Human Emotions and Emotional Intelligence:
regulate emotions and be emotionally aware
EMOTIONS:
* Play a part in making decisions, embracing
certain lifestyles, and relating to others.
* Serves as a driving force in how one acts and
behaves.
* Every individual is expected to have the capacity
to manage his or her emotions.
* HAMPTON, 2015: Emotions are the lower level
response occurring in the brain, which create
biochemical reactions in the body, and
consequently cause changes in one’s physical
state.
EMOTIONS AND FEELINGS:
* Emotions is a biological experience and
response.
* Feelings is the mental portrayal of what is going
on in your body when you have an emotion and is
the by-product of your brain perceiving and
assigning meaning to the emotion.
* FEELINGS are subjective experiences that frame
the interpretation of emotion. EMOTIONS are
psychological. FEELINGS are subjective since they
are based on personal beliefs and experiences.
EMOTIONAL INTELLIGENCE:
* For BAR-ON, it is an array of non-cognitive
abilities,competencies, and skills that influences
one’s ability to succeed in with environmental
demands and pressures.
* For MAYER, SALOVEY, AND CARUSO, it is one’s
ability to understand emotion and for them to
contribute in how perceives the environment he
or she is in.
* Emotional Intelligence includes one’s capacity to
which is helpful on one’s emotional and
intellectual growth.
* For GOLEMAN, it is the capacity for recognizing
our own feelings and those of others, for
motivating ourselves, and for managing emotions
effectively in ourselves and others.
Emotions exist alongside cognition. The brain
produces the psychological component of
emotions and the mind interprets it.
* COGNITION is used to be aware of one’s
feelings and of the others too.
* Managing emotions is an ability and an ability is
something that is learned.
3 MODELS OF THE SPECIFIC COMPONENTS OF
EMOTIONAL INTELLIGENCE:
FIRST MODEL: (MAYER, SALOVEY, AND CARUSO)
* Outlined 4 branches:
1. Emotional Perception and Expression
2. Emotional Facilitation as aids to make
sound judgement
3. Emotional Understanding and Analysis
4. Reflective Emotional Regulation
SECOND MODEL: (GOLEMAN)
* Clusters of Emotional Intelligence
1. Self-Awareness
2. Self-Management
3. Social Awareness
4. Relationship Management
THIRD MODEL: (BAR-ON)
* Made up of 5 composites
1. Self-Perception
2. Self-Expression
3. Interpersonal
4. Decision-Making
5. Stress Management
* The 3 models underlie two general aspects of
emotional intelligence: INTRAPERSONAL AND
INTERPERSONAL.
1. Emotional Regulation:
MANAGING AND REGULATING EMOTIONS IN
ADOLECENSE:
* EMOTIONAL REGULATION is an attempt to
influence emotions. Can be applied in interacting
with the self and with others.
* According to GROSS, emotional regulation may
take two forms:
1. COGNITIVE REAPPRAISAL
- involves the evaluation of the situation
prior to making personal, subjective
valuations about it.
- feelings are managed by using reason
to appraise the situation.
- it allows for the logical evaluation of the
situation instead of letting emotions rule over
rationality.
* BEHAVIORAL / OVERT STRATEGIES entail
engagement in observable activities:
1. Behavioral Avoidance (choice of not doing
behaviors resulting in negative emotions)
2. Substance Abuse
3. Exercise
4. Eating
5. Getting involved in social activities
* The advantage of behavioral regulation is that its
observable nature allows them to be monitored
directly.
QUALITIES THAT ENABLE EFFECTIVE EMOTIONAL
REGULATION:
1. Self-control - managing disruptive impulses
2. Trustworthiness - maintaing standards of
honesty and integrity.
3. Conscientiousness - taking responsibility
for one’s performance.
4. Adaptability - handling change with
flexibility.
5. Innovation - being open to new ideas.
6. Empathy - understanding other people
and putting yourself in their shoes

2. SUPPRESSION
- denial and masking of facial expression
to hide one’s current emotional state.
- when there is an attempt to hide pain,
the feeling is less likely to be painful.

