Understanding The Self - Lecture

UNDERSTANDING THE SELF SECOND YEAR, FIRST SEMESTER
LECTURE TRANSCRIPT ACADEMIC YEAR 2023 - 2024
MODULE 1: INTRODUCTION TO UTS ● We are what we are right now not just because of a
single factor. We are developed by many factors.
OVERVIEW OF SELF/ IDENTITY DIMENSIONALITIES OF SELF
● Some people believe that the Self or Identity can be more
● The Self is one of the most interesting topics that people
accurately depicted using a single factor or aspect. For
talk about every day.
example, we often hear people ask another to describe a
● Every time we mention the ‘I’, we are talking about the
particular person using a number of words. Can we really
self as “actors”. E.g., I will go to school, I hang out with
describe someone using only a few words?
my friends, I like to eat burger.
● Many people tend to provide Physical Description
● We always mention the ‘me’ as the object, e.g., tell me
○ Physical Appearance – Refers to how we
about it, give me something, it makes me feel awesome.
physically present ourselves to other people.
● Our interest about the self is even more evident in the
○ It is just a surface description that we can use to
functional word variations of I and Me that we use in our
describe a person, this dimension of the Self tends
everyday language depending on our purpose (e.g., my,
to be very critical for some practical purposes (e.g.,
mine, myself, etc.).
easy recall, creating impression, making judgment,
● Our consciousness of the existence of the Self has been
etc.)
almost automatic or reflexive.
● Example
ISSUES ON THE UNDERSTANDING THE SELF ○ My best friend
● The most prevalent among issues on the self, are the MULTIDIMENSIONALITY OF THE SELF
issues on:
SOCIAL FACTOR OF THE SELF
NATURE VS. NURTURE ● Refers to the influences of significant people in a
● While some insist that the self is predominantly a product person’s life.
of natural processes to which people are inherently ● This particularly includes the social groups where
predisposed, some argue that the self is largely individual identifies oneself.
influenced and principally constructed by one’s social ● These are strong foundations of one’s being.
environment. ● The characteristics that we acquired from the influences
● While arguments about the predominance of either of the social groups where we interact with during the
nature or nurture are still unresolved, we could settle for growing up years are integrated to form our identity, or
an eclectic standpoint on this issue. We can safely our uniqueness and similarities with others.
assume that our self is BOTH a product of NATURE and ○ Family
NURTURE. ○ Peer Groups
NATURE ○ Organizations
● Biological sciences which explain that our traits are ○ And other significant people in a person’s life (e.g.,
passed on to humanity from one generation to another, teacher, role-model, relatives, etc.)
and these transmitted traits serve as a blueprint of our ENVIRONMENTAL FACTOR OF THE SELF
self and make us predisposed to certain self-expressions ● Broadly includes the physical and communal elements
(e.g., attitude, behavior, tendencies, etc.) present in our everyday surroundings, and is invariably
● Here, the self is being studied structurally and dealt with by individuals in a specific geographic region or
functionally, from the molecular level to the entirety of area.
human physiological systems. ● This is not only about the physical properties of the
○ Genetics for example contributed so much surrounding (i.e., climate and temperature, forms of land,
information about the descriptions of the self. This etc.) but this factor principally includes the larger society
field of biology primarily deals with the study of or community and the expectations and norms operating
heredity (transmission of traits and characteristics in that particular locality or place.
from generation to another) as a process, as well ● For example:
as on the characterizations (similarities and ○ A person who grew up in a city, where
differences) of organisms. competitiveness and resilience are needed in order
NURTURE to survive would tend to adapt into that kind of
● Social Sciences argue though that the self should be environment by consciously strengthening certain
principally viewed as an outcome of various nurturing traits and skills that will manifest competitiveness
factors in the context of one’s social life. (e.g., communicative, intellective, etc.). In the
● Social Sciences have provided a manifold of insights and process, the harnessed characteristics become an
explanations about the self both on the micro and macro integral part of one’s Self or Identity.
level of one’s social life. HEREDITARY FACTOR OF THE SELF
● Different fields of social science stresses how group life ● Heredity is a biological process by which certain traits
(formal and informal) affects individuals’ behavior and and characteristics are passed on from one generation to
attitude, and emphasizes on the impact of various social another.
institutions to the self construal of an individual. ● “Non-negotiable factor”
● If one has the choice whether or not to adopt the
SELF VS. IDENTITY
influence of social groups and to change (improve) one’s
● While some insist that the self is predominantly a product environment, heredity as a factor of one’s being and
of natural processes to which people are inherently identity is relatively fixed and permanent.
predisposed, some argue that the self is largely ○ Physical Attributes (e.g., height, complexion, color
influenced and principally constructed by one’s social of eyes, etc.)
environment. ○ Some Cognitive Traits (e.g., I.Q)
● These are topics that remain popular not only among ○ Some other Personal Characteristics
psychologists (authors of psychology articles) but also to PERSON-VOLITION FACTOR OF THE SELF
other social scientists like sociologists, cultural ● Most controversial factor of self or identity.
anthropologists, economists, among others. ● Refers to the inclination of a person to form and construct
● These terms in various literatures have been loosely a specific identity, which will set him apart or unique
interchanged by many authors. compared with others.
● For many, there is a very thin conceptual and functional ● Such a factor emanates from within the mentality of an
distinction between the two concepts and many people individual, but also brought about by the aggregated
perceive them as synonymous. social-life experiences.
IDENTITY ○ Social scientists (e.g., sociologist) may refer to this
● It is referred to “the qualities, beliefs, etc., that make a type of person as deviant and non-conformist. But
particular person or group different from others... or the being one is not necessarily negative, in fact, some
distinguishing character or personality of an individual”. of the people of this type turned in to trend-setters,
SELF discoverers and inventors.
● It is “the person that someone normally or truly is... or the
THE SCIENCE OF THE SELF
entire person of an individual”.
● Science has been lexically defined as “the intellectual
UNI VS. MULTI
and practical activity encompassing the systematic study
Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 1

of the structure and behavior of the physical and natural ● Psychology has contributed a lot in the study of the self
world through observation and experiment.” as a theoretical construct. In fact, the development of the
● It attempts to explain Self from the perspective of so called Science of Self is significantly rooted from
scientific methods. various psychological theories and principles.
● Scientific approaches to the study of the Self is of ● In many psychological theories (e.g., social and
two-fold: personality psychology), the term self has been used as
○ physical sciences a predicate of several psychological constructs (e.g.,
○ social sciences self-awareness, self-construal, self-esteem, self-efficacy,
● The former focuses on biological factors that make up the self-regulation, etc.).
human body, the underlying growth and maturational ● Such usages of the term indicate not only an acceptance
mechanisms of people, and environmental influences of its existence but also signify its importance in
that contribute to human development, central focus of characterizing human psychological and personal
which is the Self. attributes.
● Social sciences is concerned with institutions, society, SOCIOLOGY
and interpersonal relationships of people living within ● Study of collective behavior of people within society and
society. focuses on social problems encountered by people.
BIOLOGICAL SCIENCE ● It does not see the individual on his own, but rather, how
social institutions and his social relationships within
● Beginning with the tenets of Aristotle and his scientific society create an impact on his thoughts, feelings, and
approach to the study of human experience, to the behaviour.
Natural Selection within the Evolutionary theory of ● It provides tools for understanding human experience
Charles Darwin, human development, individuality, and and how society shapes the person and vice versa.
inevitably the Self, has been defined, analyzed, and ANTHROPOLOGY
explained according to specific mechanisms. ● “Science of human beings; especially the study of human
● The human body has been explained from a number of beings and their ancestors through time and space and in
scientific standpoints. relation to physical character, environmental and social
● From a biological perspective, Genetics has been studied relations, and culture.”
extensively by scientists and doctors on how genes from ● Provides the lens of the developmental advancements
both parents contribute to the characteristics of their society has made and how it has impacted generations
offspring. who existed within that society.
● The study of the human body from a physical perspective POLITICAL SCIENCE
has paved the way for a fuller understanding of the self, ● concerned with participation of individuals in establishing
as consciousness, deemed to be a fundamental core of a government and making political choices
the self, is influenced by inner dynamics and ● It is not about political affiliations but rather, the factors
environments. involved in how one arrives at his political choices and
● New breakthroughs in the understanding of the self have behavior.
resulted in the emergence of new scientific fields of ● In studying self, how an individual participates in
study: government, his ideologies and advocacies, are
○ NEUROPHILOSOPHY significant contributors to his selfhood.
○ PSYCHONEUROIMMUNOLOGY ECONOMICS
NEUROPHILOSOPHY ● “Concerned chiefly with description and analysis of the
● Attributed to Paul and Patricia Churchland. production, distribution,and consumption of goods and
● It is concerned with the association of the brain and the services".
mind; in order to understand the workings of the human ● Nature of goods, how we manufacture them, how we
mind, we must first understand the brain, its functions, share in its consumption, our state of finances and
and wave activity. purchasing power, and its equitable distribution to society
● They further argued that with philosophical notions of free shapes our self through valuation of products and
will, common sense, and conscientiousness, we must be services that society has to offer.
able to explain it in the context of neuroscience as ● Our economic activities have shaped our value system,
advances in this field seemingly converge with how and sense of self.
people think, feel, and behave.
● In the context of the self, our consciousness, worldviews,
beliefs, and other human attributes are distinctly
connected to our brain physiology and functioning.
PSYCHONEUROIMMUNOLOGY
● It draws its assumptions from how our immune systems
function, similar to the shaping of self.
● Our body is made up of nucleotides, and its composition
makes up our DNA.
● In our context if immune system:
○ Our human bodies “reject” foreign matter that can
harm our bodies and build up on the existing
molecules, leading to a healthy bodily system.
○ There are times when foreign matter that enters our
system can be helpful for our bodily maintenance
and thus, becomes a permanent fixture within the
body.
● In the context of the self:
○ Individuals capitalize on their innate attributes and
are likely to reject environmental factors seen to be
harmful to the body and their well-being.
○ We are likely to imbibe external experiences that
are seen to be helpful to us and reject those that we
do not like or those we do not derive pleasure from.
SOCIAL SCIENCES
● It is concerned with human functioning in the context of
society and social institutions.
● Social sciences that contributed to the study if the self:
PSYCHOLOGY
● one of the most popular social sciences, defined as “the
study of human behavior”.
● A number of theoretical perspectives have been
introduced within this field of interest to explain the “self”

