Module Activities and Assignments

These are some of the activities (some are considered as assignments) that
are found in UTS module/book, and was instructed to us to be done during
FLD periods, and to be handed to our professor, Mr. Roger Ambida, in his
class periods.
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Online Activities and Assignments
These are some of the activities and assignments that are passed via
Blackboard, or to be considered as Online Activities and Assignments. Most of
the activities are given during FLD period of UTS.

Description of Self

MRR 1
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MRR 2
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MRR 3
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MRR 4
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Essay on FLD Period

Meaning of Life
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ME-volution

Pledge to Nature (via Social Media post) 

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MODULE 1. INTRODUCTION TO UNDERSTANDING THE SELF

MODULE 1: Introduction to Understanding

the Self
This module tackles the fundamental concepts and principles of the self. It
covers the different factors that contribute to one’s being, the philosophical
and theoretical perspectives about the self across genrations, as well as the
explanations of different fields of sciences about the self and identity.

SECTION 1. SELF – SOCIAL, ENVIRONMENTAL AND OTHER LIFE FACTORS

 Nature vs. Nurture

 Nature differs from Nurture, since in Nature, a person develops
his/her characteristics biologically (something that has developed starting
from the birth of the child), while in Nurture, a person develops his/her
characteristics through the external factors, such as the environment and
the society (family, friends, relatives, etc.).
 Identity vs. Self
 Identity, also, differs from Self, as what the readings
say, Identities are “qualities, characteristics, beliefs, opinions, etc., that
make a person unique from others.” These is what is distinguishable by
others, or what they perceive to us through our actions. Self, on the other
had, is the “person of himself/herself,” meaning, it is what the others
didn’t see in you, because this is personal character; this is what makes
up a person.
 Dimensionalities of the Self/Identity
 There are 4 different dimensionalities of self, namely social factor,
environmental factor, hereditary factor, and person-volition factor. Social
factors are the factors in the development of a person which includes all
the person around us, like our family members, relatives, friends,
teachers or professors, and even strangers, that might create an
impression to you or affects your actions and thoughts in
life. Environmental factors are the factors in the development of a
person that includes the environmental structure, events, and such,
which might give an impact on how a person could grow in all the
aspects of his/her life. Hereditary factors are the factors in the
development of the person that includes biological changes and events,
 such as growth in height, puberty (growing of pubic hair, deeper voices
for male, broadening of hips and start of menstruation for female, etc.)
that usually affects the physical characteristics of a person. Lastly,
the Person-volition factors are the inclination of a person creates a
social construct which sets him apart to others.

SECTION 2. WHAT PHILOSOPHY SAYS ABOUT THE SELF

 Self – it is defined to as “a unified being, essentially connected to

consciousness, awareness, and agency (or, at least, with the faculty of
rational choice).
 Classical Antiquity
 Through Greek times:
 Greek philosophy was started by Socrates, with his
aphorism/principle of “know thyself,” which is also inscribed in the
temple of Apollo at Delphi.

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 Socrates believed that the real self is not the physical body,
but rather the psyche, or the soul.
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 Plato, a student of Socrates, also studied and explained
thoroughly what is the true essence of self, which is then founded by
his mentor. Plato suggested that the “self is fundamentally an
intellectual entity whose nature exists independent from physical
world.”

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 Furthermore, Aristotle, student of Plato, explained
thoroughly how we could see the essence of self. Aristotle suggested
that the ideal is subsumed in the phenomena. Aristotle called the ideal
 as essence, and the phenomena as the matter. He emphasized that
these 2 co-exist, and is dependent with one another.
 Two lens of Philosophy of Self in Greek Times:
 Rationalism – explains self from the standpoint of what
is ideal and true, and what not is rooted with senses.
 Empiricism – according to it, there is no such thing as
innate knowledge; all knowledge are derived from experience –
through five senses or what is perceived by our brain.

 Towards Modern Philosophy

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 St. Augustine incoporated the views of Plato to his religious
philosophy.

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 John Locke, David Hume, and Immanuel Kant were empiricists
philosophers.
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 Rène Descartes was a dominant rational philosopher during the
Middle Ages
 Contemporary philosophers have incorporated science to their
theories in the light of the technological advancements that they have
been exposed to.
 Majority of contemporary philosopher were empiricists:
 Gilbert Ryle, Patricia Churchland, and Maurice Merleau-
Ponty have incorporated biological and neuroscience in their
philosophies.

SECTION 3. WHAT SCIENCE SAYS ABOUT THE SELF

Natural and social sciences encompass a number of disciplines that have

deliberated on and explained the concet and nature of the self.

 Biological/Physiological Sciences
  Neurophilosophy (attributed to Paul and Patricia Churchland) is
concerned with the association of the brain and the mind.
 Psychoneuroimmunology describes the shaping of the self as
similar to how the human immune system functions.

 Social Sciences
 Psychology defined as the study of human behavior, sees the
self as a theoretical construct.
 Psychoanalysis (proposed by Sigmund Freud) focuses on the
“unconscious” as a core element of the self.
 Behaviorism maintains that the study of behavior should
be made from an observable and measurable perspective.
 Social Cognitive Theory considers behavior as a function
of the environment and internal attributes.
 Humanistic Perspective draws its assumptions from the
observed criticisms of psychoanalysis and behaviorism. It believes that
every individual has the ability to reach self-actualization and
transcendence, and that each person is inherently good or possesses
something that is good.
 Sociology is the study of the collective behavior of people within
the society and focuses on social problems encountered by individuals.
 Anthropology is the study of human beings and their ancestors
through time and space and in relation to physical character,
environmental and social relations, and culture.
 Political Science (PolSci) is concerned with the participation of
individuals in establishing a government and making politicl choices.
 Economics describes and analyzes the production, distribution,
and consumption of goods and services.

MODULE 2. UNFOLDING THE BIOLOGICAL SELF

This module tackles two important representations of self: the physical and
sexual. The first section identifies biological and environmental factors that
affect the physical self as well as issues and challenges that individuals face
with regard to their physical characteristics. The second section discusses
sexual attributes, characteristics, gender, and responsible sexual behavior.
SECTION 1. THE PHYSICAL SELF
This section identifies and explains the biological and environmental factors
that shape the physical self. It also delves into socio-cultural issues
associated with physical well-being.

 The Biological Blueprint

 The physical self is shaped by biological and environmental
factors
 Heredity is defined as the transmission of traits from parents to
offspring. The traits are made up of specific information embedded within
one’s gene.
 Genotype refers to the specific information embedded within
one’s genes; not all genotypes translate to an observed physical
characteristic.
 Phenotype is the physical expression of a particular trait.
 Each individual carries 23 pairs of chromosomes, which are
threadlike bodies in the nucleus of the cell and the storage unit of genes.
The 23rd pair, also known as sex chromosomes, determines the sex of
an individual.
 Within each chromosome is the deoxyribonucleic acid (DNA),
which is a nucleic acid that contains the genetic instructions specifying
the biological development of every individual.
 Maturation is known as the completion of growth of a genetic
character within an organism or the unfolding of an individual’s inherent
traits or potential.
 Environmental Conditioning
 As you grow up, you are exposed to environmental influences that
shape yoir physical self, including those from your social networks,
societal expectations, and cultural practices.
 Family, being your first social group, forms a crucial foundation of
your development, including that of your physical self.
 As you grow older, you get exposed to a larger social group with
new practices and standards. As a result, you may begin engaging in
acts that would make you attractive and acceptable to others.
 One aspect of physical beauty is a person’s body type.
Contemporary media has portrayed slim bodies as the ideal body type
 for women and muscular bodies for men. Thus, adolescents indulge in
activities that would enable them to achieve these ideal body types.
 However, some adolescents may resort to unhealthy habits just to
achieve the ideal body type. It is important to remember that physical
beauty is only skin-deep; that what matters is feeling good about oneself
and embracing a healthy perception of one’s physical worth.
 Achieving Physical Well-being

 Healthy eating. Following a healthy diet results in healthy skin,

ideal weight, and better stamina.
 Embracing a healthy lifestyle. Physical activities such as
walking, running, going to the gym, and engaging in sports also
contribute to a healthier body.
 Maintaining proper hygiene. Taking care of your body by
consistently following a hygiene regimen can also help you feel good
about yourself.
 Being confident. Be secure in yourself, embrace a positive
outlook toward various situations and problems, and love and accept
who you are.

SECTION 2. THE SEXUAL SELF

This section tackles one of the most crucial aspects of human development,
the sexual self. It highlights biological and environmental factors that shape
sexual development. Tips on regulating sexual behavior are also provided.

