1 Managing and Caring For The Self: at The End of This Module, The Student Is Expected To

6 The Physical Self
1 Unpacking
the Self /Managing and Caring for the Self
Overview
This module explores the process of physical growth and development. Understanding the
physical self requires an analysis of the life span and the physical development that happens in
each stage. Particularly, the physical changes that occur at the start of adolescence result largely
from the secretion of various hormones which virtually affects every aspect of an adolescent’s life,
particularly the way they view themselves (Feldman, 2010). Generally, girls are more dissatisfied
than boys with their physical and dissatisfaction with their appearance reach their peak between
the ages 13 and 15 (Newman & Newman, 2009).
Objectives
At the end of this module, the student is expected to:
1. Identify the stages of life and explain the physical changes that occur during each stage;
2. Recognize the contributions of genetic and environmental factors to the physical development
of the self;
3. Describe the factors that affect body image;
4. Examine the impact of culture on body image and self; and
5. Develop a positive body image.
Discussion
The physical self refers to the body. Both physical extremities and internal organs work
together for the body to perform many of its functions such as breathing, walking, eating, and
sleeping, among others. The body’s ability to perform its functions gradually changes through an
individual’s aging. In general, the body performs least during infancy and old age. Physical
efficiency generally peaks in early adulthood between the ages of twenty and thirty, and then
slowly declines into the middle age. Physical development and growth during childhood continue
at a slow rate compared to the rapid rate of growth in babyhood.
Adolescence begins with the onset of puberty. This stage is characterized by rapid
physical changes that include the maturation of the reproductive system. Each individual goes
through a succession of developmental stages throughout his or her life span. Life span refers to
the development from conception to death. Elizabeth B. Hurlock outlines the stages in the life
span:
1. Prenatal- fertilization to birth
2. Infancy- birth to 2 weeks of life
3. Babyhood- 2 weeks of life to 2nd year
4. Early childhood- 2 to 6 years old
5. Late childhood- 6 to 10 or 12 years old
6. Puberty- 10 or 12 to 14 years old
7. Adolescence- 14 to 18 years old
8. Early adulthood- 18 to 40 years old
9. Middle adulthood- 40 to 60 years old
10. Late adulthood or senescence- 60 to death
2 Unpacking
Two Factors Affecting Physical Growth and Development

Physical growth and development is the product of heredity and environment. Heredity is the
biological process of the inheritance of traits from parents to offspring. Environment refers to the
factors an individual is exposed to throughout life which includes learning and experiences.
Environmental factors such as diet, nutrition, and diseases play an important role in an individual’s
physical development.
Sex and the physical traits are determined by the combination of chromosomes and genes during
fertilization when the egg and sperm cells unite. Chromosomes are threadlike tissues that carries
the genes, and are usually found in pairs. There are 23 pairs of chromosomes which are classified
as autosomes or trait chromosomes (22 pairs) and gonosomes or sex chromosomes. The sex of the
offspring depends on the pairing of the sex chromosomes (23 rd) from the father and mother. Genes
are the basic carrier of heredity traits and are classified as dominant (Strong genes) and recessive
(weak genes).
Theories of Physical Self

The Theory of physiognomy suggests that a person’s physical characteristics such as facial
features and expressions and body structures could be related to a person’s character or
personality. According to the ancient Chinese practice of face reading, the face is a three-
dimensional reflection of “who we are and how life has affected us.” This practice is rooted in the
Five Element theory which makes use of the elements of water, wood, fire, earth, and metal as
archetypes for everything occurring in the natural world. Each element is correlated to seasons,
colors, shapes, sounds, as well as facial features, body types, the body’s major organs, and
behavioral tendencies. Face readers observe how facial features and markings correspond to a
person’s mental, emotional, and physical makeup.
In ancient Greece, Hippocrates developed a theory based on the prominence of body fluids. The
theory suggests that an excess of or deficiency in any of the four bodily fluids (or humors) in a
person influences their personality, temperament, and well-being.
The sanguine type has the prominence of red bile. They tend to be impulsive, cheerful, happy, and
optimistic. The melancholic has the prominence of black bile. They tend to be depressed an
pessimistic. The choleric has the prominence of yellow bile. They are easily angry, jumpy, and
temperamental. The phlegmatic has excess phlegm. They tend to be sluggish, dull, and slow.
In the 1940s, William Sheldon has developed a body-type-theory based on physical
characteristics. The three body types are endomorphic, mesomorphic, and ectomorphic.
Physically, one who has the endomorphic body type is soft and plump. People with this body type
are perceived to be easy going and sociable. Physically, the mesomorphic type is characterized by
a strong muscular body. People who have mesomorphic body type are perceived to be energetic,
adventurous, assertive, and courageous. They are competitive and tend to be dominant. Physically,
one who has the ectomorphic body type is tall and thin. People who have this body type tend to be
restrained, quiet, introverted, and artistic. The illustrations below show the different body types
according to Sheldon.
3 Unpacking
Image retrieved from:

https://www.google.com/search?q=ectomorph&source=lnms&tbm=isch&sa=X&ved=2a
hUKEwiL_5bN-r_rAhUThZQKHZMwCiUQ_AUoAXoECA0QAw&biw=1366&bih=657
Finally, in her work The Wisdom of Your Face, Jean Haner (2008) suggests that people with
oval-shaped faces are generally hospitable and tactful. People with roundshaped faces tend to be
friendly, kindhearted, and selfless. People with square faces tend to be witty, analytical, and great
leaders. People who have heart-shaped faces are perfectionists and tend to be aggressive. Persons
with triangle-shaped faces tend to be creative, artistic, sensitive, and determined. People with
diamond faces are very detailoriented and like to be in control. Haner also suggests that people
with full and thick eyebrows tend to be confident, assertive, and goal-oriented. Persons with large
or highly-defined jaws have strong values and firm beliefs. An earlier study by Squier and Mew
(1981), suggests that persons with long and angular-shaped faces tend to be more responsive,
assertive, and genuine than persons with short and square-shaped faces who tend to be more
restrained, conforming, and shrewd.
BODY IMAGE
Body image refers to how individuals perceive, think, and feel about their body and physical
appearance. Appearance refers to everything about a person that others can observe such as height,
weight, skin color, clothes, and hairstyle. Through appearances, an individual is able to show
others the kind of person he or she is (DeLamater & Mayers, 2012). The age at which puberty
begins has implications for the way adolescents feel about themselves as well as the way others
treat (Feldman,2010). Body image is related to self-esteem which is a person’s overall evaluation
of his or her own worth.
Body image can affect both the adolescent’s physical and psychological wellbeing. Adolescents
worry about different parts of their bodies. Adolescent boys and girls tend to experience negative
self-image because they are in a stage of development that is probably confusing to them.
However, girls are more concerned than boys about their physical appearance and overall body
image. The greatest concern that girls express about their bodies is how they conform to idealized
notions of beauty.
The way adolescents react to their physical appearance depends in part on sociocultural factors.
The emphasis that peers, parents, or the media put on ideal body types which is slim or thin girls
to experience body dissatisfaction (Grabe, Ward, & Hyde, 2008; Dunkley, Wertheim, & Paxton,
2001). For both boys and girls, bullying and peer pressure are associated with greater body
dissatisfaction (Webb & Zimmer-Gembeck, 2014). Television, advertising, music, and movies are
full of women who are thin, thus constructing the notion that the ideal body shape is slim. Some
girls and young women compare themselves to models and actresses in advertisements. The result
is that they try change their physical appearance either through cosmetic surgery, dieting, or
excessive exercise. For girls, in particular, too much concern with thinness and the ideal body
4 Unpacking
shape may result in body dissatisfaction. Girls who have higher body dissatisfaction are likely to
experience depression, low-self-esteem, and eating disorders (demello,2014). For example,
anorexia is an eating disorder in which the person refuses to eat for fear of gaining weight which
can result in severe starvation and death. It mostly afflicts females between the ages of 12 and 40,
although men may also develop it. Another disorder is bulimia nervosa in which the person
induces purging after binging on large quantities of food (Feldman, 2010).
THE IMPORTANCE OF BEAUTY

In Egyptian art, beauty is perceived in women with slim, high waist, narrow hips, and long black
hair. In contrast, women with a full figure and rounded hips were considered beautiful during the
Renaissance period. Some tribes (e.g., Africa) during the Medieval Age considered chubby, fat, or
plump women beautiful. People in Malaysia, Philippines, and Indonesia used to consider flat noses
to be attractive. However, standards of beauty have changed over time due to changing cultural
values. Even so, all cultures have more or less the same concept of what is beautiful. Generally,
humans who have clean and unblemished skin, thick shinny hair, well-proportioned bodies, and
symmetrical faces, are traditionally considered the most beautiful. Beauty has always been
considered important throughout history because these features indicate youth, health, good genes,
and fertility (Demello, 2014).
Advertisements, magazines, and televisions are filled with good-looking faces which emphasize
the value of physical attractiveness. People tend to be influenced by the beautiful faces and bodies
they see in media in the way they determine what is beautiful and what is not. As long as the
fashion industry dictates what is beautiful, be it for men or women, many people can never be
satisfied with their bodies. They are willing to spend a great deal of money to pay for the physical
attractiveness that they want to achieve. The reality, however, is that beauty standards presented in
media are so unrealistic, that even the most beautiful and handsome supermodels cannot achieve
it.
Some people desperately change their physical appearance through body modification. One form
of body modification is tattooing- which injects ink onto the skin to draw a design. Makeup can
also be permanently tattooed. Body piercing is another type of body modification which lets
people wear jewelry through different piercings in their body such as the ears, nose, and tongue,
among others. Tattooing and piercing have been practiced across the globe since ancient times.
Traditionally, tattooing and piercing were considered signs of one’s strength, bravery, and social
status.
Cosmetic surgery is another form of body modification which surgical and non surgical
procedures to restore, reconstruct, or alter body parts. Examples are breast enhancement, nose lift,
liposuction, and botox. Although tattooing, piercing, and cosmetic surgery have become popular
through time, these forms of body modification involve health risks. In particular, some women
have died from complications of skin whitening treatments, diet pills and cosmetic surgery.
Infection allergies, and other complications can result from the use of unclean and poor quality
equipment.
Whether beauty is biologically programmed or culturally constructed, it remains important in all

societies. Admittedly, attractive people have a lot of advantages in life. For one, people who are
perceived to be attractive are favored over those who are not in many social situations. Studies
have shown that men and women who are physically attractive have more opportunities in finding
jobs, getting promotions and having higher income. Also, some people tend to view attractive
people as happier, smarter, and better people. Generally, unattractive are less liked and assisted.
(Demello,2014).
5 Unpacking
Different cultures have different definitions and perceptions of beauty. People often say that a
number of Filipinas have won international beauty contests shows that Filipinas are among the
women who are perceived to be most beautiful in the world.
People tend to judge others based on physical appearance. However, physical appearance alone is
not enough to know a person’s true character. It is important to see into a person’s inner thoughts
and feelings- one’s inner self. Above all things physical, it is more important to be beautiful on the
inside.
Here are some ways to improve your body image and inner self:
• Smile a lot.
• Take good care of your health.
• Live a well-balanced life.
• Dress well and be neat.
• Spend some time alone to reflect.
• Be creative and do something new all the time.
• Develop a wholesome attitude toward sex.
• Avoid temptations.
• Respect individuality.
• Make friends.
• Face your fears.
• Be independent.
• Accept things as they are.
• Ask and listen.  Think positive.
• Pray.
• Count your blessings.
• Be thankful.
6 Unpacking
Evaluation
Name: ___________________________________________
Date_________________
Course & Year: __________________________________
Score:_______________
A. Multiple Choice. Encircle the letter that corresponds to your answer.

