Uts Finals Reviewer

2GETHER 2GETHER (1ST SEMESTER REVIEWERS)
Understanding the Self/Pag-unawa sa Sarili

GEED 001
REVIEW QUESTIONS (FREE 20 PTS.)
1. When asked to do a ______ you would state your name, your status, profession, your place of origin,
the place where you reside, your rank in the family whether you're the eldest, or the youngest, as the
case may be. If you're a student, you will mention the name of your school, or the program you're
enrolled in. Self-Introduction
2. _______ refers to the idea one has of his/her abilities, appearance and personality. For example, as
you stand before the mirror, what do you see? How do you look? What skills are you capable of doing?
All these tell of your self- image, the idea that you have about yourself. Self Image
3. _______ is a collection and construction of an individual's thoughts, feelings and beliefs that he/she
holds about himself/herself and the responses of others about him/her. It is active, dynamic and
adaptive. It responds to the question "Who am I?" Like, one may say, "I'm a sociable and
accommodating person." or, one may perceive himself/herself as an indispensible member of the
organization, or a nurturing and caring person. Self Concept
4. _______ refers to how much you appreciate, value and like yourself. As what we already discussed,
what you hear from other people, their influences and beliefs, including those of your family, contribute
to the formation of self-concept. Self Esteem
5. _______ is the transmission of physical characteristics from parents to children through their genes. It
influences all aspects of physical appearance such as height, weight, body structures, the color of the
eye, the texture of the hair and even intelligence and aptitudes. Diseases are also passed through the
genes, such as diabetes, heart disease, obesity and more. These genetic factors can adversely affect
the growth of a child. Heredity
6. _______ specific beliefs that help us organize and guide our processing of self- relevant information
(Myers & Twenge, 2017). These provide direction to our action and coherence to our identity. Self
Schemas
7. _______ comprises a complex set of schemas that allow us to understand and express ourselves as
sexual beings. We hold self-schemas that pertain to our sex, gender, sexual orientation and sexual
expression/responses. Sexual Self
8. _______ refers to the biological and physiological characteristics that define men and women and that
constitutes the sex categories of male and female (World Health Organization, 2014). It is sometimes
referred to as biological or assigned sex as it is based on what a person is endowed by nature or at
birth. Sex
9. _______ refers to the attitudes, feelings and behaviors that a given culture associates with a person's
biological sex (American Psychological Association, 2012). It is used to describe the characteristics,
whether biologically or socially-influenced, that people use to define males and females (Myers &
Twenge, 2017). It is shaped by cultural expectations and social roles that affect people's self- concept,
behaviors and aspirations (Rathus, 2014). Gender
10. _______ is an internal awareness of where the individual belongs in the feminine and masculine
categories. Gender Identity
11. _______ refers to the stable pattern of attraction or sexual interest that one has to a member of a
particular sex. It can also mean the complete absence of any sexual interest. It should not be mistaken
as sexual behavior because they are not necessarily the same. Sexual Orientation
12. _______ has the potential to develop into the male reproductive ducts comprising the epididymis, vas
deferens, ejaculatory duct and seminal vesicles (Witchel & Lee, 2014). Wolffian System
13. _______ has the capacity to form into the fallopian tubes, the uterus and the upper portion of the
vagina (Goodman, 2009). Mullerian System
14. _______ is a male or female that identifies with the sex that was assigned at birth. These people also
identify, to some degree, with the gender norms (excluding sexual orientation) that are associated with
their sex. Cisgender
15. _______ is used to describe a gender identity when the binary conceptualization of gender, male or
female, does not accurately describe an individual's gendered outlook or self-concept. Gender Queer
16. _______ describes a variety of medical conditions wherein an individual's reproductive anatomy or
genitals do not fit the binary definition of male or female. Intersex
17. _______ is a man whose sex is female but he lives and identifies as male. Transgender Man
18. _______ is a woman whose sex is male but she lives and identifies as female. Transgender Woman
19. _______ the manner by which people express themselves and behave may be true to their gender
identity such as when they convey their sense of femininity or masculinity outwardly. Gender
Expression
20. _______ refers to the absence of physical or sexual attraction to another human being. They can have
romantic, intellectual, or emotional attractions to other people but they do not engage in physical sexual
acts. Asexual
SEXUAL SELF
Sexual self - comprises a complex set of schemas that allow us to understand and express ourselves as
sexual beings. We hold self-schemas that pertain to our sex, gender, sexual orientation and sexual
expression/responses.
Self-concept - refers to the knowledge and belief that we have and the evaluation that we make about
ourselves.
*Self-awareness - which refers to the extent to which self-knowledge is defined, consistent and currently
applicable to one's attitudes and dispositions.
Self-schemas - specific beliefs that help us organize and guide our processing of self- relevant information
(Myers & Twenge, 2017). These schemas provide direction to our action and coherence to our identity.
Sex - refers to the biological and physiological characteristics that define men and women and that constitutes
the sex categories of male and female (World Health Organization, 2014). It is sometimes referred to as
biological or assigned sex as it is based on what a person is endowed by nature or at birth.
Gender - refers to the attitudes, feelings and behaviors that a given culture associates with a person's
biological sex (American Psychological Association, 2012).
Gender identity - is an internal awareness of where the individual belongs in the feminine and masculine
categories. One may identify with either of these categories, or neither, such as in the case of people who label
themselves as "gender queer," "gender variant," or "gender fluid."
Sexual orientation - refers to the direction of one's sexual and romantic interests (Rathus, 2014). Categories
used to describe sexual orientation are heterosexual, homosexual or bisexual. Finally, we have schemas that
guide how we express ourselves in sexual relationships.
MAMAWA - is an abbreviation used for "Men-Are-Men-And-Women-Are-Women" assumption. Although it
could have been better abbreviated as MAMAWAWA, but that is how it is referred to by Pinel (2014). It is a
simplistic and heuristic reference to what makes a man a man and a woman based on age-old traditions and
perspectives of these two genders.
BIOLOGICAL SEX
The Beginning of our Biological Sex
fertilization - is the fusion of the sex cells of our parents

sex chromosomes - are so called, because they genetically program the organism to develop either along a
female or male line.
egg cells - typically carry an X chromosome.
sperm cells - are split into two half have has X chromosomes while the other half have has Y chromosomes. If
the sperm with an X chromosome fertilizes the egg cell first, then the resulting XX pair of sex chromosomes
produces a girl. However, if the one with a Y chromosome successfully unites with the egg cell, then the XY
pair produces a boy.
While this earliest event that happened in our lives when we were yet a zygote, or a single-cell organism,
assigned us to a particular sex, it did not lead to an automatic divergence of sexual development in boys and in
girls. In fact, sex is initially undifferentiated in the embryo up until a certain time. Most importantly, sexual
development basically follows a natural principle that genetically programmed all human beings to develop
female bodies (Freberg, 2010). In the case of males, there was an interference in the course that led them to
develop male bodies; otherwise they could have developed female bodies.
Sexual Development
1. Prenatal Stage
● Gonads
At 6 weeks after fertilization, regardless of gender, all embryos have identical primordial gonads. The
identical pair of gonadal structures consists of an outer covering, or cortex that has the potential to
become an ovary and an inner core, or medulla, that can potentially become a testis.
SRY gene (so named because it is found in the sex-determining region of the Y chromosome of the
male embryos) - triggers the synthesis of SRY protein.
● Internal Organs
Until about the third month in the prenatal development, both embryos possess the same reproductive
ducts including a male Wolffian system and a female Müllerian system (Freberg, 2010).
Wolffian system - has the potential to develop into the male reproductive ducts comprising the
epididymis, vas deferens, ejaculatory duct and seminal vesicles (Witchel & Lee, 2014).