 The Biology of Self

 At birth, the sexual genital (penis for male, vagina for female) is a
biological feature that distinguishes males from females. Moreover,
during puberty, observable changes in the human body also known as
secondary sexual characteristics begin.
 When physiological changes are trigerred within the adolescent’s
reproductive system, he or she is likely to experience sexual urges,
become more sensitive to sexual stimuli, and feel sexual arousal.
 Humans are likely to engage in sexual activities to satisfy sexual
urges. However, the kind of sexual activities they engage in may vary.
  A person should be aware of his/her sexuality and sexual
attributes in order to make responsible decisions. Adolescents need to
realize the importance of having informed choices.
 Sexual Identity and Gender Orientation
 Biological sex is one’s assignment upon birth and is dependent
on physical feature. On the other hand, gender is an identity that is
learned and embraced by individual.
 Gender roles refer to societal expectations of how men and
women should act. Everyone has a basic idea of gender roles: men are
assumed to be strong and dominant while women are perceived to be
submissive and demure.
 Sexual identity and gender orientation underlie one’s concept of
self. A person expresses his or her sexuality through individuality; one’s
belief and behavioral lifestyle are based on his or her own perceptions of
sexuality.
 The Consequences of Sexual Choices
 Sexual intercourse (copulation) is the reproductive act in which
the male organ (penis) enters the female’s reproductive tract (vagina).
Adolescents couples who engage in sexual intercourse are usually
overwhelmed by the sensations they feel during the act.
 However, if the woman is fertile during the time of intercourse,
pregnancy is likely to occur and it lasts approximately nine months before
the birth of the child. Having a child entails a big responsibility and should
not merely be a consequence of an impulsive moment. Physical risks to
having an early pregnancy may impact an adolescent’s development,
including miscarriage, emotional stress, and health risks to both mother
and infant.
 Aside from pregnancy, another consequence of impulsive and
careless sexual intercourse is the risk of acquring sexually-transmitted
diseases (STDs). Among common STDs are:
 Syphilis
 Gonorrhea
 Chlamydia
 Genital Warts
  The most alarming sexually transmitted disease is the acquired
immune deficiency syndrome (AIDS) caused by the human
immunodeficiency virus (HIV). It can be transmitted by contact between
broken skin, wounds, or mucous membranes and HIV-infected blood or
blood-contaminated body fluids.
 It is important that everyone makes responsible decisions with
regard to sexuality and sexual behavior. Responsible sexual behavior
entails the following:
 Respect for one’s body. It means taking care of one’s
body and avoiding activities that undermine one’s worth and respect.
 Maturity in thoughts and deeds. It refers to being
objective, rational, and calm, instead of being swept by one’s emotion.
 Being guided by one’s personal beliefs and core
values. Everyone, especially an adolescent, should always be
grounded by his/her personal principles and self-worth.
 Being future-oriented. Instead of focusing on the present,
a person should always weigh his or her present actions with possible
consequences in the future.

MODULE 3. UNFOLDING THE SOCIAL SELF

This module focuses on the social aspects of the self. As social beings,
individuals interact with others and relate themselves to other people. Social
institutions and environments significantly contribute to one’s identity and self-
development. Among millenial learners, technology and the internet have
significantly influenced their social environments and, consequently, their
sense of self. In this module, the cultural, digital, and economic aspects of
one’s life and how they influence a person’s social self will be put to light. This
module aims to provide learners with a deeper understanding of themselves
through a socio-cultural perspective.

SECTION 1. THE SOCIAL SELF

This section discusses the social and environmental factors that shape
oneself. This included environmental systems, cultural orientations, and other
social factors that play a crucial role to one’s self.

 The Self and Its Social Agency

  Human development is largely influenced by membership in
crucial social groups that shape various aspects of the self; from belief
systems, values orientation, and behavior.
 At the beginning of life, one already belongs to a social
group: his/her family. It is the most pervading influential social group that
impacts the self in its entire course of development. The views one holds
about the world, values upheld in making choices ane decisions, and the
habits and persistent behavior one carries have been formed in the
context of one’s family and home environment.
 Next to family, schools and the general academic
environment form a sgnificant part of the social self. Worldviews expand
as one gets exposed to more people in different social learning
environment. Knowledge and social skills gained from mentors, relatives,
and peers contribute to how the social self is harnessed.
 Aside from one’s family and school
environments, communities also shape one’s social self to a large extent.
 The social seld inevitably changes as one accomodates and
eventually assimilates beliefs promoted by the society as he/she thinks,
appreciates, and behaves according to standards set by micro and
macrosystems.
 Culture
 “Culture is the complex whole which includes knowledge, belief,
law, art moral, custom, and other capabilities and habits acquired by man

as a member of society.” (Tylor, 1871)

 To further understand the nature of culture and its influences on
oneself, the following models illustrate how culture functions in relation to
one’s social self.
 Biological Systems Theory

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 Urie Bronfenbenner’s (1935) Biological Systems of
Development explains an individual’s social development, using
biological, environmental, and ecological lenses.
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 Individualism-Collectivism Model

 Another model that

highlights the impact of culture to the self is the Individualism-
Collectivism model proposed by Hazel Markus and Shinobu Kitayama
(1991).
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 According to the model, individualism as an orientation
focuses on one’s individual attributes and personal distinctiveness.
People who are individualistic are observed to be competitive and self-
reliant. On the other hand, the collectivist orientation values
relationships and harmony. People who are collectivistic prioritize
interests to maintain healthy relationships.
 I vs. Me
 One’s behavior when he or she is alone differs from his or
her behavior when he or she is with others.
 This is what Herbert Mead (1934) posited in his theory of
the social self. He posited that the self is divided into 2 parts:
the I which is known as the unsocialized self, and the Me which is
known as the socialized self.
 The I is manifested when one acts naturally for his/her own
motivations and not because of others. On the other hand, the Me is
the awareness of how others expect one to behave. This is also known
as the social self.
 These different models present ideas on the process of the self’s
social development. Studying these models helps in understanding
oneself and other people. It is not ideal, however, to generalize a certain
culture based on these models

SECTION 2. THE SOCIO-DIGITAL SELF

This section examines the role of technology and the internet in shapong an
individual’s social self, with emphasis on the use of social media platforma
and membership in virtual communities. This section highlights the crucial role
of the internet in forming the self and identity of millenial learners.

 The Self in the Age of Technology

 Social media is defined as the websites and applications that
make it easier to create and share information, ideas, and interests. It
also allows people to create other forms of self-expression via virtual
communities and networks.
 Through the use of social media, people may act differently since
interaction in social media do not happen face-to-face and there is no
physical presence required. This is called online disembodiment. With
this, people are less likely to display their real “selves” to others,
especially to strangers.
 Digital Identity
 People generally have role identities. These are the characters
and roles an individual creates as a member of a particular social group.
Following this definition, “self” is composed of identities ranked by
importance. The greater the commitment of an individual to a particular
identity, the greater the importance of this identity.
 In an online environment, one’s role identity is vitally important in
order for him/her to project himself/herself in the said environment.
Amidst the technological tools and channels surrounding individuals and
online activities that people engage in, one’s online identity enables
him/her to participate in a virtual society.
 However, participation in virtual environments may entail changes
that may affect a person’s sense of self. In some cases, people present
themselves differently in online interactions as compared to the face-to-
face interactions they engage in.
 Online Disinhibition Effect
 When people afopt fake identities, they are likely to engage in
behaviors that they would not do in real life interactions, known as online
disinhibition. 
 There are 2 main categories of behaviors that fall under online
disinhibition:
 1. Benign disinhibition. It occurs when people tend to self-
disclose more on the internet than they would in real life or go out of
their way to help someone or show kindness.
2. Toxic disinhibition. People take part of this when they use
rude language, bully or threaten others on online platforms, and go to
websites with contents of violence, crime, and pronography.
 Managing Responsible Online Behavior
 How can one behave responsibly online? The following are some
suggestions:
1. Do not post or send anything that will embarass you. 
2. Avoid posting statements when experiencing strong
emotions. 
3. Do not hang out with the “wrong crowd” online. 
4. Do not hang out with the “wrong crowd” offline.
5. Be careful witg oversharing, especially confidential
information that may be used irresponsibly.
6. Respect other people in the online community. 

SECTION 3. THE MATERIAL/ECONOMIC SELF

This section focuses on how people maintain extensions of themselves

through material possessions and maintenance of particular lifestyles. In the
context of what the society values as needs and wants, this section discusses
how an individual acquires goods, the factors that shape his/her economic
decisions, and what these thingsbsay about one’s sense of self.

 People are likely to purchase products that can relate to their

personality. Material possessions signify some aspects of one’s sense of
self and identity.
 Possessions, tell a lot about their owners. Thus, one’s sense of self and
identity is influential on how an individual chooses to purchase his/her
wants and how he/she makes economic decisions that will address his/her
personal and social needs
 The decisions that go into the purchase of items and certain services is
dependent on a number of factors, including financial
 constraints, availability of items and services, and the influence of family
and friends.
 However, the most important factor is determining whether these items
and services fall under:
 Wants. Synonymous with luxuries. People buy them for reasons
that do not warrant necessity.
 Needs. These are importantsl for survival. Food, clothing, and
shelther are basic needs so people purchase them out of necessity.
 In the process of acquiring material goods, people generally consider 2
things:
 Utility. Concerned with how things serve a practical purpose.
 Significance. Concerned with the meaning assigned ro the
object. It is also concerned with how objects become powerful symbols
or icons of habit and ritual which can be quite separate from their primary
function.
 To further understand the term significance, Roland Barthes studied
the concept of semiology or the study of signs. According to him, it is
through objects that people assert their identities. This idea suggests that
objects, aside from contributing to how an individual identities
himself/herself, also signify relationships of people with others based on
what they possess.
 The possession of material things also indicates one’s status in the
society. These personal choices build one’s material and economic self
which is an extension of his/her social identity.

MODULE 4. UNFOLDING THE MENTAL SELF

This module focuses on the intellectual aspects of the self. As intelligent

beings, humans strive and successfully cope with the demands of the
environment across time. People’s intellectual abilities mark the superiority of
humans over other animals in the planet. Thus, a thorough understanding of
this gift to humanity warrants serious attention. This module also covers
discussion on how human beings learn, and how learning abilities develop
one’s being.

 Section 1: Cognition, Memory, and Intelligence

 Section 2: Human Learning

SECTION 1. COGNITION, MEMORY AND INTELLIGENCE

This section discusses the nature of cognition and metacognition, its

underlying mechanisms, and how it contributes to one’s sense of self. This
further tackles the mechanism of human memory and the different types of
human intelligence.