1. It refers to the sex chromosomes.
a. Autosomes c. Zygote
b. Gonosomes d. none of the above
2. This refers to how individuals perceive, think, and feel about their
body.
a. Self-concept c. Self-esteem
b. Body image d. none of the above
3. It is the basic carrier of hereditary traits.
a. Genes c. Chromosomes
b. Autosomes d. none of the above
4. It is the inheritance of traits from parents to offspring.
a. Disease c. heterosexual
b. Hereditary d. none of the above
5. It is an eating disorder in which the person refuses to eat for fear of
gaining weight.
a. Bulimia c. Obesity
b. Anorexia nervosa d. none of the above
6. This stage is considered to extend from age 40-60.
a. Early adulthood c. late adulthood
b. Middle adulthood d. none of the above
7. It is a form of body modification in which a decorative design is made
on the skin.
a. Tattooing c. Cosmetic surgery
b. Piercing d. none of the above
8. Physical efficiency generally peaks during ___________________.
a. Puberty c. early adulthood
b. Adolescence d. none of the above
9. It is a condition in which a person has accumulated so much body fat.
a. Bulimia c. Obesity
b. Anorexia nervosa d. none of the above
10. The greatest concern that girls express about their bodies is they are
__________.
a. Too fat c. Too small
b. Too dark d. none of the above
7 Unpacking
Name: ___________________________________________
Date__________________
Course & Year: __________________________________ Score:_________________
B. The following questionnaire is designed to describe how satisfied you are with
your physical characteristics. Rate each item from 1 (very dissatisfied) to 5
(very satisfied).
Physical Very Satisfied Moderately Dissatisfied Very

Characteristics Satisfied Satisfied Dissatisfied
(5) (4) (3) (2) (1)

1. Hair color
2. Hair texture
3. Eye color
4. Eye shape
5. Eyelashes
6. Eyebrow
7. Nose shape
8. Cheekbones
9. Cheeks
10. Facial
Expression
11. Skin color
12. Skin
Texture
13. Posture
14. Height
15. Body weight
16. Body size

17. Physical
vigor
18. Clothing
19. Grooming
20. Hygiene
8 Unpacking
Name: ___________________________________________
Date__________________ Course & Year: __________________________________
Score:_________________
C. Make a list of the things that make you beautiful as a person. You may start
your statements with prompts such as “I have pretty…”, “My greatest asset is
…”; “I am good at …”, etc.
Inside Outside
Ch apt er
7 The Sexual Self

9 Unpacking
Overview
Understanding and experiencing the self includes discussion of the biological factors of sexual
behaviors that includes the reproductive system and the sex characteristics that differentiate
between man and woman. The reproductive system is a system of sex organs designed for
reproduction and sexual function. It affects not only how individuals view themselves but also
their sexuality and sexual relationships. During adolescence, most young people become involved
in dating and courtship. Through romantic relationships, sexual behaviors are developed. Risk
factors for sexual behaviors such as early pregnancy and sexually transmitted infections are
discussed in this module. Early pregnancy and sexually transmitted infections among youth are
major problems in the Philippines. In this module, a number of strategies are recommended to
prevent these.
Objectives
At the end of the module, the student is expected to:
1. Explain the development of sex characteristics and the human reproductive system;
2. Distinguish between attraction, love, and attachment;
3. Explain sexual orientation
4. Identify the caused and consequences of sexually transmitted infections and early
pregnancy; and
5. Reflect on the importance of contraception and Reproductive Health Law.
Discussion
DEVELOPMENT OF SEX CHARACTERISTICS AND THE HUMAN
REPRODUCTIVE
SYSTEMS
The beginning of adolescence is marked by rapid physical changes, including the

maturation of the reproductive system and the development of primary and secondary
characteristics. Primary sex characteristics are physical characteristics present at birth. These are
the characteristics that distinguish male from female. In females, these characteristics include the
vagina, uterus, and ovaries. In males, the primary sex characteristics include the penis, testes, or
testicles, scrotum, and prostate gland.
Secondary sex characteristics develop during the onset of puberty. For women, the earliest
evidences of puberty are enlargement of the breasts, onset of maturation, widening of the hips,
10 Unpacking
enlargement of buttocks and growth of pubic hair. Onset of menstruation varies among countries
but usually occurs at around 10-12 years of age. Testicular growth, sperm production, appearance
of facial, pubic, and other body hair, and deepening of voice are some of the first signs of puberty
in men.
Primary sex characteristics develop as the embryo grows in the womb as a result of the
chromosomes contained within the embryonic cells as well as hormonal influences. About 5
weeks of pregnancy, two organs, called the gonads, form in the embryo. In men, the gonads
release testosterone that causes the male’s sex organs to develop. During puberty, testosterone and
other androgens stimulate the development of primary and secondary sex characteristics and also
increase one’s sex drive. In women, the ovaries produce estrogen and progesterone as well as
small amount of testosterone. Estrogen promotes female reproductive capacity and secondary sex
characteristics. Progesterone stimulates growth of the female productive organs and prepares the
uterus for pregnancy. Unlike men, however, female sex hormones are not produced consistently.
Their production follows a cyclical pattern, on an approximately 28-day monthly cycle. The
greatest production occurs during the ovulation period, when an egg is released from the ovaries.
Ovulation period can occur 14 days after the beginning of the menstrual period.
The reproductive system is a system of sex organs designed for reproduction and sexual
function. The female reproductive system is composed of the clitoris, the vagina, the uterus, the
fallopian tubes, and the two ovaries. The clitoris which is made of erectile tissue swells with blood
and hardens when woman is sexually aroused. The vagina is a muscular tube that serves as a
receptacle for the penis and carrier of the sperm to the uterus. It is also the birth canal where the
fetus passes out of a mother’s body. The two ovaries produce, store, and release the egg cell during
ovulation. The uterus is a hollow organ where the fertilized embryo grows to become a fetus. The
lower part of the uterus is called the cervix, a passageway between the uterus and the vagina that
expands during childbirth. The fallopian tubes carry the fertilized egg from the ovary to the uterus.
Pregnancy starts from fertilization and end at birth, for an approximate duration
of 260 days.
FEMALE REPRODU CT IVE SYSTEM
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On the other hand, the male reproductive system includes the penis, the testes, the
scrotum, the prostate gland, the seminal vesicles, the vas deferens, and the epididymis. The penis
is the organ through which males urinate and deliver the sperm cells into the vagina during sexual
11 Unpacking
intercourse. It is made up of sensitive tissues and nerve endings. When a man is sexually aroused,
it becomes erect and allows for penetration. Before reaching the penis, sperm cells travel through
the prostate gland and seminal vesicles. The testes or testicles located in a loose pouch-like sac of
skin called the scrotum and are responsible for the production of sperm cells and male sex
hormones. The vas deferens transports the sperm-containing fluid called semen. The epididymis is
a set of coiled ducts connected to the vas deferens where the sperm cells are stored. The prostate
gland and seminal vesicles produces semen and nourish the sperm cells. Ejaculation is the release
of sperm cells from the penis. Each ejaculation approximately contains 300- 500 million sperm
cells. Sperm cells can live up to 48 hours inside the uterus.
MALE REPRODUCTIVE SYSTEM
SEXUAL AROUSAL AND EROGENOUS ZONES: WHAT TURNS PEOPLE

ON
Human sexual arousal is complex. It may be produced by direct stimulation of the body’s
erogenous zones on the areas of the body that provide pleasure. Erogenous zones are areas of the
body which are highly sensitive and produce sexual responses when stimulated. These include the
genitals, mouth, breasts, ears, anus, and to a lesser degree, the entire surface of the body. One of
the most basic forms of sexual stimulation is masturbation or self-stimulation that causes sexual
pleasure or orgasm. It involves the rubbing or fondling of the genital areas and provides a good
index of sexual desire because it is not constrained by the availability of a partner. Other sexual
activities such as intimate kissing, cuddling, necking, or touching the erogenous zones may be
uniquely important to sexual arousal.
In many species, sexual arousal is closely tied to variations in hormonal levels. In humans,
however, hormones play less of a role. In one sense, the brain is where sexual desire originates and
where sexual behavior is controlled (Atkinson, Atkinson, Smith, Bem, & Nolen-Hoeksema, 2009).
Cognitive factors thus play an important role in sexually aroused by creating or fantasizing erotic
images. In other words, sexual fantasies play a significant role in sexual arousal (Feldman,2010).
Many believe that compared with women, men think about sex more often because they report
more frequent sex fantasies and more frequent feelings of sexual desire. Nevertheless, women tend
to place more emphasis on emotional closeness with a lover than men do. Overall, women and
men have equal potential for sexual arousal and women are no less physically responsive than men
(Peplau, 2003).
Culture also influences the expression of sexual desire. Norms continue to shape sexual activity
along socially acceptable behavior. For instance, masturbation and premarital sex are discouraged
in most cultures. Expression of sexual desire is also influenced by sexual scripts or the stereotyped
patterns of expectations on how people should behave sexually. For example, some people believe
that sex should be done only within marriage. In some cultures, expression of sexual desire and
engaging in premarital sex are taboo for women.
THE PHASES OF SEXUAL PURPOSE

12 Unpacking
William Masters and Virginia Johnson found that the biological responses of males and females
to sexual stimulation are quite similar. The use the term sexualresponse cycle to describe the
changes that occur in the body as men and women become sexually aroused. They divide the
sexual-response cycle into four phases: excitement, plateau, orgasm, and resolution.
The excitement phase is the beginning of the sexual arousal and can last from one minute to
several hours. During this phase, pulse rate increases, blood pressure rises, breathing quickens, and
the skin shows a rosy flush particularly on the chest and breast areas. The nipples harden in both
men and women. In men, the penis becomes erect, the skin of the scrotum thickens, and the testes
increase in size. In women, the clitoris swells, the lips of the vagina open and its insides become
wet in preparation for sexual intercourse.
In the plateau phase, the changes in the bod continue. In men, the penis becomes more erect, the
circumference of its head increases, and few drops of fluid are released. In women, the outer part
of the vagina swells with the surge of increased amounts of blood to that area, while the clitoris
retracts under the clitoral hood but remains highly sensitive. The outer lips of the vagina become
redder in color. Breathing becomes more rapid, heart rate increases, body temperature rises, and
blood pressure increases during this stage.
During the orgasmic phase, contractions of the muscles in and around the penis stimulate the
release of the semen which contains sperm cells. Men usually achieve one intense orgasm during
sexual intercourse. In women, orgasm involves the contraction of the pelvic muscles that surround
the vaginal walls and can happen multiple times. In the resolution phase, the body turns to its
normal state of orgasm. In men, the erection is lost, the testes decrease in size, and the skin of the
scrotum thins again. In women, the clitoris, and the vagina return to their normal state.
ATTRACTION, LOVE, AND ATTACHMENT
As adolescents grow and mature, the make new patterns of relationships and commitments with
other people. While these new patterns of relationships ma change as they mature, they could form
the foundations on which intimacy during adulthood will be established. During adolescence,
dating and courtship emerge and become increasingly important.
Puberty is an important stage in sexual development. It is the time when many boys and girls first
experience their first sexual attraction. Initial attraction is influenced by social norms, physical
attractiveness, and processes of interpersonal exchange (DeLamater and Myers, 2012). Social
norms influence attraction in several ways such as in determining who are appropriate as lovers
and spouses. Physical attractiveness refers to the degree to which person’s physical traits are
regarded as aesthetically pleasing or beautiful. Social exchange theory proposes that attraction is
the result of an exchange process. People tend to view relationships as the result of the rewards
and costs they entail. As the relationship develops the sharing of activities and information
contributes to increased attraction, liking, trust, and love.
Romantic love includes a complex combination of different emotions such as fear, anger, sexual
desire, joy, and jealousy. Some of these emotions may also be sources of sufferings
(Santrock,2002). In the context of interpersonal relationships, psychologist, Robert Sternberg
suggests that there are three components of love; intimacy, passion, and commitment
(Bauermeister, Johns, Pingel, Eisenberg, Santana, and Zimmerman,2011). The intimacy
component refers to the feelings of closeness, connectedness, and bondedness. The passion
component refers to the decision to love and the commitment to maintain that love. Love is
classified based on the combination of any of these components. Romantic love has strong
components of sexual attraction and infatuation, and is often experienced in the early stage of a
love relationship (Santrock,2002).
Helen Fisher, biological anthropologist and expert in the science of human attraction,
suggests the important ingredients of romantic love; lust, attraction, and attachment. Lust is driven
by the desire for sexual gratification. Attraction is often associated with sexual attraction.
13 Unpacking
Attachment occurs when individuals desire to connect with another person intimately. It may also
be called affectionate or companionate love. John Bowlby defines attachment as a strong
affectional tie that binds a person to an intimate companion. Bowlby maintains that the quality of
early parent-child attachment has lasting impact on the kind of relationships people have later in
life, including romantic relationships. In other words, the ability to form stable and close
relationships begin at intimacy, in a child’s earliest experiences with a caregiver who meets his or
her needs.
SEXUAL ORIENTATION
Sexual orientation refers to a person’s sexual identity anchored on what gender they are attracted
to. The most common sexual orientation in which one is sexually attracted to members of the
opposite sex is heterosexuality. Homosexuality, on the other hand, is the orientation of one who is
sexually attracted to the same sex. Homosexual males are referred to as gays, while homosexual
females are referred to as lesbians. Bisexuality is an orientation where one is attracted to both
opposite and same sex.
Theories of the origins of sexual orientation look at both the biological makeup of the individual
and environmental influences on his or her orientation (Rathus, 2017). Some explanations for
homosexuality and bisexuality are biological in nature, suggesting that genetic factors such as
hormones and certain neural systems may also play a role in sexual orientation. Nevertheless,
research studies on the biological causes of homosexuality and bisexuality are not conclusive.
Reinforcement and observational learning might also affect an individual’s sexual orientation.
SEXUALLY TRANSMITTED INFECTIONS (STIs) AND EARLY

