SLIDE __

(twins’ pictures)

 Over here, I have a picture of twins.

At first glance, you’d probably observe how their looks are almost exactly the same, even the type of
clothes they’re wearing. But are they really the same? Do you think they look the same?
Of course, you can’t answer, so, we asked a number of people to do it for you. Watch this.

SLIDE __

< play video >

SLIDE __

(video thumbnail)

 Some answered ___, some said ___. One thing is clear, the students’ descriptions of them differ.
How come? They all saw the same thing. We saw the same thing they saw as well. And you’re seeing
what we saw too. So how come we look at them differently?

SLIDE __

(twins’ pictures)

 They may be wearing the same type of clothes. Their looks or outfits may look alike. They may be twins,
but they’re still different.
And that’s because both of them has their own body. Own face. Own smile. Own style. Each has its own,
unique physical self.

SLIDE __

(picture reflecting/illustrating/symbolizing the paragraph below)

 SELF-UNDERSTANDING
 According to Santrock (2004), self-understanding is the individual’s cognitive representation of the self
which consists of the substance and the content of self-conceptions. The development of self-
understanding in adolescence can be described as simple to perplexing and involves a number of
aspects of the self.
(Reference: Rubi R. Orbeta retrieved from: https://www.slideshare.net/RubiOrbeta/physical-self#7)

This includes the physical self, the sexual self, the material self, the spiritual self, the political self, and
the digital self.

SLIDE __

THE PHYSICAL SELF

SLIDE __

 PHYSICAL SELF
 The Physical Self is the concrete dimension, the tangible aspect of the person that can be directly
observed and examined (Singh, 2019).

(Reference: Singh, S. (2019). The Concept of Physical Self in Psychology. All about Psychology.
https://www.all-about-psychology.com/the-concept-of-physical-self-in-psychology.html)

 Hartuti et al., (2020) defined the aspect of the physical self as “an individual's assessment of everything
that an individual has, including his body, clothing, and objects.” They stated that individuals will assess
everything they have so that they meet the expectations they want, and when those expectations are
not met, then the individual will try to cover it up.

(Reference: Hartuti, Tentama, F., Abdillah, H., & Nur, R. (2020). Physical Self, Social Self, Psychological Self,
and Moral Self in Reflecting Self-Concept. International Journal of Sciences: Basic and Applied Research
(IJSBAR), 54(1), 158–169. https://pascapsi-sains.uad.ac.id/wp-content/uploads/Hartuti_Physical-Self-Social-
Self-Psychological-Self-and-Moral-Self-in-Reflecting-Self-Concept.pdf)
SLIDE __

 THE BIOLOGICAL BLUEPRINT

 The physical self is not only limited to what can be seen by the naked eye; underneath the skin is a
dynamic system of biological and chemical processes that contribute to one’s physical features.
 The face, body structure, weight, height, skin color, hair color, and other physical characteristics do not
just develop at random. These are triggered by genetic transformations and biological development
through heredity.

SLIDE __

(picture of parents to offspring comparison/lookalike images + twins and their parents)

 Heredity is why we look like our parents. It refers to the genetic heritage passed down by our biological
parents, and the transmission of traits from one generation to the next. During reproduction, the genes
of biological parents combine to form a new unique individual. This shuffling of genes is the reason all of
us are different! Even twins.
(Reference: http://www.genomequebec-education-formations.com/education-concept-heredity-en)

SLIDE __

(picture of the reproductive system of both sexes)

 The developmental aspect of the reproductive system is taught as early as primary education or
elementary school. We know that each individual carries 23 pairs of chromosomes. The 23rd pair is the
sex chromosomes, which determines the sex of an individual.

SLIDE __

(picture of embryonic development + gonads)

 Until about the eighth week of embryonic development, the gonads begin to form.
 GONADS refer to the reproductive glands that produce the gametes; testes for boys, ovaries for
girls.

SLIDE __

(bg: endocrine system, the hormones - estrogen, androgen and testosterone)

 The formation of male or female structures depends on the presence of a sex hormone called
testosterone. The embryonic testes release testosterone, and the formation of the duct system and
external genitalia follows. Female embryos that form ovaries will cause the development of the
female ducts and external genitalia since testosterone hormone is not produced.
 Any intervention with the normal pattern of sex hormone production in the embryo results in
strange abnormalities.

