Gedcore01 Ink 1ST Sem 2021-2022

Prepared by:
MARITESS Z. POMADA, LPT

Endorsed by:
ANNABELLE C. SOLATORIO, Med
DEAN, CAS
Checked and Verified:
VIRGILIO Y. TAN II, LPT, RPh, MSPhar. MABio
Academic Manager – Arts and Allied Sciences
Approved:
DR. MICHELLE M. SAPLADA
Ink for GEDCORE01 Rev. No.02 Implementation Date: August 16, 2021 Page 1 of 70
VISION
A premier Philippine educational institution of choice which provides global leaders and
professionals.
MISSION
Riverside College develops leaders and professionals through excellent programs in
healthcare and various disciplines that cultivate creativity and critical thinking anchored
on Lux et Caritas.
INSTITUTIONAL OUTCOMES
Riverside College, Inc. aims to produce leaders and professionals with critical thinking
and decision -making skills, communication skills and lifelong learning competency
that is competitive both nationally and internationally.
PROGRAM OUTCOMES
The graduates have the ability to:
1. Articulate and discuss the latest developments in the specific field of Practice
(PQF level 6 descriptor)
2. Effectively communicate orally in writing using both English and Filipino
3. Work effectively and independently in multi-disciplinary and multi-cultural teams
4. Act in recognition of professional, social and ethical responsibility
5. Preserve and promote “Filipino Historical and Cultural Heritage” (Based on RA 7722)
6. Develop intellectual competencies-critical, analytical and creative thinking and
multiple forms of expressions
7. Understand and appreciate ways of knowing the self, society, world and
environment
8. Aptitude in tackling problems methodically and scientifically
COURSE CODE/TITLE:
GEDCORE01: UNDERSTANDING THE SELF
COURSE TYPE:
GENERAL EDUCATION CORE
COURSE DESCRIPTION:
The course deals with the nature of identity, as well as the factors that affect the
development and maintenance of personal identity.
This course is intended to facilitate the exploration of the issues and concerns regarding
self and identity to arrive at a better understanding of oneself. It strives to meet this goal by
stressing the integration of the personal with the academic – contextualizing matters discussed
in the classroom and in the 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 themselves to attain a better
quality life.
The course is divided into three (3) major parts: the self from various perspectives,
unpacking the self, and managing and caring for the self.
CREDIT UNITS:
3 Units Lecture
CONTACT HOURS:
FOR LECTURE: FOR LABORATORY: N/A
ONLINE: 2 RESIDENTIAL: 1 ONLINE: RESIDENTIAL:
(Synchronous) (Asynchronous)
COURSE OUTCOMES:
By the end of this ODL course in GEDCORE001, students are expected to:
1. deepen their self-awareness and self-identity as they experience the very

challenging adolescence stage of their life
2. strengthen their values and convictions as they make moral judgments and
decisions
3. articulate their concerns and be able to find ways to address them properly
4. design a self-care activity that will maintain their mental health and
improve their coping skills in dealing with the demands of everyday life
GRADING SYSTEM (SPECIALIZED):
WRITTEN
----------------------------------- 30%
WORKS
PERFORMANCE
----------------------------------- 30%
TASK
QUARTERLY
----------------------------------- 40%
EXAMINATION
TOTAL ----------------------------------- 100%
COURSE MECHANICS:
1. The course is an Online Distant Learning class. It is self-paced, and it is accessible
through the internet. Preferably, the student must meet the technical requirements
2. The course contains the modules which cover the essential topics of the subject as
prescribed by the Commission on Higher Education.
3. The modules and its corresponding activities are designed for you to independently
navigate and accomplish all stipulated requirements in this ODL course.
4. The learners are expected to practice appropriate behavior in completing this course.
5. All requirements must be submitted through the provided Learning Management
System on or before the deadline. No submission or incomplete requirements will
correspond to a failing remark.
TECHNICAL REQUIREMENTS:
1. Electronic device capable of connecting to the internet and performing computer
functions. It may be any of the following;
A. Smart phone with a MINIMUM of 2 GIGABYTE OF RAM and 2 CORE CPU.
B. Laptop or desktop computer with a MINIMUM of 2 GHZ CPU SPEED and 4
GIGABYTES of RAM.
C. Tablet a MINIMUM of 2 GIGABYTE OF RAM and 2 CORE CPU
2. Stable internet connection;
3. School e-mail address (johnofcross@riverside.edu.ph)*.
LEARNING MODEL FOR ONLINE DISTANCE LEARNING

In each lesson of the course module, you will actively participate in the learning process
through the 4Es Learning Model:
ENGAGE
 Build on your existing knowledge and prior experiences.

 Review past concepts, skills, and lessons.
 Get involved in the learning materials and with your teachers and classmates.
EXPLORE
 Deepen your existing knowledge or make the necessary corrections.

 Examine concepts, skills, and information in their most significant parts.
 Utilize the prepared materials for deeper understanding.
 Collaborate with your teachers and classmates.
EXTEND
 Connect your learning and improved knowledge, skills, and experiences to the
central concept, skills, or essential body of truth.
 Answer the essential questions or the hypothesis.
 Communicate with teachers, learners, and to a selected audience what they have
learned
 Make conclusions, definitions, generalization, or realizations on how the lesson
can be connected to authentic and relevant contexts.
EVALUATE
 Utilize your learning to solve a real-world problem, connected to the lesson’s

objectives.
 Assess your learning through meaningful and relevant forms of assessment such
as return demonstration, concept quizzes, creation of products, and performance.
 Connect your learning to reflect on the topic and how you have learned.
TABLE OF CONTENTS
VISION
MISSION
INSTITUTIONAL OUTCOMES
PROGRAM OUTCOMES
PRELI
M
MODULE 1: THE SELF FROM VARIOUS PERSPECTIVE 9
TOPIC 1 – Concept and Nature of the Self/Philosophical Perspective of the Self 9
INTENDED LEARNING OUTCOMES 9
LEARNING ACTIVITIES 10
TOPIC 2 – The Self, Society, and Culture 13
TOPIC 3 – The Self as Cognitive Construct 16
TOPIC 4 – The Self in Western & Oriental/Eastern Thought 18
REFERENCES 22
MODULE 2: UNPACKING THE SELF 23
TOPIC 1 – The Physical Self 23
TOPIC 2 – The Sexual Self 27
TOPIC 3 – The Emotional Self 34
TOPIC 4 – The Social Self 40
The Material/Economic Self 40
TOPIC5 – The Spiritual and Moral Self 44
The Digital Self 44
REFERENCES 50
MODULE 3: Managing and Caring for the Self 51
TOPIC 1 – Self-esteem and Self-actualization 51
TOPIC 2 – The Responsible Self 57
TOPIC 3 – Assessing for Self-improvement 63
TOPIC 4 – Stress Management/Mental Health Law 66
REFERENCES 69
PRELIM
MODULE 1: THE SELF IN VARIOUS PERSPECTIVES
MODULE OUTCOMES
 Describe the self in various perspectives

 Recognize the impact of culture in the formation of the self
 Differentiate between the western and oriental upbringing of the self
TOPIC 1 – THE CONCEPT AND NATURE OF THE SELF AND THE

PHILOSOPHICAL PERSPECTIVE OF THE SELF
INTENDED LEARNING OUTCOMES
 Define the self according to the different perspectives.
 Identify the different philosophers who contributed to the concept of the
self
 Share to the class their symbol of the self
 Listen attentively to class sharing and discussions
LEARNING ACTIVITIES
ENGAGE
Who am I? Such simple question, yet a bit difficult to answer. The self can be synonymous
and can be as diverse as self-awareness, consciousness, identity, self-esteem, self-concept,
ego, which directs us all towards our inner being and our soul.
The self is the distinct identity which is a summation of the experiences of an individual. It is a
thinking and a feeling being within us and within ourselves.
How we see ourselves is, in a way a product of heredity, our experiences, upbringing, and
even our social interactions with others.
EXPLORE
In philosophy, the SELF is generally referred also to self-knowledge” that is referring to

