FULL MODULE - understanding-the-self-GE 1 - 3 Units

lOMoARcPSD|362 067 55
UNDERSTANDING THE SELF (GE 1)

PREFACE
UNDERSTANDING THE SELF is a three (3) unit course with 3 hours lecture every week for 54
hours in the semester. The nature of this course deals with the identity, factors and forces that impact
the improvement and care of individual identity. The pronouncement to go on oneself has inspired in
numerous and varied ways to follow. Among the questions that are frequently asked by many
people ”Who am I” asking this question are usually troubled with their identity and are exploring for
the awareness of themselves. The incongruity is that if you look more on to view who you are, the
much flimsy you are apt to look about yourself.
This course is supposed to help the search of the concerns and issues on self and identity and
it seeks to fit this end by consolidating all the personal with the scholarly matters discussed in the day
to day experiences of students.
In this course it is divided into three major parts: The first part [Unit I]seeks to help and
understand the construction of the self from several perspectives such as, philosophy, sociology,
anthropology, and psychology as also the traditional division between the East and West each
searching to give answers to the question of“ who am I”.
The second part [Unit II] looks for some of the several views of the self, such as the physical,
sexual, spiritual, political, material, and digital self the period of the new generation [GEN Z].
The final part [Unit III] identifies the three areas of interest for young generations, such as,
learning, goal setting, and managing stress. It also gives a more applicable application of the ideas
delivered in this course. Enables them the personal experience of developing themself, helping them
to plan for self-regulated learning, goal setting, and self-care. (CHED Training Second Batch
Generation).
i
TABLE OF CONTENTS
PREFACE i
INTRODUCTION TO THE UNDERSTANDING THE SELF
“WHO AM I” v
Unit 1: THE SELF FROM VARIOUS PERSPECTIVE 1
Philosopher’s Perspective of the Self 3
References 10
Self From the Perspective of Anthropology 12
Sociology 14
References 17
Self From the Perspective of Anthropology 19
Anthropology 20
References 22
Self From the Perspective of Psychology 24
Psychology 27
References 31
The Self From Eastern and Western 33
Eastern and Western Philosophy 34
References 37
UNIT II: UNPACKING THE SELF 39
The Physical Self 44
References 46-47
The Sexual Self 49
Sex and Human Values 54
References 58
Material/Economic Self 60
I Shop Therefore I am, I have Therefore I am 64
References 67
Spiritual Self 70
Spirituality and Religion 72
References 75
iii
Political Self 79
Developing a Filipino Identity 81
References 83
The Digital Self 86
I,Me,Myself, My User ID Online 88
References 93
UNIT III: MANAGING AND CARING FOR THE SELF 97
Learning to be a better Student 99
References 102
Setting Goals for Success 105
Setting Goals for the Self 106
References 109
Stressors Responses 113
What is Stress 115
References 122
iv
INTRODUCTION TO THE UNDERSTANDING OF THE SELF
WHO AM I?
This question is frequently asked by many people. Asking this
question is typically struggling with their identity and are exploring for a
sense of them. The incongruity is that the more you search to identify
who you are, the more flimsy you are likely to feel about yourself.
The identity of the self should be seen as an on-going process. We

should grasp a streaming awareness of the self, where we are constantly
re-organizing, re-framing, re-considering and re-thinking ourselves.
Awareness of insufficiency, the question "Who am I?" are frequently
asked.
To get nearly aware of your feelings, hopes, thoughts, and fears

are evidently suggested. It is important to prosecute your sense of self as
malleable. It is good to understand that we are so part of that world and
supposedly exists in a state of moving potential. The goal is to approach
that potential and keeping the parts of our identity that go along to work
as well. This process is commonly known as positive disintegration. This
allows us to seek equilibrium between the utmost antecedently
discussed and enter into a human relationship with the self that
dedicates to our own development.
v
Unit 1- THE SELF FROM VARIOUS PERSPECTIVES

Overview
In this unit, students will understand the construction of the self from several perspectives.
The student will also reflect on a concrete experience from a holistic point of view.
Learning Objectives
At the end of the unit, I am able to:
1. explain the different representations and conceptualizations of the self from various
philosophical views;
2. examine the different influences, factors and forces that shape the self;
3. evaluate how the self has been represented across the different perspectives;
4. analyze the development of one’s self and identity; and
5. explain the concept of Philosophy and Self.
Setting Up
Activity 1.1.1
WHO I AM?
Name:___________________________________________________________ Date:________________________________
Section:_________________________________________________________
List three (3) things that you are:
1.
2.
3.
List three (3) things that you are not:
1.
2.
3.
What is something that represents you? (e.g. song, animal, object, symbols, etc.) Why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
What do you like best about yourself? and what do you like least about yourself?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
1
What three (3) things would you like to change most about yourself?
1.
2.
3.
Who are two (2) people you most admire?

1.
2.
What do you admire about them?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
What matters to you most in life?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
What do you stand for (Principles)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
What makes you happy?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
How do you want to impact the lives of others?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Complete the sentence:

Dear self,
I want to___________________________________because___________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
“WHO AM I” open the link and watch the video presentation https://youtu.be/N5oRhCOyeAg
2
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Lesson Proper
DIFFERENT PERSPECTIVE OF THE SELF
PHILOSOPHER’S PERSPECTIVE OF THE SELF

What is Philosophy? It is a study of getting knowledge through inquiries and rational thinking
that bear on responding questions regarding the state and nature of an individual and the universe we
live in. From the Greek words “ Philos meaning love and Sophia” meaning wisdom.
SOCRATES
First Martyr of philosophy knowledge o

f
education. He is being charged with corruption o
f
minors. He was made to choose between death an
d exile with the drinking of Hemlock.
He died as a martyr that fought against
ignorance and narrow mindedness. His philosoph
y
underlies the value of the impression of knowin
g oneself.
He believed men’s goal in life is to acquire happines
s.
He said happiness motivates us to act towards o
Image credits to Encyclopedia Britannica r
avoid things that could have negative effects in ou
r
lives. Like, by fully knowing oneself a person will b
e able to achieve happiness.
He believed that every man is dualistic, composed of body and soul. According to
him, all individuals have an imperfect and impermanent aspect which is the body. The
universe is composed of physical and mental things that are the basis of the concept of
duality in the self.
The body is a physical thing that is not perfect and temporary. It might be
physically nice and perfect today but changes through the years.
The soul is a mental thing and is permanent. It lives and evident in the body today
hence, it separates when we die. Even without the physical body, the soul can exist since it
is mental.
3
PLATO
Plato is a student of Socrates. He wrote variou

s
literature that tackles politics, human nature, and
constituted the concept of virtue and intelligence. Fathe
r
of Academy a place where sharing and learning of
knowledge happens and
later became one of the pillars and foundation of wha
t schools and education is now in the present.
Preceded the concept of Socrates in knowin
g
thyself, according to him, a person who is a follower o
f
truth and wisdom will not be enticed by vices and wi
ll always be correct/moral/ethical.
He believed that the soul is divided into
3
Image credits to Encyclopedia different parts that have different views, leading t
Britannica o different behaviors.
He supported the idea of duality and added that there are 3 concepts of the soul.
1. Appetitive soul is the part of the person that is motivated by want and need to satisfy
oneself. This satisfaction involves physical needs and pleasures and desires, objects and
situations.
2. Spirited Soul is a brave part of a person. The one who desires to do something or to
right the wrong that they observe. This is very competitive and is very active.
Competitiveness drives one to anticipate positive results and winning.
3. Rational soul is the drive of our lives. The part that thinks and plans for the future. It
decides what to do when to do it and the possible results one could have depending on
their actions.
4
ST. AUGUSTINE
A Saint and a philosopher of the

church. He follows the concept that Go
d
embraces us all, he said that everything wil
l
be better if we are with God. For him God an
d his teachings affect several aspects in life.
He relates our existence to God being modele
d
in his likeness though being alive means tha
t
we are still far from God and has yet to b
e true with him.
Image credits to pinterest.com
The soul can be immortal through communion with the divine. He viewed that
dual nature of self in the circumstance where one is not perfect and immortal. The soul is
capable of immortality through the communion with the Christian God. While in-universe,
the body will live in virtue, longing to be with God.
RENE DESCARTES
Is a French Philosopher not able to b

e
the father of modern philosophy because o
f
his radical use of a systematic and early
scientific method to help his assumptions? H
e
believes in modern dualism or the existenc
e was presented with the evidence
from
experiments as well as philosophica
l reasoning.
He is famous to be the advocate of
methodical doubt. He defined the roles of th
Image credits to Encyclopedia Britannica e
mind and body to the belief of one’s existenc
e
and sense of self. He is also known for th
e statement “cogito ergo sum” [I think
therefore I am].
He viewed the dual nature of self where the mind is a thinking thing that makes a
man, and the body is a mere machine. Cogito is the mind enabling our fundamental
existence. The body is just an extension of it. He proved that this statement is completely
true.
According to him “I am thinking” and “I exist” is a combination of “ cogito ergo sum” ‘I
think therefore I am ‘. 5
JOHN LOCKE
Is an English philosopher and

physician. Considered to be the father o
f
classical liberation and his works made up o
f
the way to various revolutions to fight th
e
utter powers of monarchs and rules of hi
s time that led to the improvement of
governance, politics, and economic syste
Image credits to psychology.wikia.org m that we know today.
For him, the self is most delineated by the idea “Tabula Rasa” [blank slate] He
believed that the experiences and perceptions of an individual are necessary for the
establishment of who that person can become. He said that a person is born with knowing
nothing and that is capable to input learning from the experiences, failures, references,
and observation of the person.
He viewed that consciousness is the center of the self. According to him the
personal identity and psychological continuity define who we are which means if we have
memory versions of ourselves through time, then we can still define ourselves as such.
DAVID HUME
He is a Scottish Philosopher, h
e
focused his work in the field of empiricis
m,
skepticism, and naturalism. Self is a collectio
n
of different impressions and does not excee
d
the physical kingdom. He said there is n
o
Image credits to Encyclopedia Britannica permanent self because impressions of thing
s
are based on our experiences where we ca
n
make our concepts and knowledge. Hence, i
t might improve or totally be replaced.
He anchored his definition of the self on the empiricist school of thought. He

cited that the self is nothing but a collection of impressions. He defined experiences as
either impressions or ideas. According to him, impressions are products of our direct
experiences while ideas are copies of our impressions.
6
IMMANUEL KANT
A German philosopher that is famous for hi

s
works on empiricism and rationalism.
He establishes that the compendium of impressio
ns
and different contents is what it only takes t
o
describe a person. Knowing of different emotion
s
that we have such as impressions and behavior i
s only a portion of yourself.
Image credits to philosophers.co.uk
He defined the self as an organizing principle that combines experiences.

According to him, the mind permits us to recognize not only things that are present in this
universe but also those that are not present but are experienced anyways, that he called
the “apparatuses of the mind”
SIGMUND FREUD
He is the father of psychoanalysis. He is famou

s
for his work on human nature and the unconscious. H
e
also believed that man has different constructs o
f
personality that interacts with each other. He als
o
conceptualizes the various levels of consciousness th
at give an idea of how a person develops a sense of self.
Image credits to Encyclopedia Man has three [3 ] aspects of Personality.
Britannica
He detailed the idea of a multi-layered self. There are three levels of consciousness:
Conscious- mind includes mental abilities that we are presently aware of.
Preconscious- activities that are not currently active but stored in our memory.
Unconscious- activities that are totally unaware of,
The three levels of awareness: Id [driven by pleasure principle] Ego [ reality]
Superego [conscience]
“Freud's Psychoanalytic Theory on Instincts Motivation, Personality and Development” open

the link and watch the video presentation
https://www.youtube.com/watch?v=7vFf5CS27-Y
7
image credits to simplypsychology.or

g
GILBERT RYLE
He gained first-
class honors at Queen’s
College, Oxford, and became a lecturer a
t
Christ Church College in 1924. His firs
t
book, The Concept of Mind (1949), is
considered a modern classic. He challenge
s
the traditional difference between body an
d
mind as delineated by René Descarte
s.
According to him the
Traditional Cartesian dualism, commit a
Image credits to Encyclopedia Britannica serious confusion when searching beyon
d
the human body. It views the mind as a
n
additional mysterious thing not subject t
o
observation or to mechanical laws, rathe
r
than as the form or organizing principle of
the body.
He contradicts the duality idea of the self, particularly the non-physical self. The
self is just a brand we call all the behaviors we make as individuals.
8
PAUL CHURCHLAND
A Canadian philosopher who focuse

s
on the idea that people should improve ou
r
association and use of worth in distinguishin
g
the self.
The self is defined by the motility o
f
our brain. His work turns around folk
psychology or common sense psychology.
The main philosophy is the idea of
“ eliminative materialism “ [debates that
Image credits to wordassociation1.net
people’s common sense understanding of th
e
mind is false and the mental states that ma
n
are
M into are not existing; applies th
A e
U understanding of behavior and emotions]
R
He was a materialist who believed that nothing but a physical entity exists. His manger the
I
idea of a non-physical mind as the place of consciousness. He supported the self-based on brain
C
states rather than in mental states.
E
JEAN JACQUES MERLEAU-PONTY
A French phenomenological
philosopher, powerfully influenced by
Edmund Husserl and Martin Heidegger. He i
s
famous for his works on existentialism an
d phenomenology. Self-
regarded that the body
and mind are not separate entities instea
d
those two elements are one and the same. H
e
creates the concept of the phenomenology o
f
Image credits to pinterest.com perception [unity of the function of the min
d
and the body ] which is divided into thre
e division:
The body that both obtains the experiences as well as incorporates like experiences in the
different perceptions.
The Perceived world is the accumulation of the perception and merged by the
experiences of the body.
The people and the world enable one to not only be able to integrate the other objects in
the universe but also to be able to experience the cultural aspect and associate to some.
9
References
Internet resources
MelSchwartz,L.C.S.W.,Retrieved from.,https://www.psychologytoday.com/us/blog/shift-
mind/201006/who-am-i
https://www.nourfoundation.com/events/Perspectives-on-the-Self/Conversations-on-Identity-and-
Consciousness.html
https://www.slideshare.net/shinpaiwa/understanding-the-self-lecture-1- philosophical-
perspectives
https://www.wattpad.com/715925505-understanding-the-self- philosophical-
perspective/page/2
https://www.coursehero.com/file/35714954/2-The-Self-from-Various-Perspective-
PhilosophyModulepdf/
10
Assessing Learning
Quiz 1.1.1
11
Downloade
SELF FROM THE PERSPECTIVE OF SOCIOLOGY
Learning Objectives
At the end of the unit, I am able to:
1. describe the self as a social structure.
2. explain the four stages of role development in child socialization.
3. analyze the importance of socialization for individuals and society.
4. explain the nature versus nurture debate.
5. describe both the conformity of behavior in society and the existence of individual uniqueness.
6. learn the roles of families and peer groups in socialization.
7. understand how we are socialized through formal institutions like schools, workplaces, and
the government.
8. explain how people are socialized into new roles at age-related transition points.
Setting Up
Activity 1.2.1
PICTURE RECOGNITION
Image credits to pinterest.com

12
Activity 1.2.2
Name:____________________________________ Date:_________________________
Section:_______________________________
REVALIDATING MYSELF
Ask three persons who are close to you (Friend, Classmate, Family, Colleagues) about your
own characteristics. On the space provided, write the details given to you by someone whom you
asked. Validate your answer whether you agree or disagree on it and explain your reason behind your
validation.
1. Name: ________________________ Relationship: (Friend, Family, Classmate) ______________
Characteristics given to you
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
__________________
Validation: Do you Agree or Disagree? Explain
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
___________________________________________________
2. Name: ________________________ Relationship:(Friend, Family, Classmate) _____________________
Characteristics are given to you
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Validation: Do you Agree or Disagree? Explain
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
3. Name: ________________________ Relationship:(Friend, Family, Classmate) __________________
Characteristics are given to you
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Validation: Do you agree or disagree? Explain
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
13
Lesson Proper
Sociology
Why Socialization Matters

It is important because it helps uphold societies and cultures and it is also a key part of
individual development. Study exhibits that we are stirred by both:
 nature - is the hormonal and genetic and composition
 Nurture-it is the cultural surroundings in which we are upraised
Sociology is nearly concerned with the way that influences our behavior patterns. It is broad
by the manner of behavior differ from class and gender.
Self-development according to the psychological theories it has been broadened by

sociologists who explicitly examine the social interaction and the role of the society. Mead and Cooley
both impart importantly to the sociological understanding of the development of the self. Carol
Gilligan and Lawrence Kohlberg developed their concepts further, exploring how our awareness of
morality develops. Gilligan also added the concept of gender differences to Kohlberg’s theory. Human
beings are born, with natural traits and genetic makeup. All the same, individuals evolve through
social interaction. Both in the fields of psychology and sociology have represented the cognitive
process of development of the self and to understand how that “self” becomes socialized.
Sigmund Freud
Freud (1856–1939) A prestigious

Psychoanalyst. He is a modern scientist to put
away the theory about on how to develop the
meaning of self. He also thinks that sexual
development and personality were nearly
attached, and he separates the process of
maturation into overall psychosexual stages that
affect the child’s discovery through the physical
pleasures linked to :
Image credits to Encyclopedia Britannica
14
Charles Horton Cooley He pioneered the sociological

perspectives on the self-development [1864–
1929]. He declared that the people’s
understanding of the self is
constructed, ”looking glass self” in part, is their
conceptualization of how others see them
[Cooley, 1902]. People imagine how they must
look to some, on certain outfits, fix their hair,
and how they wear makeup. The perception
that our look is going to change how some
others view us.
Image credits to Encyclopedia Britannica

People always expect a particular reaction, and, if it is positive, we get it and feel good about
it. Cooley believed that self is not only based on some inner source of identity. In some other words,
people’s react like in a mirror in which we are reflected. “The imaginations people have of one
another are the solid facts of society” (Cooley, 1902).
15
George Herbert Mead

Social Self
Mead [1863–1931] precocious a more
elaborated sociological approach to the self. He
agreed that the self is an individual’s clear
individuality that developed only through social
interaction. He argued that the critical element
of the self is its capability for self-reflection, its
capacity to be “an object to itself” (Mead, 1934).
According to Mead, it broke the self-down into
two components
or “phases,” the “I” and the “me.”
Image credits to everythingsociology.com

“I” on the others’ hand, represents the
“Me” represents the part of the self as portion of the self that acts on its own drive or
“organized sets of attitudes” towards the self. It reacts to the organized attitudes of others like a
is who we are in others eyes: our roles, our novel, spontaneous, unpredictable portion of the
“personalities,” our public personas. self. It is always caught up in a social process, in
which we turn back and forth between the I and
the Me.
The examples provided by Gallinero, et al., [p.24,2018] support this model.
Two sides of the self: “I” and “me”

