CHAPTER 1 Philosophical Perspectives of the Self  He was the first one who suggested that we should rely on  These
that we should rely on  These three elements are in dynamic and sometimes
“An unexamined life is not worth living. " – Socrates
 The quest to understand the self, started as early as the Greek
civilization where ancient Greek philosophers such as Socrates,
Plato, and Aristotle offered their philosophical frameworks.
 It continuous to flourish during the Medieval period with
Christian thinkers like St. Augustine and with the likes of Rene
Descartes during the premodern age. Until the post-modernism
period, perspectives on understanding the self constantly grow
to suggest that all reality should be questioned and that people
construct meanings into their lives based on their culture and
society (Neukrug, 2011).
Philosophy
 came from the Greek words "philos' which means love or
loving, "sophos' meaning wise that literally translates to love
of wisdom.
 It is a discipline that is different from science and does not
engage in scientific method of investigation but rather
explore to understand reality and human existence through
personal hunches and in-depth inquiries.
 Philosophy employs the inquisitive mind to discover the
ultimate causes, reasons, and principles of everything (Go-
Monilla & Ramirez, 2018).
 Philosophy remains as the unique discipline that asks significant
questions that other fields are unable to address (Bulaong et
al., 2018).
 Understanding the self is one of the prime focus of
philosophers and thinkers.
A. Socrates (470 - 399 BC)
 was known for his expression "an
unexamined life is not worth living" or
simply "know thyself."
 Understanding the self has probably
started during his time about 2, 000
years ago. His expression "know thyself" is considered the
forerunner of the introspective method.
rational though and introspection or the careful examination
of one's own thoughts and emotions in order to achieve self-
knowledge or to understand the self (Rathus, 2012).
 Followers of Socrates called this as the Socratic method.
Later, introspection will be re-introduced by St. Augustine in
a more systematic way.
 He believed that the self is the soul and suggested that reality
consists of two dichotomous realms - physical and ideal. The
physical realm is changeable, transient, and imperfect. The ideal
realm is unchanging, eternal, and immortal. The body belongs
to the physical realms while the intellectual essences of the
soul such as truth, goodness, and beauty belong to the ideal
realm. For him, a person can have a happy and meaningful life
by becoming virtuous and knowing one's own significance
which can be achieved through soul-searching or introspection
(Go-Monilla & Ramirez, 2018).
B. Plato (428/427 - 348/347 BC)
 a Greek thinker, is credited as one of
the pioneers of philosophy as his
various writings brings up and discuss
carefully and creatively some of the
questions that later thinkers called
Neo-platonic like St. Augustine, will
find to be of great significance to humankind.
 He started a school in Athens which would be known as the
Academy and is believed to be the first institution of higher
learning in the Western World (Bulaong et al., 2018).
 As a student of Socrates, he also believed with the soul. For
him, it is distinct to man and it is God-given. Thus, it inhibits
the body as "knower," "thinker," and "determiner" of
individual's actions (Aguierre et al., 2012).
 He also introduced the three parts of the soul.
1. Reason - which is the divine essence that enables us
to think deeply, make wise choices, and achieve a true
understanding of eternal truths.
2. Physical Appetite - includes our basic instinctual needs
including hunger, thirst, and sexual desire.
3. Spirit or passion - includes basic emotions such as
love, anger, ambition, aggressiveness, and empathy.
conflicting relationship. Reason has the responsibility to sort
things out to restore the balance between these elements
(Go Monilla & Ramirez, 2018).
 To him, knowledge existed in the soul prior to any actual
experience. In one of his writings, he questioned an
uneducated slave boy in such a manner that the boy appears
to have knowledge of geometry, even though he had never
had any acquaintance with the subject. The implication is that
the knowledge existed in the soul prior to birth (Lundin, 1991).
C. Aristotle (384 - 322 BC)
 studied philosophy under Plato in Athens.
He was considered to be the brightest
among Plato's students in the Academy.
 He later founded his own school, Lyceum,
where he became a very productive
intellectual who also served as the
mentor of Alexander the Great (Bulaong et al., 2018).
 He is considered to be the first person to put into writing an
explanation pertaining to behavior of man (Aguierre et al.,
2012).
 He also believed with the soul and introduced its three
functions:
1. Vegetative - deals with the basic maintenance of life.
2. Appetitive - focuses on the desires and motives.
3. Rational - governs reason that is located in the heart.
 For him, the brain is simply a gland that can only perform
basic functions. He argued that human behavior, like
movements of the stars and the seas, is subject to rules and
laws or how they exist or evolve (Rathus, 2012).
 For Aristotle, the rational makes us different from other
living creatures.
 Also proposed four concepts which give way to understand
any being. According to Aristotle, any being can have four
causes: (Bulaong et al., 2018).
1. We recognize that any being is corporeal, possessed,
or made up of physical materials. This refers to the
Material Cause.
2. Because it is made up of material stuff, it takes a
shape that could identify that a man is different
 from a monkey. The shape refers to the form of the
being, so each being has a Formal Cause.
3. Also, there is something which brings about the
presence of another being, such as a parent beget a
child or a log was made into a table. This refers to
the Efficient Cause.
4. Lastly, since every being has an apparent end or goal,
there must be a Final Cause. Like a child to become
an adult, final cause gives a way to understand the
self.
 Further, he also offered the concept of potency and act. A
being may carry within itself certain potentials (potency), but
this requires to be actualized (act). In such a way, a child is
not yet a full-grown adult, this potency is latent in the child
and will be actualized as the child grows up and achieves what
he/ she is supposed to be (Bulaong et al., 2018).
D. St. Augustine (354 - 430 AD)
 was born in North Africa of a pagan
father and a Christian mother. After a
youth of revelry, he was converted to
Christianity and later became the Bishop
of Hippo in North Africa.
 He is a Catholic saint who combined the
Greek Platonic though with Christian
thinking. He introduced the method of introspection where in
an individual tries to describe his own conscious process
(Aguierre et al., 2012).
 He believed that one should detached from worldly affairs, for
true knowledge can only be attained through God. Through
introspection, the soul could know what was true and known
by faith.
 The soul works like the Trinity of three functions:
1. memory,
2. intelligence (understanding), and
3. will.
 Still like the Trinity, which was a three-in-one, the soul was a
single unity not divisible into parts. The soul is the "spouse"
of the body; united and attached to one another.
 Augustine is convinced that the self is known only through
knowing God. He espouses the significance of reflection, as well
as the importance of prayers and confessions to arrive at a
justification for the existence of God.
 For him, "knowledge can only come by seeing the truth that
dwells within us" and that truth is knowing God. The self seeks
to be united with God through faith and reason (Go-Monilla &
Ramirez, 2018).
E. Rene Descartes (1596 - 1650)
 Revered as a philosopher, a mathematician,
and a psychologist who was born in France.