MODULE 2: PHILOSOPHICAL PERSPECTIVE OF THE ● Cogito ergo sum: the only thing that one cannot doubt is
SELF the existence of self
● self is a combination of 2 distinct entities
SELF SOCIETY AND CULTURE ○ cogito : thing that thinks
■ If you don't think you, will never understand
● Who are you named after
and the body is useless
○ Our names represent us, who we are
○ extenza : extension of mind
○ Our names signify us
■ Body is useless if we don't use our mind
○ People attach names that are meaningful
● body is nothing else but a machine that is attached to the
● System of naming
mind
○ Different cultures have different system of naming
● Discover our mind and become useful
SOCRATES (470 - 399 BC)
DAVID HUME
● Philosophy - love of wisdom, the study of everything,
● He is an empiricist
asking question about our environment even on
● Empiricism - knowledge can only be possible if it is
ourselves
sensed and experienced
● One of the great contributor about the self, first
○ Believes on things that is real or have been
philosopher that questioned the existence of life, and
witnessed through experiments
philosophy
○ Concrete ideas
● more concerned with the problem of the self first
● self is not an entity over and beyond the physical body
● philosopher who engaged in a systematic questioning
○ It has nothing and does not exist
about the self
● self is a bundle of impressions and ideas
● affirms that ”the unexamined life is not worth living”
● Bearing ways from the other perspectives
○ Unexamined - undiscovered purpose
● worst thing that can happen to a person is “to live but die IMMANUEL KANT
inside” ● describes the apparatus of the mind
○ If we don't know purpose of life, but you are alive ● self is an actively engaged intelligence in man that
physically, and everything you do has no meaning synthesizes all knowledge and experience
PLATO (428 - 348 BC) ○ It is the self that can direct our actions and there is
need to be rational about that
● student of Socrates
○ Basically it is like a think before you click
● Plato has his own philosophies
● Almost the same as rene descartes
● man is dual nature of body and soul
○ He was not the first to have this idea GILBERT RYLE
○ He reworked this and made it popular ● A behaviorist
● Republic - political book about governance and creation ● Behaviorist - study people based on how people behave
of civilizations or react
● Tripartite division of the soul ● behaviors that a person manifests in his day-to-day life
● Soul is the government with 3 components ○ What behavior we do represents us
○ Discussed with the allegory of the chariot ● self is not an entity that once can locate and analyze but
○ Allegory - story, narrative about things being simply the convenient name that people use to refer to all
undertaken behaviors that people make
COMPONENTS OF THE SOUL (REPUBLIC): ○ The need for other people to see us based on our
● rational soul - part of gov that controls, executive control behavior
over other parts
○ chariotter that controls the two horses MERLEAU - PONTY
○ If the chariotter fails to control it will fall apart, ● mind and body are intertwined that they cannot be
should always go to the same direction, doing separated from one another
teamwork ○ Almost same with augustine
● spirited soul - bold, strength and power, pertains to ● all experiences are embodied
military, courageous part of the soul ● living body, thoughts, emotions, and experiences are all
○ Represented as the White horse with his own one
initiative, cannot dominate over the other ○ Infused and intertwined that makes up the self
● appetitive soul - interest are in emphasized of self ○ not only refers to one perspective
serving, businessmen, merchants
○ Represented as the Black horse, things that need
satisfaction like our desires, cannot dominate over
the other
ST. AUGUSTINE (354 - 430 BC)
● infused Socratic view with doctrine of Christianity
○ Adopted view of socrates with christianity
● man is a bifurcated nature
○ There is duality - cannot be separated and cannot
leave without the other
● goal of every human person:
○ attain communion and biss with the Divine by living
his life on earth in value
○ To serve and glorify God in his image and likeness
■ Doing good to other people
ST. THOMAS AQUINAS (1225 - 1274 BC)
● Perspective of the self: not so religious like st. augustine
● man is composed of Matter and Form
● Matter (hyle ) - common stuff that makes up everything
○ The physical or tangible part of self
● Form (morphe) - essence of a substance of a thing
○ Feelings, emotions, knowledge, intelligence
RENE DESCARTES
● Father of Modern Philosophy
○ human person as having a body and a mind
● Meditations of First Philosophy
○ claims that there is so much that we should doubt

MODULE 3A: ANTHROPOLOGICAL AND SOCIOLOGICAL ● kind of family that we are born in, and the resources
PERSPECTIVE available to us will certainly affect us, and the kind of
development that we will have as we go through life
SELF SOCIETY AND CULTURE GENDER AND SELF
● one of the loci of self that is subject to alteration, change,
● Self - body and mind/body and soul
and development
● Rene descartes - body and mind
● Sex - based on morphological body parts, and organs
INTRODUCTION ● Gender - the social concept
● thinkers just settled with the idea that there are two ● partly determines how we see ourselves in the world
components of human person and whatever the EMERGENCE OF SELF AS A PRODUCT OF
relationship, these two have is less important than the ENVIRONMENT
fact that there is a self
NATURE VS NURTURE (BEHAVIORAL GENETICS)
○ Understanding the self is best done with social
● one of the oldest issues in psychology
factors
● debate centers on relative contributions of genetic
○ What we are should be expressed, congruently in
inheritance and environmental factors to human
and out
development
● most important axis of analysis : relationship between
● genetic traits handed down from parents influence the
self and external world
individual differences that make each person unique
SELF
Nature Nurture
CHARACTERISTICS OF SELF
Separate ● distinct from other selves ● influence of inherited ● influence of
● always unique and has its own identity characteristics on environment on
○ Ket twins pa yan magkaiba pa rin yan personality, physical personality, physical
growth, intellectual growth, intellectual
Self-Contained ● self in itself can exist and complete
growth, and social growth, and social
and ● does not require any other self for it to
interactions interactions
Independent exist
● Twin Study (Liam
Moore and Riley De
Consistent ● personality that is enduring Waters)
● can be expected to persist for quite some
time THEORIES OF SOCIALIZATION AND EMERGENCE OF
○ environment and experiences can SOCIAL SELF
change a person CASE OF ISABELLE : EXTREME CASE OF ISOLATION
○ a person that was once good can ● Isabelle was discovered living in a darkened room with
become bad if placed in the wrong her deaf-mute mother as her only contact.
environment ● When Isabelle was discovered she was almost seven
○ Chance to reform - pwede ka pa rin years old and had no sense of language.
magbago ● She had been deprived of learning how to speak
because of her mother being both deaf and mute.
Unitary ● center of all experiences and thoughts ● As a result, when authorities found her they believed that
that run through a certain person she was also deaf and mute like her mother, because
● Everything we do is directed to the self she could only make noises.
● Papasok yung perspective of selfishness ● This was proven wrong when she started to speak after
in a good way for self-preservation receiving intense training.
● When Isabelle was initially tested, at almost seven years
Private ● each person sorts out information, old, her mental age concluded to be at about 19 months
feelings, emotions, and thoughts that old.
processes within the self ● Within two months of being trained, Isabelle was putting
○ Supported by laws and regulations together logical sentences.
● this whole process is never accessible to ● Within a year she was already learning how to read.
anyone but self ● While her IQ score was extremely low when she was
SOCIAL CONSTRUCTIONIST PERSPECTIVE found; at almost nine years old she was completely
● social constructionists argue for a merged view of the caught up with her peers and had a normal IQ.
person and their social context where the boundaries of ● Isabelle's case was far more successful because she
one cannot easily be separated from the boundaries of was discovered before the time of when puberty occurs.
other (Stevens, 1996) Therefore, she still had time in her critical period to make
● Theory of social constructivism - the theory that up for lost learning.
people develop knowledge of the world in a social NATURE VS NURTURE THEORIES
context, and that much of what we perceive as reality
depends on shared assumptions JOHN WATSON : BEHAVIORISM
● self is always in participation with social life and its ● focused on external and outward behaviors of people
identity subjected to influences here and there (not on internal emotional and psychological conditions)
SELF AND CULTURE : MARCEL MAUSS ● Favors nurture
● French anthropologist ● “Give me a dozen healthy infants, well-formed, and my
● every self has 2 faces: own specified world to bring them up in and I’ll guarantee
Personne social concepts of what it means to be who he is to take any one at random and train him to become any
type of specialist I might select—doctor, lawyer, artist,
merchant-chief and, yes, even beggar-man and thief,
Moi person’s sense of who he is body, identity, and regardless of his talents, penchants, tendencies, abilities,
biological giveness vocations, and race of his ancestors.” (1930)
SELF AND DEVELOPMENT OF SOCIAL WORLD IVAN PETROVICH PAVLOV : CLASSICAL CONDITIONING
George Herbert Mead Language Acquisition and ● Russian physiologist
Interaction with Others ● Condition - nakukundition ng isang tao
Lev Vygotsky ● Experiment on dogs
○ He feeds it, and uses a bell to alarm the dog every
LANGUAGE ACQUISITION AND INTERACTION WITH time it's meal time. After that, everytime he hears
OTHERS the sound, he knows that it's meal time
● processing information is normally a form of an internal ● Automatic response
dialogue in our head CLASSICAL CONDITIONING IN HUMANS
SELF IN FAMILIES

● influence of classical conditioning can be seen in ● they are helpless and dependent on others for their
responses such as phobias, disgust, nausea, anger, and needs
sexual arousal ● important for them : consistency in meeting their needs
BURRHUS FREDERIC SKINNER : OPERANT SECOND YEAR: AUTONOMY VS SHAME AND DOUBT (2
CONDITIONING - 3)
● children learn to exercise will, make choices, and control
● American psychologist, behaviorist, author, inventor, themselves / become uncertain and doubt that they can
and social philosopher do things by themselves
OPERANT CONDITIONING ● important events : gaining more control over food
● learning that occurs based on the consequences of choices, toy preferences, and clothing selection
behavior, and can involve learning of new actions ● learning to control one’s bodily function can lead to
● an organism learns from the consequences of its own feeling of control and sense of independence
actions THIRD TO FIFTH YEAR: INITIATIVE VS GUILT (4 - 5)
● Experiment on mouse ● children learn to initiate activities and enjoy their
○ The mouse was placed on a box with buttons, accomplishments (acquiring direction and purpose) / feel
pressing the right button will, yield to a treat and guilty for their attempts and independence
pressing a different one will yield nothing and the ● they begin to plan activities, make up games, and initiate
mouse learns to avoid the buttons that don't give activities with others
treats ● they develop a sense of initiative and feel secure in their
● The Subject has a choice ability to lead others, and make decisions
● There is a choice of what the response will be SIXTH YEAR THROUGH PUBERTY: INDUSTRY VS
INFERIORITY (6 - 12)
● children develop sense of industry and curious, and are
eager to learn / feel inferior and lose interest in the task
before them
● they are at the stage where they will be learning to read
and write, do sums, and make things on their own
● teachers begin to take an important role in the child’s life
as they teach them specific skills
ADOLESCENCE: IDENTITY VS ROLE CONFUSION (12 - 19)
● adolescents come to see themselves as unique and
integrated persons with an ideology / become confused
about what they want in life
● major stage in development where they:
○ learn the roles that they will occupy as an adult
Reinforcement increases behavior
○ re-examine identity and try to find out exactly who
Punishment decreases behavior he / she is
● 2 identities are involved:
Positive presence of a stimulus ○ sexual
○ occupational
Negative absence of a stimulus
EARLY ADULTHOOD: INTIMACY VS ISOLATION (20 - 40)
Escape removes a stimulus ● young people commit themselves to another person /
develop isolation and feel they have no one in the world
Avoidance prevents a stimulus but themselves
● occurring in young adulthood (18 - 40):
○ begin to share themselves more intimately with
others
○ explore relationships leading toward longer term
commitments with someone other than a family
member
MIDDLE AGE: GENERATIVITY VS STAGNATION (40 - 60)
● adults are willing to have and care for children, and to
devote to their work and the common good / become
self-centered and inactive
● middle adulthood (40 - 65)
○ establish careers
○ settle down within a relationship
○ begin own families
○ develop a sense of being a part of the bigger
picture
OLD AGE: INTEGRITY VS DESPAIR (65 - DEATH)
● older people enter a period of reflection
ERIK ERIKSON : PSYCHOSOCIAL DEVELOPMENT
○ becoming assured that their lives have been
meaningful, and ready to face death with
acceptance and dignity / they are in despair for their
unaccomplished goals, failure, and ill-spent lives
● they tend to slow down their productivity, and explore life
as a retired person
PSYCHOSOCIAL DEVELOPMENT
FIRST YEAR: TRUST VS MISTRUST (0 - 2)
● infants learn to trust / mistrust that their needs will be met
by the world (especially by the mother)

