LESSON 6 THE EMOTIONAL SELF  Grief, hopelessness, and

disappointment are all examples of

sadness.
Emotions
Fear
 The lower level response occurring in
 can drive your heart to race, your mind
the brain, which create biochemical
to race, and your fight-or-flight reaction
reactions in the body, and consequently
to kick in.
cause changes in one's physical state
 It can be in response to real or
(Hampton, 2015)
perceived threats (something we think
 Serve as a driving force in how one acts
is threatening, but is actually not).
and behaves
 Some people like the surge of
 Play a part in making decisions,
adrenaline that comes with fear,
embracing certain lifestyles, and
whether it's from terrifying movies,
relating to others
roller coasters, or skydiving.
 Easily recognizable
Disgust
 Difficult to define
 is a bodily sensation that can be
 Hard to control sometimes
produced by rotten food, blood, or
inadequate hygiene.
Emotions and Feelings
 When someone witnesses another
person doing something they feel
Emotions
immoral or disgusting, they may
 Biological experience and response
experience moral revulsion.
 Physiological
Anger
 Manifested
 can be exhibited in a variety of ways,
 Can be produced by thought memory including frowning, yelling, or
 Longer present aggressive behavior.
Feelings  Anger can push you to make changes in
 Mental portrayal of what is going on in your life, but it is important to find a
your body when you have an emotion healthy outlet for it so that it does not
and is the by-product of your brain harm you or others.
perceiving and assigning meaning to the Surprise
emotion (Hampton, 2015)  can be both joyful and terrible.
 Subjective  When you're astonished, you can open
 Experienced consciously your lips or gasp.
 Triggered by external stimuli  The fight-or-flight reaction can be
 Temporary triggered by both surprise and fear.

Basic Types of Emotions

Emotional Intelligence
Happiness  An array of non-cognitive abilities,
 is a pleasant emotion that causes competencies, and skills that influence
people to feel a higher sense of well- one's ability to succeed in coping with
being and contentment. environment demands and pressures
 Many people seek for happiness. (Bar-On, 1997 p.14)
 Smiling or speaking in an upbeat tone of  One's ability to understand emotion
voice are common ways to and for them to contribute in how one
communicate happiness. perceives the environment he or she is
in (Mayer, Salovey, & Caruso, 2004)
Sadness  Capacity to recognize one's own
 is something that we all go through feelings and those of others, for
from time to time. motivating ourselves, and for managing
 Crying, being quiet, and/or withdrawing emotions effectively in ourselves and
from others are all ways to others (Goleman, 1998 p. 317)
communicate melancholy.  Includes one's capacity to regulate
emotions and be emotionally aware
 which is helpful on one's emotional and deep sense of wholeness, connectedness, and
intellectual growth openness to the infinite (Myers et al, 2000).

Emotions and Cognition Aspects of Spirituality

 They coexist 1. It seeks for the meaning and purpose of life.
 The brain produces physiological 2. It is focused on connectivity to others, to
component of emotions and the mind nature, and to sacredness and divinity.
interprets it 3. It speaks about the sacred and transcendent.
Managing emotions is an ability which can be
learned Religiosity
 It is the adherence to a belief system
High Emotional Intelligence and practices associated with a
 Good social relationships tradition in which there is agreement
 Unlikely to break rules/violate policies about what is believed and practiced.
 Exhibit flexibility interpersonal skills  It includes specific practices,
 Effective leaders and agents of change proscriptions, and participation in a
 Unlikely to develop depression a specific community that shares the
anxiety same beliefs and practices.
 Cope effectively with challenges
Spirituality and Religiosity
THE SPIRITUAL SELF Religiosity is communal
USELF – MODULE 7 spirituality is individual and personal
Spirituality may not be innate but rather
developed, it can be a starting point for
THE SPIRITUAL SELF spirituality.
"When you examine the lives of the most
influential people who have ever walked among As one matures, he/she begins to question and
us, you discover one thread that winds through slowly makes realization and insights until the
them all. They have been aligned first with their ritualistic tradition eventually becomes a
spiritual nature and only then with their personal and meaningful manifestation of faith
physical selves." -Albert Einstein
The Spiritual Self
Spirituality  It is considered as the higher self, the
It is the aspect of the self that is associated to inner self, and the person's true being
an individual's process of seeking and that is greatly influenced by a spiritual
expressing meaning and how he or she is deity
connected to the self, to others, to the  Research has shown that when facing
moment, and to everything else that composes trials, greater religiosity predicts greater
his or her environment, including the sacred subjective well-being mediated by
and significant (Puchalski, 2014). greater social support and meaning in
life (Deiner et al, 2011).
It is any experience that is thought to bring the  Individuals with faith in a higher being
experience in contact with the divine; it is not are able to face life challenges with
just any experience that feels meaningful greater confidence and hope.
(Beauregard & O'Leary, 2007).  The impossible becomes possible and
the difficult becomes manageable,
It is the individual's personal relation to the because of divine intervention and
sacred or transcendent, a relation that then guidance.
informs other relationships and the meaning of
one's life (Sinnott, 2002).