 He is considered as the father of modern
philosophy. He has brought an entirely new
perspective to philosophy and the self. He
wants to penetrate the nature of
reasoning process and understand its
relationship to the human self. The Latin phrase
 Cogito ergo sum - "I think therefore I am" is the keystone
of his concept of self. For him, the act of thinking about the
self or of being self-conscious is in itself a solid basis that
there is self that exists (GoMonilla & Ramirez, 2018).
 He introduced the idea of dualism and the concept of reflex
action which indicates that the mind and body interact.
 The mind is the spiritual entity - the thinking self and the body
is the physical or material entity- the physical self. Although
they are considered to be distinct from each other, they work
together to make the individual functional (Aguierre et al.,
2012).
 He explained his theory on reflexes by comparing the
operation of the human body to a machine. He presumed the
nerves were hallow tubes with animal spirits which are gaseous
substances derived from the body by a process of distillation.
 He thought of the animal spirits as material substances which
could move very quickly, like sparks shooting off from a flame.
 It is said that Descartes originated his idea of the action of
the nervous system from observing how fountains worked in
the gardens of the great palaces (Lundin, 1991).
F. John Locke (1632 - 1704)
 was born in England and was educated in
Oxford.
 He introduced the idea that all experiences
may be analyzed. He is also well-known for
his term "Tabula Rasa" or a blank slate of
which at birth, the mind is just a blank sheet that collects its
contents through experiences that a person will go through
in his/ her entire life (Aguierre et al., 2012).
 Locke had read the work of Descartes and he opposed his
notion that some ideas were inborn through his own theory
of knowledge.
 He argued that if ideas were innate, they should be constant
in all minds, but neither the new-born nor the illiterate shared
them. If innate, ideas should not show development, but they
did. In his analysis,
 Locke wrote that all ideas came from experience. Basically, the
mind was passive, and could only do two things:
1) It could receive experiences from the outside world.
This involved the act of sensing.
 (Locke was actively concerned with the whole process of
sensation, since it was the primary source of all knowledge.)
2) The mind could reflect upon itself.
 It was basically through this process of reflection, or what we
call it today as introspection, that it became possible for people
to engage in the process we call thinking. (Lundin, 1991).
 In stating that all knowledge came from experience, he was
obviously a follower of the Aristotelian thoughts.
G. David Hume (1711 - 1776)
 was a Scotsman who believed that
the mind is nothing but a heap or
collection of different perceptions,
unified together by certain
relationships (Lundin, 1991).
 As an empiricist, he believes that one
can know what comes from the sense and experience.
 The self is nothing but the physical body. Empiricism is the
school of thought that espouses the idea that knowledge can
 only be possible if it is sensed and experienced (Alata et al.,
2018).
 To Hume, what people experience is just a bundle or collection
of different perceptions.
 He maintains that if people carefully examine the contents of
their experience through introspection, they will find that
there are only distinct entities: impressions and ideas (Go-
Monilla & Ramirez, 2018).
 All we knew was that we had impressions (sensations) and
ideas. We believed there was a real object only because our
impressions tended to fit together such as you cannot prove
a table existed in the classroom after you have left the room
(Lundin, 1991).
• Impressions are basic sensations that include hate,
love, joy, grief, pain, cold, and heat that are so strong
and lively. They are the core of our thoughts.
• Ideas are thoughts and images from impressions that
are less lively and vivid (Go-Monilla & Ramirez, 2018)
 Hume claims that people have no experience of a simple and
individual impression that they can call the self where the self
is the totality of a person's consciousness (GoMonilla &
Ramirez, 2018).
 Hence, for him, there is no self.
H. Immanuel Kant (1724 - 1804)
 German Enlightenment philosopher who
brought our attention to the fact that
we, human beings, have the faculty called
rational will, which is the capacity to act
according to principles that we determine
ourselves (Bulaong et al., 2018).
 The word "faculty" means inherent mental capacity.
 He opposed the concept of Locke that the mind is a blank
slate, rather, according to him, it is capable of acquiring
knowledge through sensory experience (Aguierre et al., 2012).
• Rationality consists of the mental faculty to construct ideas
and thoughts that are beyond our immediate surroundings.
This is the capacity for mental abstraction, which arises from
the operations of the faculty of reason. This makes humans
different from animals, we have the ability to stop and think
about what we are doing (Bulaong et al., 2018). In other words,
humans can act according to reasons while animals act
according to their impulses.
I. Gilbert Ryle (1900 - 1976)
 was born in Brighton, Sussex, England.
 He solves the mind-body dichotomy
that has been running for a long time
in the history of thought as reflected
in the previous philosophers by
denying blatantly the concept of an
internal, non-physical self.
 For him, what truly matter is the behaviors that a person
does. He referred to the self an entity no one can locate and
analyze. It is rather a convenient name that people use to
refer to all the behaviors that people make (Alata et al., 2018).
 Ryle's concept of the human self provides us with the principle,
"I act, therefore I am."
 In short, the self is the same as bodily behaviors. He concludes
the human mind is the totality of the human person, the way
we behave, our system of thoughts, and our emotions (Go-
Monilla & Ramirez, 2018).
J. Maurice Merleau-Ponty (1908 - 1961)
 a French philosopher and public
intellectual, was the leading academic
proponent of existentialism and
phenomenology in post-war France.
 Best known for his original and
influential work on embodiment,
perception, and ontology,
 He also made important contributions to the philosophy of
art, history, language, nature, and politics (Stanford
Encyclopedia of Philosophy, 2016).
 He asserted that the mind-body issue that has been going on
for a long time is an invalid problem.
 Unlike Ryle who denied the self, Merleau-Ponty said that the
mind and body are intertwined that they cannot be separated
from one another. One cannot find any experience that is not
an embodied experience. Because of this, he also dismissed the
Cartesian Dualism which he described as a plain
misunderstanding. The living body, thoughts, emotions, and
experiences are all one (Alata et al., 2018).
K. Paul Churchland (born 1942)
 a Canadian philosopher and author who is
known for his "eliminative materialism",
the view that the mind is the brain. The
self, therefore, is inseparable from the
brain and the physiology of the body.
Hence, "no brain, no self."
 For him, the physical brain and not the imaginary mind, gives
people the sense of self. The mind does not really exist
because it cannot be experienced by the senses (Go-Monilla &
Ramirez, 2018).
CHAPTER 2
Sociological
 Sociology is a part of everyday life. The self is a relatively
stable set of perceptions of who we are in relation to
ourselves, others, and to social systems. The self is socially
constructed in the sense that it is shaped through interaction
with other people.
 Manilla and Ramirez (2018), explained that the sociological
perspective of the self assumes that human behavior is
influenced by group life. A view of oneself is formed through
interactions with other people, groups, or social institutions.
Sociology (Manilla and Ramirez, (2018)
 a scientific study of social groups and human relationships
generates new insights into the interconnectedness between
the self and other people.
 Hence, sociologist offer theories to explain how the self
emerges as a product of social experience.
