LTS 1-Module 2 PDF

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Part 2 – Unit 1: Self-Awareness and Values Development202National ServiceTraining ProgramLiteracy Training Service 1Part IIUNIT SELF-AWARENESS ANDVALUES DEVELOPMENTPrepared by:JAPHETH C. AURELLOInstructor1PALAWAN STATE UNIVERSITYNorth External Campuses Coron CampusDoc. Ref. No.: NSTP 1 - LTS 1 Effec...

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National Service Training Program Literacy Training Service 1

Part II UNIT

SELF-AWARENESS AND VALUES DEVELOPMENT

Prepared by: JAPHETH C. AURELLO Instructor

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Part 2 – Unit 1: Self-Awareness and Values Development

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PALAWAN STATE UNIVERSITY North External Campuses Coron Campus Student Name:

Program :

Doc. Ref. No.:

NSTP 1 - LTS 1

Effectivity Date: Revision No.: Total Page No.:

Sep. 1, 2020 001 20

Instructor: BSEd- English

Japheth C. Aurello Block: None

Self-Awareness and Values Development

Student Signature:

Date Returned: Vision

An Internationally recognized university that provides relevant and innovative education and research for lifelong learning and sustainable development

Mission Palawan State University is committed to upgrade people’s quality of life by providing education opportunities through excellent instruction, research and innovation, extension, production services, and transnational collaboration

Part 2 – Unit 1: Self-Awareness and Values Development

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Part

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Unit 1: Self-Awareness and Values Development

Learning Objectives: At the end of this module, learners would be able to: 1. Describe the different aspects of self to fully understand individual’s human behavior. 2. Evaluate one’s self using self-awareness theory. 3. Express commitment to uphold the Filipino core values in supporting NSTP activities and in performing their roles as individuals.

Let’s Explore: Create a two-three-minute television commercial or a video presentation. The topic is about why someone should hire you. The commercial should depict your special qualities in relation to your chosen career (e.g. tour guide, flight attendant, etc.).

Self-Awareness What is the Self? What does it actually mean to talk about the self? what the self is composed of? Is it physical, social or spiritual or is it all of these? These questions have long occupied philosophers and psychologists. It can be seen that the notion of the self is very complex. It is not a thing as such but an abstraction – a way of talking – a shorthand for the part of us that deals with thinking, feeling, valuing and so forth. One common way of dealing with the self is to consider its aspects. Whilst it should be remembered that the self is more than the sum of its parts it is easier to discuss its sections rather than to discuss it as a whole. Burnard (1992) provides the following aspects:   

Physical self Spiritual self Darker self

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Social self Private self

Self and its Aspects 

The Physical Self – This is the felt sense of the self and includes our physical body. It covers our perceptions of our body; the images we have our body – how fat, thin, muscular and so forth. Part 2 – Unit 1: Self-Awareness and Values Development

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The Spiritual Self – This is the aspect involved in the investment of meaning into what we do as humans. This meaning may be framed in religious terms or it may be found in philosophy, psychology, politics and so forth. The meaning systems that people may vary. The Darker Self – The notions of self-actualization (that were made popular by the works of Maslow, 1972) suggest a growing into the full potential of ourselves. A part of understanding and growing into the full potential of the self, however, in the darker side are those aspects to ourselves that are not generally allowed full consciousness. The Social Self – This is the part that is openly shared with others in various social situations such as work, home, with friends and so forth. The Private Self – This is an aspect that we are aware of but do not show to others.

