ABSORB

Diaz 2020
DO

CONNECT

Knowing Oneself
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“Know thy self, know thy enemy.
A thousand battles, a thousand
victories.”
—Sun Tzu
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MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs; DepEd, 2020)
explain that knowing oneself can make a person
1.1 accept his/her strengths and limitations and dealing
with others better

share his/her unique characteristics, habits, and

1.2 experiences
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STANDARDS

CONTENT PERFORMANCE FORMATION

The learners The learners The learners
demonstrate an shall be able shall be able
understanding to conduct self to accept
of himself/ exploration and his/her
herself during simple strengths and
middle and late disclosure limitations
adolescence
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ENDURING ESSENTIAL
UNDERSTANDING QUESTIONS
Self-exploration is an What are my strengths
active process that and limitations?
evolves over the course
of our lives. Is who I am, how I act?
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1 2
SELF-CONCEPT SELF-IMAGE

3 4
SELF-ESTEEM CYBERSELF
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Self-Concept
● A relatively stable set of perceptions one holds to
oneself (Adler, 2019; Gamble & Gamble, 2014).

Self & Self-Concept Components Characteristics

Guidelines for
Sources Contexts
Enriching the Self
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IMPORTANCE OF STUDYING SELF-CONCEPT

Strong
Healthy

Unhealthy
Poor
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SELF AND SELF-CONCEPT

Self
Self-concept
“territory” “map”or
“mental
picture”
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SELF SELF-CONCEPT
Very fluid and in a state More highly structured and
of constant change difficult to change

There is more to self than A portion may not actually

is included within the be included in the self
self-concept

Area that represents our Area that represents the

untapped potential part of ourselves we invent
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SOURCES OF SELF-CONCEPT
Biology &
Genetics

Self-
Concept

Social
comparison
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COMPONENTS OF SELF-CONCEPT

Self-Concept

Self-Image Self-Esteem

Culture Relationship Gender Individual

context context context context
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Self-Image
● Mental picture we have of ourselves – it sums up the
kind of person we think we are
● Composite of roles we claim and attitudes and beliefs
we use to describe who and what we are to others, and
our understanding of how others see us
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Self-Esteem
● Self-evaluation; estimation of self-worth
● Includes the value or importance we place on our
perceived characteristics; indication of how much you
like and value yourself, including your feelings,
abilities, and character

Components Low vs. High Proportionality

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COMPONENTS OF SELF-ESTEEM

COGNITIVE AFFECTIVE BEHAVIORAL

thinking about feelings about verbal and
our strengths ourselves in nonverbal
& weaknesses, reference our behaviors
actual self strengths &
vs. ideal self weaknesses

Reasoner, 2010
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Low Self-Esteem vs. High Self-Esteem
happiness &
High satisfaction
experimentation

depression Low

Baumeister et al., 2003

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Under-inflated
Self-Esteem vs.
Overinflated
Self-Esteem
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Proportionality of Self-Esteem
Academic Performance

• The APS task force found that artificially inflating

students’ self-esteem can decrease grades.
• Receiving passing grades that don’t actually reflect
academic performance in K–12 classes can cause college
students to become offended, demoralized, or angry when
they don’t achieve the grades they believe they deserve.

Baumeister et al., 2003

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(continuation)
Interpersonal Relationships

• In school programs designed to “enhance positive self-

perceptions” result of such programs is that children fail
to learn respect for others1
• In ego-threatening situations, people with inflated self-
esteem are liked significantly less than people with lower
self-esteem2
• Unrealistically inflated self-appraisal can precipitate a
culture of bullying characterized by persistent teasing,
name-calling, or social exclusion3

1McMillan et al., 2001 in Lane, 2010; 2Vohs & Heatherton, 2001; 3Baumeister et al., 1996
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CHARACTERISTICS OF SELF-CONCEPT

1 Inherently
subjective 3 Dynamic

2 Multifaced 4 Influenced by
self-disclosure
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Contexts and Self-Concept
Culture

Relationship
Individual
• Individualist
• Collectivist
• Co-culture
• Media

Gender
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Contexts and Self-Concept
Culture

Relationship
Individual
• Friends &
family
• Co-workers
• Schoolmates
etc.
Gender
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Contexts and Self-Concept
Culture

Relationship
Individual
Males vs
Females

Gender
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Contexts and Self-Concept
Culture

Relationship
Individual
• Self-
fulfilling
prophecies
• Automatic
negative
thoughts Gender
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SELF-FULFILLING PROPHECY
❶ We develop
expectations of
people or
events
❺ The ❷ We express
confirmation of those
our expectation expectations
strengthens our verbally and/or
original belief nonverbally

❹ Our ❸ Others
expectations adjust their
become reality behavior to
match our
verbal and/or
nonverbal
messages
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Pygmalion
effect
vs.
Galatea effect
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GUIDELINES FOR ENRICHING THE SELF
■ Gain and use knowledge to support personal
development.