 Cognition
 People are born with innate capabilities that empower them to
manage themselves in various settings and situations.
 Cognition is a crucial part of an individual’s development process
which influences behavior, just as how behavior also impacts it,
assuming bi-directional connection. The way information is taken in and
how it is analyzed and processed is a function of human cognition.
  Cognition is defined as the complex array of mental processes
involved in remembering, perceiving, thinking, and how these processes
are employed (Ashcraft & Radvansky, 2010). It is an umbrella term to
cover all high-order thinking processes.
 Memory
 If cognition covers all higher-order thinking processes within an
individual, a major focus of its study is the function of memory. It is tbe
faculty of the mind through which information is acquired and retained for
later use.
 Memory functions in 3 levels:
 Sensory memory is the level that allows infomation from
the external environment to be perceived by an individual through
senses, usually in the form of chemical and physical stimuli, often with
focus and intent.
 Short-term, working memory is where information is
temporarily stored, where information is simultaneously remembered
and is in a readily-available state, typically from 10 to 15 seconds, up
to one minute. It can store up to 5-9 items, after whic information is
discarded if there is no conscious and deliberate effort to retain it.
 When there is a deliberate effort to store information and it
is done consistently and with practice, then this information is
transferred to long-term memory. Information stored in long-term
memory is often permanent and allows for repeated retrievals across
situations.
 Intelligence
 The term is referred to as an individual’s capacity for
understanding, learning, planning, and problem solving with logic,
creativity, and self-awareness.
 It is characterized as the appkication of knowledge to be able to
adjust to the environment.
 It is the process of applying knowledge in the proper context
whenever the need arises.
 A number of theories have already been presented regarding
intelligence.
  Howard Gardner’s theory of Multiple Intelligences

 Robert Stenberg’s Triarchic theory of intelligence

 According to Sternberg (1895), intelligence is defined as “a

mental activity directed toward purposive adaptation to, selection and
shaping of, real-world environments relevant to one’s life.”
 Both the theory of multiple intelligences and the triarchic theory of
intelligence explain the nature of intelligence, and the personal and
environmental factors that shape it.

SECTION 2. HUMAN LEARNING

This section provides an overview of human learning, the factors that
contribute to the learning process, and how its shapes the individual self.

 Learning
 If cognition, memory, and intelligence are underlying mechanisms
that allow people to perceive, process, and apply information for daily
adaptation, then learning is a natural consequence of these mechanisms.
 Learning is defined as a relatively permanent change in a
person’s knowledge or behavior as a result of experience. This definition
connote 3 things:
1. The change is long-term
2. The source of change comes from within the external
structures of memory or knowledge of the individual. 
3. The change is attributed to the personal experiences of the
learner in his/her environment. 
 People learn in many ways, and several theories and models
have been forwarded to understand and explain how learning occurs.
One such theory is the social cognitive theory which emphasizes the
value of the social environment in one’s learning process that is built on
observational learning. Based on this theory, there are 4 stages in
obsrvational learning:
1. When an individual focuses on information that he/she
perceives to be interesting and useful (Attention),
2. Stores and gives a mental representation of the information
(Retention),
3. Recalls and rehearses the information given (Motor
Reproduction), and
4. Repeats the entire process constantly and consistently
(Motivation), then learning happens.
 Learning happens even beyond the classroom; it happens in daily
situations. According to the social cognitive theory, there is an interaction
of personal (cognition, personality, motivational,
orientation), environmental (family, schools and other settings, peers and
social relationships), and behavioral factors (feedback and
consequence) that accounts for behavioral change.
 The notion of learning is underlined by notions of self-efficacy and
human agency. Self-efficacy is defined as the extent to which people
believe that they can confidently learn and master a particular skill.

 According to Albert Bandura, self-efficacy can be developed

through the following:

1. Mastery experience. Accomplishing simple tasks that lead

to more complex tasks.
2. Social modelling. Observing an identifiable model who
accomplishes the task.
3. Improving physical and emotional states. Being relaxed
and calm before pursuing a challenging task.
4. Verbal persuasion. Providing encouragement and
feedback during the accomplishment of a challenging task.
 Apart from self-efficacy, human agency is another valuable
principle in the learning process. People are not products of inner forces
or environments; they are self-regulating and
 proactive. 

 Thus, in the learning process, studentsbare equally accountable

for their performance as much as their teachers. While teachers are
considered agents of motivating the learning process, students have the
responsibility to be equally involved as well. It is in this perspective that
students are considered agents of their own learning, and they are
expected to invest in their own learning, and they are expected to invest
in their own learning process.
 This leads to the question of how much of an investment should
students make in the learning process. There are 2 strategies in learning
that students can use:

1. Surface learning. Students simply accept information

presented to them and memorize them in an isolated and unlinked
manner.
 2. Deep learning. The deeper understanding of information by
creating significant meaningful links across different concepts and how
it can be applied in practical ways.
 To adopt deep learning strategies, students can engage in the
following habits:

1. Taking doen notes

2. Asking questions during class sessions
3. Creating cognitive maps
4. Engaging in collaborative learning activities with
mentors and peers
5. Going beyond the mandatory course requirements

MODULE 5. UNFOLDING THE EMOTIONAL SELF

This module focuses on the emotional dimension of the self. It broadly tackles
the different aspects of human emotions and reactions that are embedded in
an individual’s different emotional experiences. It also covers discussions on
emotional intelligence and emotional regulation.
SECTION 1. HUMAN EMOTIONS AND EMOTIONAL INTELLIGENCE

This section delves into the understanding of one’s emotional self through the
lens of emotional intelligence theories, particularly in the aspects of emotional
awareness and emotional management.

 Human Emotions
 An important aspect of understanding the self is acknowledging
the presence of emotions. Emotions serve as a driving force in how one
acts and behaves. It plays a part in making decisions, embracing certain
lifestyles, and relating to others. Emotions are the lower level responses
occuring in the brain, which create biochemical reactions in the body,
and consequently cause changes in one’s physical state (Hampton,
2015).
 While emotion is a biological expereience and
response, feelings have been defined as 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
(Hampton, 2015). In other other words, feelings are subjective
experiences that frame the interpretation of emotion.
  In managing emotions, one is actually managing his/her feelings
because he or she is the one “assigning” what emotion means to
him/her. Despite this distinction, researchers have used the term
emotional intelligence to denote the interpretation and managemebt of
emotional experiences.
 Emotional Intelligence
 Emotional intelligence has been defined by a number of
theories.
 For Bar-on (1997), it is “an array of non-cognitive abilities,
competencies, and skills that influence one’s ability to succeed in coping
with environmental demands and pressures.”
 According to Mayer, Salovey, and Caruso (2004), it’s one’s ability
to understand emotion and for them to contribute in how one perceives
the environment he or she is in.
 For Goleman (1998), it is the” capacity for recognizingour own
feelings and those others, for motivating ourselves, and for managing
emotions effectively in ourselves and others.”
 Emotional intelligence with its specific components has been
outlined by 3 models to explain its importance.
 The first model (Mayer, Salovey, & Caruso, 2004) as
outlined 4 branches:
 Emotional Perception and Expression
 Emotional Facilitation as aids to make sound
judgment
 Emotional Understanding and Analysis
 Reflective Emotional Regulation
 Goleman (2005) came up with his own clusters of emotional
intelligence, namely:
 Self-awareness
 Self-management
 Social awareness
 Relationship management
 Bar-On’s model (1997) is made up of 5 composites:
  Self-perception
 Self-expression

SECTION 2. EMOTIONAL REGULATIONS

This section continues the discussion on the emotionak aspect of the self,
from emotional intelligence to healthy emotional expression and regulation. It
highlights practical applications of emotional intelligence to one’s daily life.

 Managing and Regulating Emotions in Adolescence

 Adolescence is considered a turbulent time of development due to
to the biological, psychological, and social changes that adolescents
experience and encounter. It is important  that at this stage, adolescents
begin to curb their impulsivity, develop emotional efficacy, and ultimately,
acquire emotional maturity. This will enable them to make viable future
plans and long-term goals.
 In order to establish emotional efficacy and emotional maturity,
emotional regulation must be learned. Emotional regulation is defined
as an attempt to influence emotion. This can be applied in interacting
with the self and with others.
 According to Gross (1987), emotional regulation may take two
forms:
1. Cognitive reappraisal. It involves the evaluation of the
situation prior to making personal, subjective valuations about it. This
approach can be helpful because it allows for tbe logical evaluatiom of
the situation instead of letting emotions rule over rationality.
2. Suppression. It involves denial and masking of facial
expressions to hide one’s current emotional state. In certain situations
where expressing feelings will not always have positive outcomes,
suppression may be the practical option.
 Another approach in explaining emotional regulation is through
the use of cognitive/covert strategies and behavioral/overt strategies.

1. Cognitive/covert strategies include experential avoidance

(avoidance of thoughts and feelings judged to be painful), rumination
(repeated contemplation), acceptance, and distraction. The advantage
 of using these strategies is that they provide the ability to alter negative
impacts of unpleasant emotions.
2. Behavioral/overt strategies entail engagementvin
observable activities, such as behavioral avoidance (choice od not
doing behaviors resulting in negative emotions), substance abuse,
exercise, eating, and getting involved in social activities. An advantage
of behavioral regulation is that its observable nature allows them to be
monitored directly.
 Meta-analytic research has outlined ten (10) common strategies
employed in emotional regulation, namely:

1. Rumination
2. Distraction
3. Acceptance
4. Problem solving
5. Behavioral avoidance
6. Experential avoidance
7. Expressive suppression
8. Reappraisal
9. Mindfulness
10. Worry
 However, there are common characteristics shared by individuals
who have achieved emotional maturity and efficacy.