MODULE 3B: ANTHROPOLOGICAL AND SOCIOLOGICAL ● added that for a person to “grow”, they need an
PERSPECTIVE environment that provides them with:
SELF AS A COGNITIVE CONSTRUCT

genuineness openness and self-disclosure
COGNITIVE
● relating to / being / involving conscious intellectual activity acceptance being seen with unconditional positive
(thinking, reasoning, remembering) regard
SELF empathy being listened to and understood
● sense of personal identity, and of who we are as
individuals (Jhangiani and Tarry, 2014, 106)
“I” VS “ME”
WILLIAM JAMES
I one that acts and decides
● one of the earliest psychologists to study the self
● conceptualized the self as having 2 aspects:
Me what you think / feel about yourself object
I thinking, acting, and feeling self
Me physical characteristics as well as CONGRUENT VS INCONGRUENT

psychological capabilities that makes who ● Ideal Self - self that we would like to be
you are ● Self Image - the way we see ourselves
● The closer our self-image and ideal-self are to each
EMPIRICAL SELF OR ME other, the more consistent or congruent we are and the
● It is clear that between what a man calls me and what he higher our sense of self-worth. A person is said to be in a
simply calls mine, the line is difficult to draw. We feel and state of incongruence if some of the totality of their
act about certain things that are ours very much as we experience is unacceptable to them and is denied or
feel and act about ourselves. Our fame, our children, the distorted in the self-image.
work of our hands, may be as dear to us as our bodies
are, and arouse the same feelings and the same acts of
reprisal if attacked. And our bodies themselves, are they
simply ours, or are they us?
● Some things are not part of our body but we take it as our
own
○ Example family, car, house
● In its widest possible sense, a man's Self is the sum total
of all that he CAN call his, not only his body and his
psychic powers, but his clothes and his house, his wife
and children, his ancestors and friends, his reputation
“Me” Self “I” Self
Material Self Pure Ego
Social Self IDENTITY AND SELF - CONCEPT
Spiritual Self
Identity composed of one’s personal characteristics,
social roles, and responsibilities, as well as
SELF - ESTEEM affiliations that defines who one is
● subjective measure of a person’s value -- the worth that
one believes one has as an individual Self-Concept what comes to your mind when you are asked
● ratio of an individual’s actual behavior in contrast to their about who you are
pretensions (Elmore, Oyserman, and Smith 2012, 69)
𝑎𝑐𝑡𝑢𝑎𝑙 𝑏𝑒ℎ𝑎𝑣𝑖𝑜𝑟
● 𝑆𝑒𝑙𝑓 𝐸𝑠𝑡𝑒𝑒𝑚 = 𝑝𝑟𝑒𝑡𝑒𝑛𝑠𝑖𝑜𝑛𝑠
SELF, IDENTITY, AND SELF CONCEPT ARE NOT FIXED IN
ABRAHAM MASLOW (1908 - 1970) ONE TIME FRAME.
● studied positive human qualities and the lives of ● For example, when asked who you are, you may say
exemplary people something that was part of your past, something that you
● created Hierarchy of Human Needs (1954) and do in the present, or something that is about your future.
expressed his theory in his book Motivation and SELF - SCHEMA (ACCORDING TO CARL ROGERS)
Personality ● own organized system / collection of knowledge about
SELF - ACTUALIZATION who we are
● represents a concept derived from Humanistic ● changes as you grow and adapt to the changes around
psychological theory and specifically from the theory you
created by him ● not passive and it actively shape and affect how you see,
● represents growth of an individual toward fulfillment of think, and feel about things
the highest needs -- those for meaning in life ○ When someone states your name, your attention is
drawn to him.
○ If you hear your provincial dialect being used by
someone, it catches your attention.
○ If you consider yourself a book-lover, a bookstore
may always entice you every time you go to a mall.
Theories generally see the self and identity as mental
constructs, created and re-created in memory.
Current researches point to the frontal lobe of the
brain as the specific area in the brain associated with
processes concerning the self.
SIGMUND FREUD
● Father of Psychiatry
● Freudian Theory of Personality
○ most far-reaching personality schema in
psychology
CARL ROGERS (1902 - 1987) ● Person’s goal in life: satisfy sexual desires, the intake,
like our emotions
● humanistic psychologist who agreed with the main ‘DAS ICH’ (THE “I”)
assumptions of Abraham Maslow

ego one’s person as subject, who desires, thinks,

feels, acts
self the person one believes, wishes or hopes
oneself to be, as distinct from the actual
object, one’s (or another’s) actual person
character stable syndrome of interrelated traits of

behavior / thought
ID → impulsive and → innate desires
unconscious part of our → pleasure seeking
psyche which responds → aggression
directly and → sexual impulse
immediately to the
instincts
→ works by chaotic
and unreasonable
Totally unconcious
ego → decision-making → mature
component of → adaptive
personality → behavior
→ works by reason
superego → incorporates values → moral
and morals of society → ethical
which are learned from → values
one’s parents and → parental
others
SELF - AWARENESS
● Private Self
○ Lovelife, relationships, passwords, accounts, etc.
● Public Self
○ Accomplishments and talents
● Can be both positive and negative
SELF-AWARENESS SCHEMA
Actual Ideal Ought
basic hopes and safety and
self-concept wishes responsibility
HIGH SELF - ESTEEM vs NARCISSIST

● High self-esteem - ang pogi ko/ang ganda ko teh
● Narcissist - ang pogi ko, sarap mong jowain pre/ ang
ganda ko walang papantay sa akin
High Self-Esteem Narcissist
→ they are happy with → feel superior to other

their abilities people in their abilities
→ feel like worthy → constantly compares

Individuals, independent of between self and others
the characteristics of others
→ wants to connect with → if one person is better, then

others and to help other another is worse
improve
→ excellence is not a
zero-sum game

MODULE 4: PSYCHOLOGICAL PERSPECTIVE Bodily Self → reflexes, feelings, and actions protecting
Seeking the body from physical harm
PSYCHOLOGY
● study of human behavior and mental processes Social Self → friendliness and affections that develop
PSYCHOLOGY OF THE SELF Seeking relationship with others
● focuses on the representation of an individual based on → achievement and influence that protects
his / her experiences (from home, school, friends, etc.) our reputation
SELF AS COGNITIVE CONSTRUCT
COGNITIVE CONSTRUCTION Spiritual Self → intellectual, moral, and spiritual
● cognitive approach focusing on mental processes rather Seeking development that improves a person’s
than the observable behavior sense of self
● the approach will assist individuals in assimilating new → spiritual self is explored when we
information to their existing knowledge, and will enable to engage in self reflection
make the appropriate modification to their existing
intellectual framework to accommodate new information
SUSAN HARTER : I SELF
WILLIAM JAMES : ME SELF AND I SELF
SUSAN HARTER
WILLIAM JAMES (1890) ● elaborated William James’ assumption of I Self
● conceptualized self as integration of everything a person I SELF (ACCORDING TO HARTER)
can call his / her own ● developmental cognitive construct promoting mental
● Consisted of the following: “I” and “me” health and well-being of children and adolescents
STREAM OF CONSCIOUSNESS
PROTECTIVE FACTORS IN THE DEVELOPMENT OF
● duality of self depends on the stream of consciousness
MENTAL HEALTH PROBLEMS
○ mind continues to flow thoughts and internal
reactions to certain events AWARENESS
● Through it the Or the persons Cognitive capacity Of ● contention of self-awareness
external world awareness and Of external world ● being conscious of one’s reality
awareness and self-consciousness for one's internal ● appreciating relationships with people
states become possible ● challenge psychological and physical abilities
● pursue new activities
I Self → person’s cognitive capacity of external world SENSE OF AGENCY (BANDURA)
awareness and self-consciousness for one’s ● individuals demonstrate control over the way they behave
internal states become possible and think
Me → directing our awareness to our own existence ● reflected through:
Self like being conscious and is divided into parts: ○ Self Efficacy
■ conviction of I Self in which one can
1. Constituents of Self successfully accomplish a challenging task/
2. Self Feeling deliver positive outcomes even in difficult
3. Self Seeking and Self Preservation situations developed through:
Performance feeling of high self-efficiency based upon

CONSTITUENTS OF ME SELF Outcomes having prior successful experiences
● Empirical Self : combination of material, social, and Vicarious situation which levels of self-efficiency
spiritual selves Experiences are either increased / reduced as a result
● arranged in hierarchical manner of observing another person / group
Spiritual Self → most intimate part performance
(highest) → active element of consciousness including Verbal increased / decreased feeling of
moral awareness, will, and conscience Persuasion self-efficiency centered around positive /
negative feedback related to task
Social Self → manifest in who we are related to social performance
situations Physiological feeling of positive / negative self-efficiency
→ involves all of the mental images Feedback linked to the signals that one’s body is
constructed by people pertaining to us sending related to performance
○ Mastery Motivation
Material Self → manifest in what we have / anything ■ determination in doing so, and upholding
(lowest) tangible that we value mindset in developing intellectual, social,
→ body is the most cherished among the and moral faculties
material self (referred as “me”, and the resit ○ Intrinsic Motivation
is call as mine) ■ self drive in performing the task
■ engaged in a behavior because it is
SELF FEELING personally rewarding, not for an external
● self-conscious emotions and attitudes (pride, vanity, and world
modesty) that may occur when we become conscious of ■ Extrinsic Motivation
ourselves ● Rewards you get from
SELF SEEKING AND SELF PRESERVATION outside
● Can be lost
● Self seeking: we are after something, parang may ○ Flow
kailangan ka pang gawin or abutin ■ self extreme concentration on performing
○ Example: na-achive muna lahat ng gusto mo sa intrinsically rewarding activities,
buhay kaso parang may kulang pa rin characterized by positive emotion and
● Self Preservation : protection of oneself from harm / awareness
death especially regarded as a basic instinct in human SENSE OF SELF-CONTINUITY
beings and animals ● 5 to 6 y.o. : child’s understanding is that the self is
○ Needs of your body be constant even if physical appearance may change
● once we experience self feelings, we are more likely to ● also serves as protective factors in the development of
perform self-seeking behaviors to improve and preserve mental health problems (low self-esteem, depression,
the state of our material, social, and spiritual self (aka suicidal ideation, and disorganized self concept)
empirical self) SELF COHERENCE
● future oriented actions aiming to preserve and develop ● process in figuring out how different attributes could
empirical self coincide within an individual

● person’s acceptance and flexibility about his / her diverse

psychological well-being Actual Self → the person that one is in everyday life
SOCIAL COMPARISON → often despised because it fails to fulfill the
● way to evaluate and further develop our performance in requirements of idealized image (ideal self)
social situations through comparing ourselves to other → qualities that a person believes he / she
people actually possess
● comparison is an act of violence against the self
Real Self → revealed only as a person that begins to
Downward S.C. failure of other people causes positive shed various techniques developed to deal
Contrastive Effect feelings about self with basic anxiety, and to find ways resolving
(I am way more better than him.) conflicts
→ a force that impels growth and self
Upward S.C. success of other people causes realization
Contrastive Effect negative feelings e.g. anger and envy → displays originality; very original and
(I feel so inferior to him.) concrete
Downward S.C. failure of other people causes negative