■ Make a firm commitment to personal growth.

■ Set goals that are realistic and fair.

■ Enhance your self-esteem.

■ Self-disclose when appropriate.

DeVito, 2016; Wood, 2015; Gamble & Gamble, 2014

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Impostor
syndrome
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For more than a decade,
the Barretto family
feud has always been
out in the public.
While most viewed it as
an airing of dirty
laundry, some saw it as
honest and cathartic.
Have you ever
considered going public
with painful feelings?
Has your silence been
the best choice?

Source: https://images.summitmedia-digital.com/spotph/images/files/2013/04/1367206489-Barretto_ inside.jpg

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Purposes of Self-Disclosure

friends strangers
• relationship • reciprocity
maintenance and
enhancement • impression
formation
• self-
clarification

Rosenfeld, 2000 in Hargie, 2011

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Benefits of Self-Disclosure
■ Increased self-knowledge.
■ Self-disclosure can be cathartic.
■ Self-disclosure may provide affirmation and new
perspectives on who we are and what we have
done.

■ Self-disclosure can be ethical.

■ Self-disclosure often results in reciprocal and
improved communication.

McKay et al., 2018; Wood, 2015

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Risks of Self-Disclosure
■ Others may not accept what we reveal or may
like us less or reject us.

■ Others might use information we have disclosed

against us.

■ Self-disclosure can hurt others.

■ Online disclosures lack security.

Wood, 2015
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Guidelines for Self-Disclosure

■ Is the other person important to you?

■ Is the risk of disclosing reasonable?

■ Is self-disclosure appropriate?

■ Is the disclosure reciprocated?

■ Will the effect be constructive?

(Adler, 2019)
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Cyberself
● Social network sites (SNS) like Facebook, Instagram,
LinkedIn, and Twitter have created new outlets for
people to create an online extension of themselves.

… & Self-Esteem … & Self-disclosure … & Social Comparison

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“We can edit, re-edit,
and re-re-edit our
profile until it is
exactly the way we want
it. We can choose only
our best photos for
posting, and we can
modify them to make
ourselves appear more
attractive” (Wood,
2015,p.62).

Source: https://awwthings.b-cdn.net/wp-content/uploads/2019/08/lifebuzz-b7e2115aa06190506c89d89726c58a73-limit_ 2000.jpg

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“Of course, we can be
strategic and
manipulative in f2f
encounters too, but we
don’t always have as
much time to prepare
our self-presentations,
and we don’t have the
luxury of editing what
we say.” (Wood,
2015,p.62).

Source: https://img5tv.cdnvideo.ru/shared/files/201811/1_ 841225.jpg

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Cyberself & Self-Esteem
People with low self-esteem tend to post more negative
information, and people are less likely to respond to
downbeat messages

Forest & Wood, 2012

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Cyberself & Self-Disclosure
Every status update and tweet we post is a disclosure that
provides information about who we are, what we value, how we
are feeling, and where we are going1

Adolescents with a preference for offline self-disclosure

showed a high probability of being resilients, while
adolescents with a preference for online self-disclosure
showed a high probability to be undercontrollers and
overcontrollers2

1Solomon & Theiss, 2013; 2Chen et al., 2017

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Cyberself & Self-Comparisons
• People do not feel inferior when comparing themselves to
people they know well because they were not fooled by their
self-portrayals, but they are more prone to believe that
strangers do live better lives and comparisons with them
are more depressing
• The tendency towards social comparison on Facebook seems to
be especially important for females, mediating the effects
of self-esteem
• Young women with low self-esteem have a high tendency to
social comparison express themselves on Facebook to improve
their self-esteem.
• Young women with a positive self-esteem use Facebook as
an additional means to maintain their social network.