PREGNANCY
Sexually transmitted infections (STIs) or Sexually transmitted diseases (STDs) are contracted
primarily through sexual contact (vaginal, oral, or anal sex). Many STIs affect the sex organs
themselves while others have broader and more life-threatening effects. Bacterial infections are
treatable with antibiotics, but those caused by viruses are more difficult to treat and are often
incurable such as HIV/AIDS. However, even curable bacterial infections can cause serious health
problems if ignored and left untreated, and some bacterial infections are difficult to detect because
some symptoms are not immediately noticeable. STIs commonly include human
immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS), gonorrhea, syphilis,
chlamydia, genital herpes, and genital warts.
HIV/AIDS infections are caused by direct contact with body fluids such as through blood
transfusion, breast feeding, and sexual intercourse. It attacks the immune system and the infected
person eventually dies. Gonorrhea is caused by gonococcal bacteria which attack the lining of the
mucous membrane such as the mouth, throat, vagina, and urethra. Gonorrhea can be treated by
penicillin or other antibiotics. Syphilis infects the genital areas and other parts of the body
including the brain and can cause paralysis or even death when left untreated. Chlamydia is caused
by the bacterium chlamydia
trachomatis. In men, chlamydia can cause swollen testicles and a burning sensation during
urination. It can result in sterility among women if left untreated because it damages the uterus,
ovaries, and fallopian tubes. Genital herpes can cause itching and tingling sensations, abscesses,
and blisters in the genial area. There is no cure for herpes. Genital warts are caused by the human
papillomavirus and women with human papillomavirus are prone to cervical cancer. Though the
warts can be removed, they may recur.
Anyone who is sexually active is at risk of STIs and STDs and should practice safe sex. However,
it is important to remember that not having sex can be the safest sex method to avoid all forms of
STIs and STDs as well as other problems such as early pregnancy. The consequences of high
14 Unpacking
teenage pregnancy in the Philippines remain a major concern. Early pregnancy creates health risks
among young mothers and their babies since female reproductive organs are not yet mature during
adolescence and complications may arise during pregnancy and childbirth.
METHODS OF CONTRACEPTION AND THE REPRODUCTIVE HEALTH

LAW
Over the years, sexual activities have become less restricted. Premarital sex is now more
accepted. Over the past several decades, there has been a gradual trend toward initiating sex at an
earlier age (Atkinson, Atkinson, Smith, Bem, & Nolen-Hoeksema, 2009). Alarmed by the rising
cases of HIV/AIDS and early pregnancy cases among Filipinos, some government officials are
calling for stronger programs of sex education that include information about the different forms
of contraception.
Contraception refers to methods that are used to prevent pregnancy. One common method of
contraception is the use of condoms which can also prevent some STIs. Other common methods of
contraception available in the Philippines include intrauterine device or IUD, a tiny device made
of flexible plastic that is inserted in the uterus to prevent pregnancy; birth control injectibles that
are given every three months to women, oral contraceptive pills which are taken every day; and
withdrawal method.
1. Condom 2. Oral Contraceptive Pills
3. Intrauterine Device or IUD 4. Birth Control Injections
In the calendar method, the number of days in each menstrual cycle is recorded and the couple
avoids sex during the fertile-period. On the other hand, the cervical mucus method, also called the
Billings ovulation method, is a type of natural family planning method based on careful
observation of mucus patterns during the course of the menstrual cycle. The mucus patterns may
help in determining when a woman is most likely to conceive or not. As pointed out earlier,
however, abstaining from sexual intercourse is the best method in preventing pregnancy and
sexually transmitted infections or diseases.
Studies show that contraceptive use is low particularly among sexually active adolescents. Thus,
the Responsible Parenthood and Reproductive Health Act of 2012, also known as Reproductive
Health Law or RH Law, guarantees universal access to methods of contraception, fertility control,
sexual education, and maternal care. The RH law provides for the “prevention and treatment of
HIV/AIDS and other STIs/STDs,” especially since the number of HIV cases among the youth is
rising. Further, the RH Law aims to keep couples and women especially, well-informed about
Available family planning methods that they can freely use depending on their needs and
beliefs. It also aims to promote awareness among adolescent and youth on sexuality and
reproductive health through proper sex education.
15 Unpacking
EVALUATION
Name: ___________________________________________
Date:______________
Course & Year: __________________________________ Score:____________
A. Fill in the blanks
1. Masters and Johnson divide the sexual response cycle into four phases: the excitement,
plateau,___________________________________, and resolution.
2. In women, the ___________________________________produce estrogen and progesterone.

3. The most common sexual orientation is
_______________________________________________.
4.___________________________________is a law that guarantees universal access to methods
of contraception, fertility control, sexual education, and maternal care.
5. _________________________people are those who believe they were born with the body of the
opposite sex.
6.________________________________________is a sexually transmitted disease which is

caused by gonococcal bacteria.
7. Sternberg suggest that there are three components of

love:______________________________,passion, and commitment.
8. ________________________________refers to methods that are used to prevent pregnancy.

9. The ___________________________________is responsible for the production of sperm cells
and male sex hormones.
10.________________________________are attracted to and interested in relationship with

people of the same sex.
B. Write a short reflection paper about the results of the survey.

1. Answer the Love Scale Test. Think of the person you love most passionately right
now, and answer the items in the Love Scale Test at as truthfully as possible. If
you are not in love right now, think of the last person you loved passionately.
Write a short reflection paper about the results of the survey.
https://psychcentral.com/quizzes/deep-love-quiz/
My Reflection
_______________________________________________________
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_______________________________________________________
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C. Essay. Write an essay on the three most important things you learned from the
results of the assessment activity. What are your insights and how are you going to
apply your insights in understanding your sexual self? My Reflection
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________________________________________________________________________
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Overview
A person's tangible possessions like his or her car, house, clothes, even family and friends
make up his or her material self. Regardless of how much or how little a person owns materially,
he or she will always strive to acquire more because material possessions are usually a reflection
of a person's success or failure.
This chapter begins with a description of the material self and the components of the
material self. The motives for acquiring material possessions are explained, as well as the key
roles that media can play in a person's desire to acquire material possessions.
Objectives
_________________________________________
Ch apt er
8
Material Self
18 Unpacking
At the end of the chapter, you should be able to:
1. develop understanding about the material self;

2. describe the basic components of the material self;
3. discuss the influence of media in people's acquisition of material possessions; 4. develop
qualities of a wise buyer
Discussion
Material Self
According to William James (1980, p. 291), the self is everything that an individual considers
to be his or hers, not only his or her body and material possessions but also his or her reputation
and beliefs. The self, therefore, is composed of the material self which is the manifestation of one's
identity through his material possessions.
The basic component of the material self includes the body. One of the tasks of adolescents is
to accept and appreciate the physical characteristics of their body. However, few adolescents are
able to do physical appearance. Generally, girls are more concerned about the this successfully.
Adolescents tend to worry about their bodies and appearance of their body than boys. Perceptions
about what makes a body beautiful are usually influenced by the media as shown in television and
the internet.
Another component of the material self is the clothes that people wear. Clothes represent the
self. The style and brand of adolescents. clothes become significant symbols
The clothes they tend to wear are greatly influenced by their peer groups because adolescents
are anxious to conform to what their peer groups find fashionable and attractive.
Apart from clothes, the material component of the self can peer groups find fashionable and
attractive. include one's house, car, pets, and other things that he or she considers as his or her
possession. The material component of the self also includes people an individual has relationships
with such as one's immediate and extended family members as well as close friends with whom
one feels psychologically connected. These people are likely to shape and influence the
development of one's self and identity. Pets could also symbolically define a person's identity. A
person's pet could be an expression of one's social status, pride, and prestige, as in owning a dog or
cat of a very expensive breed.
The Role of Material Possessions on the Sense of Self and Identity
Regardless of how much or how little material possessions people have, they remain valuable
because these possessions are symbolic of one's social status. Cars, houses, gadgets, and clothes
are to some the most valuable possessions because they are the most visible in the eyes of others.
The more expensive they are, the more other people are impressed. Russell Belk (1988) in his
work Are We What We Own?, suggests that material possessions act as an objective manifestation
of the self. Material possessions can be a reflection of hard work and success. Normally, people
19 Unpacking
tend to measure success through the amount of their material possessions. Owning material
possessions becomes a driving force in urging an individual to seek high level of achievement in
order to be able to acquire more possessions.
Defining the self by material possessions can also contribute to a feeling of wellbeing,
including a sense of personal growth and purpose or meaning in life. However, the lack or loss of
material possessions can be disruptive to one's mental health, like people losing, houses and other
possessions because of disasters and calamities. People tend to judge others through their material
possessions. Thus, the greater the material possessions, the more likely one will be accepted and
regarded well by other people. The important point is that these components of the material self
become a significant reference of one's sense of self and identity.
However, the desire for material possessions also have negative effects on one's sense of self
and identity. Materialism refers to giving more importance to material possessions than intangible
values. A materialistic person is one who is excessively concerned with the acquisition of material
possessions. The strong desire for material possessions could lead to psychological dysfunction or
impairment in functioning such as compulsive buying disorder (CBD) which is characterized by
an obsession with shopping and buying behaviors that can cause adverse consequences (e.g.,
debts).
Developmental evidence suggests that identification with material things begins quite early in
life but remains high throughout life as people seek for happiness (Belk, 1988). Nevertheless,
psychologists identify other social and cultural factors that seem to be strongly implicated in the
etiology of materialism. People are exposed to images in television, the internet, and magazines
that brag about the importance of material possessions such as branded clothes, mobile phones,
cars, and the like. Lack or loss of these material possessions Could lead to anxiety, insecurity, and
depression in people who are overly materialistic. Thus, when a person is about to make a
purchase he or she should ask himself or herself a very important question DOI REALLY NEED
THIS?
Consumer Culture
Consumer culture is a social system in which consumption is dominated by the consumption
of commercial products (Arnould, 2010). Consumer culture denotes a social arrangement in which
the relations between lived culture and social resources, and between meaningful ways of life and
the symbolic and material resources on which they depend on, are mediated through markets. The
consumption of market-made commodities and desire-inducing marketing symbols is central to
consumer culture (Arnould & Craig, 2005). A consumerist society is one in which people spend a
great deal of time, money, and energy to "consume" commercial products, goods, and services.
Consumerism is the consumption of material goods and services in excess of one's basic needs.
Consumerism is closely tied to materialism. Both heavily influence the way individuals view the
self. It can be viewed positively and negatively. For instance, people tend to be happier and more
motivated when their wants end needs are met. On the other hand, it encourages people to buy
products and services that they do not really need or afford. The state of needs and wants tends to
be endless, and thus could cause negative effects such as dissatisfaction, unhappiness, and
depression.
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EVALUATION
Name: _________________________________________________________Date:
_____________________
Course & Year:
________________________________________________Score:_____________________
A. True or False. Write T on the blank if the statement is true and write F if it is false. No
erasure.
_____1. Poor people are not interested in material possessions.