1. Self-control. Managing disruptive impulses.

2. Trustwothiness. 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.
  How are emotional regulation abilities developed? Regulating
emotions can be primarily learned through observational and social
referencing, particularly on the basis of the family. The emotional climate
of homes, parenting styles of parents, family communication and
socialization practices, and mental health conditions of family members
converge toward the emotional development of adolescents.
 Thus, it is important that students engage in learning opporunities,
not only for the acquisition of knowledge and information, but more so on
the acquisition of emotional regulation strategies that will empower them
to become productive social citizens and emphatic leaders in the future.

MODULE 6. UNFOLDING THE SPIRITUAL SELF

This module focuses on the spiritual dimension of the self. It broadly tackles
the different aspects of spirituality from existence, relatedness or connections,
and the inner soul.
SECTION 1. THE INNER SOUL

This section discusses the nature of spirituality, how it is different from

religiosity, the factors that shape one’s spirituality, and its impact on oneself.

 Spirituality
 The concept of the “whole person” is usually associated to the
idea of human beings as having physical ans psychological aspects.
However, there is third aspect of being human that is as important as the
2 precedents: the spiritual aspect.
 Highlighting the mind-body-spirit connection, the spiritual self is
an ongoing, personal life journey, contextualizer by the belief in a higher
being, culture, relationships, nature, and the discovery of meaning in
one’s life.
 There are several definitions that have been formulated regarding
spirituality.
 Puchalski (2014), spirituality is the aspect of tbe self that is
associated to an individual’s process of seeking and expressiny
meaning and how he or she is connected to the self, to others, to the
moment and to everything else that composes his/her environment,
including the sacred and significant.
  Beauregard and O’Leary (2007), spirituality is any
experience that is thought to bring the experiencer in contact with the
divine; it is not just any experience that feels meaningful.
 Sinnott (2002), spirituality is also posited as the indivudual’s
personal relation to the sacred or transcendent, a relation that then
informs other relationships and the meaning of one’s own life.
 Myers and his colleagues (2000), spirituality is the “personal
and private beliefs that transcend the material aspects of life and give a
deep sense of wholeness, connectedness, and openness to the
infinite.”
 What do these definitions have in common with regard to
spirituality?

 Spirituality talks about meaning and purpose that go beyond

the physical realities of life. Going through development, people are
inevitably programmed to make realizations about life, and those
insights are not always about observable phenomena or environmental
experiences.
 Spirituality is focused on a person’s connections to different
aspects of his/her existence: to other people, to nature, and to
sacredness and divinity. In the pursuit of and applying meaning to
one’s life, relationships are created and sustained not only with people
but with other life forms or with a higher being.
 Spirituality talks about the sacred and transcendent. It is a
general belief that in this vast universe, there is a force higher than the
self.
 However, people are not born with innate spirituality. It is
something acquired as a result of various personal, social, and
environmental factors present throughout one’s lifetime. In this regard,
spirituality is related to religiosity, which is often used interchangeably
with the former. There are, however, distinct differences between the 2.
 Religiosity is 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. It is a formal attachment to the set of
beliefs, values, and practices of a particular religious sect. It includes
specific practices, proscriptions (what should not be done and avoided),
and participation in a specific community that shares the same beliefs
and practices.
  However, as one grows older, he/she begins to form questions
that are rooted in religious orientations, slowly making realizations and
insights until his/her search for meaning and transcendence goes beyond
his/her religious orientation.
 There are distinctions between religiosity and spirituality:

 If religiosity is communal, then spirituality is individual.

 In religiosity, beliefs and practices are within religious
groups, and religious commitment, conservatism, and skepticism are
manifested. Spiritual attributes include the need for spiritual quest,
ecumenical worldviews, compassion, service, and inner peace.
 A person can possess spirituality even his/she doed not
subscribe to any religion. Spiritual models are present everywhere.
They function for respondents as exemplars or spiritual qualities, such
as compassion, self-control, or faith. Thus, q person can be spiritual
without being religious.
 What does spirituality bring to one’s life? For many people, the
search for sacredness and transcendence can bring positive
consequences to life. A spiritual person finds contentment and serenity in
his/her life circumstances. Through spirituality, questions such as “am I a
good person?” and “how can I live my life to the fullest?” are answered.
Most importantly, spirituality allows one to become resilient amidst
challenges and roadblocks that occur in daily life.
 How is spirituality enhanced? The best way of enhancing
spiritualith lies within the self. Constant reflection and meditation of life
choices and decisions, developing emphaty and compassion toward
other people, and having faith in a higher being can enhance spiritual
intelligence. It is not about finding meaning in life, but rather, how
meaning is applied to life.

SECTION 2. CONNECTIONS WITH NATURE

This section discusses the natural affinity people have with nature and similar
constructs, the factors that contribute to such connections, how these
relations to nature are manifested, and how they can be enhanced in the
context of one’s spirituality.

 The Self and the Natural Environment

  The spiritual self is not only tied in one’s connection with a higher
being and other people; it is also related to how people relates to nature.
 Religiosity aside, a significant number of people have made a
serious commitment to nature by taking care of animals, pledging
advocacy for environmental issues, and practicing daily behaviors that
manifest a growing concern for the world. These are embodied in the
concepts of  affinity with nature and ecopsychology.
 Affinity with Nature and Ecopsychology
 Affinity with nature can be defined as the ties that bind people
and nature together. It can also mean nature connectedness, defined as
the extent to which individuals include nature as part of their identity. If
people feel that they are one with nature, then destroying it can mean
self-destruction and vice versa.
 Ecopsychology shares many similarities with the concept of
having affinity with nature. It is concerned with the fundamental
interconnections between humans and the natural world through a
phenomenological and sensorial link, and the integration of practices
based on the notion that direct contact with the natural world has healing
potential.
 While it is fairly obvious that both concepts focus on the
connection of man to nature, their distinction lies on the nature of the
connection they are referring to.
 Affinity with nature highlights the emotional connection with
nature, anchored on positive affective experiences and authentic love
for nature.
 Ecopsychology is based on a transpersonal and
philosophical relationship with nature, highlighting beliefs and practices
that promote and enhance ecological, personal, and community
sustainability.
 How can affinity with nature and ecopsychology be developed?
 Just like other aspects of self, these are brought about by
experiences with nature and observations about the environment.
 Locations are also account for tge environmental values
and attitudes an individual has; individuals living in rural areas are
more likely to be mindful of the environment, compared to urban
residents.
  How are connections with nature established and improved?

 It is not enough that one simply conforms to what society

says about taking care of the environment. Developing an
open mind and adopting a philosophical perspective that
advocates for environmental protection and sustainability is
important.
 The emergence of technology has hampered people’s
engagement with outside activities. It is importnat to go out,
explore the world, immerse oneself in the beauty of nature,
and foster ecologically healthy lifestyles.
 While not all people are meant for being active
environmental advocates, incremental behaviors toward
protecting the environment cam go a long way. In taking
care of nature, an individual also takes care of
himself/herself, thus contributing to optimal, healthy
development.

SECTION 3. DISCOVERING LIFE’S MEANING

This section highlights the concept of well-being and life satisfaction

particularly their aspects, what they mean to an individual, the factors that
contribute to them, and their consequences to daily living. This section also
highlights discuss the significance of well-being and life satisfaction in today’s
challeging times.

 Well-being and Life Satisfaction

 Human beings are naturally inclined to assess their life, reflect on
tbe choicee they have made, evaluate tge consequences of such
choicee, and learn lessons from various experiences.
 Well-being and life satisfaction are interchangeably used but there
is a thin line that distinguishes one from the other.
 Well-being, being intrinsic in nature, is an inner, personal
construct, associatee with self-esteem, ans self-understanding. It is
how good one feels about himself/herself.
 Life satisfaction is also intrinsic but in this case, it is the
general attitude towards life. When well-being and life satisfaction are
present, happiness naturally flow.
 However, in some cases, happiness is generally regarded as the
emotional result of life satisfaction. Happiness can be subjective and
temporal while life  satisfaction is more encompassing.
 Life satisfaction can refer to the desire to change one’s life,
satisfaction with the past, satisfaction with the future, and significany
other’s views of one’s life (Diener, et al., 1999). It is also associated with
quality of life.
 How well-being and life satisfaction achieved? Research has cited
many factors that influence how they can be achieved.
 Personal factors such as personality (such as openness to
experience and extraversion), cognition, physical health, and vigor
have been associated with well-being and life satisfaction.
 Environmental conditons contribute to individual life
satisfaction.
 Socio-economic status, home and social environment,
interpersonal relationships, and education also inflence one’s well-
being and life satisfaction.
 Engaging in forward thinking (enabling forethough ans planning)
and becoming community oriented are only some of the things that can
be done to enhance the over-all quality of life. However, well-being and
life satisfaction are highly personal and relative. Similar to personal
meanings attributed to and generated in daily life, how one feels about
himself/herself and the life he/she lives is dependent on how he/she
defines a meaningful life.
 What are the characteristics of people who have a high level of
well-being and life satisfaction? Literature has posited a variety of
qualitues associtee to such individuals:
 Effective self-perception. Being able to change their
attitude about themselves and engage in self-monitoring to minimize
negative attitudes.
 Realistic self-esteem and self-acceptance. Self-valuation
and self-respect.
 Control of behavior. Behavior awarenss and regulation.
 True perception of the world. Harboring healthy
perceptions of their environment and place within it.
  Sustaining relationships and affection. Manifesting
empathy and sharing of positive emotions with others.
 Self-direction and productivity. Making surr their golas
and behaviors are aligned to their core values and conscious beliefs of
themselves.
 Within the context of spirituality, being cognizant of one’s purpose
in life, accepting limitations and celebrating strengths, enabling love and
concern for others, and engaging in behaviors that embody all these will
lead one to have well-being and life satisfaction.