Who I am How people see me
People pleaser
Boring
Fun Loving Bossy
Pretty
caring Lazy
Loyal Kind
Honest
Hard worker Judgemental
Anxious
On the inside On the outside
“Social Self Theory” open the link and watch the video presentation
https://study.com/academy/lesson/george-herbert-mead-the-self-me-i.html
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References
Gallinero,W.B., Reyes, C.A.,Claudio, E.G., Alegado, A.M.,Understanding the Self. Two sides of Self,
2018, 24,: Mutya Publishing House, Inc.:Malabon City
Internet sources
https://courses.lumenlearning.com/sociology/chapter/theories-of-self-
development/#:~:text=Sociological%20Theories%20of%20Self%2DDevelopment,-
One%20of%20the&text=Later%2C%20George%20Herbert%20Mead%20(1863,thr
ough%20the%20eyes%20of%20others.
https://laulima.hawaii.edu/access/content/user/kfrench/sociology/Th e%20Three%20Ma
in%20Sociological%20Perspectives.pdf
Video Presentation:
https://study.com/academy/lesson/george-herbert-mead-the-self-me- i.html
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Downloaded by Achi Almazan (richgalang004@gmail.com)

Assessing Learning
Quiz 1.2.1
Name_______________________________________________________ Date_____________________
Course/Year/Section________________
Direction: Encircle your answer.
1. Socialization, as a sociological term, describes:
a. How people interact during social situations.
b. How people learn societal norms, beliefs, and values.
c. A person’s internal mental state when in a group setting.
d. D. The difference between introverts and extroverts.
2. What occurs in Lawrence Kohlberg’s conventional level?
a. Children develop the ability to have abstract thoughts.
b. Morality is developed by pain and pleasure.
c. Children begin to consider what society considers moral and immoral.
d. Parental beliefs have no influence on children’s morality.
3. What is one way to distinguish between psychology and sociology?
a. Psychology focuses on the mind, while sociology focuses on society.
b. Psychologists are interested in mental health, while sociologists are interested in societal
functions. Psychologists look inward to understand behavior, while sociologists look
outward.
c. All of the above.
4. Which of the following is typically the earliest agent of socialization?
a. School
b. Family
c. Mass media
d. Workplace
5. Which of the following represents the part of the self in which one recognizes the “organized sets of
attitudes” of others toward the self.
a. Me
b. I
c. Self
d. Social self
18
SELF FROM THE PERSPECTIVE OF ANTHRHOPOLOGY
Learning Objectives
At the end of the lesson the students are able to:
1. Discover the meaning of Anthropology
2. Identify the subjects of inquiry and goals of Anthropology.
3. Explain anthropological perspectives on culture
4. Describe culture as a complex whole.
5. Identify aspects of culture and society.
6. Recognize the Value of Anthropology for the 21st Century
Setting Up
Activity 1.3.1
Name:____________________________________________ Date:__________________________
Section:__________________________________________
MY CULTURE IS MYSELF
Name three practices that you have acquired from your childhood years that are still existing today
and identify where have you accumulated those practices.
1. ____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
2. ____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Of these practices, which of it influence your present self? How?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
19
Lesson Proper
Anthropology
What is Anthropology? It is the study of people, past and present. It centering on the understanding
the human condition in its cultural aspect. [Gallinero,et al.,2018,p27]
The anthropological perspective of self
It reckons the cultural origins and genetic of self. The self plays the role of socialization and
language, and the types of self bring forth the individual journeys to and through adulthood.
Anthropologists take an encompassing approach to the study of humanity. They acquire that
no understanding of human beings is complete without the study of the full range of the human
phenomenon. Aanthropologists’, as individuals, may concentrate their studies on a specific society or
aspect of the human being, but they put their findings into a wide theoretical perspective that seeks to
add all of the human experience. This "holistic" approach is mirrored both in interest in the wide
variety of human beings and in a comprehensive approach to the study of human beings.
CULTURE IS EVERYTHING
The individual has, does, and thinks as a part of society. It implies all material possessions,
belief system, and set of behavior. Culture is a powerful agent information of the decisions and actions
of humans in the given situation. It consists of:
 Material includes all the concrete and visible parts of culture, which includes foods, clothes, and
even buildings. Material culture differs, as each society is designed by its environment and
history [Culinary Culture of the Philippines] is different from even that of its neighbor’s in Asia
like Singapore. Cultural differences exist when groups of people assign different meanings to
different life events and things. Hence, the self is embedded/attached in culture.
 Non- Material - it refers to the nonphysical concepts that people have about the culture,
including values, beliefs, norms, rules, morals, language, organizations, and institutions.
Culture is a method of inherited conceptions uttered in symbolic forms by means of which
people communicate, perpetuate and develop their knowledge about and attitudes toward life.
Anthropology considers human experience as an interaction of:
 Nature it refers to genetic inheritance which sets the individual's potentials. Means that to all of
the genetic and hereditary factors that influence who we are from our physical appearance to our
personality characteristics.
 Nurture refers to the sociocultural environment. It means that to all the environmental variables
that upshot who we are, including our early childhood experiences, how we were raised, our
social relationships, and our surrounding culture.
As Max Weber mentioned that anthropology has emphasized that culture is not the behavior itself but
the joint understandings that guide behavior and are explicit in behavior. Anthony Wallace and
Raymond Fogelson called this case as IDENTITY STRUGGLES.
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CONCEPT OF SELF IN DIFFERENT SOCIETIES

Culture and self are chromatic ideas that are to be understood in relation to one another. The
most essential philosophical task of the postmodern man today is to "work on yourself" just like in the
Socratic message "know thyself".
Robbins considered human beings as cultural animals as they make the meaning of objects,
persons, behaviors, emotions and events and behave in conformity with meanings they presume to be
true. Identity is interpreted as a disposition of basic personality properties acquired mostly during
childhood and, once integrated, more or less fixed.
The Self as Embedded in Culture
Human nature is mutually beneficial to culture. Identity Struggles is a difference between the
identity a person claims to possess and the identity attributed to that person by others. Ethnic or race
is relating to a population subgroup within a bigger or paramount national or cultural group with a
common national or cultural tradition.
To achieve self-identification, the individuals have to get over many hindrances like
traditionally established habits and externally imposed self-images.
Further research [Gallinero, et al., p28-29,2018] supports this claim, Catherine Raeff [2010] a
Developmental Psychologist, believed that culture can influence how you view the following:
Relationships
Culture influences how you get into and keep a relationship.
Ex. Relationships might be seen as voluntary or as duty-based. In Western countries, it is important to
choose whom to marry, on the other hand, some Eastern countries still exercise set up marriage.
Personality traits
Culture influences whether and how you value traits, such as self-esteem, politeness, humility,
and assertiveness, also how you perceive hardship in life.
Achievement
Culture influences how you value specific types of individual and group achievements and
how you define success.
Expressing emotions
Culture influences how you express yourself and it will affect you emotionally.
Open the link for the PowerPoint Presentation https://prezi.com/go6zixmolgw-/an-
anthropological-conceptualization-of-self/
21
References
Gallinero, W.B., Reyes, C.A.,Claudio, Eric G.,Alegado, A.M.,Understanding the Self. The Self
Embedded in Culture, 2018, 27-29,: Mutya Publishing House, Inc.,Malabon City
Internet sources
https://www.plutobooks.com/9781783715244/anthropology-of-the-
self/#:~:text=The%20Individual%20in%20Cultural%20Perspec tive&text=Western
%20society%20is%20individualised%3B%20we,ways%20of%2 0looking%20at%2
0ourselves.
PowerPoint Presentation:
https://prezi.com/go6zixmolgw-/an-anthropological- conceptualization- of-self/
22
Assessing Learning
Quiz 1.3.1
Name______________________________________________________ Date____________________________
Course/Year/Section_____________
Direction: Identify is being asked in each statement below. Write your answers before each number.
_____________________1. It is the study of people, past, and present.
_____________________2. It plays the role of socialization and language, and the types of self bring forth the
individual journeys to and through adulthood.
_____________________3. It is a powerful agent in formation the decisions and actions of humans in the
given situation.
_____________________4. It includes all the concrete and visible parts of culture, which includes foods,
clothes, and even buildings.
_____________________5. It refers to genetic inheritance which sets the individual's potentials.
_____________________6. It refers to the nonphysical concepts that people have about the culture,
including values, beliefs, norms, rules, morals, language, organizations, and institutions.
_____________________7. He mentioned that anthropology have emphasized that culture is not behavior
itself but the joint understandings that guide behavior and are explicit in behavior.
_____________________8. It is a difference between the identity a person claims to possess and the identity
attributed to that person by others.
____________________9. A culture that influences how you express yourself and it will affect you
emotionally.
____________________10. To achieve it the individuals have to get over many hindrance like traditionally
established habits and externally imposed self-images.
23
SELF FROM THE PERSPECTIVE OF PSYCHOLOGY
Learning Objectives
At the end of the unit I am able to:
1. Explain the basic idea of reflexivity in human self-hood and how the “I”
encounters and makes sense of itself [“Me”].
2. Describe fundamental distinctions between three different perspectives on the self:
the self as actor, agent, and author.
3. Describe the development of the self’s sense of motivated agency from the
emergence of the child’s theory of mind to the articulation of life goals and values in
adolescence and beyond.
4. Describe the concept of personality.
Setting Up
Activity 1.4.1
Name:_______________________________________________________________Date:_______________________________
Section:_________________________________
JOHARI WINDOW
Instruction: There are four windows/quadrants that have different categories. Your task is to write
the information asked for every window.
1. Window 1: On the space provided, write eight (8) characteristics that you know about yourself
and are willing to share.
2. Window 2: Ask someone who could give you their thoughts and idea about yourself. Write at
least seven (7) details given to you by someone whom you asked.
3. Window 3: Write something about yourself that you are aware of but might not want others to
know. ( In this part, you are not forced to write information that is sensitive, but you can give
details that you think might be good to share.)
4. Window 4: Don’t write anything.
24
Window 1 Window 2
Known by Self Unknown by Self
Window 3 Window 4
Self-disclosure/Hidden Area Unknown Area
25
Activity 1.4.2
Name:________________________________________________________ Date:_______________________
Section:______________________________________
Interpret the following
1. 2. 3. 4.
MAN STAND______
Sand BOARD I R/E/A/D/I/N/G
5. 6. R 7. T 8.
ROADS O
A CYCLE
WEAR_______
D W CYCLE
CYCLE
LONG S
N
6. 12.
10. O 11.
LE III I_____
M.D. KNEE
VEL
PH.D. LIGHTS
B. S.
13. 14. 15. T 16. GROUND
CHAIR O FEET
DICE U FEET
G FEET
DICE H FEET
17. 18. 19. 20.

HE’S/HIMSELF ECNALG DEATH/LIFE
MIND_______
MATTER
21. 22. 23. 24.
B J
G.I.________
L YOU U ME
______PROGRAM
C C C O S
U
C C S T
E
C
26
Lesson Proper
Psychology
The Self as Cognitive Construction

What is psychology and how it helps you understand yourself and know who you really are?
Psychology is the scientific study of how people behave, think, and feel. It also includes topics like how
the brain works, how our memory is organized, how people interact with groups, and how the
children learn about the universe. The real fact, everything that concerns human beings is a concern
of psychology. The process of the human brain to consciousness to memory, language, and reasoning.
Psychology will examine it so that the human being will understand how it is to be.
For better understanding some of the things that happen during cognitive development, it is
important first to scrutinize a few of the important concepts and ideas introduced by Jean Piaget a
clinical psychologist. He pioneered the theory of cognitive development. The theory dealt with the
nature of knowledge itself.
Piaget [1952] determined how children processed and made aware of the world around them
and finally developed a four-stage model of how the mind processes new data encountered. [Gallinero,
et al.,2018,p32] The three basic components of Piaget’s cognitive theory are the following:
1. Schemas/schemes are the building block of knowledge. These are the mental organization
individuals use to understand their environment and fate action.
2. Adaptation is the child’s process to encounter situational conditions.
3. Stages of Cognitive Development are the growing expertise of the child’s thought process.
Piaget said that the knowledge children acquire is organized into schemes or groupings of the same
action or thoughts.
What Role Do Schemas Play in the Learning Process?
Assimilation
It is commonly known as the process of getting new information that is already active in our
schemas. This operation is somewhat subjective for the reason we tend to change information and
experiences that could fit in with our pre-existing beliefs.
Accommodation
It is a procedure known as a part of adaptation involves that altering or changing the existing
schemas, as a result of a new experiences and information. During this process, a new schema might
be developed.
27
)
Equilibration
Piaget believed that this mechanism tries to attack equilibrium between assimilation and
accommodation. It is essentials to maintain a balance between assimilation [previous knowledge] and
accommodation [new knowledge]. It helps to explain how the children can move from one stage to
another.
“Piaget’s Theory of Cognitive Development” open the link and watch the video presentation
https://www.youtube.com/watch?v=IhcgYgx7aAA
Piaget’s Stages of Cognitive Development
STAGE AGE CHARACTERISTICS OF STAGE
The child learns by doing, looking, touching, and

Sensorimotor 0-2 sucking.
The child uses language, symbols, letters, and

Preoperational 2-4 numbers.
Thinking stage. The child demonstrates

Concrete operations 7-11 conservation, reversibility, serial ordering, and
understanding of cause and effect relationships.
Demonstrates abstract thinking.

Formal operations 11-15
Additional readings:
https://www.studocu.com/id/document/our-lady-of-fatima-
university/psychology/summaries/personality-theories/3083537/view
https://www.learning-theories.com/piagets-stage-theory-of-cognitive-development.html
Harter’s Self-Development Concept
Dr. Susan Harter, a psychologist, author, and professor elaborated on the emergence of self-
concept and asserted that the wide developmental changes observe across early childhood, later
childhood, and adolescence could be understood in a Piagetian framework.
Self-concept is an idea that referring to an individual's perception of "self" that remains
comparatively consistent and steady over time, contexts and developmental stages.
Self Esteem is the ideal self and self-concept. Planetary self-esteem refers to the overall mass
opinion of oneself at any time, on a scale of positive and negative an [Harter, 1993, Pg.88 as cited in
Kling et al 1999] Harter cited that, self-esteem can be observed as a degree of self-success in academic,
social and physical areas. Self-worthy Theory in Harter's theory was founded on social and emotional
development.
28
Further research [Gallinero, et al.,2018,p34] support this claim.
Development of Self-concept According to Harter are as follows:
 Early childhood. As the child describes the self in terms of concrete, observable characteristics,
like in physical attributes [I’m beautiful or I’m ugly or I’m witty], material possessions [I have
imported shoes and clothes, lots of toys], behaviors [I love wearing my clothes, and shoes], and
preferences [I like milk chocolates].
 Middle to later childhood. Self-described in terms of traits such as constructs [ex. timid, brave,
smart, approachable and shy] that would need the type of stratified organizational skills
characteristic of analytical thought development.
 Adolescence. Harter said this is the emergence of more abstract self-definitions, such as inner
thoughts, attitudes, motives, and emotions. For example A teenage girl in discovering her self-
conceptions she described herself as follows: “What am I like as an individual?” Complicated! [I’m
sensitive, friendly, outgoing, popular and tolerant though I can be also shy. I’m a beautiful, happy
person with my friends but at home, I’m more likely to be anxious around my parents and
family.[Harter,1990b,p.352]. In Piaget’s findings on the adolescent’s ability to construct-higher
order abstractions and the capacity to introspection. [Harter, 1999] is the use of abstract words
such as sensitive, outgoing, cheerful, and anxious as self- portrait is consistent.
 Emerging adults. The self for is emerging adults having sight of “possible self”. The “age of
possibilities” [Amett, 2004 a]. Australian research [Whitty,2002], early emerging adulthood
[ages17-22] was found to be a time of “grand dreams”, of being wealthy and having glamorous
occupation., hence beyond emerging adulthood [ages 28-33] the visions of a possible self-became
more realistic, if still optimistic.
Self-image there is a saying that self-image developed as they grow older and a strong one is
necessary.
William James and the Me-self; I-Self
As William James [1890/1981, p. 221] cited in the Principles of Psychology, it lies at the
middle of mental life. As he is commonly has known “the father of American psychology” a
philosopher, psychologist, and university professor. He gave one of the earliest self-theory on
psychological analyses. According to him [1950], the self has two elements the I-self [pure ego]and
the Me-self [object].
James went on to differentiate between three aspects of self-hood:
 material self - physical appearance [clothing, family, and home]
 social self -social skills and interpersonal relationships
 spiritual self- personality, character, defining values
[James,1950;Newman,2017;Pomerleau,2017,Damon&hart,1982]
29
Real vs. Ideal Self

The ideal self includes:
1. Notions influenced by your parents;
2. What you admire in others;
3. What the society sees as acceptable; and
4. What you think is best your interest.
The real self is the one who you are; it is how you behave in a certain situation. It is who you are in
reality, how you think, feel, or act.
The Importance Of Alignment