_____2. The soul makes up the material self.
_____3. People tend to judge others through their material possessions.
_____4. Material possessions can make people depressed.
_____5. The greater the material possessions, the more one is likely to be happy.
_____6. All individuals are materialistic.
_____7. The strong desire for material possessions could lead to insecurity.
_____8. Material possessions can be used as status symbol.
_____9. The desire for material possessions is usually influenced by the media.
_____10. Identification with material things begins in adolescence.
B. Write your most treasured material possessions and explain the reasons why you consider
them be so. A. Body part
_______________________________________________________________________________
_______________
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________________
______________________________________________________________________________
________________
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________________
______________________________________________________________________________
__________ B. Clothes
_______________________________________________________________________________
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C. People
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_________
D. Other material possessions

_______________________________________________________________________________
_______________
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______________________________________________________________________________
________________
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________________
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_______________________________________________________________________________
_____________ Name: ___________________________________________
Date:______________
Course & Year: __________________________________ Score:
_____________
C. Debit Card Challenge
A very wealthy person gave you a debit card and told you to use it as much as you want to
make yourself happy. What are you going to do with your debit card? Make a list of what you
want to have. Write as many as you want.
LIST
_______________________________________________________________________________
_______________
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_______________________________________________________________________________
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NOTE: Put mark/letter on the left side of each item with the following categories
B - if item is related with your body
C - if the item is related with clothes
F - if the item is related or intended to your family
H - if the item is related with home
ANALYSIS
Answer the following questions:

1. What did you feel as you do the Debit Card Challenge?
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24 Unpacking
2. Which among categories you have the most in your list?

_______________________________________________________________________________
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3. Which among the items in your list you like most? Why?
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_______________ _______________________________________________________________
4. What do you think these things tell you about yourself?

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25 Unpacking
_______________________________________________________________________________
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5. If ever you were given a chance in real life to have one among the list, which will you choose?
Why?
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__________
D. Draw/take a picture with you of one material thing that you possess and has personal
significance or meaning to you. Why do you find that particular object personally relevant
or meaningful to you? Discuss your answer.
___________________________________________________________________________
_______________
___________________________________________________________________________
_______________
26 Unpacking
Modu le
9
SPIRITUAL SELF
Overview
Spirituality influences the individual through acts of faith, hope and love. This
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Objectives
________________
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________________
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________________
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______________
____________________________________________________________________________
___________ chapter provides an overview of spirituality and religion. It also includes topics
on the practice of animism.
27 Unpacking
1. Demonstrate an understanding of the spiritual self;

2. Explain the importance of spirituality in one's life:
3. Discuss how spirituality is connected to religion;
4. Describe how spirituality develops; and
5. Analyze how spirituality animism are associated.
Discussion
The Spiritual Self
The spiritual aspect of the self is the inner essence, the part of the self that connects the
person to the sacred, the supernatural, and the universe. The spiritual self enables the person to
experience a feeling of oneness with a higher being and the universe and gives a deeper purpose or
meaning of one's life. Understanding and nurturing the spiritual self is as important as with the
other aspects of the self. The spiritual self develops through interaction, observation, and imitation.
The family, school, and church play a very important role in a child's spiritual development.
Spirituality begins at an early age but develops throughout life as people continuously interact in
the environment.
Spirituality
The root meaning of spirituality is taken from the Latin word spiritus, meaning breath or life
force. Spirituality can be understood as the search for the sacred, a process through which people
seek to discover, hold on to, and, when necessary, transform whatever they hold sacred in their
lives (Hill & Pargament, 2003). Spirituality generally refers to meaning and purpose in one's life, a
search for could refer to a higher being (Hage, Siegel, Payton, & DeFanti, 2006). The sacred
transcendence could refer to a higher being .
The term "spirituality" originally developed in early Christianity. Christians use the term
"Spirit" to describe the Holy Spirit. In Christian Ethics, Peschke (1994) describes that the
experience of the sacred is characterized by reverence, faith, fear, trust, love, and admiration
which are intimately connected to God. Worship is regarded as an essential act to realize the
ultimate meaning of transcendence and human life. Acts of worship may include prayer, reading
the Bible, attending sacraments, and doing sacrifices. In addition, through acts of faith, hope, and
love, man is able to encounter God and understand God's words of salvation.
Spirituality is connected with religion. Religion is an organized system of ideas about the
spiritual sphere or the supernatural along with associated ceremonial practices by which people try
to interpret and/or influence aspects of the universe otherwise beyond their control. All religions
recognize the importance of spirituality in one's life. One's spirituality may be expressed through
religion and participation in religious rituals and ceremonies (Haviland, Prins, Walrath, &
McBride, 2013). Spirituality and religion fulfill numerous social and psychological needs, such as
the need to explain human sufferings and death. Through the practice of religious activities such as
28 Unpacking
prayers, people may find comfort, security, and stability in times of sufferings, loss, insecurities,
and uncertainties.
Spirituality and religion may be a source of love, hope, and affection (Brown & Parrish, 2011).
Search for the Meaning of Life

In his book Man's Search for Meaning, Viktor Frankl begins by sharing his personal
experiences in the Nazi concentration camp. He explains how a prisoner passes through three
major phases in the concentration camp, and how each phase transformed the prisoners from their
previous lives to a new one and how they developed various pathologies. The prisoner was first in
a state of shock, which was followed by the phase of developing apathy, and lastly, the psychology
of the prisoner after liberation. Apathy is the blunting of the emotions a the feeling that one could
not care anymore. It is a protective shell om the brutalities in the camp. During the last phase, the
prisoners experienced depersonalization or a state in which everything seemed unreal, unlikely, as
in a dream.
Frankl's personal experiences in the Nazi concentration camps during World War II led him
to develop the basic tenets of logotherapy, which were tested and found valid even amid all the
dark forces in human existence. Frankl embraced both the bright and dark sides of human
existence and believed that inevitable human suffering could contribute to human achievement and
the search of meaning in life. Logotherapy is the pursuit of human existence as well as on man's
search for such a meaning. According to logotherapy, the striving to find a meaning in one's life is
the primary motivational force in man. In logotherapy, one can discover the meaning of life in
three different ways: by doing a deed, by experiencing a value, and by suffering.
In doing a deed, the way of finding meaning in life is through achievements or

accomplishments. The second way of finding meaning in life is by experiencing something or
someone, such as loving a person. Frankl elaborates that love is the only way to grasp another
human being in the innermost core of his or her personality. No one can become fully aware of the
essence of another human being unless he or she loves him or her. By his or her love, he or she is
enabled to see the essential traits and features of the beloved person. Thus, he imparts that the
salvation of man is through love and in love. Love finds its deepest meaning in one's spiritual
being-the inner self.
The third way of finding a meaning in life is by suffering. According to Frankl, it is through
sufferings that man encounter the central theme of existentialism: to live is to suffer, to survive is
to find meaning in the suffering. If there is purpose in life at all, there must be a purpose in
suffering and in dying. But no one can tell another what this purpose is. Each one must find out for
himself or herself, and must accept the responsibility that his or her answers prescribe. Ifhe or she
succeeds, he or she will continue to grow in spite of an indignities. Thus, Frankl is fond of quoting
Nietzsche, "He
who has a why to live can bear almost any how."
Frankl further suggests that one should not search for an abstract meaning of life. Everyone
has his or her own specific vocation or mission in life; everyone must carry out a concrete
assignment that demands fulfillment. Ultimately, one should not ask what the meaning his or her
life is, but rather must recognize that it is he or she who is asked. In a word, each individual is
questioned by life; and he or she can only answer to life by answering for his or her own life; to
life he or she can only respond by being responsible.
The Practice of Animism

29 Unpacking
Spirituality is also associated with animism. Beliefs about the sacred also include the
primitive concept about animism or the belief that creatures, objects, and places possess certain
spirits. Animism is also the belief that things and places are alive and grounded by a supernatural
order. In the Philippines, indigenous peoples are known to practice animism. Some groups, for
example, believe that the spirits of the sun, sky, and moon are their gods and that different deities
exist to protect them and guide them toward a fruitful life. Others believe that spirits inhabit
animals and nature such as trees, rocks, mountains, and bodies of water, among others, and that
respect must be given to them through acts of worship (e.g., offerings, prayers, sacrifices) to
please or appease them. Being linked with folk belief, animism cultivates among people a
consciousness of the environment that they are in, thus making them more mindful of how they act
according to the different things they come in contact with.
EVALUATION
Name: ___________________________________________ Date ______________
Course & Year: __________________________________ Score:_____________
ESSAY. Answer the following questions.
1. Distinguish the difference between belief in spirits and belief in the Holy Spirit.
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30 Unpacking
________________________________________________________________________
______________
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______________ __________________________
2. What is the relationship between religion and spirituality?

________________________________________________________________________
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3. Give at least two kinds of spiritual beliefs ( animism) in the Philippines . What are the
reasons for having those spiritual beliefs?
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31 Unpacking
________________________________________________________________________
______________
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4. What are the functions of religion in developing the spiritual self?
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32 Unpacking
________________________________________________________________________
______________
Chapt er
10
POLITICAL SELF
Overview
The hierarchical structure of the family influences the political self through the
________________________________________________________________________
______________
________________________________________________________________________
______________
________________________________________________________________________
______________
________________________________________________________________________
__________
obligations and expectations associated with one's role as a member of the family and the power
and status related with one's position in the family. An important prelude to the study of political
self is understanding the concept of politics. Hence, this chapter begins with defining politics. It
includes concepts on political community, socialization, social interaction, and citizenship. It also
Objectives
defines political self and describes the influence of family, school, church, peers, and media on the
development of political self. The chapter ends with descriptions of the theoretical perspectives of
political self.