Müllerian system - has the capacity to form into the fallopian tubes, the uterus and the upper portion
of the vagina (Goodman, 2009).
testosterone - the most common type of androgen hormones, stimulates the development of the
Wolffian system.
anti- Müllerian hormone - inhibits the development of the Müllerian system. Unlike the male testes
that become activated and began releasing hormones, the female ovaries are almost completely
inactive during the fetal development.
● External Organs
At 6 weeks after fertilization, the external reproductive organs for both males and females-begin to
differentiate from initially the same 4 parts: the glans, the urethral folds, the lateral bodies and the
labioscrotal swellings (Pinel, 2014).
glans - develops into the head of the penis in the male or clitoris in the female;
urethral folds - fuse in the male while become enlarged as the labia minor a in the female;
lateral bodies - form the shaft of the penis in the male or the hood of clitoris in the female;
labioscrotal swellings - form the scrotum in the male or the labia major a in the female.
2. Puberty Stage
As children transition into adulthood, they pass the puberty stage that is characterized by adolescent
growth spurt, maturity of the external genitalia and the development of secondary sex characteristics.
Secondary sex characteristics - are those physical changes that distinguish sexual maturity in
women and in men. The changes that occur during puberty are mainly caused by increased production
of hormones.
anterior pituitary releases high levels of growth hormone that acts directly on the bones and muscle
tissues resulting in growth spurt (Pinel, 2014).
hypothalamus - releases the gonadotropin-releasing hormone (GnRH) that stimulates the anterior
pituitary gland to release two gonadotropic hormones: follicle-stimulating hormone (FSH) and
luteinizing hormone (LH) (Freberg, 2010).
● In males: FSH and LH cause the testes to release testosterone
● In females: they stimulate the ovaries to produce estradiol (most common type of estrogen).
testes: produce estradiol in low amount

ovaries: release androgens, including testosterone, in small amount
masculinization - occurs the higher the levels of androgen than estrogen are. Thus, in the case of
males, transformations include development of muscle mass and strength, broadening of shoulders
and chest, growth of facial and body hair including in the underarm, abdomen, chest and pubic area,
enlargement of the larynx and the deepening of voice.
feminization - results from a more abundant amount of estrogen than androgen. In females, typical
changes include enlargement of breasts, changes in fat distribution and quantity, widening of the hips,
growth of body hair in the underarm and pubic area and maturity of the uterus.
Abnormalities in Sexual Development

For the majority, the processes by which the gonads, the internal and the external organs develop produce an
unambiguous male or female. However, there are a certain conditions in which sex characteristics including
chromosomes, sex hormones, external and internal reproductive organs, do not fit with the typical male or
female biological make-up.
● Androgen Insensitivity Syndrome (AIS). Individuals with AIS have an XY genotype but develop a
female appearance. Remember that in male embryos, their testes produce androgens and
anti-Müllerian hormone. In the case of AIS, there is a mutation in the androgen receptors such that they
become unresponsive, or it is as if no androgens are released. This non- reactivity to androgen
prevents the development of the Wolffian system, which is the antecedent of the male internal organ.
Because the anti-Müllerian hormone functions normally, the internal female reproductive system does
not also fully develop resulting to a shallow vagina, with no uterus, fallopian tubes and ovaries.
● Androgenital Syndrome. The Androgenital syndrome is due to congenital adrenal hyperplasia (CAH),
a heritable condition in which there is increased level of androgens. This has little observable effects in
males because they are typically exposed to high levels of androgens. Females born with CAH, who
have higher than typical amounts of androgen circulating in their system, develop ambiguous external
genitalia such as an enlarged clitoris and fused labia and in some cases, no vaginal opening. Behavior
is also affected, in which they display tomboyishness engage more in male-related activities and are
more likely to engage in bisexual and lesbian behavior. However, it should be noted that majority of
women with CAH are heterosexual and that the majority of bisexual and lesbian women do not have
CAH or other similar conditions.
● 5-Alpha-Reductase Deficiency. Individuals born with this condition have deficient enzyme known as
5-Alpha-reductase that converts testosterone into 5-alpha-dihydrotestosterone. The
5-alpha-dihydrotestosterone is responsible for the masculinization of the external organs of fetus.
Those with this condition have ambiguous external genitals and are commonly raised as girls. At
puberty, increased levels of testosterone lead to the development of male secondary sex
characteristics. In a surprising turn of. events, these individuals raised as girls develop normal male
external organs and take a male gender identity.
The Case of John/ Joan
The case of John/ Joan, or Bruce Peter Reimer in real life, created one of the greatest controversies about the
effects of nature and nurture in one's sexual identity. His life has been the subject of many books,
documentaries and tv shows. Gaetano (2017) described Bruce's life as follows.
Bruce was born a biological male, whose penis was irreparably damaged during circumcision. Upon the advice
of an expert known as John Money, Bruce's parents decided to raise him as a girl. Bruce underwent a surgery
in which an artificial vagina was created. He was also given female hormones during puberty. After
reassignment, Bruce was given the name Brenda. Since infancy, Bruce/Brenda together with his twin brother
Brian regularly came to visit Money and were unknowingly the subjects of Money's experiments. Money's
academic works endorse the theory that gender is a social construct and that it is fluid particularly early in life.
His works had provided justification for the sex reassignment surgeries of thousands of children who were born
with abnormal genitals.
Money had provided the public a very interesting report about John/ Joan, the pseudonym he used for
Bruce/Brenda, partly because of the availability of data of Bruce's twin brother Brian. Money reported a
successful transition for Brenda describing her as girlish, in stark contrast to her twin brother's boyishness.
However, Bruce debunked these claims as an adult and recounted the trauma and anguish he suffered while
growing up. He reported that even as a child, he experienced great distress over his assigned sex, now known
today as gender dysphoria. Although he grew up, programmed as a girl including engaging in girl's activities
and interest and was subjected to estrogen regimen by age 12, he had never identified himself as a girl. In fact,
he resented the changes that happened in his body like the development of his breasts. At 13, he threatened
to commit suicide if his parents would force him to go to Money for their annual visit. At 15, his father revealed
to him his medical history. Immediately afterward, he assumed a male identity, renaming himself as David. He
then began male hormone therapy and went to surgery for removal of his breasts and reconstruction of a
penis. He subsequently married.
GENDER AND SEXUAL ORIENTATION
Gender - used to describe the characteristics, whether biologically or socially-influenced, that people use to
define males and females (Myers & Twenge, 2017). It is shaped by cultural expectations and social roles that
affect people's self- concept, behaviors and aspirations (Rathus, 2014).
The awareness of one's gender identity usually starts with self-categorization that influences individuals to
engage in gender-typed behaviors (Keener, 2015). In Bem's (1981) gender schema theory, our identification as
man or woman affects our development, because it directs what we pay attention to and process. Gender is
traditionally understood based on binary categories: male/masculine and female/feminine.
Gender Identity Terminologies

● Cisgender - is a male or female that identifies with the sex that was assigned at birth. Cisgender
people also identify, to some degree, with the gender norms (excluding sexual orientation) that are
associated with their sex.
● Genderqueer - is used to describe a gender identity when the binary conceptualization of gender, male
or female, does not accurately describe an individual's gendered outlook or self-concept.
● Intersex - describes a variety of medical conditions wherein an individual's reproductive anatomy or
genitals do not fit the binary definition of male or female.
● Transgenderman/ Female to Man (FtM) - is a man whose sex is female but he lives and identifies as
male.
● Transgender woman / Male to Female (MtF) - is a woman whose sex is male but she lives and
identifies as female.
Gender expression - or the manner by which people express themselves and behave may be true to their
gender identity such as when they convey their sense of femininity or masculinity outwardly.