Assimilative disposition e.g. dejection and threat to CARL ROGERS
Effect share some outcomes (I may end up ● developed Person Centered Theory
failing just like him.) ● established a concept of self involving real self (self
concept) and ideal self
Upward S.C. success of other people causes positive
Assimilative disposition e.g. being happy and Real Self → includes all those aspects of one’s being
Effect inspired to do better (I will become and experiences that are perceived in
better like him.) awareness by the individual
SELF ACTIVATION → part of ourselves where we feel, think, look,
● cognitive stimulation of mindsets and information and act involving our self image
processing styles that are used to evaluate the self
Ideal Self → idealized image that we have developed
during social comparisons
over time (goals and ambitions ; dynamic)
SELF CONSTRUCT
→ this is what our parents have taught us
● mindsets that one uses in organizing social information
considering what we have admire in others,
that is eventually used for evaluating the self
what our society promotes, and what we think
○ Self - Concept
are in our best interest
○ Self - Esteem
○ Self Knowledge
○ Social Self MULTIPLE VS UNIFIED SELVES
GLOBAL VS DIFFERENTIATED MODELS MULTIPLE SELVES (KENNETH GERGEN)
● capacities that we carry within us from multiple relations
SELF - ESTEEM ● these are not discovered but created in our relationships
● person’s overall self evaluation / sense of worth with other people
GLOBAL SELF ESTEEM / TRAIT SELF ESTEEM UNIFIED SELVES
● personality variable that represents the way people ● understood that a person is essentially connected with
generally feel about themselves selfhood and identity
● decision that people make about their self worth ● ego is the most important part of mind
○ makes a person organized and coherent
Physical physical appearance and physical ability
Self - Esteem TRUE VS FALSE SELVES
DONALD W. WINNICOTT
Social work performance and performance in
Self - Esteem other task ● distinguished true self from false self in human
personality
Performance relationship with family members /
True Self False Self
Self -Esteem significant others
STATE SELF ESTEEM / FEELINGS OF SELF WORTH → based on a sense of → a necessary defensive
● refers to temporary feelings / momentary emotional being experiencing body organization, survival kit,
reactions to positive and negative events where we feel → has a sense of integrity, and a caretaker self
good / bad about ourselves during these situations connected to wholeness that → the means which a
DOMAIN SPECIFIC SELF ESTEEM / SELF EVALUATIONS harsh to the early stage threatened person has
● refers on the focus on how people evaluate their values, managed to survive
abilities, and attributes The you → used when the person
● making distinctions / differentiations on how good / bad has to comply with external
people are in bad specific physical attributes, abilities, rules (being polite / following
and personal characteristics social codes)
REAL AND IDEAL SELF CONCEPTS
The ego
● to want who you actually are is good for your well-being
● this perspective asserts the overall dignity and worth of
human being, and their capacity for self-realization
Healthy False Self Unhealthy False Self
KAREN HORNEY
● feminine psychologist → functional, can be → feeling of forced
● established that a person has an ideal self, actual self, compliant but without the compliance rather than loving
and real self feeling that is has betrayed the adaptation
● believed that everyone experiences basic anxiety through true self
which we experience conflict, and strive to cope and
employ tension reductions
Ideal Self → imaginary picture of self as the possessor HEINZ KOHUT
of unlimited power and superlative qualities is ● false selves can lead towards narcissistic personality
developed which identifies with external factors at the cost of one’s
→ goals and ambitions in life own autonomous creativity
→ dynamic (changing forever) ● self states
○ includes one’s sense of worth and well-being are
met in relationship with others

NARCISSISM
● personality trait characterized by overly high:
○ self esteem
○ self admiration
○ self centeredness
NARCISSISTS
● can be perceived as charming at first, but often alienate
others in the long run
● can also make bad romantic partners as they often
behave selfishly, and are always ready to look for
someone else who they think will be a better mate
● more likely to be unfaithful than non-narcissists
● tend to agree with the following statements:
○ I know that I am good because everybody keeps
telling me so
○ I can usually talk my way out of anything
○ I like to be the center of attention
○ I have a natural talent for influencing people

MODULE 5: WESTERN AND EASTERN CONCEPT Independence -develop early independence

-express yourself
INDIVIDUALISTIC VS. COLLABORATIVE -Responsible for self
-Live on one’s own
Individualistic ● I am special
(West) ● I am unique -One’s own goals take priority
● I am me -Motivated by own preferences,
● I am an individual needs, rights
● I am who I am -Tasks more important than relationships
● I am a rational agent Cognitive skills independent of social
● I am responsible for my own actions skills
Interdependence -Learn to depend on others
Collaborative ● I am part of my family -Read nonverbal cues
(East) ● I am part of my community -Listen to authority
● I am part of my country -Be responsible for others
● The goodness of the whole is more -Personal goals secondary to goals of
important than the individual the group
● My actions directly impact my family -Motivated by the norms of, and duties
and my community imposed by, the group
WEST BRIAN, EAST BRIAN -Relationships more important than
tasks
● How deeply culture – the language we speak, the values -Social and cognitive skills integrated
we absorb – shapes the brain
● Cultural neuroscience: culture reflects on different
regions of the brain HOW A CHILD IS TAKEN CARE OF?
● Psychologist Nalini Ambady (2009) showed drawings of INDIVIDUALISTIC VS. COLLABORATIVE
people in a:
○ Submissive pose (head down, shoulders hunched)
○ Dominant one (arms crossed, face forward)
● To Japanese and Americans.
● The brain’s dopamine-fueled reward circuit became most
active at the sight of the stance.
○ Japanese response to submissive poses while
Americans response to dominant poses.
THE AMERICANS AND THE ASIANS
The Americans The Asians
showed more activity in -showed more activity in areas
regions that recognize that process figure- ground HOW A SENIOR LIFE LOOKS LIKE?
objects. relations – holistic context. INDIVIDUALISTIC VS. COLLABORATIVE
WHAT IS THE MEANING OF FAMILY?

INDIVIDUALISTIC VS. COLLABORATIVE
Low Power Distance High Power Distance

-People must earn -Parents teach children to obey
What Is The Meaning Of Family respect -Children respect parents and
● Case Study: Cho -Collaborative classrooms those in authority
Lifestyle -Teachers facilitate -Teachers take initiative
learning in class
-People direct themselves -Teachers are to wisdom
-Students respect teachers
-People expect direction
Relationship
Westby (2009)

the development of the paragraph may be said to be

turning and turning in a widening gyre. “
○ The circles or gyres turn around the subject and
show it from a variety of Tangential views, but the
subject is never looked at directly.
● Things are developed in terms of what they are not,
rather than in terms of what they are.
○ Again, such a development in a modern English
paragraph would strike the English reader as
awkward and unnecessarily indirect.
DIFFERENCE BETWEEN WEST AND EAST
● Problem solving
● Forms of discourse
CHINESE CULTURE
As the saying goes....
俗話說:人往高處走;可俗話又說:爬得高,摔得重!
As the saying goes, men go upward; on the hard, it says: the

● Thought process higher your climb up, the harder you fall.
俗話說:金錢不是萬能的;可俗話又說:有錢能使鬼推磨!
Money is not everything, however, money rules all.
俗話說:青出於藍而勝於藍;可俗話又說:薑還是老的辣!
Blue comes from the indigo plant but is bluer than the plant
itself – the pupils exceed the master; however, Old gingers are
spicy- the master is still the master.
俗話說:人人為我,我為人人;可俗話又說:人不為己, 天誅地滅!
Everyone works for me; I work for everyone, however, every

man is for himself.
DEFINITIONS OF EDUCATION
WEST Latin) which comes from a verb “educere” which

means to lead, draw, and bring out the horizontal
“drawing out” of wisdom into vision.
EAST ● Teaching (教)

● Nurturing (養)
EDUCATION
WEST EAST
EAST ASIAN RHETORIC
● Hinds further developed kaplan’s contrastive rhetoric -US pays great attention -Taiwan’s education pays more
theory by suggesting that East Asian Rhetoric (especially to train students’ practice attention to the instilling and
Japanese) is inductive, as opposed to the linear, ability to utilize the accumulation of knowledge,
deductive pattern in English writing knowledge, cultivating the cultivating the students’ respect
● Often characterized by indirect style that is suggestive students’ question to the to the knowledge and authority
rather than empathic; more a reader- responsible style knowledge and authority and building the ability to inherit
than a writer-responsible style and building the ability to the knowledge system
extend the knowledge The acceptance to
Chinese “moving from the surface to the core” (Leki
system. The dynamic knowledge
rhetoric: 96); lets the reader make connections to the
changes to knowledge > Structured
main idea without divulging it directly
> Unstructured >Consistence
>Freedom
Japanese “specific to general pattern...relating the text
rhetoric: information to the writer’s own experience”
(Leki 98); text should be aesthetically pleasing SOCIAL RELATIONSHIPS
WEST informal, egalitarian
CULTURAL THOUGHT PATTERNS IN INTER-CULTURAL -People most comfortable with their social equals;
EDUCATION importance of social rankings minimized.
Robert B. Kaplan (University of Southern California) EAST Formal, hierarchichal
● “Some oriental writing, .... Is marked by what may be
called an approach by indirection. In this kind of writing,

-People most comfortable in the presence of a

hierarchy in which they know their position and
the customs/rules for behavior in the situation
TEACHERS
WEST EAST
-American teachers were -Chinese teachers had stronger

more knowledgeable knowledge of the subject
about general educational matter and building the solid
theories and classroom foundation.
skills. -Spend more time with their
-Evokes creative thinking students.
-Encourage students to -Persistence
challenge the knowledge -Authority Figure
-Teaching atmosphere
likely and vivid.
STUDENTS
WEST -Independence
-Curiosity
-Free thinking
EAST -Discipline
-Obey
-Good observers
-Patient
-Respectful
-Afraid of making
-mistakes