knowledge of one’s own sensations, thoughts, beliefs, and other mental states. Descartes and
other philosophers have believed that our knowledge of our own mental states differs markedly
from our knowledge of the external world (where this includes our knowledge of others’
thoughts). But there is little agreement about what precisely distinguishes self-knowledge from
knowledge in other realms. Partially because of this disagreement, philosophers have
endorsed competing accounts of how we acquire self-knowledge. These accounts have
important consequences for a broad range of philosophical issues, especially issues in
epistemology and the philosophy of mind.
Socrates and Plato
Socrates was concerned with problem of self. Socrates affirmed claims by Plato in his
dialogues that the unexamined life is not worth living. He tried to questions Athenian’s
presuppositions about them and about the world, particularly about who they are (Plato 2012).
Socrates thought that the worst that can happen to men is “To live but die inside”.”
Socrates -Body and Soul: dualistic nature of body and soul.
Plato – three components to the soul: Rational soul, forged by reason and intellect has to
govern the affairs of the human person. Spirited soul, in charge of emotions should be kept at
bay. Appetitive soul, in charge of base desires.
Augustine and Thomas Aquinas
Following the ancient view of Plato and infusing it with the new found doctrine of
Christianity. Man has a bifurcated nature, there is an aspect of man that dwells in the world
that yearns to be with the divine and the other is capable of immortality. The goal of man is to
attain communion and bliss with the Divine by living life with virtue. The soul is what animates
the body, it makes us humans.
Man is composed of two parts: matter and form. Matter (hyle in greek) is the common stuff that
makes up everything in the universe. Form (morphe in greek) is the essence of a substance or
thing.
Descartes
Rene Descartes, father of Modern Philosophy, conceived that the human person as having
a body and mind. Cogito ergo sum: I think therefore I am. Descartes’ view of the body is
nothing else but a machine that is attached to the mind. “But what then am I? A thinking thing.
It has been said. But what is a thinking thing? It is a thing that doubts, understands
(conceives), affirms, denies, wills, refuses; that imagines also and perceives”(Descartes, 2008)
Two distinct entities: cogito or the thing that thinks, which is the mind. Extenza or extension of
the mind, which is the body.
Hume
David Hume is a Scottish philosopher, an empiricist, believes that one can know only what
comes from the senses and experience. Self is not an entity over and beyond the physical
body. Empiricism is a school of thought that man can only attain knowledge by experiencing it.
Self then according to Hume “A bundle or collection of different perceptions, which succeed
each other with an inconceivable rapidity, and are in a perpetual flux and movement” (Hume
and Steinberg. 1992).
Self is nothing but a bundle of impressions. Impression are the basic object of our experience
or sensation. Ideas are copies of impression.
Emmanuel Kant
There is necessarily a mind that organizes the impressions that men get from the external
world. Like time and space are ideas that one cannot find in the world but it is built in our
minds. Kant calls this apparatus of the mind. Along with this is the self. He suggests that “self”
is an actively engaged intelligence in man that synthesizes all knowledge and experience.
Thus the self is not just what gives personality it is also the seat of knowledge acquisition for all
humans.
Gilbert Ryle
He denied the concept of an internal, non-physical self. Ryle suggest that self is not an
entity one can locate and analyse but simply the convenient name that people use to refer to
all behaviour people make.
Maurice Merleau-Ponty
A phenomenologist who asserts that mind and body bifurcation is a futile endeavour and an
invalid problem. Mind and body cannot be separated. All experiences are embodied.
EXTEND
Guide Questions for discussion:
1. Which of the different philosophical perspectives do you agree with and why”
2. Why is it important to have self-knowledge?
Group activity:
You will be divided into groups for a breakout session. You will be given the chance to
express yourself by sharing your individual symbol of the self to your group mates. You will
make a personal reflection based on your sharing and what you have discovered about
yourself.
EVALUATE
Assessment Task: online quiz
TOPIC 2 – THE SELF, SOCIETY AND CULTURE

 Discuss how the social world shapes the self
 Describe the social constructionist’s perspective
 Differentiate the concepts of George Herbert Mead and Lev Vygotsky
LEARNING ACTIVITIES
ENGAGE
“No man is an island”, an old adage that is still very much applicable nowadays. Individuals
are considered as social beings. The self is seen as ever-changing and dynamic, allowing
external influences to take part in its shaping. In this lesson, we hope to understand the
relationship between the self and external reality. This is the perspective of the social
constructionists.
In this lesson, we focus on the concepts of the 2 famous social constructionists, George
Herbert Mead and Lev Vygotsky.
George Herbert Mead Lev Vygotsky
EXPLORE
Social constructionists’ perspective
Social constructionists argue for a merged view of the person and their social context where
the boundaries of one cannot easily be separated from the boundaries of the other (Stevens,
1996).
The self is capable of morphing and fitting itself into any circumstances it finds itself in.
The Self and the Development of the Social World
How do we become social beings? More than a person’s givenness (personality,

tendencies, propensities etc.), one is believed to be in active participation of shaping the self.
Recent studies indicate that men and women in their growth and development engage actively
in the shaping of self that is mediated by language. “Language as both a publicly shared and
privately utilized symbol system in the site where the individual and the social make and
remake each other”(Schwartz, White and Lutz, 1993)
George Herbert Mead and Lev Vygotsky say that we develop with the use of language
acquisition and interaction with each other. Cognitive and emotional development of a child is
always a mimicry of how it is done in a social world. Language as experienced in dialogues.
Mead Vygotsky
The dialogues takes place as the A child internalizes real-life dialogues

child assumes the other through that he had with others. They apply
language and role play. He then this to their mental and practical
conceptualizes his notion of self problems along with the social and
through this. Through this the child cultural infusions brought about by
delineates from the rest the said dialogues
Self in Families
Sociologists also considered focusing on different institutions and powers at play in the society,
the most prominent is the family. Parents genes and general condition of life, the impact of
family is deemed as given in the understanding the self. Human persons are one of those
beings whose importance of family cannot be denied. Learning is critical in our capacity to
actualize our potential of becoming humans. Without family, biologically and sociologically a
person might not even survive or become a human person.
Gender and the Self
Gender is one of those spots of the self that is subject to change and development. It is
important to find, express and live his gender identity. Society may at times force us a
particular identity depending on our sex/gender. The gendered self is then shape within a
particular context of time and space. The sense of self that is being taught makes sure that an
individual fits in a particular environment. Gender has to personally be discovered and
asserted and not dictated by culture and society.
EXTEND
Guide questions for discussion:
1. What do you think has shaped you through the years?
2. Who has influenced you the most in the different aspects of your life?
3. Which concept do you agree with, Mead or Vygotsky? Why?
4. Are you happy with the way things are going on in your life? Why/why not/
Activity: Filipino Values: Survey says
Group presentation of a survey that they have made about the Filipino value that
is considered as the most-needed nowadays in battling the pandemic.
EVALUATE
Assessment Task: A Moment with my greatest influencer: an interview with the

person who has a great impact in their life and has the strongest influence in them.
TOPIC 3 – THE SELF AS COGNITIVE CONSTRUCT

 Identify the different ideas in Psychology about the self
 Create one’s own definition of the self based on the definitions from
Psychology
 Analyse the effects of various factors identified in Psychology in the
formation of the self
LEARNING ACTIVITIES
ENGAGE
Our experiences shape our self-concept. How we see our self determines our self-worth and
self-esteem. This may be brought about by the cognitive constructs developed in the mind of
the individual according to his experiences, environment and how he was nurtured.
Carl Rogers and William James will be featured in this lesson. We take into account their
respective theories about the self.
EXPLORE
The Self as a Cognitive Construct
Identity is composed of one’s personal characteristics, social roles and responsibilities, as well
as affiliations that define who one is. Self-concept is basically what comes to your mind when
you are asked about who you are.
William James
- earliest psychologist to study the self

- he conceptualized the self as having two aspects: the I and the Me
- I is the thinking, acting and feeling self
- Me physical characteristics and psychological capabilities that makes you who you are
Carl Rogers
- theory of personality
- also used the terms: I and Me
- I is the one who acts or decide
- Me is the what you think or feel about yourself as an object
Carl Rogers captured this idea in his concept of self-schema or our own organized system or
collection of knowledge about who we are.
HOBBIES
RELIGI0N
SELF NATIONALI-TY
FAMILY
The schema is not limited to the sample above. Theories generally see self and identity as
mental constructs created and re-created in memory.
The theory of symbolic interactionism by G.H. Mead; the self is created and developed through
human interaction. There are three reasons why:
1. We do not create ourselves out of nothing. Society helped in creating the foundations of
which we are, even if we make our own choices, we still operate in our social and
historical concepts.
2. We actually need others to affirm and reinforce who we think we are. We also need
them as reference points of about our identity.
3. What we think as important to us may also have been influenced by what is important in
our social or historical context.
EXTEND
1. How do you describe the self as a cognitive construct?
2. Differentiate the self according to William James and Carl Rogers.
3. According to G.H. Mead, what is the importance of human interaction in the
development of the self?
Group activity:
Break out rooms session: The Power of Interaction
This is a group discussion about a trending topic that the teacher will randomly pick
out from a list of topics. The objective of the activity is to get to know oneself and others.
EVALUATE
TOPIC 4 – THE SELF IN WESTERN AND ORIENTAL/EASTERN THOUGHTS