Sexual orientation - refers to the stable pattern of attraction or sexual interest that one has to a member of a
particular sex. It can also mean the complete absence of any sexual interest. Sexual orientation should not be
mistaken as sexual behavior because they are not necessarily the same.
● heterosexual orientation - their sexual interest is towards people of the opposite sex.
● homosexual orientation - their sexual and romantic interests are with same sex individuals and they
are either gay or lesbian.
Sexual Orientation Terminologies

● Asexual - refers to the absence of physical or sexual attraction to another human being. An asexual
man or woman can have romantic, intellectual, or emotional attractions to other people but they do not
engage in physical sexual acts.
● Bisexual - the sexual orientation that describes either a male or a female who is attracted to both
males and females.
● Gay - depending on the context, gay can refer to either gay males and/or lesbians. Gay males are self-
identified men who are emotionally, physically, romantically and/or sexually attracted to people who
identify as male.
● Lesbian - a self-identified female who is emotionally. physically, romantically and/or sexually attracted
to other people who identify as female.
● Heterosexual - an individual who identifies as either a male or female (can be cisgender, FtM, or MtF)
and is attracted to individuals of the opposite sex..
● Queer - is an umbrella term that is used to describe an individual's self-concept of their sexual
orientation identity.
Factors Contributing to Sexual Orientation

Sexual orientation has been examined from the nature and nurture perspectives, or based on the biological
make-up of the individual and environmental influences.
● Biological factor
There is an evidence of genetic link in sexual orientation. It was found that 52% monozygotic twins,
whose genetic codes are nearly identical, share a gay male sexual orientation, as compared with 22%
fraternal twins (Rathus, 2014; Pinel, 2014).
A line of investigation that is increasingly anchored to explain about homosexuality is on the fraternal
birth order effect. It is seen that the probability of becoming a homosextual man. increases with the
number of older brothers, as compared to men who have no siblings, have younger siblings only, or
older sisters (Blanchard & Lippa, 2007; Blanchard, 2004). The effect was quite large, in which the
probability of being gay increases by 33.3% for every older biological brother that he has (Puts, Jordan
& Breedlove, 2006). The explanation for this is the maternal immune hypothesis in which there are
some mothers who become progressively immune to masculinizing hormones as they bear male
fetuses and such hormones may be deactivated in the later pregnancies of their sons (Blanchard,
2004). There is also the assumption that sexual orientation is associated with sex hormones. There is
little evidence on this. Heterosexual and homosexual people do not differ in amount of hormones
circulating in their bodies. Also, although there is the condition of CAH, which involves prenatal
exposure to androgen and that are associated with some women engaging in bisexual and lesbian
behaviors. However, the majority of women with CAH have heterosexual orientation. Further, because
experiments involving hormone exposure in pregnancy is not possible, most of the studies are done
with non-humans. Therefore, those studies do not necessarily explain what can possibly occur with
human beings.
● Environmental factor
Social-cognitive theorists provide explanation for how sexual orientation could possibly develop. They
particularly look into the antecedents and consequences of the behavior. They look into the process of
observational and experiential learning. Some of the theories for homosexual orientation include early
exposure to an enjoyable male-male or female-female sexual encounters, the inavailability of a sexual
partner of the opposite sex in one's cultural group, or as reported by some, an experience of childhood
sexual abuse by someone of the same gender that influences their own sexual orientation (Rathus,
2014). Many critics point out though that sexual orientation is not simply a matter of sexual preference,
such as choosing what particular sex one would partner with. Instead, it is argued to be stemming from
discovery, of finding the particular sex that one is attracted to. Further, for the majority, they already
know their sexual orientation even before they are exposed to sexual encounters or relationships, such
as in the case of children who at an early age already identified themselves as gay or lesbian.
● Multidimensional View of the Sexual Self
From the earlier discussions, a distinction has been made about biological sex, sexual orientation,
gender identity and gender expression. These variables are related with each other as they exist in one
person, however, as noted earlier, they are not necessarily congruent with each other. The general
expectation is that individuals will identify with their biological sex (based on their inherited XY and XX
chromosomes and the sexual organs they possess), establish their gender identity (based on
gendered- roles), be attracted towards the opposite sex (be heterosexual in romantic relationships) and
express themselves based on cultural norms. For instance, a genetic female is expected to embrace
herself as a woman, be attracted to a male and to behave in feminine ways e.g. to dress up in typical
women's clothing. However, in our present society, there are more and more cases of individuals that
do not conform to the traditional expectations of a man or woman. The idea of the sexual self as based
on a binary categorization is not universal and could not accurately describe those individuals whose
gender identity, expression, or sexual preference may be somewhere between those two categories.
The multidimensional aspect of the sexual self is well depicted in the Genderbread Person.
SEXUAL BEHAVIOR
Sex hormones are important in our sexual development for their developmental and activating effects (Pinel,
2014). From our previous discussion, we learned that sex hormones influence our sexual development from
conception to sexual maturity. They promote the development of the sex organs and secondary sex
characteristics of males and females. Further, sex hormones are responsible for activating the
reproduction-related behaviors of sexually mature adults that includes the sexual drives and responses.
In women, both estradiol and testosterone are implicated as the hormones critical in modulating women's
sexual desires. Estradiol is produced by the ovaries while the testosterone is produced by both the ovaries and
adrenal glands. However, literature is mixed when it comes to which one has the strongest influence in
increasing women's sexual desire. There were studies indicating that testosterone has the greatest impact on
sexual activity (Freberg, 2010). Consequently, pharmaceutical companies have invested heavily in the
development of androgen therapies for women with low libido, however, there has been no FDA- approved
androgen therapies to date. There were studies however, that showed that estradiol increases sexual desire in
post- menopausal women (e.g. Cappelletti & Wallen, 2016)..
● Women's sexual behavior has been shown to differ from non-primate mammals. Women are sexually
receptive under any hormonal condition and irrespective of their levels of sexual desire (Wallen, 2001).
Although, there are reports, however, of more sexual interest around the time of ovulation. Sexual
behavior is also associated with cultural and social norms. For instance, sexual intercourse is often
avoided during menstruation, or increases during celebrations or holidays in some cultural context.
● Men's sexual behaviors are influenced by external factors such as culture and social relationships.
There are some cultures and religions that give more freedom for men to have multiple sexual partners.
Also, relationship problems including poor communication, trust issues, unresolved conflicts and loss of
attraction affect one's sexual desire. Further, physical and mental health are known to affect sexual
well-being. Therefore, male sexual motivation and behavior are not entirely driven by sex hormones.
Unarguably though, testosterone plays an important role in controlling and synchronizing male sexual
desire and arousal. In meta-analysis study, testosterone therapy is used to improve low desire and
erectile dysfunction (Corona, Isidori, Aversa, Burnett, & Maggi, 2016).
Erogenous Zones
Stimulation of the erogenous zones or those areas in the human body that have heightened sensitivity, can
produce sexual responses including arousal, sexual thoughts and/or fantasies and orgasın. They are found all
over the body and are quite complex and intricately connected. Males and females appear to have effectively
the same distribution of erogenous zones.
Body parts arousal score (highest first)
Females Males
Clitoris Penis
Vagina Mouth/lips
Mouth/lips Scrotum
Nape of neck Inner thigh
Breast Nape of neck
Nipples Nipples
Inner thigh Perineum
Back of neck Pubic hairline
Ears Back of neck
Lower back Ears
Sexual Response
Sexual desire is typically higher in men than in women (van Anders, 2012). Men reported to be more open to
casual sex and multiple sex partners while women are more likely to combine sex with romantic relations
(Rathus, 2014).