It is the personal and private beliefs that

transcend the material aspects of life and give a
Spiritual Person and Coping with Stress
  Spiritual people engage in practices that Vicious - a person having the inclination or
can help reduce levels of stress. -Dr. habit to do wrong
Seppala of Center for Compassion and
Altruism, Stanford University Two Moral Theories and their Respective
 Spiritual people have high regard to Principles
prayer which becomes a source of
comfort and leads to forgiveness and 1. Atheistic
healing. •Matter is the only reality
 Spiritual people also are likely to help • Man is matter and does not have spiritual
through donations, volunteer work, and dimension
community service • Man is free and must exercise his freedom to
 Rather than overeating or engaging in promote the welfare of the society
unhealthy coping behaviors, spiritually There is no life after death
active people cope up with stress • Man is accountable only to the state
through meditation.
 Spiritual people choose to spend quality 2. Theistic
time with family and they find strong • God is the Supreme Creator and Lawgiver
connectedness to their community. • Man is free and must exercise his freedom to
 Positive emotions, increasing levels of promote his personal and social interests along
psychological resilience and improved with his fellowmen/women
immune response have all been • Man has an immortal soul
associated with spirituality (Miller, • Man is accountable for his action, both good
2020). and evil

Starting a Spiritual Journey Moral development is the process through

1. Start small and make new habits easy. which children develop proper attitudes and
Spiritual journey is a process and it is behaviors toward other people in society, based
progressive. on social and cultural norms, rules, and laws.
2. Commit. Choose to start and continue with (healthofchildren.com)
the journey.
3. Practice. Keep on doing and progressing. Lawrence Kohlberg's (1963) Moral
4. Study. Explore, relate and seek advice and Development Theory was inspired and built on
guidance from other people. the work of Piaget and was interested in finding
5. Choose love and respect. Choose these two out how our moral reasoning changes as we get
above all older. He wanted to find out how people decide
what is right and what is wrong.
(courses.lumenlearning.com)
THE MORAL SELF
USELF – MODULE 8 Lawrence Kohlberg (1927-1987)
An American psychologist and educator known
THE MORAL SELF for his theory of moral development
"Mos, Mores"
• Latin Word Jean Piaget (1896-1980)
• Tradition or custom A Swiss psychologist and genetic epistemologist.
He is most famously known for his theory of
One principle that is needed to understand cognitive development very well
human morality-and expands evolutionary and
biological approaches is rooted in the explicit Piaget: Moral Development
self-awareness and autobiographical Moral reasoning develops through childhood
narratives that characterize human self- due to disequilibrium and decreasing
consciousness, and moral self-views in egocentrism.
particular (Hofmann, Wisneski, Brandt, & Skitka,
2014).
Virtuous - a person having the inclination or Stage 1.
habit to do good Pre-moral: 0-5 years.
 • Little understanding of rules as children • Motivating factor in good behavior is
can't carry out complex mental social approval from those closest to
operations. Behaviour is regulated from the child
outside the child (Sensorimotor & Pre- Stage 4 - Maintaining Social Order
operational) • People begin to consider society as a whole
Stage 2. when making judgments
Heteronomous/Moral realism: 5-9 years. • The focus is on maintaining law and order by
• Rules are rigid and given by adults/God. following the rules, doing one's duty and
Rules tell you what is right or wrong. respecting authority
Consequences dictate the severity of a Level 3. Post-conventional Morality
behaviour, not the intentions (Pre- Stage 5 - Social Contract and Individual Rights
operational & Concrete Operational) • People begin to account for the
Stage 3. differing values, opinions and beliefs of
Autonomous morality/Moral relativism: 10 other people
years upwards. • Rules of law are important for
• Emphasises co-operation. Rules are maintaining a society, but members of
changeable under certain circumstances the society should agree upon these
and with mutual consent. (Concrete and standards
Formal Operational) • Laws, rules, and regulations are created
for the mutual benefit of all citizens
Kohlberg's Theory of Moral Development Stage 6 - Universal Ethical Principles
Level 1. Pre-conventional Morality • Based upon universal ethical principles
 Stage 1 - Obedience and Punishment and abstract reasoning
 Stage 2 - Individualism and Exchange • People follow these internalized
Level 2. Conventional Morality principles of justice, even if they
 Stage 3 - Interpersonal Relationships conflict with laws and rules
 Stage 4 - Maintaining Social Order
Level 3. Post-conventional Morality THE DIGITAL SELF
 Stage 5 - Social Contract and Individual USELF – MODULE 9
Rights Stage 6 - Universal Principles
Millennial generation are the generation of
Level 1. Pre-conventional Morality digital natives.