Anthropology (Manilla and Ramirez (2018))
 is concerned with how cultural and biological processes
interact to shape human experience.
  Contemporary anthropologists believe that culture and self are
complementary concepts that are to be understood in relation
to one other.
 The work of Otig, Gallinero, Bataga, et al., (2018), reported that
how individuals see themselves, how they relate to other
people, and how they relate to the environment are deeply
defined by culture. If one finds the view that the "self' is a
product of society, then it is plausible that the ways of how
the self is developed are bound to cultural differences as well.
In short, the self as embedded in culture.
 Moreover, Haviland et al., (as cited in Manilla and Ramirez, 2018)
explained that anthropology considers human experience as an
interplay of "nature", referring to genetic inheritance which
sets the individual’s potentials, and "nurture", referring to the
sociocultural environment.
 Therefore, it could be understood that both biological and
cultural factors have significant influence on the development
of self-awareness among individuals within the society. This
could be the answer to the question, "Who am I?".
Western Concept of Self
 as "a bounded, unique, more or less integrated motivational
and cognitive universe, a dynamic center of awareness,
emotion, judgment, and action organized into a distinctive
whole and set contrastively both against other such wholes
and against its social and natural background". Geertz (as cited
in Manilla and Ramirez, 2018)
 an individualistic self that is deeply aware of itself, its
uniqueness, sense of direction, purpose, and volition. Ho (as
cited in Manilla and Ramirez, 2018)
 The self is located at the center within the individual through
which the world is perceived. The self is also seen as "an entity
distinct from other selves and other entities". This implies
that the self belongs to the individual and to no other. The
focus is always looking toward the self.
Johnson and Goldin (as cited in Otig et al., 2018)
1. Western Self as Analytic
 This is the "tendency to see reality as an aggregate of
parts."
 The "self' is an observer separate and distinct from
external objects (Me versus Other). This implies that the
Western way of thinking is analytic-deductive with
emphasis on the causal links (part-to-whole relationships).
 The whole is understood when differentiated into parts.
One must categorize and make distinctions to pursue
cause (Manilla and Ramirez, 2018).
2. Western Self as Monotheistic
 It involved the tendency toward unitary explanations of
phenomena and a closed system view of "self' as
modeled after a unitary, omnipotent power ("Man was
created by God, in His image).
 According to Manilla and Ramirez (2018), this is the belief
in one Supreme being coexisting with the universe
condenses the supernatural and human capabilities into
bipolarity of both qualities and existence.
3. Western Self as Individualistic
 This is a quality of western thinking where self-expression
a and self-actualization are important ways of
establishing who one is, as well as in finding satisfaction
in the world.
 Manilla and Ramirez (2018) explained that Western
individualism exhibits the coexistence of favorable and
unfavorable conditions inherent in personal freedom.
Although the right to individual freedom provides
opportunities for self-fulfillment, it also increases the
likelihood of experiencing alienation and frustration.
4. Western Self as Materialistic and Rationalistic
 Western thinking tends to discredit explanations that do
not use analytic deductive modes of thinking.
 According to Manilla and Ramirez (2018), the western way
of thinking is focused on material "things" and favors a
rational empirical approach over magical and superstitious
explanations of immaterial "things".
The Historical Development of the Western Concept of Self
Stage Period Historical Development
1 Pre-Christian •There were philosophical and
times until 1850 theological attempts to characterize
the self through the concepts of soul
and mind with emphasis on conscious
experience of the individual, distinction
between physical and mental nature of
man (mind-body dualism), and the
causality of human behavior.
2 1850-1940 •The establishment of experimental
psychology in mid-nineteenth century
led to a change in emphasis from
abstract concepts of soul
and mind to observable and measurable
aspects of human faculties.
•The concept of self-re-emerged within
the social-interactionist
framework in the early the early 1900s.
3 1850-1940 •There is multidirectional and
continuous development of concept
of self:
a. Sociological and psychological
theories of self-encompass all three
levels of self, namely inner self,
interpersonal self, social self.
b. Existentialists and phenomenologists,
both in philosophy and psychology,
engaged in holistic approach integrating
the inner, interpersonal, and social
aspects of self.
c. At present, there is convergence in
some conceptualization of the self
among psychologists, anthropologists,
sociologists, philosophers, and linguists
whose studies focus on the actual,
multivariate, and situational contexts
of the self-employing new frameworks
and methodologies.
Eastern Concept of Self
 represented by the views of Hinduism, Buddhism, Confucianism,
and Taoism. This is because in the East, philosophy and religion
are twisted together.
 According to Garcia (as cited in Monilla and Ramirez, 2018),
these Eastern intellectual traditions differ greatly in features
and approaches to various issues about selfhood. For this
reason, the eastern thought is described as pluralistic.
 Moreover, Villaba (as cited in Monilla and Ramirez, 2018) reported
that although these four systems of Eastern thought differ
in their approaches about the concept of self, they share the
same goal - to teach how to become a perfect person.
The Self in Four Great Systems of Eastern Thought
1. Hinduism
 views the essence of human life as consisting in suffering and
asserts that this is caused by having a fallacious conception
of the self.
 Therefore, the true self is permanent and unchanging, the non-
true self is impermanent and changes continually.
 According to Monilla and Ramirez (2018), the Hindu concept of
self is expounded in Vedanta, a major school of Indian though
based on Upanishads, the classical Indian philosophical treatises.
It has been stated that Brahman absolute reality; and Atman
(soul or spirit), the true knowledge of self, is identical to
Brahman.
 Moreover, vedanta characterizes human suffering as the result
of failure to realize the distinction between the true self
(permanent and unchanging) and the non-true self
(impermanent and changes continually).
 The goal of the person is to have a knowledge of the true
reality - Brahman. Ho (as cited in Monilla et al., 2018) reported
that self-realization is being united to all embracing Brahman.
But the realization of true selfhood will result in a complete
dissolution of individual identity.
 The vast cultural differences in India led to the
emergence of different strands of Hindu traditions, each
different for every region, villages or families.
Nevertheless, all believe in the spiritual progress of the
human soul called karma. This works through reincarnation
in which a person goes through a cycle of death and
rebirth which depends on the moral quality of a previous
life.
 The law of karma is the most important doctrine of Hinduism.
Individual actions will lead to either good or bad outcomes.
This is equivalent of the old saying, "what you sow is what
you reap". Thus, it is important for Hindus to know and follow
one's dharma or moral responsibilities.
2. Buddhism
 began in India when Siddharta Gautama travelled and
meditated in search for the answers troubling him
concerning human suffering. During his meditation under
the Bodhi tree, he obtained Bodhi or enlightenment.
Buddha or the Enlightened One
 root word of Buddhism is budh meaning to awake which
leads to more undestanding of the self and the world.
 According to Mansukhani (as cited in Manilla and Ramirez, 2018),
based to the teachings of Buddhism, every person has the
seed of enlightenment, hence, the potential to be a Buddha.