If the real self is aligned with the way that I want to be it is the ideal self, then I will feel
aware of my mental well-being or peace of mind. If the way that I am is not aligned with how I want to
be, is the incongruence, or the lack of alignment, it will result in mental distress or anxiety. The
greater the level of incongruence between the ideal self and real self, the greater the level of
resulting distress. Let's take a look at some specific examples:
Example: My ideal self-image includes honesty
When my parents question me why I was late coming home from a party, and I am honest and
tell them that I didn't want to leave the party because I was having such a great time, then despite the
complexity [like being scolded], I will feel aware of my mental well-being.
Hence, If I am not honest and tell them that my car wouldn't start, then the misalignment
between my real self and the ideal self will result in mental distress or anxiety. The reality that I lied
resulting in negative feelings.
“Multiple vs Unified Self” open the link and watch the video presentation
https://www.youtube.com/watch?v=FLhmJnlzjqY
True Self vs False Self
The true self is described by our real feelings and desires, on the other hand, the false self is a
side of us that has changed its behavior, inhibited feelings and forced needs aside in order to survive.
It presents the idea of the onion, the true self at the middle secured by outer layers of a false self.
According to John Bowlby and D. W. Winnicott, a developmental psychologist, children are
very adjusted to their parents’ feelings and needs. They unconsciously acknowledge that they need
their parents’ permission in order to survive, so they strive to meet their needs as much as possible.
The true self is the child’s real feelings, needs, desires and thoughts it is forced further and further
inside the bulb. Yes, we still have all of these feelings, needs, desires and thoughts, it’s just that the
altered false self dominates, it has to.
Hence, this striving is important in our younger years, it changes us. The false-self thought and
behavior patterns we develop during childhood stay with us as adults. On the other hand, they used to
be helpful; they often become a deterrent as we get older and gain more independence. While some
30
psychologists see the true self as black and white [true self is good, the false self is bad], some
maintain there are two types of false self a healthy false self and an unhealthy false self.
The Healthy False Self
The healthy false self is described as one which allows someone to be functional in society. It
enables politeness and social courtesy, even when we may not feel like it.
The Unhealthy False Self
The unhealthy false self comes from the same beginnings as the healthy false self. Yet, for our
long-term well-being, the effects of the unhealthy false self are rather different from those of its
opposite. This false-self is the one behind many dysfunctional behaviors, including narcissism and
addiction. As defined by D. W. Winnicott, the unhealthy false self as one that fits into society through
forced compliance rather than a desire to adapt.
References
Gallinero, W.B., Reyes, C.A., Claudio, E.G., Alegado, A. M.,Understanding the Self. The Self
Embedded in Culture, 2018, 28-29, 32- 34,38,: Mutya Publishing House, Inc., Malabon
City
Internet resources
university/psychology/summaries/personality- theories/3083537/view
university/psychology/summaries/personality- theories/3083537/view
https://www.learning-theories.com/piagets-stage-theory-of-cognitive- development.html
https://www.ocf.berkeley.edu/~jfkihlstrom/SocialCognitionWeb/Self/S elf_supp.htm
https://www.slideshare.net/HCEfareham/harters-theory
https://study.com/academy/lesson/ideal-self-vs-real-self-definition- lesson-
quiz.html#:~:text=In%20psychology%2C%20the%20real%20se lf,is%20who%20w
e%20actually%20are.&text=The%20ideal%20self%2C%20on% 20the,we%
https://www.growththruchange.com/2018/03/06/really-true-self-vs- false-
self/#:~:text=True%20Self%20vs%20False%20Self,aside%20in %20order%20to%
20survive.
31
Assessing Learning
Quiz 1. 4.1
Name_____________________________________ Date_____________________________
Course/Year/Section__________________________
1. Which 3 ways you can apply Harter's theory to practice? positive body language,
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. Why it is important to give children unconditional praise and showing interest in what the child is
doing?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. Does it provide strong and nurturing relationships with individuals or a group of children.Why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
4. Discuss the theory of self-concept, self-image, or self-esteem?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
32
THE SELF FROM EASTERN AND WESTERN
Learning Objectives
1. Explain the concept of eastern and western thoughts.
2. Differentiate Eastern to Western thoughts.
Setting Up
Activity 1.5.1
Name:__________________________________________ Date:___________________________
Section:______________________________
FINISH THE SENTENCE

I do believe in_________________________________________________________________
I think my country is_________________________________________________________
I think Filipinos are __________________________________________________________
I give importance to __________________________________________________________
I am inclined to behave_______________________________________________________
I like to_________________________________________________________________________
When I confront challenges I usually _______________________________________
Part of me wants to_____________________________________________________________
I tend to compare myself ______________________________________________________
My Family taught me __________________________________________________________
My Community taught me_____________________________________________________
33
Lesson Proper
Eastern and Western Philosophy
EASTERN PHILOSOPHY WESTERN PHILOSOPHY

Buddhism, Confucianism, Hinduism, Christianity**,Rational,
Integral, Yoga, Islam, Taoism, Zen Scientific, Logical schools
East Main Principles West
 Cosmological unity
 Life is a journey towards eternal realities that are beyond the  Feeling oneself as an
element of the Divine
realities that surround us
 Circular view of the universe, based on the perception of  Life is a service (to
God, money, business,
eternal recurrence etc.)
 Inner-world dependent  The Linear view of the
 Self-liberation from the false "Me" and finding the true "Me". universe and life, based
The highest state is believed to be a state of 'no-self', where on the Christian
neither self-worth nor self-importance has any real meaning. philosophy where
 Behavioral ethics
everything has its
beginning and the end.
 Outer-world dependent
 Self-dedication to
the goal (big dream, life
vision, happiness, personal
success, etc.)
East Living Principles West
VIRTUE ETHIC
"To be able under all circumstances to practice five "One can live magnificently
things constitutes perfect virtue; these five things are in this world if one knows
gravity, generosity of soul, sincerity, earnestness how to work and how
and kindness." Confucius to love."
Leo Tolstoy
"Be satisfied with whatever you have, and enjoy the
"Refrain from doing ill; for
same. When you come to know that you have everything,
one all-powerful reason, lest
and you are not short of anything, then the whole world
our children should copy
will be yours." Lao Tzu
our misdeeds; we are all too
"The thought manifests as the word; The word manifests prone to imitate whatever is
as the deed; The deed develops into habit, And habit base and depraved."
hardens into character. So watch the thought and its ways Juvenal
with care, And let it spring from love born out of concern "There is no real excellence in
for all beings." Buddha all this world which can be
34
separated from right living."

David Starr Jordan
East The “Me” Concept West

"Me" is here and now. The true
“Me” in every human being is a
Eternal reality of the universal truth: self-liberation
part of the Divine that needs to
through getting rid of the false "Me" and discovering the
become apparent. True “Me” is
true "Me"
given and doesn’t have to be
cognizable.
East Search for Absolute Truth West
 More focused
on INDIVIDUAL
 HOLISTIC approach – all events in the universe are EVENTS and the role of
interconnected the person
 Searching INSIDE YOURSELF – by becoming a part of
the universe through meditation and right living  Searching outside
yourself - through
research and analysis
East Search for Truth and

West
Fundamental Research
 The truth needs TO BE

 The truth is GIVEN is does not to have been proved. PROVED.
 The philosophic base for and culture of fundamental  The philosophic base for
research is WEAKER. and culture of
fundamental research
is STRONGER.
INDIVIDUALISM/
East West
COLLECTIVISM
A human being has an

individualistic nature and is an
A human being is an integral part of the universe and independent part of the
society. People are fundamentally connected. Duty towards universe and society.
all others is a very important matter.
COLLECTIVISM is stronger. INDIVIDUALISM is
stronger.
East Goals and Key to Success West
SPRITUAL MATERIALISTIC
35
D
"The secret of success in life,

and subsequently of making
money, is to enjoy your work.
If you do, nothing is hard
"Live a virtuous life and adhere to performing your work – no matter how many
duties." Confucianism hours you put in." Sir Billy
"The Three Armies can be deprived of their commanding Butlin
officer, but even a common man cannot be deprived of his "Success is that old ABC –
purpose." Confucius ability, breaks
"If you really want everything, then give up everything." Lao and courage." Charles
Tzu Luckman
"He is able who thinks he is able." Buddha "Flaming enthusiasm, backed
by horse sense and
persistence, is the quality that
most frequently makes
for success." Dale Carnegie
The Eastern and Western thought about the self
Eastern concept of the self
 Confucianism is the identity and self-concept of an individual who is interlocking with the
identity and status of his/her community or culture, sharing its feelings as well as its occurrence.
[Self-Cultivation is the final purpose of life].
 Taoism is the self that is not just an extension of the family or the community it is also a part of
the world, one of the forms and manifestations of the Tao.[Selflessness]
 Buddhism is the self that is seen as a deception, born out of ignorance, of trying to clasp and
control things, or human-centered needs, hence, the self is also the source of all these agonies.
Western concept of the self
The ancient Grecian philosophers view humans as the holders of irreplaceable values. In
medieval times, Thomas Aquinas, philosopher, and saint believed that the body constitutes
individuality. The individual was the focus of renaissance thought, with Rene Descartes famous “I
think therefore I am” as the epitome of the Western idea of the self. [Gallinero, et al., 2018,p44] [The
focus is always looking towards the self]
Frank Johnson [1985], psychiatrist and professor outlined four categories on how the
term “self” is used in the contemporary western discussion. [Gallinero, et al., 2018,p45]
 Analytical is an inclination to see actuality as an aggregate of parts.
 Monotheistic is engaged in the tendency toward unitary explanations of phenomena and a
closed system view of self.
 Individualistic is a quality of western thinking where self-expression and self-actualization are
essential ways of establishing who one is, as well as discovering satisfaction in the world.
 Materialistic/rationalistic is western thinking tends to disregard explanations that do not use
analytical reasoning modes of thinking [Johnson, 1985; Goldin,2000].
36
Eastern and western differences
The Western culture is more individualistic and trying to look for the meaning of life there
and now with self at the canter as it is already given and part of the divine, while in the Eastern
philosophy is drawn much more into groups or society or people’s actions and thoughts as one in
order to look for meaning in life as they try to get rid of the false “me” concept and find meaning in
discovering the true “me” in relation to everything around them, or as part of a bigger scheme.
Additional reading: http://www.1000ventures.com/business_guide/crosscuttings/cultures_east-
west-phylosophy.html
References
Gallinero, W.B., Reyes, C. A., Claudio, E.G., Alegado, A.M., Understanding the Self. Western
concept of the self, 2018, 44-45,: Mutya Publishing House, Inc., Malabon City
Internet sources
https://prezi.com/p/tobpvdqtdh9f/the-self-in-western-and-eastern- thought/
http://www.1000ventures.com/business_guide/crosscuttings/cultures_ east-west-
phylosophy.html
37
)
Assessing Learning
Quiz 1. 5.1
Name__________________________________ Date______________________
Course/Year/Section__________________
Why are Filipinos known for being a collectivistic culture?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Do you personally agree that you are a collectivist? If yes, why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
If not, share a specific personal experience why you think you are individualism and not collectivist.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________
38
UNIT II. UNPACKING THE SELF

Overview
This lesson gives you an insight into the concept of beauty, self-esteem, and body image that shapes
your physical self.
Learning Objectives
At the end of the lesson, I am able to:
1. differentiate the physical self to other aspects of the self;
2. distinguish self-esteem from body image with respect on culture;
3. discover the impact of culture on the standard of beauty; and
4. construct a self-illustration of my physical self.
Setting Up
PHYSICAL SELF Activity 2.1.1

Name: _____________________________________Date: ________________________________
Course/Section: __________________________Instructor: _________________________
LET’S FACE IT!
Directions: Below is a figure of a human face. With the table provided, list down five specific
parts of your face that you find attractive. In a word, write down the adjective that describes each part.
I like my: Because it is:
1.
Source: freestuff4kids.net
39
1. What have you observed from the parts that you have listed?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
2. Which among the parts do you think is the most beautiful part of your face? What is/are your
reason/s that you find that part most beautiful?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
3. How do you take care of the parts that you have listed?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
40
Activity 2.1.2
Name:_____________________________________ Date: ________________________________
Course/Section:__________________________ Instructor: ________________________
Directions: In the table provided below illustration, make a list of your observed beauty
standard in the Philippines.
THE STANDARD
Source: 123rf.com
MALE FEMALE
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
41
1. What have you observed from your list of beauty standards in the Philippines?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. Do you think your beauty standards came from you own perception? Why yes, or why not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. Do you think that there should be a standard of beauty? Why yes, or why not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
42
Activity 2.1.3
Name:________________________________________ Date: ______________________________
Course Section:_____________________________ Instructor: ________________________
Rosenberg Self-Esteem Scale

Direction: Below is a list of statements dealing with your general feelings about yourself. Please
indicate how strongly you agree or disagree with each statement by putting a check (/) in each
column.
ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
1. On the whole, I am satisfied with
myself.
2. At times I think I am no good at all.
3. I feel that I have a number of good
qualities.
4. I am able to do things as well as most
other people.
5. I feel I do not have much to be proud of.
6. I certainly feel useless at times.
7. I feel that I'm a person of worth, at least
on an equal plane with others.
8. I wish I could have more respect for
myself.
9. All in all, I am inclined to feel that I am a
failure.
10. I take a positive attitude toward myself.
Scoring:
Items 2, 5, 6, 8, 9 are reverse scored. Give “Strongly Disagree” 1 point, “Disagree” 2 points, “Agree” 3
points, and “Strongly Agree” 4 points. Add your scores to all ten items. Keep scores on a continuous
scale. Higher ratings indicate higher self-esteem.
1. Do you have high or low self-esteem? What do you think is the reason for having that score?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. What are the steps that you will make to maintain/improve your scores?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
43
Lesson Proper
THE PHYSICAL SELF

The physical self refers to the body that can be observed and examined. It is the aspect of the self
that consists of the extremities and internal organs, both with a vital function of maintaining one’s life.
As one aged, these critical functions gradually change. During infancy and old age, physical efficiency
performs at least. Its peak is early adulthood and slowly declines into the middle age (Go-Monilla &
Ramirez, 2018, p. 97).
THE IMPACT OF CULTURE ON BODY IMAGE AND SELF-ESTEEM
Morris Rosenberg (1965) defined self-esteem as one’s attitude toward oneself (Ackerman, 2020).
It is one’s self-worth or self-respect as a person. It is how much you appreciate and adores yourself. It
involves a variety of feelings about yourself, the appearance, beliefs, emotions, and behaviors (Cherry,
2019). He devised the Rosenberg Self-Esteem Scale, a test that measures self-worth by rating both
positive and negative feelings about the self.
Body image covers the emotional attitudes, beliefs, and perceptions of a person towards their
own body. It relates to what a person believes and feels about their body. This also includes how they
control and sense their body (Brazier, 2017).
According to the Canadian Mental Health Association (2015), body image and self-esteem
influence each other. It is hard to value yourself when you do not like your body. The reverse is also
true: if you cannot see the positive side of yourself and treat it with respect, you do not value it.
Below are illustrations of having a good body image and self-esteem and poor body image and
self-esteem and its effect on your mental health
Good body image and self-esteem

Source: Canadian Mental Health Association, BC Division
44
)
Poor body image and self-esteem

Source: Canadian Mental Health Association, BC Division
Culture has a great influence on a person’s self-esteem and body image. It can be positive,
negative, or both (Brazier, 2017). The traditions practiced culturally can either hurt or help us in our
life. The culture that we are surrounded by has a substantial influence on how we feel about ourselves
and how we think about our bodies. It can either be favorable to or resistant to the building of a
healthy body image and self-esteem. For example, dieting and body appearance have been a focus of
Western Culture. It is the same as in other cultures as digitally retouched photos become a norm in
society. This kind of mentality negatively influences an individual’s body image (Karges, 2015).
THE IMPORTANCE OF BEAUTY
People value physical appearance in different cultures. They tend to worry about how they look,
how people will now to look at them, and what people will say about them. The standard of beauty
changes through time as the preference of the people varies from time to time. What may be
considered the standard of beauty in one culture may be different in other cultures. It goes well with
attractiveness as what may be attractive to another one may not be appealing to another. The culture
is greatly influenced by society; thus, the concept of beauty is embedded by it (Palean et al., 2018, p.
74).
Across the globe, culture dictates what is beautiful. What is perceived as beautiful in Egyptian
women are slim, high-wasted, narrow hips, and long black hair. Contrastingly, during the Renaissance
period, women with a full figure or curvy and rounded hips were considered beautiful. During the
Medieval Age, gorgeous are chubby, fat or plump women like in some ancient tribes (e.g., Africa). In
Asian countries (Malaysia, the Philippines, and Indonesia), which used to be beautiful, are women
with flat noses. The standards of beauty change over time due to culture. Traditionally considered
most attractive are those humans who have clear skin, thick shiny hair, well-proportioned bodies, and
symmetrical faces. Beauty is deemed necessary throughout history, with features that indicate youth,
health, excellent genes, and fertility (DeMello, 2014, pp. 173-205).
45
Body art and body modification like body piercing are also considered beautiful in various
cultures. In Ethiopia, Kara people use body painting to attract the opposite sex (exploring-africa.com,
2020). Scarification, or scarring the skin to produce marks, is being practiced by the Masai people in
Tanzania to represent beauty and family pride to women and strength, courage, and bravery to the
men (newtimes.co.rw, 2010). Other tribes in Ethiopia, like the Mursi and Suri, women wear lip plates
that determine their beauty. The larger the lip plate, the more beautiful a woman is (Agbo, 2018).
Maria Jose Cristerna, the Mexican vampire woman, reinvented herself through body piercings to
empower herself (Valentine, 2015). Plastic surgery is also a form of body modification that is popular
nowadays due to the influence of social media (Walker et al., 2019). Printed materials (magazines,
billboards, newspapers, and others), television (entertainment, fashion and, other shows) and the
social media (influencer, vloggers, and others) profoundly influence the standard of beauty of the
culture. What is perceived as beautiful is copied; thus, it is unrealistic and unachievable.
The standard of beauty is not absolute as per culture. There will always a constant struggle to
look at the perfect measure of beauty. The usual definition of beauty is reliant on culture dictated by
society. Self-image problem arises when your beauty standards do not match with your looks
(Gallinero et al. 2018, p. 61). There is a struggle of convincing the self because of their set standards.
Remember that no two persons are alike. Everyone is unique, and that makes one stand out amongst
the crowd. Besides, inner beauty should never be forgotten as it is part of a person’s development.
Refer to links below for additional information:
Philippines (April) | 100 Years of Beauty - Ep 6 by Cut
https://www.youtube.com/watch?v=NIsAeFYZFXE
Female Beauty Around The World by Buzzfeed Videos
https://www.youtube.com/watch?v=5o9Dp6D91fI
USA Men (Samuel) | 100 Years of Beauty - Ep 12 by Cut
https://www.youtube.com/watch?v=3-tJ5erxh4Y
Men's Standards Of Beauty Around The World by Buzzfeed Videos
https://www.youtube.com/watch?v=tneKwarw1Yk
References
Books:
DeMello, M. (2014). Beautiful bodies. In Body studies: An Introduction. New York, NY.
Routledge.
Go-Monilla, M. J. A & Ramirez, N. C. (2018). Understanding the Self. Quezon City: C & E
Publishing, Inc.
Gallinero, W. B., Reyes, C. A., Claudio, E. R. & Alegado, A. M. (2018). Understanding the Self.
Malabon City. Mutya Publishing House, Inc. Malabon City
Palean, E. D. V., Nazarion, M. B. D., Valero, J. B. G., Descartin, I. K. L. & Morales-Nuncio, E.(2018).
Introspection: Understanding the Self. Mandaluyong City: Books Atbp. Publishing Corp.
46
Internet sources:
Ackerman, C. E. (2020). What is Self-Esteem? A Psychologist Explains. Retrieved from:
https://positivepsychology.com/self- esteem/
Agbo, N. (2018). The Ethiopian Tribe Where A Lip Plate Makes You More Attractive. Retrieved
from: https://guardian.ng/life/the- ethiopian-tribe-where-a-lip-plate-makes-you-more-
attractive/
Brazier, Y. (2014). What is body image? Retrieved from:
https://www.medicalnewstoday.com/articles/249190
Canadian Mental Health Association, BC Division. (2019). Body Image, Self-Esteem, and Mental
Health. Retrieved from: https://www.heretohelp.bc.ca/infosheet/body-image-self-
esteem-and-mental-health
Karges, C. (2015). How Cultural Traditions Can Shape Body Image. Retrieved from:
https://www.eatingdisorderhope.com/blog/how-cultural-traditions-can-shape-body-
image#:~:text=Cultural%20Traditions%20Can%20Help%20or,body%20image%20and%20s
elf%2Desteem.
Kendra, C. (2013). Signs of Healthy and Low Self-Esteem. Retrieved from:
https://www.verywellmind.com/what-is-self-esteem-2795868
Printable Blank Faces. (2020). Retrieved from:
http://freestuff4kids.net/printable-blank-faces/
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton
University Press. Retrieved from:
https://fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/Self_Measures_f
or_Self-Esteem_ROSENBERG_SELF-ESTEEM.pdf
The Kara Body Painting and Modifications (2020). Retrieved from:
https://www.exploring-africa.com/en/ethiopia/kara-or- karo/kara-body-painting-and-
modifications
Tribal Scars and Scarification (2010). Retrieved from:
https://www.newtimes.co.rw/section/read/81680
Valentine, C. (2013). Maria Jose Cristerna – The Mexican Vampire Woman. Retrievedfrom:
https://oddculture.com/maria-jose-cristerna- the-mexican-vampire-woman/
Vector - Opposite wordcard for male and female illustration by blueringmedia (2020). Retrieved
from: https://www.123rf.com/photo_80862554_stock-vector- opposite-wordcard-for-
male-and-female-illustration.html
Walker, C. E., Krumhuber, E. G., Dayan, S. & Furnham, A. (2019). Effects of social media use on desire
for cosmetic surgery among young women. Retrieved from:
https://link.springer.com/article/10.1007/s12144-019-00282-1
47
Assessing Learning
Quiz 2.1
Name:_____________________________________ Date: ________________________________
Course/Section:_________________________ Instructor: _________________________
Test I. Directions: Encircle the letter that corresponds to your answer.

