LESSON 1: THE SELF THROUGH SELECTED PSYCHOLOGICAL THEORIES AND

CONCEPTS
FIND YOUR PURPOSE (YouTube video)

Jay Shetty
“The world needs you to be you”

-What happened in society is that we’re clouded by the noise-- the noise of family expectations,
the noise of our parents, the noise of our brother and sister’s expectations.
-Success is when you decide to do something DIFFERENT.
-So many of the times are expectations are driving us in a certain scenario.
-We focus so much on life in WHAT we want to be, as opposed to WHO we want to be.
 We’ve always been told that, life and jobs and careers are like boxes and containers. There’s
only a finite number of options.
 There is no formula-- there is no pattern.
 If you know what you’re passionate about, if you know what you’re good at, and you
invest in that, people say “Follow your passions”. Forget that, “Invest in your passions”.
-If you’re passionate about something, go and become the best at it-- go and do a course on it-- go
and learn from the best-- go and find a mentor who’s going to make you incredible at that trait.
-Not only will you be criticized and grow, you’ll be able to find new things about yourself that you
never knew.
*Don’t trade who you are for who you think the world needs-- because the world needs you to be you.

Brendon Burchard
“Earn your blessing”

-Been cheated in a relationship that greatly affect her life and studies.
-Experienced an accident (car accident) that made him asked his self “Did I even matter?”
-Did I love? Did I love openly, and honestly, and completely? Or did I hold it back ‘coz there is a time
I got hurt?
- “You’re still alive—you’re still loved and matter. But now you know the clock is ticking.”
-Your life depends on how you live it. Did I live? Did I love? Did I matter?
-What a blessing that you still feel your breath—that you got that life. That means that you still
got something inside—you got to work for it—you got to contribute for it- you got to give for it—you got
to read for it—you got to love for it—because you still have something not just in you.
*You’re still here for a reason and now you just got to earn that blessing.

Tom Bilyeu
“Find your talent”
-We all have our superpower considered was the “willingness and ability to endure suffering”.
- Living the cliché of money can’t buy happiness.
- “Why do I want to get rich?” “What do I need to do to get rich?”
-The questions you ask yourself will determine the course of your life.
-Change the way you ask yourself things—change the question.
- “What would I do and love every day, even if I were failing?”
- Your resume tells where you’ve been. It doesn’t tell me the price you are willing to pay to become
somebody new. Every belief that you have is a choice.
-It’s not about who you are today, it’s about who you want to become, and the price you’re
willing to pay to get there.
-The day that you are willing to pay any price, you’ll achieve what you want to achieve.
*If you truly believe that human potential is limitless, what do you want to become? And what price are
you willing to pay to get there?

-Robert Quinn
“Find your purpose in life”
-If you have a purpose-driven life, it adds years to your life—you live longer.
-Take negative statements as a motivation to improve yourself and become better.
-When I have a higher purpose, I find the energy and the courage to go outside my comfort zone.
-This is who I really am, I didn’t know this a while ago now I know.
- It doesn’t matter what other people think—when you clarify your purpose, you take back your
external locus control where you worry about what other people think, and you take it in eternal locus,
you don’t become insensitive—you don’t become rebellious. You become sane—you become powerful.
- When you find purpose and meaning in what you’re doing, in one area of your life, it grows in
every area of life because you are one person.
- When you give up self-interested goals where most of us are most of the time and you take on
contributive goals, you function differently.
- The biology changes—the thought process changes. Learning accelerates—you grow more. The
only thing that I’m left to conclude is you and I are designed to be purpose-seeking mechanisms.
- You’ve been shaped by life-- you’ve had bad experiences and good experiences and both are
there to teach you something about you and if you look very carefully hit those, you can determine what
your purpose is.
*Every person in this room can clarify the purpose of their life and become the key to every door.

-David Rutherford
“live with purpose”
-Are you really committed to yourself physically? Because we all know when the going gets though,
the more in shape, the more focused you are, and what you eat, and what you consume-- the better you
are.
-Truth #1 you got fear in your heart always and you can’t defeat it. You’re wired for fear – its part
of our lives-- we have it in what we do for a living. You talk about fear in your lives--and your personal lives
with your family.
-Truth #2 self-confidence is huge—it’s important and you got to forge it every single day.
-Truth #3 you got to live with purpose—if you don’t have purpose in your life, you don’t have momentum
– you don’t have anything driving you forward anything pulling you out of bed every single day.
-There’s not a single person that can raise their hand and say “you know what I’ve done it by myself,
not a single person out there has helped me” -- no one. We all need help so as a result of that, you have to
recognize that you have to live what is called a team.
-You have to be 100% focused that everything you think about-- everything you do is with someone
else as with a team.
-Are you working on it? Are you working on it right now? Did you work on it today? Are you going to
go work on it tonight? Because with those three things, you’re on the road commitment.
*We all bleed red. There’s something that gets you out of bed every morning. There’s something
that you have faith in that’s bigger than yourself. There’s something that you’re willing to sacrifice for
another human being-- that’s powerful.

NAVAJO CHANT
“When you were born, you cried and the world rejoiced. Live your
life so that when you die, the world cries and you rejoice.”
LESSON 2: INTRODUCTION TO UNDERSTANDING THE SELF THROUGH THE LIFE STORY
APPROACH
GEN Z: PSYCHOLOGICAL IMORBIDITIES & LIFE STORIES (YOUTUBE VIDEO)
(Results from the #Gen Hopeful Research Program)
SEPTEMBER 24, 2020
RESEARCH AND EXTENSION BUILDING, BENGUET STATE UNIVERSITY

 As increasing reports on adolescents and young adults globally are engaged in suicide and
negative mental health, the need to study local mental health scenarios to come up with the
effective psychosocial intervention is seen as a great need.
 Instances of local reports of students with mental health conditions are on the rise of which the
state of this study came up with a baseline data to look into the mental health of the I generation.

 WHO ARE THE GEN I/ GEN Z?

- The “I” represents the internet generation; they are born from 1996 to 2015 and the current age is
5-24 years old.
- Smartphones & social media have shaped their generation.
- Accordingly, the I generation are more likely to be unhappy because of increase screen time that
leaves them feeling isolated and discontented from others.
- This disconnection and less in-person social interactions contribute to higher levels of depression
and anxiety.

 WHAT IS THE CURRENT SCENARIO OF THE MENTAL HEALTH OF THE GENERATION Z?

- Generation Z is more likely to report mental health concerns
- Generation Z is both anxious and highly capable
- College students’ wellness and mental health are growing
- Young Filipinos are in the midst of a mental health crisis
- Why generation Z is most vulnerable to mental illness?
- A cry for help: Mental illness, suicide cases rising among youth

 According to World Health Organization, one suicide happens every 40 seconds and according to
Quintos (2017), 1 in 10 young people thought about committing suicide and 1 out of 20 committed the
act of suicide.

 What is Depression?
- People under depression can show symptoms emotionally, cognitively, physically, and
behaviorally.
- SYMPTOMS; Emotionally, sadness, anxiety, guilt, anger, mood swings, and irritability.
Cognitively, they can show self- criticism, impaired memory, indecisiveness, confusion,
thoughts of death, and suicide.
Physically, may suffer from chronic fatigue, lack of energy, sleeping too much or too
little, weight gain or loss, lack of motivation and substance abuse.
Behaviorally, may withdraw from others, neglect responsibility, and change their
personal appearance.

 What is Anxiety?
- Nervousness, apprehension and self-doubt that may or may not be associated with real life
stressors.

 What is Stress?
- It is a psychological and physical reaction to certain events or situations—called stressors in
person’s life.
  Result of #SADgen: Psychological Morbidities of the Generation Higher Education Students
towards Policy Development

- Anxiety: 40% are extremely severe and 23% are severe.

- Depression: only 4% and 12% are depressed in the extremely severe and severe level.
- Stress: only 36% are normal and 36% are moderate.

 WHAT ARE SELF-HARMING BEHAVIORS?

 Common Definition - an act with non-fatal outcome in which an individual deliberately initiates a non-
habitual behavior, that without intervention from others will cause self-harm or deliberately ingests a
substance in excess of the prescribed or generally recognized therapeutic dosage (WHO)
 Other terms used - "parasuicide", "self-injury", "deliberate self-harm"

 22 Self-harming behavior including physical, non-physical, indirect, direct, interpersonal and

suicidal.

- Top 3 most self-harm behavior:

a. 24% Hit themselves on purpose
b. 16% Tortured themselves with self-defeating thoughts
c. 13% Abused alcohol

- Purple boxes (10% and below)

a. 7% Banged themselves on purpose
b. 9% Cut themselves on purpose
c. 9% Scratch themselves on purpose
d. 8% Distance themselves from God
e. 7% Attempted suicide

 Self-harm behaviors which are highly physical such as banged oneself on purpose, drive recklessly,
exercise and injury on purpose were slightly higher for males compared to females.
 Those do not require much physical strength such as cutting oneself, scratching oneself, overdosing,
and starving have more female engage in these types of self-harm behavior.
 For relational self-harm behavior, more females admitted that they were in promiscuous
relationships, sexually abusive relationships, and in emotionally abusive relationships.
 More males admitted that they set themselves to be rejected in a relationship. Although some
male respondents admitted they were in an emotionally abusive relationship.

 IGEN RESPONDENTS WHO SOUGHT PROFESSIONAL PHSYCHOLOGICAL HELP

- 10% for both males and females sought professional psychological help
- 1 said that she tried seeking professional psychological because she cannot afford the medications
that she needed.

 THE ROLE OF SOCIAL SUPPORT

- SOCIAL SUPPORT is the perception and actuality that one is cared for, has assistance available from
other people and that one is part of a supportive social network.
- These supportive resources can be emotional, tangible, informational, informational,
companionship and intangible.
 Other mental health care behaviors of the I generation that does not necessarily need social
support are journaling, communing with nature, food dripping, time out (which include time to
be alone), sleeping, reading books, watching movies or animes, doing positive pep talks, and
searching for answers in the internet.
  WHAT ARE LIFE SKILLS
- LIFE SKILLS are abilities for adaptive and positive behavior that enables individuals to deal
effectively with the demands and challenges of everyday life.