MODULE 7A: THE PHYSICAL SELF GENDER DIFFERENCE

● beauty in the female is associated more with childlike
THE PHYSICAL SELF: THE BIOLOGICAL BLUEPRINT qualities than male beauty is
● Mature looks on males are associated with stability, etc.
BIOLOGICAL BLUEPRINT
● traits we inherit from our parents CULTURAL STANDARDS OF BEAUTY
GENETIC INFORMATION ● Are people’s perception of what is beautiful or handsome
● Determines the extent of our physical features. similar across cultures
● Not the only factor that influences our physical self. ● People from a wide range of cultures agree on what is
ENVIRONMENTAL INFLUENCES physically attractive in the human face
● Influences that we were exposed to as we grew up. ● Symmetry
● Shape our physical self, including those from our social ○ where the placement and size of the features on
networks, societal expectations, and cultural practices. one side of the face match those on the other
FAMILY CRITICAL THINKING QUESTIONS
● Our first social group, basic unit of society ● After puberty, what were the major changes you
● Forms a crucial foundation of our development, encountered?
including that of our physical self ● Focusing on the physical changes, which ones were the
● Aside from factors of heredity, they are also primarily most difficult to deal with?
responsible for how we take care of our bodies.
● Nutrition and sustenance THEORY OF DEVELOPMENTAL TASKS (R. HAVIGHURST)
○ Initially established by what was cooked in the ● Achieve emotional independence
home ● Prepare for career and/or marriage
LARGE SOCIAL GROUPS ● Accept body image
● While we age, we must become independent for our
● Exposed to new practices and standards relationships and accept who we are
● We become more conscious of our physical appearance AFTER PUBERTY
as time goes on. ● Your body has gone through a lot of changes.
● We begin to take note of our height, weight, facial 12– 13-YEAR OLD BOYS WHO HAVE REACHED PUBERTY
features, and other physical characteristics, in ● report positive moods more often than their prepubertal
comparison to our peers. male classmates
● We start being conscious of our appearances, especially ● they tend to be more satisfied with their weight and their
during the period of adolescence. overall appearance than later-maturing boys
● We begin engaging in acts that would make us attractive ○ a reflection of the importance of strength and
and acceptable to others. physical prowess for males in our society
● Body type EARLY-MATURING BOYS
○ one aspect of beauty ● also tend to have less self-control and emotional stability
○ Establishing standards based on culture, than later maturing boys
○ Proper body to be maintained by a person ● They are more likely to smoke, drink, use drugs, and get
● Contemporary media into trouble with the law.
○ portrayed thin bodies as the ideal body type for EARLY MATURING GIRLS
women and muscular bodies for men ● Compared with later maturers, they experience more
● Adolescents indulge in activities that would enable them depression and anxiety, have lower self-esteem, and are
to achieve these ideal body types. For some: generally less satisfied with their weight and appearance.
○ Having a healthy lifestyle ● They are more conscious
○ eating the right food
THE PHYSICAL SELF: ACHIEVING PHYSICAL
○ Engaging in exercise are the steps in achieving the
ideal body. WELL-BEING
● It is only shallow people who do not judge by ● There is nothing wrong with enhancing our physical self.
appearances (Oscar Wilde, The Picture of Dorian Gray, ● What is problematic is when we focus too much on
1891) physical beauty and disregard everything else.
○ You will make a summary on here ● How do we take care of ourselves and our body?
INTRODUCTION TIPS
● Healthy eating
● People are so conscious of their physical features. ○ We need to have the right combination of food to
● Some people become content with who they are and how ensure our health and sustenance. Having the right
they look, most people are busy making themselves diet will result in healthy skin, ideal weight, and
prettier, sexier, more handsome and therefore, more better stamina.
acceptable. ● Embracing a healthy lifestyle
● Relationships ○ Avoiding drinking, smoking, and other unhealthy
○ built or destroyed because of transformation of habits would reduce the risk of illness and diseases
one’s physical characteristics. and make your immune system stronger.
● Some people are willing to exert much effort and financial ○ Physical activities such as walking, running, going
resources just to improve their bodies. to the gym, and sports would also contribute to a
● Beauty healthier body.
○ Sometimes correlated to physical attractiveness. ● Having the right hygiene
WHAT IS ATTRACTIVE? ○ Taking care of our body by maintaining a hygiene
● We share a set of criteria for defining beauty. regimen can also help in making us feel good about
● High attractiveness ratings – associated with (Michael ourselves.
Cunningham, 1986): ● Confidence in ourselves is our best make-up
Females Males ○ Being secure in ourselves, embracing a positive
outlook toward various situations and problems,
large eyes large eyes
and loving and accepting who we are will surely
small nose large chin
result in an optimal physical well-being.
small chin prominent cheekbones
prominent cheekbones big smile
narrow cheeks
high eyebrows
large pupils
big smile
OVERLAP
● large eyes
BABYFACE FEATURES
● are thought to be attractive because they elicit feelings of
warmth and nurturance in perceivers

MODULE 7B: PHYSICAL SELF – UNPACKING THE SELF ● It’s not surprising that how society perceives us affects us
on many levels.
THE BIOLOGICAL BLUEPRINT IT’S PARTLY HOW SOCIETY PERCEIVES OUR BODIES
THAT IS OF CONCERN
● A crucial aspect of the self is one’s physical features
● we’re talking body image. So what does that involve?
including the face, bodily structure, height and weight.
● However, people should also consider their physical BODY IMAGE IS BOTH INTERNAL (PERSONAL) AND
competencies, valuation of physical worth, and EXTERNAL (SOCIETY)
perception of beauty. THIS INCLUDES:
● Physical self ● How we perceive our bodies visually
○ not only limited to what can be seen by the naked ● How we feel about our physical appearance
eye ● How we think and talk to ourselves about our bodies
○ underneath the skin is a dynamic system of ● Our sense of how other people view our bodies
biological and chemical processes that contribute to ● How we look has possibly never held as much societal
one’s physical features importance or reflected so significantly on our perceived
● Body structure, weight, height, skin color, hair color, and self worth.
other physical characteristics do not just develop at
random. NEGATIVE BODY IMAGE
○ These are triggered by genetic transformations ● Media - has increasingly become a platform that
and biological development through heredity. reinforces cultural beliefs and projects strong views on
HEREDITY how we should look
● Defined as the transmission of traits from parents to ● The more we look at perfect images of others and then
offspring look to find those same idealized characteristics in
● Traits ourselves and don’t find them, the worse we feel about
○ made up of specific information embedded within ourselves.
one’s gene ● It's a cycle that breeds discontent
○ the basic unit of heredity ○ Anomy - define
GENOTYPE ● Negative body image - with such strong societal
● refers to specific information embedded within one’s scrutiny it’s easy to see how the focus on how we look
genes can slide into the dark side
● not all genotypes translate to an observed physical BODY CONTROL BEHAVIORS
characteristic
● It can be determined by blood testing. ● The greater our discontent with how we measure up
PHENOTYPE when compared to the societal or media supported
● The physical expression of a particular trait. norms, the more negative our body image, and the
● It can be directly observed. greater the risk for extreme weight or body control
EACH INDIVIDUAL CARRIES 23 PAIRS OF behaviors occurs. We’re talking:
CHROMOSOMES. ○ Extreme dieting
● The 23rd pair is the sex chromosome, which determines ○ Extreme exercise compulsion
the sex of an individual. ○ Eating disorders
MATURATION ○ Extreme or unnecessary plastic surgery
● Known as the completion of growth of a genetic character ○ Using steroids for muscle building
within an organism. WHO’S TO BLAME FOR OUR BODY PERCEPTIONS, BE IT
● It enables man to walk, run and talk which are evident in GOOD OR BAD?
the adolescent stage.
● Society - gives us a number of reference points that
JARE IJALANA
shape our perceptions whether positive or negative.
● Nigerian tot dubbed ‘most beautiful girl in the world’
● When it comes to our bodies there are a number of
BEAUTY BY NUMBERS sources that affect us more than others.
● Our attraction to another person’s body increases if that TODAY’S EMBEDDED IDEALS- THE PHYSICAL
body is symmetrical and in proportion
● Life today sees image upon image of fashionably clad
● If a face is in proportion, we are more likely to notice it
women, perfect skin, tiny waists, ample breasts,
and find it beautiful.
fashionably protruding behinds (of Kardashian and
● We perceive proportional bodies to be more healthy
Beyonce fame) all with a weight of no greater than 59 kg
● Leonardo da vinci - vitruvian man, perfect
● They are unrealistic images of beauty, genetically
representation of the human body
impossible for many of us to emulate.
KEY POINTS ○ The same thing applies to the 6- pack or ripped abs
● The self as impacted by the body shoved in the face of men via famous sportsmen
● The impact of culture on body image and self esteem and male fitness models, which for many is
● The importance of beauty impossible to achieve without illegal steroids.
● Self-image ● Yet we are told that these unattainable bodies are
○ happens when your looks doesn't match your normal, desirable, and achievable.
beauty standards ○ When we don’t measure up we develop a strong
○ For example if you believed that attractive people sense of dissatisfaction and the way that manifests
are slim ones and if you were not slim (but not can be ugly.
obese) then you might believe that you are PREJUDICE - SIZE
unattractive even though others might believe that
● Intolerance of body diversity has a lot to do with prejudice
you are attractive.
of size and shape in our culture.
● The problem here is with your own beauty standards and
○ Being thin, toned and muscular has become
not with your looks.
associated with the hard-working, successful,
○ Your false beliefs about physical attractiveness -
popular, beautiful, strong, and the disciplined.
must be fixed in order to like your looks.
○ Being fat is associated with the lazy, ugly, weak,
BODY IMAGE, SELF-ESTEEM, AND THE INFLUENCE OF and lacking in will-power.
SOCIETY ● With this prejudice, fat isn’t a description like tall or
SOCIETY SHAPES US IN MANY WAYS redhead.
● From our interactions, to our personal development ○ It’s an indication of moral character and we are
through to others’ perception of our bodies as a reflection conditioned to think that fat is bad.
of self worth. THE MEDIA
WE ARE SOCIAL BEINGS
● The images of perfection we see in print, film and
● Genetically, we rely on one another for the survival of
television project an unrealistic version of reality that we
humanity.
are continually told is attainable.
● That primal connection makes our interactions
physiologically and psychologically important.

○ If we work out, eat less and lather our bodies in ● Each of us will have a positive body image when we have
transformative, firming and tightening creams. a realistic perception of our bodies, when we enjoy,
● Media accept and celebrate how we are and let go of negative
○ A powerful tool that reinforces cultural beliefs and societal or media perpetuated conditioning.
values, and while it may not be fully responsible for MEDIA AND SOCIETY
determining the standards for physical ● in general, are not all bad
attractiveness. ● As with most things, with the bad comes the potential for
○ It makes escaping the barrage of images and good and increasingly, people the world over are waking
attitudes almost impossible. up to the negativity and conditioning that we are
THOSE CLOSEST TO US- FAMILY AND FRIENDS bombarded with daily.
● We learn from other people, particularly those closest to
us about the things that are considered important.
● Friendships
○ 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.”
● 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.
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.
○ 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 about 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