But the seed shall be nurtured.
 Manilla et al., (2018), explained that the Four Noble Truths are
the basic principles of Buddhism:
a. Life is suffering;
b. Suffering is caused by attachment to desires;
c. Suffering can be eliminated; and
d. Elimination of suffering of suffering is through the
practice of the Eightfold Path
Eightfold Path:
1) Right view
2) Right aspiration
3) Right speech
4) Right action
5) Right livelihood
6) Right effort
7) Right mindfulness
8) Right concentration.
 Futhermore, Villaba (as cited in Manilla et al., 2018) reported
that in Buddhist philosophy, man is just a title for the
summation of the five parts:
1) Matter
2) Sensation
3) Perception
4) Mental constructs
5) Consciousness
 There is only nothing and all else is an illusion. There is nothing
permanent but change. The ignorance of the impermanence
of everything may lead to an illusion of selfhood.
 Thus, Buddhists believe that any person can also achieve
what that Buddha attained-enlightenment. By following
the Buddha's teachings which are the four noble truths
and the observation of the eightfold path, one certain
can attain
Nirvana
 the state of spiritual enlightenment and peace. This is also
called a state of transcendence devoid of self-reference
which can be achieved through meditation.
3. Confucianism
 is related to the social aspect of human existence. The
self is conceived as a "relational self' - "one which is
intensely aware of the social presence of other human
beings".
 In this way, the individual self is dependent on all other
selves. The self is thus an obedient self, which follows the
appeals of social requirements, rather than its own needs
and desires.
 The ideal self, according to this doctrine, can be achieved
through a harmonization of one's everyday
communication with other individuals in society at large.
Thus, the core of Confucian thought is the
Golden Rule
 the principle of reciprocity: "Do not do to others what you
would not want others to do to you."
 According to Monilla and Ramirez (2018), the most important
of relationships are the Five Cardinal Relationships:
1) between ruler and minster,
2) between father and son,
3) between husband and wife,
4) between brothers, and
5) between friends.
  Hence, the self is known as a relational self. Thought/Belief Rationalism, Buddhism, d. Characterized by d. Characterized by
Systems Empiricism, Confucianism, exchange communal
 The individual's greatest mission of attaining self-actualization Phenomenology Taoism relationship. relationship.
wherein self-cultivation is instrumental. Self-cultivation could Notable Philosophers Greek Triumvirate: Confucius, Lao Tzu, e. Uniqueness, sense e. Conformity and
be accomplished by knowing one's role in society and acting Socrates, Plato, Siddharta of direction, purpose obedience are
accordingly. Aristotle, Rene Gautama(Buddha) and volition are the essential social
Descartes, John acknowledged behaviors.
4. Taoism Locke features of self. f. Duty towards all
 According to Ho (as cited in Monilla and Ramirez, 2018), Taoism Source of Knowledge Has made use of Has trusted intuition f. Personal success is others is important.
is a Chinese counterculture. reason rather to and is often important.
 Taoists reject the Confucian idea of a relational self. To them, pursue wisdom. associated with
the self an extension of the cosmos, not of social religious beliefs. CHAPTER 3 THE PSYCHOLOGICAL SELF
relationships. The self-described as one of the limitless forms
of the Tao. Modes of Cognition Analytic and Synthetic and Psychology
deductive Inductive  as the scientific study of human behavior.
 Further, Garcia (as cited in Monilla and Ramirez, 2018) explained Emphasis Distinctions and Commonalities and  It started as a topic in philosophy and had taken much
that the Tao is commonly regarded as the nature that is the oppositions. harmonies concepts from physiology until it emerged as an independent
foundation of all that exists. It is not bounded by time and View of the Universe Linear Circular scientific discipline (Atkinson, H.E.R. et al., 2015).
space. The ideal is to identify with the Tao. Chuangtzu (as cited and Life  uses various methods in the investigation of human behavior.
in Otig et al., 2018) expounded that "the perfect man has no View of Self Egocentric Sociocentric It ranges from simple observation to more complex methods
self; the spiritual man has no achievement; the true sage has Subject-Object Duality of self-as- Simultaneously of multivariate analysis and experimentations.
no name". Distinction as-subject (knower) subject and object
(Bipolar Qualities of and self-as- as- (The experience of  Experts believed that psychology greatly contributes to an
 The ideal of Taoism, therefore, is the achievement of a lack Self) object (known) self as both the individual's understanding of the self because it focuses on
knower and known) various forms of behaviors: overt or covert, simple or
of self or "selflessness". Selflessness is attained when the
Theological View Monotheistic Polytheistic complex, direct or indirect, rational or irrational, and so on.
distinction between "I" and "other: dissolves. In sum, the (Pluralistic) These different behaviors form part of the self.
conception of selfhood entails conscious self-transformation Cultural Framework Individualism Collectivism
leading to the attributes of balanced life in harmony with a. The self is a a. The self is an The goals of psychology (Teh, L.A. & Macapagal, M.E.J. (2007):
both nature and society. distinct and integrated part of 1) To describe human behavior;
Comparative Matrix of Western and Eastern Approaches to autonomous entity; the universe and the 2) To identify factors that help predict behavior
Understanding the Self
it is an independent society. 3) To understand or explain behavior by identifying causes that
(Manilla and Ramirez. 2018. Understanding the Self)
part of the universe b. Interdependence bring about certain effects; and
Dimension Western Thought Eastern Thought and connectedness
and the society. 4) To control or changes behavior.
Frame of Reference There is a separation Religion and b. Independence and are core values.
between philosophy philosophy are self-reliance are core c. No distinctions
and religion/ intertwined. A. Sigmund Freud's Construction Theory of Self
values. between personal • Sigmund Freud (1856-1939) is an Austrian neurologist who was
spirituality. c. Prioritize personal and group goals, or if known as the founder of Psychoanalysis, a set of theories and
goals over group there is distinction, therapeutic techniques related to the study of the
Examples of Schools Scholasticism Hinduism goals. the personal goals unconscious mind.
are subordinate to
the group goals.
• Freud stressed the importance of early childhood experiences
in the development of the self. As he popularly noted, "The
child is the father of the man."
• Freud believed that there are 3 structures of the self:
1) ID - the biological component of self which is based on
the pleasure principle. This concerns the need to satisfy
basic urges and desires. Freud believes that the id is
pleasure-seeking, impulsive, child-like and demanding of
instant gratification.
2) EGO - refers to the I or the self which serves as mediator
between the Id and Superego. It is the objective
component of personality and is based on Reality Principle.
3) SUPEREGO - consists of the conscience and ego ideals. It
serves as the moral arm of personality.
• "ego strength" - refer to the ego's ability to resolve the
conflict between the structures. If constant conflicts happen
and remain unresolved, problems and internal conflicts may
arise within oneself.