 EMOTIONAL- self-awareness, coping with emotion, coping with stress

 SOCIAL- empathy, effective communication, interpersonal relationship skills
 COGNITIVE- problem solving, critical thinking, creative thinking

 Communication and interpersonal life skills as the most needed life skill because they would be
able to better express themselves to their family, friends, and community.
 2nd life skill identified are creative thinking and critical thinking skills
 3rd is the decision making and problem-solving skills
 4th is the resilience and ability to cope with problem
 5th is the emotional intelligence
 6th is the assertiveness and self-control

 CONCLUSION
- Mental health needs of the I generation is very apparent especially in terms of their anxiety level
where majority were under severe to extremely level. Depression states are also concern while
stress levels are under normal to moderate levels.
- What is alarming is—almost half of the respondents admitted to engaging in self- harming
behaviors. Some of which consist of self-harming behaviors that endanger their personal lives.
- Only 10% of the surveyed respondents were seeking psychological professional care. With such a
scenario, there is a need to improve and upgrade coordinated mental health care programs for
students.
- The top most identified life skill needed by the respondents are interpersonal and communication
skills which also has the lowest mean.

#iGenNarratives: A Life Narrative Approach in Exploring Mental

Health Issues of iGeneration in the Philippines
LIFE STORIES
...do not simply reflect personality. They are personality, or more accurately, they are important parts of
personality, along with other parts, like dispositional traits, goals and values" – McAdams
 According to McAdams life stories or the stories we construct to make sense of our lives are
fundamentally about our struggle to reconcile who we imagine we were and might be in our heads
and bodies with who we were and might be in the social context of family community the
workplace, ethnicity, religion, gender, social class, and culture.
 MEANING MAKING- is critical and is age-related skill that appears during adolescence and improves
as one grows older.
 LIFE STORY APPROACH- 3 areas in life were studied the reconstructed past, present, and the
imagined future.

o Theoretical Orientation: Life Narrative Approach

• Life story - evolving integrative account - provides temporal coherence and meaning - answers "Who
Am I?" (McAdams and McLeans, 2013; MAdams,2006)
 Meaning making is critical- age-related skills- this is when life story really begins occurs in
adolescence.

• Focused on three areas in life

 - Reconstructed Past
- Perceived Present
- Imagined Future
*Basic Unit of Analysis: Life scenes that are affect-laden
 The researchers’ analysis of this study was conducted by 226 respondents an age ranging from
18 to 22.
 Mostly from Benguet, and other Cordillera Provinces, Kalinga, Ifugao, and also from the
northern Philippines such as La Union, Ilocos, Pangasinan, Bicol, etc.

RESEARCH ETHICS IN THE CONDUCT OF THIS STUDY

 Informed consent
 Behavioral contact (Especially for the sharing and processing of Life Stories)
 Pre-research briefing and workshop on empathetic listening
 Debriefing and processing of Activity
 Presentation of results (Feedback)
 Interventions (e.g., art workshop for self-expression and healing, nature therapy, and seminar on
mental health)

RESULTS AND DISCUSSION OF THE STUDY

1 VULNERABILITY EXPERIENCE
Vulnerability -is a quality or a state of being exposed to the possibility of being attacked or harmed either
physically or emotionally.
On Relationships:
Bullying (elementary and high school by peers) – e.g., different skills, physical attributes,
religion, non-acceptance of diversity
Broken Relationship/ dysfunctional Family set-ups – broken family, separation, affairs fatherless
children
Loss of loved one (Grieve and death) death through sickness, accident, murder, natural disaster,
etc. – grieving process (denial and acceptance, what ifs in their lives).
On rejection and feeling of inadequacy
o “Wallflower”
o Cultural Adaption – feeling unloved
o Not acceptable to fail
o Non-open and judgmental communication (e.g., Compared with others, ‘should’)
On Mental and Risky Behavior:
Mental Health
o Attempted Suicide- Mostly through using sharp objects, other ingestion of substances –
pesticide, overdose medicine, string. Others have experienced “suicide Ideation”.
o Attempted or successful suicide of friends or family members (mother)
o Depression
o Loneliness
o Anxiety
o Coping with Expectations (pressure)
o Comparisons (pressure of being compared)

Risk behaviors during high school years

o Smoking and alcohol consumption (both males and females),
o A few drugs (males)

Risk behavior for females- teenage pregnancy, some identified that teenage pregnancy has
changed their lives*(Philippines highest in teenage pregnancy in Southeast Asia, Cordillera high in
Teenage Pregnancy) only one male admitted that getting someone pregnant has changed his life.
On Poverty:
Poverty (lack of Finances)
o Working student
o Lack of permanent home
o Work with relatives or other people (during elementary or high school days)
o (In search of a better future/opportunities to augment the family income.)
OFW (Overseas Filipino Worker) Parents
o Either one parent works abroad or both parents work abroad
o Separation of the couple (due to affairs and weakening of the marriage bond)
o Children looking for attention
o Importance of family bonding- “Chicken Joy Narrative” but paradoxically in search of a better
future for the family would mean “sacrifice of family bonding”.
o “Chicken Joy Narrative” when a little girl was excited when her dad brought her to Jollibee
and ate Chicken Joy because it was her first time. But paradoxically, that was her most
traumatic memory because it was the time that her mother went abroad and left her. So, the
Chicken Joy narrative is a paradox of how parents and children have to sacrifice family
bonding and search for a greener future.
OTHER:
Lack of career direction – others not sure of career choice (so unsure of imagined future or
others want to be a police/ soldier instead of current course)
Health Problems (Cancer Survivor, PCOS for female, premature baby)
For males – gender identity issue – the parental and societal expectation of “a man of strength”
instead “a man of grace”.
Some Physical Abuse (mostly males)
Some sexual abuse/ Harassment (mostly females)
Some victims of disaster
- In 2018 two admitted that they lost a loved one (Typhoon Ompong)
(1) During the rescue and (2) typhoon Pepeng 2009 survived the Little Kibungan landslide (1)

*On the other hand, there are Protective Factors that help these young people rise up despite the negative
problems they face in life.

2 PROTECTIVE FACTORS Trends were taken into consideration

Engagement in sports (discipline and mentorship – includes provincial, regional, national, and
international competitions).
Spirituality (individual prayers, rituals, and group rituals – e.g., youth camps, pilgrimage, etc.)
Leadership opportunities
o Student Government
o Officer in Clubs
o Citizen’s Army Training Office
Others are involved in the communities in their Sangguniang Kabataang Barangay
Engage in the Arts (Visual and Performance)
Academic engagement and receipt of academic honors
Competitions (school, interschool, communities, intercommunity)
Supportive family members (In OFW situations, the extended families – e.g. grandparents—
take the place of parents)
Supportive friends, mentors, and other people
For career planning – Immersion experiences during Senior High – career setting

3 Protective factors – Internal Resources Patterns

- When these internal factors are seen in the life story of the individuals, and when these are high,
the tendency is they have the redemptive kind of story—when these are low, they have a
contaminated kind of story.
- According to McAdams, there are 2 trends; the redemptive and the contaminated kind of story.

“ I came to relalize that we are different in many ways that I came to learn my flaws and improve my abilities. I
learn to respect and understand others and appreciate the life they have and their experiences.”

“This has given me the oppurtunity to express the feelings and emotions I have. It taught me lessons that helped
me express what I am feeling towards myself, my family, and to other people. Also, It made me understand and
know my other classmates through their stories, activities, and interactions.”

“Enlightening and gentle sort of therapy”

“it helped me become a better version of myself”

“I became more open and it taught me how to forgive”

- Deep in the graph- represents the negative experiences in life.

- Rise in the graph- represents the ability to bounce back.

*Even with negative life experiences, when there are protective factors, both internal and external
which help the individual rise back, that story would be considered a redemptive life story.

*When there is a coherence and continuity of stories from the past, present, to imagined future,
the tendency is they have a redemptive kind of stories. You can see the hope, you can see that they
can imagine a better future for themselves. On the other hand, contamination stories would have a
very vague picture of the future and non-resolution of the past and present experiences.

* Mindsets are darkly marked by negative experiences, and light at the end of the tunnel cannot be
seen from the stories being told.
 *On the other hand, redemptive stories leave the listener a sense of hope and direction in which
the storyteller communicates his or her ability to process and make sense of the past in order for
him/her to traverse a better and brighter future.

*Redemptive life stories are not free from adversities or negative experiences but what sets them
apart is the storytellers’ ability to bounce back.

SOME OF THE STUDENTS’ FEEDBACKS

SUMMARY THINGS FROM THEIR FEEDBACK:

- They were able to make sense of their life trajectory.
- They became socially aware and be connected with the issues of young people.
- It provided an avenue for them to socially support one another.
- It provided an opportunity to practice empathy with the self and to others.
- It became therapeutic for some—it provided them a step towards closure and processing as many
are not availing of a psycho-clinical service.
CONCLUSION
Many are experiencing a lot of issues that affect their mental health. Many are experiencing
dysfunctional relationship or families other are experiencing unsafe spaces like school. Gender issue, teenage
pregnancy, sexual harassmment specially on females. Gender identity crisis and physical harassment which is
a male issue.

On the other hand, protective factors that protect them or help them create predentive or resilient
life stories for internal, there are attitudes, positive attitudes, positive emotions, grief, spiritality that help
them and external factors such as social support resiliency programs of government and non-government
agencies. The secret is to strengthen this factors tp create a more resilient generation based on this factors.

Also, the life story as a research tool is a powerful tool for the igeneration to make sense of their life
stories and to develop a better mindset toward reaching their goal inspite of the negative setbacks they have
encountered in life.