MODULE 8A: SEXUAL SELF: AN OVERVIEW ○ Women - perceived to be submissive and demure.
Cares for the family
THE BIOLOGY OF SEX ● Gender and biological sex are not always the same
○ A person may have been born a man but assume
ONE’S SEXUALITY womanly traits while a woman may behave like a
● dependent on his physical features and genitals man.
● most of the time, it is generally same with gender ● Sexual Orientation
orientation ○ Manifests itself in their relationships.
○ Heterosexual- when a guy who is attracted to girls.
BIOLOGICAL SEX AND GENDER ORIENTATION ARE TWO
■ Opposite attracts opposite
DIFFERENT THINGS:
○ Homosexual – when someone who is attracted to
BIOLOGICAL SEX the same sex.
● It is one’s assignment upon birth and is dependent on the ○ Bisexual - attracted to both sexes
physical features the person has. ○ Asexual - not attracted to any sexes
GENDER
SEXUAL IDENTITY & GENDER ORIENTATION
● It is an identity that is learned and embraced by the
individual. ● underlie our concept of self
● It goes beyond biological domains and is both a personal ● Sexual Identity
and social construct. ○ expressed through individuality
● As a social construct, gender is known to be the ○ our beliefs and behavioral lifestyle are based on our
socially created roles, personality traits, attitudes, own perception of sexuality
behaviors and values attributed for men and women. ● Deemed to be social constructs
● This also includes the relative power and influence of ○ it is important to highlight our self-expression and
each, indicating that gender is relational and refers not moreover, become responsible in doing so
simply to women or men but to the relationship between ○ This will also translate to our beliefs about sex,
them. gender, and behavior.
● It is anchored on societal beliefs and norms. ● our behavior in various situations would entail
consequences
ADOLESCENCE
○ we need to realize what are the effects of such
● Secondary sex characteristics are manifested actions and how can we regulate our own behavior,
WHEN PHYSIOLOGICAL CHANGES ARE TRIGGERED including our sexual behaviour
WITHIN AN INDIVIDUAL’S REPRODUCTIVE SYSTEM, AN
THE CONSEQUENCES OF SEXUAL CHOICE
ADOLESCENT:
● is likely to experience sexual urges SEXUAL INTERCOURSE
● become more sensitive to sexual stimuli ● also known as copulation
● feel sexual arousal ● reproductive act wherein the male organ (penis) enters
○ Responses: the female’s reproductive tract (vagina)
■ Men – erection TEENAGE COUPLES WHO ENGAGE IN SEXUAL
■ Women- vaginal lubrication (wetness) INTERCOURSE
IF SEXUAL AROUSAL IS SATISFIED THROUGH SEXUAL ● usually overwhelmed by the sensations they feel during
INTERCOURSE the act.
● Men – ejaculation ● most teenagers who have sex with their partners often
● Women - orgasm rationalize the act by claiming they “love each other” and
REFRACTORY PERIOD are “ready to be committed to each other”
● period of rest after ejaculation HOWEVER, IF THE WOMAN IS FERTILE DURING THE TIME
● Men – period is likely to be longer OF INTERCOURSE
● Women - can achieve multiple orgasms due to a shorter ● pregnancy - likely to occur and will last approximately
refractory period after intercourse nine months before the birth of the child
THESE BODILY SENSATIONS: ● Having a child
● normal and typical in any sexual activity ○ entails a big responsibility
● hormones produced within the body trigger these ○ should not merely be a consequence of an
physiological responses impulsive moment
● part of the sexual response cycle EARLY PREGNANCY
○ which includes four phases:
ITS PHYSICAL RISKS THAT MAY IMPACT ON AN
■ Excitement
ADOLESCENT’S DEVELOPMENT:
■ Plateau
● risk of miscarriage
■ Orgasm
● emotional stress
■ Resolution
● health risks to both mother and infant
COMPLETING THE SEXUAL RESPONSE CYCLE
IT MAY ALSO RESULT TO
● Leads to satisfaction
● dropping out of school
WHEN ADOLESCENTS FEEL SEXUAL URGES
● alienation
● likely to engage in sexual activities that would satisfy
● other similar disruptions
those urges.
PREGNANCY DOES NOT ONLY AFFECT FEMALES
● the kind of sexual activities they engage in may vary
● Males are also burdened by the responsibility of caring
COMMON OCCURRENCES DURING ADOLESCENCE
for a new child, his partner, and may also face the same
STAGE
problems as his partner.
● watching and reading pornographic materials
● engaging in kissing and petting SEXUALLY-TRANSMITTED DISEASES
● performing masturbation ● passed on by means of exchange of body fluids or
○ act of stimulating one’s genitals for sexual pleasure genital contact, previously STIs
○ better alternative to sexual intercourse, which may ● most of them can be treated and cured
result to pregnancy and getting sexually-transmitted ● may also have long-term consequences to one’s health
diseases ● Common Diseases:
HEALTH BENEFITS OF MASTURBATION AS CITED BY ○ Syphilis
MEDICAL PROFESSIONALS: ○ Gonorrhea
● stress relief ○ Chlamydia
● better sleep ○ Genital warts
● improve self-esteem ● Symptoms:
● enhance body image ○ burning sensation during urination
GENDER ROLES ○ warts and sores in the genital and mouth area
○ pus
● societal expectations of how men and women should act
○ abnormal and smelly discharge
○ Men - assumed to be strong and dominant.
○ genital irritation
Providers

○ painful bowel movements

● Treatment:
○ Medications
○ Surgery – for some case
● There are cases when these diseases may affect one’s
reproductive functions and worse, may result to death.
HUMAN IMMUNODEFICIENCY VIRUS (HIV)
● most alarming sexually-transmitted disease
● a virus that can be transmitted by anal, oral, or vaginal
sex with an infected person
● Can also be transmitted through:
○ breast milk,
○ during childbirth
○ coming into contact with the blood of an HIV
positive person
● AIDS
○ caused by untreated HIV
○ compromises the immune system and puts the
person at risk of illness and death
● Early stage
○ No symptoms
● Once the illness has progressed - the first symptoms may
include:
○ Fever
○ Rashes
○ Sores
● Final stage- a person with AIDS may suffer from a variety
of illnesses:
○ Pneumonia
○ Cancer
● At the moment, there remains no cure for HIV and AIDS.
HOW DOES ONE ACQUIRE STD?
● It is prevalent among individuals who engage in
unprotected sex with multiple partners.
● Irresponsible sexual behavior
○ often results in dire consequences that have
significant impact on people’s lives and futures
● May also ruin relationships, create a negative stigma
against people with STD, and disrupt school and
employment.
● It is important that an adolescent should make
responsible decisions with regard to their sexuality and
sexual behavior.
RESPONSIBLE SEXUAL BEHAVIORS
RESPECT FOR ONE’S BODY
● This would mean taking care of one’s body and avoiding
activities that undermine one’s worth and respect.
MATURITY IN THOUGHTS AND DEEDS
● This would refer to being objective, rational, and calm,
instead of being swept by one’s emotions.
BEING GUIDED BY ONE’S PERSONAL BELIEFS AND
CORE VALUES
● An adolescent should always be grounded by his
personal principles and self-worth.
BEING FUTURE-ORIENTED
● Instead of focusing on the present, always weigh your
actions now with possible consequences in the future.
● Sexual pleasure might be overwhelming at the moment
but always focus on what it will entail in the future

MODULE 8B: SEXUAL SELF: BIOLOGY CONSTRUCTS ● Biological attributes - determine one’s function, role,
THE SEXES behavior and preferences in society
● Male
MALE VS. FEMALE ○ Refers to those who have biological attributes
such as testes or sexual organ capable of
producing sperm.
○ Biological attributes require men act in a
masculine way.
● Female
○ Refers to those who have ovary or sexual organ
capable of producing eggs.
○ Biological attributes require women to behave in
a feminine way.
HERMAPHRODITE
● one who has both sexual organs in his body but only
one of these two organs is active and is capable of
producing the necessary sperm or egg for reproduction
GENDER
● is how one is asked to behave and act according to his
sexuality
SEXUALITY: CONCEPT, THEORIES & VIEWS
SEX
● refers to biological traits
● categories of which are male and female
● The labels male, female or intersex, given to someone
at birth based on their body parts.
GENDER
● refers to social identities and expectations which are
socially constructed often in relation to real or assumed
sex characteristics
● Gender Expression
○ The way a person communicates their gender
identity to others by the way they dress, act or
refer to themselves.
● Gender Identity
○ A person’s internal sense of being a man or a
woman or anything in between.
ORIENTATION/ATTRACTION
● A term to describe sexual and/or romantic attractions to
Males Females
others.
Men have more The average lung capacity of
● Heterosexual, bisexual, pansexual
aggressiveness, a trait women is 30% smaller than
considered favorable in that of men. SEXUALITY ORIENTATION
combat, than women do. ● It represents one’s distinct sense of a natural preference
On average, men are 5 inches Women have 20% fewer red and consistent attraction to sexual and romantic
taller than women. blood cells than men which partners of a particular sex in the presence of clear
means that less oxygen can alternatives.
go to muscles. ● It is viewed as a continuum with heterosexuality at one
Longer legs and a more The center of gravity is lower end, homosexuality at the other end and bisexuality in
pronounced femur-pelvis allow in women than in men, so the middle.
men to run faster than women. women experience resistant ● Kinsey’s 0 – 6 scale
in movement of the lower ○ Ratings of 2, 3, and 4 were identified as bisexual.
body ● Has 3 distinct components:
○ Affective –feelings of attraction, desire, love
○ Behavioral
GENDER AND SEXUALITY
○ Self-Identity
● Female sexuality is often more complex than male
sexuality
○ it is not uncommon for lesbian and bisexual
women to change their self-identity
○ women’s sexual orientation has been described as
more “fluid” than men’s
ORIGINS OF SEXUAL ORIENTATION
● Neither heterosexuality nor homosexuality nor
bisexuality has a single cause.
● Heterosexuality
○ is the “norm” because the vast majority of people
are heterosexual
○ Other orientations are a normal part of human
diversity.
● Biological, psychological and socio-cultural
MAN influences interact to produce a person’s adult sexual
● A being who exists with the other human being in the orientation.
world through his body. ● Homosexuals and bisexuals
BODY AS FLESH ○ generally have a gender identity consistent with
● not only determined by its function their anatomical sex, just as is the case with
● it is composed of symbols created by the society such heterosexuals
as sexuality ● Whether or not a person conforms to gender
SEXUALITY stereotypes does not accurately predict their sexual
● pertains to all man’s biological attributes and differences orientation.
as male or female ○ Homosexual men are attracted to men
■ not just “feminine” men

■ They may be quite “masculine.”

○ The stereotype of the “butch” lesbian does not
apply to all or even most lesbian women.
● Bisexuality
○ adult sexual orientation toward both men and
women
○ behavior may focus on one sex more than the
other but attractions persist
○ Bisexuality > homosexuality is the most common
○ Researchers as well as the gay/lesbian/ bisexual
community now agree that bisexuality is a
legitimate classification of sexual orientation,
distinct from both heterosexuality and
homosexuality.
● Sexual self-identity
○ can change throughout adolescence and
adulthood as part of the continuing development of
the self
THE SEXUALITY MATRIX
Four intertwining strands of sexuality with no clear
boundaries:
● Sexual desire or attraction
○ To whom (or in some cases what) someone is
attracted (physically and emotionally)
● Sexual activity or behavior
○ What a person does or likes to do sexually
(intercourse, masturbation, oral sex, sexual
fetishes)
● Sexual identity
○ How someone describes their sense of self as a
sexual being (e.g. heterosexual, bisexual, lesbian,
gay, homosexual)
● Sexual experience
○ Observations of others’ sexualities
○ Education or training related to sexuality
○ Experiences that may not have been consensual
● No clear boundaries