William Masters and Virginia John (1966) found that males and females tend to produce the same biological
responses to sexual stimulation including vasocongestion and myotonia.
Vasocongestion - refers to the swelling of the bodily tissues due to increased blood flow that causes erection
of the penis and the swelling of the nipples and the surrounding area of the vagina.
Myotonia - is muscle contraction and tension that causes spasms of orgasm and spasms of the hands and
feet. With adequate sexual stimulation, natural responses including erection, vaginal lubrication and orgasm
are achieved.
Sexual Response Cycle - Masters and, Johnson (1966):

● Excitement phase
For males, the penis becomes erect, the scrotal skin thickens and becomes less baggy and the testes
increase in size and become elevated. In females, excitement is seen in the engorgement of the clitoris
and the labia and expansion of the inner parts of the vagina. Vaginal lubrication also starts. There is
increased heart rate and blood pressure.
● Plateau phase
This phase is an advanced state of arousal before the orgasm. This is characterized by a somewhat
stable state in the cycle. In males, there is a slight increase in the size of the circumference of the head
of the penis. The testes are elevated in preparation for ejaculation. In females, further vasocongestion
is seen in the swelling of the outer part of the vagina and the full expansion of the inner vagina. The
clitoris shortens as it withdraws beneath the clitoral hood. Breathing becomes more rapid, heart rate
increases and blood pressure continues to rise.
● Orgasmic phase
Male orgasm involves muscle contractions that propel semen from the body. Sensations of pleasure
tend to be related to the strength of the contractions and the volume of the seminal fluid. The most
intense are usually the first three to four contractions and take place at 0.8 second-intervals (five
contractions happening every four seconds). The succeeding contractions appear more slowly. Orgasm
in female involves rhythmic contractions of the vaginal walls, anal sphincter and uterus. As with males,
contractions occur at 0.8 second intervals. Pleasurable sensations are subjectively located in the
different areas of the genital region. Weaker and slower contractions follow. Blood pressure and heart
rate reach a peak and respiration also increases.
● Resolution Phase
In the post-orgasm phase, the body returns to its pre-ar sed state. Men lose their erection and enter a
refractory period during which they cannot experience another orgasm or ejaculate. The testes and
scrotum also return to their normal size. Females do not experience a refractory period and therefore
can become quickly rearoused to the point of multiple orgasm if they want to and if there is continued
sexual stimulation.
Love, Lust and Attachment

Sexual relationships can be described based on the kind or level of relationship that is shared between
partners. At the basic level is sex which is a physical or biological need aimed at releasing sexual tension and
experiencing pleasure and satisfaction. Without any deep connection, partners engaging in sexual intercourse
merely satisfy their lust. Lust is enjoyment in the "here and now" with little to no consideration of long-term
commitment (Förster, Özelsel, & Epstude, 2010). In modern times, this takes the form of hook-ups, one-night
stands, or but most importantly seek for an enduring union with each other, sexual relationship already
elevates to a higher plane. Romantic love is usually associated with attachment goals and sharing of life
together (Förster, Özelsel, & Epstude, 2010).
There are many perspectives about romantic love and one in presented here that is Robert Sternberg's (1988)
triangle mode of love. The triangle comprises three essential component intimacy, passion and commitment.
Intimacy refers to the couple's sense of closeness and the presence of mutual concen and sharing of feelings
and resources. Passion means romance and sexual feelings. Commitment means deciding to enhance and
maintain the relationships. Passion is most crucial in short-term relationships while intimacy and commitment
are more important in enduring relationships. The ideal form of love consummate love combines all three.
How is attachment formed?

● Biological point of view, certain hormones such as oxytocin influence bonding in romantic
relationships. Although oxytocin is released in both men and women during orgasm, but it is released in
higher levels in women during childbirth and breastfeeding. It also appears to be highly associated to
women's feelings of romantic love than in men whose higher levels of testosterone raise their sexual
desires (Freberg, 2010)
● Psychological explanation of romantic attachment is anchored on Mary Ainsworth's theory on types of

attachment style. Attachment theorists believe that the earliest mother child bond influences adult
relationships including romantic partnerships. Ainsworth and her colleagues experimented with mothers
and infants and examined how infants reacted when their mothers left the room for a few minutes and
then returned. Three attachment styles were observed secure, anxious-resistant and anxious-avoidant
(Feist, & Roberts, 2018). Securely attached infants are happy and enthusiastic upon the return of their
mothers. They demonstrated confidence in the accessibility and responsiveness of their caregiver.
Anxious-resistant was displayed by infants through ambivalence. They were unusually upset when their
mothers left the room. When their mothers returned, they seek contact but at the same time reject their
mothers' soothing attempt. These infants give contradictory message to their mothers.
Anxious-avoidant style was seen in infants who were calm when their mothers leave them but also
were indifferent on their mothers' return. Both the insecurely attached infants were unable to fully
explore and engage in effective play in these experimental situations. These early styles are said to
influence the kind of attachment an adult forms with a partner. Securely attached adults are relaxed,
open to interdependence and has adequate trust on their partner. Anxious-resistant are worried about
abandonment, feel unsure about their lovability and afraid to fully trust the partner. Anxious-avoidant
are dismissive and uncomfortable of intimacy, valuing more their independence.
SEXUAL HEALTH
Sexual health - is described as a state of physical, emotional and social well-being in relation to sexuality not
merely the absence of disease, dysfunction or infirmity. Further, it requires a positive and respectful approach
to sexuality and sexual relationships for the possibility of pleasurable and safe sexual experiences, free of
coercion, discrimination and violence (World Health Organization, 2002).
Sexually-transmitted Diseases (STDs) - are spread generally through sexual contact, including anal, vaginal,
or oral sex. STDs can be caused by bacteria such as in the cases of gonorrhea, syphilis, and chlamydia, by
parasites such as in trichomoniasis, or by viruses such as in human papillomavirus (HPV), herpes simplex
virus (HSV) and human immunodeficiency virus (HIV).
In the Philippines, the most common STDs are syphilis, HPV, HSV and HIV. There was a total of 665 syphilis
patients 2,053 HPV-infected patients, 977 patients with herpes reported between 2011 and 2018 by the
Philippine Dermatological Society (PDS) (Vista, 2018). A total of 69, 512 HIV cases have been reported to the
HIV/AIDS & ART Registry of the Philippines (HARP) since the first recorded case of HIV infection in the
country in 1984. Based on the July 2019 report of HARP, the average number of people newly diagnosed with
HIV per day in 2019 is 35, which is a stark contrast in 2008, when new diagnosis only averaged 1 per day
(Department of Health Epidemiology Bureau, 2019). Further, majority of the cases were among the males aged
25-34 years old, although a significant increase was also noted in the last five years among the female youth.
Individuals at risk for STDs are those who engage in unprotected sex, have multiple sexual partners, have
history of STDs and those who misuse alcohol and drugs and share needles with other people. To eliminate
the risk of acquiring STD, it is advised to avoid risky behaviors. Sexual abstinence is the best kind of protection
for those who are not in a committed relationship as hook-ups with random people only increase the chance of
STDs. For those sexually active, some safe sex practices include staying in a long-term monogamous
relationship in which sexual intercourse is exclusive only between two uninfected partners, using condoms
consistently and correctly not abusing alcohol or drugs as this can led to risky sexual behaviors.
Symptoms of STD may vary depending on the type and may manifest differently between men and women that
have the same STD. Symptoms may include painful or, frequent urination, unusual discharge from the penis or
vagina and fever although STDs may occur without any symptom (US Department of Health and Human
Services, 2019) A major barrier in STD prevention and control is the social stigma associated with STD.