*The secret is to strengthen these factors, to create a more resilient generation based on these factors.
Also, the life story as a research tool and a pedagogical intervention tool is a powerful tool for the
igeneration, to make sense of their life stories and to develop a better mindset towards reaching their goals
in spite of the negative setbacks they have encountered in life.
RESEARCH INTERVENTION
 dedicating a tree a s symbolic representation of one’s valuing of one’s goals
 Awareness Raising Interventions done for the#igen Hopeful Research Program
 “A life story is written in chalk, not in ink, and it can be changed. You can
change your life for the better by creating a better story for your life.”

LESSON 3: MODULE ON SOCIOLOGICAL THEORIES

SS21 LESSON 3 IMPRESSION MANAGEMENT AND FORMATION (YouTube video)

4 Impression management is part of how we manipulate how others see us so that we have a good
impression to other people.
5 Impression management is usually used in the dramaturgical approach by Erving Goffman.
 What are the Factors of Impression Management?
- There are factors such as how we present ourselves and how we use our words—verbal or non-
verbal cues.

 Impression formation- how we make an impression to other people.

 We have access to others’ personality through verbal and non-verbal cues.

 VERBAL COMMUNICATION
- We choose the words we say—the phrases we say to influence how people see us.
- Content of what is being said (words and phrasing)

 NON-VERBAL COMMUNICATION

- VISIBLE CUES (e.g., distance, body language, gesture, eye contact, facial expression, physical
appearance, etc.)
Body language- if you are slouching, that is an example of, you are not confident. But if you
sit erect or stand straight, that is an example of, you are confident.
If you use eye contact with the person you are speaking to, you are perceived as more
sincere and interested in the other person.
Gestures- if you close your arms around yourself, it’s a symbol of closure or sometimes the
weather is cold.
Physical appearance- When you go on a date or interview, if you dress in a messy way, how
can you expect to be treated seriously?

- PARALINGUISTIC CUES- (e.g., variation of speech rather than the words spoken, emphasis,
inflection, pitch, volume, rhythm, hesitations)
“It’s not what you said. It’s the way you said it.”
Example; you said ‘I love you’ but you said it in an anger way, will the person believe you?
No. Even when the words are very sweet but the tone is not sweet-- so it sounds like the
person is angry.

 Cues can manage how we influence others.

 HOW TO MANAGE AN IMPRESSION?

- Managing yourself verbally and non-verbally to manage the impression you present to others in
various situations.
- Creating a good (and lasting) impression.
 - It is everything you do in an effort to control the way that others see you and the image that they
develop about you.
*Be careful how you use your words—be careful how you present yourself, package yourself to the
world by using your non-verbal cues.

 HOW DO YOU MANAGE YOUR IMPRESSION?

 Conformity- we don’t want to go against the majority—we just say yes even if we don’t believe the
majority.
 Excuses- for example, if we fail, we say that “I failed because I did not review”.
 Apologies- saying sorry
 Self-promotion- bragging about your achievements.
 Flattery- when we flatter others to make a good impression on them.
 Favors- a common strategy among Filipinos—doing something good for the person expecting that,
that person would do something in return for us but more of gaining a person’s good impression.
 Association
 Opinion conformity

 The problem with impression management is that because of how we want people to see us,
we begin to wear masks.
For example, we pretend to be happy—pretend he’s over her-- pretend that we are somebody
else.

 WHAT IS SELF- HANDICAPPING?

- Impression management strategy.
- Another way people protect their self-image and the image they want to present to others.
- It is making excuses for why you might fail something you are about to do.
 Happens BEFORE the activity.
- Excuse for failure or enhanced credit if you succeed.
*It is similar to self-sabotage—we use excuses for failure or enhance credit if ee succeed.
 REAL HANDICAPPING
- Something has actually happened to potentially affect your performance.
E.g., illness, injury (I’m sick so I cannot perform well in school.)
 ARTIFICIAL HANDICAPPING
- Making excuses for potentially poor performance
E.g., saying you’re sick when you aren’t.
 - Can lead to poor self-esteem and excuses can be relied on too heavily.
*Self- handicapping can lead to a reduced performance.
*Making excuses is a form of self- handicapping, and not performing to your utmost behavior/
performance.

SS21 LESSON 3 THE STORY OF YOUR LIFE (YouTube video)

One day his son goes to his father and says, “Father what is the value of my life?” The father gives
him a stone and says “Son if you want to know the value of your life take the stone and go to the market
and if anyone asks the price don't say a word and raise up two fingers”.
So, the boy does as his father says and goes to the market. He wanders around and suddenly an old
woman approaches him and says, “How much is this stone?” The boy doesn't say a word just raises of two
fingers and the woman says, “Two dollars, I'll take it”. The son is surprised and runs back to his father as
his father. “There was an old woman at the market, she wanted to give me two dollars for the stone”.
The father says “Son the next place I want you to go is to the museum and if anyone asks the price
don't say a word and raise up two fingers”. So, the son takes the stone goes to the museum after about
twenty minutes, there was a middle-aged man in a suit who approaches the boy, he says “Sir how much is
this stone?” The boy doesn't say a word and raises of two fingers and the man says, “$200 I'll take it!”
The boy is surprised and runs home to his father. “Father a man in the museum wanted to buy the
stone for $200”. “Okay, son the last place I wanted to take the stone is a precious stone store. Walk inside
with a stone and if anyone asks the price don't say a word just raise up two fingers”. So, the son runs off
into the precious stone store after finding it he walks inside and there is an old man at the counter and as
the old man seized the stone he jumps up and screams, “Oh my god! You have the stone I've been looking
for my whole life, what do you want for it? How much is it?” The boy doesn't say a word and raises up two
fingers the old man says, “$200,000 I'll take it!” The boy can't believe it he jumps up and runs to his father.
“Father, father the old man at the precious stone store wanted to give me $200,000 for the stone”.
“You see son do you understand now the value of your life? Life is all about where you place
yourself. You can decide if you want to be a $2.00 stone or a two hundred-thousand-dollar stone. There
are some people who love you and for whom you are everything and some people will just use you as a
commodity and for them, you will be worth nothing so it is upon you my son to decide the value of your
life.

SS21 LESSON 3 THE TRUE AND FALSE SELF (YouTube video)

- Adults be in trouble mentally is that we were in our earliest years denied the opportunity to be
fully ourselves.
- We were not allowed to be willful and difficult we could not be as demanding aggressive intolerant,
and unrestrictedly selfish as we need it to be.
- Our caregivers were preoccupied or fragile, we had to be preternaturally attuned to their demands
sensing that we had to comply in order to be loved and tolerated.
- We had to be false before we had the chance to feel properly alive-- we risk feeling unanchored
inwardly dead and somehow not entirely present.
- This psychological theory of the true and the false self is the work of the English psychoanalyst
and child psychiatrist Donald Winnicott.
- Winnicott advanced the view that healthy development invariably requires us to experience the
immense, life-sustaining luxury of a period when we don't have to bother with the feelings and
opinions of those who are tasked with looking after us.
- We can be holy and without guilt, our true selves.
- The true self of the infant in Winnicott's formulation is by nature a social and a moral.
- It isn't interested in the feelings of others--it isn't socialized it screams when it needs to even if it's
the middle of the night or on a crowded train-- it wants to express itself where and how it wants.
- It can be sweet but on its own terms not in order to charm or bargain for love.
- If a person is to have any sense of feeling real as an adult, then it has to have enjoyed the immense
emotional privilege of being able to be true in this way to disturb people when it wants, to kick
when it's angry, to scream when it's tired, to bite when it's feeling aggressive.
- The true self of the child must be granted to the imaginative opportunity to destroy the parent
when it's in a rage and then witness the parent surviving and enduring--which lends the child a vital
and immensely reassuring sense that it's not in fact omnipotent and that the world won't collapse
simply because it sometimes wishes or fears it could.
- When things go well gradually and willingly the child develops a false self, a capacity to behave
according to the demands of external reality--this is what enables a child to submit to the rigors of
school and as it develops into an adult of working life as well.
- When we have been given the chance to be our true selves, we don't on every occasion, need to
rebel and insist on our needs--we can follow the rules because, we have for a time, been able to
ignore them entirely.
- Winnicott was not a thorough enemy of a false self, he understood its role well enough-- he simply
insisted that it belonged to health only when it had been preceded by a thorough earlier experience
of an untrammeled true self.
- Unfortunately, many of us have not enjoyed such an ideal start perhaps the mother was depressed
or the father was often in a rage maybe there was an older or younger sibling who was in a crisis
and required all the attention. The result is that we will have learned to comply far too early-- we
will have become obedient at the expense of our ability to feel authentically ourselves.
- In relationships, we may now be polite and geared to the needs of our partners-- but not for that
matter able properly to love.
- At work, we may be dutiful but uncreated and unoriginal.
- In the hands of a good therapist, we are allowed to regress before the time when we started to be
false back to the moment when we so desperately needed to be true in the therapist’s office safely
contained by their maturity and care.
- We can learn once more to be real; we can be intemperate difficult unconcerned with anyone but
ourselves, selfish, unimpressive, aggressive, and shocking and the therapist will take it and thereby
help us to experience a new sense of aliveness.
- The demand to be false, which never goes away, becomes more bearable because we are regularly
being allowed in the privacy of the therapists’ room once a week or so to be true.
- We can be grateful to Winnicott for reminding us that contentment and a feeling of reality have to
pass through stages of almost limitless delinquent selfishness.
- There is simply no other way, we have to be true before we can be productively a bit fake and if
we have never been allowed then our sickness and depression is there to remind us that we need
to take a step back and therapy is there to allow us to do so.
 REVIEW OF CONCEPTS : LESSON 1-3
LIFE VISION
 Vision – foresight
 You know what you want to be and you
what your goals are in life LIFE STORY PROJECT VS OBJECTIVE
 Having a purpose and goals in life EXAM
 “Para saan ka bumabangon”  Encouraged to take the life story project;
 With a clear vision in life, this will be a o A process to know yourself more
light to guide you o An opportunity to practice empath
 Victor Frankl – having this clear vision or the gift of your presence
will help you survivor, even in the darkest  As you give your presence, they will
times realize that they are not alone
 In order to succeed, you have the clear  Many young people are suffering from this
vision of yourself so-called “mental health issues”, would
 Blueprint in Life revolve around feeling alone, not being
worthy
BLUEPRINT IN LIFE – PLOTTING YOUR
LIFE STORY PRACTICE IMPRESSION MANAGEMENT
 Composed of your; IN YOUR SCHOOL WORK
o Reconstructed past  Impression Management is all about
o Present giving your best shot and use strategize to
o Imagined Future impress.
 Vision is in our Life Story
IMPRESSION MANAGEMENT
BEING AUTHENTIC AND BUILDING  The world is like a mirror, and that mirror
CONNECTIONS would give feedback on how we see
 Remember this in order to have ourselves
connections and opportunities  The world is a stage and we present
 Sometimes in life or most of the times, we ourseleves in the front stage and
wear masks as we present to ourselves to backstage. As we present ourselves, we
the world. But we must remember not to should be careful not to losr ourselves.
lose our true selves in the pursuit of Reminder we are all wearing masks
success
INVEST IN YOURSELF
PSYCHOLOGICAL MATURITY  Keep on learning
 As you age, or grow you gain new grounds  Keep on growing
of experiences, new perspectives
 Keep on improving
 Things that made you cry years ago, may
 It doesn’t end
be memory to look back and smile on, and
think “yun lang pala”  Keep on flourishing