• In Freud's view, the id, ego and superego develop in a series
of stages. He proposed that psychological development in
childhood takes place during the five psychosexual stages:
1) oral
2) anal
3) phallic
4) latency
5) genital
 These are called psychosexual stages because each stage
represents the fixation of libido (roughly translated as sexual
drives or instincts) on a different area of the body. As a
person grows physically certain areas of their body become
important as sources of potential frustration (erogenous
zones), pleasure or both.
• Freud (1905) believed that life was built around tension and
pleasure. Accordingly, tension was due to the build-up of libido
(sexual energy) and that all pleasure came from its discharge.
In describing human personality as psychosexual Freud meant
to convey that what develops ins the way in which sexual
energy of the id accumulates and is discharged as we mature
biologically (Freud used the term "sexual" in a very general
way to mean all pleasurable actions and thoughts.).
• Freud stressed that the first five years of life are crucial to
the formation of adult self.
 The id must be controlled in order to satisfy social demands;
this sets up a conflict between frustrated wishes and social
norms. The ego and superego develop in order to exercise this
control and direct the need for gratification into socially
acceptable channels.
 STAGES AGE SOURCE OF Characteristics & MANIFESTATIONS
 RANGE GRATIFICATION
1. Oral Stage: Birth to 1 year - Mouth
 Self gets much satisfaction from all sort of things in
its mouth to satisfy the libido and its id demands.
Self is oral, or mouth oriented, such as sucking, biting
and breastfeeding
 Adults: smokers, nail-biters, finer chewers and
thumb suckers, particularly when under stress.
2. Anal Stage: l to 3 - Anus
 Self-derives great pleasure from defecating. Self is
now fully years aware that he is a person in his own
right and that his wishes can bring him into conflict
with the demands of the outside world.
 Freud believed that this type of conflict tends to
come to a head in toilet training, in which adults
impose restrictions on when and where the child can
defecate.
 The nature of this first conflict with authority can
determine the child's future relationship with all
forms of authority.
 Adult manifestations: Early or harsh toilet training
can lead to the child becoming an anal-retentive
personality who hates mess, is obsessively tidy,
punctual and respectful of authority. They can be
stubborn and tight-fisted with their cash and
possessions.
 On the other hand, the anal expulsive is the person
who wants to share things with you. They like
giving things away. An anal-expulsive personality
is also messy, disorganized and rebellious. The anal
expulsive, on the other hand, underwent a liberal
toilet-training regime during the anal stage.
3. Phallic Stage: 3 to 6 - Genitals
 Sensitivity now becomes concentrated in the genitals and
years masturbation (in both sexes) becomes a new source
of pleasure.
 The child becomes aware of anatomical sex differences,
which sets in motion the conflict between erotic
attraction, resentment, rivalry, jealousy and fear which
Freud called the Oedipus complex (in boys) and the Electra
complex (in girls). This is resolved through the process of
identification, which involves the child adopting the
characteristics of the same sex parent.
4. Latency Stage: 6 years to Puberty - Libido is dormant
 Freud's theory thought that most sexual impulses are
repressed during the latent stage, and sexual energy can
be sublimated (defense mechanism) towards school work,
hobbies, and friendships.
 Much of the child's energy is channeled into developing
new skills and acquiring new knowledge, and play becomes
largely confined to other children of the same gender.
5. Genital Stage: Puberty to Adult - Heterosexual
 Self is settling down in a loving one-to-one relationship
with relationship another person in our 20's. Sexual
instinct is directed to heterosexual pleasure, rather than
self-pleasure like during the phallic stage. For Freud, the
proper outlet of the sexual instinct in adults was through
heterosexual intercourse.
 Fixation and conflict may prevent this with the
consequence that sexual perversions may develop.
B. Erik Erickson's Theory of Self-Development
 Erik H. Erikson (1902-1994) formulated the Psychosocial Theory
of Development which pointed out that development of self-
proceeds by stages - eight in all.
 The first four stages occur during infancy and childhood, the
fifth stage during adolescence, and the last three stages
during the adult years up to and including old age. Each stage
is not passed through and then left behind. Instead, each stage
contributes to the formation of the self.
Psychosocial Stage of Self-Development

A. STAGE 1: Trust vs. Mistrust
 The first stage of Erickson's theory of psychosocial
development occurs between birth and 1 year of age and is
the most fundamental stage in life. Because an infant is
utterly dependent, developing trust is based on the
dependability and quality of the child's care givers.
 At this point in development, the child is utterly dependent
upon adult caregivers for everything they need to survive
including food, love, warmth, safety and nurturing. If a
caregiver fails to provide adequate care and love, the self will
come to feel that he cannot trust or depend upon the adults
in their life. If a child successfully develops trust, the self will
feel safe and secure in the world.
 Caregivers who are inconsistent, emotionally unavailable, or
rejecting contribute to feelings of mistrust in the children
under their care. Failure to develop trust will result in fear
and a belief that the world is inconsistent and unpredictable.
During the first stage of psychosocial development, children
develop a sense of trust when caregivers provide reliability,
care and affection. A lack of this will lead to mistrust. No child
is going to develop a sense of 100% trust or 100% doubt.
 Erickson believed that successful development was all about
striking a balance between the two opposing sides. When this
happens, children acquire hope, which Erickson described as an
openness to experience tempered by some wariness that
danger may be present.
B. Stage 2: Autonomy vs. Shame and Doubt
 The second stage of Erickson's theory of psychosocial
development takes place during early childhood and is focused
on children developing a greater sense of personal control.
Children are just starting to gain a little independence. They
are starting to perform basic actions on their own and making
simple decisions about what they prefer. By allowing kids to
make choices and gain control, parents and care givers can
help children develop a sense of autonomy.
 The essential theme of this stage is that children need to
develop a sense of personal control over physical skills and a
sense of independence. Potty training plays an important role
in helping children develop this sense of autonomy.
 Like Freud, Erikson believed that toilet training was a vital part
of this process. However, Erickson's reasoning was quite
different than that of Freud's. Erikson believed that learning
to control one's bodily functions leads to a feeling of control
and a sense of independence.
 Children who struggle and who are ashamed for their accidents
may be left without a sense of personal control. Success
during this stage of psychosocial development leads to
feelings of autonomy; failure results in feelings of shame and
doubt.
 Children who successfully complete this stage feel secure and
confident, while those who do not are left with a sense of
inadequacy and self-doubt.
 Erikson believed that achieving a balance between autonomy
and shame and doubt would lead to will, which is the belief
that children can act with intention, within reason and limits.
C. Stage 3: Initiative vs. Guilt
 The third stage of psychosocial development takes place
during preschool years. Children begin to assert their power
and control over the world through directing play and other
social interactions.
 Children who are successful at this stage feel capable and able
to lead others. Those who fail to acquire these skills are left
with a sense of guilt, self-doubt, and lack of initiative.
 The major theme of the third stage of psychosocial
development is that children need to begin asserting control
and power over the environment.
