorite desserts or receiving money, were found to be equally active when the person is doing acts of
kindness, such as giving food to a homeless person or donating to a charity (Grafman, 2013; National
Institutes of Health, 2013).

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THANK YOU
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