EXPLORING MEANING AND DEPTH IN GRADE DOESN’T MAKE A PERSON.

LIFE CHARACTER DOES.
 As you go through many life experiences, Be the best professional you. Flourish, Grow and
you learn how to bring meaning about Excel
those life experiences, and those life
experiences built you as a person

LESSON 4: ON PHILOSOPHICAL THEORIES ON THE SELF

SS21 LESSON 4 THE CHINESE BAMBOO (YouTube video)

 There once was a man who felt discouraged. Rosh Hashana was around the corner and he took stock of
the resolutions he made last year. Nothing in his life had changed. He was the same person, with the same
flaws and problems. He began to lose hope. So, he went to speak to his rabbi. The rabbi asked, “Do you
know how long it takes for the giant Chinese bamboo to grow as tall as a building? during the first year,
the tiny plant is watered and fertilized and nothing happens. It is watered and fertilized for another whole
year—and another—and another—and still nothing happens. Then in the fifth year, it shoots up to the
sky! In 6 weeks, the bamboo grows 90 feet. So how long does it take to grow so high?” “Six weeks” the
man replied. “That’s your mistake—it takes 5 years. If the farmer would have stopped watering the plant
at any point during those five years, it would have died. What is happening during all those years?
Underneath the ground, an enormous network of roots was developing to support the bamboo’s sudden
growth. Growth takes patience and perseverance. Every drop of water makes a difference; every step you
take makes an impact. You may not see the change right away, but growth is happening. With
commitment and drive to attain your goals, and with God’s help you’ll eventually break through and reach
great heights.”

- Shana Tova

SS21 LESSON 4 SIX IDEAS FROM EASTERN PHILOSOPHY (YouTube video)

- Eastern philosophy has always had very similar goals to Western philosophy that of making us
wiser less agitated more thoughtful and ready to appreciate our lives.
- In the East philosophy has taught its lessons via tea-drinking ceremonies, walks in bamboo forests,
or contemplations of rivers.

 Here are a few ideas to offer us the distinctive wisdom of a continent and enrich our notions of
what philosophy might really be:

1.) LIFE IS SUFFERING

- This is the first and central noble truth of the Buddha and it states that life is unavoidably about
misery.
- The Buddha continually seeks to adjust our expectations so that we will know what to expect.
- Sex will disappoint us, youth will disappear, money won't spare us pain.
- For the Buddha, the wise person should take care to grow completely at home with the ordinary
shambles of existence-- they should understand that they are living on a dung Hill.
- When baseness and malice rear their heads, as they will, it should be against a backdrop of fully
vanquished hope-- so there will be no sense of having been unfairly let down and one's credulity
betrayed.
- That said, the Buddha was often surprisingly cheerful and generally sported an inviting warm smile--
this was because anything nice sweet or amusing that came his way was immediately experienced
as a bonus; a deeply gratifying addition to his original bleak premise.
- By keeping the dark backdrop of life, always in mind, the Buddha sharpened his appreciation of
whatever stood out against it.
- He teaches us the art of cheerful despair.

2.) METTĀ

- Metta is a word which in the Indian language of poly means benevolence, kindness, or tenderness.
- it is one of the most important ideas in Buddhism.
- Buddhism recommends a daily ritual meditation to foster this attitude-- what is known as ‘Metta
Bhavana’.
- Meditation begins with a call to think very carefully every morning of a particular individual with
whom one tends to get irritated or to whom one feels aggressive or cold and in place of one's
normal hostile impulses to rehearse kindly messages like I hope you will find peace or I wish you
to be free from suffering.
- This practice can be extended outwards ultimately to include pretty much everyone on earth.
- The background assumption is that our feelings towards people are not fixed and unalterable-- but
are open to deliberate change an improvement with the right encouragement.
- Compassion is a learner bull skill the Buddhists tell us-- and we need to direct it as much towards
those whom we love as those we are tempted to dismiss and detest.

3.) GUANYIN

- Guanyin is a saintly female figure in East Asian Buddhism strongly associated with mercy,
compassion, and kindness.
- She occupies a similar role within Buddhism as the Virgin Mary does within Catholicism.
- There are shrines and temples to her all over China-- one in the province of Hainan has a hundred-
and eighty-meters statue of her.
- Guanyin’s popularity speaks of the extent to which the needs of childhood endure within us-- she is
in the noblest sense ‘mummy’.
- Across China, adults allow themselves to be weak in her presence-- her gaze as a habit of making
people cry for the moment one breaks down isn't so much when things are hard as when one
finally encounters kindness and a chance to admit to sorrows one has been harboring in silence
for too long.
- Guanyin doesn't judge-- she understands that you're tired, that you've been betrayed, that things
aren't easy, that you're fed up.
- She has a measure of the difficulties involved in trying to lead a remotely adequate adult life.

4.) WU WEI

- Wei is a Chinese term at the heart of the philosophy of Taoism.

- It is first described in the Tao Te Ching written by the sage Lao Tzu in the sixth century BC.
- Wu Wei means not making an effort, going with the flow, but it doesn't in any way imply laziness
or sloth.
- It suggests rather an intentional surrender of the will based on a wise recognition of the need at
points to accede to rather than protest against-- the demands of reality.
- As Lao Tzu puts it, “To be wise is to have learnt how one must sometimes surrender to the whole
universe” reason allows us to calculate when our wishes are in irrevocable conflict with reality and
then bids us to submit ourselves willingly rather than angrily or bitterly to certain necessities.
- We may be powerless to alter some events-- but for Lao Tzu, we remain free to choose our attitude
towards them and it is in an unprotected acceptance of what is truly necessary that we find the
distinctive serenity and freedom characteristic of a Taoist.

5.) BAMBOO AS WISDOM

- East asia has been called the bamboo civilization not mainly because bamboo has been widely used
in daily life, but also because its symbolic qualities have been described and celebrated for
hundreds of years in the philosophy of Taoism.
- Bamboo is surprisingly classified as grass rather than a tree-- yet it's tall and strong enough to
create groves and forests.
- Unlike a tree trunk, the stems of bamboo are hollow but its inner emptiness is a source of its
vigour-- it bends in storms sometimes almost to the ground but then springs back resiliently.
- We should, said Lao Tzu, “Become as bamboo already is”.
- The greatest painter of bamboo was a Taoist poet artist and philosopher Zheng Xie of the Qing
Dynasty.
- Zheng Xie is said to have painted 800 pictures of bamboo forests and saw in them a perfect model
of how a wise person might behave, beside one pen and ink drawing of bamboos he wrote an
elegant script, “Hold fast to the mountain, take root in a broken-up bluff, grow stronger after
tribulations, and withstand the buffeting wind from all directions.” It was a message addressed to
bamboo but meant, of course, for all of us.

6.) KINTSUGI

- Since the 16th century, Zen Buddhist philosophy in Japan has been alive to the particular beauty
and wisdom of things which have been repaired.
- Kintsugi is a compound word made up of two ideas; kin meaning, in Japanese, ‘golden’ and tsugi
meaning ‘joinery’.
- In Zen aesthetics, the broken pieces of an accidentally smashed pot should never just be tossed
away-- they should be carefully picked up reassembled and then glued together with lacquer
inflected with a luxuriant gold powder.
- There should be no attempt to disguise the damage-- the point is to render the fault lines
beautiful and strong; the precious veins of gold are there to emphasize that breaks have a rich
merit all of their own.
- It's a profoundly poignant idea because we are all in some ways broken creatures, it's not
shameful to need repair; The amended bowl is a symbol of hope that we too can be put together
again and still be loved despite our many evident flaws.

LESSON 5 SUICIDE PREVENTION

SS21 LESSON 5 LECS SUICIDE PREVENTION WEBINAR BY CHAPLAIN MINDI RUSSEL (YouTube
video)

Towards Institutionalizing Policy on Gen Z Mental Health Protocols

(An iGen Hopeful Research Program Extension and Policy Output)

OBJECTIVES:
- This activity is organized to provide an avenue to share institutional best practices from our outside
institutions on creating collaborative and effective mental health protocols and programs.
- This activity is also organized to formally meet with the stakeholders for the crafting of the suicide
provincial protocol and other mental health programs especially in this new normal.
-
 BSU Director of the Office of a Student Services, Professor Russell Dulendo (presenting the
rationale)

- As mental health issues of the igeneration are increasing coupled with effects of the pandemic
students of Benguet State University are already filling the brunt of this new phenomenon. Before
the pandemic research results from the iGen hopeful research program show that higher education
students are experiencing a lot of social psychological issues. During the pandemic, cases of suicides
are rising and so there is an urgency to address such kind of issues.