Four Aspects of Self: The Quadrinity

To help understand the great complexity of the self, its development and the problems resulting from the adoption of Negative Love, we use three distinct combinations of aspects of the self: the Duality, the Trinity, and the Quadrinity. The Duality consists of the two negatively programmed mental aspects of self: the emotional self and the intellectual self are combined as one entity, yet they can also be visualized separately. It refers to the three aspects of our minds as the Trinity: the emotional self, the intellectual self, and the spiritual self. They can be visualized as one entity although each aspect can be visualized separately. The Quadrinity is a framework, a model for understanding ourselves and our behavior that includes all four aspects of self: body, emotions, intellect and spiritual self. The Quadrinity is our whole, integrated, balanced self, embodying all four aspects. These four aspects are interrelated and form a complex interactive system. Physical Self The body is a biological system. The body, including the brain is the physical dwelling place for the three other aspects of the self. Through the body, we act out and manifest the feelings of the emotional self, the thoughts of the intellect, and the presence of the spiritual self. The following are the characteristics of the PHYSICAL SELF:      

Composed of the elements of the physical universe and subject to its physical laws and conditions Carrier of genetic information Interconnected with the mind through neurological and biochemical feedback Functions in the domains of sensing, action, and communication Behaviorally expresses thoughts and feelings Manifests physical symptoms of unresolved conflict between intellect and emotions Part 2 – Unit 1: Self-Awareness and Values Development

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Emotional Self The EMOTIONAL SELF expresses the full range of feelings and emotions through the physical body. It is where Negative Love patterns first show up developmentally and, along with the Intellect and Physical Body, where these patterns exist. The NEGATIVE EMOTIONAL SELF is defined as “childish”. It has no sense of time or space. It regresses readily. + (positive characteristics) Relational Curious Playful Joyful Sense of Humor Spontaneous Adventurous Appreciative to self/others Feels grief/sadness

- (negative patterns) Defensive Rebellious Withdrawn/Stubborn Shame/guilt Anger/anxiety Rigid Fearful/cautious Unlovable/unworthy Depressed

Intellectual Self The INTELLECTUAL SELF is our logical and problem solving thought-processor. It includes what and how we think, our world-views, values, and beliefs. Along with the Emotional Self and Physical Body, the Intellectual Self is where negative love patterns exist. Shoulds, shouldn’ts, do’s, dont’s, can’ts exist in the Intellect and can be either positive or negative. They are negative when they are compulsive. The following are some qualities of the Intellectual Self: + (positive) Rational Understanding Knowledgeable Creative Logical/Synthesizes Analyzes Evaluates

- (negative) Critical Rationalizes Judgmental Defensive Argumentative/deceptive Justifies Admonishes

Spiritual Self The SPIRITUAL SELF is the pure non-programmed, non-mediated aspect of self that is positive, pure, open presence, yearning to embody our larger, true nature in this world. Our SPIRITUAL SELF is resonating in harmony with the Universe.         

Wise, ever unfolding and growing, moving towards wholeness Intuitive, responsive and unconditioned, connected Intentional, courageous Creative All-loving, compassionate, and forgiving Peaceful, grounded and centered Aspires to goodness, truth and justice Mediator, Integrator Integrity, completely ethical (knows right from what wrong) Part 2 – Unit 1: Self-Awareness and Values Development

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Source of strength

The Self-Concept in Psychology The self-concept is how we think about and evaluate ourselves. To be aware of oneself is to have a concept of oneself. The term self-concept is a general term used to refer how someone thinks about or perceives himself. It is an important term for both social psychology and humanism. Lewis (1990) suggests that development of a concept of self has two aspects: the Existential Self and the Categorical Self. (1) The Existential Self This is the most basic part of the self-scheme or self-concept – “the sense of being separate and distinct from others and the awareness of the constancy of the self” (Bee 1992). The child realizes that he exists as a separate entity from others and that he continues to exist over time and space. According to Lewis, awareness of the existential self begins in as a young as two to three months old and arises in part due to the relation the child has with the world. For example, then child smiles and the someone smiles back, or the child touches a mobile and sees it move. (2) The Categorical Self Having realized the he or she exists as a separate experiencing being, the child next becomes aware that he or she is also an object in the world. Just as other objects including people have properties that can be experienced (big, small, red, smooth and so on) so the child is becoming aware of him or herself as an object which can be experienced and has properties. The self too can be put into categories such as age, gender, size, or skill. Two of the first categories to be applied as age (“I am 3”) and gender (“I am a boy.”) In early childhood, the categories children apply to themselves are very concrete (e.g. hair color, height, and favorite things). Later, self-description also begins to include reference to internal psychological traits, comparative evaluations and how to others see them. Carl Rogers (1959) believed that self-concept has three different components:  The view you have yourself (Self-Image)  How much value you place on yourself (Self-esteem or self-worth)  What you wish you were really like (Ideal Self) Self-Image (What you see in yourself) This does not necessarily have to reflect reality. Indeed, a person with anorexia who is thin may have a self-image in which the person believes she is fat. A person’s self-image is affected is affected by many factors, such as parental influences, friends, the media etc. Kuhn (1960) investigated self-image by using the Twenty Statements Test. He asked people to answer the question “Who Am I?” in 20 different ways. He found that the responses must be divided into two major groups. These were social roles (external or affective aspects of oneself such as son, teacher, friend) and personality traits (internal or affective aspects of oneself such as gregarious, impatient, humorous). The list of answers to the question “Who Am I?” probably includes examples of each of the following four types of responses: (1) Physical Description: I’m tall, have blue eyes…etc. Part 2 – Unit 1: Self-Awareness and Values Development