SLIDE __

(picture of pseudohermaphrodites & hermaphrodites examples)

 Pseudohermaphrodites are formed are individuals having accessory reproductive structures that
do not “match” their gonads;
 Hermaphrodites are individuals who possess both ovarian and testicular tissues but this
condition is rare in nature.

SLIDE __

(picture/illustration/representation of puberty)

 The body has a natural process of sexual maturation. Maturation is known as the completion of the
growth of a genetic character within an organism. It enables man to walk, run, and talk which is evident
in the adolescent stage. And this begins with puberty.
Hormones from the brain trigger the start of puberty, particularly in the pituitary gland that controls
growth.
 PUBERTY
 Puberty is the period of life when the reproductive organs grow to their adult size and become
functional under the influence of rising levels of gonadal hormones (testosterone in males and
estrogen in females).
  ESTROGEN - hormones in girls responsible for physical change like increase in height, widening
of hips, and increase in fatty tissues in the breast.
 ANDROGEN AND TESTOSTERONE - hormones for boys responsible for the growth of facial and
body hair, muscles, and changes in the voice.
 It is a brain-neuroendocrine process occurring primarily in early adolescence that triggers the rapid
physical changes that occur in the adolescent stage of human development.
 These sudden and rapid physical changes commonly cause adolescents to become very self-
conscious. Puberty not only affects the development of our body as we mature, but our emotional
growth as well.

SLIDE __

(picture of pupils getting ready for school)

 Ever since we were kids, our parents made sure that our bodies were well taken care of. They would
pamper you with face powder, apply lotion all over your body, for girls – your hair will either be put
up with a bun or braided with matching cute hair clips or ponytails, while for boys – the hair must be
combed neatly, and usually followed by a brush of gel or hairspray. They make sure that your
clothes are ironed and look tidy, shoes are clean, and even the choice of what you wear up to the
color of your socks matters.

SLIDE __

(picture reflecting/illustrating/symbolizing the scenario below)

 Why is that?
From an early age, we become aware that our looks matter. How we present ourselves matters. And if you
look presentable enough, that’s it.
But as we age, things change. Suddenly, we take more time to get ready. We think longer about what we
want to wear for the day and sometimes, even plan the outfit ahead the day of the occasion. At some point
in our lives, it becomes our priority, or at least one of our priorities.
Before, if you forgot to tie your hair nicely, or to wear clean shoes, or to dress up well, it’s okay. You go on
with the day, you move on. It didn’t matter - as much as it does now - if others liked your look, if they
thought you looked good, if you had a good impression, or the opposite.

SLIDE __

(picture reflecting/illustrating/symbolizing the scenario below)

 In social psychology, this is called the spotlight effect. It refers to the belief that others are paying more
attention to the person’s appearance and behavior than they really are.
When puberty hits, adolescents usually experience an imaginary audience which refers to an egocentric
state where the individual imagines and believes that many people are actively listening to or watching
him/her.

But actually, “it’s all just in our heads.”

SLIDE __

(picture reflecting/illustrating/symbolizing the scenario below)

 The question now, then, is: does it truly matter? The answer depends on you, and there’s no wrong answer.
If you said yes, you’re truthful. You realize that your look is the first thing observed by the people around
you. If someone is looking for a person you know, is telling the name enough? Do you think they will find
them if you provide them with the person’s socio-demographic characteristics? No, right?
And even for pets. Let’s say a dog is missing. The search and rescue operation has to begin on how to
identify the missing dog, and this is done by doing what? Of course, you have to describe it. Is it a small or a
big dog? What is its color? Does it have a unique characteristic?
You see, how we think about people is always associated with image. We may recognize other attributes
than their outside appearance but you would still picture them in your mind.
 How about you? Have you ever reflected upon the picture of yourself in your mind? What do you see? How
do you view your body?
BODY IMAGE

 The way one sees himself/ herself or the way he/she imagines how he/she looks.
 How people see themselves can either be positive or negative.