MODULE 7. UNFOLDING THE EMERGING FACETS OF THE SELF

This module discusses the facets of the self other than the commonly known
ones which are the biological, social, mental, emotional, and spiritual. It
particularly covers two of the emerging facets of the self rooted personal
development: the political and the digital self. This module intends to make
students understand and appreciate their responsibilities as citizens of the
country and of global and virtual communities.
SECTION 1. THE POLITICAL SELF: DEVELOPING ACTIVE CITIZENSHIP

This section discusses the nayire of politics, elements of active citizenship,

and how they shape one’s political self. It details how one can become activelt
involved in political and communal affairs, and how they are significant to the
shaping of the self.

 Politics, Citizenship and the Self

 As members of the society, people are naturally obligated to
participate in a political system as social citizens. Politics refers to the
actions or activities concerned with achieving and using power in a
ntaion or society. It is also defined as the ways that power is shared in an
organization and tbe ways it is affected by personal relationships
between people who work together.
 As Aristotle stated, “man is, by nature, a political animal.” This is
because man is a social being and that people naturally drawn to various
political involvements in order to satisfy their social needs.
 Politics as imbibed by man implies several things:
1. Politics is concerned with power. Power inequalities can be
observed within societies. The one who holds power holds influence.
 2. Politics functions based on a particular social economic and
cultural context. The nature of politics and political systems is
dependent on the culture of the state. Political claims made by
advocates are influenced by their geographical location and idealogy.
3. The political is also personal. One’s personal choices reflect
his/her personal politics; both are indistinguishable.
4. Politics goes hand in hand with the society. Politics
pervades the structure of society, and thus influences inhabitants in
their beliefs, ethics, and behavior.
 However, the political self is not only shaped by one’s political
affiliation or beliefs. One’s sense of accountability should be manifested
in promoting certain advocacies through healthy political engagement.
This is aligned with the concept of active citizenship.
 Active Citizenship
 Active citizenship refers to the structured forms of engagement
with political processes and everyday forms of participation in society. It
is alos defined as the process of sharing decisions which affect one’s life
and the life of a community in which one lives. Participation is the
fundamental right of citizenship.

1. Active citizenship is anchored on one’s cognitive and

behavioral engagement to participate in formal and informal political
activities. Different people manifest different levels of active citizenship;
some they take a more active approach in making their voices heard.
2. Active citizenship is a practice of democracy. Democracy
should not only be thought of as a form of government. It is a
communal system that allows volitional freedom of citizens to make
informed choices that allow them to be heard.
3. Active citizenship is a social construct. It fosters socal
relatedness and belongingness.
4. The most important goal of active citizenship is to instill
change and influence societt at large.
 Active citizenship is also associated with the “sense of
community.” People, including adolescents, participate in communal
activities because it gives a sense of belonging in a particular group.
Active citizenship may facilitate ethnic pride ane provide a voice to the
woes of their social group.
  For the younger generation, active citizenship can contribute to
their social develoment. Engaging in such activities can also enhance
effiacy and competence of the younger generation, as they are
considered to be the “future leaders” of the society. The participation of
the youth in nation-building activities enhances their value orientation
and fosters integrity, compassion, and the sense of justice, which are
crucial to the holistic development of a citizen of a nation.
 Active citizenship helps an individual embrace his/her individuality
through the choices he/she makes and the behavior he/she manifests.
The political self is a result of various personal and environmental factors
that impact the individual. The participation of the youth in political
discourse and social activities can result in cultural and political paradigm
shifts that may be felt even by future generations. Thus, the future begins
now.

SECTION 2. THE DIFITAL SELF: UNCOVERNING THE DIGITAL CITIZENSHIP

This section explores the impact of technology on the society. It focuses on

how technology use enables people to become digital citizens, how it sustains
relationships and forge collabirations with other people, and what kind of
digital identities are being forged while outlining the responsible use of
technology.

 The Self in the Digital World

 The millenial generation is known to be the generation of digital
natives because millenials were born in an era of rapid technological
advancement. As a result, daily life is almost always dependent on the
functions of technology, especially the internet which provides people
with a venue of presenting their identitied through social media platforms.
 The advent of technology comes with a corresponding challenge:
to ensure that technology is used properly. This is the essence of digital
citizenship, which refers to the norms of appropriate and responsible
behavior towards technology use. Digital citizenship is ancjoted in 3
geneal principles: respecting, educating, and protecting oneself and
others. Digital citizenship serves the purpose or regulating human
behavior in a highly-technological and digital world.
 A major concern of living in tbe digital era is how technology
shapes one’s sense of self and identity. One concept that is related to
the concept of the digital self is online disinhibtion. It is defined as the
 lack of restraint one feels when communicating online in comparison to
communicating in person.
 Some individuals lose their inhibition in social interactions
because there is an aspect of being present only in the virtual, a sort
of anonymity. Anonymity may serve as an option for individuals who are
naturally shy and introverted to express their thoughts, without threat to
their self-esteem.
 Nowadays, however, people are more inclined to show their own
personalities via online channels. The internet becomes a multi-media
venue for showcasing personal traits, qualities, and even experiences.
The values and beliefs he/she upholds are also expressed in his/her
online behavior. Thus, technology, through the development of virtual
spaces and communitied accesible through the internet, can be a basis
of evaluating the consistency of the self.
 The permeating nature of technology has also influenced various
technological and online behaviors people manifest. Within the concept
 of digital citizenship, there are 9 themes that cover these behaviors:

 The themes listed above emphasize the proliferation of

technology in the world ans how they are used for specific purposes.
Suffice it to say, technology is here to stay. There is a need to adapt to
the dynamic changes that technology entails.
 Technology offers limitless opportunities; its presence is
inevitable. However, technology need not control the society and
people’s lives. An individual must define himself/herself based solely on
his/her terms.

MODULE 8. THE FUTURE SELF

This module discusses how an individual is able to forsee the future on the
basis of experiences and present behavior. Using the Possible Selves theory
and Time Perspectives theory as backdrops, this module explores future
possibilities open and how one can himself or herself to changes in the
present to embrace that future.
SECTION 1. THE FUTURE SELF: OUR PAST, PRESENT AND FUTURE

This section focuses on the Time Perspective Theory of Philip Zimbardo

which explains that people are likely to sort, categorize, and analyze their
human experiences into past, present, and future timeframes, influenced by
personal, social, and institutional factors.

 Towards an Optimistic Future

 Understanding the self is not just about knowing and recognizing
oneself as a product of different life factors. 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 in the future.
 This time-oriented conceptualization of the self importantly
explains how individuals construe their sense of self by using temporal
perspectives in self interpretations, and the processes that individuals
use in conceptualizing what one can possibly or potentially become.

 Søren Kierkegaard once said that “life can only be understood

backwards, but it must be lived forwards.” What he meant in this quote is
that an individual has the capability to plan for his/her future if he/she is
 able to understand and retrospectively reflect on experiences, past
choices and decisions, past behaviors. Understanding the past and
taking control of the present can lead to an optimistic future.
 Time Perspective Theory
 The Time Perspective Theory of Philip Zimbardo (1999) explains
how people envisiom their experiences. In a nutshell, his theory explains
that people are likely to sort, categorize, and analyze their human
experiences into past, present, and futurr timeframes, influenced by

personal, social, and institutional factors. 

 The theory also warns people against making decisions
dominated by only one time frame. Thus, in planning and setting goals, it
should be based on something learned from the past and contextualized
by the present which can facilitate future growth and development.
 The 5 time perspective, according the theory, are the following:
1. Present Hedonistic individuals tend to be risk-takers,
driven by sensory, concrete factors, and driven by pleasurable
sensations. They often disregard negative consequences of their
actions since they are focused on the process rather than the outcome,
and are often emotional and volatile.
2. Present fatalistic individuals are those who feel their lives
are out of control and that no matter what they do, things will not turn
out as what they plan them to be.
3. Past positive individuals are likely to remain in their
comfort zone, their actions influenced by what has worked in the past.
4. Past negative individuals, like past-positive oned are
always anchored on the past but being on the negative side, they tend
 to focus on the wrong decisions they have made in the past and
contantly regret them.
5. Future oriented individuals base their present choices and
action on long-term consequences. They are likely to manifest delay of
gratification, and endure negative situations if they are likely to see the
benefits of doing such.
 According to Zimbardo, a healthy perspective is one that
combines past, present, and future time perspectives. Remembering
past lessons and gaining insights from both postive and negative
experiences, maximizing present opportunities and circumstances, and
planning for the future can have positive outcomes for any individual, and
in this context, students. Thus, taking note of time perspectives can
certainly help college students in determining their futures, within
personal and professional contexts.

SECTION 2. THE POSSIBLE SELVES

This section focuses on the Possible Selves Theory of Hazel Markus and
Paula Nurius which refers to the different representations of the self derived
from the past and the future. Possible selves are viewed as the positive
aspects of the self that contribute to an individual’s motivations in his/her
goals and present actions that will potentially lead into attaining desired and
expected self outcomes in the future.

