Notes to the Students

Welcome to West Visayas State University!

This module is a part of the series of modules for flexible
learning spearheaded by the Office of the Director of Instruction
and the Center for Teaching Excellence of West Visayas State
University.

This is your learning material for PSY 110 – Understanding the

Self.

As human beings, we crave to understand and be understood.

Sometimes, when all our doubts, fears and insecurities wrap
ourselves up, we always come up with the idea of “I don’t know
who I am.” More often than not, we think and believe that
someone or rather, most people are better than us, when in reality;
most people are more scared than us. Chances are you have said
something along the lines of, “…if only there is someone who gets
me” but what we exactly need is to first ask the following, “How
well do I know myself?” Sometimes we ponder and say “If only we
understood ourselves.”

When you don’t take the time to understand yourself and who
you are, your sense of individuality weakens. You become easily
influenced and pushed into a lifestyle that doesn’t represent who
you are. The better you understand yourself, the easier it will be to
steer your life in the right direction.
 Notes to the Students
Knowing and loving yourself is not a matter of telling the
whole world that you are perfect and you are the best. It’s the
virtue of acceptance and contentment. When we begin to know
ourselves, we then begin to feel contented and happy.

This course is intended to facilitate the exploration of the

issues and concerns regarding self and identity to arrive at a better
understanding of one’s self. It strives to meet this goal by stressing
the integration of the personal with the academic – contextualizing
matters discussed in the classroom and in everyday experiences of
students – making for better learning, generating a new
appreciation for the learning process, and developing a more critical
and reflective attitude while enabling them to manage and improve
their selves to attain a better quality of life.

This 3-unit course is divided into three major units. They are
listed as follows:

Unit I. The Self from Various Perspectives

Unit II. Unpacking the Self

Unit III. Managing and Caring for the Self

 Each unit is composed of 3-6 lessons with the intention that
the students will achieve the following course learning outcomes:

The Self from Various Perspectives

1. Discussed the different representations and
conceptualizations of the self from various disciplinal
perspectives;
2. Compared and contrasted how the self has been represented
across different disciplines and perspectives;
3. Examined the different influences, factors, and forces that
shape the self; and
4. Demonstrated critical and reflective thought in analyzing the
development of one’s self and identity by developing a theory
of self.
Unpacking the Self
5. Explored the different aspects of self and identity;
6. Demonstrated critical, reflective thought in integrating the
various aspects of self and identity;
7. Identified the different forces and institutions that impacted
the development of various aspects of self and identity;
8. Examined one’s self against the different aspects of self-
discussed in class.
Managing and Caring for the Self
9. Understood the theoretical underpinnings for how to manage
and care for different aspects of the self;
10. Acquired and honed new skills and learnings for better
managing of one’s self and behaviors;
11. Applied these new skills to one’s self and functioning for a
better quality of life.

The different lessons have their corresponding specific

outcomes and follow the 4As format.
 Notes to the Students
The following icons will serve as your guide as to which part of
the lesson you are in:

This will provide you with a glimpse

of the lesson.

This part will make you aware of

what you are expected to learn.

An activity will be done related to

the topic.

This follows up what was done

during the activity phase.

This part presents the “meat” of

the lesson including concepts &
theories.

This part will enable you to apply

your knowledge and check how
well you learned.
 Notes to the Students
Please follow the directions carefully and keep in touch
with your course handler. You will be expected to comply
with all the tasks as contained in the learning material as
well as other tasks which may be given by the professor.
You will be given instructions by your course professor as
to the mode of submission of lesson/unit/course outputs.
Please be guided by your course outline.
Since your learning is self-directed, we trust that you are
capable of independent learning and have the intrinsic
motivation to complete the course as expected.
Academic honesty is a virtue expected of you as a WVSU
student. Your professor will be in touch with you either
synchronously or asynchronously. Don’t hesitate to reach
out to your virtual classmates. Collaborate with them. Get to
know them online. Participate “actively” and make sure that
you attend your class as if there is face-to-face interaction.
We will have the opportunity to see each other soon!
May your first year in the university in this new normal be
most fruitful. Don’t be afraid, you and your professor will be
in this together.
God bless you!
Have a great self-journey!
 West Visayas State University
COLLEGE OF EDUCATION
Department of Psychology and Guidance
La Paz, Iloilo City

COURSE OUTLINE

Course No. and Title: PSY 110 - UNDERSTANDING THE SELF

SY 2022-2023

I. University
Vision: A research university advancing quality education towards societal transformation and
global recognition.
Mission: WVSU commits to develop life-long learners empowered to generate knowledge and
technology, and transform communities as agents of change.
Core Values:
Excellence: WVSU continually produce quality, research and service-oriented professionals.
Creativity and Innovation: The institution is the hub in the development and enhancement of
creative works and discovery of innovative ideas.
Service: WVSU commits to provide quality service to student-clients, partner-communities and
organizations to actively participate in national transformation.