 Key findings of the two researches, the results were gathered before the pandemic.
 Major social psychological vulnerabilities shared by both sexes were issues on bullying.
 Acceptance versus rejection, social comparison, and unrealistic expectations.
 The feeling of loneliness and anxiety.
 Suicide attempts in ideation.
 Dysfunctional family setups.

- Another gender issue race was on sexual harassment, and teenage pregnancy for women and
physical abuse for men.
- Other issues raised for both genders were on facing economic challenges, health issues, dealing
with pressures and expectations, and peer pressures.
- Notable results show that mental health needs of iGeneration is very apparent especially in terms
of their anxiety level, where majority of respondents were under severe to extremely severe
level.
- Almost half of the respondents admitted to engaging in self-harming behaviors.
- Around 7% of the respondents admitted having attempted suicide-- only 10 % of the surveyed
respondents were seeking professional mental health care.
- For the respondents, the main source of social support; family and friends as the topmost support,
followed by school and relatives only if you identified religious and community groups as a sort of
social support.
- Life skills on communication and interpersonal skills, creative and critical thinking, and decision-
making skills are the top three sets of skills identified as priorities.
- 1.) Hand resiliency factors were seen in social support,
- 2.) Engagement in sports and the arts,
- 3.) Engagement in spirituality,
- 4.) Engagement leadership activities,
- 5.) Engagement in work-productive activities and personal psychological stress.

 SUICIDE AWARENESS TRAINING PREVENTION / INTERVENTION / POST VENTION

 - By Dr. Mindi Russell

 BEST PRACTICES
 Suicide Prevention
 Suicide Intervention
 Suicide Post Vention

POINT OF VIEW
Known your own thoughts…
 Suicide is wrong.
 People have the right to suicide.
 Person who dies by suicide are responsible for their action.
 There are limits (boundaries) to what I would do to prevent suicide.
 Persons thinking about suicide also have reasons for living.

 BEST PRACTICES
1. Self-Awareness
- Self-analyzing ourselves and understanding we are all a part of our experiences and everything that
surrounds us to make us who we are.

2. Self-analyzing our Self

3. Understanding that we are all a part of our experiences and everything that surrounds us to
make us who we are.

 DEFINITIONS OF SUICIDAL BEHAVIOR

1. Suicide Attempt - with injuries suicides attempt without injuries.
2. Passive Suicide Behavior - when people just don’t take on an action necessarily but do certain
things their lifestyle demonstrates that they have literally given up and don’t want to live anymore.
It could be something like being reckless or driving fast without regard for life.
3. Suicide Threat - verbal or can be non-verbal stopping short of directly harming oneself. It could
occur in the near future or it could just be a cry for help.

 If you have the privilege of having somebody reach out to you, and tell you that they are feeling
hopeless, that they don’t want to live anymore, in that moment of time you could be the hope that
changes their mind that could help them get back into focus, that there’s more to life than what
they’re looking at right at this time.

 MYTHS vs. TRUTH

MYTH: Asking someone about suicide will cause him to become suicidal.

TRUTH: Discussing it openly helps the suicidal person sort through the problems and generally
provides a sense of relief and understanding. It is one of the most helpful things you can do.

- People with attempted suicide who have lived through the suicide attempt say that the people that
were closest to them, family, best friends, were the ones that literally would not engage with them
even when they had this cry of help—thinking suicide.

MYTH: Depression causes all suicides.

 TRUTH: Millions of Americans are depressed and just a fraction of them take their lives.
Depression and suicide are not synonymous.
- Clinical Depression - where a psychiatrist prescribes anti-depressive medicines to someone or someone
who has depression that runs through their family. This is a mental health issue.
- There are people who have a depressive state of mind, we call it the blues.
- depressive state of mind thoughts- can be changed by a change of scenery, change of thought, a new
focus goal setting.

 MYTH: There’s really nothing you can do to help someone who’s truly suicidal.

 TRUTH: Most people who are suicidal don’t really want their lives to end - they just want the pain to
end. The understanding, support, and hope that you offer can be most important lifeline.

- People who are really suicidal really don’t want to die. They just want to stop hurting. They just
want to stop being in the that they’re living right now.
- They feel hopeless, they don’t see a future beyond this day-by-day COVID-19, impression, and they
want to stop the hurt, they don’t see beyond this blackness in front of them.

 MYTH: People who die from suicide don’t warn others.

 TRUTH: Out of 10 people who will kill themselves, eight have given definite clues to their intentions.
All leave numerous clues and warnings to others, although some of their clues may be nonverbal or
“cues” are difficult to detect.

- When a survivor, a family member, or a best friend who literally will look at you and said “I didn’t
know” “they didn’t tell me” a lot of times, it’s because they didn’t see it—they were not trained.

 MYTH: Telling someone to cheer up usually helps.

 TRUTH: Trying to cheer someone up might make them feel even more misunderstood and ashamed
of their thoughts and feelings. It’s important to listen well and take them seriously.

- Somebody usually will say something like “You think you’ve got it bad” or “Look at this person or
that person” or they’ll try to argue with this person who is in such a mindset that they’ve got it all
together.
- When someone is talking to you and they were actually being raw in their emotions, make sure that
we listen well and we take them seriously.

 MYTH: People who complete suicide always leave notes.

We say Attempted or completed suicide because there is no success in committing
suicide.
 TRUTH: Most people don’t leave notes.

- Not all people who commit suicide leave a note, actually, about a third leaves notes.

 STIGMA
- Stigma is defined as “a mark of disgrace or infamy; a stain or reproach as on one’s reputation.”
I have noticed youth suicide instead of 19 and that is because they have recognized that up to 24
our youth are still in college a lot of times so still with the parent’s influences they will actually say up to 24,
and we just know that when they are looking at suicide as a way of escaping there’s something to be said
how their friends can help them but here we have stigma now the definition of stigma is a mark of disgrace
sustain of reproach on one's reputation and in certain cultures it's a stain on the whole family's reputation
- Our society does a good job of saddling suicide with stigma. In an effort to make sense of it,
perhaps, we “label” the person who ended his or her life. He was selfish. She was crazy. They took the easy
way out.
Now we've got to be really really careful that we don't fall into the trap of social stigma and
prejudice against people who have attempted or completed suicide but there have been many cultures and
religions.
- Suicide is reserved for people afflicted by excessive fame, addictions, or crimes. Our culture drives
these assumptions.
- People have been taught from childhood that suicidal people are shameful or sinful weak or selfish
or even manipulators so this kind of training can become very contagious in our attitudes and the way we
look at other people stigma when we can label somebody it makes us be able to accept it.
- Homelessness, out-of-home settings (foster care), traumatic experiences, disabilities, substance
abuse disorders, LGBTG are the only ones at risk.
Other stigmas are it's only the hopeless the home settings like foster chore children or orphaned children
only people that have had traumatic experiences disabilities substance abuse LGBTG
- These sorts of things couldn’t happen to us.
- A lot of people really do believe that that kind of thing can happen to their family I am surprised at
how often parents are so shocked by how much their child their youth knows about suicide anyone who’s
on the internet can learn how to actually complete suicide successfully so we want to be able to address
this at all ages.
- Statistics say otherwise. In the United States, someone dies by suicide every 13 minutes, and each
death intimately affects at least six others, according to the American Association of Suicidology. Between
1989 and 2013, there were 825,832 suicides, leaving an estimated 4.95 million survivors behind, the AAS
says.
- Statistics are always the United States obviously but you know what I just got to tell you that any
statistic that you have from your country or my country or the national or international suicide
organizations at best conservative and they're never the true not completely true reason why in our
country if there isn't a slight doubt at all that it could be an accident it is ruled an accident if um there are a
lot of suicides that are not classified as suicide because of the fact of the situation or the circumstance
around it and so we just have at best conservative numbers and statistics but even with that we know we
have way too many suicides all over the world.

 SCOPE OF THE PROBLEM

FEAR OF THE UNKNOWN PEOPLE ARE HOPELESS AND DON’T KNOW WHAT TO DO.
Suicide is a major public health problems
- Today in America alone at least 20 veterans killed themselves.
- Today in America 13 kids took their own lives.
- Today in America approximately 100 working men, fathers, brothers, sisters, and grandfathers took
their own lives.
- This year in America more than 42, 000 will die by their own hands.
- The suicide rate among working-aged males is rising, not dropping.
- But they don’t need to die.

First Line of Defense Against Suicide

With, you will be able to: to become hope line. To know how to provide emotional defense against suicide
- Detect
- Assess
- Render emotional first aid
- Dramatically reduce the risk that someone you encounter in the course of your duties or association
will attempt or die by suicide.

 We have 3 jobs
Not the mentally ill- Not the chronic pain patient Awareness for you’s and me’s its how to help
1. Prevent your own suicide
2. Prevent the suicide of a co-worker
3. Prevent the suicide of someone in your community:
 Family
 Friends
 Neighbors
 Church members
 And those you have sworn to protect and serve

 People At Risk for Suicide Are Falling Through the Cracks in Our Health Care System
In the month before their death by suicide:
 Half saw a general practitioner
 30% saw a mental health professional

In the 60 days before their death by suicide:

 10% were seen in an emergency department

 Why Suicide Prevention Matters

- Suicide is a form of violence, use of a weapon
- Violence towards others and violence toward self share common causes, trauma
- While this course is primarily about preventing violence toward self, what you learn here can
help reduce all expressions of violence in your community.