 Explain and differentiate the concept of self according to Western and
eastern thoughts
 Create a video presentation showing one best thing about being a Filipino
 Recognize the outstanding Filipino values
LEARNING ACTIVITIES
ENGAGE
One of the most common distinctions between cultures and people is the Eastern and Western
dichotomy. The Eastern is represented by Asia and the Western by Europe and Northern
America. In the Philippines alone which is a very small country, there is regionalism where
varying perception about the self is very much clear. Thus, resulting to the creation of the
different perceptions of the self.
Figure 1. The Bayanihan Spirit
This lesson aims at seeing the difference between the Eastern and Western view
of the self. It will highlight some Eastern and Western principles and some outstanding Filipino
Values.
EXPLORE
The Eastern Thought
In the Eastern principles, the idea of the self is always associated with the complete unity
with the Creator. The very close relationship Man and God exemplifies the Eastern view of the
self. Here are some of the Eastern beliefs about the self:
1. Confucianism – It is seen as a code of ethical conduct, of how one should properly act
according to their relationship with other people, thus, it is also focused on having a
harmonious social life (Ho 1995). Self-cultivation is seen as the ultimate purpose of life but the
characteristics of a chun-tzu. A man of virtue or noble character, is still embedded in is social
relationship. The cultivated self is called the subdued self wherein personal needs are
repressed for the good of the majority.
2. Taoism – It is living in the way of the Tao or the universe. Taoism rejects the hierarchy
and strictness brought by Confucianism and would prefer a simple lifestyle and its teachings.
The self is not just an extension of the family or the community. Rather, it is a part of the
universe. The ideal self is selflessness but this is not forgetting about the self. It is living a
balanced life with society and nature.
3. Buddhism – The self is seen as an illusion, born out of ignorance, of trying to hold and
control things, or human-centered needs, thus, the self is also the source of all these sufferings
(Ho 1995). It is, therefore, our quest to forget about the self, forget the cravings of the self,
break the attachments you have with the world, and to renounce the self which is the cause of
all sufferings, and in doing so, attain the state of Nirvana (Ho, 1995).
On the other hand, the Western culture may be considered as an individualistic culture since
their focus is on the person. Asian culture on the other hand is called collectivistic culture as
the group and social relations that is given more importance than individual needs and wants.
Competition is the name of the game and they are more likely straightforward and forceful in
their communication as well as decision-making. Oriental people value cooperation.
The Filipino concept of self reflects a collectivistic perspective, as Filipinos tend to

emphasise values and traits that promote interpersonal cooperation, reciprocity, and social
acceptance, rather than individualistic values such as autonomy and uniqueness (Church,
1987; Lynch, 1973)
Some outstanding Filipino Values include:
1. Resiliency - In times of calamities and catastrophes, Filipinos always manage to rise

above the challenge. Instead of wallowing, they manage to pick themselves up and smile.
2. Family –oriented - In the Philippines, it is family first. So whether you are part of the
immediate family or you belong to the third or fourth generation, you are treated as a family
member. Sometimes, even the closest of friends are considered family, too.
3. Religiousity - In all corners of a Filipino house, you can find brazen images of crosses
and other religious paraphernalia. They go to church every Sunday, or sometimes even twice
or three times a week.
4. Respect - From the moment they are born into this world, they are already taught how to
be respectful by using these simple catchphrases—PO and OPO, words that end sentences
when addressing elders. They have a culture of PAGMAMANO, which is where they raise the
backs of the hands of their elders to their foreheads as a sign of respect.
5. Bayanihan – Filipinos help one another—without expecting anything in return—so that
undertaking their tasks and responsibilities become much easier. Sometimes this is called
“community spirit.”
6. Party-people - Filipinos love to hold celebrations and fiestas. Bacolod has its MassKara
Festival, Davao has its Kadayawan Festival, and Marinduque has its Moriones Festival.
Hospitality marls their kindness and generosity.
Even as early as August, you can hear Christmas songs and jingles being played in the malls
or in the restaurants in the Philippines. The mood becomes festive, with many people shopping
and in good spirits. Christmas celebrations last until around the first or second week of
January.
7.Food-lover - Aside from breakfast, lunch, and dinner, Filipinos manage to squeeze in a

little meal in between, too. Whether they eat every hour or every three hours, they savour
every bite. Oh, and they do love going to buffets!.
EXTEND

1. How do you describe a Westerner? An Asian?
2. Which of the Eastern philosophies are you fascinated with? Why?
3. Which among the different Filipino values do you think should be preserved?
Why?
Group activity: Game – Pinoy’s Best

Each group will prepare one best thing about being a Filipino and share it to the
whole class through a creative presentation.
EVALUATE
Assessment Task: Long Test about Topics 1-4
REFERENCES
Alata, E.J.P, et al. (2018). Understanding the Self. Rex Book Store. Manila
Philippines.
Magalona, E., et.al. (2018) Understanding the Self. Mindshapers Co., Inc. Manila,
Philippines
Pinterest.com
theculturerip.com
MIDTERM
MODULE 2: UNPACKING THE SELF
MODULE OUTCOMES
 Recognize the different facets of the self and describe each

 Connect the significance of each facet in the total well-being of the person
 Appraise oneself according to personal satisfaction rather than that of the society
 Modify lifestyle according to personal assessment of oneself
TOPIC 1 – THE PHYSICAL SELF

 Articulate the value of one’s physical image and good health
 Classify physiological needs and formulate ways to care for the
physical self
 Design plans on how to further enhance physical health and image.
LEARNING ACTIVITIES
ENGAGE
A lot of people nowadays, particularly the young generation are into social media. Taking
instagrammable photos and a lot of selfies are displayed in the different accounts of a lot of
people. Most of these photos really show a lot of the physical aspect of the individual. How
important is one’s physical self?
The pressure in our society to look good, and become visually better version of ourselves is
becoming intense as years go by. This social pressure gave rise to a lot of beauty products
and beauty enhancement procedures patronized by a large portion of the population. Our
physical self has become dependent on the judgment of our appearance.
In this topic, we will look into the work of nature and nurture and how it greatly influences the
features of our physical self, particularly on how we look and how standards of beauty have
affected our self-acceptance.
Furthermore, it will guide us on how to devise ways on how to enhance our physical health and
self-image.
EXPLORE
Our image is a reflection of our lifestyle and the kind of lives we lead. Self-image refers to how
we see ourselves on a more global level, both internally and externally. Random House
Dictionary defines self-image as “the idea, conception, or mental image one has of oneself.”
The Mountain State Centers for Independent Living explains further: “Self-image is how you
perceive yourself (psychology.com, 2020).
Why do I look like myself? Consider this illustration.
M2T1 Figure2. Hereditary Traits

(onlinesciences.com)
Genetics play a vital role on our physical appearance. .Gregor Mendel was an
Austrian monk who discovered the basic principles of heredity through experiments in
his garden. Mendel's observations became the foundation of modern genetics and the
study of heredity, and he is widely considered a pioneer in the field of genetics. With
his experiments and discoveries, he was acclaimed as the Father of Modern Genetics.
Heredity is the passing of traits from parent to offspring. Molecules of DNA carry information
that codes for various proteins. These proteins interact with the environment, causing
observable patterns of life. The complex mechanisms that replicate and reproduce DNA and
the organisms it creates can be recombined and mutated during the process, leading to new
and various forms of life. All organisms, from the simplest bacteria to the largest eukaryotes,
use DNA as the main form of heredity.
The Dynamics of Physical Health
The BioPsychoSocial Model of Health
M2T1 Figure3. Bioppsychosocial Model

en.wikipedia.org
The biopsychosocial model of health and illness is a framework developed by George L.

Engel that states that interactions between biological, psychological, and social factors
determine the cause, manifestation, and outcome of wellness and disease. While traditional
biomedical models of clinical medicine focus on pathophysiology and other biological
approaches to disease, the biopsychosocial approach emphasizes the importance of
understanding human health and illness in their fullest contexts. The biopsychosocial approach
systematically considers biological, psychological, and social factors and their complex
interactions in understanding health, illness, and health care delivery.
This theory shows how three elements influence and affect the over-all physical image
and condition of an individual. Genes that may possess characteristics such as the presence
of a physically strong body or otherwise may interplay with one’s socio-economic status. This
may determine how well such individual values a healthy lifestyle. Furthermore, the
psychological factor may bring about health practices involving the personality of being a
“health buff” or in contradiction a “couch potato”. Out attitude towards our physical image
manifests in our interests and hobbies.
Promoting Physical Image
A. Personal Hygiene
The physical self is a significant component in one’s image and personality. Being clean
and hygienic creates a good image and allows one to feel good about the “self”. It is not
necessary to be following the hype in fashion but the requirement to be neat and well-groomed
at all times.
B. Good Grooming
It is a common notion that First impressions last. It is necessary to take pride in our
appearance and to dress appropriately.
C. Social Graces
Social graces are skills used to interact politely in social situations. They include manners,
etiquette, deportment, fashion and refinement (Britannica.com).
D. Proper Bearing and Posture
Composure and bearing affect not only one’s physical self and image but also his/her level
of self-confidence. An individual who has the right degree of confidence conducts himself well
in front of others. Posture is the position in which you hold your body upright against gravity
while standing, sitting, or lying down.
E. Health
According to World Health Organization (WHO), health is the complete state of physical.
Mental, and social well-being. Our health affects our performance and compliance in our daily
tasks whether in school or at work. Illnesses may cause us to underperform or become
unproductive.
How can the body be taken care of and how can a longer and productive lifespan be
assured? Proper nutrition, healthy lifestyle, clean environment, and positive disposition in life
are very vital to the achievement of this
EXTEND
1. How do the three elements of BPS Model influence and affect the over-all physical
image
and condition of an individual?
2. How can we promote our physical image?
3. How can we maintain and enhance positive self-image?
4. Why is there a need for a positive self- image?
Activity: Video clip discussion and Reflection writing
EVALUATE
Assessment Task: Online quiz
TOPIC 2 – THE SEXUAL SELF

 Explain the developmental aspect of Reproductive System
 Analyse the concept of human sexuality
 Design a digital brochure advocating awareness on STD, human
sexuality, gender identity, and true love waits
LEARNING ACTIVITIES
ENGAGE
M2T2 Figure 1. The Gender Symbol
What is the difference between sex and gender?