Institutional Outcomes:
Taga-West:
- is a creative and critical thinker;
- is an effective and responsible communicator;
- is technologically skilled;
- has the ability to engage in research;
- has teaming and collaborative skills;
- is socially responsible and has strong national identity;
- is globally competitive;
- is self-directed, competent and accountable professionals;
- has uncompromising personal and professional ethical standards; and
- can utilize lifelong learning skills for personal development and excellence in
professional practice, and service to others.

II. General Education Outcomes: Based on CMO 20, Series 2013

Intellectual Competencies
a. higher level of comprehension (textual, visual)
b. proficient and effective communication (writing, speaking, and use of new
technologies)
c. understanding of basic concepts across the domains of knowledge
d. critical, analytical, and creative thinking
e. application of different analytical modes (quantitative, artistic, and scientific, textual
and visual, experimental, observation, etc.) in tackling problems methodically
Personal and Civic Responsibilities
f. appreciation of the human condition
g. capacity to personally interpret the human experience
h. ability to view the contemporary world from both Philippine and global perspectives
i. self-assuredness in knowing and being Filipino
j. capacity to reflect critically on shared concerns and think of innovative, creative
solutions guided by ethical standards
k. ability to reflect on moral norms/imperatives as they affect individuals and society
l. ability to appreciate and contribute to artistic beauty
m. understanding and respect for human rights
n. ability to contribute personally and meaningfully to the country’s development
Practical Skills
o. working effectively in a group
p. application of computing and information technology to assist and facilitate research
q. ability to negotiate the world of technology responsibly
r. problem-solving (including real-world problems)
s. basic work-related skills and knowledge

III. Course Description:

This course deals with the nature of identity, as well as the factors and forces that
affect the development and maintenance of personal identity. The directive to Know
Oneself has inspired countless and varied ways to comply. Among the questions that
everyone has had to grapple with at one time or other is “Who am I?” At no other period is
this question asked more urgently than in adolescence – traditionally believed to be a time
of vulnerability and great possibilities. Issues of self and identity are among the most
critical for the young.
This course is intended to facilitate the exploration of the issues and concerns regarding
self and identity in order to arrive at a better understanding of one’s self. It strives to meet
this goal by stressing the integration of the personal with the academic – contextualizing
matters discussed in the classroom and in everyday experiences of students – making for
better learning, generating a new appreciation for the learning process, and developing a
more critical and reflective attitude while enabling them to manage and improve their
selves to attain a better quality of life.
This course is divided into three major parts: The first seeks to understand the
construct of the self from various disciplinal perspectives: philosophy, sociology,
anthropology, and psychology – as well as the more traditional division between the East
and West – each seeking to provide answers to the difficult but essential question of “What
is the self?” and raising among others, the question: “Is there even such a construct as the
self?”
The second part explores some of the various aspects that make up the self, such as
the biological and material up to and including the more recent digital self.
The third and final part identifies three areas of concern for young students: learning,
goal-setting, and managing stress. It also provides for the more practical application of the
concepts discussed in this course and enables them the hands-on experience of developing
self-help plans for self-regulated learning, goal-setting and self-care.
IV. Course Credit: 3 units

V. Course Outcomes:
At the end of the semester, the students must have
The Self from Various Perspectives
1. Discussed the different representations and conceptualizations of the self from various
disciplinal perspectives;
2. Compared and contrasted how the self has been represented across different
disciplines and perspectives;
3. Examined the different influences, factors, and forces that shape the self; and
4. Demonstrated critical and reflective thought in analysing the development of one’s self
and identity by developing a theory of self.
Unpacking the Self
5. Explored the different aspects of self and identity;
6. Demonstrated critical, reflective thought in integrating the various aspects of self and
identity;
7. Identified the different forces and institutions that impacted the development of various
aspects of self and identity;
8. Examined one’s self against the different aspects of self discussed in class;
Managing and Caring for the Self
9. Understood the theoretical underpinnings for how to manage and care for different
aspects of the self;
10. Acquired and honed new skills and learnings for batter managing of one’s self and
behaviours;
11. Applied these new skills to one’s self and functioning for a better quality of life.