 Suicide WARNING SIGNS

- A sense of hopelessness or no hope - Drastic changes in mood or
for the future behavior
- Isolation or feeling alone - Frequently talking about death
- Aggressiveness and irritability - Self-harm like cutting behaviors
burnout, fatigue demonstration of - Engaging “risky” behaviors e.g.
anger, and not liking the questions, driving so fast
whats going on? - Making funeral arrangements
- Possessing lethal means - Giving things away
- Felling like a burden to others, like - Substance abuse
feeling aged - Making suicide threats
- Negative view of self
 SUICIDE WARNING SIGNS
Feelings of helplessness,
 Talking about suicide hopelessness, and being trapped (there’s
- Any talk about suicide, dying, or self-harm, no way out). Belief that things will never
such as “I wish I hadn’t been born”-”If I get better or change.
see you again…” and “I’d be better off  Self-loathing or self-hatred
dead…” Feelings of worthlessness, guilt, shame, or
 Seeking out lethal means self-hated. Feeling like a burden (everyone
Seeking access to guns, pills, would be better off without me).
knives, or other objects that could be used  Getting affairs in order
in a suicide attempt. Making out a will. Giving away prized
 Preoccupation with death possessions. Making arrangements for family
Unusual focus on death, dying, or members.
violence. Writing poems or stories about Saying goodbye
death.
 No hope for the future
 Unusual or unexpected visits or calls to Increased alcohol or drug use, reckless
family and friends. Saying goodbye to people driving, unsafe sex. Taking unnecessary risks
as if they won’t be seen again. as if they have a “death wish”.
 Withdrawing from others  Sudden sense of calm
Withdrawing from friends and family. A sudden sense of calm and happiness
Increasing social isolation. Desire to be left after being extremely depressed can mean
alone. that the person has made a decision to die by
 Self-destructive behavior suicide.

I. SUICIDAL DESIRE
1) No reasons for living, wish to die, wish not to carry on, passive suicide attempts (for example, not
eating or not taking needed medications), and wish to make a suicide attempt.
2) Other researchers have suggested that feeling trapped, feeling hopeless and or helpless, and feeling
intolerably alone also contribute to suicidal desire.
3) Outward expression of suicidal desire statements include:
o Feeling hopeless
o Feeling helpless
o Feeling a burden on others
II. SUICIDAL CAPABILITY
o Prepare
o Overcome the “will to live”
o History of suicide attempts
o History of current violence to others
o Exposure to/impacted by someone else’s death by suicide
III. SUICIDAL INTENT
Is there…
o A suicide attempt in progress?
o A plan to hurt/kill self/other
o Evidence of preliminary or practice behaviors?
o Expressed intent to die by suicide
 Estimating Suicide Risk
IN GENERAL….
- Suicide risk is low to moderate when few risk factors are present and several or many
protective factors are present.
- Suicide risk is high when many risk factors are present and few or no protective factors are
present.
Suicide Lethality Scale - The Plan
 Suicide Ideology
 2-5 How?
- How would you do it?
 6-7 Where?
- Where would you do it?
 8-10 When?
- When would you do it?

They say 60 to 70 percent of the people who have died by suicide had been drinking before they died.
 SLEEP DEPRIVATION
 Sleep deprivation can affect all of us. Teenagers don’t get enough sleep. We know that they should
get a minimum of 10-12 hours of sleep but they go to bed with their phones and they might only get 4-5
hours of sleep so they’re always walking around tired. This is called the effects of sleep deprivation. They
are not able to process information. It increases the levels of anxiety and makes the reaction and the
overall effect of anxiety higher. Increases stroke risk when you sleep six hours or less a night. It also
increases the risk of diabetes, depression, cancer, and heart disease and disrupts the brain that regulates
mood.

IV. BUFFERS AGAINST SUICIDE

o Connections and promises of the future
o Social supports
o Planning for the future
o Positive, helpful
o Uncertainty for living/dying
o Core values/beliefs
o Sense of purpose in life
o Your ability to establish a helping relationship with the suicidal person

 PROTECTIVE FACTORS…
o Positive Self Image
o Personal Resilience
o Personal Coping Skills
o Supportive Family
o Strong friendships
o Active in Community
o Belief that it’s okay to ask
for help
o Positive spiritual beliefs

 SUICIDE INTERVENTION
Talking about suicides is difficult but an incredibly necessary task…
- Direct result of taboo, stigma, fear, and ignorance.
Given the unacceptability of death by suicide in most cultures, the suicidal person takes a terrible
risk of being rejected and losing face if he or she is blunt in a statement of desire or intent to die.

 Ways to start a conversation about suicide…

Always stay in your lanes. A suicidal person is talking to you, you are the hope for the moment and
do not reject them. You can also ask if they are thinking of dying by suicide. You can’t make someone
suicidal by showing that you care. It can also be by showing concern. In fact, you’re giving that person
who’s maybe thinking of suicide an opportunity to express his or her feelings You can also ask how they feel
and become also a good listener when they open up to you. It can prevent them from feeling lonely and
feeling negative and maybe stop their suicide attempt.

 Questions you can ask…

- What you can say that helps…
1) You know what? I’ve been feeling concerned about you lately, what’s going on?
2) When did start feeling this way?
3) How does something like this make you start feeling this way?

 Suicide Conversation:
 Important Do’s and Don’ts
“YOU ARE NOT ALONE”

 Some of the things to do to help someone in a conversation about suicide are simply:
1) Be yourself - let that person know you care that they’re not alone.
2) Be sympathetic - do not be judgmental, be patient, calm, and accepting, and don’t interrupt just
listen. Let them say whatever.

 Some of the DON’TS:

3) Don’t argue with that person
4) Avoid saying things like:
“You’ve got so much to live for”
“Your suicide will hurt your family”
“Look at the bright side”
- This doesn’t matter to them.
5) Do not act shocked or lecture them on the value of life
6) Do not promise confidentiality
7.) Offer ways to solve the problems.

A. BE EMOTIONALLY PRESENT
It is always not easy to be there emotionally when someone is talking about suicide but to be able
to be there with that suicidal person. It is something that we give to someone else, to be with a loved one
who has experienced someone’s died is a gift and we learn to do that gift by just doing it.

B. BE ACCURATE IN YOUR EMPATHY

Accurate empathy is simply being “in sync” or “on the same wavelength” with someone else.
It means accurately sensing what the suicidal person is experiencing in his or her own world by
communicating and understanding their world as best as you can.
 Most effective
 Most powerful
- Let them know you care.
C. BE GENUINE
 Genuineness is easy; don’t be a phony.
 The best way to be helpful to those in distress is to be self-aware and know who you are.
D. UNCONDITIONAL POSITIVE REGARD
Give them respect, without judging them.
Unconditional positive regard is how each of us can respect others and the differences between us.
This attitude, this way of being with others, is one of the most tried, tested, and true hallmarks of a helpful
person.
First responders would not be first responders if they did not possess unconditional positive regard
and take care of everyone they encounter with the same professional and caring attitude.
E. ACTIVE LISTENER
 Listening is the greatest gift one human can give to another.
 Advice tends to be easy, quick, cheap, and often wrong.
 Listening takes time, patience, and courage, but it is always right.
 Active Listening - paying very close attention to others as they speak while trying to understand
their feelings - is a proven skill that is invaluable to suicidal people and those who have lost
someone to suicide.
LISTEN = SILENT
- same letters arranged differently
- Let them be a hero of their own story.
F. REFLECTING
All of us wish to be understood. This is especially true for someone contemplating suicide, or
someone who has/is grieving the loss of a loved one to suicide.
Reflecting on someone’s thoughts or feelings is a way for us to show that we are trying to
understand the challenges and circumstances in which the person is caught up.
Never change their memory. Sharing a memory and talking about positive thoughts to avoid the feeling of
negativity.

G. OPEN-ENDED QUESTIONS
Asking questions that require more than a minimal or one-word response allows people the
opportunity to express themselves more fully and usually provides important information about how they
are thinking and, especially, how they go about solving problems.
Open-ended questions usually begin with what, how, where or when. They encourage the person to
elaborate on things as they see them and to provide a much information as they chose to.

H. PROBLEM SOLVING
If applicable to your setting and opportunities, problem-solving means assisting the person who is
suicidal.
Define goals based on what the person wants to happen and how they would like things to change
or be.
Working together to generate strategies to accomplish these goals.

I. PLAN OF ACTION
A plan of action may be simple, and simple is often best. An action behind the solution.

J. PERSUASION AND RESISTANCE

The goal of persuasion is to use the positive relationship you have established to move the person
to accept life-affirming solutions and participate in their own safety.
If the person has been persuaded to accept help - including from you.

The contemplation of suicide as a solution.

 Hopelessness is the
common pathway to suicide
but where we can break the
chain anywhere equals
prevention. So if you thinks
about someone in any, risk
factors they’ve got that and
then that hopelessness

SUICIDE POSTVENTION

 Postvention is nothing more

than an opportunity to become
prevention.
 Definition of Suicide
Postvention
Providing crisis intervention,
support, and assistance for survivors of
a suicide event.
- Survivor/Bereaved
The person who has lost someone
- Bereavement Process of adjusting to a loss (such as death by suicide)
- Grief Basically consumes a person by;
Physical, emotional, cognitive, and spiritual response to actual or threatened loss of a person.
 How do we respond to the friends and family of someone who has died by suicide?
You can say “Please know that I am here for you” and then make that happen instead of just writing
out a phone number to them and saying “Call me anytime”. If you are in a relationship, you can say “Would
you like to talk about it to me?”. Cheer up the people left by their love ones by suicide. Show them that
you care for them. Share with them positive vibes.

 OUR ATTITUDE IS CRITICAL

Just as there is no illness or injury without an attitude toward it, law enforcement professionals
must explore and understand - and perhaps change - any negative attitudes toward people considering
suicide they might have, even toward the ones who are angry with you.
The feelings and attitudes you convey can make an unpleasant situation much better, or much
worse. Sometimes you have to be kind, and sometimes you have to be firm, but always that what you say
and do may make a lifetime of difference for the suicidal person.