1. It is all about the appearance.
a. Sexual Self c. Material self
b. Physical Self d. Digital Self
2. Culture is usually not the basis when setting the standards of beauty.
a. True
b. False
3. Refers to a person’s beliefs about his or her own worth and value.
a. Self-confidence c. Self-esteem
b. Body image d. Self-worth
4. Is the way one sees the physical self and the thoughts and feelings that result from that
perception
a. Body presentation c. Self-esteem
b. Body imaged d. Self-representation
5. A test that measures self-worth by rating both positive and negative feelings about the self
a. 16PF c. Baron EQ
b. Rosenberg’s Self-esteem scaled d. Guilford-Zimmerman
Test II. Directions: Answer the statements/questions completely and comprehensively.

1. Differentiate Self-Esteem from Body Image.
2. _________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. How does culture affect our standard of beauty? Cite some examples to support your answer.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
48
THE SEXUAL SELF
Overview
This lesson will provide you with understanding of how sexual self impacts one’s development.
Learning Objectives
1. review the human reproductive system;
2. distinguish biological, physiological and psychological aspects of human sexuality
discuss issues with consumerism; and
3. widen knowledge on youth sexual and reproductive health.
Setting Up
Activity 2.2.1
Name: _____________________________________ Date: ________________________________
Course/Section: _________________________ _Instructor: _________________________
Directions: Draw male and female reproductive systems. Label the organs and its function.
Male Reproductive System
Female Reproductive System
49
Illustrate human sexual response cycle
50
Activity 2.2.2
Name: _____________________________________ Date: ________________________________
Course/Section: __________________________ Instructor: _________________________
Directions: Answer the following questions completely and comprehensively.

1. What are the male and female secondary sex characteristics?
____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. How does sex hormones affect a person’s general health? What are the factors that affect
levels of male and female sex hormones?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. What are the sexual behavious of humans and animals? Are there similarities or differences?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
4. What is Sternberg’s Triangular Theory of Love? What other theories or principles that explain
the occurrence of attraction?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
5. What is the difference between sex and gender?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
51
)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
6. What are the dynamics of LGBTQ and SOGIE?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
52
Activity 2.2.3
Name: _____________________________________ Date: ________________________________
Course/Section: _________________________ Instructor: _________________________
Directions: Watch the news or check into social media notifications. List issues concerning
reproductive health and rights. Express your opinions regarding the matter in a virtual space created
for this purpose.
53
Lesson Proper
Have you ever wished you could talk about sex openly? Ask questions and discover your sexual
self? Let’s admit it, you know to yourself that you want to. It does not mean we discussed sex we are
liberated and this is not actually embarrassing to talk about. By understanding and putting these
topics into mind, you will understand your sexual self- better and clarify uncertain thoughts and
feelings.
Sex and Human Values
Conceding that values are both personal and cultural, most sex researchers and educators
struggle to preserve their writings on sexuality value free. In research when they label the sexually
reserved individuals as “erotophobic” and as “high sex guilt” they explicit their own values.
Furthermore, we improve our lives by knowing ourselves, by realizing that others share our
feelings, by understanding what is likely to please or displease our loved one. Behold the increasing
realization that some types of sexually explicit material can lead people to devalue or hurt others.
Sex Drive
Psychologist thinks that sex drive peaks during the teens and early twenties (Hyde, 1982). The
drive declines gradually during the middle forties, another sharp decline in sexual activity appears in
the late sixties (Solnick and Corby, 1983).
Sex and Gender are parts of you that need to be continuously explored. These two remains to be
used interchangeably however current literature has provided us enough information to differentiate
one from the other. The emergence and/or development of Sexual Orientation, Gender Identity and
Expression termed as SOGIE is also an important topic in understanding one’s sexual self.
These are further explained in YouTube Video URLs below:
Sex Determination: More Complicated Than You Thought
(https://www.youtube.com/watch?v=kMWxuF9YW38)
Hear Kids' Honest Opinions on Being a Boy or Girl Around the World | National Geographic
(https://www.youtube.com/watch?v=2B3ea7IGwLA)
EXPLAINER Part 1: What you need to know about SOGIE
(https://www.youtube.com/watch?v=7n7ollEPm2Q)
EXPLAINER: What you need to know about SOGIE Part 2
(https://www.youtube.com/watch?v=3H3UgGzzm_Q)
What makes us human is our sexuality. It is an innate function to survive through reproduction.
Definitely, sex is beyond merely the act of procreation but answers to both psychological and spiritual
needs. Aside from sensuality that evokes many emotions it also entails the interaction between two
human beings – to touch and be touched, to love and be loved.
54
Sexual behavior brings connectedness. Sexuality may humanize or dehumanize, validate or

invalidate and incarnate or disincarnate existence. It makes a person comforted, loved and sometimes
euphoric.
At a deeper level, sexuality is linked with birth and death, an association found in Freud’s notion
of Eros and Thanatos. Although ultimately death prevails over sex, sex affirms life. The instinctual
sexual energy or Eros expressed in the childbearing, art relationships transcends nonexistence. Life
continues for the new generation where one can be fondly remembered by important others. This
close psychological connection between sex and life or the absence of it is a concrete reminder of the
existential inseparability of this cycle.
Additional Readings:
The Responsible Parenthood and Reproductive Health Act of 2012
(https://www.officialgazette.gov.ph/2013/03/18/implementing-rules-and-regulations-of-republic-
act-no-10354/)
Psychosexual Development
The famous psychoanalyst Sigmund Freud cited that children go through a sequence of
psychosexual stages that lead to the development of the adult personality. Freud’s theory defined how
personality developed over the course of childhood. Whereas the theory is well-known in psychology,
it has always been quite controversial, both during Freud's time and in modern psychology. These are
named psychosexual stages because each stage signifies the fixation of libido (roughly translated as
sexual drives or instincts) on a different area of the body.
Image credits to Simply Psychology
55
Liking and Loving (Interpersonal attraction)

To like somebody or to have a desire to be in a relationship with somebody is called interpersonal
attraction. We like being with people, we enjoy the company of others.
Physical Attractiveness
We are attracted to those who are physically attractive. Surely, the attraction here is relative.
“Beauty is in the eye of the beholder”. Some men find women with long hair are attractive but some
men like women with short hair to see their neck area.
LOVE vs. LUST
LUST LOVE
 focus on a person's looks and body.  spend quality time together with
other than sex
 interested in having sex, but not in  get lost in conversations and forget
having conversations about the hours passing
 keep the relationship on a fantasy  honestly listen to each other's
level, not discuss real feelings. feelings, make each other happy.
 want to leave soon after sex rather  motivates you to be a better person.
than cuddling or breakfast the next
morning.
 want to get to meet his or her family
 are lovers, but not friends and friends
SEXUAL RESPONSE
It refers to the order of physical and emotional changes that arise as a person becomes sexually
aroused and partakes in sexually exciting activities, including intercourse (coitus) and masturbation.
Perceptive how your body reacts during each phase of the cycle can improve your relationship and
help you find the cause of any sexual difficulties. The sexual response cycle has four phases:
R
e
os
ul
Orgasm
Plateau o
nt
Excitement i
56
Both men and women encounter these phases, though the phasing usually is different. For
instance, it is improbable that both partners will reach orgasm at the same time. The intensity of the
reaction and the time spent in each phase differs from person to person. Knowing these differences
may help partners better understand one another's bodies and responses, and develop the sexual
experience.
LGBTQ
Terms to understand:
1. Lesbian - A woman who is primarily attracted to women.
2. Gay- A man who is primarily attracted to men; sometimes a broad term for individuals primarily
attracted to same-sex.
3. Bisexual- An individual attracted to people of their own and opposite gender.
4. Transgender- A person whose gender identity differs from their assigned sex at birth.
5. Transsexual- An outdated term that originated in the medical and psychological communities for
people who have permanently changed their gender identity through surgery and hormones.
6. Queer- An umbrella term to be more inclusive of the many identities and variations that make-up
the LGBTQ + community.
7. Intersex- An individual whose sexual anatomy or chromosomes do not fit with the traditional
markers of “female” and “male”.
Same- Sex Attraction

Homosexual behavior is likely to present in all societies and cultures and has been documented
on all six settled continents. The homosexuality-heterosexuality distinctions is not always a clear one.
Not only do some people self-identity as bisexual, but others may also change their sexual preference
over the course of their lives (Chivers, Seto, & Blanchard, 2007). Researchers are trying to understand
why some people are more strongly attracted to members of the same sex than are other people.
Forms of Sexually Transmitted Diseases
Image credits to slideshare.net
57
Contraception Methods:
Generally, procreation is the basic reason for the sexual act hence couples should have this in
mind.
A. Artificial Method- this method can be stopped when couples decided to have a child again.
1. Pills
2. Injection (Depo Provera)
3. Implants
4. Cervical Sponge
5. Spermicidal Gel
6. Condom
7. IUD
B. Natural Method- this method is encouraged by the church because it does not use chemicals
and therefore has no side effects on the part of the partners.
1. Calendar Method
2. Abstinence
3. Mucus Method
4. Basal Body Temperature Method
Resources
Frando M.F.,Isip L.A.,[2019]. Understanding the self,:Books Atbp. Publishing Corp.
GenderIt.Org, Feminist Reflection on Internet Policies, Gender, sexuality and the internet ,
20 August 2014 , Retrieved from https://www.genderit.org/edition/gender-sexuality-and-
internet
Grisham, Lori, USA TODAY Network, June 1, 2015 | Updated July 22, 2016, Retrieved from
https://www.usatoday.com/story/news/nation- now/2015/06/01/lgbtq-questioning-
queemeaning/26925563/
Harrison, Richard J. 2018 Encyclopaedia Britannica, Inc. Retrievedfrom

https://www.britannica.com/science/human-reproductive- system
Lucas D. & Fox, J. (2020). The Psychology of Human Sexuality. Retrieved from:
https://nobaproject.com/modules/the-psychology-of- human-sexuality
Moini, J. 2012, Anatomy and Physiology for Health Professions, 2nd Edition, Sudbury
Mass: Jones & Barlett Learning
Internet resources
https://nurseslabs.com/family-planning-methods/
58
Assessing Learning
Quiz 2.2.1
Name: _____________________________________ Date:________________________________

Name three factors that influence sexual orientation and gender identity [5pts]
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Name three family planning methods [5pts]

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Presently, how well do you know your sexual self? Rate from 1-10, 1 being the lowest and 10
being the highest. Support your answer. [10pts]
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
59
THE MATERIAL/ECONOMIC SELF
Overview
This lesson gives you a perception of how the things that we own shape our material self.
Learning Objectives
1. develop mindfulness regarding the material self;
2. describe the interrelationship between consumer culture and the material self;
3. discuss issues with consumerism; and
4. equip me to be a responsible consumer.
Setting Up
Activity 2.2.1
Name: _____________________________________ Date: ________________________________
LET’S GO SHOPPING!
SM Mall of ASIA is known as one of the largest malls in Asia. The mall is located near Pasay
City, Metro Manila (Caparas, 2013).
Directions: Imagine yourself going to this mall to shop for the whole day with no restrictions
on the money. You can buy anything inside this mall at your delight. List down five (5) items that you
want to buy. Indicate their brand names, estimated prices, and the total amount. On the last column of
the table, categorize each as a “Need” or a “Want”.
Source: vigattintourism.com
Photo by Jun Acullador of flickr.com

60
Items Brand Name Estimated Price Need/Want

1.
2.
3.
4.
5. Total
Total: Total Wants:
Needs:
What have you observed from the items that you have listed?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Do you think your purchases are reasonable? Why yes? Why not?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Which among all the items that your purchase reminds you of yourself? Explain briefly.
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Which has the most number, the want, or the needs? Why?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
61
Activity 2.2.2
Name: _____________________________________ Date: ________________________________
7-DAY LIST!
Directions: For a period one week, list down all your expenses on the table provided. By the
end of the week, add all your costs/fees and write them on the table below.
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7
Total:
1. What have you observed from your expenses?

_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
2. Do you think your expenses are reasonable? Why yes? Why not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________
3. How will you improve your expenses?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
62
Activity 2.2.3
Name: _____________________________________ Date: ________________________________

The Big 3
Directions: Look for three things in your room that you think describes who you are. List them
down along with your reasons.
Item 1
Item 2
Item 3
1. What have you noticed from the three things that you found?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
2. Do they remind you of yourself? In what way?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
63
Lesson Proper
I SHOP THEREFORE I AM: I HAVE THEREFORE I AM?

That famous statement is part of an artwork created by Barbara Kruger. It describes the
material consumption in the year 1987. It was from Rene Descartes’ philosophy of "I think therefore I
am" and she gave it a twist that fits the idea of material consumption. The idea is that it is not what
we think but what we own that identifies who we are. We became a society that focuses on “what they
have rather than who they are.” The society gives off a vibe that material possessions, as well as social
image, define who we are. The more in-depth personal attributes like accomplishments and ideas
were pushed aside. She exposes society as a modern consumer-driven society (publicdelivery.com,
2011; Hai, 2018).
William James (1980) suggested that the self is everything that is considered by the individual
as his or hers. It includes his/her body and his/her material possessions and reputation and beliefs. In
conclusion, the self is comprised of the material self, manifested by his/her material possessions (Go-
Monilla & Ramirez, 2018, p. 134). As what William James stressed that the total of man is not only his
body and his psychic powers but also his material possessions (Leary, 1990).
The Basic Components of the Material Self, according to William James (1980):
1. Body - The innermost part of the material self. Taking good care of it will help you experience life to
the fullest.
2. Clothes- Considered important to people alongside the soul and the body. The styles and brands of
clothes become symbols that are the representation of the self.
3. Material Component
3a. Family and friends - These are people whom you are psychologically connected. They helped
shape and influence yourself and your identity.
3b. House- A place where many aspects of your life developed. It also gives you comfort and security.
Accumulation of a house reflects the wealth and hard labor.
3c. Cars-Also considered as a material possession as it also reflects the wealth and hard labor.
3d. Pets- It could be an expression of one’s social status, pride, prestige since owning a dog or a cat
with breeds is very expensive.
SHAPING THE WAY WE SEE OURSELVES
The Role of Consumer Culture on our Sense of Self and Identity

Oxford bibliographies (2017) describe the consumer culture as a form of material culture
facilitated by the market. It represents a relationship between the consumer and the goods or services
he or she uses or consumes. Through Consumer culture, you are allowed to express who you are by
reinforcing an economic system of freewill or constrained. There is the freedom to choose and be
constrained with options offered commercially.
64
Consumer culture is also a system of consumption of commercial products. Consumer culture

represents a social arrangement wherein lived culture, social resources, ways of life, and material
resources depend on the markets. The consumer culture focuses on the consumption of market-made
commodities (Arnould & Craig, 2005).
Merriam dictionary (2020) defined identity as the distinguishing character or personality of an
individual. It is who you are, how you perceive yourself, how others see you, and the characteristics
that describe you (yourdictionary.com, 2020). Material possessions are considered an extension of
your identity. Belk (1988) suggested that possessions contribute to the reflection of identity. It is a
fact that that we learn, define, and remind ourselves of who we are by our possessions. This
identification started early in life as an infant learning to differentiate oneself from the environment
and then from others who may envy possessions. In general, as you age, the importance of material
possessions decreases but remains high throughout life. It is a form of self-expression, happiness, and
a reminder of experiences and accomplishments. It also accumulates your story, who you are, where
you come from, and perhaps where you are going.
Despite being the extension of your identity, the desire for it has a negative effect on one’s sense
of self and identity. Materialism refers to giving to much importance to material possessions and
excessively being concern with its acquisition. As mentioned above, the association of identity to
material possession started at the early age of life; the etiology of materialism arises from society and
culture (Belk, 1988).
Social media play a massive part in the consumption of commercial products. Through the
internet, television, and magazines, endless options of advertised products are available (Go-Monilla
& Ramirez, 2018, pp. 136-137). Consumerism is the human desire to acquire products and goods in
excess of one's basic needs. Basic needs refer to sufficient food, clothing, and shelter. The consumerist
culture involves people who spend more on cars, gadgets, and clothes to keep up with trends and
upgrades instead of savings or investments (Baker, 2016).
Additional instructional materials:
Movie entitled: Confessions of a Shopaholic (2009)
Learning from consumer culture by Tori Flower TED Talks
https://www.youtube.com/watch?v=XS1sKdOTg6Y
History of ideas – consumerism by The School of life
https://www.youtube.com/watch?v=Y-Unq3R--M0
Conscious Consumption
Options are endless when shopping. Marketing strategies have been evolving to cater to the needs
and want of consumers. Being in a consumer culture, shopping is part of your life. As a consumer, you
have the power to control your expenditures as you have your free will to choose. The struggle of
conscious consumption usually starts when the discipline of shopping ends. Conscious consumption is
practicing being a responsible buyer (Gallinero, et al., 2018). Being a responsible buyer means you
should know how to separate your wants from your needs. Below are tips that you can use when
shopping:
65
Tips to get most of your money