* COGNITIVE / COVERT STRATEGIES includes:

1. Experiential Avoidance (avoidance of
thoughts and feelings judge to be painful)
2. Rumination (repeated contemplation)
3. Acceptance
4. Distraction

* The advantage of using these strategies is that

they provide the ability to alter negative impacts
of unpleasant emotions. Cognitive Strategies
empower an individual to handle a particular
emotion.
Unfolding Spiritual Self:
* The concept of the “WHOLE PERSON” is
associated to the idea of human beings as having
PHYSICAL AND PSYCHOLOGICAL aspects.
PHYSICAL ASPECT: covers the biological aspects
of human development, including:
1. Growth
2. Maturation
3. Other bodily changes
PSYCHOLOGICAL ASPECT: covers aspects of
development focusing on consciousness and
attributes that are not directly observable but
manifested in behavior.
SPIRITUAL ASPECT OF THE SELF:
SPIRITUALITY: Highlighting the mind-body-spirit
connection, the spiritual self is an ongoing,
personal life journey, contextualized by the belief
in a higher being, culture, relationship, nature, and
the discovery of meaning in one’s life.
* For PUCHALSKI, it is the aspect of the self that is
associated to an individual’s process of seeking
and expressing meaning and how he or she
connected to the self, to others, to the moment
and to everything else that composes his or her
environment, including sacred and significant.
* For BEAUREGARD & O’LEARY, spirituality is that
it is any experience that is thought to bring
experiencer in contact with the divine; it is not just
any experience that feels meaningful.
* For SINNOTT, it is also posited as the individual’s
personal relation to the sacred or transcendent, a
relation that then informs other relationships and
the meaning of one’s own life.
* For MYERS, defined spirituality as the “personal
and private beliefs that transcends the material
aspects of life and give a deep sense of wholeness,
connectedness, and openness to the infinite.”
Spirituality embraces connections with oneself,
with others, and with a higher being.
* Spirituality talks about meaning and purpose
that go beyond the physical realities of life.
* Second aspect is focused on a person’s
connections to different aspects of his/her
existence: to other people, to nature, and to
sacredness and divinity.
* Spirituality talks about sacred and transcendent.
There is a force higher than the self.
 Manifestation of faith
 The need for spiritual quest
 Personal subjective experience
 The spiritual person finds anchor in
whatever he/she believes in.
RELIGIOSITY:
* Defined as the adherence to a belief system and
practices associated with a tradition in which there
is agreement about what is believed and
practiced.
 Can be starting of spirituality
 Communal
 Beliefs and practices within religious
groups.
 Religious commitment
Self and the Natural Environment: environmental protection and
sustainability is important.
* Connection with Nature  Second, the emergence of technology
has hampered people’s engagement with
outside activities.
AFFINITY WITH NATURE:  Lastly, incremental behaviors toward
protecting the environment can go a long
* Defined as the ties that bind people and nature way. In taking care of nature, an individual
together also takes care of himself, thus
contributing to optimal, healthy
* Nature connectedness: which individuals include development.
nature as part of their identity.

* An individual with a strong affinity with nature

feels that his identity is tied to his natural
environment, genuinely cares for the environment,
and commits to taking care of it.

* Highlights the emotional connection with nature.

* Anchored on POSITIVE AFFECTIVE EXPERIENCE

AND AUTHENTIC LOVE FOR NATURE.

ECOPSYCHOLOGY:

* Interconnections between humans and the

natural world and the integration of practices
based on the notion that direct contact with the
natural world has healing potential.

* Based on Transpersonal (SPIRITUAL) and

Philosophical relationship with nature.

* Highlights beliefs and practices that promote

and enhance ecological, personal, and community,
sustainability.

How are connections with nature established and

improved?