1. Describe the nature, functions, and origins of political self;
2. Discuss the role of family, school, church, peer groups, and media in the development of
political self;
3. Determine the importance of social interaction in developing the political self; and
4. Identify and describe the theoretical perspectives in the development of political self.
Discussion
33 Unpacking
Understanding Politics
Kendall (1998) defines politics as a social institution through which power is acquired and
exercised by people and groups. Aristotle's work, Politics, he describes the role that politics and
the political community must play in bringing about the virtuous life in the citizenry. He observes
that "man is by nature a political animal" Politics is an important part of human development
because it promotes ideologies about democracy, citizenship, human rights, freedom, family,
health, and other social issues. Politics exists in all human societies. It serves as the mechanism by
which individuals develop power and understand proper functioning of a democratic society as a
citizen. Citizenship is the most basic identification with the nation. The term denotes the
membership of a citizen in a political society As a citizen, a person enjoys full civil and political
rights, including protection inside and outside the territory of the state.
Stevens, Anglin, and Jussim (2015) cite that in some people, politics is a central component
of their identity. For others, politics may be a more peripheral concern but temporarily becomes a
central one in certain situations. The political community where people belong offers an
opportunity for them to define themselves and provide opportunities to satisfy their needs for
affiliation. The political self organizes one's beliefs, attitudes, and affiliations and aids in the
processing of politically relevant information. People use their political values and belief systems
to define themselves as unique individuals of society.
Political Self and Identity

As an essential part of the self, the political self organizes self- relevant information about
politics. It constitutes knowledge about the Constitution, government, and governance. The
political self helps in defining the structure and functions of the government, in telling and
understanding the relationship between the state and the citizens, and in describing their rights,
freedom, and obligations as citizens. The political self exemplifies the ideals and aspirations of the
people, embodies the rules and principles of the State, and determines the status and power of the
people.
One important component of political self is identity, the person's understanding of who and
what he or she is. Citizenship becomes a salient basis for political self. The political self is often
defined by citizenship. In her book, Democracy and Citizenship, Ma. Serena Diokno (1997)
mentions that citizenship is the most basic identification with the nation and, as such, is oriented
towards the state and its expressions In law and policy, From the social and psychological
perspectives, the individual's claim to citizenship means that the person relates himself or herself
to a group of others who also see themselves as a citizen of a larger polity. The institutions which
influence the values citizenship are the family, church, school, media, government, and as non-
governmental organizations. As such, the political self is also in part defined by reference to other
members in the political group or community where one belongs.
The value component of identity construction is shaped by societal agencies that enter the life
of the individual from childhood all the way through adulthood (Diokno, 1997). The political self
and identity are developed through socialization, through the ways people learn the knowledge,
norms, values, motives, and roles appropriate to their positions in a group or community. Social
interaction may significantly influence a person's understanding of politics, and perhaps a person's
political actions in the future. Through social interaction, people learn the status, duties, rights, and
power necessary to interact successfully with other people in the group or community. Over time,
individuals internalize the political attitudes, values, and views of others, and incorporate them
34 Unpacking
into their political self. Throughout life, as individuals meet new people and join new groups, the
political self is influenced and modified by the opinions, comments, and suggestions of other
people.
The Origins of Political Self

The family has a hierarchical structure which requires each member to perform his or her
role. Each position carries a set of rights, responsibilities, and expectations. Through the hierarchy
of positions, status and power are ascribed. The family consists of members who differ in status,
obligations, influence, or power. Traditionally, the father is the most influential member of the
family. He acts as the leader and establishes rules to maintain order in the family. His role as the
leader entails power and authority. He coordinates with the mother in helping the children perform
the roles necessary for a successful family. From an early age, individuals are taught to obey and
treat parents with respect and conform to their rules.
This shows that authority is necessary in the development of the political self and identity,
which is established by the father and the mother. Children must be governed; thus, there must be
some form of established status and power in the family. The ordered positions and ascribed roles
in the family prepare children for several and big her roles external to the family, in the context of
being a citizen of the state. Aristotle considers the state as a natural union of families, established
for the common good under a definite government. Thus, the family makes the most contribution
to the child's development of political self.
The first and foremost duty of parents is to educate the children about basic values and
beliefs. The process of learning is imbued with values and beliefs through identification. Morality
underlies political values and beliefs. The family directly and indirectly influences a person's
political attitudes, views, and beliefs. The Philippine Constitution thus recognizes the duty and
responsibility of parents to educate and train their children to become good, useful, and worthy
citizens of the country and to prepare them for future responsibilities.
Equally, the Philippine Constitution recognizes the vital role of schools in inculcating among
the youth the value of patriotism and nationalism and in encouraging their involvement in public
and civic affairs of the country. While parents teach their children basic values and discipline,
schools have the responsibility in the formal education and training of children. One of the
responsibilities of schools is to teach moral, spiritual, and political values that will help the
students to become patriotic and morally upright citizens. The school has a similar structure to the
family, with the teacher acting as the leader of the group. In terms of the functionality of status and
power, students will more likely comply with rules in school because it entails serious and greater
consequences.
The church also helps shape the ideals of citizenship and democracy through their religious
teachings, values, and traditions. Consequently, how the family, school, and church emphasize
moral behaviors may also influence political behaviors and the political *ell. On the other hand,
peers are also important in influencing the Political self. The family and school consist of
members who are different in status and in status. Thus, interaction with peers encompasses and
emphasizes the equal distribution of power, rights, and privileges among members of the group.
Mass media could also be a key source of information on politics, and thus may influence an
individual's political values and beliefs.
Theories of Political Self

35 Unpacking
According to the social learning theory, a person can acquire learning through observation
and imitation. In imitation, the learner watches the behavior of another person (model) and then
performs the behavior in a similar way. Observation and imitation are important in a process
known as political socialization, the lifelong process by which individuals gain knowledge about
politics. In everyday life, social interaction significantly influences a person's understanding of
politics. Through the process of identification, individuals (especially children and adolescents)
incorporate the characteristics or traits as well as the values, beliefs, and motives of the models
(parents or significant people) they look up to.
Another theory in political self is the cognitive theory which suggests that the mental
activities (e.g., knowledge, perceptions, ideas) of individuals are important determinants of
behavior (e.g., political attitudes). For example, individuals interpret the meaning of politics and
then choose and decide the actions they will make.
The theory of symbolic interaction suggests that behaviors are products of communication,
meaning, and symbols. People give meanings to symbols and they express these meanings through
language and communication. For example, children develop political attitudes according to the
symbols and meanings that their parents communicate to them. Based on the symbols and
meanings that people ascribe to objects (e.g., politics, human rights, freedom) people can
formulate plans of action (e.g., election, demonstrations rally).
This recognizes the importance of the theory of political participation in political self.
Political participation can be defined s citizen's actions or activities anchored in politics. Thus, any
activity concerning the government or governance of the state is an example of political
participation. The extent and scope of political participation may be an important criteria for
assessing the value or quality of symbols and meanings that people ascribe to politics.
Nonetheless, in order for political participation to work in a society, a covenant of mutual trust and
respect among members of the society must exist. To sustain this covenant, there must be an open
flow of communication and feedback from the members. All members must also commit to and
take responsibility for fostering and maintaining an environment in which political participation
can occur. For instance, ordinary Filipino citizens must be allowed to take part in the policy and
decision-making process regarding the administration of the country which is in accordance to the
democratic nature of the Philippine society.
EVALUATION
1. Enumerate at least five functions of the political self.

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36 Unpacking
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2. Explain the origins of the political self. Discuss how the family, school, church, peer
groups, and media affect the development of the political self.
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37 Unpacking
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3. Identify current political issues in he Philippines and recount the circumstances that led
to the issue. As a citizen, what can you do to prevent the issues from recurring?
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38 Unpacking
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4. Give at least three problems that ail the Philippine political system. Explain how these
problems can affect your political views and beliefs. Discuss your answers.
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39 Unpacking
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5. The lives of national heroes are great sources of inspiration. Choose one Filipino hero.
Identify his or her courageous and heroic acts which make him or her worthy of respect
and emulation. Identify your characteristics which are similar to the hero you have chosen
and the things that you can do for the country.
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40 Unpacking
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Chapter
11
DIGITAL SELF
Overview
This chapter explains the concept of digital self and the importance of digital
Objectives
technology in human activities. It also presents the implications of and the ethical issues involved
in sharing personal information especially in social networks.
1. Define digital self;

2. Explain the role of mobile phones, internet, and social networking in developing the
digital self;
3. Identify the Filipino values of social networking;
4. Explain the role of the government, school, and church in the prevention of identity theft, false
information, and fake news; and
5. Describe the provisions of the Data Privacy Act of 2012.
Discussion
41 Unpacking
Digital Self
Among the Filipino youth, the use of digital technology has now become part of the self-the
digital self. The digital self is the aspect of the self that is expressed or shared with others through
online interactions on the internet, specifically in social networking sites. On such sites, users
normally disclose personal information such as their name, age, birthdate, address, and contact
details. Some users also provide very personal information about themselves such as their likes
and dislikes, hobbies, favorite food, favorite movies, places they have visited, relationship status,
thoughts and feelings, and important events in their lives. This sharing of personal information on
social networking sites may be related to the strong desire of adolescents for social approval and
acceptance. Similar can be said about adults.
Self-Presentation and Impression Management

John DeLamater and Daniel Myers (2012) cite that the self is heavily influenced by feedback
from others. The impact of others whom people interact with depends upon the nature of one's
relationship with them. Interaction with significant others may be very influential to how one
presents himself or herself in a virtual space. The view of others through online interactions (social
networking) important that they become part of the self. Personal information that individuals
disclose through online interaction which others judge favorably through "liking" and "reacting"
contribute to positive selfconcepts. Nevertheless, people try to present themselves in such way to
impress-that is, to create positive impressions in the eyes of other people. Self-presentation refers
to an individual's attempts, both conscious and unconscious, to control how he or she projects
himself or herself in social interactions. Some forms self-presentation may be authentic, but some
may be tactical or selective. Self-presentation is inherent in all situations. The widespread use of
online interactions has increased the opportunities to engage in selfpresentation and impression
management. Most people strive to create images that are positive. Thus, individuals use several
methods to create positive impressions of them. Some individuals try to alter their appearances
through what they post on social networking sites such as Face book, Instagram, and Twitter by
using photo editing tools. The desire to impress other people on social media may lead to showing
off one's work, achievements, and material possessions in a virtual place.
Nevertheless, the desire to create positive impressions and to be "liked" by others may lead to
consequences that can be risky to one's security and mental health, such as identity theft, cyber
bullying, gossiping as well as anxiety and depression. Thus, individuals should be very careful
with what they post or share on social networking sites. People should still be mindful of their
privacy using social networking sites.
Expression of Gender and sexuality Online

The Merriam Webster Dictionary defines sexuality as the quality or state of being sexual
while gender is the psychological identification of a person as masculine or feminine. Both could
affect not only how people think about themselves but also their relationships with others and how
others think of them as well (Cicarelli & White, 2012). Individuals tend to be categorized based on
their gender identities d sexuality in different types of situations that are visible in different forms
of media, especially social media. The portrayal of male and female behaviors in media could
affect the construction of appropriate sexual behaviors of people, especially adolescents. The
internet and social networking sites provide channels for the dissemination of information,
including information about gender identity and sexuality. For this reason, better and accurate
42 Unpacking
information is now becoming available. The Psychological Association of the Philippines (PAP),
for example, provides scientific knowledge on the application of psychological theories, concepts,
and principles on gender identity and sexual orientation to benefit society and improve the lives of
the members of the LGBTQ+ (lesbian, gay, bisexual, transgender, queer, +) community. In the
PAP website, online resources and publications on LGBTQ+ issues, resources, and information
addresses bias and discrimination issues. With the increasing urgency to uphold human rights and
to protect the dignity and equality of all persons of various sexual orientations, a measure
prohibiting discrimination on the basis of sexual orientation or gender identity or expression is
developed. In particular, the Anti-Discrimination Act aims to protect the rights and welfare of the
LGBTQ+ people in the Philippines. The act recognizes the important role of telecommunications
and social media in protecting, particularly, the LGBTQ+ people from discriminatory acts.
The Importance of Digital Technology

At present, the use of technology is essential for individual survival and for communication
with other people. Just as the use of technology is becoming important for individuals, it is also
developing to be important for the development of society. The Business Dictionary defines
technology as the application of information in the design, production, and utilization of goods and
services, and in the organization of human activities. There have been so many technological
advancements over the past years. Technology has changed the social features of people's lives. It
has altered the way people view the social dimension of relationships and dictated new ways for
people to relate with one another. Advancements in computer and software technologies have
Reached an impressive level. These technologies improve not only very common areas of
people's daily life, but also areas of education, health and production industries (Mishra, Misra,
Muellerr, Perez, Bhatia, & Wang, 2014).
Forms of technology such as digital technology include all types of electronic equipment and
applications that use information in the form of numeric codes. Digital technology includes the use
of devices that process and use digital information such as computers and mobile phones. Digital
technology has enabled volumes of information to be compressed in compact storage devices, so
as to be easily contained and delivered, minimizing the time it takes for data to be transmitted.
Digital technology has immensely changed the pattern of working as well as the learning of new
concepts, including communication. Innovations in mobile phones, for example, resulted in the
widespread use of the internet and social networking.
Impact of Online Interactions on the Self