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(2) Social roles: We are social beings whose behavior is shaped to some extent by the roles we play. Such roles as students, or member of the football team not only help others to recognize us but also help us to know what is expected of us in various situations. (3) Personal Traits: These are a third dimension of our self-descriptions. “I’m a child of the universe” to “I’m a human being” to “I’m a spiritual being …etc. (4) Existential Statements (abstract ones): These can range from “I’m a child of the universe” to “I’m a spiritual being” …etc. Typically, young people describe themselves more in terms of such personal traits, whereas older people feel defined to a greater extent by their social roles. Self-Esteem and Self-Worth (The extent to which you value yourself) Self-esteem refers to the extent to which we like, accept or approve of ourselves or how much we value ourselves. Self-esteem always involves a degree of evaluation and we may have either a positive or a negative view of ourselves. HIGH SELF-ESTEEM i.e. we have a positive view of ourselves. This tends to lead to:  Confidence in our own abilities  Self-acceptance  Not worrying about what others think  Optimism LOW SELF-ESTEEM i.e. we have a negative view of ourselves. This tends to lead to:  Lack of confidence  Want to be/look like someone else  Always worrying what others might think  Pessimism Argyle believes that following are four major factors that influence self-esteem: 1. THE REACTION OF OTHERS. If people admire us, flatter us, seek out our company, listen attentively and agree with us, we tend to develop a positive self-image. If they avoid us, neglect us, tell us things about ourselves that we don’t want to hear, we develop a negative self-image. 2. COMPARISON WITH OTHERS. If the people we compare ourselves with (our reference group) appear to be more successful, happier, richer, better looking than ourselves, we tend to develop a negative self-image BUT if they are less successful than us, our image will be positive. 3. SOCIAL ROLES. Some social roles carry prestige e.g. doctor, airline pilot, TV presenter, premiership footballer, promotes self-esteem. Other roles carry stigma e.g. prisoner, mental hospital patient, refuse collector or unemployed person. 4. IDENTIFICATION. Roles aren’t just “out there”. They also become part of our personality i.e. we identify with the positions we occupy, the roles we play and the groups we belong to. Ideal Self (What you’d like to be) If there is a mismatch between how you see yourself (e.g. your self-image) and what you’d like to be (e.g. your ideal self), then this is likely to affect how much you value yourself. Therefore, there is an intimate relationship between self-image, ego-ideal and self-esteem. Humanistic psychologists study this using the Q-Sort Method. Part 2 – Unit 1: Self-Awareness and Values Development