 First, personal standpoints have a strong

relationship to one’s affinity with nature
and ecopsychology. Developing an open
mind and adopting a philosophical
perspective that advocates for
Discovering Life’s Meaning:
WELL-BEING AND LIFE SATISFACTION:
1. WELL-BEING:
* Being intrinsic with nature, is an inner, personal
construct, associated with self-esteem, and
self-understanding.
* It is how good one feels about himself that
permeates his entire being.
* The way we observe it is different for each
individual.
2. LIFE SATISFACTION:
* The contentment one has with the direction his
life is going.
* Circumstance in life and the elements that make
up life’s condition.
* It is intrinsic (REAL), it is the general attitude
towards life.
* For DIENER, Can refer to the desire to change
change one’s life, satisfaction with the past,
satisfaction with the future, and significant other’s
views of one’s life.
* Dependent on whether basic needs and other
goals are met.
FACTORS THAT INFLUENCES WELL-BEING AND
LIFE SATISFACTION:
1. PERSONAL FACTORS:
 Such as personality; openness
experience and extraversion.
 Cognition
 Physical health
 Vigor (physical strength)
2. ENVIRONMENTAL CONDITIONS:
 Socio-economic status
 Home and social environment
 Interpersonal relationship
 Education
CHARACTERISTICS OF A PERSON WITH A HIGH
LEVEL OF LIFE SATISFACTION AND WELL-BEING:
1. EFFECTIVE SELF-PERCEPTION
 Being able to change their attitude about
themselves and engage in
self-monitoring to minimize negative
attitudes.
2. REALISTIC SELF-ESTEEM AND
SELF-ACCEPTANCE
 Self-valuation and self-respect.
3. CONTROL BEHAVIOR
 Behavior awareness and regulation.
4. TRUE PERCEPTION OF THE WORLD
 Harboring healthy perception of their
environment and place within it.
5. SUSTAINING RELATIONSHIP AND AFFECTION
 Manifesting empathy and sharing of
positive emotions with others.
6. SELF DIRECTION AND PRODUCTIVITY
 Making sure their goals and behavior are
aligned to their core values and conscious
beliefs of themselves.
to
Political Self: ACTIVE CITIZENSHIP:

POLITICS, CITIZENSHIP, AND THE SELF:

* refers to structured forms of engagement with
political processes and everyday forms of
Politics, Citizenship, and the Self:
participation in society.
* As citizens, people become aware of their duties
and responsibilities that should empower them to * process of sharing decisions which affects one’s
participate in state and political affairs.
life and the life of a community in which one lives.

* POLITICS refers to the action or activities

concerned with achieving and using powers in a *participation is the fundamental right of
nation or society. citizenship.

* ARISTOTLE, “Man is by nature a political animal”

APPROACH:
because they are naturally drawn to various
political involvements to satisfy their social needs.
1. Participation in organized movements
POLITICS AS IMBIBED BY MAN IMPLIES:  rallies
 public assemblies
1. POLITICS IS CONCERNED WITH POWER: the  mobilizations
one who holds power, holds influence.  demonstrations

2. POLITICS FUNCTION IS BASED ON 2. Practice of democracy: communal system that

PARTICULAR SOCIAL ECONOMIC AND allows volitional freedom of citizens to make
CULTURAL CONTEXT: the nature of politics informed choices that allowed them to be heard.
and political system is dependent on the
culture of the state. 3. Social Construct: it fosters social relatedness
and belongingness. Advocacies affects other
3. POLITICAL IS PERSONAL: one’s personal people within defined boundaries.
choices reflect his or her personal politics.
4. Important goal is to instill change and influence
4. POLITICS GOES HAND IN HAND WITH society at large.
SOCIETY: it pervades the structure of society
and influences inhabitants in their beliefs,
ethics and behavior.
The Self in the Digital World: 2. DIGITAL COMMERCE
- electronic buying and selling of goods
- simplifies business transaction and
* The internet primarily serves 3 major purposes:
consumer sales
1. Social Interaction
- easing the process for both the business and
2. Information acquisition and generation consumer
3. Entertainment
3. DIGITAL COMMUNICATION
- electronic exchange of information
* the advent of technology comes with a
- facilitates quick communication and
corresponding challenge, to ensure that
information access in situations where
technology is used properly. physical boundaries make it difficult