In general terms, “sex” refers to the biological differences between males and females,
such as the genitalia and genetic differences. .“Gender” is more difficult to define, but it can
refer to the role of a male or female in society, known as a gender role, or an individual’s
concept of themselves, or gender identity.
Sometimes, a person’s genetically assigned sex does not line up with their gender
identity. These individuals might refer to themselves as transgender, non-binary, or gender-
nonconforming. Most often, they are also referred to as members of the LGBT (Lesbian, Gay,
Bisexual, and Transgender) community.
This topic will focus on the development of the reproductive system, the concept of
human sexuality, and to raise intense awareness of the increasing cases of people having
sexually transmitted diseases (STD).
EXPLORE
The “Unfolding” of the Sexual Self
M2T2 Figure1. Puberty stage (papermasters.com)
Puberty is when a child's body begins to develop and change as they become an adult.
Girls develop breasts and start their periods. Boys develop a deeper voice and facial hair will
start to appear. The average age for girls to begin puberty is 11, while for boys the average
age is 12. The first sign of puberty in girls is usually that their breasts begin to develop. It's
normal for breast buds to sometimes be very tender or for one breast to start to develop
several months before the other one. Pubic hair also starts to grow, and some girls may notice
more hair on their legs and arms. The first sign of puberty in boys is usually that their testicles
get bigger and the scrotum begins to thin and redden. Pubic hair also starts to appear at the
base of the penis (www.nhs.uk)
The physical changes during puberty results from sexual maturity through the
signals sent by the brain to the gonads or sex glands. The release of sex hormones
such as the testosterone for the male and the progesterone and estrogen for the female
allows remarkable physiological changes. These are:
 Extreme difficulty and discomfort due to surge of hormones.
 A sense of insecurity as development does not happen as expected.
 Self-consciousness caused by the changing body composition affects the
mental health of the transforming individual.
 Changes in digestion, appetite and metabolism.
 Changes in body built
 Development of primary sexual characteristics such as ovaries for the
female and testes for the male indicating the person’s capacity for
reproductive functioning. The onset of the menstrual cycle for female
called “menarche” indicating ovulation and “spermarche” for male
indicating the first release or ejaculation of mature sperm.
 Development of secondary sexual characteristics such as the growth of
body hair and the changes in voice quality.
 Development of greater skill and precision in manipulating their limbs.
 The Development of Gender Identity and Concept of Human Sexuality
M2T2 Figure2. The Gingerbread Person (itspronouncedmetrosexual.com)
Gender identity means a person's internal sense of whether they're male or female, both, or
neither. It's a person's internal, deeply-held sense of one's gender. Gender identity is not
visible to others. Gender identity may be the same as the sex they were assigned at birth
(cisgender) or not (transgender).
Human sexuality involve sexual attraction to another person, which for the most part is to the
opposite sex (heterosexuality), some to the same sex (homosexuality), or some having both
(bisexuality) or not being attracted to anyone in a sexual manner (asexuality).Human sexuality
is determined by many factors, like cultural, political, legal, and philosophical aspects of life,
but also morality, ethics, theology, spirituality, and religion. Sexuality is as old as mankind and
interest in sexual activity is very much related to the onset of puberty and the period of
schooling. (www.ncbi,nlm.nih.gov)
The expression of human sexuality is a natural process. According to Abraham Maslow in his
Hierarchy of Needs, sex is a basic need. This urge has to be addressed in a rightful manner to
prevent aggravating the plight of humanity at this point in time. The unmonitored, irresponsible
expression of this drive can result to the consequences that can further destroy the life and
dignity of every human person with the proliferation of sexually transmitted diseases due to
promiscuity.
What are Sexually Transmitted Diseases (STDs)
According to medical sources, sexually transmitted diseases (STDs) are

communicable diseases that may be transmitted from one partner to another either
through sexual activity or unhygienic practices. STDs which are usually caused by
bacteria, yeast and parasites can be cured by antibiotics and some other forms of
medication. However, those STDs caused by viruses has not found any cure yet.
Because sexual activity includes close contact with skin and mucous membranes
of the genitals, mouth, and rectum, many organisms are efficiently spread between
people. Some STDs cause inflammation (eg, in gonorrhea or chlamydial infection) or
ulceration (eg, in herpes simplex, syphilis, or chancroid), which predispose to
transmission of other infections (eg, HIV).
The following are the most common STDs (medicalnewstoday.com)
1. Chlamydia- Chlamydiae may also cause salpingitis, epididymitis, perihepatitis,

neonatal conjunctivitis, and infant pneumonia. Untreated chlamydial salpingitis can
become chronic, causing minimal symptoms but having serious consequences.
Diagnosis is by culture, immunoassay for antigens, or nucleic acid–based tests.
Treatment is with single-dose azithromycin or a week
of ofloxacin, levofloxacin, erythromycin, or a tetracycline.
2. Gonorrhea - It is caused by the bacteria Neisseria gonorrhoeae. It typically
infects epithelia of the urethra, cervix, rectum, pharynx, or conjunctivae, causing
irritation or pain and purulent discharge. Dissemination to skin and joints, which is
uncommon, causes sores on the skin, fever, and migratory polyarthritis or
pauciarticular septic arthritis. Diagnosis is by microscopy, culture, or nucleic acid
amplification tests. Several oral or injectable antibiotics can be used, but drug
resistance is an increasing problem.
3. Syphilis - It is caused by the spirochete Treponema pallidum and is
characterized by 3 sequential clinical, symptomatic stages separated by periods of
asymptomatic latent infection. Common manifestations include genital ulcers, skin
lesions, meningitis, aortic disease, and neurologic syndromes. Diagnosis is by
serologic tests and adjunctive tests selected based on the disease stage. Penicillin is
the drug of choice.
4. Trichomoniasis - It is an infection of the vagina or male genital tract
with Trichomonas vaginalis. It can be asymptomatic or cause urethritis, vaginitis, or
occasionally cystitis, epididymitis, or prostatitis. Diagnosis is by direct microscopic
examination, dipstick tests, or nucleic acid amplification tests of vaginal secretions or
by urine or urethral culture. Patients and sex partners are treated
with metronidazole or tinidazole.
5. HIV-AIDS - HIV (human immunodeficiency virus) is a virus that attacks cells that help
the body fight infection, making a person more vulnerable to other infections and diseases. It is
spread by contact with certain bodily fluids of a person with HIV, most commonly during
unprotected sex (sex without a condom or HIV medicine to prevent or treat HIV), or through
sharing injection drug equipment.
If left untreated, HIV can lead to the disease AIDS (acquired immunodeficiency
syndrome).
The human body can’t get rid of HIV and no effective HIV cure exists. So, once you
have HIV, you have it for life.
However, by taking HIV medicine (called antiretroviral therapy or ART), people with HIV can
live long and healthy lives and prevent transmitting HIV to their sexual partners.(hiv.gov)
How do we prevent Sexually Transmitted Diseases?
Avoiding unregulated sexual contact and preventing the practice of promiscuity
is the best way to prevent STDs. If one is sexually active, try adopting the practices and
habits below:
 Keep a monogamous relationship
 Practice abstinence
 Be committed
 Use caution
 Undergo regular medical check-ups
 Be knowledgeable about the causes, effects, and preventions of STDs
Factors impeding control of STDs include
 Unprotected sexual activity with multiple partners

 Difficulty talking about sexual issues for both physicians and patients
 Inadequate funding for implementing existing diagnostic tests and treatments
and for developing new tests and treatments
 Susceptibility to reinfection if both partners are not treated simultaneously
 Incomplete treatment, which can lead to development of drug-resistant
organisms
 International travel, which facilitates rapid global dissemination of STDs
EXTEND

1. What is the difference between sex and gender?
2. How is human sexuality different from gender identity?
3. What is your stand regarding the presence of LGBT members in our society?
4. What is the best way to prevent oneself from STD transmission?
Group activity:
Group sharing: “ My Thoughts about Sexual Issues”
The students will be formed into break out rooms for the group sharing session.
A reflection paper will be created based on what transpired in the sharing regarding
their insights and learning.
EVALUATE
Assessment Task: Digital brochure making
TOPIC 3 – THE EMOTIONAL SELF

 Discuss the nature and kinds of emotions and their impact to the “self”
 Interpret different physiological reactions to emotions and stress
 Assess oneself in the face of pressures and coping skills
 Modify ways on how to manage and control emotions
 Construct ways on how to effectively manage the effects of life
pressures

LEARNING ACTIVITIES
ENGAGE
M2T3 Figure1: Feelings and Emotions

(en.islcollective.com)
Emotions and feelings are all traits we share as humans. According to an article in
the publication Psychology Today, “emotions are multi-faceted experiences” of
“internal subjective experiences, facial expressions and physiological reactions.”
Teasing out the feelings and emotions that people have, and learning why they have
them, is an important role for mental health professionals.
Many people use the terms “feeling” and “emotion” as synonyms, but they are not
interchangeable. While they have similar elements, there is a marked difference
between feelings and emotions.
Both emotional experiences and physical sensations — such as hunger or pain —
bring about feelings, according to Psychology Today. Feelings are a conscious
experience, although not every conscious experience, such as seeing or believing, is a
feeling. According to Psychology Today, an emotion “can only ever be felt…through the
emotional experiences it gives rise to, even though it might be discovered through its
associated thoughts, beliefs, desires, and actions.” Emotions are not conscious but
instead manifest in the unconscious mind. These emotions can be brought to the
surface of the conscious state through extended psychotherapy.
A fundamental difference between feelings and emotions is that feelings are
experienced consciously, while emotions manifest either consciously or
subconsciously. Some people may spend years, or even a lifetime, not understanding
the depths of their emotions. (counseling.online.wfu.edu)
EXPLORE
M2T3 Figure 3. Human emotion mind map
(123RF.com)
Our emotions and how we handle it reflect our image and ‘self’. The ways by
which we express our varied emotions, whether positive or negative manifest our
identity and personality.
Emotion comes from the Latin word ‘emovere’ which means to move out.
Emotions are spontaneous responses to certain stimuli. It is a natural and random
response to situations that may cause anger, sadness, happiness and fear.
What kind of emotions affect you?