WHAT IS BODY IMAGE?

Many times body image is confused with self-esteem.

 Self-Esteem: how you think and feel about yourself as a total package.
 Body Image: how you think and feel about your body.
Body Image is a component of self-esteem.

WHAT INFLUENCES BODY IMAGE?

 One of most important influences on body dissatisfaction and appearance focus in adolescent girls is how
appearance focused their peers are.
 Parents and other family members also influence body esteem:
 Direct: comments about weight and shape, developing bodies, putting children on diets to lose weight, and
teasing all can have a negative impact.
 Indirect: Modeling-actions speak louder than words!
 Personality Traits-can make a person more or less vulnerable to things around us.

BODY IMAGE DEVELOPMENT

DEVELOPMENTAL MILESTONES

 PRESCHOOL:
 Children begin to recognize themselves around the age of 2.
 Around the age of 4 we begin to compare ourselves to others.
 Body Image concerns around this age are usually focused on clothing and hair.
 Body Size awareness tends to enter around the age of 5, however, it is usually focused on wanting to be
bigger
 CHILDHOOD & ELEMENTARY SCHOOL:
 The age of 6 is when sociocultural factors seem to start influencing body dissatisfaction.
 40% of elementary school girls and 25% of elementary school boys want to be thinner.
 By late elementary school, 50% of girls are dissatisfied with weight and shape and have developed pervasive
negative body esteem.
 Elementary school is where body esteem for girls and boys starts to diverge and remains different
throughout the life span.
 Most consistent risk factor for body dissatisfaction in children is BMI.
 Sociocultural factors: Media, toys, peers, and parental comments.
 CHILDHOOD-PREADOLESCENCE:
 Before Elementary school, girls and boys feel equally positive about themselves.
 Around the age of 11 or 12 girls and boys score similarly on self-esteem measures.
 After the age of 12, girls’ scores plummet, while boys remains relatively constant. This is likely related in part
to significant body changes with the onset of puberty.
 Self-esteem seems to fluctuate more for girls than for boys.
 PREADOLESCENCE-ADOLESCENCE:
 As early as the preteen years, girls start to withdraw from activities such as, giving an opinion, going to
school, going to the pool, etc. because they feel badly about how they look.
  In middle school girls start to actively manage their appearance.
 Risk for depression, self-harm, eating disorders, and anxiety goes up.
 For girls, middle school is particularly stressful because everything is happening at once-puberty, social
changes, etc.
 Body satisfaction hits a low between the ages of 12-15 and is the most important component of self-esteem.
 ADOLESCENCE:
 Adolescent girls often think that being thinner would make them happier, healthier, & better looking.
 Focused on fitting in-problematic for girls who mature at different rates than peers.
 Competitive athletics can take a toll on body image and self-esteem.
 Project EAT reported that 19% of high school girls reported chronic dieting and 57% engaged in unhealthy
weight control behaviors.
 Recognition that there is something wrong with emphasis on physical appearance (but that doesn’t change
behaviors).
 Girl Scouts did an online survey in 2010 with over 1000 girls ages 13-17.
 9 out of 10 girls felt pressure by fashion and media industries to be skinny.
 While 65% of respondents thought body image represented by fashion industry was too skinny, over 60%
compared themselves to fashion models, and 46% used fashion magazines as a body image to strive for!

FACTORS THAT AFFECT THE PERCEPTION OF THE PHYSICAL SELF

PERSONAL FACTORS

 Introspection and Self-Reflection is the process by which one observes and examines one’s internal state
(mental and emotional) after behaving in a certain way. This means that people have a low self-insight on
aspects about the self that they wish were not true and many people tend to overestimate their positive
aspects.
 b. Self-perception theory explains that since one’s internal state is difficult to interpret, people can infer their
inner states by observing their own behavior as if they are an outside observer.
 c. Self-concept is a cognitive representation of self-knowledge or self-awareness which includes the total of all
beliefs that people have about themselves. Physical concept is the individual’s perception or description of
his physical self, including his physical appearance
 d. Personal Identity. This is the concept that has developed over the years. Aspects of one’s life like nationality,
gender, physical traits, as well as the choices one makes.