  

 The Possible Selves Theory

 While one lives in the present and is bounded by present
circumstances, he/she has the capacity to make the right choices that
 will have consequences and repercussions for the future. The Possible
Selves Theory has outlined 6 philosophical premises that are not only
crucial to one’s full self-understanding but also vital in shaping one’s
future.
1. Possible selves is both a motivtional resource and
behavioral blueprint of the self. How one envisions himself/herself to be
fuels his/her drive to achieve his/her plans for the future enables him or
her to set specific short-term and long-term goals. Asidr from having
these concrete goals and thoughts, people derive pleasure and
satisfaction in making those plans, this further channeling behavior
towards that end.
2. Not all future selves are positive. Future selves revolve
around 3 ideas: what one might become (Ought-to selves), what one
would like to become (Ideal or Hoped-for selves), and what one is
afraid to become (Feared selves). Setting goals must be done
realistically and in doing so, one needs to consider not only what
he/she wants to become but also the possible negative outcome of
his/her ambitions.
3. Onevs future self is intertwined with his/her past and
present selves. Present situations enable one to think clearly of his/her
options and the decisions he/she needs to take, which would bring
him/her closer to his/her future goals. On the other hand, experiences
also shape how one perceives the future because of enduring
concerns or unfinished businesses that are brought to the present, and
thus, may be a driving force to one’s future plans.
4. Future selves are a product of social interactions. How
one’s future is foreseen is a product of social contexts: family, peers
and colleagues, schools and other institutions, the society, and the
digital world. The technological landscaoe the millenials are exposed to
(via social media, web applications, technology-driven resources) has
shaped their future ambitions in determining the digital legacy they
want to leave behind.
5. This premise lies in life transitions that have an enabling
influence on one’s future selves. When there are changes in one’s
present life circumstances (e.g., entering a new grade level,
transferring to a new school, shifting to a new course, experiencing
changes in family situations, etc.), there will also be changes to how
future life perspectives are viewed. However, people are not passive
 recipients of these changes with human agency, an individual is able to
effect those changes for his/her future.
6. The last premise is based on the concepts of proximal and
distal goals. People are more motivated to work on goals thag are
more immediate than those which are not. Thus, some students lay
down simple steps and concrete plans in ensuring their goals are
achieved. Setting short-term (by term, semester, year) and long-term
goals (by 5 years, 10 years) is one way of ensuring that their future self
is fulfilled.
 Based on the premises laid out above, the future self is not a
possibility that is out of one’s hands. Having a clear vision of the future
planning and weighing present options, and making the right choices can
lead to an optimistic future. Thus, one has the power and agency to
shape his/her future, while living in the present.

Presentation on theme: "Warm-up Do you view disappointments as a

part of life or do you tend to dwell on them? Write a short paragraph
explaining how you deal with disappointments."— Presentation
transcript:
1  Warm-up Do you view disappointments as a part of life or do you tend to dwell on them? Write a
short paragraph explaining how you deal with disappointments.

3  Definitions Personality- the special mix of behaviors, traits, and feelings that make a person
unique Influenced by: heredity, behaviors, and environment we grow up around Influenced by:
heredity, behaviors, and environment we grow up around Mental and emotional health- your ability
to deal with life’s difficulties, set backs, and stresses in a reasonable way Resilient- able to bounce
back from a set back, disappointment, or crisis (and be ok)

4  Discussion Think of some famous people you know. Which one’s seem to have good mental
health? Which one’s seem to have poor mental health?

5  Definitions Self-concept: Picture or perception of ourselves Self Esteem: Feelings we have about
Feelings we have about ourselves; pride or confidence in yourself ourselves; pride or confidence in
yourself Self-ideal: The way we would like to be

6  How much do you believe in your self? On a piece of paper write down the percentage of how
much you believe in yourself. 100%? 75%? 50%? What are you achieving with that percentage?
What would happen if you believed in yourself 25% more? Dreams and self belief are free. You can
take all you want and walk away.
7  How is self-concept build & destroyed Building Find a good role model Praise & compliments
Focus on the positive Keep criticism to a minimum Set & achieve goals Accept limitations Engage in
hobbies and exercise Destroyed Comparing yourself to others Putting yourself down Drug abuse
Alcohol Abuse Being called Names Neglecting yourself

8  Tips for building Self Esteem 1.Identify with people, books, videos, television shows, etc., that
build your self- esteem 2.Build others – give sincere compliments often 3.Think positively 4.Set and
achieve goals 5.Do something challenging each day 6.Look your best 7.Eat correctly 8.Do
something for someone else 9.Learn a new skill 10.“Act as if” you possess traits you would like to
have 11.Observe self-concept people 12.Handle things one at a time 13.Use criticism constructively
14.Ask for help – take advantage of learning opportunities 15.Improve your personal living space
16.Allow personal growth time each day 17.Post self-improvement reminders in obvious places
18.Do not say negative things about yourself 19.Reward yourself often 20.List your
accomplishments each evening 21.Volunteer to share your skills with others

9  How do values and morals fit into feeling good about yourself? Knowing yourself is a prerequisite
to a good self esteem Discover your values – a value is something you strongly believe in Live by
what you value – the closer your values come to your actions the happier you will be.

10  You become that which you think about most.

11  Good Self Esteem Leader to others Accept failure Doesn’t submit to peer pressure Is not a
threat to others Believes in self Willing to try new things Appreciate life Change the bad

12  Who has contributed to your self esteem? (play clip from lion King)

13  Self-Concept Circle 1.The person I think I am. 2. The person others think I am. 3. The person
others think I think I am. My Actions As Others See Me Other’s Reactions to Me As I See Myself

14  No one can Make you feel inferior Without your Consent. Eleanor Roosevelt

15  Play clip from “Princess Diaries”

16  Accept yourself: Stop worrying about the things you can’t change. Be more accepting of others
and the things they can’t change. Try not to compare with others. It’s unfair. You may compare their
strengths with your weaknesses. Judge yourself in terms of your own growth

17  Have Realistic Expectations – We expect too much from ourselves. Perfection is not possible
but bettering our-self should be a lifetime goal. We grow with models who appear to be perfect at
everything. Hero’s are good to look at but they have their problems too.

18  Emphasize your strengths. Write down some of your strengths (could be a physical or
behavioral trait about you) Change what can be changed. Some things fast, others gradual, and
others never. There are things we inherit but we can change our attitude about it. Try new
experiences.

19  Best Friends Would you take better care of yourself? Would you be kinder to yourself? Would
you be more forgiving of your human imperfections? imperfections? If you realized your best friend
was yourself? Who is always with you everywhere? Who is on your side when others are unfair?
And tell me, who will never let you down in any situation? Who will always see you get your share?
And that’s why I’m a best friend to myself. And I take me out whenever I feel low. And I make my life
as happy as a best friend would I’m as nice to me as anyone I know!

20  Be Your Best Teacher ! Yes, that’s right- YOU! Learn to be your best teacher in life. Learn to
guide yourself in the right direction- listen to YOUR heart and inner voice to lead the life of
happiness.

21  Practice thinking positive and accept compliments. Just say “thank you”. Give compliments to
others. It makes you feel good. Activity: Face & look at the person next to you. One is “A” and the
other is “B”. “A” says to “B”: “you are absolutely, undeniably, and unquestionably a remarkable
person/student/etc”. “ “ “ “B” responds with “thank you”. Reverse it: But “B” puts on a attitude with it
and says: “you are absolutely, undeniably, and unquestionably a remarkable person, etc.”. “A”
responds with: “you got that right honey”.

22  There are two different people in the world. One that says “I wish I had” and the one that says
“I’m glad I did”. Remember you can have anything in this world if you just believe in yourself.

23  “Commercial of Me” Emphasizing the positive characteristics and capabilities of you, develop an
advertisement or commercial to “sell oneself”. It may be a radio or television ad, billboard,
sweepstakes, etc. Due next class period.

Who am I? The search for the self- Self

expression and identity.
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Presentation on theme: "Who am I? The search for the self- Self

expression and identity."— Presentation transcript:
1  Who am I? The search for the self- Self expression and identity

2  Module Objectives The development of identity How do we develop self-esteem? How do children
describe others?

3  Who am I? Self: A conceptual system made up of one’s thoughts and attitudes about one’s self,
including one’s: ‐ Body ‐ Possessions ‐ Thoughts ‐ Psychological functioning

4  Do Infants have Self-awareness?

5  Self-Awareness: Infancy Early in infancy, infants demonstrate a rudimentary sense of self ‐ 8
months ‐ Self-awareness becomes more distinct when infants respond to separation from their
mother ‐ 12 months ‐ Self-awareness becomes more distinct when infants show joint attention with
others ‐ 18 – 20 months ‐ Self-awareness becomes more distinct when children can look into a
mirror and realize that the image they see is themselves ‐ 2 years ‐ Self-awareness becomes more
distinct when children can recognize themselves in photographs

6  How would we know that infants recognize themselves in a mirror? The Rouge Test ‐ The mother
places a red mark on her infant’s nose and then the infant is placed in front of the mirror ‐ 12-month-
olds: ‐ Touch the red mark on the mirror, showing that they notice the mark on the face in the mirror ‐
15-month-olds: ‐ Infants see the red mark in the mirror, and some then reach up and touch their
OWN noses ‐ 24-month-olds: ‐ Infants see the red mark in the mirror, and all then touch their OWN
noses

7  Self-Awareness: Early Childhood By 2-3 years: ‐ Children use language – personal pronouns to
refer to the self ‐ Such as “I” and “me” ‐ Children can construct narratives of the events in their lives
Between 2 and 3 years of age, self-awareness is quite fragile ‐ Toddlers’ self-awareness is not
strongly linked across time – it is focused largely on the present

8  Who am I ? Toddlers gradually develop an awareness that they are individual. This awareness
becomes the Self Concept which is a person’s understanding of who they are: ‐ “I am a girl/boy” ‐ “I
am a big brother” ‐ “I am 4 years-old” ‐ “I can tie my shoes!”