A. Positive Emotions – a classification of pleasant emotion which may include
happiness, excitement, joy, relief, triumph, jubilation, and the like.
B. Negative Emotions – a classification of emotion involving sadness, disgust,
annoyance, anxiety, anger, jealousy, fear and the like.
M2T3 Figure 4.How emotions harm your body and over-all health
(top10homeremedies.com
The Nature of Stress
Stress is defined as a state of difficulty, pressure or strain. It is a way by which

the body responds to the pressures from the external environment. When an individual
is pushed to move out of his comfort zone then much stress is imminent.
Stress is a feeling of emotional or physical tension. It can come from any event or
thought that makes you feel frustrated, angry, or nervous.
Stress is your body's reaction to a challenge or demand. In short bursts, stress
can be positive, such as when it helps you avoid danger or meet a deadline. But when
stress lasts for a long time, it may harm your health.
Types of Stress
1. Positive stress or “Eustress” – This is experienced by the body as unpleasant

stimulus becomes a source of motivation. Such happens when the attainment of the
goal is being expected. Examples of which are those who join reality shows like
“Amazing Race’, ‘Survivor’ series which reward the ultimate winners with a big sum of
money and travel opportunities. Hence, despite the hardships entailed by the
competition, the contestants enthusiastically go for the goal.
2. Negative stress or “Distress” – This type of stress causes not only pain in the
mind but also in the body as it makes the individual literally sick. This may be the
stressor bringing about the feeling of emptiness, helplessness and hopelessness. An
example is an individual who fails the licensure examination despite of all efforts
exerted in the review and self-study. The frustrations created is enough to distress the
body and mind.
Effects of Extreme Emotion and Stress
When an individual feels threatened, his nervous system responds by releasing a

flood of stress hormones, and including adrenaline and cortisol, which rouse the body
for emergency action. The heart pounds faster, muscles tighten, blood pressure rises,
breath quickens, and senses become sharper. These physical changes increase your
strength and stamina, speed up your reaction time, and enhance your focus. This is
known as the “fight or flight” stress response and is your body’s way of protecting you.
The following are our body’s responses to extreme emotions and stress
overload:
 Physical impact – increase in the rate and depth of breathing, blood becomes
more concentrated, heart and pulse rate increases, senses become extremely
keen, cold sweat, dry mouth, adrenaline rush, and the like.
 Health problems – pain of any kind, heart disease, digestive problems, sleep
problems, depression, weight problems, skin conditions (eczema)
 Cognitive symptoms – memory problem, inability to concentrate, poor judgment,
seeing only the negative, anxious or racing thoughts, constant worrying
 Emotional Symptoms – moodiness, irritability, short temper, agitation, inability to
relax, feeling overwhelmed
 Behavioral symptoms – eating more or less, sleeping too much or too little, using
alcohol, cigarettes, drugs to relax, neglecting responsibilities
Handling Extreme Emotions and Stress

A. How to handle negative emotions
1. Identify the emotion

 Be aware of how you feel
 Don’t hide how you feel from yourself
 Know why you feel the way you do
 Don’t blame
 Accept your emotions
2. Take action
 Think about the best way to express your emotions
 Learn how to change your mood
 Build positive emotions
 Get/Seek support
 Exercise
3. Get help with difficult emotions
 If you find yourself stuck in feelings of sadness or worry for more than a
couple of weeks, or if you feel so upset that you think you might hurt
yourself or other people, you may need extra help. Talk to a school
counselor, parent, trusted adult, or therapist. Counselors and therapists
are trained to teach people how to break out of negative emotions. They
can provide lots of tips and ideas that will help you feel better.
Healthy Ways to Cope with Stress and Pressure
 Take care of yourself - Eat healthy, well-balanced meals

Exercise on a regular basis
Get plenty of sleep
Give yourself a break if you feel stressed out
 Talk to others. Share your problems and how you are feeling and coping with a parent, friend,
counselor, doctor, or pastor.
 Avoid drugs and alcohol. These may seem to help, but they can create additional problems
and increase the stress you are already feeling.
 Take a break. If news events are causing your stress, take a break from listening or watching
the news.
 Recognize when you need more help. If problems continue or you are thinking about
suicide, talk to a psychologist, social worker, or professional counselor.
EXTEND
1. How does emotion differ from feelings?
2. How do emotions harm our body and over-all health?
3. Is being stressed out helpful? Why?
4. Why do we have to handle negative emotions well?
5. How do we cope with stress and pressure the healthy way?
Individual Activity:
Express yourself: Dear Diary…Digitally yours
EVALUATE
TOPIC 4 – THE SOCIAL SELF AND MATERIAL/ECONOMIC SELF

 Discuss how relationships with others could be improved by applying the ideas
on social relationships
 Examine the concepts of Social Psychology particularly the Looking Glass Self of
Charles H. Cooley
 Decide on the behaviour which are acceptable both by oneself and society
 Distinguish the association of the self and one’s possessions
 Modify identified attitude and behaviour associated with the material and social
self
LEARNING ACTIVITIES
ENGAGE
M2T4Figure1. Self and Society M2T4 Figure2. Material Self
(reginetimkangcom.wordpress.com) (kaylacabagnot.blog)
This portion will cover 2 interconnected topics namely; the social self and the
material self. The objective is to see the relationship between these two aspects of the
self and how they affect the self-concept of the individual.
This topic will also explore the Looking Glass Self Theory of Charles Cooley
and its influence in one’s view of the self. Moreover, the concept of Materialism will be
discussed in relation to one’s self worth.
A. The Social Self
The Social Self is a multifaceted analysis of the self- concept based on

the social nature of the self. The emphasis is on self-esteem along with self-
centrality, self-complexity, social interest, identification, power, marginality, openness,
and majority identification.
One way of looking into the social self is the theory of Charles H. Cooley, known as
the “Looking Glass Self”. The Looking-glass self describes the process wherein
individuals base their sense of self on how they believe others view them. Using social
interaction as a type of “mirror,” people use the judgments they receive from others to
measure their own worth, values, and behavior. See the illustration below for a better
understanding.
M2T4 Figure3. The Looking-Glass Self ( en.wikipedia.
Watch the comprehensive explanation of the theory in the attached links below:
https://youtu.be/bU0BQUa11ek
https://youtu.be/CpXUBp9H2XE
Do you agree with the theory? Which part do you not agree with? Why?
Can you give your own example of the theory?
B. The Material Self
The material self, according to William James, pertains to the objects, places, or

even people which have the label “mine”. Such possessions are viewed as extensions
of individuals' identities. For instance, your clothes reflect certain aspects of your
personality and you designate them as “my wardrobe”.
Specifically, James identified the body as the innermost aspect of the material
self. Also, you perceive certain body parts as more private or intimately yours as
compared to the others. The next aspect is your clothing; the garments which protect
as well as project your body. This is followed by your family; they are connected to you
by blood and you share their glory as well as shame. Your home comes next; it is where
many aspects of your life have been developed, it is where you feel most comfortable,
and it is greatly linked to your identity. This is then followed by other possessions such
as gadgets, cars, collections, etc. (www.alleydog.com)
M2T4Figure4.The Material Self Investment Diagram by William James (scribd.com)
The material self consists of things that belong to a person or entities that a person

belongs to. Thus, things like the body, family, clothes, money, and such make up
the material self. For James, the core of the material self was the body. He says that
possessions then become a part or the extension of the self.
EXTEND