Stigmatizing beliefs and fear of discrimination have been shown to influence help-seeking behaviors among
those infected (Vista, 2018). Thus it is necessary to promote awareness and encourage infected individuals to
seek for testing and treatment in order to reduce the symptoms, eliminate, or help keep the STD under control
Methods of Contraception (Natural And Artificial)
Contraception is the deliberate use of certain methods to prevent pregnancy. It has a range of health benefits
including delaying pregnancies in young girls, reducing unwanted pregnancies, spacing pregnancies, limiting
number of children and securing maternal and child health (World Health Organization, 2019). Contraception
may use either natural or artificial methods. The most appropriate method for contraception depends on the
woman's overall health, age, frequency of sexual activity, number of sexual partners, future plans of having a
child or children and history of particular diseases in the family (Eunice Kennedy Shriver National Institute of
Child Health and Human Development, 2017).
1. Natural Family Planning

It is also known as periodic abstinence and fertility awareness methods. Fertility awareness means that the
woman must be able to tell her fertility time or when she can become pregnant.
● Calendar-based methods require monitoring the menstrual cycle for fertile days, when the
couple must abstain from sexual activity or use other contraceptive methods and for safe days
when the couple can have unprotected sex. Day 1 is always counted as the first day of a
woman's monthly bleeding. In Standard Days Method, in which a woman has 26 to 32 days
menstrual cycle, Days 8 through 19 are fertile days. Days 1 through 7 and Days 20 through the
start of next menstruation are safe days. In the Calendar Rhythm Method, the woman starts by
monitoring her menstrual cycle for 6 cycles. Then she estimates her first day and last day of
fertile time. The first day of her fertile time is computed by subtracting 18 from the length of her
shortest recorded cycle. Her last day of fertile time is computed by subtracting 11 from the
length of her longest recorded cycle. For example, if in the last 6 cycles, her shortest menstrual
cycle was 27 days, 27189. Day 9 is her estimated first day of fertile time. If in the last 6 cycles,
her longest cycle was 31 days, 311120, so Day 20 is her last day of fertile time. Thus, she is
fertile from Day 9 through Day 20 and can have unprotected sex on Day 21 (World Health
Organization, 2018). All women can use calendar-based methods, however, it is important that
the method is used or followed correctly.
● Symptoms-based methods require monitoring the woman's fertility signs. Among the signs are
the cervical secretions, the basal body temperature and other fertility signs. A woman has to
observe her bodily reactions for 3-6 menstrual (monthly) cycles to get a good picture of her
fertility signals.
2. Withdrawal is also a natural contraception method. It is known as coitus interrupting us and "pulling
out." The man withdraws his penis from the partner's vagina before ejaculation to keep the semen away
from the partner's genitalia.
Artificial Methods
1. Long-Acting Reversible Contraception (LARC) are intrauterine device (IUD) that is a small, T-shape
device inserted into the uterus and implantable rod that is match-sized, flexible and plastic rod inserted
under the skin of the woman's upper arm. Health care providers or physicians are needed to use these
devices. Both the IUD and implantable rods remain in place for years until their recommended length of
usage and they can be removed or replaced when they are no longer needed. The hormonal methods
use hormones and/or synthetic hormones to prevent pregnancy. They are introduced to the body as
injectable birth control, ie. Depo-Povera, progestin-only pills (POPs), combined oral contraceptives
(COCs, "the pill"), contraceptive patch and vaginal ring.
2. Barrier methods prevent sperm from entering the uterus. Male condoms, female condoms,
contraceptive sponges and spermicides are barrier methods that do not require health care provider
visit, while diaphragms and cervical caps require so.
3. Emergency contraception can be used in situations when a condom breaks or after an unprotected
sex. It can be in the form of copper IUD or as an emergency contraceptive pill (ECPs).
4. Sterilization procedures are often permanent and irreversible. It is usually done through surgery.
Tubal ligation involves cutting, tying or sealing the fallopian tubes. The male counterpart is vasectomy.
in which the vas deferens are cut, closed or blocked. However, a nonsurgical procedure is sterilization
implant which permanently blocks the fallopian tube but without performing incision.
MATERIAL SELF
The Aspects of Material/Economic Self
Material self is a dimension of the self that relates to physical materials. We are made aware of them by what
we see in commercials on television, what we hear over the radio and what we read in the print and social
media, like newspapers and magazines, social platforms like Twitter, Facebook page, YouTube and Private
Messages.
Material self refers to our body, as well as the tangible objects, places, things that we describe as "My" or
"Mine."
Two Sub-classes:
● body self - referring to our body and all its parts
● extra-corporeal self - beyond the body, which, according to Rosenberg (1979), is our extended self. It
includes all the people, places, things that we regard as OURS. It can also refer to our possessions. All
components of objects we possess are our own instinctive preferences coupled with the most Important
interests in life.
William James said that the Material self basically refers to our body, clothes, immediate family and home. Of
these four components, let us consider first our
● Body - the most essential part of Material self. Self and body are intimately attached. As we discussed
in Lesson 1, our body is of prime importance to us. We value it the most. We keep it healthy and in
good condition because if our body is not well, our other selves will suffer. For example, if our body is
sick, our total well-being will be affected: we cannot go to work and fail to attend to our responsibilities,
our attitude toward others may be affected and we cannot appreciate the world around us. But if our
body is healthy, relationships can be much better. Some of us have some special attachment, some
closeness, to some of our body parts. Like, we pay more attention to our eyes, nose, body shape and
contours. In our study of the physical self, we saw how much money and effort some people invest just
to take care of certain body parts.
● Clothing - according to James, is the second most essential part of the Material self. James' ideas
were complemented by Herman Lotze, in his book, Microcosmus. Lotze commented that anytime we
bring an object into the surface of our body, we invest that object into the consciousness of our personal
existence taking in its contours to be our own and making it a part of the self. This is true. When you
wear a new dress that fits you to a tee, you feel that you and your dress become one! Clothes are very
important to us. They protect our body from extreme temperatures. They enhance our physical
appearance. This is the reason why we are careful in choosing the style, color and the quality of the
material used. We want to look at our best with whatever we use. Our choice of clothing is one of the
best ways to distinguish our social class, as well as our culture, our profession or occupation and our
sex preference. In fact, the first impression of people about us is based on the clothes we wear, the
brand, the color and our accessories, like, our bags and shoes and other things we consider our own. It
is a reflection of our personality. our character and even our attitude. Equally important as our clothing
is our choice of style and material of the clothes we wear. A style that suits our person and the material
of the fabric that suggests good taste, may cause us certain sensations that can affect our attitudes and
behaviors. We exude a pleasing personality, confident and beautiful, because we are wearing the latest
style in fashion, made out of quality material, done by our favorite couturier, the fit of which perfectly
flows with the contour of our body. All these contribute to the feeling of assurance and self-confidence.
● Family - the source of our life, the single, most important influence on a child's life. At the first moment
of life, the child depends on the parents to protect and provide for his/her needs. The parents are
present to serve as role models on how to act and experience the world around him/her. A child grows
up according to what he/she sees and lives in the family. The kind of world he/she lives with his/her
family could set his/her sail towards life. His/her moral sense of value and personality are shaped in the
family. Based from our own experience, the world in which we live shows us how truly our family
influences us. Thus, as popularized by one TV jingle, family is forever.
The family signifies love and hope; it gives the members a sense of purpose and goal. As
communicated within the family, every member strives to live a life in accord with what the family
aspires to achieve. With the family, we share and celebrate our successes; it is, likewise, with the family
that we seek support and comfort if we fall short of what the members expect of us. Our family is the
replica of ourselves.
