Self-Awareness

1. You as You

Self-awareness begins with understanding yourself at the most fundamental level. This involves
recognizing your thoughts, emotions, strengths, weaknesses, values, and motivations. To be truly self-
aware, you need to:

 Reflect on your daily experiences and how they shape your behavior and decisions.
 Understand your emotional responses and what triggers them.
 Be aware of your strengths and how you can leverage them, as well as your weaknesses and
how you can work on them.

2. You as a Filipino

Your cultural identity plays a significant role in shaping who you are. As a Filipino, your sense of self is
deeply rooted in the values, traditions, and history of the Philippines. Consider:

 Cultural Values: The importance of family (pagmamalasakit), respect for elders (paggalang), and
community (bayanihan).
 History and Heritage: How the Philippines' colonial past, struggles for independence, and
diverse cultural influences have shaped the Filipino identity.
 Language and Communication: The role of language, particularly Tagalog or other native
languages, in expressing and reinforcing your Filipino identity.

3. You and Your Faith

Faith is a significant aspect of identity for many people, influencing both personal values and worldviews.
In the context of self-awareness, faith might be explored as:

 Personal Beliefs: Understanding how your religious or spiritual beliefs shape your sense of
purpose and morality.
 Community and Faith: The role of religious communities in providing support, shared values,
and a sense of belonging.
 Faith and Decision-Making: How your faith influences your decisions, particularly in times of
moral dilemmas or life challenges.

4. Your "Self-help" Concepts (Morell, 1999)

Morell's (1999) concepts of "self-help" focus on the tools and strategies individuals use to improve their
well-being and personal development. Key concepts include:

 Positive Thinking: The power of a positive mindset in overcoming obstacles and achieving
goals.
 Self-reliance: The importance of taking responsibility for your own growth and success.
 Goal Setting: Setting clear, attainable goals to guide your personal and professional
development.
 Resilience: Building the capacity to bounce back from setbacks and challenges.

5. A Self-made Wall of Negative Self-talk (Helmstetter, 2000)

Helmstetter (2000) describes the concept of a "self-made wall" of negative self-talk, which can hinder
personal growth and self-awareness. This refers to the internal dialogue that often limits our potential.
Understanding this involves:

 Identifying Negative Self-talk: Recognizing patterns of self-criticism, doubt, and pessimism.

 The Impact of Negative Self-talk: How negative thoughts can create mental barriers, affecting
confidence, motivation, and overall well-being.
 Overcoming Negative Self-talk: Strategies such as cognitive restructuring, affirmations, and
mindfulness to break down this wall and cultivate a more positive and constructive internal
dialogue.

Self-Management Sequence and Levels of Self-Talk

1. Self-Management Sequence (Helmstetter & Shad, 2000): The Five Steps That Control Our
Success or Failure

The Self-Management Sequence is a process that Helmstetter and Shad (2000) describe as the key to
understanding how we control our success or failure in life. The sequence involves five interconnected
steps:

1. Behavior:
o Our actions or behaviors are the most visible part of the sequence. This includes
everything we do, say, or accomplish. Success or failure is ultimately determined by the
effectiveness of our behaviors.
o Key Point: The behavior you exhibit is a direct result of the thoughts you allow yourself to
think, the beliefs you hold, and the words you use.
2. Feelings:
o Feelings drive our behavior. They can be positive (like motivation, joy, or confidence) or
negative (like fear, anxiety, or doubt).
o Key Point: The way you feel about yourself and your circumstances greatly influences
your actions. Positive feelings lead to constructive behaviors, while negative feelings can
lead to self-destructive behaviors.
3. Attitudes:
o Attitudes are the general outlook or mindset you have towards life, shaped by your
beliefs. Your attitude can be optimistic, pessimistic, proactive, or passive.
o Key Point: A positive attitude fuels positive feelings, which in turn influence positive
behaviors. Conversely, a negative attitude can result in a chain reaction leading to failure.
4. Beliefs:
o Beliefs are deep-seated convictions that we hold about ourselves, others, and the world.
They form the foundation of our attitudes.
o Key Point: Beliefs are powerful; they can limit us or propel us forward. Believing in your
ability to succeed creates a positive attitude, while doubting yourself can create self-
defeating behaviors.
5. Programming:
o Programming is the underlying code of your mind—your subconscious thoughts and self-
talk. It includes the things you repeatedly say to yourself, either consciously or
unconsciously.
o Key Point: Your programming dictates your beliefs. If you regularly engage in negative
self-talk, you program yourself for failure. Positive self-talk, on the other hand, can
program you for success.