1. What factors affect our social self?
2. Explain the statement: “We are what we have.”
3. Do you agree with Charles Cooley in his Looking -Glass Self theory?
Why/Why not?
4. How do these two aspects of the self relate to each other?
Individual Activity:
A Moment with My Greatest Influencer (a 2-minute video)
If I have a million…a shopping spree experience
EVALUATE
Assessment Tasks: Individual Presentation of their shopping spree experience
TOPIC 5 – THE SPIRITUAL AND MORAL SELF AND THE DIGITAL SELF
 Discuss values and its role in self-image
 Articulate their philosophy of life
 Understand existential humanism in relation to the formation of the self
 Assess the impact of digital advancement to one’s identity
 Compose own advocacy that will be the theme of their social media
accounts
LEARNING ACTIVITIES
ENGAGE
M2T5 Figure1.Spiritual Self M2T5 Figure2. Moral Self M2T5 Figure 3.Digital Self
(wordpress.com) (steemit.com) (thedataarealright.blog)
This topic will explore on the three aspects of the self; Spiritual, moral and digital
self and their interconnectedness.
The exploration of the topic will center on the decision-making skill that the
individual has. Life offers us a lot of choices every single moment of our life. Thereby,
requiring us to make decisions based on these choices. Every decision that we make
holds us liable. The corresponding consequences of our decisions become our
responsibilities. As Spiderman film relates that “with great power comes great
responsibility”. The same holds true to how we use technology and social media.
Every single post that we do comes the responsibility of accepting what might be the
reaction of other people.
It is hoped that at the end of this topic, the students are able to come up with
their own advocacy that will promote optimism, accountability, sound moral judgment
and sense of responsibility.
EXPLORE
M2T5 Figure 4. Decision-making quote (babyproofyourlife.com)
A. The Moral Self
Morality is a principle concerning how individuals distinguish what is right from
wrong. The moral self is concerned with the morality of selfhood (the qualities by
virtue of which a person is oneself) that implicates both who a person is (a person's
sense of self and identity based on deeply felt concerns, commitments, and
attachments) and how a person acts (a person’s characteristic ways of thinking, feeling,
and regulating behavior (Solomon, 1992).It comes from the Latin word “moralitas”
which denotes manner, character and proper behavior. In determining what is right
from wrong, “freewill” becomes an important as individuals are provided a “freedom of
decision” as they are not forced into performing something which is against their will
as one is always considered liable for his acts.
In making these decisions, what one values play a vital role. A value is the worth
that we assign to things that we possess. It is something that one considers to be
important. Our image and identity can be highly a reflection of this deep –seated trait
and motivation. The same may be an influence of our family, our peers, our school, our
church, the government, and social media. It is a product of our socialization process.
Value judgment is an individual’s opinion, which in turn is formed by their belief system
and the culture to which they belong.
Moreover, Jean Paul Sartre, an existentialist, relates the self to the principle of
Existential Humanism. The principle focuses on the humans struggling for self-
knowledge and self-responsibility. It stated that the best use of our capacity for making
choices is to freely choose to live a fully human life rooted in a personal search for
values.
B. The Spiritual Self

The word "spiritual" refers to that core dimension of you - your innermost self - that
provides you with a profound sense of who you are, where you came from, where
you're going and how you might reach your goal.
The Spiritual self is one of the four constituents of the self according to William
James in his book, the Principles of Psychology in 1890. The spiritual self is the most
intimate, inner subjective part of the self. It is the most intimate version of the self
because of the satisfaction experienced when thinking of one’s ability to argue and
discriminate, of one’s moral sensibility and conscience, and of our unconquerable will
(James, 1890), is purer than all other sentiments of satisfaction (Green, 1997).
An individual lives in a society where there are many practices of religion. The
choice of religious beliefs lies within the spiritual self. Although the choice might also
be influenced by the society and its culture.
Religious beliefs, rituals, practices, and customs are all part of the expression of
spiritual self. A person might believe that there is a higher being, usually termed as
God, but not necessarily want to be associated or identified with a certain religious
group. Others might have religious practices which are perceived to be contrary to the
practices of other groups. Religious beliefs and practices, therefore are formed relative
to its context and culture.
C. The Digital Self
How much time do you spend online? Media users in the Philippines grew by 12
million or 25% while the number of mobile social users increased by 13 million or 32%.
The figures are still higher compared to the previous year. More than one in five of the
world’s population shopped online in the past 30 days. It has only been 25 years since
Tim Berners-Lee made the World Wide Web available to the public. The internet has
become an integral part of everyday life for most of the world’s population. The
Philippines is among one of the countries with the most active internet users ( We are
social and Hoot suite n.d.)
Online identity is actually the sum of all our characteristics and our interactions.
Self representation is the process of controlling how one is perceived by other people
and is the key to relationship inception and development. To construct positive images,
individuals selectively provide information about them and carefully cater this
information in response to other’s feedback. Anything posted online is considered
“public” no matter what our privacy settings are.
M2T5 Figure5. Responsible use of social media (youtube.com)
Setting Boundaries to your Online Self: Smart Sharing
Sharing information online in a smart way will protect yourself and not
harm others. Consider the following before posting or sharing anything online:
 Is the post necessary?
 Is there a real benefit to this post? Or am I just making a noise online without a
purpose.
 Is it appropriate? Does it stay within the boundaries of our family values?
 Stick to safer sites.
 Limit what you share.
 Guard your passwords.
 Do not be mean or embarrass other people online.
 Always tell if you see strange or bad behaviour online.
 Be choosy about your online friends.
 Remember that anything you put online is there forever even if you try to delete
it.
M2T5 Figure6. Cyberbullying (edtechreview.in)
EXTEND
Guide Questions for discussion:
1. What is your philosophy in life that could be associated with the values that
you hold dear and practice?
2. How will you develop these values and attitudes that are necessary in the
practice of your profession?
3. Why is smart sharing of information online important?
4. How will you keep your online identity respectable?
5. How can we be a responsible internet user?
Group Activity: Case analysis on Moral Issues
EVALUATE
Assessment Task: Long Test for Topics 1-5
REFERENCES
Alata, E.J.P, et al. (2018). Understanding the Self. Rex Book Store. Manila
Philippines.
Magalona, E., et.al. (2018) Understanding the Self. Mindshapers Co., Inc.
ENDTERM
MODULE 3: MANAGING AND CARING FOR THE SELF
MODULE OUTCOMES:
 Cite ways on how to enhance self-esteem

 Describe a self-actualized individual
 Identify the intelligences that can help an individual to succeed
 Creatively write one’s own success story 10 years from now
 Do an online personality assessment test
 Demonstrate techniques to counter stress
TOPIC 1 – SELF- ESTEEM AND SELF-ACTUALIZATION

 Distinguish self-esteem from self-actualization
 Cite ways on how to enhance self esteem
 Describe a self-actualized individual
 Creatively write one’s own success story 10 years from now
LEARNING ACTIVITIES
ENGAGE
M3 T1: SELF-ESTEEM (mindgroom.com)
Self-esteem can play a significant role in your motivation and success throughout your
life. Low self-esteem may hold you back from succeeding at school or work because you don't
believe yourself to be capable of success.
By contrast, having a healthy self-esteem can help you achieve because you
navigate life with a positive, assertive attitude and believe you can accomplish your
goals. (verywellmind.com)
M3T1: Figure2: Self-actualization

(scottbarrykauffman.com)
Self-actualization is the complete realization of one's potential, and the full
development of one's abilities and appreciation for life.( www.simplypsychology.org)
This topic will dwell more on how we should understand ourselves in the context of
our level of self-worth and how mature are we in dealing with everything that is
happening around us.
EXPLORE
In psychology, the term self-esteem is used to describe a person's overall sense

of self-worth or personal value. In other words, how much you appreciate and like
yourself. It involves a variety of beliefs about yourself, such as the appraisal of your
own appearance, beliefs, emotions, and behaviors. ( verywellmind.com)
Here are some simple ways to tell if you have healthy self-esteem. You probably have
healthy self-esteem if you are more likely to:
 Avoid dwelling on past, negative experiences

 Express your needs
 Feel confident
 Have a positive outlook on life
 Say "no" when you want to
 See overall strengths and weaknesses and accept them
You may need to work on how you perceive yourself if you tend to experience these
common problems caused by low self-esteem:
 You believe that others are better than you

 You find it difficult expressing your needs
 You focus on your weaknesses
 You frequently experience feelings such as shame, depression, or anxiety
 You have a negative outlook on life
 You have an intense fear of failure
 You have trouble accepting positive feedback
 You have trouble saying "no"
 You put other people's needs before your own
 You struggle with confidence
On the other hand, Abraham Maslow defined self-actualization to be "self-fulfillment,
namely the tendency for the individual to become actualized in what he is potentially.
This tendency might be phrased as the desire to become more and more what one is, to
become everything that one is capable of becoming." Maslow's idea of self-
actualization has been commonly interpreted as "the full realization of one's potential"
and of one's "true self." (Wikipedia)
These two concepts are part of the Theory known as The Hierarchy of Needs
developed by the humanist and American psychologist, Abraham Harold Maslow. He
was born on April 1, 1908, in Brooklyn, New York, where he grew up the first of seven
children born to his Jewish parents who emigrated from Russia. Maslow later described
his early childhood as unhappy and lonely. He spent much of his time in the library
immersed in books.
His theory on human motivation included the hierarchy of needs which suggested
that people have a number of basic needs that must be met before people move up the
hierarchy to pursue more social, emotional, and self-actualizing needs.
M3T1. Figure 3: Maslow’s Hierarchy of Needs