The Philippines has the fastest growing internet population in Southeast Asia. This can be
rooted to majority of the Filipinos, particularly the youth, use the internet primarily for social
networking which is mostly used for communication, information, and entertainment (Estuar,
2003; Bristol, Caro, Mangaliman, & Bernarte, 2013; Ignatius & Hechanova, 2014).
Iqbal, Khan, & Malik (2017) suggest that mobile phones are ever more becoming a very
valuable part of the daily life of today's youth. They allow the users to keep in touch, connect with
people, d be updated on the activities and whereabouts of others. However, use of digital
technology and online interactions limit face-to-face interaction with others and has drawn people
away from meaningful and intimate communication with families and friends. Hence, the growing
use of the internet and social networking sites changes the social behaviors of individuals,
families, and societies as a whole.
43 Unpacking
Hechanova and Ortega-Go find that the use of internet has both positive and negative
outcomes. In their study, the use of internet can improve one's relationships through easier ways of
communicating. Social networking can be an important facility for debates on current issues in the
country such as political issues. It can also be a facility to express the opinions, needs, and
concerns of people. However, it is also through social networking that identity theft, false
information, and fake news are able to circulate. Thus, the church, schools, and the government
exert efforts to prevent and effectively manage the spread of identity theft, false information, and
fake news in the country.
Most users of social networking sites prefer to be: may and sometimes use false names.
Privacy and confidentiality should be a major concern, especially for adolescents who may not be
entirely aware of the consequences of sharing private information online, for anyone to see. They
usually post pictures and videos of themselves, their friends, and family. Thus, adolescents are
particularly susceptible to cyberbullying, gossips, and stalking. For this reason, the government
together with academic and even religious institution in the Philippines make efforts to prevent
and effectively manage the spread of identity theft, false information, and fake news in the
country.
Data Privacy Act

To protect the people from invasion of privacy, Republic Act 10173, otherwise known as the
Data Privacy Act of 2012 was passed in the Philippines. It act states that:
It is the policy of the State to protect the fundamental human right of privacy, of
communication while ensuring free flow of information to promote innovation and growth.
The State recognizes the vital role of information and communications technology in nation-
building and its inherent obligation to ensure that personal information in information and
communications systems in the government and in the private sector are secured and
protected. Personal information in this context refers to any information, whether recorded in
a material form or not, from which the identity of an individual is apparent or can be
reasonably and directly ascertained by the entity holding the information, or when put
together with other information would directly and certainly identify an individual.
EVALUATION
Name: ___________________________________________
Date:______________
Course & Year: __________________________________ Score:
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44 Unpacking
1. What are the basic ethical issues to consider when sharing personal information in social
networks?
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2. What are the advantages and disadvantages of the Data Privacy Act of 2012?
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45 Unpacking
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3. What can you do to help prevent and effectively manage the spread of identity theft, false
information, and fake news in the country?
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4. Make a slogan or poster about becoming a responsible Internet user. Use coloring materials to
improve your output.
46 Unpacking
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48 Unpacking
Chapter
12 LEARNING TO BE A BETTER
STUDENTS
Overview
According to neuroscientists, learning new knowledge and skills everyday keeps the
structures of the brain changing and increases its ability to learn. This chapter discusses theories
Objectives
and concepts that explain the nature and dimensions of learning. Metacognition and self-regulated
learning are also discussed along with suggestions and strategies on how to improve learning and
become a better student.
1. Explain learning and how it works in humans; 2. Identify the parts of the brain involved in
learning describe the importance of neuroplasticity and its implications on learning;
3. Discuss the influence of metacognition and self- regulation in learning; and
4. Choose and apply strategies to improve learning,
Discussion
LEARNING
Behaviorists define learning as a relatively permanent change in behavior as a result of

practice or experiences. Cognitive psychologists define learning as a process that leads to change
as a result of experience. In other words, learning is the acquisition of knowledge, skills, and
attitudes through experience. It is a transformational process that leads to personal growth and
development. Learning helps an individual to adapt to the constantly changing environment. It
starts at birth and continues throughout life. It is a constant process that can result from direct and
indirect experiences. Individuals learn from one another through observation and imitation.
Learning is important to the survival of human beings because it enables them to discover new
knowledge, technology, and interventions,
WHAT HAPPENS IN THE BRAIN DURING LEARNING

49 Unpacking
Humans have the capacity to learn new skills and adapt to new environments.
Development and learning are powerful agents of change throughout one's life that induce
structural and functional plasticity in the neutral systems of the brain (Galvan, 2010).
The process of neuroplasticity is the ability of the brain to change throughout one's life. It
involves the addition of new neurons, new interconnections between neurons, and the
reorganization of information processing areas. The ability of the brain to change happens in two
ways, it could be through an increase in the number of synapses between neurons or a change in
the function and structure of the neurons.
Neurons are the basic building blocks of the nervous system that transmit impulses or
messages. Every neuron is made up of a cell body (soma), dendrites, and an axon. Neurons vary
according to their functions and locations. The impulses that travel along neurons are
electrochemical in nature. A neuron transmits impulses or messages to another neuron through a
junction called synapse. Neurons are not totally connected and are separated by a small gap
separates neurons. Neurotransmitters are the electrochemicals that connect and allow the
transmission of impulses from one neuron to another. Several neurotransmitters such as
acetylcholine, glutamate, dopamine, and norepinephrine are associated with memory and learning.
https://www.google.com/search?q=PARTS+OF+NEURONS&sxsrf=ALeKk02ffdxl1umu87q
6H2aZ7twU3xTedg:1599317765842&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjsgc
P6otLrAhWMwZQKHVsXBTcQ_AUoAXoECA0QAw&biw=1366&bih=657#imgrc=Kp0GsZJ
VWqvl0M
The process of neuroplasticity, or changes in the structure and functions of the neurons in
the brain, usually happens in the cerebral cortex which is the wrinkled layer of the brain. The
cerebral cortex is packed with neurons and is responsible for the most sophisticated information
processing in the brain. The cortex is divided into four lobes: the frontal, parietal, temporal, and
occipital. Each lobe is responsible for processing the different types of sensory information. The
cerebral cortex plays a key role in human learning, thought, memory, and language (Rathus,
2017). Although the brain continues to grow and develop throughout one's life the overall number
of neurons and synapses declines with age. Thus, Dr. Michael Merzenich, a leader in the field of
neuroplasticity research, suggests that learning new knowledge and skills everyday keeps the
structures of the brain in constant change which increases its ability to learn.
METACOGNITION AND SELF-REGULATED
Metacognition is the awareness of one's thinking and the strategies one uses to learn.
Metacognition is simply defined as cognition about cognition or thinking about thinking.
Psychologist John Flavell (Lai, 2011) identifies two components of metacognition: metacognitive
knowledge and metacognitive regulation. Metacognitive knowledge includes knowledge of one's
own cognitive abilities, knowledge of cognitive tasks, and knowledge of the strategies to complete
the cognitive tasks. Metacognitive regulation refers to how an individual monitors and controls his
or her cognitive processes.
Zimmerman (2002) defines self-regulated learning (SRL) as the process in which students
systematically direct their thoughts, feelings, and actions toward the attainment of their academic
goals. It is a process of taking control of and evaluating one's own learning and behavior. It is a
50 Unpacking
self-directed process through which students transform their mental abilities intoacademic skills. It
is also a cyclical process in which the student plans for a task, monitors his or her performance,
and reflects on the outcome. The cycle is then repeated as the student uses his or her reflections to
adjust and prepare for the next task. Thus, students practice their self-regulation learning by setting
goals, selecting and using strategies, monitoring their performance, and reflecting on their learning
outcomes (Zimmerman, 2008). Consequently, the three essential components of selfregulated
learning are planning, problem solving, and self-evaluation. Planning increases efficiency, control,
and motivation. Problem solving allows students to learn to think and look for solutions when
faced with adversities. Self-evaluation increases self-awareness that leads to the better
understanding of one's own emotions, strengths, and weaknesses.
GENERAL BENEFITS OF METACOGNITION AND SELF-REGULATION IN LEARNING

 Increase students' knowledge and understanding of different subject matters
 Help students understand the kinds of information they need to successfully solve a problem
in schooling
 Help students choose the most appropriate and useful learning strategies to improve their
learning capabilities
 Help students organize daily tasks in school Help students identify strengths and weaknesses
in their academic performance
 Allow students to learn ideas from others such as their teachers and fellow students
 Allow students to give and receive feedback in their own thinking and performance
 Develop students autonomy and control
 Develop students' high sense of self-efficacy and self- esteem
HOW TO DEVELOP METACOGNITIVE AND SELF-REGULATED LEARNING

BEHAVIORS
 Set your short-term and long-term academic goals in your studies. Identify the negative
outcomes if you don't achieve your goals as well as the positive outcomes when you achieve
them.
 Make a self-help plan to achieve your academic goals. Think and select strategies to achieve
your goals such as staying focused, avoiding distractions, and developing skills to manage
your time efficiently.
 Monitor your academic performance and progress. Use a chart to monitor your work
outcomes. When faced with difficult tasks, seek social support when you need it. Look for
inspiration to keep you motivated in achieving your academic goals. When confronted with
difficulties, always think and keep working toward your goals and the future.
 Reflect on what you have learned and accomplished. Reflection helps you develop your
strengths and overcome your weaknesses.
51 Unpacking
EVALUATION
Name: ___________________________________________
Date:______________
Course & Year: __________________________________
Score:_____________
A. True or False. Write T on the blank if the statement is true and write F if it is false. No
Erasure
_______1. Cognition refers to emotions.