9  They talk mostly about concrete, observable behaviors, physical features, preferences,
possessions, and members of the family. ‐ At this point, the descriptions are very positive – almost
unrealistically positive.

10  By 2 years of age, most children can recognize themselves and refer to themselves by name or
with I and me.

11  How do toddlers describe themselves? Think on your own..

12  My name is Harvey. I live in a blue house with my mom, dad, and sister Linda. I have a dog that
is brown. His name is Bluto. I have a skateboard and a hockey stick. I can skate really fast. I can
brush my teeth and wash my hair all by myself. I can jump on one foot 50 times in a row… want to
see? I’m not even tired when I stop. I have green eyes and lots of freckles. Most of the freckles are
on my nose.

13  Self-Awareness in Childhood By elementary school, children engage in social comparison

Children compare themselves with others in terms of characteristics, behaviors, and possessions ‐
“He can run faster than I can” ‐ “She scored higher on the test” They pay more and more attention to
discrepancies between their own behavior and others’ behavior

14  Self Awareness in Childhood By middle to late elementary school, children use higher-order
concepts to integrate features of the self and attitudes of others Their self descriptions contain a
pronounced social element and focus on personality traits or physical characteristics that may
influence their place in the social network. ‐ “I am helpful” ‐ “To be popular, I have to be nice and
keep secrets”
15  Self-Description I’m a human being. I’m an 11-year-old girl. I’m a truthful person. I’m not pretty. I
do so-so in my studies. I’m the best pianist in my class. I’m a little tall for my age. I like several boys.
I like several girls. I’m a very good swimmer. I try to be helpful. I’m always ready to be friends with
anybody. Mostly I’m good, but sometimes I lose my temper. I don’t know if I’m liked by boys or not.

16  Self-Awareness: Adolescence In adolescence, the self is defined by abstract characteristics,

social competence, and social acceptance Adolescents can conceive of themselves in terms of a
variety of selves, depending on the context ‐ With friends, siblings, parents, etc… Adolescents
create a variety of selves in their search for identity

17  Self-Description I'm sensitive, friendly, outgoing, though I can also be shy, self-conscious, and
even obnoxious. I'd like to be friendly and tolerant all of the time. That's the kind of person I want to
be, and I'm disappointed when I'm not. I'm responsible, even studious every now and then, but on
the other hand I'm a good-off too, because if you're too studious, you won't be popular. I'm a pretty
cheerful person, especially with my friends, where I can even get rowdy. I can be my true self with
my close friends. I can't be my real self with my parents. They don't understand me.

18  Developmental Change in Self-Concept PreschoolersSchool-AgeAdolescents

PossessionsEmotionsAttitudes Physical Characteristics Social Groups Personality Traits
Preferences Comparisons with Peers Beliefs vary with the Setting Future-oriented

19  Two general changes in self-concept occur from preschool to adolescence: 1. Self-concept

becomes richer as children grow. Adolescents simply know much more about themselves than
preschoolers. 2. The type of knowledge that children have of themselves changes. Preschoolers’
understanding is linked to the concrete, the real, and the here and now.

20  Adolescents’ understanding is more abstract, more psychological, and sees the self as evolving
over time.

21  Adolescent Thought… The adolescent thinker is more capable of complex thought, as

previously discussed, but they experience the return of egocentrism. Adolescents experience
cognitive distortions that effect the way adolescents see the world. ‐ Imaginary audience ‐ Personal
fable ‐ Illusions of invulnerability

22  Multiple personalities? Teenagers can take on a number personas that vary by situation and
circumstances. Their behavior can switch from rowdy to reserved, cooperative to antagonistic.
Aware of the inconsistencies, teens often ask themselves “which one is the real me?”

23  Marcia’s Identity Statuses Identity achievement Moratorium Identity foreclosure Identity diffusion

24  Identity achievement The ultimate status in adolescence is identity achievement. Adolescents

who achieve identity know who they are and remain connected to all the morals and attitudes they
have learned earlier, but are not bound to any of them.

25  Foreclosure Some teenagers never fully examine traditional values, which leads to foreclosure.
This is premature identity formation, which occurs when an adolescent adopts parents’ or society’s
roles and values, without question.
26  Bob’s father is an engineer. Bob was always encouraged since he was a very young child to
follow in his father’s footsteps. So, what did Bob do? He diligently took classes on math and science
to become an engineer.

27  Negative Identity The negative identity is taken on with rebellious defiance, simply because it is
the opposite of what the parents or society expect. This identity is formed by direct rebellion and the
fact that the child cannot find alternatives that are truly their own. Example: a teacher’s child refuses
to go to college, the preacher’s child becomes a prostitute.

28  Identity Diffusion Other adolescents experience identity diffusion where they don’t seem to care
about their identity. ‐ This is displayed by having few commitments or goals and are apathetic about
taking on any role. They usually have difficulty completing school, finding a job and thinking about
the future.

29  Identity Moratorium In the search for identity some teens need a time-out, which is seen in
identity moratorium. This is a pause in identity formation that allows young people to explore
alternatives without making final identity choices. ‐ The most obvious example in the U.S is college,
which requires students to sample a variety of academic areas before concentrating on one.

30  Self Awareness evolves… The self concept or self awareness turns from factual to evaluative,
becoming self esteem. ‐ Self esteem is “self pride”

31  Assessing Self-Esteem These feelings are based upon self-evaluations of many aspects of
one’s life. Below are several aspects of an individual’s functioning. Add up the numbers for each of
the 10 items. This is your total self-esteem score. 1. Physical maturity 2. Academic performance 3.
Work experiences 4. Financial independence 5. Family relations 6. Peer relations 7. Role in
community 8. Sense of values and religiosity 9. Romantic and intimate relationships 10. Coping skills
Very Dissatisfied Very Satisfied 123456

32  How’s YOUR self-esteem? Self-esteem refers to a person’s judgments and feelings about his or
her own worth ‐ High self-esteem: 45-60 ‐ Moderate self-esteem: 25-45 ‐ Low self-esteem: 10-25

33  Young children’s self-esteem is measured by describing more and less competent people, then
asking preschool children which person is more like them.

34  Harter’s Five Domains Scholastic competence ‐ How competent or smart the child feels in doing
schoolwork Athletic competence ‐ How competent the child feels at sports and games requiring
physical or athletic ability Social acceptance ‐ How popular or accepted the child feels in social
interactions with peers Behavior conduct ‐ How adequate the child feels about behaving the way one
is supposed Physical appearance ‐ How good looking the child feels and how much the child likes
his or her physical characteristics, such as height, weight, face, and hair

35  Harter’s Self-Perception Profile For Children Some kids feel that they are very good at their
school work Other kids worry about whether they can do the school work assigned to them BUT
Some kids find it hard to make friends Other kids find it’s pretty easy to make friends BUT Some kids
do very well at all kinds of sports Other kids don’t feel that they are very good when to comes to
sports BUT Some kids are happy with the way they look Other kids are not happy with the way they
look BUT Some kids often do not like the way they behave Other kids usually like the way they
behave BUT Really True for me Sort of True for me Really True for me Sort of True for me
36  Does Our Self-Esteem change as We Develop? Self-esteem is at its peak in the preschool years
Children between 2 and 6 develop very favorable impressions of themselves, in fact they
overestimate their abilities! ‐ They believe they can win any race, count accurately, sing perfectly.

37  Children of this age enjoy showing off for an audience, grandparents, stuffed animals, peers…
Research suggests that children with relatively high self-esteem tend to be more accepted by peers
over the years (Verschueren, 2001).

38  How long can that last? Children during this time feel older, stronger, and more skilled than
younger children. ‐ One of the worst insults is to call a 4year-old a “baby” Self-esteem drops
somewhat when children enter the elementary-school years as they begin to compare themselves
with their peers Self-esteem has usually stabilized by adolescence ‐ It neither increases nor
decreases in these years

39  Self-Esteem Children with high self-esteem judge themselves favorably and feel positive about
themselves. Children with low self-esteem judge themselves negatively, are unhappy with
themselves, and often would rather be someone else.

40  How do I measure up?? Along with this development of social cognition comes the
understanding of their own self. School-age children start to make measurements of themselves,
comparing themselves to peers Increased understanding of themselves often results in the
development of self criticism, which tends to rise as self esteem starts to fall. Ask a child, “Are you
good?”, rather than simply answering “yes”, older children might use a specific standard set by
adults. This is social comparison

41  Social Comparison Social comparison is the tendency to assess one’s abilities, achievements,
social status and attributes by measuring them against those of their peers. ‐ Older children lose the
rosy, imaginary assessment of their behaviors that we saw in younger children and they tend to feel
personally at fault for their shortcomings and they are less likely to blame someone else. Children
compare themselves against peers even when no one else explicitly makes the comparison.

42  Social Contributions to Self-Esteem Peer acceptance is important to self-esteem Children’s

feelings of competence about their appearance, athletic ability, and likeability is more affected by
peers than by parents Children develop an internalized standard by which to judge themselves

43  A child with low self-esteem is a likely candidate for being teased, rejected, or ignored A child
with high self-esteem is likely to be well liked

44  Is the peer group that important? Most developmentalists consider getting along with peers to be
crucial during middle childhood. Research conducted by Borland (1998) concluded that “friends and
being part of a peer group were central to living a full life and feeling good.” Being rejected by peers
is a serious precursor to later problems, including juvenile delinquency, depression and drug abuse.