SOCIAL FACTORS

 Attachment Process and Social Appraisal. According to Bowlby, people learn about their value and lovability
when they experience how their mothers or caregivers care for them and respond to their needs. This is
developed prior to achieving self-awareness.
 Maintaining, regulating, and expanding the Self in Interpersonal Relationships. When individuals are still young,
their sense of self is continuously shaped through ongoing interaction with others and acts as “private
audiences” which carry an internal dialogue that people are not aware that they are being influenced.
 The Looking-Glass-Self Theory. Charles Horton Cooley stated that a person’s self grows out of society’s
interpersonal interaction and the perception of others. The self-image is shaped and reflected in the social
world. Other reactions will serve as a mirror in which people see themselves particularly the way they are
perceived by others.
 Social Comparison. It is the process of comparing oneself with others in order to evaluate one’s own abilities and
opinions.
o 2 TYPES OF SOCIAL COMPARISON
 Upward Social Comparison - when an individual compares himself to others who are better than him.
 Downward Social Comparison - when an individual compares himself to someone who is in a worse
situation than he is especially when he is feeling so low.
 e. Social Identity Theory (Collective Identity). People have a need for a positive social identity which is why they
connect to a wider social network, which helps to enhance their self-esteem.
THE IMPACT OF CULTURE ON BODY IMAGE AND SELF-ESTEEM: THE IMPORTANCE OF BEAUTY

What is Culture?

Culture is defined as a social system that is characterized by the shared meanings that are attributed to people and
events by its members.

The significant aspect of culture that strongly influences adolescents who have a face-to-face encounter with their
physical selves is how their culture conceptualizes beauty.

Merriam and Webster define beauty as the quality of being physically attractive or the qualities in a person or a thing
that give pleasure to the senses or the mind.

But it should be noted that in every culture and every individual, the standards of beauty may vary. Body image of
adolescents which includes perceptions and feelings about oneself could be either positive or negative, it is based on
how they measure up to cultural standards of body image.

BEAUTY STANDARDS PER COUNTRY examples

THE FILIPINO CONCEPT OF BEAUTY

What is Eurocentrism?

It is defined as a tendency to interpret the world in terms of European or Anglo-American values and experiences.

Filipinos with Eurocentric features are their fair skin and tall skin that sweeps what Filipino beauty is (dark skin and flat
nose).

The “tisoy” and “tisay” beauty standards are strongly promoted in media, perpetuating the idea that the European
standard of beauty is the only thing that can be deemed as beautiful.

An aspect of eurocentrism called colorism. It is defined as “the prejudicial or preferential treatment of people of the
same race based solely on the color of their skin.”

The message that society gives is that flat noses and dark complexions do not define beauty. Eurocentrism and colorism
indeed have significant effects on the body image and identities of the common Filipino.

Self-esteem is a measure of a person’s self-worth based on some personal or social standard.

One of the factors that may affect self-esteem is physical appearance. As children advance to adolescence they form a
body image.

Adolescent’s body image includes:

 Perception of their physical self when they look in the mirror.

 Feelings of like or dislike about the physical self that they see.
 Their thoughts and how they relate to their physical self.
 Perception of how other people view them physically

MEDIA INFLUENCES

Mass media is a powerful tool that reinforces cultural beliefs and values. Though young people may initially disagree
with the set ideals of beauty, repeated exposure to media leads to misconceptions.

Since a standard has been set by society and reinforced by the media, any characteristics that do not conform to the
standard are labeled as ugly.

The following misconceptions strongly affect how the young form their body image and its influence on their self-
esteem.

Reference:
Mark Jovan G. Candela of Philippine Christian University retrieved from:
https://www.studocu.com/ph/document/philippine-christian-university/accounting/physical-self-understanding-the-
self/17696396

BEAUTY BY NUMBERS

Our attraction to another person’s body increases if that body is symmetrical and in proportion.

If a face is in proportion, we are more likely to notice it and find it beautiful. We perceive proportional bodies to be
healthier.

KEY POINTS

 The self as impacted by the body

 The impact of culture on body image and self-esteem
 The importance of beauty

A self-image problem happens when your looks don't match your beauty standards.