 From family, friends or loved ones of someone who has died by suicide:
- Anger, shame, grief and fear
- Calm and accepting, as in, “I saw it coming all along.”
- Statements about being out of control or powerless
- Betrayal, “She said she’d never do this to me!” Or, “He promised me he would never try to kill
himself!”
 - Acute suicide warning signs (e.g., “I should just kill myself, too.” Or, “He in a better place, maybe I
should join him.”)

 For the PEER or Chaplain Support

- Expect a wide range of strong emotions
- Expect some strong emotions in yourself
- Some suicide attempt survivors will be happy with rescue
- Family survivors of suicide attempts and completed suicides often experience suicidal thoughts and
feelings and are, themselves, at higher risk of suicide. If you intercept a suicide warning sign, apply
QPR immediately.
Suicide is a serious issue that sometimes is neglected or poorly addressed in some cases. Suicide
prevention and spreading awareness of this matter must be everybody’s concerned. Everybody must take
an initiative on this.

SS21 LESSON 5 THE 5AM CLUB BY ROBIN SHARMA- ANIMATED BOOK SUMMARY (YouTube
video)

“Take excellent care of the front end of your day, and the rest of the day will pretty much take care of
itself. Own Your Morning. Elevate your life”
-Robin Sharma

 Waking up at 5:00 am was the key to success.

 In Robin Sharma's book, the 5am club, he uses a story to illustrate his belief that, rising early is
the key to productivity and success. The story follows a billionaire who has decided to mentor a
struggling artist and an entrepreneur-- the first thing that he decides to teach the artist is the
importance of winning the morning.

 Victory hour- waking up at 5am is no good if you waste time until 7 or 8 am not doing anything
productive.
20-20-20 structure- for the time between 5 a.m. and 6 a.m. if you nail this hour everything in
your day afterwards has an easier time falling into place.

- The 20-20-20 breaks down the hour into three phases:

 The first pocket from 5:00 to 5:20 is all about moving-- this can be a quick cardio workout yoga
or some weight lifting the point is to get your heart rate up, sweat, and to get your body
releasing cortisol immediately upon waking. Morning exercise gets us into the perfect cognitive
state.
 Pocket 2- 5:20 to 5:40, reflect. Write down what you need to accomplish in the day ahead or
journal about anything that is on your mind or troubling you. Practice meditation-- 20-minute
block is all about focusing and thinking clearly.
 Third pocket- From 5:40 to 6:00 am, the last 20 minutes of the victory hour focuses on
learning. Read a book, listen to a podcast, or study a topic that currently interests you. Use
this time to get your brain kicked up into high gear.

- Two things to avoid when starting the 20-20-20:

1.) If waking up at 5:00 am means that you'll only be getting a few hours of sleep you, need to look
at your evening routine as well to make sure that you're getting a good six to eight hours of
sleep--as the saying says, you can't burn the candle at both ends.
2.) 20-20-20 is not a hard and fast rule. It's just a starting point-- if you do better with half an hour
of exercise and only 10 minutes of reflection, do that instead. If you need to read a book or do
 your reflection before you exercise, do that. Customize this routine to your personality just try to
get each of the sections completed.

 Habit Protocol- the author uses the Taj Mahal as a perfect example for a habit creation and
cultivation practice. The taj mahal took 20 years to complete-- but with a little will power and a lot
of consistency, the building was finally finished.
- You will need a little will power to get them started and a lot of consistency to make them to the
point where they're automatic-- when they are automatic, this is the stage where it becomes part of
your routine and you no longer have to think about it.

 The Four Focuses- successful people tend to focus better than the average people-- not only that
they tend to focus on key areas.

- Four Focus Areas are as follows;

1.) Capitalization Focus- we each have certain gifts that we are born with. That will come naturally
to us if we allow them to. This doesn't happen automatically though-- we must search for them
and cultivate these talents before they can really help us succeed.

2.) Eliminating Distractions- in the world of social media it is easier than ever to be distracted
unless you carefully set your smartphone. It can buzz with notifications almost constantly
throughout the day. Eliminating distractions and being able to focus on only a few important
tasks is the second focus of the successful.

3.) Personal Mastery- you will never be perfect-- you will always be a work in progress. Sharma
recommends focusing on what he calls the four interior empires; 1.) mindset is your self-talk,
2.) your heart set is your emotions, 3.) health set is your physical fitness, and 4.) your soul set,
contemplation, and meditation on who you are.

4.) Day Stacking- this focus is where the victory hour shows up. Focus on creating great days and
making each day better than the last one. Habits and consistency will lead you to success, not
bursts of short-lived motivation.

 10 Tactics for Lifelong Genius

1.) Creating a tight Bubble of Focus- Find or create a place to work that allows productivity and
creativity, one that is free of distractions or negative energy. A place that makes focus easy.
2.) The 90/90/1 Rule- For the next 90 days, spend the first 90 minutes of your workday on the
single most important project in your life. Nothing else is worked on or given thought to during
this time.
3.) 60/10 Method- after your 90 minutes is spent on your number one project, break the rest of
your workday into chunks of 60 minutes of work, followed by 10 minutes of relaxation.
4.) The Daily Five- what are the five things that you can achieve each day? Write them down and
then cross them off as they are completed.
5.) The 2nd Wind Workout- when your work day is complete, give yourself a 30 minute to an hour
workout to catch a second wind (e.g., long walk)
6.) 2 Massages- schedule two massages a week- Can't make that happen or don't like massages?
Schedule two activities a week that you enjoy outside of your normal structure-- this could be
coffee with a friend or a nice lunch.
7.) Traffic University- if you commute, use this time for podcasts or audio books rather than
normal radio advertisements and their idle chit chat.
 8.) The Dream Team- find, build, or create a team around you that can help you work on tasks
that don't need your specific attention. Delegate away business work and focus on the
important stuff that only you can do.
9.) Weekly Design System- spend time on Sunday giving your work week a general outline. Plan
your 90/90/1 and your 60/1 sessions as well as things like; two massages, second wind
workouts and chores, errands, or meetings.
10.) Daily Learning- spend at least 60 minutes each day learning. The best way to keep your
brain young and sharp is to spend time each day challenging it to grow and learn something
new.

o Remember:
“Take excellent care of the front end of your day, and the rest of the
day will pretty much take care of itself. Own your morning. Elevate your
life”
- Robin Sharma

SS21 LESSON 5 JOMO: A NEW PHILOOSOPHY OF SWITCHING OFF AND DISCONNECTING FROM
SOCIAL MEDIA (YouTube video)

 FOMO- the fear of missing out.

- refers to a pervasive apprehension that others may be having a lot of fun or noteworthy
experiences while you feel pressurized to join the same.
 We've all experienced it in the age of social media undue pressure to be a part of pop culture
references and trends. But now, there's an antidote to all of it.

 JOMO- the joy of being disconnected or the joy of missing out.

Log on to Instagram, to Facebook, or even to Twitter-- you'll feel deprived, you'll feel you're not
doing enough, you're not a part of the social fabric, you're not cool or trendy enough or worse,
not well informed about what's happening in the world-- you've been diagnosed with a classic
case of FOMO.

 if you're suffering from the social media driven pandemic then an antidote, JOMO, is
prescribed.

Imagine a world where you can unwind without any gadgets, when notifications, reels, likes,
and comments do not affect you imagine a world. Where the recent instagram reel does not
put any kind of pressure on you to join the bandwagon-- a world where a recent cooking trend
no matter how impractical doesn't spark formal.
 A simple philosophy; you don't have to derive joy from comparing your happiness to that of
others.

*But the same people who taught you about FOMO are now telling you about JOMO.
 Research says that, the joy of missing out (JOMO) is centered on innate satisfaction.
- You stop indulging in comparisons with others especially on social media and enjoy where you are
no matter what stage of life-- find joy in what you do.

 Learn the art of switching off-- learn how to disconnect from the pressures of social media, it's
not real life and not worth the grunt work. Forget about your reels and go enjoy your real life
because that is worth it.
 SS21 LESSON 5 BOOT CAMPS FOR INTERNET ADDICTS?! |FREE DOC BITES| FREE
DOCUMENTARY| (YouTube video)

 Song Changchun- 15-year-old spends his time in the room every day 24 hours-- most of the time he
sits in front of the computer and he is addicted to internet.
 In China, teenagers like these are sent to places like one behind barbed wire and properly locked
in, in boot camps. Strict discipline training just like in an army camp this is to help the addicted
teens.
 His father's taking him to a leisure camp. When Changchun gets into the car, he has no idea what's
in store for him; months of training, iron discipline, and no computers.
 In the Internet boot camp of the city of Gena officially a small elite school where 30 Chinese
teenagers are treated, minimum required 8-12 years.
 Anti addiction camp- strict rules are applied; cell phones are prohibited and private belongings
like Diaries are taken away from the kids. it's like the Army in here no secrets and respect is
demanded.
 Internet addicted kids are not in a position to talk to others they just have to learn to do it again.
 In this camp for internet addicts, boys and girls are treated together or better transport.
 According to the Chinese definition, sick children-- anyone sitting in front of a computer for more
than six hours per day is considered an addict in China.
 In Germany, it's not about hours, but rather certain criteria such as negative feelings or a sensation
of losing control.
 Friends are being blamed by the father of Changchun about his addiction.
 Standing still for 30 minutes; by standing still the teenagers should finally learn self-discipline.
 There are 250 boot camps for internet addicts in China. In some, the teachers use violence or work
with electric shocks (as a punishment).
 “On the one hand there's a lot of pressure on our children and society doesn't really give them an
opportunity to relax and the second important reason, the kids try to get recognition and respect--
and that's more achievable playing computer games than in real life.” - You Yabo
 Mutual trust, an important lesson at home everyone is a lone fighter isolated in his own little virtual
world here, they have to work together again for the first time.
 Allegedly ninety percent of internet addicted teenagers leave the camps guilt. We cannot verify the
number-- but we ask ourselves, transforming addicted teens with military training, can that really
be the solution?