_______2. The number of neurons and synapses declines with age.
_______3. The structures of the brain keep changing.
_______4. The cortex is divided into four lobes.
_______5. Learning is a constant process.
_______6. Self-regulated learning is a cyclical process.
_______7. Neuroplasticity usually happens in the cortex.
_______8. The two components of self-regulated learning are knowledge and regulation.
_______9. Self-regulation is a mental ability.
_______10. Metacognition is thinking about how others think.
B. As adolescents enhance their self-understanding, they become more aware of their own
strengths, weaknesses, learning and behavior. Your journey toward selfunderstanding may begin
with your answers to the following:
1. My goals
Short-term Goals Long-term Goals
52 Unpacking
2. My strengths and weaknesses

Strengths Weaknesses
3. Special abilities and skills I have that can help me achieve my goals
4. Barriers to achieving my goals and how to overcome them

Barriers How to Overcome
5. Areas that I am unhappy/dissapointed with in my school performance and ways to improve in

these areas
Things that I am Unhappy/ Disappointed with Ways to improve
53 Unpacking
6. The things that I have achieved
7. The things that make me happy
Chapter
13
SETTING GOALS FOR SUCCESS
Overview
Success does not happen. It is not enough to have goals or ambitions. Success 54isUnpacking
the outcome of hard work and determination that must be shaped over a long process,
Abraham Maslow and others have pioneered studies on needs, goals, and motivation. This chapter
lays down the theories that have been useful in helping people understand their goals and
motivations as well as the needs and challenges that they face in their life journey to success.
Objectives

1. identify the types of motivation; determine your short-term and long-term goals; 2. recognize
the importance of goal setting, and
3. apply the ways on how to achieve your goals.
Discussion
GOALS
Motivation directs a person's behavior toward a particular goal. A goal is the object toward
which the behavior is directed, usually within a specified period of time. Within the context of
industrial/organizational psychology, goal is defined simply as what the individual is consciously
trying to do. For Edwin Locke and Gary Latham (2006), goals direct attention, effort, and actions.
Goals motivate people to develop strategies that will enable them to perform better.
Accomplishing the goal can lead to satisfaction and higher motivation, or frustration and lower
motivation if the goal is not accomplished. Goals can be classified into two categories: short-term
goals and longterm goals. Generally, short-term goals are those that can be achieved in a day,
week, or year while long-term goals are usually achieved over a year or more.
FACTORS WHICH MAY INFLUENCE GOALS
Values give direction to behavior. Values are those which thepersonconsiders personally
important and worthy. They could be the basis for what is desirable, correct, and good. Individuals
act in ways that allow them to express their important values and attain the goals underlying them
(Sagiv, Roccas, Cieciuch, & Schwartz, 2017).
Needs also activate and direct behavior. Motivation is usually aroused by a need for or
lack of something that may propel a person to act. According to drive-reduction theory, humans
are motivated to satisfy needs in order to maintain homeostasis or internal equilibrium (Atkinson,
Atkinson, Smith, Bem, & Nolen- Hoeksema, 2000). Unmet needs will cause a state of bodily
tension and, consequently, homeostasis is disturbed. There are two classifications of needs:
physiological and psychological needs. Physiological needs are innate needs of the body such as
food, water, air, sleep, and sex. Psychological needs arise from relationship with other people such
as affiliation, achievement, altruism, esteem, and status.
The theory of psychologist Abraham Maslow suggests how needs motivate behavior.
Maslow developed the theory of hierarchy of needs presented in the shape of a pyramid with the
biological or physiological needs at the bottom and the need for selfactualization at the top. Once
55 Unpacking
the biological needs are satisfied, safety or security needs become important, such as the need to
be safe from danger, illness, and threat. Once these needs are met, individuals may be able to
achieve love and fulfill the need for belonging. Eventually, individuals can achieve self esteem and
realize self-actualization. Self-esteem includes being accepted, respected, and valued by others.
Self-actualization
refers to self satisfy the need for self-actualization by striving to get a hi gh grade and
becoming a better student.
THE MOTIVATIONAL IMPACT OF SELF EFFICACY AND MINDSET
The motivational impact of goals may be affected by moderators such as selfefficacy and
mindset. Psychologist Albert Bandura defines self-efficacy as the person's belief that he/she can
successfully perform behaviors that will produce desired effects (Engler, 2012). Self-efficacy
entails judgment of personal capacity. It plays a central role in people's thoughts, motivations, and
actions. Bandura suggests that efficacy beliefs influence students' academic performance.
According to Psychologist Carol Dweck (2008), there are two categories of mindset-fix
mindset and growth mindset. People with fixed mindset believe that their basic qualities, like their
intelligence or talents, are simply fixed traits. Students of fixed mindset worry about making
mistakes. Those with growth mindset, in turn, believe that their most basic abilities can be
developed through dedication and hard work. Students with a growth mindset understand that
mistakes and effort are critical to learning. They welcome challenges and seek critical feedback to
help them learn. They embrace learning, mistakes, and effort ina way that promotes their
achievement . Research has shown that mindset is related to student's self - confidence and
motivation.
GOAL SETTING
In the context of industrial/organizational (I/0) psychology, goal setting is the process of

improving work performance of individuals (Locked & Latham, 2006). For goal setting to be most
successful , goals should be SMART-specific, measurable, attainable, relevant, and time-bound.
SMART embodies the fundamental practices necessary for achieving increased motivation (Rubin,
2002). Individuals perform at higher levels when asked to meet a goal that is concrete, achievable
and realistic, and important to them. Goals also work best when there is a time frame for their
completion (Aamodt, 2013). Locke and Latham (Lunenburg, 2011) suggest that the most effective
performance results are attained when goals are specific and challenging, when there is feedback
on the results, when they are used to evaluate performance, and when they create commitment and
acceptance.
Rules of Goal-Setting
56 Unpacking
 Set goals that motivate you. When you set your goals, it is important that they are personally
important to you.
 Set SMART goals. Your goals must be clear and well defined so that you can measure the
degree of your success. Be sure that your goals are attainable and personally relevant to you.
Your goals must also have a time frame.
 Write your life goals. Make a chart and write a list of all the goals you want to achieve.
Prioritize the items on the list, discard those unimportant, and make space for all the
important and urgent activities you want to do such as studying your lessons.
 Develop an action plan for your future. Write the steps to attain your life goals.
 Start working toward your life goals.
EVALUATION
A. Identification. Identify the term being referred to in each item.
1. ____________________ are states that activate a person toward a goal
2. Maslow suggests that people have a hierarchy of needs, the lowest is the need for
__________________
3. According to Carol Dweck, there are two categories of mindset:

____________________________and growth mindset.
4. _______________________________ is the process of improving work performance.
5. ________________________________entails judgement of personal capacity.
6. ________________________________is the need for self-fulfillment.
7. ________________________________is the object toward which the behavior is directed.
8. _______________________________is the need to be accepted and valued by others.
9. Goals should possess the characteristics represented by the acronym

_______________________________
10. ___________________________is the maintenance equilibrium.
B. Essay.
57 Unpacking
Chapter
14
Taking Charge of One’s health
Write an essay guided by the following question. Do you think it is possible to achieve self-
actualization? Cite the relationships of the needs according to Abraham Maslow. How do they
affect each other? Give an example for each need and relate it to your own experiences. Describe
the effects of each need on you and your behavior.
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
Overview
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
58 Unpacking
______________ Stress has ill- effects on health. People sometimes use unconsciousness
strategies called defense mechanism in order to cope with stress. Nonetheless, psychologist
suggest that people must lean positive ways to manage stress. Some suggestions to manage stress
Objectives
include social support, self -care , and compassion. This chapter defines stress and presents the
factors that cause stress. Theories that attempt to explain stress include Han Selye’s General
Adaptation Syndrome and Richard Lazarus’s Cognitive Theory of Stress.
At the end of this lesson, the students will be able to:

1. Explain the concept of stress;
2. Discuss the dimension of stress;
3. Explain how stress affects health;
4. Develop your own self-care plan
Discussion
STRESS DEFINED
Stress refers to events that are perceived as challenging, damaging, or threatening to one’s
physical or psychological well-being. These events are referred to as stressors and the way people
respond to them is called stress response ( Nolen-Hoeksema, Fredrickson, lofts, & Wagenaar,
2009), Stress is experienced by all people but in different degrees from mild to severe, depending
on how people interpret the situations. Every day people encounter stressors , eustress: and
distress. Eustress occurs when prople experience positive events but requires them to adjust.
Distress occurs when people experience negative events and make a great deal of demands on
them.
STRESSORS AND RESPONSES

Thomas Holmes and Richard Rahe ( Ciccarelli % White, 2012),suggest that any life event
that requires people to change adapt, or adjust would likely result in stress. There are factors that
cause stress. Major life events such as wedding and having a baby may be positive events but
they demand a great deal adjustment , and thus cause stress . All the more, negative events such as
losing one’s job or death of a loved one cause high level of stress. Catastrophe creates high level
of stress. Natural disasters such as typhoon Yolanda and Typhoon Ondoy are examples of
catastrophe. Other examples of catastrophe are the damages caused by earthquake in the province
of Leyte , the war in Marawi City , and the eruption of Mayon Volcano. In Bicol . Yet a hassles
that people experience daily such as difficulty in getting a ride to events school, irritation in
traffic , and small disagreements with parents and classmates can also cause stress and could
harm well-being especially if such events continue and pile up.
59 Unpacking
Then people experience urgent demand as when targeting a deadline such as submission of
school project, they are likely to experience pressure. Another factor that causes stress is
frustration, especially when one is thwarted or prevented from satisfying a need or achieving his or
her goal. For instance, a student will feel frustrated if he or she fails a major examination, loses a
mobile phone ,o or is scolded by a teachers, A student wanting to study but lacks she financial
means or is physically disabled would find it difficult to attain the goal . Conflict is another factor
of stress.
Conflict occurs when a person needs to choose between two or many options. There are four
types of conflict: approach-approach, avoidance –avoidance, approach- avoidance, and multiple
conflicts. Approach-approach conflict occurs when a person needs to choose between two options
that are both attractive. Avoidance –avoidance conflict occurs when a person chooses between
options that he or she finds both unpleasant. Approach –avoidance conflict occurs when a person
needs to choose between options that have both positive and negative consequences. Multiple
conflict occurs when there are more than two options. Students usually experience multiple
conflict during examination period.
In order to deal with frustrations, conflicts, and stress, people sometimes use unconscious
strategies called defense mechanism. To cope with the pain and deal with anxiety. Beatnik
reaction is a defense mechanism in which the person exhibits behaviors that stand apart from the
standards of society and avoids most responsibilities of a good citizen. Beatnik reaction includes
smoking, drug, use, early sex, and dropping out of school. Anyone who is frustrated may also act
aggressively such as destroying things or human another person . This strategy is called
displacement . Another example of defense mechanism is compensation in which a person makes
up for covers up his or her weak areas by being superior in other areas.
Other examples of defense mechanism are denial, identification, intellectualization,

projection, rationalization, reaction formation, regression, repression, and suicide. Denial occurs
when a person refuses to accept painful reality or truth.
Identification is limiting the characteristics of a person he or she admires to deal with his or her
insecurities. Intellectualization is avoiding negative emotions by focusing on the intellectual
aspects of one’s life. Projection is attributing one’s own weaknesses r shortcomings to someone
else. Rationalization is making up plausible explanations or excuses to cover up the negative
feelings such as guilt. Reaction formation is acting opposite to what the person truly feels. In
regression, person reverts to an earlier psychosexual stage and begins to behave like a child.
Repression is pushing unacceptable impulses or urges into the unconscious. Anyone who
suffers frm lots of frustration may resort to hurting oneself or committing suicide.
THE PHYSIOLOGICAL AND COGNITIVE FACTORS OF STRESS

The effects of stress are manifested in a model developed by psychologist Hans Selye who
proposed the General Adaptation Syndrome suggest that the body goes through these stages of
physiological reactions during stressful events; alarm, resistance. and exhaustion. Alarm is the
initial reaction to a stressful situation. In trying to cope with the initial effects of stress , the
sympathetic nervous system is activated and released hormones such as cortisol , epinephrine ,
and norepinephrine that help body to fight off stress . However, the continued increase in blood
pressure ,heart rat , and blood sugar. In resistance stage, the body adopts to the stress but continues
60 Unpacking
to release hormones that help the body to adapt and fight off the harmful effects of stress.. The
body can eventually suffer fatigue if stress continues. If the stress is not properly dealt with , the
person will experience exhaustion in which the body may suffer psychosomatic illness , including
colds, flu, allergies. Headache, muscle pain, as well as those that may irreversible damages to
one’s health such as heart disease, ulcer , diabetes, stroke. Cancer or death.
Cognitive psychologist Richard Lazarus( Ciccarel & White, 2012) has developed a
cognitive view of stress . In his theory , he suggest that the way people think about and appraise a
stressor is a major factor in how stressful that two –step process in appraising the degree of threat
or harm of a stressor and how one should react to that stressor ; primary appraisal and secondary
appraisal . in primary appraisal . the individual appraises the severity of the stressors and
classifies it as threat , a challenge , or harm or loss. If the stressor is seen as a challenge (e.g, quix,
exam), the individual may perceive it as less stressful and more likely to cope well . However, if
he stressor is seen as a threat , negative emotions may ensue . More common emotional reactions
to stress include anxiety, anger, aggression, apathy., depression, and psychological impairment.
STRESS AND THE FILIPINO: THE SOCIOECONOMIC AND CULTURAL FACTORS