VI. Course Outline

Unit I. THE SELF FROM VARIOUS PERSPECTIVES
A. Philosophy
 Socrates, Plato, St. Augustine, Rene Descartes, John Locke, David Hume, Immanuel
Kant, Sigmund Freud, Gilbert Ryle, Paul and Patricia Churchland and Maurice
Merleau-Ponty – all try to answer the question, Who are you?
B. Psychology (The self as a cognitive construction)
 William James and the Me-self; I-self
 Real & ideal self-concepts
C. Sociology (The self as a product of modern society among other constructions)
 George Herbert Mead & the social self
D. Anthropology (The self and person in contemporary anthropology)
 The self embedded in culture
E. The Self in Western & Oriental/Eastern Thought
 Individualistic vs Collective self
Unit II. UNPACKING THE SELF
A. The Physical Self: The self as impacted by the body
 The impact of culture on body-image and self-esteem: The importance of beauty
B. The Sexual Self
 Development of secondary sex characteristics & the human reproductive system
 Discussing the erogenous zones
 Understanding the human sexual response
 The basic biology of sexual behaviour
 Understanding the chemistry of lust, love and attachment
 The psychological aspect: The phases of sexual response
 The diversity of sexual behaviour: solitary, heterosexual, homosexual, bisexual,
transsexual
C. The Material/Economic Self
 I shop, therefore I am: I have, therefore, I am?
 Shaping the way we see ourselves: The role of consumer culture on our sense of
self and identity
D. The Political Self
 Developing a Filipino Identity: Values, Traits, Community & Institutional Factors
E. The Spiritual Self: The practice of religion: Belief in supernatural being and power
 Religion, rituals and ceremonies: The function of rituals
 Finding and creating meaning
 Three ways of discovering meaning in life
F. The Digital Self: Self and others in cyberspace
 I, me, myself and my user ID online identity
 Selective self-presentation and impression management
 Impact of online interactions on the self
 Boundaries of the self online: private vs public; personal/individual vs social identity
online

Unit III. MANAGING AND CARING FOR THE SELF

A. Learning to be a better student
 What happens during learning? Brain and behaviour changes
 Metacognition and Study strategies
 Managing your own learning: Self-regulated learning
B. Setting goals for success
 The importance of goals
 Albert Bandura’s self-efficacy
 Carol Dweck’s Mindset (growth vs fixed)
 Angela Lee Duckworth’s Grit
C. Taking charge of one’s health
 Stressors & responses
 Sources of coping & strength
 Stress & the Filipinos: The social & cultural dimensions of stress
 Taking care of the self: The need for self-care and compassion
VII. General References*
Alata, Eden Joy P., Caslib, Bernardo Jr. N, Serafica, Janice Patria J. & Pawilen, R. A.
(2018). Understanding the Self. Rex Book Store, Manila.
Brawner, Dalisay & Analiza Arcega (2018). Understanding the Self. C & E Publishing
Inc., Quezon City
Corpuz, Ronald M., Estoque, Ronan S. & Tabotabo, Claudio V. (2019). Understanding
the Self. C & E Publishing Inc., Quezon City
Go-Monilla, Ma. Joycelyn A. & Ramirez, Normaliza C., (2018). Understanding the Self. C
& E Publishing Inc., Quezon City
Macayan, Jonathan V., Pinugu, Jasmine Nadja J. & Castillo, John Christopher D. (2019).
Understanding the Self . C & E Publishing, Inc., Quezon City
Villafuerte, Salvacion L., Quillope, Al F., Tunac, Rudjane C. & Borja, Estela I. (2018).
Understanding the Self . Nieme Publishing House Co. Ltd., Cubao, Quezon City
Basbas, Jan Iris Faye M., Felimon, Rosemarie G., Montaño, Hilda C., Roces, Catherine
O., Siason, Amabel T. (2020). TIPS: A Toolbox for Mentors and Scholars.
Unpublished manuscript

Other Psychology books

 Legitimate online resources can also be rich sources of information.

*Other references are listed in the specific lessons.