(simplypsychology.org)
Maslow's hierarchy of needs is a motivational theory in psychology comprising a five-tier

model of human needs, often depicted as hierarchical levels within a pyramid.
Needs lower down in the hierarchy must be satisfied before individuals can attend to
needs higher up. From the bottom of the hierarchy upwards, the needs are: physiological,
safety, love and belonging, esteem, and self-actualization.
Maslow (1943, 1954) stated that people are motivated to achieve certain needs and that
some needs take precedence over others.
Our most basic need is for physical survival, and this will be the first thing that motivates
our behavior. Once that level is fulfilled the next level up is what motivates us, and so on.
1. Physiological needs - these are biological requirements for human survival, e.g. air, food,
drink, shelter, clothing, warmth, sex, sleep.
If these needs are not satisfied the human body cannot function optimally. Maslow
considered physiological needs the most important as all the other needs become secondary
until these needs are met.
2. Safety needs - Once an individual’s physiological needs are satisfied, the needs for security
and safety become salient. People want to experience order, predictability and control in their
lives. These needs can be fulfilled by the family and society (e.g. police, schools, business and
medical care).
For example, emotional security, financial security (e.g. employment, social welfare),
law and order, freedom from fear, social stability, property, health and wellbeing (e.g. safety
against accidents and injury).
3. Love and belongingness needs - after physiological and safety needs have been fulfilled,
the third level of human needs is social and involves feelings of belongingness. The need for
interpersonal relationships motivates behavior.
Examples include friendship, intimacy, trust, and acceptance, receiving and giving
affection and love. Affiliating, being part of a group (family, friends, work).
4. Esteem needs are the fourth level in Maslow’s hierarchy - which Maslow classified into two
categories: (i) esteem for oneself (dignity, achievement, mastery, independence) and (ii) the
desire for reputation or respect from others (e.g., status, prestige).
Maslow indicated that the need for respect or reputation is most important for children
and adolescents and precedes real self-esteem or dignity.
5. Self-actualization needs are the highest level in Maslow's hierarchy, and refer to the
realization of a person's potential, self-fulfillment, seeking personal growth and peak
experiences. Maslow (1943) describes this level as the desire to accomplish everything that
one can, to become the most that one can be.
Individuals may perceive or focus on this need very specifically. For example, one
individual may have a strong desire to become an ideal parent. In another, the desire may be
expressed economically, academically or athletically. For others, it may be expressed
creatively, in paintings, pictures, or inventions. ( simplypsychology.org)
M3T1. Figure1: conceptofman(slideshare.net)
EXTEND
1. What is the difference between self-esteem and self-actualization?

2. How can we tell if the person has a healthy or unhealthy self-esteem?
3. Why is it important to fulfill the needs of the individuals?
4. How do we characterize a self-actualized person?
Group Activity:
Sharing: My Success Story
The students are given the opportunity to share how they foresee themselves 10
years from now focusing on how self-actualized they are.
EVALUATE
Assessment Task: Essay writing: My Ideal Self
TOPIC 2 – THE RESPONSIBLE SELF

 Recognize one’s own multiple intelligences
 Evaluate one’s personality through a psychometric test
 Formulate a plan on your great contribution to the society as a future
healthcare professional
LEARNING ACTIVITIES
ENGAGE
M3T2. Figure 1. Favorite color personality (louisem.com)

Do you know that your favorite color reveal something about you? For example:
M3T2.Figure 2.Personality Color (powerofpositivity.com)
There are so many ways to know one’s personality: your manner of eating a cookie, your
lipstick shape, your choice of coffee, and many more! But how can a person really get to know
himself?
This topic will help us get to know ourselves better including our intelligence and
personality. You may take this color quiz thru this link: https://www.colorquiz.com/
EXPLORE
Managing oneself requires a thorough knowledge of the self in all aspects. This includes
knowing one’s personality and intelligence.
Personality, a characteristic way of thinking, feeling, and behaving. Personality embraces

moods, attitudes, and opinions and is most clearly expressed in interactions with other people.
It includes behavioral characteristics, both inherent and acquired, that distinguish one person
from another and that can be observed in people’s relations to the environment and to
the social group
The term personality has been defined in many ways, but as a psychological concept two
main meanings have evolved. The first pertains to the consistent differences that exist
between people: in this sense, the study of personality focuses on classifying and explaining
relatively stable human psychological characteristics. The second meaning emphasizes those
qualities that make all people alike and that distinguish psychological man from other species;
it directs the personality theorist to search for those regularities among all people that define
the nature of man as well as the factors that influence the course of lives. This duality may help
explain the two directions that personality studies have taken: on the one hand, the study of
ever more specific qualities in people, and, on the other, the search for the organized totality of
psychological functions that emphasizes the interplay between organic and psychological
events within people and those social and biological events that surround them. ( Britannica.com)
Personality refers to a person's distinctive patterns of thinking, feeling, and behaving. It
derives from a mix of innate dispositions and inclinations along with environmental factors and
experiences. Although personality can change over a lifetime, one's core personality traits tend
to remain relatively consistent during adulthood. (psychologytoday.com)
There are countless personality tests. Even a well-established set of traits like the Big
Five can be assessed using a number of different questionnaires. Still, scientifically validated
personality tests tend to have some features in common.
Test-takers typically read a series of items that describe a person and indicate the degree
to which the description applies to them—or another person, if they are rating someone else’s
personality. These lists can be as short as 10 items and as long as a couple of hundred (longer
tests tend to provide more reliable results), and the items can be single adjectives or full
statements about one’s nature.
The second version of the Big Five Inventory includes the following statements, along with
several dozen others, each of which is used to assess one of the Big Five traits:
 Is complex, a deep thinker. (openness)

 Is reliable, can always be counted on. (conscientiousness)
 Is talkative. (extroversion)
 Is compassionate, has a soft heart. (agreeableness)
 Keeps their emotions under control. (emotional stability/neuroticism)
You may take the Big Five Inventory using the link provided below:
https://www.psychologytoday.com/us/tests/personality/big-five-personality-test
Another way of managing oneself is to consider one’s multiple intelligences.
Multiple intelligences is a theory first posited by Harvard developmental psychologist

Howard Gardner in 1983 that suggests human intelligence can be differentiated into eight
modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical,
interpersonal, intrapersonal, naturalistic and bodily-kinesthetic. Eschewing previously narrow,
preconceived notions of learning capabilities (for example, the concept of a single IQ), the idea
behind the theory of multiple intelligences is that people learn in a variety of different ways.
Multiple intelligences refers to a theory describing the different ways students learn and
acquire information. These multiple intelligences range from the use of words, numbers,
pictures and music, to the importance of social interactions, introspection, physical movement
and being in tune with nature. Accordingly, an understanding of which type(s) of intelligence a
student may possess can help teachers adjust learning styles, and suggest certain career
paths for learners.(tophat.com)
This theory suggests that traditional psychometric views of intelligence are too limited.
Gardner first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple
Intelligences, where he suggested that all people have different kinds of "intelligences."
Gardner proposed that there are eight intelligences, and has suggested the possible addition
of a ninth known as "existentialist intelligence." ( verywellmind.com)
If you want to know which intelligence you are strong at, just click the link below:
https://www.verywellmind.com/what-kind-of-intelligence-do-you-have-3867398
M3T2. Figure 3: Multiple Intelligences ( hunterswritings.com)
Lastly, a responsible self is a determined self. Consider the theory of Deci and Ryan
(2008)
Self-Determination Theory, or SDT, links personality, human motivation, and optimal

functioning. It posits that there are two main types of motivation—intrinsic and extrinsic—and
that both are powerful forces in shaping who we are and how we behave (Deci & Ryan, 2008).
Although self-determination is generally the goal for individuals, we can’t help but be
motivated by external sources—and that’s not necessarily a bad thing. Both intrinsic and
extrinsic motivation are highly influential determinants of our behavior, and both drive us to
meet the three basic needs identified by the SDT model:
1. Autonomy: people have a need to feel that they are the masters of their own destiny
and that they have at least some control over their lives; most importantly, people have
a need to feel that they are in control of their own behavior.
2. Competence: another need concerns our achievements, knowledge, and skills; people
have a need to build their competence and develop mastery over tasks that are
important to them.
3. Relatedness (also called Connection): people need to have a sense of belonging and
connectedness with others; each of us needs other people to some degree (Deci &
Ryan, 2008)
M3T2.Figure 4: Self-Determination Theory (positivepsychology.com)
EXTEND
1. What factors help us become responsible in managing our self well?

2. How do we recognize the Big Five factors of one’s personality?
3. How can we determine one’s intelligence and what are the ways on how to
improve it?
4. Why is self-determination theory important in being responsible of oneself?
Individual Activity: Personality Test and MI Test
Sharing of individual reflection and discoveries.
EVALUATE
Assessment Tasks: Test result interpretation reflection
TOPIC 3 – ASSESSING FOR SELF-IMPROVEMENT