DIGITAL CITIZENSHIP: 4. DIGITAL LITERACY

* refers to the norms of appropriate and
responsible behavior towards technology use.
* anchored on 3 general principles:
1. respecting
2. educating
3. protecting oneself and others
* serves the purpose of regulating human
behavior in a highly-technological and digital
world.
* major concern of living in the digital era is how
technology shape one’s sense of self and identity.
* ONLINE DISINHIBITATION, the lack of restraint
one feels when communicating online in
comparison to communicating in person.
9 THEMES THAT COVERS TECHNOLOGICAL AND
ONLINE BEHAVIORS:
1. DIGITAL ACCESS
- full electronic participation in society
- enebles obtaining information off-site
- process of teaching and learning technology
and the use of technology
- incorporates the use of technology in
teaching and learning methods
- making education more reliable and
personal for millennial learners
5. DIGITAL ETTIQUETTE
- electronic standards of conduct or
procedure
- curtail abusive behaviors that occur online
6. DIGITAL LAW
- electronic responsibility for actions and
deeds especially with ethics of technology
- curtail abusive behaviors that occur online
7. DIGITAL RIGHTS AND RESPONSIBILITY
- those freedoms are extended to everyone in
a digital world
- curtail abusive behaviors that occur online
8. DIGITAL HEALTH AND WELLNESS
- physical and psychological well-being in a
digital technology world
- provides provision to ensure netizens that
online participation can complement and
supplement healthy lifestyle choices and
behavior
9. DIGITAL SECURITY FIVE (5) TIME PERSPECTIVE:
- electronic precautions to guarantee safety
- ensures the release of such information to
legitimate stakeholders.
The Future Self:
* the self and its potentials and limits can be more
thoroughly understood by using a time-oriented
lens which focuses on how the self evolves from
being the self of the past, of the present, and the
possible self.
1. PRESENT-HEDONISTIC
 Individuals tend to be risk-takers
 Driven by sensory, concrete factors,
and by pleasurable sensation
 Disregard negative consequences of
their actions
 FOCUSED ON THE PROCESS
RATHER THAN THE OUTCOME
 Succumb to immediate pressures
found in their environment, rather
than to make decisions that have
long-term consequences

* time-oriented conceptualizations of the self 2. PRESENT-FATALISTIC

importantly explains how individuals construe their
sense of self by using temporal perspective in self
interpretations, and the process that individuals
use in conceptualizing with one can possibly or
potentially become.
 Individuals who feel their lives are out
of their control
 They feel that no matter what they do,
things will not turn out as what they
plan