We value our dignity and integrity and respect our name because it symbolizes us. We respect family
principles, roles and values. It is in our family that we first learn and experience respect for authority, as
we look up to the father as head, the mother as support, the children as followers or members. In our
family we learn the values of working together, respecting the rights of members, cooperating with one
another and living in solidarity with the others. These we bring with us to the wider community.
In the family, we live out family tradition, the ways of the family in the past, lived out to the present. For
instance, we hear of families of doctors, of politicians, engineers, or teachers. As the parents were, so
are the children. This is true in many families. This might even be true in your own family.
Setting aside family time is necessary to keep the bond and love for each other alive. Members may
spend time together through different activities, like worshipping God together on Sundays and other
occasions, spending weekends together by the beach, traveling and vacationing together, or by simply
cleaning the house or the car, together. These allow members of the family to play, laugh and eat
together and other similar activities. Being present for and with one another enhances unity and closer
relationships besides living out the family values.
Maintaining family ties is as important as family time. The essence of being family has to be sustained
by connecting with family members and relatives. Special occasions like Christmas Day, New Year,
Easter Sunday may be good reasons for family reunions, when members, young and old, come
together to renew relationships and meet new members of the family.
● Home - is our source of life; it is where our heart is. It is our sanctuary where we can relax, rest and
enjoy life with friends and family. It is in our home where we could be our real selves. It is our safest
refuge. It is a symbol of our security. Some families put a premium on the structure, style, size and the
overall make-up of their house because they reflect the economic and social status of the family. While
this is important, it is not always a guarantee that it is a home based on the value of a happy home
where everyone wants to experience acceptance and whose rights are respected. Neil Young, in his
song, Home, Home, on the Range, expresses it eloquently: Oh, give me a home, where the buffalos
roam, where the deer and the antelope play; where seldom is heard a discouraging word and the sky is
not cloudy all day.
Our home can say a lot about us. It is a witness to our becoming who and what we are. It is where we
learned our first footsteps, uttered our first words, learned how to make choices and decisions, whether
to love or hate; it is also where we first experienced success or failure.
Our home is an extension of our self. It is where we develop our sense of what is right and wrong and
form our personality and self-identity. It is in our home where we can easily connect to our self.
On Material Possessions
We live in a fast-paced society where shopping malls abound. and sales are held the whole year round,
offering all sorts of items at much discounted prices. Add to this is online shopping where one could get
anything he or she wants under the sun, without leaving the comfort of home. Different goods and services are
made known to consumers through advertisements on TV and radio commercials, the social and print media,
like magazines and newspapers, facebook and others.
Sad to note, but people are just willing to submit themselves to these allurements. And they become
materialistic. Commercialism and consumerism have successfully created in us the desire to acquire more,
to update and upgrade our gadgets and buy more, to keep up with the trends.
We are what we buy and what we have. So, what should we consider if we want to buy something or upgrade
anything we already have? Our decision will depend on some factors. For example, we need to confront
ourselves with this reality: Can we afford? If we can afford it, is it necessary to buy it, upgrade it, or do we just
simply want it?
To decide objectively, we should clearly differentiate what we NEED from what we WANT.
● Needs - are those that are basic to our survival, like food, clothing and shelter. We buy them regularly
because they are necessary for our daily subsistence.
● Wants - on the other hand, are those that do not warrant necessity. Meaning, we can do without them.
In the process of acquiring material possessions, smart consumers consider their capacity to buy and their
economic self- sufficiency. Some people would satisfy their needs in daily life, they curtail their wants knowing
their ability to consistently meet their needs. But there are others who choose more luxurious materials, buy
high-end brands because they are aware of their economic identity and economic status. They are rich and
sustainable. So their choices project class, elegance and affluence, reflecting their social status. But whether a
person is meeting his needs, or satisfying his wants, his material possessions and choices reflect his
personality, aspiration and self-identity.
Roland Barthes (1915-1980), a French Critical theorist, was the first to observe the relationship that people
have with objects. According to him, a sign has two elements:
● signifier - referring to its physical form and the
● signified - referring to one's mental concept about the object and its effect on him. So we can say that
a person buys the object because he believes it is a reflection of who and what he is.
Likewise, he introduced semiology, a study of objects as signs. According to him, objects, as signs or things,
could be decoded to convey a message beyond the object itself and about the person using it. Objects are not
just things; they are also a reflection of the lives of communities and individuals. One buys the product because
other people in his community or organization are buying it to show he belongs. This points to the realization
that the buying or purchasing behavior of a person can also be influenced by what the community or the
organization values. It enhances and sustains community or organizational relationships and behavior.
Our Attachment to our Possessions
Why are some people attached to their possessions? Have you noticed how a child is in rage when deprived of
the things they own? Piaget found out that it is part of human nature to develop a sense of ownership and
attachment to things one values. This is called endowment fact. For example, we value the award or any
reward, in recognition of something we have done. So we would want to keep it. As a child, we keep the things
that we received from a significant other, as something special and memorable. We are also attached to family
heirloom because of its sense of history and connectedness with someone dear to us in the past. Added to
these, we keep memorabilia that we received from significant people whom we value, admire and idolize in our
life.
Conclusion
The foregoing discussion is in accord with what Russel Belk (1988) posited: that we regard our possessions
as part of ourselves. Truly, we are what we possess. They reveal who we are. They reflect our culture and
beliefs, economic identity and economic status. Through them, we are viewed either as belonging to the rich or
to the poor stratum of society. We can also claim that our possessions are our personal choices and
preferences and that they convey to people our taste, our style. They define who we truly are. We can safely
state, to a certain extent, that our material and economic self is an expression of our personality and a
revelation of our social identity.
SPIRITUAL SELF
In our daily life, we need vitamins to keep our body and mind active. If we provide our physical self with either
good, or evil, so would our spiritual self also be. That is because the physical self and the spiritual self are
partners. The good or bad conduct of the physical self is the main determinant when the spiritual self can be
good, or evil. If the physical self is tainted with negative energy, like selfish motives and evil actions, the
spiritual self would be anxious and unhappy; but a wholesome, physical energy coming, for example, from
good motivation and righteous actions, would create a good and happy spiritual self.
This is similar to the idea that a good tree would bear good fruit, while the evil one, evil fruit.
Our catechism taught us that the physical body, apart from the spirit, is dead. So it is with the spiritual self since
it grows only in the flesh. The physical self can only thrive as long as the spiritual self is in it. Such is the
relationship of the spiritual self and the physical self.
The Nature of Spiritual Self
Spiritual self is another dimension of the Self. It is personal to each of us. It is referred to as the real, true, or
authentic YOU, without influence, stereotypes, or assumptions. It is not related to our race, our religion,
gender, nor our concerns, NOT even our physical appearance. It is the YOU without patterns. It is the beautiful
YOU in appearance form.
How much do you know of your spiritual self? It is good to ask ourselves about this because while we pay
more attention to the other selves, like physical and material, the spiritual self is the least explored. That is
because we focus more on our physical realities, rather than on the spiritual. But, we have to remember that
our spiritual self is always there in the background of our existence, continually providing us the needed
inspiration and motivation. She is the invisible force that holds the whole self together. It recognizes all the
needs of the other selves that may lead to self-integration, increased awareness, intuition, insight and
communication between and among the other selves.
David James Lee, Spirituality expert of Wei Wu Wisdom, described our spiritual self as our intangible and
invisible self, the gut feeling and inspiration inside us. It is true to us ONLY. Lee compared it to a beautiful
candle that never extinguishes. No one else could extinguish it, but ourselves. It is the spiritual energy that
makes intuition flow without effort from within, the source of inspiration that motivates us to move on.
The word "inspiration" connotes the presence of a spirit within us. Inspiration keeps us going, living a more
positive life. One who is inspired never stops moving forward. He is motivated to go a mile more and achieve
more and live a more productive life. Such is the role of inspiration in our life.