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A person’s ideal self may not be consistent with what actually happens in life and experiences of the person. Hence, a difference may exist between a person’s ideal self and actual experience. This is called incongruence. When a person’s ideal self and actual experience are consistent or very similar, a state of congruence exist; all people experience a certain amount of incongruence. The development of congruence is dependent on unconditional positive regard. Rogers believed that for a person to achieve selfactualization, he must be in a state of congruence. According to Michael Argyle (2008), there are four major factors which influence its development. These are the following:  The ways in which others (particularly significant others) react to us  How we think we compare to others  Our social roles  The extent to which we identify with other people Self-Awareness Self-awareness is having a clear perception of our personality including strengths, weaknesses, thoughts, beliefs, motivation, and emotions. Self-awareness allows you to understand other people, how they perceive you, your attitude and your responses to them in the moment. We might quickly assume that we are self-aware, but it is helpful to have a relative scale for awareness. If you have ever been in an auto accident, you may have experienced everything happening in sl0ow motion and noticing details of your thought process and the event. This is a state of heightened awareness. With practice, we can learn to engage these types of heightened states and see new opportunities for interpretation in our thoughts, emotions, and conversations. Self-Awareness Theory Self-Awareness Theory states that when we focus our attention to ourselves, we evaluate and compare our current behavior to our internal standards and values. We become self-conscious as objective evaluators of ourselves. However, self-awareness is not to be confused with selfconsciousness. Various emotional states are intensified by self-awareness. However, some people may seek to increase their self-awareness through these outlets. People are more likely to align their behavior with their standards when made self-aware. People will be negatively affected if they don’t live up to their personal standards. Various environmental cues and situations induce awareness of the self, such as a mirrors, audience, or being videotaped or recorded. these cues also increase accuracy of personal memory. Why develop Self-awareness? As you develop self-awareness, you are able to make changes in the thoughts and interpretations you make in your mind. Changing the interpretations in your mind allows you to change your emotions. Self-awareness is one of the attributes of emotional intelligence and an important factor in achieving success. Self-awareness is the first step in creating what you want and mastering your abilities. When you focus your attention, your emotions, reactions, personality and behavior determine where you go in life. Having self-awareness allows you to see where your thoughts and emotions are taking you. It also allows you to see the controls of your emotions, behavior, and personality so you can make the changes you want. Until you are aware in the moment of the controls to your thoughts, emotions, words, and behavior, you will have difficulty making changes in the direction of your life. Part 2 – Unit 1: Self-Awareness and Values Development

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Self-Awareness in Relationships Relationships are easy until there is emotional turmoil. This is the same whether you are at work or in your personal life. When you can change the interpretation in your mind, can change your emotions and shift the emotional quality of your relationships. When you can change the emotions in your relationships you open up entirely new possibilities in your life. Having a clear understanding of your thought and behavior patterns helps you understand other people. This ability to empathize facilitates better personal and professional relationships. Develop Self-awareness Self-awareness is developed through practice by focusing your attention on the details of your personality and behavior. It isn’t learned from reading a book. When you read a book, you are focusing your attention on the conceptual ideas in the book. With your attention on a book, you are practicing but not paying attention to your own behavior, emotions and personality. Think of learning to be mindful and self-awareness as learning to dance. When learning to dance, we have to pay attention to how and where our feet move, our hands and body motion, what our partner is doing, music, beat, floor space, and other dancers. Self-awareness isn’t learned from books and the Tango isn’t either. How Self-Awareness Makes You More Effective? Self-awareness helps managers identify gaps in their management skills which promotes skill development. But self-awareness also helps managers find situations in which they will be most effective, assists with intuitive decision-making, and aids stress management and motivation of oneself and others.  

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Skill development. Improvement projects should normally begin with an assessment of the gap between the current situation and the desired future situation. Knowing your strength and weaknesses. Self-awareness helps you exploit your strengths and cope with your weaknesses. If you are someone who is good at decisions, but not as good at focusing on the details, you might want to consult colleagues and subordinates that are more detail-oriented when making major decisions. Developing intuitive decision-making skills. Leaders with well-developed emotional selfawareness are more effective intuitive decision-makers. People who are highly emotionally self-aware are better able to read their “gut feelings” and use it to guide decisions. Stress. Jobs that doesn’t suit your personality tend to give you more stress than jobs that are more compatible. Be aware that you need to work extra hard to develop the skills for that job, and there are jobs that would be less stressful for you. Motivation. It’s very difficult to cope with poor results when you don’t understand what causes them. Self-awareness is empowering because it can reveal where the performance problems are and indicate what can be done to improve performance. Lead...