* SOREN KIERKEGAARD, “life can only be 3. PAST-POSITIVE

understood backwards, but it must be lived  Individuals remain in their comfort
forward” zone
 Their actions influenced by what has
* an individual has the capability to plan for his or worked in the past
her future if he or she is able to understand
retrospectively reflect on experiences, past choices 4. PAST-NEGATIVE
and decisions, and past behaviors.  Individuals anchored on the past but
on the negative side
* understanding the past and taking control of the  Tend to focus on the wrong decisions
present can lead to an optimistic future. they had made in the past and
constantly regret them
TIME PERSPECTIVE THEORY (PHILIP ZIMBARDO)
* explains how people envision their experiences 5. FUTURE-ORIENTED
 Individuals base their present choices
* people are likely to sort, categorized, and and action on long term
analyze their human experiences into past, consequences
present, and future timeframes, influenced by  Manifest delay of gratification, and
personal, social, and institutional factors. endure negative situations
THE POSIBLE SELVES THEORY:
* outlined 6 philosophical premises that are not
only crucial to one’s full self-understanding but
also vital in shaping one’s future
FIRST PREMISE
 Possible selves is both a motivational
resource and behavioral blueprint of the
self.
 How one envisions himself to be fuels his
drive to achieve his plans for the future
enables him to set specific short-term and
long-term goals.
 If one sees himself to be successful in his
future careers, then his present behavior
is motivated by those plans enabling him
to set concrete targets in the future.
SECOND PREMISE
 NOT ALL FUTURE SELVES ARE POSITIVE
 Future selves revolve around three ideas:
1. OUGHT-TO SELVES (what one
might become)
2. IDEAL OR HOPED-FOR SELVES
(what one would like to become)
3. FEARED SELVES (what one is
afraid to become)
 Ideal and feared selves should be
balanced
THIRD PREMISE
 One’s future self is intertwined with his
past and present selves.
 Present situations enable one to think
clearly of his options and the decisions he
needs to take, which would bring him
closer to his goals.
 Experiences also shape how one
perceives the future because of enduring
concerns or unfinished business that are
brought to the present and may be a
driving force to one’s future plans
FOURTH PREMISE
 Future selves are product of social
interactions.
 One’s future is foreseen is a product of
social contexts:
1. FAMILY
 Shapes one shape ideal
conceptions of one’s future
family.
2. PEERS AND COLLEAGUES
 Influences the way of dealing
with professional colleagues
in the future.
3. SCHOOLS
 Expose one to standards that
can be carried in his present
and future lives.
FIFTH PREMISE
 Life transitions that have an enabling
influence on one’s future selves.
 When there are changes in one’s present
life circumstance, there will also be
changes to how future life perspectives
are viewed.
SIXTH PREMISE
 Based on the concepts of proximal and
distal goals.
 People are more motivated to worked on
goals that are more immediate than
those which are not
THE FUTURE SELF IS NOT A POSSIBILITY THAT IS
OUT OF ONE’S HAND. HAVING A CLEAR VISION
OF THE FUTURE PLANNING AND WEIGHING
PRESENT OPTIONS, AND MAKING THE RIGHT
CHOICES CAN LEAD TO AN OPTIMISTIC FUTURE.
Population and Demography: FACTORS THAT INFLUENCES POPULATION
CHANGE:
POPULATION:
* the whole number of inhabitants occupying an 1. BIRTH RATE
area and continually being modified by increase  Number of live births per 1000 in a
(birth and immigration) and losses (deaths and year.
migration). 2. DEATH RATE
 Number of deaths per 1000 in a year.
DEMOGRAPHY: 3. IMMIGRATION
* the study of statistics such as a births, deaths,  Number of people MOVING INTO A
income or the incidence of disease COUNTRY.
 PULL FACTORS: characteristic of the
DEVELOPMENT: place that attracts people to it.
* the process of economic and social 4. EMIGRATION
transformation that is based on complex cultural  Number of people LEAVING A
and environmental factors and their interactions. COUNTRY.
 PUSH FACTOR: characteristic of a
* The 2019 population is 108.11 million, according place that causes to people to leave.
to the latest UN estimates.
POPULATION GROWTH RATE:
 Percentage increase in a population over
MALTHUSIAN THEORY OF POPULATION: a period of time
 Theory of exponential population growth  (Number of births + Immigrants) -
and arithmetic food supply growth. (Number of deaths + Emigrants)
 THOMAS ROBERT MALTHUS
 Through preventative checks and positive REPLACEMENT LEVEL:
checks, the population would be  the number of children required to keep
controlled to balance the food supply the population of a country constant, not
with the population level taking migration into consideration.