 Recognize the importance of assessment for self-improvement
 Discover one’s level of self-awareness through an online assessment
 Interpret the self-assessment cycle
 Do a self-assessment activity
LEARNING ACTIVITIES
ENGAGE
Life is one big story. Lessons are, too. As it happens, Instagram triggers us into making
stories and taking pictures. Can you show your best selfie so far? Can you create an
Instagram story of the most unforgettable lesson you learned in life?
M3T3 Figure 1: Most instagrammable places in Palawan (fernwehsarah.com)
Today’s advancements in technology prompt us to be more creative in coming up with

ideas. This may also be true even in assessing ourselves. The posts in our social media
accounts could even tell something about ourselves, Behind pictures are stories and truths as
well.
This topic hopes to guide us to assess ourselves to see where we are needing
improvement. One of the best things to see how we can improve is to assess ourselves.
Assessment can be done in many ways. It may be through introspection or self-examination,
psychometric tests, and the like that will see your srengths and weaknesses.
EXPLORE
Assessment refers to the act of determining or estimating the value of something and
making appropriate judgments on issues. It is used interchangeably with words like evaluation,
examination, appraisal and the like.
Similarly, self-assessment is the ability to examine yourself to find out how much progress
you have made. It is a skill that helps individuals monitor their own work or abilities, find out
what their weaknesses and strengths are, and self-diagnose relevant solutions.
The purpose of self-assessment is to help the individual know the extent of his abilities and
to improve upon them without the need of a performance appraiser. It involves the use of
questions such as; WHAT ARE MY STRENGTHS; WHAT ARE THE OBSTACLES, etc.
M3T3.Figure 2. Self-assessment cycle. destinysodessey.com
Self-assessment is the process of looking at oneself in order to assess aspects that

are important to one's identity. It is one of the motives that drive self-evaluation, along
with self-verification and self-enhancement.(enwikipedia.org)
The self-assessment cycle revolves around revisiting one’s vision of himself together
with his goals and principles in life. This should be done along with his values, needs and
skills. All these components are interrelated thereby they have to be consistent. The self-
assessment cycle is done to see improvements in the individual. The transformation happens
when the individual is willing to accept his weaknesses and that he desires to change and
become a better version of himself.
One of the many ways to do self-assessment is to answer psychometric tests to help

one see his strengths and weaknesses. Consider assessing your self-awareness through this
online test. Just click the link provided below:
https://www.higherawareness.com/awareness-level-test.php
Everything has awareness. Humans have a wide range of awareness. We are fortunate
as we can think and have willpower to choose and we can clearly, proactively raise our
awareness level. And that is one of our main purposes in life - to evolve and shift our
awareness to a higher level.
Here are some key words that will help you understand and raise your level of
awareness. As you have more qualitative, loving, beautiful, natural, meaningful, purposeful,
altruistic, spiritual, inclusive, impersonal, universal and evolutionary experiences, you are
shifting your awareness.
The journey is a lifelong flight. It requires persistence and patience. We grow in steps or
plateaus by using the right type of techniques or process at the right times.
It is a journey through awareness. This journey is defined in many cultures, religions and
teachings. We have gleamed the highlights and adapted them to fit our modern day situations.
(www.higherawareness.com).
EXTEND

1. How can assessment help improve oneself?
2. Why is self-assessment important?
Individual activity:
Level of Self-awareness Test online
https://www.higherawareness.com/awareness-level-test.php
EVALUATE
Assessment Task: Test result interpretation essay
TOPIC 4 – STRESS MANAGEMENT

 Articulate the importance of stress management
 Express ways on how to manage stressful situations
 Design a self-care plan
LEARNING ACTIVITIES
ENGAGE
What could be your worries and fears at the moment?
M3T4. Figure1. Stress (ubsassociates.com)
Stress is a feeling of emotional or physical tension. It can come from any event or
thought that makes you feel frustrated, angry, or nervous. Stress is your body's reaction to a
challenge or demand. In short bursts, stress can be positive, such as when it helps you avoid
danger or meet a deadline (medlineplus.gov)
With the daily hustles and bustles of life, we could not but feel stressed and tired. This
topic will help us manage stress properly and become functional even under pressure.
Stress management is a wide spectrum of techniques and psychotherapies aimed at

controlling a person's level of stress, especially chronic stress, usually for the purpose of and
for the motive of improving everyday functioning ( enwikipedia.org)
Effective stress management helps you break the hold stress has on your life, so you

can be happier, healthier, and more productive. The ultimate goal is a balanced life, with time
for work, relationships, relaxation, and fun—and the resilience to hold up under pressure and
meet challenges head on (www.helpguide.org)
M3T4. Figure2. Stress Management (mindyog.com)
SYMPTOMS OF STRESS
ALTHOUGH WE ALL EXPERIENCE STRESS DIFFERENTLY, SOME
COMMON SYMPTOMS INCLUDE:
 Difficulty sleeping;
 Weight gain or weight loss;
 Stomach pain;
 Irritability;
 Teeth grinding;
 Panic attacks;
 Headaches;
 Difficulty concentrating;
 Sweaty hands or feet;
 Heartburn;
 Excessive sleeping;
 Social isolation;
 Fatigue;
 Nausea;
 Feeling overwhelmed;
 and obsessive or compulsive behaviors.
The following 7 tips are adapted from The American Psychological Association (“Check Out
the Stress Tip Sheet,” 2018) to support individuals with a stress management plan:
1. Understand your stress
How do you stress? It can be different for everybody. By understanding what stress looks
like for you, you can be better prepared, and reach for your stress management toolbox when
needed.
2. Identify your stress sources
What causes you to be stressed? Be it work, family, change or any of the other potential
thousand triggers.
3. Learn to recognize stress signals
We all process stress differently so it’s important to be aware of your individual stress
symptoms. What are your internal alarm bells? Low tolerance, headaches, stomach pains or a
combination from the above ‘Symptoms of stress’
4. Recognize your stress strategies
What is your go-to tactic for calming down? These can be behaviors learned over years
and sometimes aren’t the healthy option. For example, some people cope with stress by self-
medicating with alcohol or overeating.
5. Implement healthy stress management strategies
It’s good to be mindful of any current unhealthy coping behaviors so you can switch them
out for a healthy option. For example, if overeating is your current go to, you could practice
meditation instead, or make a decision to phone a friend to chat through your situation.
6. Make self-care a priority
When we make time for ourselves, we put our well-being before others. This can feel
selfish to start, but it is like the airplane analogy—we must put our own oxygen mask on before
we can assist others. The simplest things that promote well-being, such as enough sleep,
food, downtime, and exercise are often the ones overlooked.
7. Ask for support when needed
If you’re feeling overwhelmed, reach out to a friend or family member you can talk to.
Speaking with a healthcare professional can also reduce stress, and help us learn healthier
coping strategies.
There are a lot of Stress Management Strategies. Some of them you can watch in this
video through this link https://youtu.be/0fL-pn80s-c.
EXTEND
1. Why is stress management important?
2. How can we manage stress properly?
Group Presentation: STRESS MANAGEMENT TECHNIQUE video
EVALUATE
Assessment Task: Long Test for Topics 1-4
REFERENCES
Brawner D. & Arcega A. (2018). Understanding the Self. C & E Publishing, Inc.
www.helpguide.org
https://youtu.be/0fL-pn80s-chttps://youtu.be/0fL-pn80s-c
slideshare.net
www.simplypsychology.org
enwikipedia.org
www.higherawareness.com

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Prepared by:

MARITESS Z. POMADA, LPT

ONLINE: 2 RESIDENTIAL: 1 ONLINE: RESIDENTIAL:

1. deepen their self-awareness and self-identity as they experience the very

GRADING SYSTEM (SPECIALIZED):

TOTAL ----------------------------------- 100%

LEARNING MODEL FOR ONLINE DISTANCE LEARNING

 Build on your existing knowledge and prior experiences.

 Deepen your existing knowledge or make the necessary corrections.

 Utilize your learning to solve a real-world problem, connected to the lesson’s

TOPIC 1 – Concept and Nature of the Self/Philosophical Perspective of the Self 9

INTENDED LEARNING OUTCOMES 9

TOPIC 2 – The Self, Society, and Culture 13

INTENDED LEARNING OUTCOMES 13

TOPIC 3 – The Self as Cognitive Construct 16

INTENDED LEARNING OUTCOMES 16

TOPIC 4 – The Self in Western & Oriental/Eastern Thought 18

INTENDED LEARNING OUTCOMES 18

MODULE 2: UNPACKING THE SELF 23

INTENDED LEARNING OUTCOMES 23

TOPIC 2 – The Sexual Self 27

INTENDED LEARNING OUTCOMES 27

TOPIC 3 – The Emotional Self 34

INTENDED LEARNING OUTCOMES 34

TOPIC 4 – The Social Self 40

The Material/Economic Self 40

INTENDED LEARNING OUTCOMES 40

TOPIC5 – The Spiritual and Moral Self 44

The Digital Self 44

INTENDED LEARNING OUTCOMES 44

MODULE 3: Managing and Caring for the Self 51

TOPIC 1 – Self-esteem and Self-actualization 51

INTENDED LEARNING OUTCOMES 51

TOPIC 2 – The Responsible Self 57

INTENDED LEARNING OUTCOMES 57

TOPIC 3 – Assessing for Self-improvement 63

INTENDED LEARNING OUTCOMES 63

TOPIC 4 – Stress Management/Mental Health Law 66

INTENDED LEARNING OUTCOMES 66

 Describe the self in various perspectives

TOPIC 1 – THE CONCEPT AND NATURE OF THE SELF AND THE

In philosophy, the SELF is generally referred also to self-knowledge” that is referring to

Socrates and Plato

Socrates -Body and Soul: dualistic nature of body and soul.

Augustine and Thomas Aquinas

Assessment Task: online quiz

TOPIC 2 – THE SELF, SOCIETY AND CULTURE

INTENDED LEARNING OUTCOMES

Social constructionists’ perspective

The Self and the Development of the Social World

How do we become social beings? More than a person’s givenness (personality,

The dialogues takes place as the A child internalizes real-life dialogues

Gender and the Self

Guide questions for discussion:

1. What do you think has shaped you through the years?

3. Which concept do you agree with, Mead or Vygotsky? Why?

Activity: Filipino Values: Survey says

Assessment Task: A Moment with my greatest influencer: an interview with the

TOPIC 3 – THE SELF AS COGNITIVE CONSTRUCT

The Self as a Cognitive Construct

- earliest psychologist to study the self

Guide questions for discussion:

1. How do you describe the self as a cognitive construct?