1Lup & Rosenthal, 2015; 2Bergagna & Tartaglia, 2018

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Self-Esteem 1 2a 2 b
Johari Window Nohari Window
Self-Rating Scale

Survey of 3 My Big 5 4 Online and 5

Character Offline Self-
Personality Profile
Strengths Disclosure
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Self-Esteem Self-Rating Scale
The Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965)
is 10-item scale that measures global self-worth by
measuring both positive and negative feelings about the
self.
The scale is believed to be uni-dimensional.
All items are answered using a 4-point Likert scale
format ranging from strongly agree to strongly disagree.

RSES (Rosenberg, 1965)

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Guide Questions
■ What have you learned about your self-esteem from
doing the activity?
■ What would be the major influences in the formation
of your self-esteem as you experience them now?
■ How does your level of self-esteem influence your
behavior in everyday life?
■ Highlight any areas in which you would like to
change. How might you do this?
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Johari Window
While researching on group dynamics, American
psychologists Joseph Luft and Harry Ingham developed the
‘Johari’ Window model in the 1950s.
The model helps explain how interpersonal relationships
provide self-disclosure and feedback, both of which
promotes greater self-awareness.

Johari Window
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THE JOHARI WINDOW
Information about Information about
yourself that is yourself that is
known to you: unknown to you:

Information about
yourself that is
known by others:
OPEN SELF BLIND SELF
Info. about you Info. about you
that you are that other people
aware of and that are aware of, but
you share with you don’t realize
other people about yourself

unknown by others:
Information about
yourself that is

HIDDEN SELF UNKNOWN

Info. about you
that you are SELF
aware of, but Info. about you
that you keep that neither you
secret from other nor other people
people are aware of
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Johari Adjectives

able dependable intelligent patient sensible

accepting dignified introverted powerful sentimental
adaptable energetic kind proud shy
bold extroverted knowledgeable quiet silly
brave friendly logical reflective spontaneous
calm giving loving relaxed sympathetic
caring happy mature religious tense
cheerful helpful modest responsive trustworthy
clever idealistic nervous searching warm
complex independent observant self-assertive wise
confident ingenious organized self-conscious witty
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OPEN SELF BLIND SELF

As one section
becomes smaller, one
HIDDEN SELF UN- or more of the
KNOWN
SELF
others grows larger.
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Arena Blind Spots
Feedback >>>

Self Disclosure

>>>
Façade Insight Unknown
(Hidden Self)

The larger the open self, the more coherent and authentic
is the behavior.
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Nohari Window
The Nohari Window is an inversion of the Johari Window
which use antonyms of the 55 original adjectives. This
activity will give you a grid of perceived and
unrecognized personal weaknesses that can be explored.

Nohari Window
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Nohari Adjectives

aloof dispassionate inane needy timid

blasé distant inattentive overdramatic unethical
boastful dull incompetent panicky unhappy
brash embarrassed inflexible passive unhelpful
callous foolish insecure predictable unimaginative
chaotic glum insensitive rash unreliable
childish hostile intolerant selfish vacuous
cold humorless irrational self-satisfied violent
cowardly ignorant irresponsible simple vulgar
cruel impatient lethargic smug weak
cynical imperceptive loud stupid withdrawn
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Guide Questions
■ How easy or difficult was it to choose the adjectives
to describe yourself? Why?
■ After comparing the feedback, what were you surprised
by?
■ What do you think you can do to reduce your Blind
Spot and/or Facade, and move those traits into your
Area instead?
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Survey of Character Strengths
VIA (Values in Action) Inventory of Strengths for Youth
VIA Youth Survey (Peterson & Seligman, 2004)

● A useful tool to help students from 10 to 17 years of

age identify their character strengths
● Results present 24 strengths, organized in order from
greatest strength to least strength
● While the test is free, registration is required and a
detailed report is made a available for a fee

TED Talk: Focusing on Your TED Talk: The Strength in

VIA Youth Survey Strengths - Shane Lopez Weakness - Richard Shotton
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Personal Personal
Talents
Strengths Weaknesses
nonmoral moral built-in personal
characteristics capacities for strengths that
that are usually particular ways are low, rather
innate and of thinking, than a full
automatic feeling, and deficit of a
behaving strength in
particular
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VIRTUES & CHARACTER

1 WISDOM
Creativity, curiosity, judgement,
4 TRANSCENDENCE
Appreciation of beauty, gratitude,
love of leaning, perspective hope, humour, spirituality

