Transcript Values, Health, and Change

Where Do Values Originate?
How Do They Develop?
 Originate
 Not born with values. They are learned through socialization.
 Socializers include:
Family, Peers, School, Religion, Government, & Media
 Develop
 Values Programming Analysis
 Early Years (imprinting)
 Middle Years (modeling)
 Teen Years (socialization & peer group)
 Societal Influences (decade theory) (not on test)
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Altering Influences of Our Values
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Major Life Change
Mental Unrest
Changes in Wants
Evaluating Your Values
 Characteristics of Healthy Values
 Owned
 Realistic
 Behaviors that promote positive outcomes
 Life Enhancing
How are Values Transmitted
 Moralizing
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Direct, although sometimes subtle
transmission of the adult’s values to young
people
 Laissez-faire
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Opposite means of value transmission than
moralizing. In laissez-faire the young person is
left to discover values without leadership or
guidance.
Recommendations for Values
Development
 Set a Positive Example
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Do as I say not as I do yields a child who will do
just that, say one thing but do another.
 Encourage the Values You Think are Important
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Positive Reinforcement
 Teach and Guide
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Allow Experience to Be a Teacher
Encourage Thinking for Oneself
 Instill a Value of Self
 Emphasize Universally Acceptable Values
Characteristics of Overall Health
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Trim and Physically Fit
Full of Energy
Free of Minor Complaints (indigestion, headaches,
constipation, insomnia, et.)
Alert and Able to Concentrate
Radiant with Clear Skin
Active and Creative
Able to Relax Easily, Free of Worry, and Anxiety
Free of Destructive Health Habits
Fulfilled and At Peace
Satisfied with Your Sexual Relationships
Able to Assert Yourself and Stand Up for Your Rights
Think Critically About a Variety of Topics
Just Checking in With Self
 Based on Assignment 1a, you should have a
better idea of your self-concept and the
manner in which other’s see you. With this
feedback you have some decisions to make.
 Do you believe what they have told you?
 Do you want to change anything about you?
 What are they?
Defensiveness: The Enemy
 True or Real Self vs Ideal Self
What do we do when the “Real
Self” and the “Ideal Self” are not
the same
 Cognitive Dissonance:
 A state of tension that occurs
when a person simultaneously
holds two cognitions that are
psychologically inconsistent, or
when a person’s belief is
inconsistent with his or her
behavior.
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Steps for Achieving Goals
 Consider and Assess Goals for Change
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Is the goal mine?
Is the goal in accord with my values?
Is the goal a priority of mine?
Is the goal realistic?
Is the goal specific?
What are my motives?
 Write the Goal
 Determine Specific Action Steps
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Pinpoint
 Take Action
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The longer you wait the less likely you will act.
 Reassess the Goal and Repeat Steps
Physical Health
 Benefits of Physical Activity
 Nutrition
 Weight Maintenance
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Diet, Cardio, Weight Training
 Adequate Rest
 Stress Management
(see next slide)
Mental Health: Stress Management
 Stress- the bodies experience of a perceived demand
to adjust.
 General Adaptation Syndrome (Hans Selye)
Stress Management (cont)
 Distress v. Eustress (both are taxing)
 Sources of Stress
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External and Internal
 Coping with Stress
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Deep Relaxation and Breathing
Cognitive Change (see
Mental Health: Valuing Yourself
 Self-Esteem- the value that we place on
ourselves.
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Global- overall self-evaluation
 Sources of Self-Esteem
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Social Interaction (reflections & perception)
Social Information (feedback from others)
Social Comparison (family, peers & culture)
Self-Observation
How much should we rely on others? Self?
Mental Health: Valuing Yourself
 Effects of Higher Levels of Self-Esteem
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Improved Academic Performance
Emotions and Behavior (depression & drug use)
Improved Relationships (Closeness)
Improved Career Success
The effects of low self-esteem are the
converse of the list above.
Mental Health: Valuing Yourself
 Self-Esteem Building and Strengthening
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Heal Psychological Pain
Choose Healthy Conscious Living
Set Priorities
Concentrate on Strengths
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Affirmations (positive statements about self)
Evaluate Sources
Change Thoughts
Theory of Change I:
Thought Changing
 Change
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Negative Thought Patterns
Cognitive Theory
 Event-Thought-Emotion-Action (cycle)
 Punctuate Thought
 Thoughts become automatic
 Negative thoughts begat negative emotions
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Change Your Thoughts
 Cognitive Restructuring- thought changing
 Tune into Self Talk or Metacognition- your thoughts
 Irrational Beliefs- unreasonable and exaggerated thoughts
Thought Changing
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Change Negative Thought Patterns (cont)
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Albert Ellis
 Identify irrational thought
 Determine the truth of the thought and related facts
 Restructure thought Just because ____ doesn’t
mean
 End with an affirmation
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Thought Stopping- A cognitive technique in which
you mentally say “stop thinking this way” or just
“stop”
Theory of Change II.
 Behaviorism (B.F. Skinner): An approach to
psychology that emphasizes the study of observable
behavior and the role of the environment as a
determinant of behavior.
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Operant Conditioning: The process by which a response
becomes more likely to occur or less so, depending on
its consequences.
Reinforcer: A stimulus or event that strengthens or
increases the probability of the response it follows.
Punisher: A stimulus or event that weakens or
decreases the probability of the response it follows.
 If you persist in an unhealthy behavior your self-
esteem will not increase. Make wise decisions.