Adapted from the Federal Trade Commission (2009)
Try to shop around before purchasing. We must remember that the “sale” price
isn’t always the “best” price. Search for
information can help you get the best price
for the item you want.
Take time to read sale ads. Some items are limited only to specific
quantities or available to selected stores.
Make some call ahead to ensure that the
store has the item in stock and if they ‘be
willing to hold the item for you.
Do not forget to consider the time and Take into consideration the time, and
travel costs. travel cost before shopping. What if the
item is across town, and you need to travel
just to acquire it? Are you saving or not?
Check for price-matching policies. Fish out for competitors’ prices and
compare. You might find a good deal by
comparing and contrasting.
Use the internet for price references. Surf the net to compare and contrast
prices. You can also shop online but
consider the shipping costs and delivery
time.
Bargain offers that are based on
purchases of additional merchandise Offers like “buy one, get one free,” “free gift
should be computed. with purchase,” or “free shipping with
minimum purchase” seems tempting. It is
not a great deal if you don’t want or need
the item.
Some shops have sale adjustments. Some items go into the sale after a week
that you purchase it. Try to ask the store if
they have sale adjustments where you can
get a credit or refund for the discounted
amount if it is applicable.
Ask first the refund and return policies Refund and return policies for sale items or
for sale items. clearance sale differ from regular items.
66
References
Books:
Gallinero, W. B., Reyes, C. A., Claudio, E. R. & Alegado, A. M. (2018). Understanding the Self. Malabon
City. Mutya Publishing House, Inc.,Malabon City
Go-Monilla, M. J. A & Ramirez, N. C. (2018). Understanding the Self. Quezon City: C & E Publishing,
Inc.
Journal:
Arnould, E. & Craig, J. (2005). Consumer culture theory (CCT): twenty years of research.
Journal of Consumer Research, 31 (4), 868-882.
Internet resources:
Baker, J. A. (2016). The good and bad sides of consumerism. Retrieved from:
https://www.straitstimes.com/opinion/the-good-and- bad-sides-of-consumerism
Belk, R. W. (1988). Possessions and the Extended Self. Journal of Consumer Research, Volume 15,
Issue 2, September 1988, Pages 139–168. Retrieved from:
https://doi.org/10.1086/209154
Caparas, K. (2013). SM Mall of Asia: One of the Largest Malls in Asia.
Retrievedfrom:https://www.vigattintourism.com/tourism/articl es/SM-Mall-of-Asia-One-
of-the-Largest-Malls-in-Asia
Federal Trade Commission. (2009). Shopping Tips. Retrieved from:
https://www.consumer.ftc.gov/articles/0106-shopping-tips
Hai, Y. (2018). Barbara Kruger: Slogans that shake the art world. Retrieved from:
https://blogs.commons.georgetown.edu/cctp- 802-spring2018/2018/05/04/barbara-
kruger-slogans-that- shake-the-artworld/
Merriam-webster.com. (2020). Identity. Retrieved from: https://www.merriam-
webster.com/dictionary/identity
Leary, D. E. (1990). William James on the Self and Personality: Clearing the Ground for Subsequent
Theorists, Researchers, and Practitioners.
Retrievedfrom:https://scholarship.richmond.edu/cgi/viewconte
nt.cgi?article=1023&context=psychology-faculty-publications
Oxfordbibliographies.com. (2017). Consumer Culture. Retrieved from:
https://www.oxfordbibliographies.com
Publicdelivery.org. (2011). Barbara Kruger’s I shop therefore I am – What you should know.
Retrieved from: https://publicdelivery.org/barbara-
krugershop/#:~:text=The%20phrase%20means%20that%20pr
ovided,rather%20by%20what%20they%20owned
Yourdictionary.com. (2014). Identity. Retrieved from:

https://www.yourdictionary.com/identity
67
Assessing Learning
Quiz 2.2
Name:_____________________________________ Date:________________________________
Test I. Directions: Write TRUE if the statement is correct, FALSE if not.

_________1. It is important to look at not only what we want but what’s good for us when trying to
improve our material self.
_________2. Advertising and mass media help us determine what to buy since they help us justify
our purchasing decisions.
_________3. We do not have an emotional attachment to things that we consider as ours.
_________4. Barbara Kruger’s, I shop therefore I am, is based on William James’ philosophy.
_________5. Man’s self focuses only on his psychic powers.

Test II. Directions: Identify what is being asked below.
________________1. Defines that the self is everything that is considered by the individual as his
or hers.
________________2. It is practicing being a responsible buyer.
________________3. Refers to giving to much importance to material possessions and excessively
being concern with its acquisition.
________________4. This could be an expression of one’s social status, pride, prestige since
owning one breed is very expensive.
________________5. The human desire to acquire products and goods in excess of one's basic
needs.
68
Test III. Directions: Answer the following questions completely and comprehensively.
1. Explain Barbara Kruger’s statement: I Shop Therefore
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. How is the statement relatable to your current expenses/purchases? Cite an example to support
your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
69
THE SPIRITUAL SELF
Overview
This lesson explores the essence of spirituality, how distinct it is from religiosity, the
influences that form one's spirituality and how it affects one 's self.
Learning Objectives
1. differentiate spirituality from religion;
2. describe the practice of religion, belief in supernatural being and power;
3. explain the concept of “dungan”, spirit or soul;
4. evaluate ways of finding and creating meaning in life.
Setting Up
Activity 2.4.1
Name:____________________________________ Date:________________________________
MY OWN MANDALA
Directions: Mandala is a symbolic picture of the universe and spirituality. It helps to transfor
m
ordinary minds into enlightened ones. Using any coloring materials, color the Mandala
below based on your preference. Also, write your name inside the circle on the center.
70
Reflective questions
1. What comes to your mind when you first heard the word Mandala?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. What did you feel doing the activity?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. Are you going to share your work to other people? Why or Why not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
4. Given another chance, are you going to recreate your Mandala with your own design?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
71
Lesson Proper
SPIRITUALITY AND RELIGION

Oftentimes, many people define spirituality and religion synonymously. There are also times
that these two terms are interchangeably used. Conversely, they are definitely different concepts. But,
they play an important role in our lives.
Spirituality came from the Latin word spiritus which means breath of life. Jafari, Loghmani
and Puchalski (2014) defines spirituality as a way an individual seeks and communicates the meaning
of one’s experiences in relation to self, to nature, and to the moment. It is a connection to something
bigger than you, of significant, reverent, or sacred. On the other hand, religion came from the Latin
word religio that means an obligation, bond, reverence and religare that means to bind. Many scholars
define religion as the relationship of an individual to God, and involves doctrines, beliefs and rituals
connected with the same a group that has shared same faith. An individual can be both religious and
spiritual but being religious does not mean you are a spiritual person.
Religion Vs. Spirituality : What is the difference? (Brady, 2019)

Religion Spirituality
Object referral Self-referral
Objective vs. Subjective Focuses on the external Focuses on the inward journey
Experience (houses of worship, books (internalization and awareness
of scripture, eternal rituals) of one’s soul)
Structures and rule based No set of external rules,
construct restrictions and rigid structure
Organized vs. Formless (moral rules, laws and (pathless path of self-
doctrines) discovery)
Deeply rooted in tradition, more flexible and adaptive
Traditional vs. ritual, creed, and doctrine (embraces change and the
Evolutionary Approach (transmitted through evolution of consciousness)
history)
About faith direct experience of the soul or
Belief vs. Spiritual (Unconditional acceptance divinity
Experience and surrender to the divine)
Concepts of original sin, Discards the remains of fear
divine judgment, God’s and worry in favor of a more
Fear vs. Love wrath, or eternal loving, compassionate
punishment can approach to life—and death
The differences between spirituality and religion are not the outright judgment of which is
better than the other. One’s spiritual and religious beliefs and practices may still vary from one
person to another.
72
Characteristics of a Spiritual Person

Howell (2013) made a research on the personal and societal benefits of spirituality. Based on
the responses, here the top five characteristics of a spiritual person.
1. A spiritual person is gracious. Spirituality encourages someone to be positive and expresses
gratitude, shows generosity on time and resources, one’s overall life indeed.
2. A spiritual person is compassionate. Living a spiritual life lets a person to feel good even on
small things in life. He or she looks at the world with empathy.
3. A spiritual person is flourishing. Spirituality enables a person to have positive relationships,
high self-esteem and lets him or her look at the meaning and purpose in life.
4. A spiritual person is self-actualized. Spirituality practices help a person to focus on their
internal values for personal growth. A spiritual person concentrates on the fulfillment of one’s
goal and that is to become a better individual.
5. A spiritual person takes time to savor life experiences. Living a spiritual life makes a person
more aware of his or her day to day activities and gives an experience positive emotions
related to small pleasures in life.
Within the self lies the best way to improve spirituality. Constant thought and contemplation
on decisions and options in life, cultivating empathy and compassion for other humans, and having
confidence in a higher being will improve spiritual awareness. It's not only finding meaning in life but
also how it brings meaning to life.
THE PRACTICE OF RELIGION: BELIEF IN SUPERNATURAL BEING AND POWER
As you grow older, you start to ask questions rooted in religious orientations. You have
probably compared one religion from another. However, you make realizations and observations until
you found the meaning of that goes beyond your religious orientations.
Functions of Religion
Cognitive enables human to explain the unexplainable phenomena
Social maintains social order by encouraging socially acceptable
behavior and discouraging inappropriate behavior
Emotional / controls the forces which they feel they have no control
Conflict Resolution uses religion as a way of diffusing anger and hostility
Reinforcement of Group allow people to express common identity and strengthens
Solidarity group identity and belonging
73
Religiosity follows the belief systems and practices associated with a tradition in which there
is agreement about what is believed and practiced.
The supernatural concepts are a part of any human society. One must develop a view of cultur
al relativism to research spiritual beliefs, and try to recognize beliefs from the viewpoint of an emic or
insider. Imposing one culture's meanings or beliefs onto another is likely
to lead to misunderstandings. Despite the wide range of supernatural beliefs found in cultures around
the world, some common elements are shared by most belief systems.
Sashur Henninger-Rener, an anthropologist – research, identified the common elements of

religion in relation to the belief in supernatural being and power.
Elements of Religion
1. Cosmology. This explains the origin or history of the world. Religious cosmologies offer a "big
picture" of how human life was created and the forces or powers at work in the universe
2. Belief in the Supernatural. This pertains to the realm beyond direct human experience. The
belief may involve a god or gods, but it's not a necessity. Quite a few religious beliefs involve more
abstract ideas about supernatural forces.
3. Rules of Behavior. Such principles describe proper behavior for individuals and society as a
whole, and are geared towards harmonizing individual acts with moral beliefs.
4. Rituals. Religious rituals or procedures which are typically supervised by religious experts. These
may be oriented toward the supernatural, such as rituals designed to please the gods, but at the
same time addressing the needs of individuals or of the entire community.
THE CONCEPT OF “DUNGAN”, SPIRIT OR SOUL
The word "dungan" originates from the Ilonggos according to Magos (1986). The Ilonggos'
dungan or soul, which is normally not seen by the human eye. According to the Visayans, this can
leave the body voluntarily like when the person is asleep. If a person can see himself in his dreams it
means that the physical body has been replaced by his "other self". It was profoundly impressed
amongst the ancient Filipinos that a person who was asleep does not suddenly awaken. So a person
who is sleepy is first called softly and louder and louder gradually to give the soul a chance to return
to its body.
Traveling off the dungan outside of the body will be accident-free. It can be stuck in a
container or poured out from a vessel of liquid. The owner will only be able to wake up after the soul
has returned home safely. Anything that happens to the dungan does indeed happen to the human
body. It is also suspected that another reason for the soul's voluntary withdrawal is if the body is
seriously maltreated (Magos, 1986).
The Visayan dungan has a secondary sense of "willpower." A good dungan is the mental and
psychological capacity to control one's way of thinking or convince others to. An individual with a lot
of willpower is said to "have a good dungan." The constant companionship of two people (sometimes
under the same roof) can lead to a spiritual rivalry between the two dungans and the defeat of the one
with the weaker dungan.
One may conclude that "dungan" or "spirit" is something that cannot be seen and touched, and
goes beyond our senses. It's also something that science can't describe.
74
FINDING AND CREATING MEANING [Frankl]

According to Frankl (1959), the meaning of life lies in finding a purpose and taking
responsibility for oneself and others. A person can face all the "how" questions of life by having a clear
"why." He / She can only make the world a better place by feeling safe and confident of the goal that
motivates him or her.
There are 3 ways to find meaning in one's life according to Frankl in his novel, Man's Quest
For Meaning.
By Doing a Deed
Realizing artistic quality comes not from the ‘greatness' of the mission, but how one treats and
executes his or her mission. It is not the ‘radius' of the action which is essential, but how one
feels the ‘circle' of his / her mission – how respectfully one performs them.
By Experiencing a Value
Explore all facets of life in-depth, being open and receptive to all life has to bring. Deep
emotional feelings, i.e. wonder and sunset happiness, a pleasure in close contact with others,
sharing a child's sorrow, etc. Support all of the emotions; don't refuse them; float with them,
but don't get trapped.
By Realizing Attitudinal Value

Accept with great bravery all the sufferings caused by an unchanging destiny. Out of your
misery draw power of intent. Intrinsically, human life should never be meaningless. Life
challenges us and puts various circumstances before us.
References
Brady, A. (2019). Religion vs. Spirituality: What Is the Difference?
https://chopra.com/articles/religion-vs-spirituality-what-is-the- difference
Frankl, V. (1959). Man’s search for meaning : An Introduction to Logotherapy. Especially Part 2 :
basic Concepts of Logotheraphy. 149 - 210
Jafari, N., Loghmani, A., & Puchalski, C. M. (2014). Spirituality and health care in Iran: time to
reconsider. Journal of religion and health, 53(6), 1918-1922.
Howell, R. T. (2013) Why Be Spiritual? Five Benefits of Spirituality.

https://www.psychologytoday.com/us/blog/cant-buy- happiness/201302/why-be-
spiritual-five-benefits- spirituality
Magos, A. (1986). The Ideological Context of Ma-aram Practice in Mariit. In the Enduring
Ma- aram Tadition : An Etnography of Kinaray-a Village in antique. New Day
Publishers. 46-62
75
Assessing Learning
Activity 2. 4.2
Name:_____________________________________ Date:________________________________
MY SYMBOL OF BEING
Directions: Imagine yourself as a very precious object displayed inside a museum that other people
would remember your existence here in the world. Inside the box, draw that single
object that could represent yourself. And tell the story of your life in relation to the
object representation you have drawn.
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
76
Activity 2.4.3
Name:_____________________________________ Date:________________________________
NOTE TO SELF
Direction: Life has given you some precious knowledge. Help yourself verbalize it. Write a letter to
your future self
Dear _________________,
Quiz 2.1
Sincerely,
______________________
77
Name:_____________________________________ Date:________________________________
Direction: Answer completely and comprehensively the following questions below.

1. What is the difference between spirituality and religion?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. Explain what is “Dungan”.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. Regardless of your religion, how do you practice your faith?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
4. Share your personal life experience/s where you found meaning of life out of it. Explain.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
78
THE POLITICAL SELF
Overview
This lesson lets you integrate political aspect of self and identity through critical thinking.
Learning Objectives
5. safely share one's the political preferences or conviction; and
6. understand how personal ideologies are constructed.
Setting Up
Activity 3.5.1
Name: _____________________________________ Date: ________________________________
Directions:
1. Create a virtual group through the internet. Divide the group into two. Tackle any emerging
issues in your community.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
79
2. Create a collage of the person you want to be in the next 10 years.
80
Lesson Proper
Generally, when speaking about national identity, the center tends to be on being a citizen of a
country. The role of culture on identity should never be underestimated. It can be varied as his/her
heritage. [Gallinero,et al.,2018,p108]
Developing a Filipino Identity: Values, Traits, Community and Institutional Factors
Filipino students may deepen their understanding of their political selves through a list of socially
relevant movies which can be found in this link (https://www.spot.ph/entertainment/movies-music-
tv/75285/10-new-pinoy-films-for-the-woke-a1943-20181006-lfrm)
Filipinos are of Malays descent with traces of Chinese, American, Spanish, and Arab blood.
According to the United Nations, the Philippines has a population of 109 million in midyear of 2020.
Having been colonized by the West and an active trading system among neighboring Southeast Asian
countries, the Filipino people are a unique blend of east and west, both in appearance and culture.
The bayanihan or spirit of kinship and camaraderie took from the Malays, close family relations
inherited from the Chinese, piousness came from the Spaniards who introduced Christianity are our
dominant features. Positive relationships are a core value for Filipino communities, also known as
“Personalism.” These involve sensitivity and regard for others, understanding, helping out, and
consideration for others’ limitations. Children are taught to respect older family members, older
adults and authority. It is considered the norm to seek the advice of and accept the decisions of older
adults; and are obligated to care for aging parents, and maintain emotional ties with family members
throughout the life span. Religion is central to our lives and serves as a means of coping with life’s
adversities. The Philippines is divided geographically and culturally into regions, and each regional
group is recognizable by distinct traits and dialects. Hospitality, cheerful disposition, welcoming
character and passionate about life are what distinguishes us from the rest of ASEAN. These are the
strengths of the Filipino character and in some ways our weaknesses.
Psychologist, educator, and [former] chairperson of the Commission on Higher Education. Dr.
Patricia B. Licuanan wrote that the strengths and weaknesses of the Filipino character are rooted in
factors, like [Gallinero, et al.,2018,p109]
1. The home environment 6. Religion
2. The social environment 7.The economic environment
3. Culture and Language 8.The political environment
4. History 9. Mass media
5. The educational system 10.Leadership and role models.
According to her, in-home environment, Filipino children are family-oriented. In the social
environment, it is characterized by survival of the fittest that makse them [Filipinos] group-oriented
[1994].
Furthermore, in culture and language show openness to international elements with no primary
consciousness of our cultural core [Licuanan, 1994]. The colonial mentality of the Filipinos is a good
example of this.
81
While, in the Philippine educational system helps in casting the strengths and weaknesses of the
Filipinos [Licuanan,1994]. Various Filipinos are rooted in our economic environment, hardships and
struggles pushed them to work harder. Some choose to leave their family to work abroad for better
living.
She also cited that our political environment and government structures and systems are
troubled with problems [Graft and Corruption]. On the other hand, the mass media reinforce our
colonial mentality. It is shown on TV, magazines, newspaper, etc. Nowadays, the mass media in fact
part of Filipino life.
Ever since Filipinos highly respect authority, we learn on our leaders and role models [1994].
Strengths of the Filipino Character:

The Filipino characteristics listed below are not complete, hence, these are the most we have in
common. Filipino traits are as follows [Gallinero,et al.,2018p110]:
1. Pakikipagkapwa-tao
2. Family orientation
3. Joy and humor
4. Flexibility,adaptability, and creativity
5. Hard work and industry
6. Faith and religiosity
7. Ability to survive
Weaknesses of the Filipino character:

1. Extreme personalism 5. Colonial mentality
2. Extreme family-centeredness 6. Kanya-kanya syndrome
3. Lack of discipline 7. Lack of self-analysis and
4. Passivity and lack of initiative self-reflection
Citizenship and Democracy
Democracy is a Greek word that means demos [people’s rule]. It is a form of government in which
the supreme power is vested in the hands of the people. As stated by the famous President Abraham
Lincoln, democracy is a government of the people, for the people, and by the people.
The idea of democracy is interpreted in many forms. In general, it implies majority rule, minority
and individuals have equality of opportunities and under law, civil rights and liberties.
Who is the citizen of the Philippines
Is the one who is a member of a state who was accorded with full civil and political rights subject
to disqualifications provided by law, and who is protected inside and outside of the state where
he/she is a citizen.
82
Self and Politics

Man is considered a political animal. His/her thoughts about political happenings show his/her
personality and beliefs.
Political socialization is a learning process by which individuals acquire political knowledge,
beliefs and attitudes that helps develop a sense of self. The family is the major socializing agent. As
children grow up, schools, peer groups and the media also become important agents of political
socialization.
Reference
Gallinero,W.B., Reyes, C.A., Claudio, E.G., Alegado,A.M., Understanding the Self. Developing a
Filipino Identity: Values, Traits, Community and Institutional Factors,2018,109-110,:
Mutya Publishing House,Inc. Malabon City
We Are Filipino. (2018). Retrieved from:

https://www.esquiremag.ph/politics/opinion/filipino-identity- a1502-20181205-l
frm3
The Filipino People. Retrieved from: https://ammanpe.dfa.gov.ph/2016-06-30-08-29-54/the-
filipino- people
Cultural Values. Retrieved from:
https://geriatrics.stanford.edu/ethnomed/filipino/fund/cultural values.html
83
Activity 3.5.2
Name: ____________________________________ Date: ________________________________

1. Describe the manner of discussing your ideas in your virtual group. How about against the
other group.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. How do you manage conflicting ideas among family and friends?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. In formal settings such as in the classroom, school or workplace, how will you be able to voice
one’s beliefs without hurting others
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
4. What are the traits you have listed?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
5. In terms of character, how far or near are you to this ideal person?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
6. What are the things that you will be working on for you to achieve your goal?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
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Activity 3.5.3
Name: _____________________________________ Date: ________________________________
Course/Section: _________________________ _Instructor: _________________________
Directions: Come up with a list of non-fiction books or documentaries you greatly identify with.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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THE DIGITAL SELF
Overview
This lesson looks at the role of technology and the internet informing the digital self of a person
with an emphasis on using social media network sites and applications.
Learning Objectives

1. examine my self and my online identity;
2. describe selective self-presentation and impression management;
3. infer on the impact of my online interactions to me and others; and
4. determine the boundaries of my online self.
Setting Up
Activity 2.6.1
Name:_____________________________________ Date:________________________________
WHAT’S APPS?
Directions: On the first space provided, write the name of the social media applications. Below its
name, evaluate how frequent (always, often, sometimes, or never) do you use each socia
l
media application.
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What did you notice with your answers from the activity?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
What is/are your reason/s in using social media?

_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Do you consider social media an important part of yourself? Why or why not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
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Lesson Proper
I, ME, MYSELF AND MY USER ID ONLINE IDENTITY

In the emergence of the use of technology in our lives, this made us create a new self of our
identity. This identity extends to the digital world using any social media applications like Facebook,
Twitter, Instagram, YouTube, etc. Aside from these applications, we also engage ourselves in different
internet websites that create our virtual world that is different from our real world. Thus, we create
our own online identity or can be termed as a digital self.
Many from the millennial and Gen Z generations are being tagged as digital natives because they
depend most of the time on the functions of technology.
In 1988, Russell Belk, Chair in Marketing, Schulich School of Business at York University, proposed
the concept of extended self even during that time that digital technology was limited to personal
computers. Nowadays, access to computers can be done using mobile phones, laptops, and other
digital devices. Through these, we can exchange ideas and can communicate and connect with others.
According to Belk (2013), the extended self can be presented in different factors:
dematerialization, re-embodiment, sharing, co-construction of self, and distributed memory.
These factors are actually changes and progressions evaluated for our understanding of oneself, the
nature of possessions, and our connections or associations with things in an advanced world, the
digital world.
First, dematerialization relates to our possessions like photos, videos, music, and
information which at present are all immaterial and cab be all stored in different electronic devices
that we can access anytime. Second, re-embodiment describes how we can post, upload and view
photos of our faces online that we have become online ‘avatars’. Using social media and computer
software, we can easily change our appearance distinguishing our online self and our actual
appearance. Third, with the use of the internet, sharing pertains to transferring pieces of our true
personal information or change information we would like anyone can access in the digital world. In
relation to this, fourth, co-construction of self explains how we socially involve ourselves in a digital
environment by communicating and interacting and the same time constructing and our individual
and extended sense of self. And last, distributed memory shows that non-digital objects like events,
people, and even memories are now being recorded and shared in the digital world. Thus, this
provides a sense of past being archived in different social media and can be viewed later on.
Further, the concept of extended self is alive and well in the digital world (Belk, 2013).
However, number of differences are being observed because of the challenges and changes of new
possibilities offered in our digital world.
SELECTIVE SELF PRESENTATION AND IMPRESSION MANAGEMENT
Self-presentation is the act of expressing oneself and behaving in ways designed to create a
favorable impression that corresponds to one’s ideals. Myers (2008) explained it as you want to
present the desired image of yourself both to other people (external audience) and to yourself
(internal audience). As social beings, we adjust our words and actions to suit our audiences. There is
varying degrees of how we behave in front of other people.
Why does selective self-presentation happen?

There is selective self-presentation because people want to manage the impression on how
society views them. This comes into two forms: self-enhancement and self-deprecation. Self-
enhancement entails bringing forth the good qualities of one's personality to strengthen an
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individual's social views. While self-deprecation primary aims to limit self-portrayal by displaying
more humble features or characteristics of oneself.
Self-Presentation Goals
1. To arise from getting others to do what one wants
2. To gain respect, power, liking, or other desirable social rewards
3. To make certain impressions on others to maintain a sense of who they are
Impression management refers to the information controlling activity to guide the opinions of
others in the service of personal or social objectives. This shows how humans seem motivated not
only to perceive themselves in self-enhancing ways but also to present themselves favorably to others.
Self-Presentation and Impression Management Strategies (Jones, 1990)

1. nI Self-Presentational
g Strategy Impression Prototypic Self-Presentational
r Sought Behaviours Risks
a 1. Ingratiation Likable Compliments, Insincere,
t favors Deceitful
i
a 2. Self-promotion Competent Boasting, Conceited, Fraudulent
t Showing off
i 3. Intimidation Powerful, Threats
Reviled,
o Ruthless Indecisive
n 4. Exemplification Virtuous, Self-denial,
Hypocritical, Self-
Moral Martyrdom
righteous
5. Supplication Helpless Self-deprecation Manipulative,
Demanding
wish other people to like you by letting people agree with you, say nice things about you, do
favors for you, and possess positive interpersonal qualities.
2. Self-promotion
- You seek to convince people of your competence by getting people to think we are capable,
intelligent, or talented.
-
3. Intimidation
- You sometimes show people your authority and you are to be feared off by displaying that you
are tough, powerful or ruthless.
4. Exemplification
- You try to make the impression that you are morally superior or righteous by portraying an
exaggerated degree that you suffered poor treatment or has endured excessive hardships.
5. Supplication
You publicly overstress your weaknesses and deficiencies to play helpless in order to attract
others’ sympathy and get what you want.
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How you present yourself and manage other’s impressions are part of your online identity. It
is you faithfully reflect on how you think of yourself. Presenting yourself online is sometimes a
concern of misrepresenting yourself. Further, it is very important to know sincerity and authenticity
in establishing relationships with others in the online social world.
IMPACT OF ONLINE INTERACTIONS ON THE SELF
Our interaction with others is very different now that we are living in the digital age.
Everything can be accessed in just one click. You can build hundreds to thousands of friends around
the world which you can actually create an online community. Social media applications and social
networking sites provide us an opportunity to widen our connections and relationships. Despite our
differences, the internet or virtual world connects us with others and meets with our similarities.
However, people we interact may influence the way we think ourselves so let us not forget that our
online interactions have an impact also on ourselves.
In 2018, David Cross, chief editor at Web Hosting Media, published his review on the
positive and negative effects of social media on our lives. This shows how big the impact of our online
interactions. He explained that there is nothing wrong with the platform itself but the problem is on
the way a lot of us use it and play a role in our lives.
Here are the impacts of online interaction taken from Cross (2018).
The Improvements Social Media Brought About (The Positive)

1. It Can Save You In Case Of An Emergency
2. Enhanced Connectivity
3. It Can Be Used As a Voice to Reason
4. It’s a Place for Content Discovery
5. Helps in Getting Help
6. Provides an Awesome Marketing Tool
The Toxic Reflections of Social Media (The Negative)

1. It’s Incredibly Addictive
2. Self-Image Issues
3. The Illusion of Control
4. It Can Make You Feel Lonely
5. A Fear of Missing Out
6. It Drives More Sadness than Happiness
7. The Delusion That It Elevates Your Mood
8. The Rise of Cyber Bullying
We may experience differently the impact of our online interactions using different digital
applications and sites. It can be both honestly connect us and help us communicate more efficiently.
Nevertheless, how we use it depends on how we make decisions (Cross, 2018).
BOUNDARIES OF THE SELF ONLINE
Public Self vs. Private Self

The American Psychological Association defines the public self as “information about the self,
or an integrated view of the self, that is conveyed to others in actions, self-descriptions, appearance,
and social interactions..” And private self as “the part of the self that is known mainly to oneself, such
90
as one’s inner feelings and self-concept.” Your public self or private self may vary depending on your
audience of such impressions.
Wilson (2008) explained that the millennial generation has a characteristic of the
phenomenon of public identity than private identity. There is a belief that members of this generation
have not been afforded a sense of privacy. Examples of this are the posting, sharing of information,
capturing everyday activities and the like made by the online users.
The distinction between public and private becomes unclear because of the effects of the
popularity of social networking sites and applications where you can manage your account on what to
share or not and what to show between the real and unreal.
Personal Identity vs. Social Identity
Personal identity is best described using Erickson’s Psychosocial Theory. According to

Erickson (1968), an individual can move from two opposite poles: identity synthesis and identity
confusion. Identity synthesis explains that an individual combines and integrates relevant earlier
identification in a unique way while identity confusion describes that an individual does not hold yet
meaningful identification that could provide him or her with a sense of direction. You may search
your sense of self or personal identity by intensely exploring on your personal values, beliefs, and
goals. He also added that the success of this process may lead to the virtue of fidelity. This means that
you will be able to commit yourself to others on the basis of accepting others regardless of the
presence of the ideological differences.
On the other hand, Tajfel and Turner (1968) refers to social identity as how an individual
defines himself/herself as a member of a social group.
Social identity processes include social categorization, social identification, social comparison,
positive group distinctiveness. Social categorization helps individuals to navigate the social world by
distinguishing between in-group and out-group members. It is providing information about others, economizing
social perception, and reduces uncertainty as long as a clear set of expectations about others and the self are
provided. It enables that the mere act of categorizing people into groups was enough to lead to in-group
favoritism and out-group derogation. Social identification involves the individual’s awareness of, value
attribution to, and affective experience linked to one’s group membership. Social comparison is a fundamental
process to understand who we are, what are our positive qualities, and we do this by exchanging feedbacks in
the interactions with meaningful others. Positive group distinctiveness is the appreciation of one’s own in-
group as basis to achieve, maintain, and enhance group distinctiveness to motivate individuals to join social
groups (Tajfel & Turner, 1979).
Gender and Sexuality Online
In the previous lesson, you already have the idea of what is gender and sexuality. Here in this topic, the
discussion will focus on the issues related to gender and sexuality online. Gender and sexuality is part of our
identity.
Computer-mediated communication (CMC) has been reported to possess a degree of anonymity on the Internet
which makes the gender of online communicators insignificant or invisible. In comparison to norms of
patriarchal superiority historically found in face to face contact, this supposedly encourages women and men to
contribute and be respected equally for their efforts (Walther, 2007).
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10 TIPS FOR SETTING BOUNDARIES ONLINE

Taken from Margarita Tartakovsky, M.S.
1. Give yourself permission. Give yourself permission to set boundaries and say no.
2. Consider your purpose. Think ahead about how you’d like to use social media by
considering what kinds of information you want out there.
3. Set boundaries surrounding time. Figure out what works best for you to maintain
connections — without feeling stressed and overwhelmed
4. Take things slowly. Give yourself time to get to know the person before revealing
too much about yourself not just talking romantic relationships but interactions of
all kinds.
5. Ask for clarification. Respond and ask for clarification to avoid misinterpretation of
a person’s message online.
6. Be honest about your feelings. Let them know authentically and honestly how it
made you feel.
7. Practice the three-strikes-you’re-out rule. Take some type of action that limits
their contact with you when they’ve crossed another boundary of yours.
8. Give them the benefit of the doubt. Give them the benefit of the doubt by keeping in
mind that everyone has different comfort levels to avoid jumping to conclusions.
9. Honor your feelings and comfort level. Pay attention to your own emotions and
comfort level.
10. Be thoughtful in your own responses. Take a moment to think through what
you’d like to say and never respond in anger or in impatience.
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References
American Psychological Association. Dictionary of Psychology. Retrieved from:
https://dictionary.apa.org
Belk, R. W. (2013). Extended self in a digital world. Journal of consumer research, 40(3), 477-500.
Cross, D. (2018) Positive & Negative Effects of Social Media on Our Lives. Retrieved
from:https://webhostingmedia.net/social-media- effects/
Erikson, E. (1968). Identity, youth and crisis. New York: Norton.
Myers, D. G. (2008). Social Psychology 9th Edition. McGraw-Hill.
Tajfel, H., & Turner, J. C. (1986). The social identity theory of intergroup behavior. In S. Worchel &
W.G. Austin (Eds.), Psychology of intergroup relations (pp. 7-24). Chicago: Nelson.
Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S.
Worchel (Eds.), The social psychology of intergroup relations (pp. 33- 47). California:
Brooks/Cole.
Tartakovsky, M. (2018). 10 Tips for Setting Boundaries Online. Psych Central. Retrieved on July 16,
2020, from https://psychcentral.com/lib/10-tips-for-setting-boundaries- online/
Walther (2007). Selective self-presentation in computer mediated communication: Hyperpersonal
dimensions of technology, language and cognition.Computers in Human Behavior . 23.
2538 – 2557.
Wilson, J. L (2008). The Conflation of Public and Private Identity.
Retrievedfrom:https://www.psychologytoday.com/us/blog/stor ies-the-self/200812/the-
conflation-public-and-private-identity
"What is the difference between selective self-presentation and social identity deindividuation?" eNotes
Editorial, 16 Mar. 2019. Retrieved from: https://www.enotes.com/homework-help/what-difference-
selective-self-presentation-social-1738025. Accessed 16 July 2020.
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Assessing Learning
Activity 2.6.2
Name:_____________________________________ Date:________________________________
MY SHOUT OUT 1
Directions: Create a hashtag of yourself (ex. #IamLikable) and write it on the space provide provided.
Reflect on the shout out that you made by looking at your digital self and real self .
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Activity 2.6.3
Name:_____________________________________ Date:________________________________
THINK BEFORE YOU CLICK

Directions: Post a comment by critiquing the following social media statuses.
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Quiz 2.6.4
Name:_____________________________________ Date:________________________________
I. Write TRUE if the statement is correct, FALSE if not.

__________1. Your digital self may be a representation of your real self and/or unreal self.
__________2. How you present yourself and manage other’s impressions are part of your online
identity.
__________3. An online user shows his/her personal identity even without considering his social
identity.
__________4. Boundaries online are based on personal decision you set.
__________5. A person can build a community his/her friends with others in the virtual world despite
of their differences.
II. Identify what is being asked below.
________________________1. It is the act of expressing oneself and behaving in ways designed to create a
favorable impression that corresponds to one’s ideals.
________________________2. This refers to the information controlling activity to guide the opinions of
others in the service of personal or social objectives.
________________________3. This explains that an individual combines and integrates relevant earlier
identification in a unique way.
________________________4. It describes that an individual does not hold yet meaningful identification that
could provide him or her with a sense of direction.
________________________5. This primary aims to limit self-portrayal by displaying more humble features
or characteristics of oneself.
III. Answer the following questions completely and comprehensively.