For example, if you believed that attractive people are slim ones, and if you were not slim (but not obese) then you
might believe that you are unattractive even though others might believe that you are attractive.

The problem here is with your own beauty standards and not with your looks. In order to like your looks in such a case
you must fix your false beliefs about physical attractiveness.

BODY IMAGE, SELF-ESTEEM, AND THE INFLUENCE OF SOCIETY

Society shapes us in many ways, possibly more than we realize – from our interactions to our personal development
through to others’ perception of our bodies as a reflection of self-worth.

We are social beings. Genetically, we rely on one another for the survival of humanity. That primal connection makes
our interactions physiologically and psychologically important. So, it’s not surprising that how society perceives us
affects us on many levels.

Body image is both internal (personal) and external (society). This includes:

 How we perceive our bodies visually

 How we feel about our physical appearance
 How we think and talk to ourselves about our bodies
 Our sense of how other people view our bodies
How we look has possibly never held as much societal importance or reflected so significantly on our perceived self-
worth.
STRETCHING FOR HEALTH

The media, in particular, has increasingly become a platform that reinforces cultural beliefs and projects strong views on
how we should look, which we as individuals often unknowingly or knowingly validate and perpetuate. The more we
look at perfect images of others and then look to find those same idealized characteristics in ourselves and don’t find
them, the worse we feel about ourselves. It’s a cycle that breeds discontent. With such strong societal scrutiny, it’s easy
to see how the focus on how we look can slide into the dark side – negative body image.

WOMAN WITH FOOD CHOICES

The greater our discontent with how we measure up when compared to the societal or media-supported norms, the
more negative our body image, and the greater the risk for extreme weight or body control behaviors. This may include:

 Extreme dieting
 Extreme exercise compulsion
 Eating disorders
 Extreme or unnecessary plastic surgery
 Using steroids for muscle-building

WHO’S TO BLAME FOR OUR BODY PERCEPTIONS, BE IT GOOD OR BAD?

Society gives us a number of reference points that shape our perceptions whether positive or negative. When it comes
to our bodies, there are a number of sources that affect us more than others.

TODAY’S EMBEDDED IDEALS – THE PHYSICAL

Life today sees image upon image of fashionably clad women, with perfect skin, tiny waists, ample breasts, and
fashionably protruding behinds, all with a weight of no greater than 59kg. They are unrealistic images of beauty,
genetically impossible for many of us to emulate.

The same thing applies to the 6-pack or ripped abs shoved in the face of men via famous sportsmen and male fitness
models, which for many is impossible to achieve without illegal steroids. Yet we are told that these unattainable bodies
are normal, desirable, and achievable. When we don’t measure up, we develop a strong sense of dissatisfaction and the
way that manifests can be ugly.

PREJUDICE – SIZE

Intolerance of body diversity has a lot to do with prejudice of size and shape in our culture. Being thin, toned, and
muscular has become associated with the hard-working, successful, popular, beautiful, strong, and disciplined.

Being fat is associated with the lazy, ugly, weak, and lacking in willpower.

With this prejudice, fat isn’t a description like tall or redhead – it’s an indication of moral character and we are
conditioned to think that fat is bad.

THE MEDIA

The images of perfection we see in print, film, and television project an unrealistic version of reality that we are
continually told is attainable – if we work out, eat less, and lather our bodies in transformative, firming, and tightening
creams.

The media is a powerful tool that reinforces cultural beliefs and values, and while it may not be fully responsible for
determining the standards for physical attractiveness, it makes escaping the barrage of images and attitudes almost
impossible.

THOSE CLOSEST TO US – FAMILY AND FRIENDS

We learn from other people, particularly those closest to us about the things that are considered important.
Friendships are particularly important in body image development because we place high value on them, spend lots of
time with our friends, and develop shared experiences, values, and beliefs.

CLOSE FRIENDS

Classrooms, University Dorms, and common rooms are often filled with negative body talk: “I wish I had her stomach,” “I
hate my thighs,” “I feel fat,” etc. Listening to this tends to reinforce the need to focus on appearance and make
comparisons between us and other people’s bodies.

