Yra Sofia T. Cinco BSA1 LESSON 9: DIGITAL SELF Digital Self is the aspect of the self that is expressed or shared with others through the use of digital technology especially the Internet and social networking. This is the persona you use when you're online. Some people maintain one or more online identities that are distinct from their "real world" selves. Self and Other Cyberspace •Cyberspace refers to the virtual computer world, and more specifically, an electronic medium that is used to facilitate online communication. •Digital Literacy means having the skills and knowledge in using and understanding the digital technology. •Online Disinhibition is the lack of restraint one feels when communicating online in comparison to communicating in person. Two Categories of Online Disinhibition 1.Benign Disinhibition. We're more likely to open up, show vulnerability, and share our deepest fears. We help others, and we give willingly to donate on sites like the Red Cross. 2.Toxic Disinhibition. We're more likely to harass, abuse, and threaten others when we can't see their face. We indulge our darkest desires. We hurt people because it's easy. Impact of Online Interactions on the Self Positive Impacts •Social media sites inform and empower individuals to change themselves and their communities •Increased self-esteem when receiving many likes and shares. Negative Impacts •Social media may increase the risk for mental health problems, especially internalizing problems (suffering on the as inside, including symptoms like anxiety, depression, suicidal thoughts, negative self-image, and loneliness). •Low self-esteem due to the risk of being exposed to cyberbullying LESSON 10: INTELLECTUAL DEVELOPMENT Intellectual or cognitive development means the growth of a child’s ability to think and reason. It's about how they organize their minds, ideas, and thoughts to make sense of the world they live in. Theory of Intellectual Development Jean Piaget observed how children processed and made sense of the world around them and eventually developed a four-stage model of how the mind processes the information encountered. Three basic components of Piaget's theory •Schema - the building blocks of knowledge; mental organizations that individuals use to understand their environments. •Adaptation - how a child's learning process meets the situational demands. •Stages of Cognitive Development - reflects the increasing sophistication of the child's thought processes. Stages of Intellectual Development Stage Approximate Core Cognitive Capacities Age (years) Sensorimotor 0-2 Knowledge is through senses (tasting seeing smelling touching. hearing) Object permanence develops between 4 and 9 months Preoperational 2-5 Verbal and egocentric thinking develop Can do mentally what once could only do physically Conservation of shape. number, liquid not yet possible Concrete 6—11 Conservation of shape. now possible Operational number. liquid Logic and reasoning develop, but are limited to appearance and what is concretely observed Formal 12 and up Abstract reasoning—principles and ideals Operational develop Systematic problem solving is now possible (no longer just trial and error) Ability to think about and reflect upon one's thinking (metacognition) Scientific reasoning LESSON 11: EMOTION, ITS NATURE AND MANAGEMENT Emotions serve as a driving force in many of our behaviors; we use them as one of the basis for making a decision, embracing certain lifestyles, and relating to others. Emotions are defined as the "lower level responses occurring in the brain, creating biochemical reactions in the body, which results in changes of one's physical state" (Hampton, 2015). Feelings are subjective experiences that frame our interpretation of emotion. Feelings are subjective since they are based on our beliefs and past experiences. EMOTIONS VS FEELINGS Emotions are physical states that arise as a response to external stimuli Aroused before feelings Feelings are mental associations and reactions to emotions Physical states Mental associations and reactions Can be observed through the physical reaction Can be hidden Caused by emotions EMOTIONAL INTELLIGENCE Goleman (2005), it is the "capacity for recognizing our feelings and those of others, for motivating ourselves, and for managing emotions effectively in ourselves and others." EMOTIONAL REGULATION Adolescence is a challenging time with lots of changes. Teens deal with emotions while figuring out who they are. It's crucial for them to learn to control impulsiveness and become emotionally mature. However, there are common characteristics shared by individual who have achieved emotional maturity and efficacy. These individual manifest the following qualities that enable effective emotional regulation: 1. Self-control- Managing disruptive impulses. 2. Trustworthiness- Maintaining 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.