Lee considers the spiritual self as the higher self. He emphasizes the importance of getting connected with the
spiritual self since this helps us find a balance between the physical and spiritual selves to enable us to live to
our full potential. It is through our spiritual self that we can communicate with the Divine. If we are disconnected
from it, we hang on to our old self, continue living in the carousel of negativity, being critical, judgmental and
continue comparing ourselves with others, protecting ourselves from them. But according to him, we have
nothing to fear of others as regards our spiritual self because it is only us who can create a spiritual
disturbance on it.
Bob Mangroo, in his blog, Your Spiritual Self, beautifully referred to spiritual self as the eternal self, the
intangible, non- physical, invisible part of our existence. He called it, SOUL. He claims that with our physical
reality, we can identify our date and place of our birth, meaning the beginning of our existence. However, it is
not true with our soul. We cannot tell when our soul was born, when it began to exist and where it is located
within us. That is so because our soul has been in existence even before our physical existence and will
continue to exist even after we are gone.
The idea of the existence of the soul leads us to understand that the nature of spiritual self is not connected
with religion. Our Christian faith taught us, that our body is the temple, the in-dwelling, of the Holy Spirit. We
believe that we have a soul and that, when we die, our physical body is buried, or cremated, as the case may
be, but our soul goes to either heaven, or hell, to remain there eternally, depending on the kind of life we lived
when we were still alive. This is exactly the idea purported by Mangroo. He insists that the nature of our eternal
self is to live in the spiritual realm for eternity after it leaves our physical body. Our spiritual self should manifest
how we live our Christian faith, regardless of religion. We live our spiritual life highly motivated, aspiring for
eternal life because our soul is destined for eternity.
Spirituality and Religiosity
Spirituality
Typically, spirituality is usually associated with our own existence and a search for the purpose and meaning of
life. It is a universal human experience that has touched us all. Some people deem spirituality as a spiritual
experience that is sacred and transcendent, or something that is beyond any other ordinary experience; to
others, it is simply an awareness of being alive and of how one lives his life.
Others may view their spiritual life to be intensely linket to their association with a church, a temple, a mosque,
an organization, or a person and it is within these entities where they see their worth and real value in life. Still
others see the value of their life according to their personal relationship with their God, realizing that apart from
this God, they are nothing Some others realize their spiritual life becomes alive in any form of art or in the
practice of their profession. We know of many retired teachers who still devote their life teaching despite their
age. Asked why? The simple, candid reply was, "I find joy and fulfilment in teaching." It is their way of
expressing their spiritual life. It is in what they do that they experience contentment. Like our sense of purpose,
we view spirituality according to the way we adjust to our experiences and relationships.
Spirituality may be connected to some larger questions about life and identity. Questions like: Am I a good
person? Why do I have to go through this difficulty? Why are these things happening to me? Are they worth my
sacrifices?
What is spirituality? To Christina Puchalski (2014), MD, Director, Division of the South Wales Institute for
Spirituality & Health, spirituality is the aspect of humanity that refers to the way individuals seek and express
meaning and purpose of the way they experience their connectedness to the moment, the self, to others, to
nature arid to the significant or sacred. To Beauregard and O'Leary, (2007), spirituality is any experience that is
thought to bring the experiences into contact with the Divine: But, it is not just ANY experience that feels
meaningful; it is one that is beyond the ordinary; one that puts some meaning into one's life. Another definition
of spirituality refers to the dimension that is in harmony with the universe and strives for answers about the
infinite that comes into focus when a person faces emotional stress (Murray & Zenter, 2015).
What do these definitions tell us about spirituality? The definitions reveal the aspects of spirituality. The first
aspect is spirituality emphasizes the idea of meaning and purposes that go beyond physical realities of life.
The idea helps us understand why we go through difficult situations and why such happen to us. It makes us
realize that things happen for a reason and they have a purpose. Having this in mind, we become more
enlightened and inspired and more appreciative of the experience.
The second is spirituality allows us to build connections to other people, nature and to the sacred and divine.
Our spirituality leads us to adopt a more positive attitude and practice the appropriate behavior towards others.
Spirituality makes us kind, considerate of others; it encourages us to live out the gift of the Spirit in us, namely:
prudence, kindness, counsel, fortitude, wisdom, piety and fear of the Lord. All these are a reflection of our core
values.
The third aspect of spirituality that we can deduce is that spirituality suggests sacredness and transcendence.
It is the quality of being concerned with the human spirit or soul. It is a broad concept that includes a sense of
connection to something bigger than us. It typically involves a search for purpose and meaning of life,
answering such questions as: Who am I? Why am I here? Why should I go through this experience? Admit it or
not, many, if not all, have gone through this because, as already mentioned, spirituality is a universal human
experience that touches us all.
Spirituality is not innate in us, meaning, we were not born with it. It is developed and acquired through our
personal, environmental and/or social exposures and experiences. Our spirituality is often times expressed
through our religious practices which explains why it is sometimes confused with religiosity. While spirituality
may incorporate elements of religion, spirituality is not the same as religiosity. In what ways do they vary? Let's
find out how.
Religiosity
Religiosity is defined by Sherkat (2015) as a characterisitic of individuals and collectivities that displays various
features of beliefs about the supernatural. It refers to how individuals and social groups engage in a behavior
related to the Higher Being. It is a term used to describe the extent to which religion influences societies and
intersects with the other areas of public life. Generally, it is related to how much a particular religious doctrine is
internalized. Macayan, et. al, (2018) said religiosity refers to adherence to a belief system and practices
associated with a tradition in which there is agreement about what is believed and practiced. This includes
proscriptions of a particular church, like manner of dressing when attending church activities, obligatory
contributions for the support of their church, proper observance of feasts and rituals, even in the choice of hair
style, the kind of food to be eaten or not eaten, etc.
We are aware that different churches have different ways of expressing their beliefs and values and
participating in religious communities. Some of these include attending regularly church services and activities
and other periodic church events, paying their tithes, reciting prayers and doxologies and other similar
activities. Instrumental to these is the influence of the parents, teachers and the type of religious communities
or congregations they are affiliated with and/or the leaders of such organizations.
Schools play a very important role in the religiosity of students. Their curriculum allows the formation of clubs
and organizations. The involvement of the students in these organizations provides them with the opportunities
to work and get connected to and interact with, other students, faculty and staff. Eventually, they help and
guide the school publics to understand and appreciate the value of the things they do, like what the teachers
require, in the case of the students, and even find themselves appreciating their school life.
Professionals also organize themselves to express their faith and religiosity in the religious communities they
formed. Take the case of the charismatic movements of different churches. Through their prayer meetings,
some people claim having experienced the supernatural, feeling closer to God, especially during the worship
part of the meeting. To others, this is an opportunity to come to terms with themselves and the other members
of the movement.
We have heard of prisoners organizing themselves as a charismatic group, joining Bible sharing sessions and
participating in praise-and-worship gatherings while in prison. There are many who claim they have
experienced intervention from a supernatural power, leading them to personal conversion. As a result, they live
a reformed life.
We are aware of the involvement of the media, taking part in national spiritual formation through their special
programs on TV, the radio, magazines and other means of social communications. We recognize their effort in
promoting family and universal values, like compassion, respect for life, love of country, respect for authority,
concern for the least, the lost and the last of society. We see how people respond to calls for assistance
especially
From all these, we see that religiosity is communal, happening in communities and in groups. People express
their beliefs and values, their commitment and conservatism and even, their skepticism. In contrast, spirituality
is individual; conversion is something personal, because individuals behave canyersion differently to the same
situations and events. For instance, the manner of exercising attributes like compassion, inner peace and
spiritual conviction may vary from person to person. One may demonstrate compassion in ways he/she knows
best, like giving donations, visiting the affected area, etc. Some contribute cash, others, in other forms.