45  Social Contributions to Self-Esteem One of the most important influences on children’s self-
esteem is the approval and support children receive from others The “Looking-Glass Self” is the
concept that people’s self-esteem is a reflection of what others think of them. ‐ If children feel loved,
they believe that they are worthy of others’ love ‐ If children do not feel loved, they believe they are
not worthy of others’ love
46  What are the Sources of Self-Worth? For children 8 to 12 years of age: ‐ Physical appearance
most important ‐ Social acceptance second ‐ Less critical to self-worth were schoolwork, conduct
and athletics Harter found that American children judge themselves more by good looks and
popularity

47  Appearance and Competence Attractive individuals are more likely to report high self-esteem
than those who are less attractive ‐ May be stronger for girls than for boys – particularly in late
childhood and adolescence Children who are academically successful tend to have higher self-
esteem with respect to their intellectual and academic competence than do their less successful
peers ‐ Achievement affects children’s self-esteem more than self-esteem affects academic
achievement

48  What are the Consequences of Low Self- Esteem? Children with low self-esteem are: ‐ More
likely to have problems with their peers (Hymel et al., 1990) ‐ More prone to psychological disorders
such as depression (Garber, Robinson, & Valentiner, 1997) ‐ More likely to be involved in antisocial
behavior (Dubow, Edwards, & Ippolito, 1997) ‐ More likely to do poorly in school

Bs101 module 1 - self core competency1

1. 1. SELF Module 1: Self: Core Competency Understanding Self Components of Self Self
Concept Self Confidence Self Image
2. 2. Self: Introduction • Have you ever been at a noisy gathering—struggling to have a
conversation over music and the chatter of voices—and yet managed to hear someone at
the other end of the room mention your name? If so, then you have experienced the “cocktail
party effect”—the tendency of people to pick a personally relevant stimulus, like a name, out
of a complex and noisy environment (Cherry, 1953; Wood & Cowan, 1995). Even infants
who are too young to walk or talk exhibit this tendency (Newman, 2005). To the cognitive
psychologist, this phenomenon shows that human beings are selective in their attention. To
the social psychologist, it also shows that the self is an important object of our own attention.
• The self is first and foremost the collection of beliefs that we hold about ourselves. • What
are our important characteristics? What are we good at? What do we do poorly? What kind
of situations do we prefer or avoid?
3. 3. Understanding Self • Self Understanding is the awareness of and ability to understand
one’s own thoughts and actions. • To attain the insight into your attitudes, motives, defences,
reactions, weaknesses and strengths. • It is a subjective sense of the self & a complex
mixture of unconscious & conscious thoughts, attitudes & perceptions.
4. 4. Understanding Self: Definition • Understanding self represents the sum total of people’s
conscious perception of their identity as distinct from others. It is not a static phenomenon,
but continues to develop & change throughout our lives. - George Herbert Head • The
understanding self is thinking about what is involved in being? What distinguish you from
being an object, an animal or different person? - Richard Stevens
5. 5. Understanding Self: Importance • Self-understanding has been recognized as a key
competency for individuals to function efficiently in organizations. • It influences an
individual’s ability to make key decisions about self, others around. • Understanding the self
equips individuals with making more effective career & life choice, the ability to lead, guide &
inspire with authenticity.
6. 6. Self Concept • The set of beliefs that we hold about who we are is called the self concept.
• It can also be defined as the sum total of an individual’s beliefs about his or her own
personal attributes. • It is basically the individuals image of the kind of person he or she is.
Especially included in this are the awareness of being (What I am) and awareness of
function (What I can do). • Self concept includes not only our perceptions of what we are but
 also what we think, we ought to be and would like to be. This latter component of the self is
called the ideal self. The ideal self represents the self concept that an individual would ideally
want to posses.
7. 7. Two ways in which WE perceive Ourselves • POSITIVE SELF CONCEPT: People with
positive self concept believe in themselves, are confident about their ability to deal with
problems, make decisions, feel equal to others, have respect for themselves and expect it
from others. These are people who are realistic in their assessment of themselves and can
admit to a wide range of feelings, behaviours and needs. • NEGATIVE SELF CONCEPT: If
people see themselves as failures and have a negative, pessimistic image of themselves,
they will begin to act the part. Negative feelings feed on themselves and become a
downward spiral, gradually encompassing all of the people’s thoughts, actions and
relationships. People with negative self concepts tend to complain constantly and find it
difficult to accept criticism.
8. 8. Self concept includes: 1. Cognitive Aspect, 2. Affective Aspect, & 3. Behavioral Aspect 1.
Cognitive Aspect: Self Schema • Self schemas are “cognitive generalizations about the self,
derived from past experience, that organize and guide the processing of self-related
information” 2. Affective/evaluative Aspect: Self Esteem • “self esteem reflects the perceived
difference between an individual’s actual self concept (who I think I really am) and some
ideal self image (who I would really like to be).” • William James (1890) expressed the
relationship this way. Self esteem= success/pretension (where, Pretension refers to ideals
against which individuals assess their actual self image)
9. 9. Behavioral Aspect : Self Perception • Daryl Bem’s (1972) influential theory of Self
Perception posits - we observe our behavior and the situation in which it took place, make
attributions about why the behavior occurred, and draw conclusions about our own
characteristics and dispositions. • In other words, we come to understand ourselves the
same way we perceive and understand others.
10. 10. Components of Self SELF Self Identity Body Image Role Performance Self Esteem
11. 11. Factors Affecting Self-Concept SELF CONCEPT Factors across the Life Span
Physiological Factors Cultural & Life Style Factors Psychological Factors
12. 12. Building up Self Concept • Building up self concept is primary factor of effective
personality and behaviour. The four steps to build-up self concept are as follows: 1. Self
awareness 2. Self acceptance 3. Self realization 4. Self disclosure
13. 13. Self Awareness • Our attention is sometimes directed outward towards the environment
and sometimes it is focused inward on ourselves. • Certain experiences in the world
automatically focus attention inwards, such as catching sight of ourselves in the mirror,
having our picture taken, or, more subtly, being evaluated by others. • We begin to think of
ourselves not as moving actors in the environment but as objects of our own and others’
attention. Experiencing oneself as an objects of our own and others’ attention is called self
awareness. • It leads people to evaluate their behavior against a standard (standards for
physical appearance, intellectual performance, athletic prowess, or moral integrity) and to set
an adjustment process in motion for meeting the standard.
14. 14. Self Acceptance • Having being aware of who we really are, rather than the person we
would wish to be, the next step on our journey to self concept is to accept ourselves. •
According to Shepard (1979), self-acceptance is an individual's satisfaction or happiness
with oneself, and is thought to be necessary for good mental health. • Self-acceptance
involves self-understanding, a realistic, though subjective, awareness of one's strengths and
weaknesses. It results in an individual's feeling about oneself, that they are of "unique
worth".
15. 15. Self Realization • The term self realization means to fulfilment of one's own potential. • It
is realizing our inner potentialities. • This step on self concept route involves growth and
development motivated from within. • It is a willingness to pursue our ideal-self on our own,
to grow and to change because we think it is important.
16. 16. Self Disclosure • Self disclosure is the process of letting another person know what we
think, feel and want, that is telling others about ourselves. • It includes all kinds of
information: life experiences, personal circumstances, feelings, dreams, opinions and so on.
• It involves disclosing our innermost thoughts and feelings. • The final stage towards a
mature self concept is how we are going to reveal our ‘self’, and this is where self awareness
plays an important role. We need to know ourselves well before we can disclose or reveal
anything to others about our ‘real self’ • Research indicates that self-disclosure leads to self-
contentment, helps a person to be more perceptive, adaptive, competent, trusting and
positive towards others.
17. 17. Self Confidence • A feeling of trust in one's abilities, qualities, and judgement is self
confidence. • The belief that you can achieve success and competence. In other words –
believing yourself to be capable. • Self-confidence might be in reference to specific tasks or a
more wide ranging attitude you hold about your abilities in life. • Both self confidence and self
esteem relate to your perception of yourself, the former relates to your perception of your
abilities and the latter relates to your perception of your worth or value. • Both concepts are
closely related and those with low self confidence will often have low self esteem and vice
versa
18. 18. Comparison between Persons with High vs. Low Confidence
19. 19. Self Image • Self-image is how you perceive yourself. • It is a number of self-impressions
that have built up over time: What are your hopes and dreams? What do you think and feel?
What have you done throughout your life and what did you want to do? • These self-images
can be very positive, giving a person self confidence in their thoughts and actions, or
negative, making a person doubtful of their capabilities and ideas. • Surprisingly, your self-
image can be very different from how the world sees you. Some people who outwardly seem
to have it all (intelligence, looks, personal and financial success) may have a bad self-image.
Conversely, others who have had a very difficult life and multiple hardships may also have a
very positive self-image. • Some believe that a person's self-image is defined by events that
affect him or her (doing well or not in school, work, or relationships.) • Others believe that a
person's self-image can help shape those events. • There is probably some truth to both
schools of thought: failing at something can certainly cause one to feel bad about oneself,
just as feeling good about oneself can lead to better performance on a project.
20. 20. Self Image (contd.) • It cannot be denied that your self-image has a very strong impact
on your happiness, and your outlook on life can affect those around you. If you project a
positive self- image, people will be more likely to see you as a positive, capable person. •
However, it's important that your self-image be both positive and realistic. • Having a self-
image that is unrealistic can be a drawback, whether that self-image is negative OR positive.
• Sometimes having an occasional negative thought or criticism about oneself can
encourage change, hard work, growth and success. Sometimes having too positive an
image of oneself can encourage complacency, underachievement, and arrogance. Finding
the balance between feeling positive about oneself but having realistic goals is important.