 Success in this stage leads to a sense of purpose. Children who
try to exert too much power experience disapproval,
resulting in a sense of guilt. When an ideal balance of individual
initiative and a willingness to work with others is achieved, the
ego quality known as purpose emerges.
D. Stage 4: Industry vs. Inferiority
 The fourth psychosocial stage takes place during the early
school years from approximately ages 5 to 11. Through social
interactions, children begin to develop a sense of pride in their
accomplishments and abilities. Children need to cope with new
social and academic demands.
 Success leads to a sense of competence, while failure results
in feelings of inferiority. Children who are encouraged and
commended by parents and teachers develop a feeling of
competence and belief in their skills. Those who receive little
or no encouragement from parents, teachers, or peers will
doubt their abilities to be successful.
 Successfully finding a balance at this stage of psychosocial
development leads to the strength known as competence, in
which children develop a belief in their abilities to handle the
tasks set before them.
E. Stage 5: Identity vs. Confusion
 The fifth psychosocial stage takes place during the often-
turbulent teenage years. This stage plays an essential role in
developing a sense of personal identity which will continue to
influence behavior and development for the rest of a person's
life.
 Teens need to develop a sense of self and personal identity.
Success leads to an ability to stay true to yourself, while
failure leads to role confusion and a weak sense of self.
 During adolescence, individuals explore their independence and
develop a sense of self. Those who receive proper
encouragement and reinforcement through personal
exploration will emerge from this stage with a strong sense
of self and feelings of independence and control. Those who
remain unsure of their beliefs and desires will feel insecure and
confused about themselves and the future.
 Identity - all of the beliefs, ideals, and values that help shape
and guide a person's behavior.
 Completing this stage successfully leads to fidelity, which
Erikson described as an ability to live by society's standards
and expectations.
 There is a particular emphasis on the development of ego
identity. Ego identity is the conscious sense of self that we
develop through social interaction and becomes a central
focus during the identity versus confusion stage of
psychosocial development.
  According to Erikson, our ego identity constantly changes due
to new experiences and information we acquire in our daily
interactions with others.
 Our personal identity gives each of us an integrated and
cohesive sense of self that endures through our lives. Our
sense of personal identity is shaped by our experiences and
interactions with others, and it is this identity that helps guide
our actions, beliefs and behaviors as we age.
F. Stage 6: Intimacy vs. Isolation
 Young adults need to form intimate, loving relationships with
other people.
 Success leads to strong relationships, while failure results in
loneliness and isolation.
 This stage covers the period of early adulthood when people
are exploring personal relationships.
 Erikson believed it was vital that people develop close,
committed relationships with other people. Those who are
successful at this step will form relationships that are
enduring and secure.
 Studies have demonstrated that those with a poor sense of
self tend to have less committed relationships and are more
likely to struggle with emotional isolation, loneliness, and
depression.
 Successful resolution of this stage results in the virtue known
as love. It is marked by the ability to form lasting, meaningful
relationships with other people.
G. Stage 7: Generativity vs. Stagnation
 Adults need to create or nurture things that will outlast
them, often by having children or creating a positive change
that benefits other people.
 Success leads to feelings of usefulness and accomplishment,
while failure results in shallow involvement in the world. During
adulthood, we continue to build our lives, focusing on our
career and family. Those who are successful during this phase
will feel that they are contributing to the world by being
active in their home and community. Those who fail to attain
this skill will feel unproductive and uninvolved in the world.
 Care is the virtue achieved when this stage is handled
successfully.
 Being proud of your accomplishments, watching your children
grow into adults, and developing a sense of unity with your
life partner are important accomplishments of this stage.
H. Stage 8: Integrity vs. Despair
 The final psychosocial stage occurs during old age and is
focused on reflecting back on life. At this point in
development, people look back on the events of their lives and
determine if they are happy with the life that they lived or if
they regret the things, they did or didn't do.
 Erikson's theory differed from many others because it
addressed development throughout the entire lifespan,
including old age.
 Older adults need to look back on life and feel a sense of
fulfillment.
 Success at this stage leads to feelings of wisdom, while failure
results in regret, bitterness, and despair.
 At this stage, people reflect back on the events of their lives
and take stock. Those who look back on a life they feel was
well-lived will feel satisfied and ready to face the end of their
lives with a sense of peace. Those who look back and only feel
regret will instead feel fearful that their lives will end without
accomplishing the things they feel they should have.
 Those who are unsuccessful during this stage will feel that
their life has been wasted and may experience many regrets.
The person will be left with feelings of bitterness and despair.
Those who feel proud of their accomplishments will feel a
sense of integrity.
 Successfully completing this phase means looking back with
few regrets and a general feeling of satisfaction. These
individuals will attain wisdom, even when confronting death.
Alfred Adler's Theory of Creative Self
 Alfred Adler (1870-1937) is a Viennese psychiatrist who became
known for his Individual Psychology. He discovered the creative
power of the self, that is, the ability of the individual to
create and re-create himself and set his own directions to
take. Adler believed that individuals are the masters of their
own life, and not victims, of their fate {Teh, L.A. & Macapagal,
M.E.J. 2007).
 Creative self is the prime mover, the philosopher's stone, the
elixir of life, the first cause of everything human. In essence,
the doctrine of a creative self asserts that humans make their
own self and personality. They construct them out of the
raw materials of heredity and experience (Schultz, D.P. &
Schultz, E.S., 2017). As he put it,
''Heredity only endows man with certain abilities.
Environment only gives him certain impressions.
These abilities and impressions, and the manner in
which he experiences them - that is to say, the
interpretation he makes of these experiences -
are the bricks, or in other words his attitude
towards life, which determines this relationship
to the outside world (Adler, 1935, p.5}."
Carl Rogers' Self Theory
 Carl Rogers (1902-1987) is an American psychologist who
formulated the Person-centered Theory which was also
referred to as Self-Theory.
 The self is one of the central constructs in Roger's Theory
and he has given an interesting account of how this came
about.
Ideal self
 what the person would like to be. Accordingly, when the
symbolized experiences that constitute the self faithfully
mirror the experiences of the organism, the person is said to
be adjusted, mature and fully functioning.
 Such a person accepts the entire range of experience without
threat or anxiety. He is able to think realistically.
 Incongruence between self and organism makes individuals feel
threatened and anxious. They behave defensively and their
thinking becomes constricted and rigid. If the discrepancy
between self and ideal self is large, the person is dissatisfied
and maladjusted and thus, incongruence is present (Go-Monilla,
M.J.A. & Ramirez, N.C., 2018).
 It is important then, that individuals have realistic goals for
the self.
William lames' Concept of the Self: The Me-Self and the I-Self
 William James (1842-1910) was a philosopher who first offered
a psychology course in the United States, earning him the title
'Father of American Psychology.' He then, became a
psychologist and a leading thinker of the late 19th and early
20th centuries.