MODULE 8C: SEXUAL SELF: DATING ● Finding this consensus supports, or validates, their own
way of looking at the world
DEVELOPMENTAL PATTERNS IN DATING PEOPLE OF ALL AGES TEND TO HAVE ROMANTIC
RELATIONSHIPS WITH PEOPLE WHO ARE SIMILAR TO
THE AMERICAN EXPERIENCE
THEM IN CHARACTERISTICS SUCH AS:
● Most adolescent girls begin dating around age 12 or 13
● Intelligence
● Most adolescent boys begin dating around 13 or 14
● Social class
● By age 15 about 20% of adolescents say they have
● Ethnic background
“gone with” someone
● Religious beliefs
● Dating before among American adolescents tends to
● Physical attractiveness
follow a developmental sequence of four steps:
○ Adolescents in same-gender groups to places SEXUAL ACTIVITY
where they hope to find other-gender groups Sexual Activity Males Females
○ Adolescents take part in social gatherings arranged
by adults, such as parties Masturbation ● Majority of boys ● 33% of females
○ Mixed-gender groups arrange to go to some begin about age 13 ● reported
particular event together, such as a movie ● 90% by age 19 ● Masturbating by
○ Adolescent couples begin to date as pairs in age 13 60% to
activities such as movies, dinners, concerts and so 75% by age 20
on
IMPACT OF DATING Necking and ● 60% of 13 year ● 73% of 13 year
Petting olds had kissed at olds had kissed at
● Serious dating before age 15
least once least once
○ has a stunting effect on psychosocial
● 20% reported ● 35% reported
development
touching a girl’s having their
● Age-appropriate Dating
breast breast touched
○ Recreation - Fun and enjoyment
● By age 18, 77% ● By age 18, 60%
○ Learning - Becoming more skilled at dating
reported penile reported vaginal
interactions
touching touching
○ Status - Impressing others according to how often
one dates and whom one dates Sexual ● Before 1965, 25% ● Before 1965, 10%
○ Companionship - Sharing pleasurable activities Intercourse and of boys reported of girls reported
with another person Oral Sex having intercourse having
○ Intimacy - Establishing a close emotional ● After 1965, 54% of intercourse
relationship with another person. boys reported ● After 1965, 52%
● Adolescent girls who do not date at all show: having intercourse of girls reported
○ retarded social development having
○ excessive dependency on parents intercourse
○ feelings of insecurity
DEVELOPMENTAL CHALLENGE CULTURAL BELIEFS AND ADOLESCENT SEXUALITY
● Comfort with maturing body (changes) RESTRICTIVE CULTURES:
● Accepting feelings of sexual arousal ● Place strong prohibitions on adolescent sexual activity
● Engaging in voluntary sexual activities before marriage
● Understanding and practicing safe sex ● Strict separation of boys and girls in early childhood
through adolescence
DATING SCRIPTS ● Some countries will even include the threat of physical
● Expectations for how males and females behave in punishment and public shaming for premarital sex
romantic relationships ● Usually more restrictive for girls than boys
● Shaped by relationships at home SEMI-RESTRICTIVE CULTURES:
● Shaped by the mass media ● Have prohibitions but they are not strongly enforced and
Proactive Script Reactive Script are easily evaded
Males tend to follow this type of Females tend to follow this ● If pregnancy results from premarital sex, the adolescents
script type of script are often forced to marry
Includes: Focuses on: PERMISSIVE CULTURES
● initiating the date ● Private domain (grooming ● Encourage and expect adolescent sexuality
● deciding where they will go & dress) ● Sexual behavior is encouraged even in childhood and the
● controlling the public ● Responding to the male’s sexuality of adolescence is simply a continuation of the
domain (driving the car) gestures in the public ● sex play in childhood
● initiating sexual contact domain SEXUALLY ACTIVE ADOLESCENTS
● Responding to his sexual
PSYCHOLOGICAL/SOCIAL CHARACTERISTICS OF
initiatives
SEXUALLY ACTIVE ADOLESCENTS
● sexual activity during adolescence (age 16 or later)
STERNBERG’S THEORY OF LOVE ○ Is not associated with psychological disturbance
Forms of love Passion - Intimacy - Commitment - ○ Levels of self-esteem and life satisfaction are
physical closeness pledge to love similar to other adolescents’
attraction and and over the long ● However, early sexual activity (before age 16) has
sexual desire emotional run negative correlates like:
attachment ○ Experimentation with drugs and alcohol
○ Lower levels of religious involvement
Linking No Yes No
○ Higher tolerance of deviant behavior
Infatuation Yes No No
○ Lower interest in academic achievement
Empty love No No Yes ○ Higher orientation toward independence
Romantic love Yes Yes No
Companionate No Yes Yes WHAT INFLUENCES SEXUAL ACTIVITY
love HORMONES ARE ESPECIALLY IMPORTANT FOR BOYS
Fatuous Yes No Yes ● Testosterone surge
Consummate love Yes Yes Yes ○ sparks initial interest in sex for boys and girls (girls
are also influenced by estrogens)
● Boys who are more popular with girls and mature earlier
FALLING IN LOVE ○ tend to initiate sex earlier than unpopular boys
CONSENSUAL VALIDATION ● Biological factors
● People like to find in others an agreement, or consensus, ○ have a very strong influence on boys’ sexual
with their own characteristics behavior

CONTEXT IS ESPECIALLY IMPORTANT FOR GIRLS ○ Where 10 of every 11 new HIV infections worldwide
● The most important predictor of girls’ involvement in come from
sexual intercourse is whether their friends are doing it or ● The mortality rate for people who have AIDS remains
have sexually permissive attitudes extremely high
PARENTS & SEXUAL ACTIVITY SEX EDUCATION
AUTHORITATIVE PARENTING RATES OF PREMARITAL PREGNANCY AND STDS IN
● Later sexual activity ADOLESCENCE
● Less risky sexual activity ● Americans agree that these are serious problems that
PARENT-ADOLESCENT CONFLICT must be reduced.
● Earlier sexual activity HOWEVER THERE IS VEHEMENT DISAGREEMENT
● High-risk sexual activity ABOUT WHAT IS THE BEST SOLUTION
○ STD transmission ● One side: comprehensive sexuality education
○ Pregnancy ● Other side: abstinence promotion
GAY, LESBIAN & BISEXUAL ADOLESCENTS ● Result: Neither
10 CHARACTERISTICS THAT MAKE PROGRAMS WORK
DURING ADOLESCENCE ● Focus narrowly on reducing one or more sexual
● Most gay, lesbian and bisexual (GLB) people become behaviors
fully aware of their sexual orientation. ● Base the program on theoretical approaches for other
COMING OUT risky behaviors
● beginning at an average age of 14 for gay males ● Give a clear message about sexual activity and
○ a year or two later for lesbians contraceptive use
● Involves a person’s recognizing his or her own sexual ● Provide basic, accurate information about risks and
identity and then disclosing the truth to friends, family and methods
others ● Include activities that teach how to deal with social
HOMOPHOBIA pressures
● Fear and hatred of homosexuals ● Model and provide practice in negotiation and refusal
● Because of this phenomenon, coming to the realization of skills
a GLB identity can be traumatic for many adolescents ● Use a variety of teaching methods
SEXUALLY TRANSMITTED DISEASES ● Incorporate behavioral goals specific to age, culture and
sexual experience
BY AGE 24
● Run the program over a sufficient period of time
● One in three sexually active Americans have contracted
● Train teacher, youth workers and peer leaders who
an STD
believe in the program
PEOPLE WHO ARE UNDER 25 YEARS OLD
● Two thirds of all STDs occurs
TWO IMPORTANT CHARACTERISTICS OF STDS
● Asymptomatic
○ People show no symptoms of the disease
○ They are especially likely to infect others because
neither they nor others realize that they are infected
● Latency Period
○ There may be years between the time people are
infected and the time they being to show symptoms
○ During this time they may be infecting others
without either themselves or their partners being
aware of it
CHLAMYDIA
● Most common STD
● Highest rates among 15 to 19 year olds
● Leading cause of female infertility
GONORRHEA
● Caused by bacteria that thrive in the moist mucous
membranes of the body
● Very easily passed along during sex
● Females are at least twice as likely as males to become
infected
HERPES SIMPLEX
● Caused by a virus
● Has two variations:
○ herpes simplex I
○ herpes simplex II
● Highly infectious
○ 75% of persons exposed to an infected partner will
become infected
● There is no cure for herpes
HIV/AIDS
● Strips the body of its ability to fend off infections
● The body is highly vulnerable to a wide variety of
illnesses and diseases
● 90% of cases of HIV in the U.S.
○ result from intercourse between homosexual or
bisexual partners
● Outside the U.S. HIV/AIDS is spread mainly between
heterosexual partners
● Has a long latency period
○ tend to by asymptomatic up to 5 years
● AIDS is the leading cause of death worldwide among
persons 25 to 44 years old
● Africa

MODULE 9: THE MATERIAL SELF Bodily Self Extracorporeal Self

Parts of the body any material possession which
THE SELF extends our body
WILLIAM JAMES (1890) ● The extended self has a positive valence not by virtue of
● "a man’s self is the sum total of all that he CAN call his, possessing material per se; these possessions become a
not only his body and psychic powers, but his clothes and part of us.
his house, his wife and children, his ancestors and ● They serve symbolic functions.
friends, his reputation and works, his lands and horses, ● Express who we are and how we want to be regarded
and yacht and bank account.” (James, 1890, p. 291) THE CONSTITUENTS OF MATERIAL SELF ARE THE
● All these things give him the same emotions. If they wax OBJECTS OF INSTINCTIVE PREFERENCES
and prosper, he feels triumphant; if they dwindle and die ● coupled with the most important practical interests of life
away, he feels cast down, - not necessarily in the same ● We all have a blind impulse to watch over our body to
degree for each thing, but in much the same way for all. deck it with clothing of an ornamental sort, to cherish
IN UNDERSTANDING THE SELF, WE MAY BEGIN BY parents, wife and babies, and to find for ourselves a
DIVIDING IT INTO THREE PARTS: home of our own which we may live in and 'improve.'
● Its constituents; ● An equally instinctive impulse drives us to collect
● The feelings and emotions they arouse (Self-feelings) property; and the collections thus become, with different
● The actions to which they prompt (Self-seeking and degrees of intimacy, parts of our empirical selves. The
Self-preservation) parts of our wealth most intimately
THE CONSTITUENTS OF THE SELF: CONSTITUENTS OF THE MATERIAL SELF
● (a) The Material Self
BODY
● (b) The Social Self
● innermost part of the material self in each of us
● (c) The Spiritual Self
● certain parts of the body seem more intimately ours than
● (d) The Pure Ego
the rest
● ours are those which are saturated with our labor
CLOTHES
ECONOMIC SELF-SUFFICIENCY ● According to an old saying, a human person is
● is the ability of individuals and families to consistently ○ Is composed of 3 parts
meet their needs with minimal or no financial assistance ■ Soul
or subsidies from private or public organizations ■ Body
● The needs of a family include ■ Clothes
○ Food ○ This old saying is more than a joke
○ Housing ● We so appropriate our clothes and identify ourselves with
○ Utilities them that there are few of us who,
○ health care ● if asked to choose between having a beautiful body clad
○ transportation in raiment perpetually shabby and unclean, and having
○ taxes an ugly and blemished form always spotlessly attired
○ dependent care ○ we would not hesitate a moment before making a
○ Clothing decisive reply
IMMEDIATE FAMILY
GUIDING PRINCIPLES ● A part of ourselves
INDIVIDUALS AND FAMILIES ● Our father and mother, our wife and babes, are bone of
● are able to meet financial needs our bone and flesh of our flesh
● do not fall into poverty when they cannot work or work is ● When they die, a part of our very selves is gone.
unstable ● If they do anything wrong, it is our shame.
● have personal savings enough to cover basic necessities ● If they are insulted, our anger flashes forth as readily as if
and emergencies we stood in their place.
● when they lose their jobs HOME
○ they have time to look for another ● Its scenes are part of our life
○ upgrade Determinants of Economic Self-Sufficiency ● its aspects awaken the tender’s feelings of affection
JOB STABILITY ● we do not easily forgive the stranger who, in visiting it,
● Individuals have sustained employment. finds fault with its arrangements or treats it with contempt
EDUCATIONAL ATTAINMENT
● Individuals reach their employment goal through
academic or vocational achievement.
ENGLISH LITERACY
● Individuals have the ability to speak, read and write the
English language.
FAMILY STRUCTURE
● The stability of families and attributes of parents influence
development of
○ positive behaviors
○ healthy relationships
HEALTH/DISABILITY STATUS
● Individuals with physical, cognitive, mental, sensory,
emotional or developmental capacity concerns
○ participate to the fullest extent possible at school, at
work, or through meaningful daily activities
COMMUNITY CONNECTIONS
● Individuals have community relationships
○ to people
○ to organizations that bolster self-sufficiency
■ in the case of youth, future self-sufficiency
THE MATERIAL SELF (WILLIAM JAMES, 1890)
● It is it to these things that we are the most deeply affected
by
○ because of our investments of self within these
things.
● The more we invest of ourselves in these objects, the
more attached to them we inevitably are to them
● It is our psychological ownership of these materials which
constitute the material self.
WILLIAM JAMES: 2 CATEGORIES