2 TYPES OF CHECKS: TOTAL FERTILITY RATE:

1. PREVENTIVE CHECK  The average number of children a
 VOLUNTARY ACTIONS woman has in her lifetime in a country.
people take to avoid
contributing to the RATE OF NATURAL INCREASE:
population  RNI (%) = BR - DR
 Family planning 10
 Late marriages
 Celibacy DOUBLING TIME:
 Time in years needed for a population to
2. POSITIVE CHECK double its size
 Things that may shorten the  DT (years) = 70
average life span such as RNI
diseases, war, natural
disasters, etc.
Family Planning: 4 PILLARS OF FAMILY PLANNING:

* deciding the number and spacing of your 1. RESPONSIBLE PARENTHOOD

children.  Will and ability to respond to the
* use of contraception such as abstinence, natural needs aspirations of the family.
planning, hormonal birth control.
2. RESPECT FOR LIFE
BENEFITS OF FAMILY PLANNING:  1987 Constitution
 Prevent abortion thereby saving both
1. PROMOTION OF FAMILY PLANNING women and children.
 Ensuring access to preferred
contraceptive methods for women 3. BIRTH SPACING
and couples.  Proper spacing of 3 to 5 years.

2. PREVENTING PREGNANCY RELATED 4. INFORMED CHOICES

HEALTH RISK IN WOMEN
 Woman’s ability to choose if and
when to become pregnant has a
direct impact on her health
well-being.
 Couples and individuals decide and
may choose the methods that they
will use.
METHODS OF FAMILY PLANNING:

3. HELPING TO PREVENT HIV/AIDS  HORMONAL CONTRACEPTIVE METHOD

1. ORAL CONTRACEPTIVE PILLS
4. EMPOWERING PEOPLE AND ENHANCING  Should be taken one pill
EDUCATION everyday.
 Enables people to make informed
choices about their sexual and 2. INJECTABLES
reproductive health.  Given by injection into
woman’s arm or buttocks
5. REDUCING ADOLESCENT PREGNANCIES once every 1/2/3 months.

6. SLOWING POPULATION GROWTH 3. IMPLANTS

 Inserted under the skin of a
TO FAMILY MEMBERS: woman’s upper arm
1. MOTHER  Provide pregnancy
 Enables her to regain her health after protection for 3 to 5 years.
delivery.

2. CHILDREN
 Get all the love, care, security,
attention they deserve.

3. FATHER
 Lightens the burden and
responsibility in supporting his family.
METHODS OF CONTRACEPTION: HORMONAL METHODS OF BIRTH CONTROL:
1. LONG-ACTING REVERSIBLE
CONTRACEPTION:  Either both an estrogen and progestin, or
 Implant a progestin alone.
 Intrauterin Device  Both hormones prevent a women from
releasing egg cell during her cycle.
2. HORMONAL CONTRACEPTION:  Progestin help prevent sperm from
 Pills making their way to the egg by making
 Depo Provera injection mucus around a woman’s cervix thick and
sticky.
3. BARRIER METHOD:
 Condom BIRTH CONTROL METHOD THAT DO NOT WORK
VERY WELL:
4. FERTILITY AWARENESS
1. WITHDRAWAL
5. PERMANENT CONTRACEPTION:  Withdrawal of the penis from the
 Vasectomy vagina before ejaculation.
 Tubal Ligation
2. DOUCHING
BARRIER METHOD OF BIRTH CONTROL:  Washing or cleaning out the inside of
vagina with water.
1. CONDOMS  Never recommended because it can
 MALE CONDOM: place around cause infection in the uterus and
an erect penis. tube.
 FEMALE CONDOM: place inside
vagina before intercourse. 3. BREASTFEEDING

2. DIAPHRAGM AND CERVICAL CAP

 Flexible rubber cup that is filled
with spermicidal cream.
 Place into a vagina over the
cervix before intercourse to
prevent sperm from reaching
uterus.

3. VAGINAL SPONGE
 Contain a chemical that kills or
disable sperm
 To cover over the cervix before
intercourse