 After completing medical school, James focused on the
human psyche, writing a masterwork on the subject, entitled
The Principles of Psychology. He later became known for the
literary piece The Will to Believe and Other Essays in Popular
Philosophy, which was published in 1897.
 William James looks at the self in two divided categories: the
I-Self and the Me-Self.
The I-Self
 refers to the self that knows who he or she is which is also
called the thinking self.
 reflect the soul of a person or the mind which is also called
the pure ego.
The Me-Self
 is the empirical self which refers to the person's personal
experiences and is further divided into subcategories:
a) the material self - attributed to an individual's
physical attributes and material possessions that
contribute to one's self-image.
b) social self - refers to who a person is and how he or
she acts in social situations.
 James believes that people have different social
selves depending on the context of a social
situation.
c) spiritual self - refers to the most intimate and
important part of the self that includes the person's
purpose, core values, conscience, and moral behavior.
James believes that the path to understanding the
spiritual self requires introspection (Go-Monilla, M.J.A.
& Ramirez,N.C., 2018).
The greatest discovery of my generation is that Chromosomes
human beings can alter their lives by altering  Are threadlike tissues that carries the genes and are usually
their attitude of mind. found in pairs.
 There are 23 pairs of chromosomes which are classified as
autosome or trait chromosomes (22 pairs) and gonosomes
One must know what one wants and that one wants. " - Nietzc or sex chromosomes 38
CHAPTER 4 PHYSICAL AND SEXUAL SELF Genes
 are basic carrier of hereditary traits and are classified as
THE PHYSICAL SELF dominant (strong genes) and recessive (weak genes)
 refers to the body such as physical extremities and internal
organs. They both perform and work together to perform Theories of Physical Self
A. Theory of Physiognomy
there functions (ex: respiratory system for breathing)
 the ability changes through individual's aging. (at peak bet,  Person's physical characteristics such as facial features and
expressions and body structures could be related to a
the age of 20 and 30 slowly declines at middle age)
person's character or personality
Five Element Theory
 Adolescence begins with the onset puberty
 Asserts the world and changes according to the five
Life Span elements' generating and overcoming relationships.
 Refers to the development from conception to death Generating and overcoming are the complementary
elements.
1) Prenatal - Fertilization to birth
2) Infancy - Birth to 2 weeks to life ✓ Generating processes - promote development
✓ Overcoming processes - control development
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
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 I. Five Generating Interactions
a) Fueling
Factors Affecting Physical Growth and Development b) Forming
 There are two factors affecting the Physical Growth and c) Containing
Development: d) Carrying
1. Heredity - is the biological of the inheritance of e) Feeding
traits from parents to offspring II. Five Overcoming Interactions
2. Environment - refers to the factors an individual is a) Melting
exposed to throughout life which includes learning b) Penetrating
experience. Environment factors such as diet, c) Separating
nutrition, and diseases play an important role in an d) Absorbing
individual's physical development. e) Quenching
B. Theory of Hippocrates 6. Triangle-shaped Face - creative, artistic, sensitive and
 A theory based on the prominence of the body fluids. determined
Excess of/or deficiency in an any the four bodily fluids (or 7. Diamond Face - detail-oriented and like to be control
humors) in a person influences their personality,
temperament, and well-being.  According to Squier and Mew (1981)
1. Sanguine Type- has the prominence of red bile 1. Long and Angular Face- responsive, assertive genuine
2. Melancholic Type - has the prominence of black bile 2. Short and Square Face- restrained, conforming and
3. Choleric Type - has the prominence of yellow bile shrewd
4. Phlegmatic Type - has the excess phlegm
Body Image
C. Body Type Theory by William Sheldon (1940's)  Refers to how individuals perceive, think, and feel about their
physical appearance.
 related to self-esteem which is a person's overall evaluation
of his or her own worth.
 Refers to everything about a person that others can
observe such as height, weight, skin, color. Clothes and
hairstyle.
 The way adolescents react to their physical appearance
depends in part on socio-cultural factors. The emphasis that
peers, parents, or the media put on ideal body types which is
slim or thin leads girls to experience body dissatisfaction.
 Girls who have higher body dissatisfaction are likely to
1. Ectomorph - Body Type is tall and thin. Restrained, quiet, experience depression, low self-esteem, and eating disorders
introverted, and artistic (Damello 2014)
2. Mesomorph - Strong Muscular body. Energetic, adventurous,
assertive and courageous The Importance of Beauty
3. Endomorph - Body type is soft and plump. Easy going and  In Egyptian art, beauty in women with slim, high waist,
sociable narrow hips, and long black hair.
 In contrast, woman with a full figure and rounded hips were
D. The Wisdom of Your Face, According to Jean Haner (2008) considered beautiful during renaissance period.
1. Oval-shaped Face –  Generally, humans who have clean and unblemished skin, thick
hospitable and tactful shiny hair, well – proport ironed bodies and symmetrical
2. Round-shaped Face - faces, are traditionally considered the most beautiful
friendly, kindhearted and
selfless Beauty in Media
3. Square Face - witty,  Advertisements, magazines and televisions are filled with good
analytical, and great looking faces which emphasize the value of physical
leaders
attractiveness. People tend to be influenced by the beautiful
4. Heart-shaped Face - faces and bodies they see in media in the way determine what
patient and intuitive by nature
is beautiful and what is not
5. Long-shaped Face - perfectionist and tend to be aggressive
Body Modification
 One form is tattooing which injects ink onto the skin to
draw a design. Make-up can also be permanently tattooed.
Body piercing is another type which lets people wear jewelry
through different piercings in their body.
 Cosmetic surgery which includes surgical and non-surgical
procedures to restore, reconstruct or alter body parts like
breast enhancement, nose lift, etc.
 Whether beauty is biologically programmed or culturally
constructed, it remains important in all societies.
 Studies have shown that men and women who are physically
attractive have more opportunities in finding jobs, getting
promotions and having higher income. Generally, unattractive
people are less liked and assisted.
 Different cultures have different definitions and perceptions
of beauty. People often say that beauty is in the eye of the
beholder. People tend to judge others based on physical
appearances. It is important to see into the person's inner
thoughts and feelings. Above all things physical, it is more
important to be beautiful on the inside.
THE SEXUAL SELF
Primary Sex Characteristics
 Physical characteristics that are present at birth. The
characteristics that distinguish male from females.
 Females - characteristics includes the vagina, uterus
and ovaries
1) Clitoris - made up of erectile tissue swells
with blood and hardens when a woman is
sexually aroused.
2) Vagina – muscular tube that serves as the
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.
3) Ovaries – produce, store, and release egg
cell during ovulation
4) Uterus – hollow organ where the fertilized
embryo grows to become a fetus.
 5) Cervix – lower part of the uterus, a
passageway between the uterus and the
vagina that expands during childbirth
6) Fallopian tubes – carry the fertilized egg
from the ovary to the uterus
• Pregnancy starts from the fertilization and
the end birth, from an approximate
duration of 260 days.