OF STRESS
Another perspective in stress is the socio cultural perspective. In the Philippines poverty
remains a critical problem. Experiencing poverty or receiving low compensation means higher
stress level.(Crowder , 2013; Wadsworth , 2011. Kahn & Perlin , 2006) Thus , both parents need
to work to make ends meet. As parents take n mulytiple roles , achieving balance between work
and family become a source of tress( Ortega & Hechanova, 2010). Even if a person has ajob and
is making an adequate salary, there are stresses associated with the workplace taht add to the
daily stress such as work load, long hours , and poor physical work environment (Ciccareli &
White, 2012). In addition , research indicates that overcrowding and living in poor housing
condition can be a source of stress. ( Ballesteros, 2010) Traffic and lack of transportation can also
be enormously stressful.
Poverty and Poor Housing Condition

61 Unpacking
Traffic and lack of Transportation
In the cultural perspective, a person from one culture who must live in another culture may
experience a great deal of stress (Ciccareli & White, 2012). For example , one primary source of
stress imposed on immigrant Filipino workers in other countries is the need to adapt anew culture
. Acculturation is the process of adaptation by which immigrants, native groups, and ethnic
minority groups adjust to the new culture making behavioural and attitudinal changes.
Acculturative stress refers to the feelings of tension and anxiety that the accompany efforts to
adapt to the orientation and values of dominant culture ( Nevid & Rtahus, 2003). Perhaps the
greatest stress is when migrant Filipino workers experience discrimination, stereotyping , and
prejudice because of racism and anti-immigrant attitudes.
SOURCES OF COPING AND STRENGHTS

One strategy by which people ope with stress is focusing on the problem . In problem –
focused coping, the individual reduces the impact of the problem by looking for the best solutions
through his or her own effort . Another strategy that appears to help the individual cope with a
stressful situation is through emotion-focused coping . The individual uses this strategy to reduce
the intensity of negative emions. Among the behavioural techniques that maybe used o help
people cope with stressful situations are biofeedback , relaxation techniques , meditation , and
physical exercise( Atkinson, Atkinson, Smith , Bern & Nolen – Hoeksema, 2000) . Biofeedback
is a technique from medical devices and programs that the individual can use to recognize and
control the symptoms of stress , such as tension headache. Relaxation techniques ( deep breathing,
listening to music) meditation and exercise ( aerobic , swimming , jogging ) can help individuals
cope with every day stress and control stress- related health problems , such as heart disease , high
blood pressure , and diabetes . Another strategy that appears o help people during a stressful
situation is having a social support system or a network of family members and friends.
Research has shown that social support is considered one of the most important ways of coping
with stress ( Camara, Bacigalupe , &Padilla, 2017) It is likely that lack of social support can make
the individual more vulnerable to stress.
THE NEED FOR SELF-CARE AND COMPASSION

People who are high in self compassion treat themselves with kindness, care and
understanding when they experience stressful events or situations. Self -compassion has three
elements : self-kindness , a sense of common humanity, and mindfulness. Self – compassion
62 Unpacking
entails self- kindness when confronted with life difficulties rather than being angry. Self –
compassion people accept the mistakes and failures are apart of being a human and common to
all. They are more likely to be mindful or aware of their painful thoughts and feelings . Self –
Compassion has shown to reduce anxiety, stress, exhaustion , and depression (Neff, 2012)
Stress has effects on health. For this reason, people must learn ways to mange stress with self
–compassion. Stress management is the ability to control stress and develop the skills to prevent
the harmful effects of stress. Particularly, students who are able to manage stress carefully are
more likely to develop physical and emotional well-being . They are also able to perform better
in school. Below are some suggestions to manage stress and practice self- compassion:
• When you are stressed, find a quiet place where you will not be disturbed
yourself . Sit back straight. Close your eyes, and begin the process of calming
yourself by paying attention to your breathing. Inhale through the nose. Exhale
through the mouth. as you inhale , say to your self – relax. As you exhale , imagine
yourself releasing out all the tensions. Do this exercise three times.. Make this
breathing exercise regularly. It will help you to relax.
• Pray or meditate .Make it apart of your daily life. It provides power and energy for
living.
• Read spiritual materials such as the Bible, self- help books, or magazine, that will
make you relax and guide you throughout your life.
• Be mindful of your thoughts and feelings. Keep a dairy or journal where you can
write down and process your thoughts and feelings.
• Talk to people . Share your feelings.

• Develop good habits, eat the right kind of food . drink lots of water, sleep at least 8
hours a day, exercise regularly , and relax. Pamper yourself. Go to the beach, watch
a movie, have a haircut, a spa and a massage, or eat your favourite food.
• Develop a sense of humor .Think positive and find reasons to smile and be happy.
63 Unpacking
EVALUATION
Name: ___________________________________________
Date:______________ Course & Year: __________________________________
Score:_____________
A. Identification
1._____________________refers to experiencing events tha endanger or threaten the
psychological and physiological well-being of a person.
2. ____________________is a type of conflict that occurs when the individual is

simultaneously motivated toward two equally attractive goals.
3. _____________________is the term used to describe the blocking or prevention of goal

achievement .
4.______________________are medical problems that often result from stress.

5._______________________is a type of conflict that concerns two elements , one of which is
very desirable while the other is undesirable .
6.The General Adaptation Syndrome has tree stages: alarm,_________________, and exhaustion.
7._______________________is the ability to control stress.

8. People who are optimistic tend to have _____________________outlook in life.
9. _______________________are daily occurring conditions that could harm a person ‘s well –
being if such events continue and pile up.
10. Earthquake is an example of ________________________which can cause high level of

stress.
64 Unpacking
B. Stress Test. The test is designed to help recognize the symptoms of stress and discovery
your stress level. Indicate your responses by checking the appropriate column that
corresponds to your choice using the following scale.
Rating Description
0 I never experience this symptoms at all
1 I almost never ( perhaps once a month ) experience this symptom
2 I sometimes experience this symptom ( more than once amonth)
3 I fairly often experience this symptom ( once a week)
4 I vey often experience this (more than once aweek)
Symptoms Very Fairly Sometimes Almost Never

often Often never
2 0
4 3 1
1.Headache
2.Stiffness in neck , shoulders, arms,

jaw, stomach, or legs
3.Coldness of feet or hands
4.Excessive perspiration
5.Nausea or dizziness
6.Chest pain increased

and
heartbeat
7.Difficulty in breathing
8.Diarrhea or constipation
9.Allergies and rashes
10.Difficulty in falling or staying

asleep
11.Loss of appetite
12.Absenteeism and tardiness
13.Moodiness , irritability, or anger
14.Worry, anxiety or restlessness
15. Sadness or depression

65 Unpacking
C. Develop your own self –Care plan. A self –care plan can help you mange your stress,
enhance your health and well-being, and improve your academic performance. In your
self –care lan, include the things you need to do and need to avoid. Specifically. make
your self-care plan on the following six dimensions.
My Self- Care Plan
Physical Cognitive
Emotional Social
Moral Spiritual
D.. Essay. Write an essay on the three important things you discovered about yourself and learned
from each self- assessment activity. What are your insights on the results of the activities?
My Reflection
66 Unpacking
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
_______________
_______________________________________________________________________________
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_______________________________________________________________________________
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_______________________________________________________________________________
_______________
_______________________________________________________________________________
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_______________________________________________________________________________
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_______________________________________________________________________________
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_______________________________________________________________________________
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_______________________________________________________________________________
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_______________________________________________________________________________
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_______________________________________________________________________________
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______________________________________________________________________________
________________
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________________
______________________________________________________________________________
________________
_______________________________________________________________________________
_______________
______________________________________________________________________________
________________
______________________________________________________________________________
________________
______________________________________________________________________________
________________
67 Unpacking
______________________________________________________________________________
________________
______________________________________________________________________________
________________
______________________________________________________________________________
________________
______________________________________________________________________________
________________
_______________________________________________________________________________
_______________
______________________________________________________________________________
________________
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________________
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________________
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________________
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________________
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68 Unpacking
References
J.Dunlosky,K.A. Rawson,E.J.Marsh,M.J. Nathan,&D.T.Willingham.(2013).Improving
Students' Learning with Effective Learning Techniques:
Promising Directions from Cognitive and Educational Psychology .Psychological Science

in the Public Interest,14(1),4-58.Doi:10.1177/1529100612453266
Locke,E.(2002).Setting Goals for Life and Happiness .In Snyder & Lopez(eds.)Hand
book of Positive Psychology. Oxford UniversityPress.299 312
Neff,K. (2012).The Scienceof Self Compassion. In Germer &Siegel (eds).Compassion

and Wellness in Psychotherapy. NY. Guilford Press.79-92.Or httQ:I/self- com
Qassion,org/the- research Article of Michael Tanat httQ://Qcij.org/stories/stress-and-the-
filiQino/
Go,- Monilla et al,(2018 ). Understanding The Self. C& E Publishing, Inc.
Urdan (1991) Achievement Goal Theory :Past Results, Future Directions .Advances in
Motivation andAchievement.Vol.10.99- 141.
Zimmerman.(2002).Becoming Learner: Self- Regulated Overview. TheoryintoPractice,

41(2), 6470.Doi:0.1207/s15430421tip4102 2

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6 The Physical Self

Two Factors Affecting Physical Growth and Development

Theories of Physical Self

Image retrieved from:

THE IMPORTANCE OF BEAUTY

Whether beauty is biologically programmed or culturally constructed, it remains important in all

A. Multiple Choice. Encircle the letter that corresponds to your answer.

Physical Very Satisfied Moderately Dissatisfied Very

(5) (4) (3) (2) (1)

16. Body size

7 The Sexual Self

The beginning of adolescence is marked by rapid physical changes, including the

FEMALE REPRODU CT IVE SYSTEM

Image retrieved from: https://www.google.com/search?

MALE REPRODUCTIVE SYSTEM

SEXUAL AROUSAL AND EROGENOUS ZONES: WHAT TURNS PEOPLE

THE PHASES OF SEXUAL PURPOSE

ATTRACTION, LOVE, AND ATTACHMENT

SEXUALLY TRANSMITTED INFECTIONS (STIs) AND EARLY

METHODS OF CONTRACEPTION AND THE REPRODUCTIVE HEALTH

1. Condom 2. Oral Contraceptive Pills

3. Intrauterine Device or IUD 4. Birth Control Injections

2. In women, the ___________________________________produce estrogen and progesterone.

6.________________________________________is a sexually transmitted disease which is

7. Sternberg suggest that there are three components of

8. ________________________________refers to methods that are used to prevent pregnancy.

10.________________________________are attracted to and interested in relationship with

B. Write a short reflection paper about the results of the survey.

At the end of the chapter, you should be able to:

1. develop understanding about the material self;

The Role of Material Possessions on the Sense of Self and Identity

_____1. Poor people are not interested in material possessions.

D. Other material possessions

C. Debit Card Challenge

Answer the following questions:

2. Which among categories you have the most in your list?

4. What do you think these things tell you about yourself?

At the end of the chapter, you should be able to:

1. Demonstrate an understanding of the spiritual self;

Search for the Meaning of Life

In doing a deed, the way of finding meaning in life is through achievements or

The Practice of Animism

2. What is the relationship between religion and spirituality?

At the end of the chapter, you should be able to:

Political Self and Identity

The Origins of Political Self

Theories of Political Self

1. Enumerate at least five functions of the political self.

At the end of the chapter, you should be able to:

1. Define digital self;

Self-Presentation and Impression Management

Expression of Gender and sexuality Online

The Importance of Digital Technology

Impact of Online Interactions on the Self

Data Privacy Act

Belk (2013).Extended Self in a Digital World. Journal of Consumer Research.

Diokno,MS(1997). BecomingaFilipinoCitizen.InPerspectives on Citizenship and

Dittmer,H.(1992).The Individual entered Approach: Material Possessions asPartsof

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