The Self-Management Sequence emphasizes the power of our internal dialogue (programming) and
beliefs in shaping our attitudes, feelings, and behaviors. By consciously managing these elements, you
can control your path to success or failure.
2. Levels of Self-Talk (Helmstetter & Shad, 2000)

Helmstetter and Shad (2000) outline five levels of self-talk, each with a different impact on our mindset
and behavior:

1. Level 1: Negative Acceptance ("I can't...")

o This level is characterized by self-defeating thoughts and phrases, like "I can't do this,"
"I'm not good enough," or "This is impossible."
o Impact: Engaging in Level 1 self-talk reinforces negative beliefs and attitudes, leading to
feelings of helplessness and failure.
2. Level 2: Recognition and Need to Change ("I need to...")
o At this level, you recognize the need to change but are still focused on what is wrong,
often using phrases like "I need to be better," or "I should stop doing this."
o Impact: While this level acknowledges a desire for change, it still reinforces the idea that
you are currently inadequate, which can maintain negative feelings.
3. Level 3: Decision to Change ("I never... again")
o This level marks a shift towards positive self-talk, with statements like "I will never let this
happen again," or "I am no longer going to be negative."
o Impact: Level 3 self-talk is empowering as it involves making a firm decision to change
and move away from negative behaviors.
4. Level 4: The Better You ("I am...")
o This is a highly positive level where you affirm your abilities and strengths. Phrases like "I
am confident," "I am capable," or "I am successful" are common.
o Impact: Level 4 self-talk helps in reinforcing positive beliefs and attitudes, leading to
greater self-confidence and more effective behaviors.
5. Level 5: Universal Affirmation ("It is...")
o At this level, self-talk transcends individual circumstances and becomes universal, using
phrases like "It is possible," "It is certain," or "It is meant to be."
o Impact: This level creates a sense of certainty and optimism that can guide your actions
and decisions, aligning your mindset with a broader perspective of success and positivity.

Human Person and Values Development

1. The Human Person

The human person is a complex and multidimensional being, characterized by both physical and non-
physical elements. Understanding the human person involves recognizing the unique qualities that define
human existence, including:

 Rationality: The capacity to think, reason, and make decisions.

 Emotionality: The ability to experience a wide range of emotions.
 Social Nature: The inherent need to interact, communicate, and form relationships with others.
 Spirituality: The sense of connection to something greater than oneself, often involving religious
or philosophical beliefs.

2. Important Realities of the Human Person

The human person is shaped by several important realities:

  Individuality: Each person is unique, with distinct thoughts, experiences, and identities.
 Interdependence: While individuals are unique, they are also interconnected and reliant on
others for social, emotional, and economic support.
 Growth and Development: Humans are capable of continuous personal and moral growth
throughout their lives.
 Freedom and Responsibility: Humans have the ability to make choices and are responsible for
the consequences of those choices.

3. Five Pivotal Centers as Components of the Human Person

These five centers form the core components of a human being:

1. Physical Center: Refers to the body and its needs, health, and physical well-being.
2. Mental Center: Encompasses the intellect, thoughts, and cognitive abilities.
3. Emotional Center: Relates to feelings, emotions, and emotional intelligence.
4. Social Center: Involves relationships, social interactions, and community belonging.
5. Spiritual Center: Represents the beliefs, values, and spiritual or religious dimensions of a
person.

Each center plays a crucial role in a person's overall well-being, and the balance among these centers
contributes to a healthy, fulfilled life.

4. Values

Values are principles or standards of behavior that guide a person’s actions and judgments. They are the
core beliefs that shape the way we live, interact with others, and make decisions.

 Types of Values:
o Personal Values: Individual beliefs that guide personal behavior.
o Cultural Values: Shared beliefs within a community or society.
o Moral Values: Standards of right and wrong that guide ethical behavior.

5. Values Education: The WHY, WHEN, WHO, WHAT, and HOW in Teaching Values

 WHY: To instill moral integrity, social responsibility, and personal growth.

 WHEN: Values education is a lifelong process, beginning in childhood and continuing throughout
life.
 WHO: Parents, teachers, community leaders, and peers all play a role in teaching values.
 WHAT: Core values such as honesty, respect, responsibility, and empathy should be
emphasized.
 HOW: Through modeling, discussion, reflection, and practical application in real-life situations.