LESSON 6: RECORDED LECTURE WITH GUEST LECTURER MR. KENDRICK CANUTO &
MODULE
 SS21 LESSON 6 EMOTIONAL MANAGEMENT: LESSONS FROM LIFE BY KENDRICK CANUTO
(YouTube video)

 “Ket, anya ngay?” An isturya serye with BSU-CAS-SOCIAL SCIENCE DEPARTMENT, SS21 STUDENTS
 EMOTIONAL MANAGEMENT

 7CS OF EMOTIONAL RESILIENCE

o Source: American Academy of Pediatrics
Resiliency: one of the traits of Filipinos looked up upon by people from other countries. Ability
to bounce back from a negative situation to a positive one. There should be a balance between
positivity and negativity

1.) COMPETENCE Example: People lose their belief in themselves

- Knowing how you can handle difficult during online learning.
situations.
5 Core Competency: 3.) CONNECTION
a.) Self-Awareness - How do we recognize - Maintaining ties with loved ones.
our emotions and thoughts as well as their *Help us maintain mental stability, especially if
influence in our behavior. we need someone to talk to, an ‘absorber’ ready
b.) Self-Management - Ability to regulate our to listen.
thoughts, emotions, and behaviors 4.) CHARACTER
effectively in different situations. - Developing a strong set of values.
c.) Social Awareness - Ability to take the *Our values define us and speak about who we
perspective and empathize with others. are and our character. It is shown in the emotions
d.) Relationship Skills - Ability to maintain that we produce.
positive relationship with others; we need 5.) CONTRIBUTION
support systems. Healthy relationship with - Speaks of how we use our strengths to
others and to ourselves. help others
e.) Responsible Decision Making - Do not Ex: To self - self care
make decisions at the peak of our 6.) COPING
emotions, whether it is extreme - Being able to handle stress in a healthy
happiness, anger, or sadness as we cannot way.
take back things we say or do. Decisions *Very important in emotional resilience: This is
made after couldn’t be took back. where Filipinos are good at.
2.) CONFIDENCE 7.) CONTROL
- Believing in your abilities. - Knowing you have the ability to
*it is important to believe in your abilities—trust make choices.
in yourself.

 TIPS ON MANAGING ONE’S EMOTIONS

More gratitude, Less attitude.

- It lightens up our mood if we look at things, we Recognize your negative feelings.
could be thankful about than things that we - Our emotions are valid.
can complain about. - Whatever you may feel at the current time, you
- Look at the brighter perspective of things. will not feel it forever. The feelings will pass,
-Think of the good things that happened out of you will not have one emotion forever.
that negative situation. - Be reminded to recognize the emotions of
others as well. Keep it balanced.
- It is okay to feel bad, but make sure we do
something to get out of such emotion as it
 will affect us all through out if we let it eat us -We can release stress when no words can
up. express how we feel.
-Man’s emotions are valid. It is okay to cry.
Allot a “ME” time for you.
- Have alone time, or have a time for reflections Being active in co-curricular and extra-curricular
and your own thoughts so you can process activities.
your emotions, as it is important to process -Can join activities within and outside school.
what we are feeling at the moment. -Ex: Online competitions of compositions, art,
and photography.
Journal your thoughts and emotions.
- A recommendation. Surround yourself with people who are good for
- From that, you can feel calmer than venting it you.
out to other people or to your pets, which -Surround yourself with people that contribute
can become a negative way of releasing our positively to mental health.
emotions. It does not have to be pretty. It can -Can be family, friends, or loved ones.
just be plain and simple as long as you jot
down your thoughts. Forgive yourself
- This way, you can process how impulsive you -Share your thoughts and feelings to someone
are without the knowledge of other people. you can trust.
- If there is one thing you can control, it is your -Find friends to vent your feelings out or share
emotions. your thoughts with. Do remember to warn
them before something heavy and that some
Detox from social media if needed. vents do not need a response, and you will
- When one is feeling down, burnt-out, or be able to feel lighter just by the act of
stressed, it is recommended that we detox expressing yourself.
from social media. -You can share your feelings to your friends or
- It can affect our emotions & thought especially have someone trusted who can listen to your
if we see negative posts. problems.
- Set boundaries—you have the rights to pause. It -However, if we have trust issues or there is no
is not necessary to reply immediately. one able, we can go back to the journal.
- You have the right to pause for the sake of your Choose what is best for you.
mental health. -Cry, pray, repeat if necessary. You’re not weak if
- Taking a break does not mean you are quitting you cry.
or stopping.
Do what you think is best for you.
Listen to music.
-Listen to music that we can relate to.
 REFLECTIONS:
 The most resilient people are not afraid to ask for help.
- Talk about your emotions—talk about what causes your emotions.
 Always remember that you are not your mood swings.
- You are not your emotions - do not decide at the peak of it.
 Your thoughts are just thoughts. Do not let it control you, you control them.
- Emotions can affect our actions.
 Conquer your giants.
- This can be our fears, anxieties, factors that distress us and others. We should try to conquer
them in a way that is still healthy.
 You matter and you are worth it.
- No matter what, you matter and you will always be worth it.
- It’s okay not to be okay. One should not practice toxic positivity. Let us feel our negative
emotions as well as our positives.
- Take a deep breath.
 - There is no one size fits all. Pick what is available to you and what is most efficient. Apply it

SS21 LESSON 6 EMOTIONAL & PHYSICAL SELVES (video)

 A big part of being alive is the ability to feel and the ability to think.
- To further understand this, we can look at our brain:

 Reptilian Complex: Responsible for Instincts and Reflexes

*This regulates survival functions such as breathing rate and heart rate.
 Midbrain/Limbic System: Oversees Intuition and Emotion or Subconscious thought
*This part is in charge of emotions.
 Neo brain/Neocortex: Reasoning and Logic/Reasoning Center
*The ability to grasp abstract knowledge and logic lies here.

 Why is this important to know these?

- This shows us the pathway that results in our behavior. For instance, the stimulus.
Example: Your crush messages you at 11 in the evening, saying “Hi, I want to say something to
you.” This is processed as a signal that goes first through the Reptilian Complex, where it
ponders if it is a life-or-death situation, then it proceeds to the midbrain/limbic system here
you start to feel tingly or a bit excited. At that point if you get overwhelmed, you may reply
saying; “Yes, I like you too.” where it may not end well. (This means that if the signal skips
neocortex, one’s behavior is not well thought out.)

*If the signal is allowed to proceed to the neo brain, you will be able to think first, “This is the first time I’m
being contacted. Maybe I’ll gather more information first before sending a reply. “

 This is how emotion regulation can help manage our behavior.

 Behavior is no longer simply reactive.

*In such case, an individual is able to deliver the right response, at the right time, and to the right person
regardless of emotion.

REMINDERS:
1. Emotion Regulation is not emotion “control”
- The goal is to facilitate an acceptance of our emotions and guide how it affects our life. When we
start to control our emotions, we tend to invalidate these.
For instance, when we meet someone we do not like, and we start feeling irritable or even
angry.
- Controlling it will mean you are denying yourself from feeling such anger or irritation, and because
this is repressed, it would build up inside you and would cause problems later on. Regulating would
allow yourself to feel yourself to feel angry and irritated but you do not need to act on that feeling
or cause harm to the other person. One may do breathing exercises or do other activities later on to
regulate that anger or to regulate it. For example, productive activities like arts and music.

2. Emotions are affected by space

- Space - external and internal environment
- External space - the people around us and the quality of environment. Takes into consideration air,
heat, noise, and even actual amount of space you’re in.
*When we are in a polluted or constricted environment, we tend to be irritable, to lose focus,
which affects how we relate or connect to other people.
- Internal Environment - We all have a private space, wherein if our internal garden is well tended,
plants are watered daily, harmful weeds and pests are managed, then we can prevent inner
turmoil.

3. Self- Awareness is Key - Emotional intelligence is defined as our ability to recognize and
understand our emotions. Good awareness of our emotions allows us to be more effective in
managing our daily activities and the quality of our interpersonal relationships. When we are able
to accept our emotions, we can be more in tune with our true selves. We can then be more
authentic in our behaviors.

 According to Keyes and Haidt (2003)

“Excellent emotional health may lead to a flourishing state.”

*Individuals with more excellent emotional health have been determined to be in a flourishing
state, this enables and increases work performance, have fewer physical limitations, higher
motivation, and many more.

SS21 LESSON 6 PHYSICAL AND EMOTIONAL SELVES (video)

 Acronym “ALIVE” for Emotion Management

 A – assess
- Observe yourself when dealing with difficult emotions. Try to describe the situation as best as you
can. Ask questions like what, who, when and where.

 L - label
- Always check the label. Give a name to the feelings you are experiencing. Is it anger, sadness, or
confusion? You may also identify physiological changes such as breathing rate, heartrate, and
sweating. Doing this helps us understand how we can deal with these.
 I – integrate
- Connect the dots. Which physiological response connect to the emotions you are feeling? Look into
your thoughts. What is greater concern is not the emotion themselves with the accompanying
irrational thoughts. List down these thoughts and establish their connection with the emotions
you’ve just labeled. Ex: if you’re feeling sad, what thoughts are accompanying the feeling? Is
sadness causing you to feel guilty about something? Do you want to do something about this
feeling?
 Ve – Verify
- Are your thoughts factual? Or are they inspired by the emotions you are feeling at the moment? In
the case of negative thoughts, do not deny or repress them. There is nothing to be afraid of.
Acknowledge that they exist and then verify if they are real or not. We can start by dealing with the
physiologial reactions before targeting results themselves.

 Emotional Regulation is not something that can be done immediately. Keep practicing.