2 COURAGE
Bravery, persistence, honesty, zest 5 JUSTICE
Teamwork, fairness, leadership

3 HUMANITY
Love, kindness, social intelligence 6
MODERATION
Forgiveness, modesty, prudence,
self-control
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Personal Strengths
Why focus on personal strengths …

• Students are more likely to engage in positive behavior and

achievement, and to exhibit well-being when they are aware
of character strengths

• Focusing on strengths is far more enjoyable and productive

than working on weaknesses, especially for those students
whose strengths are not in the traditional academic domain

• People who engage in their strengths tend to learn more

readily, perform at a higher level, are more motivated and
confident, and have a stronger sense of confidence and
satisfaction

(Waters, 2011; Noble & McGrath 2008; Linley & Harrington, 2006)
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Listing your Strengths and Weaknesses

Improves your Provides insight

self-awareness into your
uniqueness

Focuses your Identifies where

attention you can improve
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Guide Questions
■ Looking over this list, what do you think are your
five most important strengths?

■ Looking over this list, what are the strengths you

would most like to develop?
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My Big 5 Personality Profile
The Short Form for the IPIP-NEO (International
Personality Item Pool Representation of the NEO PI-R®)

● A psychometrically sound tool for your personal strengths and

personal weaknesses based on your personality traits

Note: The NEO PI-R® (240 items) is the best inventory for measuring
traits within the Five Factor Model (FFM) of personality. The NEO
PI-R® is copyrighted by Psychological Assessment Resources (PAR) in
Florida, and can only be ordered by professionals and used by
permission.

Short Form for the IPIP-

NEO
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Big 5 Personality Traits and SNSs
Openness Open individuals have been shown to be more likely to
post personal information on SNSs than less open
people (Amichai-Hamburger & Vinitzky, 2010).

Conscientiousness Conscientious individuals have been shown to be more

cautious online and to present themselves in a more
agreeable and compliant manner to the medium in
which they are presenting themselves. They have also
been shown to be more consistent in their online self-
presentations, which are often in line with their actual
self (e.g., Leary & Allen, 2011).
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Big 5 Personality Traits and SNSs
Extraversion There are however conflicting demonstrations, with
Bibby (2008) showing higher levels of sharing self-
relevant information by extraverts while Amichai-
Hamburger and Vinitzky (2010) observed the opposite:
Extraverts shared less personal information on SNSs.

Agreeableness Leary and Allen (2011) found that agreeable individuals

were more likely to present their actual self on SNSs.

Neuroticism Neurotic individuals may seek a connection with others

via the Internet that they may not experience in their
offline world (Forest and Wood, 2012).
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Guide Questions
■ Looking over the results, what do you think are your
strengths? What do you think you are your weaknesses?
■ Looking over the results, what are the strengths you
would most like to develop?
■ Looking over the results, what are the weaknesses you
most like to address?
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Online and Offline Self-Disclosure
Self-Rating Inventory
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Guide Questions
■ What are you like online? Is your cyberself
consistent with how you express yourself in face-to-
face communication?
■ Does communicating online tend to make you more or
less social? More or less inhibited? Do you act more
or less yourself?
■ Do you assume multiple identities, negotiate
identities, or relate as yourself? What have you
learned about yourself interacting with others
online?
 CONNECT

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Think-Group-
Share
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Think-Group-Share
Time: 30 mins

Objective: To perform simple appropriate disclosure

Topic(s): self-concept, personal strengths, personal weaknesses,

personality traits, self-disclosure

Equipment Required: Computer with internet connection

Background: The Do-activities are presumed to have added

information about yourself. A breakout group session is an
opportunity for you to share your view of yourself with your
classmates and to receive verbal or nonverbal feedback on how they
see you.
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Guide Questions

■ How did you feel before and after sharing this

information with your group?
■ Were you conscious of any limits you placed on
how much you chose to disclose about yourself?
If so, identify these and why you believed they
were appropriate.
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REFERENCES

■ See Learning Packet 2: Knowing

Oneself – ABSORB
■ See Learning Packet 2: Knowing
Oneself – DO
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RESOURCES

Extended Reading(s) Videos

■ See Learning Packet 2: Knowing ■ See Learning Packet 2: Knowing

Oneself - ABSORB Oneself - DO

Websites

■ See Learning Packet 2: Knowing

Oneself – DO
 Diaz 2020
THANKS
Do you have any questions?
fbdiaz@ust.edu.ph
+91 620 421 838
University of Santo Tomas
Senior High School Department
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FC DIAZ 16 August 2020