1. How does self-presentation happen?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. Cite your personal experiences of setting your boundaries online.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
96
UNIT III. MANAGING AND CARING FOR THE SELF

Overview
This unit focuses on three areas of concern for young students – learning, goal setting
and stress management. It also provides a more practical application of the notions discussed
in the subject and enables them to experience hands-on development of self-help plans for
self-regulated learning, goal setting, and self-care.
Learning Objectives

1. Recognize the theoretical foundations of managing and caring for the self;
2. Obtain and practice new skills for better management and caring for the self;
3. Use the new skills to better one’s quality of life.
Setting Up
Activity 3.1.1
Name:______________________________________________ Date:___________________________________
Section:____________________________________________
COMPLETE THE SENTENCE:

Dear Self,
A bad study habit I want to change is____________________________________________because_____________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
97
Activity 3.1.2
Name:__________________________________________ Date:___________________________________________
Section:_________________________________
Word Hunt
Let us have some review and play a game. Let us see how familiar you are with some concepts and
terminologies related to self. Find at least 15 words. GAME!
C V S T R U G G L E N M Y S E L F K
N X O W J H P I D E A L E Y N P K R
E M C D O M L T R A I T G C L O E S
M P I M A G E U F W M H O U I L H F
O B E I N G T E G S V M A L A O G E
T L T A G A K D H Q P N S T E V J N
I H Y I N F E R I O R J I U G E T U
O D E G B R H N R A D O G R H H R R
N F R P H S T T S D N K L E N D E T
Z Y M K I D E N T I T Y U G K S H U
T O P M F Q P E R S O N A L I T Y R
C H S E L F I S H T F Y T S Y G L E
O N E S E L F R A Y B E H A V I O R
B W Z D T U S E A I T S E L F M W G
K M N O F E D B F J Y O P E R S O N
L I F E S I R N L G T U C T B M L I
M H R K W U T H Y S E L F S W Q Z D
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Lesson Proper
Learning to be a Better Student
How Learning Occurs

What happens in the brain while learning?
Learning happens at synapses, the
junctions between neurons. We can sum it up into
four steps: 1) How neurons react to new
information 2) How we make new information
easy to learn 3) How the brain stores new
information 4) How we learn new information.
The first one is how neurons react to new
information. When we learn something new, the
performance of newly associated synapses change.
For example “Jin starts attending dance classes.
He takes it twice a week.” When Jin starts attending dance classes, the synapses working on this new
information or skill changes their performance. Next, how we make new information easy to learn; an
element comes along the new information obtained. An element is like an image, an emotion or a
sound to which we relate the new information. In the first example, Jin started attending dance
classes; so now he associates dance with exercise and stress release. So he uses dance as a stress
reliever and as a form of exercise, because of this it is easier for him to learn about dancing. After that
we have how the brain stores new information. The brain sets apart space where this new
information is stored. The more synapses fire when the new information is used, the more its
allocated brain space grows. Since Jin enjoys dancing, he now takes it five times a week. Because of
the time and effort on learning how to dance grow, the brain creates more space for it. Lastly, how we
learn new information effectively. The more synapses on the new information fire, the more we learn
it. According to his dance teacher, Jin’s regular practice pays off so he gets better and better.
The Information Processing Model
Image credits to LearnUpon
99
The Information Processing Model is a type of learning model that treats the brain as if it is a
computer. Under this we have the following:
1. Sensory Memory – we gather information from our environment. It is the temporary first
interaction with any information. Sensory memory includes Iconic memory (what we initially see)
and Echoic memory (what we initially hear). Since we cannot process all sensory memory, we
concentrate on working memory instead.
2. Working Memory – our current thoughts. We process information from our environment.
Through working memory, we get to focus more on visual and spatial information and verbal
information one at a time or at the same time with the help of our central executive. Working
memory is responsible for temporarily storing and manipulating information. The episodic buffer
bridges us to long-term memory.
3. Long-term Memory – we decide based on our environment. Long-term memories are prior
knowledge and memories. There are three types of memories under this: a) Explicit memories
are facts or events that we can describe clearly and definitely; b) Episodic memories are event-
related memories, and c) Implicit memories which are influenced by interpretation.
Metacognition
According to John Flavell,
“Metacognition” is “cognition about the
cognitive phenomenon”, or basically “thinking
about thinking.” Metacognition imports deep
thinking in which cognitive processes
involved in learning are actively controlled. It
has two aspects:
1. Self-appraisal – people’s
personal reflections about their knowledge
states and abilities and their affective states
Image credits to KQED concerning their knowledge, abilities,
motivation and characteristics as learners.
Such reflections answer questions about
“what you know, how you think, and when and why to apply knowledge or strategies”.
2. Self-management of cognition – this refers to “Metacognition in action”, meaning

mental processes that help to “compose aspects of problem-solving”. It is the mental process of
planning on how one can succeed at a task.
Learning to be a better Student
Different learning techniques
1. Elaborative interrogation – it focuses on enhancing memory by generating an explanation of

why a specifically stated fact or concept is true.
100
2. Self-explanation – explaining how new information is related to known information, or

explaining steps taken during problem-solving. It generates inferences about causal
connections and conceptual relationships that enhance understanding.
3. Summarization – writing down summaries of texts to be learned.
4. Highlighting/underlining – marking important phrases from the materials to be learned while
reading in a single study session.
5. Keyword mnemonic – using keywords and mental imagery to associate verbal materials.
How Habits Are Formed
Every habit starts with a psychological pattern called a “habit loop” which is a three-part
process. First is the cue or trigger that orders your brain to go into automatic mode and let a behavior
unfold. Then the action or routine is the behavior itself. And lastly, the reward which is something that
your brain likes that aids in remembering the “habit loop” in the future.
Image credits to Help Scout
“How Habits are Formed – The Power of Habit” open the link and watch the video presentation
https://www.youtube.com/watch?v=Wg1VAhv6KHg
Self-Regulated Learning
Self-regulation is the process of controlling thoughts, behaviors, and emotions for the purpose
of acquiring information or skills. By engaging in self-regulated learning, one can independently track
down his own progress and manage his own development. Self-regulated learners take full ownership
of their learning where they are commonly described as more engaged in learning, more confident to
learn and perform better on tests.
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References
An Introduction to Working Memory. (n.d.). Retrieved from https://www.ldatschool.ca/introduction-
working-memory/
What is Metacognition? (n.d.). Retrieved from
https://www.psychologynoteshq.com/metacognition/
Jarett, C. (2018, December 7). Research Digest: Self-explanation is a powerful learning technique,
according to 64 studies involving 6000 participants. Retrieved from
https://digest.bps.org.uk/2018/12/07/meta-analysis-of-64-studies-involving-6000-
participants-finds-that-self-explanation-is-a-powerful-learning-technique/
Habits: How They Form and How To Break Them. (2012, March 5). Retrieved from
https://www.npr.org/2012/03/05/147192599/habits-how-they-form-and-how-to-
break-them
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Assessing Learning
Quiz 3.1.1
Name: __________________________________________________
Course/Year/Section: _______________________________ Date: _________________
Directions: In your own words, explain the following terms briefly. (2 points each)
Self-regulation
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Self-appraisal
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Long-term memory
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Metacognition
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
Habit
loop___________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
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Quiz 3.1.2
Name: _______________________________________
Directions: Choose and encircle the letter of the correct answer.

1. Our temporary first interaction with any information.
c. Sensory Memory c. Working memory
d. Long-term Memory d. Short-term memory
2. It is the term for what you initially hear.
e. Long-term memory c. Iconic Memory
f. Sensory Memory d. Echoic memory
3. We cannot process all sensory memory so we focus on working memory instead.
g. True
h. False
4. These are event-related memories.
i. Explicit Memories c. Episodic memories
j. Implicit Memories d. Echoic memories
5. A learning technique where one writes summaries of the to-be-learned texts.
k. Memorization c. Self-explanation
l. Summarization d. Elaborative Interrogation
Quiz 3.1.3
Name: __________________________________________________
Directions: Reflect on your own study habits starting from when you were in elementary school up to
your current year in college then write an essay composed of at least two hundred words about the
differences in your study habits from then up to now and how you can improve your study habits.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
104
SETTING GOALS FOR SUCCESS
Overview
This unit focuses on three areas of concern for young students – learning, goal setting and
stress management. It also provides more practical application of the notions discussed in the
subject and enables them to experience hands-on development of self-help plans for self-
regulated learning, goal setting, and self-care.
Learning Objectives

1. Recognize the theoretical foundations of managing and caring for the self;
2. Obtain and practice new skills for better management and caring for the self;
3. Use new skills to better one’s quality of life.
Setting Up
Activity 3. 2.1
Name:_____________________________________________________ Date:_______________________________________________
Section:__________________________________________________
COMPLETE THE SENTENCE:
DEAR SELF,
My short-range goals to complete by the first day of the semester are_____________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
105
Lesson Proper
Setting Goals for the Self
Goal Setting Leads to a Meaningful Life

A goal makes life worth living so it is important to set goals that will lead you to success. A goal is
defined simply as what the individual is consciously trying to do. It directs attention and action. Goals
motivate people to develop strategies that will enable them to perform at the required goal levels.
People more often than not experience disappointments, stress, and mental health problems when
they fail to reach their life goals. In this lesson, you will develop and practice goal-setting skills that
will help you manage and care for yourself better.
Goal Setting Concepts and Theories
To strengthen your understanding of your need for goals, here are some concepts and theories
that explain the human need for goals.
1. Bandura’s Self Efficacy

According to Albert Bandura’s Social Cognitive Theory, self-efficacy is the confidence in having
the ability to perform certain behaviors. It is the people’s beliefs about their capabilities to
produce effects. It distinguishes between response-outcome expectancy and efficacy expectation.
Response-outcome expectancy is a person’s estimate that a given behavior will lead to certain
outcomes. On the other hand, efficacy expectation is the assurance that one can successfully
execute the behavior required to produce the outcomes.
106
2. Dweck’s Growth Mindset

Carol Dweck, a social psychologist, described how people have two types of mindsets: the
fixed mindset and the growth mindset. She found that students’ mindsets played a key role in their
motivation and achievement. Most people are not aware of which mindset they have until it manifests
in their behaviors, especially in how they react to failure.
GROWTH MINDSET FIXED MINDSET
Believes in hard work, learning, Believes in natural abilities and

and has a growth theory of has a fixed proposition of
intelligence intelligence
Views failure as an opportunity Views failure as a limitation to
to grow one’s abilities
3. Locke’s Goal-Setting Theory

Goal-setting theory is outlined regarding the effectiveness of specific, difficult goals; the
relationship of goals to affect; the mediators of goal effects; the relation of goals to self-efficacy; the
moderators of goal effects; and the generality of goal effects across people, tasks, countries, time
spans, experimental designs, goal sources (i.e., self-set, set jointly with others, or assigned), and
dependent variables. This theory emphasizes the important relationship between goals and
performance.
Five Principles of Effective Goal Setting

1. Clarity – goals need to be specific. Specific goals allow you to know what to reach for and
allow you to measure your own progress.
2. Challenge – it must be difficult but attainable. A goal that is too easily achieved will not
boost performance. It must be difficult and specific for it to boost performance. However,
there is a limit to this effect. If the goal becomes too difficult, your performance might suffer
because you reject the goals as unreasonable and unattainable. A major factor of the
attainability of a goal is self-efficacy.
3. Commitment – an established need to achieve the goal is necessary to gain commitment.
Goals need to be accepted and viewed as an important matter. Having goals may not be
effective if you view those goals as threatening.
4. Feedback – feedback must be provided on goal attainment. It helps you attain your goals in
a way that determines how well you are doing. It also aids in determining which part of
their performance needs improvement.
5. Task complexity – you should be realistic with your sub-goals and your timeline.
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SMART Goal Setting

What are SMART Goals? These are statements of the important results you are working to
accomplish. It is designed in a way to cultivate a clear and mutual understanding of what composes
expected levels of performance.
SMART criteria DESCRIPTION HOW TO
When setting a goal, be specific
What will be accomplished? What about what you want to
SPECIFIC actions are you going to do to accomplish. It should include an
accomplish it? answer to the “W” questions:
Who, What, When, Where, Which,
and Why.
There should be a source of
information to measure or
determine whether a goal has
MEASURABLE What data will measure the goal? been achieved. If you set a goal
How much? How well? that is going to take a few months
to complete, then set some
milestones by considering specific
tasks to accomplish.
Focus on how important a goal is
to you and what you can do to
ACHIEVABLE Is the goal doable? Do you have make it attainable. Think about
hot to accomplish it; if you have
the needed skills and resources? the tools/skills needed and if not,
consider what it would take for
you to attain them.
How does the goal support Focus on something that makes
RELEVANT broader goals? Why is the result sense with your broader goals.
important?
Anyone can set goals, but if there
is no realistic timing, there is a
TIME-BOUND What is the time frame for greater chance that you’ll not
succeed. Provide a target date or
accomplishing the goal? deadline to your goal. Having time
constraints also creates a sense of
urgency.
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References
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.),

Enc
yclopedia of
human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
(Rep
rinted in H.
Friedman [Ed.], Encyclopedia of mental health. San Diego:
Aca
demic Press, 1998).
Bandura, A. (n.d.). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological
Review, 84(2), 191-215.
Dweck, C. (2015). Carol Dweck Revisits the 'GrowthMindset'.EDUCATION WEEK, 35(05), 20-24.
Retrieved
from/portal.cornerstonesd.ca/group/yyd5jtk/Documents/Carol%20Dweck%20Growth%20M
indsets.pdf
Locke, E. A., & Latham, G. P. (n.d.). New Directions in Goal-Setting Theory. Current Directions in
Psychological Science, 15(05).
Lunenburg, F. C. (2011). Goal-Setting Theory of Motivation. International Journal of Management,
Business, and Administration, 15(1), 1-5. Retrieved from
https://static1.squarespace.com/static/5b0b8f55365f02045e1ecaa5/t/5b14d215758d46f98
51858d1/1528091160453/Lunenburg%2C+Fred+C.+Goal-
Setting+Theoryof+Motivation+IJMBA+V15+N1+2011.pdf
University of California. (2016). How to Write SMART Goals:
A Guide for Managers and Employees. Author. Retrieved from
https://www.ucop.edu/local-human
resources/_files/performance
appraisal/How%20to%20write%20SMART%20Goals%20v2.pdf
109
Assessing Learning
Quiz 3. 2.1
Name: __________________________________________________
Directions: True or False. Write TRUE if the statement is correct, otherwise write FALSE.
__________ 1. Some people experience disappointments, stress, and mental health problems when they
miss their life goals.
__________ 2. Carol Dweck described self-efficacy as the confidence in having the ability to perform
certain behaviors.
__________ 3. According to Albert Bandura there are two types of mindsets, the fixed mindset and the
growth mindset.
__________ 4. Growth mindset views failure as an opportunity to grow.
__________ 5. When you have a fixed mindset, you believe in innate abilities and have a fixed theory of
intelligence.
__________ 6. Commitment aids in determining which part of their performance needs improvement.
__________ 7. Feedback helps keep the goal on track.
__________ 8. Commitment is not needed to achieve a goal.
__________ 9. The easier the goal, the more that you feel motivated to achieve it.
__________ 10. For an effective goal-setting, one must be specific in detail to give a clearer direction to
the goal.
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)
Quiz 3. 2.2
Name: __________________________________________________
Directions: Read and answer the following questions.
1. For you, what is the most important principle for Effective Goal-setting? (5points)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. Why do you think goal-setting is also important to students? (5points)
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. In your opinion, what are the factors which make a goal unattainable?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
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Quiz 3.2.3
Name: __________________________________________________
Directions: Before setting new goals, it is important to look back to previous goals you have set and
learn from them. Analyze why you reached those goals or why you didn’t reach those goals by
answering these guide questions.
What are the previous goal(s) you have set?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Were you able to achieve those goals? What are the reasons the goal were achieved or not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
What hindered you in achieving your previous goals?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
In summary, what did you learn from your previous goals?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
112
STRESSORS AND RESPONSES
Overview
This unit helps you to identify the aspects of learning, goal-setting and managing stress. You
will be provided with the practical application of the concepts discussed in the course to enable you to
get the hands-on experiences of developing your self-help plans for self-regulated learning, goal
setting, and self-care.
Learning Objectives
At the end of the Lesson, I am able to:
1. understand stress, its causes and effect to the individual,
2. demonstrate various ways of managing and caring for themselves, and
3. design and develop their own strategies in managing stress.
Setting Up
Activity 3.3.1
Name: __________________________________________ Date: __________________
Course/Year/Section: _________________________
WORDLES
This is a form of Riddle or Word Puzzle. Identify the answer to the following words based on context. For each
puzzle, your task is to decipher a series of cryptic letters, words and patterns which, when combined, represent
a common word or phrase.
113
1. ___________________________________11._______________________________________
2. ___________________________________12._______________________________________
3. ___________________________________13._______________________________________
4. ___________________________________14._______________________________________
5. ___________________________________15._______________________________________
6. ___________________________________16._______________________________________
7. ___________________________________17._______________________________________
8. ___________________________________18._______________________________________
9. ___________________________________19._______________________________________
10. __________________________________20.______________________________________
114
Lesson Proper
A. What is Stress?
The term stress is derived from the Latin word stringere, which is defined as to draw tight.
Psychologists define stress as the psychological and physiological response to a condition that
threatens a person’s capacity to adjust to the inner and outer demands. No wonder people go into
binge eating; become irritable; and do various activities to relieve them from their stress.
In the 1930s, Hans Selye, a Canadian Scientist, started to use the term “stress” to mean the
environmental agent where an organism responds and adapts.
To understand what stress is, let us accept that it is a natural part of life. In fact, it is important
to have normal functioning of the body (Sevilla, et al., 2000). This is the reaction or response of the
body and mind to everyday challenges and demands. These responses could disrupt or threaten to
disrupt the physical or psychological functioning of the body.
Stress is usually perceived as negative; however, it may serve as a good source of motivation.
Stress often hits the individuals’ emotions and motivations, the individual’s ability to think clearly
(Cornista, et al, 2000). The events that often lead to stress are called stressors. Stressors can be
positive (getting married) or negative (funeral or death of a loved one).
Types of Stress
1. Eustress- Stress with beneficial effects. It is considered as good Stress. It is often a short-
term exciting feeling that improves performance. It can be handled with ease. Stress
experienced during a wedding; a new job; taking a new sport that results in personal
growth, joining groups that provide fulfillment, are examples of eustress.
2. Neustress – Neutral stress. Any situation that does not threaten nor make you happy. A
sensory stimulus with no direct effect on the person. Incidents that you hear in the news;
foods preferred by your neighbor can be the examples of eustress.
3. Distress – Stress with harmful effects. It can be a short-term or long-term unpleasant
feeling that decreases
4. Performance. It is something that is seen as difficult to handle and may cause anxiety.
Distress does more damage that could lead to depression and suicide. Stress experienced
during a funeral and loss of a job, are examples of distress.
115
)
Sources of Stress
Sources of stress are called stressors that can be internal or external. Internal sources
of stress is those that involve physical, demographic, psychological , and personal characteristics.
External source of stress are those that are outside the individual. Examples of external stressors are
air pollution, noise, crowding, brown outs, COVID-19.
There are five major sources of stress, these are:
Signs and Symptoms of Stress
Behavioral Symptoms include nail-biting, foot or finger tapping, dieting, compulsive
eating, being agitated, and restlessness.
Emotional Symptoms include irritability and restlessness, aggressiveness, anxiety and

nervousness, withdrawal, substance abuse, lack of concentration, depression, loneliness and
isolation.
Physical Symptoms include aches and pains, dry mouth/throat, excessive sweating, nausea
or vomiting, indigestion, low energy, insomnia, aches, pains, tense muscles, loss of sexual desire.
Cognitive Symptoms this include problem in concentration, memory, decision, loss of sense
of humor, forgetful, orientation to the past, errors in judging distance
116
Body’s Response to Stress