6. The Values of Being and Giving (Eyre, 1993)

Eyre (1993) distinguishes between two fundamental types of values:

 Values of Being: These are intrinsic values related to the character and identity of a person,
such as:
o Honesty: Being truthful and transparent.
o Courage: Standing up for what is right.
o Compassion: Showing empathy and kindness.
 Values of Giving: These are values related to what we contribute to others, including:
o Generosity: Willingness to share and give to others.
 o Service: Commitment to helping others and contributing to the community.
o Love: Offering care, affection, and support to others.

7. Value Formation

Value formation is the process through which individuals develop their values. It involves:

 Exposure: Being exposed to different values through family, culture, education, and media.
 Internalization: Integrating these values into one's belief system through reflection and
experience.
 Practice: Applying these values in everyday life to reinforce their importance.

8. Value Clarification

Value clarification is a method used to help individuals identify and understand their values. It involves:

 Self-Reflection: Thinking deeply about what values are important to you.

 Discussion: Engaging in conversations with others to explore different perspectives.
 Decision-Making: Making choices that align with your clarified values.

9. Core and Related Values

 Core Values: These are fundamental principles that are essential to an individual's identity and
life philosophy. Examples include integrity, respect, and responsibility.
 Related Values: These are values that support and are connected to core values. For example,
kindness and fairness are related to the core value of respect.

10. Developing Good Habits for Effectiveness

Good habits are essential for living a values-driven life and achieving personal effectiveness. Developing
good habits involves:

 Awareness: Recognizing which habits are beneficial and which are detrimental.
 Consistency: Repeatedly practicing positive behaviors until they become automatic.
 Reflection: Regularly evaluating your habits to ensure they align with your values.
 Adjustment: Making necessary changes to improve or eliminate ineffective habits.

Understanding the human person and the importance of values is crucial for personal development and
social harmony. By recognizing the key components of the human person, appreciating the role of values,
and engaging in value formation and clarification, individuals can lead more meaningful and effective
lives. Developing good habits aligned with core values further enhances personal growth and contributes
to a better society.
Activity 1
Instructions: Complete the following tasks to reflect on your self-awareness based on the topics covered
in the lecture notes. Answer each question thoughtfully and provide examples from your own experiences
where applicable. Write it on a bond paper (A4). Submit it on or before Aug. 31, 2024.

Part 1: Reflective Questions

1. You as You:
o Describe a recent situation where you were aware of your emotions and how they influenced
your behavior. What did you learn about yourself from this experience?
2. You as a Filipino:
o How do the cultural values of pagmamalasakit (caring for others) and bayanihan (community
spirit) manifest in your daily life? Provide a specific example.
3. You and Your Faith:
o How do your personal beliefs shape your decisions, especially in challenging situations?
Describe a scenario where your faith guided your actions.
4. Your 'Self-help' Concepts:
o Identify a goal you have set for yourself recently. How have you used positive thinking and
resilience to work towards achieving this goal? What strategies did you use to overcome
obstacles?
5. A Self-made Wall of Negative Self-talk:
o Think of a time when negative self-talk held you back from achieving something important.
How did you identify this negative pattern, and what steps did you take to overcome it?

Part 2: Case Study Analysis

Scenario: Maria is a student who often finds herself doubting her abilities. She frequently says
things like "I can't do this" or "I'm not good enough." This negative self-talk has impacted her
performance in both academic and personal areas of her life.

Questions:

1. Identify the Level of Self-Talk:

o Based on Helmstetter & Shad's Levels of Self-Talk, at which level is Maria currently
operating? Explain your reasoning.
2. Impact on Behavior:
o How might Maria's current level of self-talk affect her feelings, attitudes, and behavior
according to the Self-Management Sequence?
3. Plan for Improvement:
o Suggest a plan for Maria to move from her current level of self-talk to a more positive and
constructive level. Include specific strategies she can use to reprogram her self-talk and
improve her behavior.

Part 3: Personal Development Plan

Using the concepts from the Self-Management Sequence, create a personal development plan
that outlines:

1. A behavior you want to change or improve.

2. The feelings and attitudes that currently drive this behavior.
3. The underlying beliefs and programming that support these feelings and attitudes.
4. Specific steps you will take to reprogram your beliefs and self-talk to support a more positive
outcome.

Write your responses in a clear and concise manner. Your assessment will be evaluated based on the
depth of reflection, application of concepts, and the practicality of your personal development plan.