 Males - characteristics includes the penis, testes or
testicles, scrotum and prostate glands
1) Penis – male urinate and deliver the sperm
cells into the vagina during sexual
intercourse. Made up of sensitive tissues
and nerve endings. Before reaching the
penis, sperm cells travel through the
prostate gland and seminal vesicles.
2) Testes or Testicles – located in a loose
pouch-like sac called scrotum are
responsible for the production of sperm
cells and male sex hormones
3) Vas deferens – transports the sperm
containing fluid called semen
4) Epididymis – set of coiled ducts connected
to the vas deferens where the sperm cells
are stored.
5) Prostate gland & Seminal Vesicles – produce
semen and nourish the sperm cells.
• Ejaculation is the release of sperm cells
from penis approximately contains 300-500
million sperm cells that can live 48 hours
inside the uterus.
Secondary Sex Characteristics
 Development during the onset of puberty
 Female - enlargement of breast, onset menstruation,
widening of the hips, enlargement of buttocks, growth
of pubic hair.
 Male - testicular growth, sperm production, appearance
of facial, pubic or other pubic hair, deepening of voice.
Sexual Arousal and Erogenous Zones: What turns People On
Erogenous Zones
 Are areas of the body that are highly sensitive and produce
sexual response when stimulated.
 These includes the genitals, mouth, breast, 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.
Masturbation or self-stimulation
 basic forms of sexual stimulation that involves the rubbing
or fondling of the genital areas and provides a good index
of sexual desire because it is not contained by the
availability of a partner.
 Many believe that compared with women, men think about sex
more often because they report more frequent sex fantasies
and more feelings of sexual desires. Nevertheless, women tend
to place more emphasis on emotional closeness with lover
than a man do.
 Overall, women and men have equal potential for sexual
arousal and women are no less physically responsive to men.
(Peplau, 2003).
Other sexual activities:
 intimate kissing
 cuddling
 necking
 petting or touching the erogenous zones
Cognitive Factors
 Play an important role in sexual arousal of humans.
Culture
 Influences the expression of sexual desire. Norms continue
shapes the sexual activity along the socially acceptable
behaviors.
Four Phases of Sexual Response by William Masters & Virginia Johnson
1. Excitement Phase - the beginning of sexual arousal and can
last from one minute to several hours
2. Plateau Phase - the change in the body continue
3. Orgasmic Phase - Contractions of muscle in and around the
penis stimulate the release of semen which contains the
sperm cells.
4. Resolution Phase- The body return to its normal state after
orgasm.
Attraction, Love and Attachment
Puberty
 It 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:
a. Social Norms - Influence attraction in several ways
such as in determining who are appropriate as
lovers and spouse
b. Physical Attractiveness - the degree to which a
person's physical traits are regarded as aesthetically
pleasing or beautiful.
c. Processes of Interpersonal Exchange- Social
exchange theory.
Social Exchange Theory
 Proposes that attraction is the result of an exchange
process. People tends 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 increase attraction, liking, trust
and love.
Three Components of Love
1. Intimacy Component - refers to the feelings of closeness,
connectedness and bondedness.
2. Passion Component - refers to the drives that leads to
romance, physical attraction and sexual consummation.
3. Commitment Component - refers to the decision to love
and the commitment to maintain that 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 suffering (Santrock, 2012)
 Has a strong component of sexual attraction and
infatuation and is often experienced in the early stage of a
love relationship.
Important Ingredients of Romantic Love
 According to Helen Fisher
 Biological anthropologist and expert in the science of human
attraction suggest that the important ingredients of
romantic love; lust, attraction and attachment.
1. Lust - Driven by desire for sexual attraction.
2. Attraction - Often associated with sexual attraction
3. Attachment - Occurs when individuals desire to connect
with another person intimately, also be called
affectionate or companionate love.
 Attachments, According to John Bowbly
 Defines attachment as a strong affectionate tie that binds a
person to an intimate companion.
 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.
 The ability to form a stable and close relationships begins at
infancy, in a child earliest experience with a caregiver who
meets his or her needs
Sexual Orientation
 refers to a person's sexual identity anchored on what
gender they are attracted to.
a) Heterosexuality - Sexually attracted to the opposite sex
b) Homosexuality - Sexually attracted to the same sex
c) Bisexuality - Attracted to both opposite and same sex
i. Homosexual Males - are referred to as gays
ii. Homosexual Females - are referred as lesbian
Sexually Transmitted Infections (STl's) and Early Pregnancies
 Contracted primarily through sexual contact
 Bacterial infections are treatable with antibiotics, but viruses
such as HIV/AIDS are more difficult to treat and often
incurable.
 Even curable bacteria can cause serious health problems if
ignored and left untreated. Some bacterial infections are
difficult to detect because some symptoms are not
immediately noticeable.
STl - commonly include human immunodeficiency virus (HIV) acquired
immunodeficiency syndrome (AIDS), gonorrhea, syphilis, chlamydia,
genital herpes, and genital warts.
A. HIV/AIDS
 Infections caused by direct contact body with fluids such as
through blood transfusion, breast feeding, and sexual
intercourse.
 Attacks immune system and infected person eventually dies.
B. Gonorrhea
 Caused by gonococcal bacteria which attack the lining of the
mucous membrane such as mouth, throat, vagina, and
urethra.
 It can be treated by penicillin or other antibiotics.
C. Syphilis
 Infects the genital areas and other parts of the body
including the brain.
 Can cause paralysis or even death when left untreated.
D. Chlamydia
 Cause by chlamydia trachomatis.
 In men, can cause swollen testicles and burning sensation
during urinization.
 In women, can cause sterility if left untreated because it
damages uterus, ovaries and fallopian tube.
E. Genital Herpes
 Can cause tingling sensations, abscesses, and blisters in genital
area. There is no cure for herpes.
F. Genital Warts
 Causes by human papillomavirus and women with
papillomavirus are prone cervical cancer.
Early Pregnancy
 The major concern in the Philippines. Complication may arise
during pregnancy. Female reproductive organ is not yet
mature during adolescence. Creates health risk among young
mothers and their babies.
Methods of Contraception
• Condom
• Oral Contraceptive pills
• intrauterine device or IUD
• Birth Control Injection
Contraception
 Refers to the methods that are used to prevent pregnancy.
Cervical Mucus Method
 Also called Billing Ovulation Method
 A type of natural family planning methods based on careful
observation of mucus pattern during the course of the
menstrual cycle.
 Mucus Pattern
 Help in determining when a woman is most likely to
conceive or not
The Reproductive Health Law
 Responsible Parenthood and Reproductive Health Act of 2012
that guarantees universal access to method of
contraception, fertility control, sexual education, and
material care.
 Provides for the "Prevention and Treatment of HIV/AIDS
and other STls/STDs.
 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.
 Aims to promote awareness among adolescent and youth
on sexuality and reproductive