What happens to you if you experience stress? Your response could either be physiological or
psychological.
Physiological Response to Stress. Hans Selye (in Silverman, 1979) came up with his theory
on General Adaptation Syndrome (GAS). According to Selye, stress results when the body’s normal
homeostatic mechanisms fail to provide the body with sufficient means to adapt to environmental
demands. Thus, he called the widespread bodily reaction as the general adaptation syndrome.
The General Adaptation Syndrome
1. The Alarm Reaction State. In this state, the individual is momentarily immobilized (e.g. in a state
of shock) followed by a rapid and intense mobilization of bodily response, which includes a high
degree of instinctive and skeletal muscle activity.
2. The Resistance Stage. This is the recovery and restoration period. In this stage, the individual
“adapts” to the stress. Externally, it appears to be a quiet stage, but the endocrine glands, the
anterior pituitary, and the adrenal cortex, in particular, are hard at work helping the individual to
adapt himself to the stressful situation.
3. The Exhaustion Stage. If the stress continues and the person is unable to maintain the resistance
level, exhaustion occurs and the alarm reaction is repeated. And if the stress persists, then serious
injury or even death may arise.
Psychological Responses to Stress
Among the documented responses to stress were anger, aggression, depression, anxiety,
inability, insatiable cravings, irrational fear, panic and apathy (Baron, 1998; Atkinson et al, 1996;
Zimbardo, 1992). The psychological response to stress may differ according to situations. Behavioral
117
manifestations as a psychological response to stress also vary. Examples of these manifestations are
increased use of medication, nervous tics or mannerisms, absentmindedness, increase or decrease in
eating and sleeping, smoking, increased use of alcohol, and reckless driving.
Psychological Responses to Stress
Behavioral Change Emotional Change Cognitive Change T
 A Anger  D I
The way a person looks Distorted perceptions
 S
Shaky voice i Irritabilit  Altered perception of
circumstances and situations
 Increase or decrease in S Short-tempered A Affected learning and thinking

eating T
C
 M H Hopelessness  Difficulty in making sound

Muscle spasms decisions
 Tensed facial F Feeling trapped R Reduces enjoyment

expressions
j
 Change in sleeping H Helplessness

patterns
 A  A
Aggression Anxiousness
 H
Hand tremors  Negative attitude
 Jumpiness
D Depression
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Open the Link and watch https://www.youtube.com/watch?v=v-t1Z5-oPtU
B. Stress Coping Strategies

Coping strategies are active efforts to eliminate or to get rid of stress. Strategies of individuals
to cope up with stress vary from one another. Some people try to deal directly with the anxiety-
producing situation, others may not.
Here are the approaches that individual use to cope up with their stress:
1. Emotion-focused – the individual exerts efforts to modify the unpleasant emotional

consequences of the stress. If the individual cannot change the stressful situation directly, he
or she can try to alter his or her perception of it or the emotions it produces.
2. Problem focused – the individual deals with the stressor itself. The strategies include
reducing, modifying, or eliminating the source of stress.
119
3. Proactive coping – the individual anticipates some stressful situations and take active
measures to avoid or minimize the consequences.
Dealing with Short-Term Stress
Short-term stress is a “burst” of reaction to something in the environment. It can affect the
body in many ways. These are some of the examples:
 Muscle tightening or increase body tension
 Dry mouth
 Faster heartbeat and breathing
 Extreme sweating
 Frequent trips to the bathroom
 Increased muscle spasms
 Headaches, fatigue and shortness of breath
 Cold hands, feet or skin
 Sick feeling in the stomach
To deal with the above short-term stress, the body needs to react rapidly, though adverse
effects to the individuals’ physical and mental performance may occur, particularly if there is no outlet
or reason for the stress.
Long-Term Strategies for Dealing with Stress
This is the strategy on how to deal with long-term stress.
1. Identify the cause of stress. Face or confront problems that caused stress. Take time to
know the serious stressors. Eventually, this will help in coming up with a strategy on how
to manage it.
2. Recognize what you can change. Accept what needs to be changed. The way you
respond to the problem should be change then find other ways to channel your
frustrations.
3. Reduce the intensity of your reaction. Change your reaction to the stress because your
response to the stressful situation might be too much or exaggerated.
4. Re-examine your attitudes and obligations. Prioritize your goals and needs. Try to
examine your life priorities and don’t forget to include yourself as one of those priorities.
5. Organize yourself. Working too much and subjecting yourself to fatigue causes too much
stress. Learn to say “no” to things that will not affect your job, school or relationship.
6. Develop an emotional support system and use them. Confide your problems to
someone – a parent, a close friend or your peers. It is very important to have someone to
share your bad or good feelings.
7. Let it all out. Overtly express, through tears or laughter, to ease your tension. It is better
to release your anger and frustration on the shoulder of a loved one to make you more
relaxed and relieved than any amount of time management, deep breathing, or rational
discussion.
120
C. Managing Stress
Managing and caring for the self is a holistic process. There are many aspects of the self that
needs attention. And there are various ways to prevent, minimize and manage stress.
Start managing your stress by first doing a self-care. Self-Care starts by taking charge of one’s
health. It is important to nurture not only our physical but especially our mental health.
121
References
Cornista, A.N., and Lupato, T.A. (20000. ALS Publishing House. Dagupan City
Galinero, W.B., Reyes, C.A., Claudio, E.G., Alegado, A.M. (2018). Mutya Publishing House, Inc. Malabon
City.
Lupdag, A.D. (2000). General Psychology. Grandwater Publication and Research Corporation. Makati
City
Sevilla, C.G., Punsalan, T.G., Rovira, L.G., and Vendivel, Jr., F.G. (2000). General Psychology Rev. Edition.
Rex Book Store. Manila
Silverman, R. (1979). Essentials of Psychology (2nd ed.) New Jersey: Prentice-Hall Inc.
Tria, G.E., Gaerlan, J.E., and Limpingco, D.A. (2012). General Psychology (6th Ed.). KEN Incorporated.
Popular Bookstore. Quezon City
Vitales, V.A. (2020) A Lecture Presentation for mental health awareness and stress and depression-
free
workplace. Cabanatuan City
World Health Organization (2011). Psychological First Aid: Guide for Field Workers. WHO Geneva.
122
Assessing Learning
Activity 3. 3.2
Name:_________________________________________
Course/Year/Section: _______________________ Date: _______________________
Direction: List down 5 examples of the following types of Stress:

Eustress Neustress Distress
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
123
Activity 3.3.3
Name: _________________________________________ Score: ______________________
Course/Year/Section: _______________________ Date: _______________________
Direction: Paint Your Imagination: As a way to de-stress, paint your imagination to express yourself.
Just take out a watercolor paper (or simply use any blank paper), a paintbrush, some
watercolors and paint what comes to your mind. You can even use sketch pens, color pencils
or crayons – whatever is available.
124
Activity 3.3.4
Name:_________________________________________
Course/Year/Section: ______________________ Date: _______________________
Direction: Take the Stress Indicator Questionnaire to identify the level of your stress based on the
given indicators. After identifying your stress levels, develop your own Self-Care Plan
using the given Positive Coping Strategies for Stress
STRESS INDICATORS QUESTIONNAIRE

(The Counseling Team International)
Name: ________________________________________Age: __________________________
Course: _______________________________Contact No.: __________________
This questionnaire will show you how stress affects different parts of your life. Circle the response
which best indicates how often you experience each stress indicator during a typical week.
Use the following scale and equivalent
5 - Almost Always (on five days a week)

4 - Most of the Time (on three days a week)
3 - Some of the Time (on one and one-half days a week)
2 - Almost Never (less than two hours a week)
1 - Never
PHYSICAL INDICATORS:
How often would you say: AA MT ST AN N
1. My body feels tense all over. 5 4 3 2 1
2. I have a nervous sweat or 5 4 3 2 1

sweaty palms.
3. I have a hard time feeling 5 4 3 2 1

really relaxed.
4. I have severe or chronic 5 4 3 2 1

lower back pain.
5. I get severe or chronic 5 4 3 2 1

headaches.
6. I get tension or muscle 5 4 3 2 1

spasms in my face, jaw, neck
or shoulders.
125
)
7. My stomach quivers or feels 5 4 3 2 1

upset.
8. I get skin rashes or itching. 5 4 3 2 1
9. I have problems with my 5 4 3 2 1

bowels (constipation,
diarrhea).
10. I need to urinate more than 5 4 3 2 1

most people.
11. My ulcer bothers me. 5 4 3 2 1
12. I feel short of breath after 5 4 3 2 1

mild exercise like climbing
up four flights of stairs.
13. Compared to most people, I 5 4 3 2 1

have a very small or a very
large appetite.
14. My weight is more than 15 5 4 3 2 1

pounds higher than what is
recommended for a person
my height and build.
15. I smoke tobacco. 5 4 3 2 1
16. I get sharp chest pains

5 4 3 2 1
when I'm physically active.
17. I lack physical energy. 5 4 3 2 1
18. When I'm resting, my heart

5 4 3 2 1
beats more than 100 times a
minute.
19. Because of my busy 5 4 3 2 1

schedule I miss at least two
meals during the week.
20. I don't really plan my meals 5 4 3 2 1

for balanced nutrition.
21. I spend less than 3 hours a 5 4 3 2 1

week getting vigorous
physical exercise (running,
playing basketball, tennis,
126
)
swimming, etc).
Physical Indicators Point total __________
SLEEP INDICATORS:
1. I have trouble falling asleep. 5 4 3 2 1
2. I take pills to get to sleep. 5 4 3 2 1
3. I have nightmares or 5 4 3 2 1
repeated bad dreams.
4. I wake up at least once in the 5 4 3 2 1

middle of the night for no
apparent reason.
5. No matter how much sleep I 5 4 3 2 1

get, I awake feeling tired.
Sleep Indicators Point Total _____________
BEHAVIORAL INDICATORS:
1. I stutter or get tongue tied 5 4 3 2 1
when I talk to other
people.
2. I try to work while I'm 5 4 3 2 1

eating lunch.
3. I have to work late. 5 4 3 2 1
4. I go to work even when I 5 4 3 2 1

feel sick.
5. I have to bring work home. 5 4 3 2 1
6. I drink alcohol or use drugs 5 4 3 2 1

to relax.
7. I have more than two 5 4 3 2 1

beers, eight ounces of wine
or three ounces of hard
127
liquor a day.
8. When I drink, I like to get 5 4 3 2 1

really drunk.
9. I get drunk or "high" with 5 4 3 2 1

other drugs more than
once a week.
10. When I'm feeling high from 5 4 3 2 1

alcohol or drugs I will
drive a motor vehicle.
11. I tend to stumble when 5 4 3 2 1

walking, or have more
accidents than other
people.
12. In any given week, I take at 5 4 3 2 1

least one prescription drug
without the
recommendation of a
physician, e.g.
amphetamines,
barbiturates.
13. I have problems with my 5 4 3 2 1

sex life.
14. At least once during the 5 4 3 2 1

week I will make bets for
money.
15. After dinner I spend more 5 4 3 2 1

time alone or watching TV
than I do talking with my
family or friends.
16. I arrive at work late. 5 4 3 2 1
17. At least once during the

5 4 3 2 1
week I have a shouting
match with a co-worker or
supervisor.
Behavioral Indicators Point Total ______________
128
)
EMOTIONAL INDICATORS:
1. I have found the best way 5 4 3 2 1
to deal with hassles and
problems is to consciously
avoid thinking or talking
about them.
2. I have trouble 5 4 3 2 1
remembering things.
3. I feel anxious or frightened 5 4 3 2 1

about problems I can't
really describe.
4. I worry a lot. 5 4 3 2 1
5. It is important for me not to 5 4 3 2 1

show my emotions to my to
my family.
6. It is hard for me to relax at 5 4 3 2 1

home.
7. It is best if I don't tell even 5 4 3 2 1

my closest friend how I'm
really feeling.
8. I find it hard to talk when I 5 4 3 2 1

get excited.
9. I feel very angry inside. 5 4 3 2 1
10. I have temper outbursts I

5 4 3 2 1
can't control.
11. When people criticize me, 5 4 3 2 1

even in friendly,
constructive way, I feel
offended.
12. I feel extremely sensitive 5 4 3 2 1

and irritable.
13. My emotions change 5 4 3 2 1

unpredictably and without
any apparent reason.
14. I feel like I really can't trust 5 4 3 2 1

anyone.
15. I feel like other people don't 5 4 3 2 1

understand me.
16. I really don't feel good 5 4 3 2 1

about myself.
17. Generally I am not 5 4 3 2 1

optimistic about my future.
18. I feel very tired and 5 4 3 2 1

disinterested in life.
19. Impulsive behavior has 5 4 3 2 1

caused me problems.
20. I have felt so bad that I 5 4 3 2 1

thought of hurting myself.
21. When I have an important 5 4 3 2 1

personal problem I can't
solve myself, I do not seek
professional help.
Emotional Indicator Point Total __________
PERSONAL HABITS:
1. I spend less than three 5 4 3 2 1
hours a week working on a
hobby of mine.
2. I spend less than one hour a 5 4 3 2 1

week writing personal
letters, writing in a diary or
writing creatively.
3. I spend less than 30 5 4 3 2 1

minutes a week talking
casually with my neighbors.
130
4. I lack time to read the daily 5 4 3 2 1

newspaper.
5. I watch television for 5 4 3 2 1

entertainment more than
one hour a day.
6. I drive in a motor vehicle 5 4 3 2 1

faster than the speed limit
for the excitement and
challenge of it.
7. I spend less than 30 5 4 3 2 1

minutes a day working
toward a life goal or
ambition of mine.
8. My day to day living is not 5 4 3 2 1

really affected by my
religious beliefs or my
philosophy of life.
9. When I feel stressed, it is 5 4 3 2 1

difficult for me to plan time
and activities to
constructively release my
stress.
Personal Habits Point Total __________________
No single question in this questionnaire proves you are experiencing stress, but by looking at
the results of groups of questions, it may be possible to define what areas of your life stress affects the
most. To determine these areas, add the circled numbers in each section and mark on the stress levels
sheet below.
131
)
Activity 3.3.5
PERSONAL STRESS LEVELS ANG STRESS MANAGEMENT PLAN

Name: ________________________________________ Date: __________________________
Section:______________________________________
Note: Only the indicators with “Very High” to “Danger” Stress Level needs immediate attention; thus
choose a strategy that you prefer from the given Coping Strategies for Stress
Total Stress Strategy Preferred
Points Level
Physical Indicators
Sleep Indicators
Behavior Indicators
Emotional Indicators
Personal Habits
Level of Stress Level of Stress

Total Points Description
22 to 29 Very Low
Physical Indicators 30 to 37 Medium
38 to 47 High
43 to 53 Very Hig
54 and above h
Danger
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5 to 7 Very Low
8 to 9 Medium
Sleep Indicators 10 to 11 High
12 to 13 Very High
14 and above Danger
18 to 26 Very Low
27 to 36 Medium
Behavior Indicators 37 to 45 High
46 to 49 Very Hig
50 and above h
Danger
21 to 28 Very Low
29 to 36 Medium
Emotional Indicators 37 to 45 High
46 to 54 Very Hig
55 and above h
Danger
9 to14 Very Low
15 to 19 Medium
Personal Habits 20 to 24 High
25 to 29 Very Hig
24 POSI 30 and above h
Danger
TIVE CO
PING STRATEGIES FOR STRESS
PHYSICAL AND LIFESTYLE STRATEGIES

1. Abdominal breathing and relaxation
2. Low-stress diet (limit fast foods/fried foods)
3. Regular exercise
4. Downtime (balance fun and work)
5. Mini-breaks (5 to 10 minute periods to relax during the day)
133
6. Time management
7. Sleep hygiene (at least 6 hours)
8. Choosing a non-toxic (non-smoking/conflict-free) environment
9. Material security (the basics; do you really need that designer shirt?)
EMOTIONAL STRATEGIES
10. Social support and relatedness
11. Self-nurturing (yes, you are worth it)
12. Good communication
13. Assertiveness
14. Recreational activities (“playtime”)
15. Emotional release
16. Sense of humor (ability to see things in perspective)
COGNITIVE STRATEGIES
17. Constructive thinking (ability to counter negative thinking)
18. Distraction (ability to distract yourself from negative pre-occupations)
19. Task-oriented (vs. reactive) approach to problems
20. Acceptance (ability to accept/cope with setbacks)
21. Tolerance for ambiguity (ability to see shades of gray)
PHILOSOPHICAL/SPIRITUAL STRATEGIES
22. Consistent goals or purpose to work towards a goal
23. Positive Philosophy of life
24. Religious/spiritual life and commitment
134

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lOMoARcPSD|362 067 55

UNDERSTANDING THE SELF (GE 1)

INTRODUCTION TO THE UNDERSTANDING OF THE SELF

The identity of the self should be seen as an on-going process. We

To get nearly aware of your feelings, hopes, thoughts, and fears

Unit 1- THE SELF FROM VARIOUS PERSPECTIVES

Who are two (2) people you most admire?

Complete the sentence:

DIFFERENT PERSPECTIVE OF THE SELF

PHILOSOPHER’S PERSPECTIVE OF THE SELF

First Martyr of philosophy knowledge o

Plato is a student of Socrates. He wrote variou

A Saint and a philosopher of the

Is a French Philosopher not able to b

Is an English philosopher and

He anchored his definition of the self on the empiricist school of thought. He

A German philosopher that is famous for hi

He defined the self as an organizing principle that combines experiences.

He is the father of psychoanalysis. He is famou

“Freud's Psychoanalytic Theory on Instincts Motivation, Personality and Development” open

image credits to simplypsychology.or

A Canadian philosopher who focuse

SELF FROM THE PERSPECTIVE OF SOCIOLOGY

Image credits to pinterest.com

Why Socialization Matters

Self-development according to the psychological theories it has been broadened by

Freud (1856–1939) A prestigious

Image credits to Encyclopedia Britannica

Charles Horton Cooley He pioneered the sociological

Image credits to Encyclopedia Britannica

George Herbert Mead

Image credits to everythingsociology.com

The examples provided by Gallinero, et al., [p.24,2018] support this model.

Two sides of the self: “I” and “me”

On the inside On the outside

Downloaded by Achi Almazan (richgalang004@gmail.com)

SELF FROM THE PERSPECTIVE OF ANTHRHOPOLOGY

The anthropological perspective of self

CONCEPT OF SELF IN DIFFERENT SOCIETIES

and assertiveness, also how you perceive hardship in life.

SELF FROM THE PERSPECTIVE OF PSYCHOLOGY

17. 18. 19. 20.

21. 22. 23. 24.

The Self as Cognitive Construction

2. Adaptation is the child’s process to encounter situational conditions.

What Role Do Schemas Play in the Learning Process?

STAGE AGE CHARACTERISTICS OF STAGE

The child learns by doing, looking, touching, and

The child uses language, symbols, letters, and

Thinking stage. The child demonstrates

Demonstrates abstract thinking.

Further research [Gallinero, et al.,2018,p34] support this claim.

Development of Self-concept According to Harter are as follows:

Real vs. Ideal Self

The Importance Of Alignment

True Self vs False Self

THE SELF FROM EASTERN AND WESTERN

FINISH THE SENTENCE

Eastern and Western Philosophy

EASTERN PHILOSOPHY WESTERN PHILOSOPHY

separated from right living."

East The “Me” Concept West

East Search for Truth and

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