MODULE 10: SPIRITUAL SELF HINDUISM: BASIC BELIEFS

SPIRITUAL SELF: DEFINITION BRAHMAN
● God is the One without a second
● most intimate, inner subjective part of self ● the absolute, formless, and only Reality
● most intimate version of the self ● the Supreme & Universal Soul
○ because of the satisfaction experience when one ● is the universe and everything in it
thinks of one’s ability to argue and discriminate, of ● has no form and no limits
one’s moral sensibility and conscience, of our ● it is Reality and Truth
unconquerable will is more pure than all other PANTHEISTIC RELIGION
sentiments of satisfaction ● It equates God with the universe.
● ability to use moral sensibility and conscience POLYTHEISTIC RELIGION
○ may be seen through the expressions of religion, its ● populated with myriad gods and goddesses who
beliefs, and practices personify aspects of the one true God
● cultural rituals and ceremonies ● allowing individuals an infinite number of ways to worship
○ some manifestations what people believe in based on family tradition, community and regional
● seeking the meaning of life practices, and other considerations
○ a journey that the Spiritual Self is on HINDU GODS AND GODDESSES
RELIGION ● Brahma - the Creator
● Vishnu - the Preserver
RELIGION according to Rebecca Stein (2011)
● Shiva - the Destroyer
● a set of cultural beliefs and practices that usually includes
● Ganapati - the Remover of Obstacles
some or all of basic characteristics
● Saraswati- the Goddess of Learning
BASIC CHARACTERISTICS OF RELIGION (STEIN, 2011) ● Lakshmi, - Goddess of good fortune, wealth, and
● A belief in anthropomorphic supernatural being well-being
○ such as spirit and gods ● Indra - the King of Heaven and lord of the gods
● A focus sacred supernatural ● Surya - the sun
○ where sacred refers to a feeling or reverence and ● Agni - the fire god
awe ● Hanuman - the monkey king and devoted servant
● The presence of supernatural power or energy ISLAM: BASIC BELIEFS
○ that is found on supernatural beings as well as
ISLAM
physical beings and objects
● an Arabic word which means
● The performance of ritual activities
○ surrender
○ that involves the manipulation of sacred object to
○ submission
communicate to supernatural being and/or to
○ commitment
influence or control events
○ peace
● The articulation of worldview and moral codes
● as a path to attain complete peace through voluntary
○ through narratives and other means
submission to the divine will
● Provide the creation and maintenance of social bonds
MUSLIMS HAVE 6 MAJOR BELIEFS
and mechanism of social control within a community
1. Belief in one God Allah
○ provides explanation for unknown and a sense of
2. Belief in the Angels
control for individuals
3. Belief in the holy books
MAJOR WORLD’S RELIGION ● Torah
● Bible
BUDDHISM: BASIC BELIEFS
● Qur'an (Koran)
4 NOBLE TRUTHS 4. Belief in all the prophets sent by God
1. Dukkha - existence is suffering ● Noah
2. Trishna - suffering has a cause namely craving & ● Abraham
attachment ● Ishmael
3. Nirvana - a cessation of suffering ● Isaac
4. Eightfold Path - a path to the cessation of suffering or ● Jacob
nirvana ● Moses
○ right views ● Jesus
○ right resolve ● Muhammad
○ right livelihood 5. Belief in the Day of Judgment and life after death
○ right effort ● The best reward for performing good deeds is
○ right speech getting closer to God.
○ right action 6. Belief in divine decree
○ right mindfulness ○ This means that God is all-powerful and nothing
○ right concentration can happen without His permission
SKANDHAS - Experience is analyzed into five aggregates ○ However, he has given human beings freedom to
1. form (rupa) - refers to material existence choose whether to be good or bad.
2. sensations (vedana) ○ In the end, everyone will be questioned about how
3. perceptions (samjna) they lived in this life.
4. psychic constructs (samskara)
JUDAISM: BASIC BELIEFS
5. consciousness (vijnana) - refer to psychological
processes. JUDAISM
● monotheistic religion developed among the ancient
CHRISTIANITY: BASIC BELIEFS
Hebrews
JESUS CHRIST ● characterized by a belief in one transcendent God
● Christians believe He was the Son of God ○ who revealed himself to Abraham, Moses, and the
● fully human and fully divine Hebrew prophets and by a religious life in
● through believing in him and following his teachings they accordance with Scriptures and rabbinic traditions
can inherit eternal life ● the complex phenomenon of a total way of life for the
JESUS DIED FOR HUMANITY Jewish people, comprising:
● God raised him from the dead ○ theology
● Jesus will come again at the end of time ○ law
TRINITY (THREE PARTS OF GOD) ○ innumerable cultural traditions
● God the Father or Creator TEN COMMANDMENTS (AS WRITTEN IN THE TORAH)
● God the Son (Jesus) or Redeemer 1. Worship no other God but me
● God the Holy Spirit or Sanctifier 2. Do not make images to worship
○ God's presence in the world 3. Do not misuse the name of God. Observe the Sabbath
day (Saturday)

4. Keep it Holy
5. Honor and respect your father and mother
6. Do not murder
7. Do not commit adultery
8. Do not steal
9. Do not accuse anyone falsely. Do not tell lies about
other people.
10. Do not envy other’s possessions
RELIGIOUS GROUPS IN THE PHILIPPINES

MODULE 11: THE POLITICAL SELF AND BEING A RELATIONSHIP OF VALUES AND POLITICS
FILIPINO POLITICS IN THE PHILIPPINES
VALUES ● has traditionally been dominated by clans and political
bosses and patronage
● the accepted principles or standards of a person or a ● characterized by law makers that make decisions based
group on fiscal incentives rather than beliefs
FILIPINO VALUES ● characterized by voters who make choices based on
personality rather than reasoned policies
LEONARDO MERCADO
○ Traditional “utang na loob” system of patronage
● "Life experiences dictate the philosophy of the Filipino,
■ obligation earned through favors
augmented by other sources like proverbs, folk sayings,
■ voters expect money or jobs in return for
folktales, and the like.”
their political support
LIST OF DIFFERENT FILIPINO VALUES ● Movie stars and other celebrities have enjoyed
PAKIKIPAGKAPWA-TAO considerable success
● Treating others with respect and dignity as an equal, not ● Several prominent families play a disproportionate role in
someone below the individual. politics
FAMILY ORIENTATION ● The support of the military and the Catholic church are
● Filipinos value family over all. key to political survival and success in the Philippines
● We always center our lives around our family compared ● Political Family Dynasties in the Philippines
to western countries. ● Filipino Clans, Celebrities Dominate Midterm Polls in
JOY AND HUMOR 2013
● This famous trait is the ability of Filipinos to find humor in ● “Palakasan System" in the Philippine Government
everything. HOW TO BE A GOOD FILIPINO?
● “Masama ang trespassing. Buti pa sa college, pag tres,
1. Be an active Filipino Citizen
passing!” –Unknown Witty Student
2. Study Philippine History
FLEXIBILITY & ADAPTABILITY
3. Support local products
● Filipinos often have an aversion to a set of standardised
4. Speak the Filipino language
rules or procedures, present oriented, and we have an
5. Do not spread fake news and be democratic in engaging
“organic” clock, which could be a bad trait.
with dissent
FAITHFUL & RELIGIOUS
● Filipinos are generally religious people.
● We even have holidays and celebrations based solely
only on our religious beliefs.
ABILITY TO SURVIVE
● Filipinos developed a sense of resourcefulness or the
ability to survive with whatever they have.
HARD WORK AND INDUSTRY
● Filipinos developed a sense of resourcefulness or the
ability to survive with whatever they have.
HOSPITALITY
● The most famous trait.
● We Filipinos are known to be one of the friendliest and
most helpful people you will ever meet.
“NEGATIVE” FILIPINO VALUES
“BAHALA NA”
● Passive and dependent attitudes accompanied with
unaffected feeling of risk towards the attainment of good
UTANG NA LOOB
● a feeling of obligation to repay someone who extend
assistance to another which may take place in
undetermined time and in whatever way
PAKIKISAMA (ACQUIESCE/COOPERATE)
● Giving in or yielding to the wish of the leader or the
majority, even when at times it contradicts one’s ideas or
the common good
TSISMIS (GOSSIP)
● Conversation about the personal details of other people's
lives, whether rumor or fact, especially when malicious
“WALA KANG PAKIALAM” (NONE OF YOUR BUSINESS)
● To assert to others that they have no right or are not in
the position to meddle with your affairs
SIP-SIP (SUCK UP)
● To try to please or win the favor of somebody important
by being extremely flattering or helpful
HIYA
● Can mean the following:
○ Shame, Disgrace, Embarrassment, Humiliation,
Sense of honor, modesty or propriety loss of face,
sense of modesty
MARAMDAMIN (TALKING PERSONALLY)
● To be easily affected, especially by the comments of
others
PALABAS (FOR SHOW)
● To be image-oriented
● acting with the goal to be socially recognized
NINGAS-KUGON
● Leaving our work either half-baked or unfinished
MAÑANA HABIT
● delaying or setting aside a certain task assigned on the
next day although it can be done today

Understanding The Self - Lecture

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Understanding The Self - Lecture

Uploaded by

Copyright:

Available Formats

UNDERSTANDING THE SELF SECOND YEAR, FIRST SEMESTER

LECTURE TRANSCRIPT ACADEMIC YEAR 2023 - 2024

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 1

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 2

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 3

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 4

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 5

SELF AS A COGNITIVE CONSTRUCT

Me physical characteristics as well as CONGRUENT VS INCONGRUENT

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 6

ego one’s person as subject, who desires, thinks,

character stable syndrome of interrelated traits of

HIGH SELF - ESTEEM vs NARCISSIST

→ they are happy with → feel superior to other

→ feel like worthy → constantly compares

→ wants to connect with → if one person is better, then

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 7

Performance feeling of high self-efficiency based upon

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 8

● person’s acceptance and flexibility about his / her diverse

Downward S.C. failure of other people causes negative

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 9

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 10

MODULE 5: WESTERN AND EASTERN CONCEPT Independence -develop early independence

WHAT IS THE MEANING OF FAMILY?

Low Power Distance High Power Distance

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 11

the development of the paragraph may be said to be

As the saying goes, men go upward; on the hard, it says: the

Money is not everything, however, money rules all.

Everyone works for me; I work for everyone, however, every

WEST Latin) which comes from a verb “educere” which

EAST ● Teaching (教)

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 12

-People most comfortable in the presence of a

-American teachers were -Chinese teachers had stronger

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 13

MODULE 7A: THE PHYSICAL SELF GENDER DIFFERENCE

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 14

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 15

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 16

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 17

○ painful bowel movements

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 18

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 19

■ They may be quite “masculine.”

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 20

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 21

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 22

MODULE 9: THE MATERIAL SELF Bodily Self Extracorporeal Self

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 23

MODULE 10: SPIRITUAL SELF HINDUISM: BASIC BELIEFS

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 24

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 25

Prepared by: TORRE, Bill Ritchie C., MT2C PAGE 26

You might also like