So how can we build a strong and positive body image?

Positive body image involves understanding that healthy attractive bodies come in many shapes and sizes, and that
physical appearance says very little about our character or value as a person.

WOMEN OF DIFFERENT SIZE

How we get to this point of acceptance often depends on our individual development and self-acceptance. To get to that
all-important point of balance there are a few steps we can take:

• Talk back to the media. All media and messages are developed or constructed and are not reflections of reality. So,
shout back. Speak our dissatisfaction with the focus on appearance and lack of size acceptance.

• De-emphasize numbers. Kilograms on a scale don’t tell us anything meaningful about the body as a whole or our
health. Eating habits and activity patterns are much more important.

• Realize that we cannot change our body type: thin, large, short, or tall, we need to appreciate the uniqueness of what
we have – and work with it.

• Stop comparing ourselves to others. We are unique and we can’t get a sense of our own body’s needs and abilities by
comparing it to someone else.

• We need to move and enjoy our bodies not because we have to, but because it makes us feel good. Walking,
swimming, biking, dancing – there is something for everyone

• Spend time with people who have a healthy relationship with food, activity, and their bodies

• Question the degree to which self-esteem depends on our appearance. If we base our happiness on how we look it is
likely to lead to failure and frustration and may prevent us from finding true happiness

• Broaden our perspective on health and beauty by reading about body image, cultural variances, or media influence.
Check out a local art gallery paying particular attention to fine art collections that show a variety of body types
throughout the ages and in different cultures

• Recognize that size prejudice is a form of discrimination similar to other forms of discrimination. Shape and size are
not indicators of character, morality, intelligence, or success

• Each of us will have a positive body image when we have a realistic perception of our bodies when we enjoy, accept,
and celebrate how we are and let go of negative societal or media-perpetuated conditioning. But the media and society
in general, are not all bad. As with most things, with the bad comes the potential for good, and increasingly, people the
world over are waking up to the negativity and conditioning that we are bombarded with daily.

Reference:

Rubi R. Orbeta retrieved from: https://www.slideshare.net/RubiOrbeta/physical-self#7

SOMATIC SOCIETY

The sociology of the body became an established discipline in the 1990s. Bryan Turner coined the term “somatic society”
which means the newfound importance of the body in contemporary society.

Common issues that arose with this:

  The obsession to have a beautiful face and body
 Eating disorder such as anorexia nervosa and bulimia
 The demand for cosmetic surgery and skin whiteners
 Body dysmorphia
 Body shaming

Many people, especially women, spend tremendous amounts of time, effort and money to alter their appearances to
resemble an ideal image.

BEAUTY

2 Types of Beauty:

1. Inner Beauty - refers to the inner qualities of the person

2. External Beauty - physical characteristic of the person

Before the 18th Century, Western philosophical views of beauty treated it as an objective quality.

 St. Augustine - things were beautiful because it gave delight or whether it gave delight because it is beautiful
 Plato - he connected beauty as a response to love and desire
 Aristotle - asserted that chief forms of beauty are order, symmetry, and definiteness

By the 18th Century, beauty was associated with pleasure as a personal preference.

 David Hume - it merely exists in “Beauty is no quality in things themselves” the mind which contemplates them
and each perceives a different beauty.
 Immanuel Kant - the judgement of taste is therefore not judgment or cognition and is consequently not logical
but aesthetical, by which we understand that whose determining ground can be no other than subjective.
 Francis Hutcheson - “the perception of beauty does not depend on the external sense of sight, however the
internal sense of beauty operates as an internal or reflect of sense.”

Reference: Raym Trabajo (2021) retrieved from https://prezi.com/p/0g6uoukfm_pv/uts-physical-self/

SLOGANS

Slogans: Dove – Let’s Change Beauty, Loreal – Beauty for all, Chanel – To be irreplaceable, one must be different, Olay –
Love the skin you’re in, Nivea – Live your beauty, Avon – Understanding what makes you beautiful, Pantene – Strong is
beautiful,…

Retrieved from: https://neuroflash.com/blog/slogans-claims-of-cosmetic-brands/