➤ Stage 1 - Obedience and Punishment
 Children see rules as fixed and absolute. Online Identity
Obeying the rules is important because • The totality of the person's appearance,
it is a means to avoid punishment expression, behavior, and interaction within the
 "Might makes right" digital platform particularly the Internet.
 Common in young children, but adults • This projection is sometime different from the
are also capable of expressing this type person's actual self and personality in actual
of reasoning social interaction.
Stage 2 - Individualism and Exchange
• Children account for individual points of The Challenge of Technology
view and judge actions based on how • Ensuring the proper use of technology
they serve individual needs • How technology shapes one's self and identity
• They recognize that there is mutual
benefit in cooperation The essence of digital citizenship refers to the
"Instrumentalism" norms of appropriate and responsible behavior
 "What's in it for me?" towards technology use.
Level 2. Conventional Morality
Stage 3 - Interpersonal Relationships
• "good boy-good girl' orientation
• Focused on living up to social
expectations and roles Three General Principles in Digital Citizenship
• There is an emphasis on conformity
Respecting
•Users' privacy in the online domain distinct from our online identities, who
• Netizens' diverse perspectives reside in a virtual make-believe world
Educating free of the obligations and restraints of
• Make use of social media to promote truth the offline world.
and research-based news • Exercise the proper
use of technology, netiquette and data privacy Minimisation of Status and Authority
Protecting • Individuals are able to express
• Personal identity and sensitive information themselves more freely since the fear of
• Personal and private time being judged or criticized is reduced
when the perception of authority is
Online Disinhibition Effect reduced.
• The online disinhibition effect is a
phenomena that attempts to explain Behaviors of Digital Citizens
why people feel more free to express Digital Access - Full electronic participation
themselves online without fear of Digital Commerce - Electronic buying and
consequences. selling of goods
Digital Communication - Electronic exchange of
Factors that Foster Online Disinhibition information
Digital Literacy - Process of teaching and
Dissociative Anonymity learning technology and the use of technology
• People may remain virtually Digital Etiquette - Electronic standards of
anonymous, creating a sense of conduct or procedure
detachment since they can conduct Digital Law - Electronic responsibility for actions
themselves in a certain way online that and deeds, especially with ethics of technology
has no impact on their offline lives. Digital Rights and Responsibilities - Those
freedoms extended to everyone in a digital
Invisibility world
• Invisibility is most commonly associated Digital Health and Wellness - Physical and
with text-based interactions since it psychological well-being in a digital technology
increases inhibition by removing the world
need to consider one's physical Digital Security - Electronic precautions to
appearance, clothing, body language, guaranty safety
and other non-verbal communication
indicators. Gender and Sexuality Online
• Because the internet allows people to
Asynchronicity keep their true identities hidden from
• Asynchronous communication refers to their real family and friends, they
communication that is not real-time become more free and expressive
and can be responded to at any about sensitive sexual issues that are
moment. generally avoided in conventional face-
to-face conversations.
Solipsistic Introjection (solus+ipse)
• Our minds may instinctively assign faces The internet's anonymity allows people to talk
and attitudes to persons we contact about teen sex, sex orientations, and even sex-
with online in the absence of facial related health issues without fear of being
cues. In this way, we develop an judged or discriminated against.
introjected persona in our intrapsychic
environment based on our own
expectations, aspirations, and needs as
well as the information they choose to
reveal through their messages.
Managing the Digital Self: Responsible Online
Dissociative Imagination Self Presentation
• Unconsciously, our minds begin to
assume that our actual selves are Socrates’ Triple Filter Test
Regarding the Truth
• Do I know for a fact that this information is
true?
• Can I bet on it? Will I be able to prove it to
anyone?
• Am I willing to compromise my reputation
over this?
Regarding the Good
• Does it benefit me or the other person?
• Will it make them or me a better person and
evoke positive emotions? • Will the situation of
those involved improve?
Regarding the Necessary or Useful
• By knowing this message, will that person's
life or my life improve?
• Can that person take any practical action
regarding this information or message?
• In what way does not knowing this
information hurt or affect the other person?

 Freedom comes with responsibility,

even on social media.
 Technology must not control the
society.
 Technology must not define anyone.