While we see distinctions between spirituality and religiosity, they are closely related to each other. With
spirituality, we find answers to such questions, as-Where do I find meaning? How do I feel connected? How
should I live? Religiosity, on the other hand, leads us to respond to such questions, as: What practices, rules,
or rituals should I follow? What is right or wrong? What is true or false? Where these questions overlap is our
individual experience which affects the way we think, feel and believe. These spiritual questions sometimes
overlap and we reflect and ask: Where do we personally find meaning, connection and value?
The Importance of Spirituality
Our spirituality helps us live a balanced and focused life, a balanced mental health and well-being. With this
kind of life, we become aware of our choices, behavior and actions. We live simply and in moderation. Our
spiritual life will direct us to focus only on the basics and essential with preference to what is sacred and
transcendental. In such a state, we can enjoy a more peaceful life and develop our fullest potentials.
What are the consequences of having a well-balanced life? The person who is healthy physically and spiritually
develops into a spiritual person. Being one he/she believes and accepts that suffering and death are parts of
life. He/she is positive in his/her disposition; he/she lives in serenity and enjoys peace of mind; he/ she counts
his/her blessings. He/she focuses on what is good in others; he/she is appreciative of the world around him/her
and is connected to himself/herself.
A person with a healthy spiritual life takes things in stride He/she accepts any circumstances in his/her life
positively and embraces them as part of his/her existence. He/she believes that any experience in life, difficult
though it is part of a greater scheme of things and therefore, has a purpose and meaning. He she puts his/her
trust and faith in the Divine that provides him/ her anchorage in life. He/she is aware of his/her behavior and
actions and owns up the consequences of such. As a loving and forgiving person, he/she forgives his/her
offenders and apologizes whenever he/she himself/herself offends others.
A spiritual person engages in activities that boost his/her self. identity and self-actualization and that lead
him/her to exercise such virtues as compassion and social concern. He/she enhances his/her interpersonal
relationship through proper communication, trust in and respect for others and his/her ability to resolve conflict.
He/she avoids all forms of negativity in his/her life because he/she has self-confidence and high self-esteem.
In contrast, a person who does not have a healthy physical and spiritual well-being is not balanced, focused
and connected to self and others. Being in this state, he/she continues his/her habit of being critical,
judgmental and negative. His/her usual reaction to any situation is negative. Getting angry and being defensive
is normal to this type of person. He/she has no time to appreciate those around him/her, nor does he/she have
the time to love himself/herself, others and anything that has life, including nature.
Strengthening Spirituality
Spirituality is part of our natural process of self-development. It grows as we live in and within, our respective
communities and as we maintain our relationship with our family and the society, in general. In the home,
children can imbibe spirituality from their parents by the positive and nurturing relationship experienced from
them and through the spiritual orientation parents provide them with to serve as a solid foundation of their
healthy spiritual life. In schools, mental health and well-being may be imbibed by the students from their
teachers and from the vision, mission, goals and the core values of the school. The curricular programs
including seminars and activities on the development of humanitarian values of compassion, empathy and
sensitivity for the welfare of others and other activities, like retreats and recollections, can foster reflection,
self-evaluation and contemplation.
Through contemplation, we can answer such questions as: Who am I? Am I a good person? What is the
meaning of all that are happening in my life? To where are they leading me? How can I put meaning into all
these? As a result, we become more aware of our connection with the Divine Being who leads us to see the
purpose and meaning in every circumstance we go through, and helps us appreciate our blessings in life.
According to Lee, it is beneficial to remain connected with one's eternal self. To do this, he suggests three
ways. First, have a specific intention and stay focused on it; keep it in your heart and mind and decide when
and how you would accomplish it. Second, live life cheerfully, honestly, truthfully and authentically. Enjoy what
you are doing. Never lie to others or to yourself, as you work in achieving your intention. And third, be self-
responsible. It is your desire to be a spiritual person. It is therefore, your responsibility to live out consistently
your goal, your target, that is to become a spiritual person
POLITICAL SELF
Political Self and the Filipino Identity
Political self - is that aspect of the self that helps the individuals understand and function effectively in society.
Filipinos as social and political beings need to be aware of their identity to function effectively in a democratic
society.
National identity - is a co-existing and overlapping social identity comprising territorial, tribal/ethnic, religious,
linguistic, class and gender identities (Greenfeld & Chirot, 1994). As a geographically diverse country, the
Filipino identity consists of "many" ethnic identities and cultures while striving for "one" national identity. In
terms of ethnicity, the 2010 census (Philippine Statistics Authority) provided the following breakdown:
Others represent groups including the Moro, Kapampangan, Panganinse, Ibanag, an Ivatan, and indigenous
groups including Igorot, Mangyan, Bajao and tribes of Palawan.
The nation's population speaks of Filipino and English as official languages but have a recorded 186 individual
languages, with 182 as living languages and 4 as extinct languages. In the 2010 census, speakers of the
various languages comprise the following:
The National Commission of Muslim Filipinos (NCMF) however, identified 11% of the Filipinos as Muslims in
2012 With all social identities that an individual holds, the task therefore is to integrate these different identities
into the collective self, while for the government, the tasks is to balance the need for national unity amidst the
many competing group identities (Citrin, Wong, & Duff, 2001).
Consequently, there have been conflicting views as to which has the strongest influence ethnic or national
identity. There is a view of ethnic identity as a source of individual pride among cultural minorities that foster
identification with their group goals. Another perspective sees ethnic distinctiveness (in-group favoritism) as
creating a cultural and political divide in a nation as it weakens common bonds and intensifies group conflict
(out. group hostility) (Citrin, et al., 2001).
In modern society, loyalty to the "nation" forms an essential part of the individual's political self-definition. It is
the strongest motive behind social solidarity and political involvements (Greenfeld & Chirot, 1994). Thus,
national identity boosts one's sense of duty as a citizen of a particular country.
National identity consists of three dimensions including 1) self-categorization, 2) affect and 3) normative
contents that are described as follows (Citrin, at al., 2001). Self-categorization is described as identification
with a group and a sense of psychological belongingness for sharing certain characteristic(s). The
self-categorization may be based on several social identities that relate to birthplace, age, social status,
religion, etc and that has potential political consequences. Typically, Filipinos identify themselves based on the
aforementioned factors e.g. Ilokano, Maranao, underage, of legal age, middle class, upper class, Catholic,
Muslim, etc. It should be noted that it is the subjective meaning that we place into these social identities, not
necessarily their existence, that determine the political consequences (Huddy, 2001). Thus, the Filipino identity
or self-image varies to different people because of their diverse background and the unique meanings that they
attach to their identity (Enriquez, 1977). One's consciousness as a Filipino is not merely based on how one
sees and defines the Filipino and his social realities but involves an intimate knowledge and experience as a
Filipino that psychologically defines him as one.
The second dimension of national identity is affect. If self- categorization is "identification as" that connotes
one's perceived location in a group, affect is "identification with" a particular group (Citrin et al., 2001).
Awareness of being a Filipino implies identification with the Filipino people and being one of them, not merely
having a sense of empathy and concern. Some Filipinos may not behave based on the stereotypes, they may
not even look Filipino but the more important psychological element is present and that is they identify with and
think as a Filipino (Enriquez, 1977).
In social identity theory, our sense of "we-ness" or association with our in-group evokes positive feelings,
pride, conformity to group norms and even a sense of protectiveness especially when our group is threatened
or attacked (Myers & Twenge, 2017). "Identification with" indicates psychological attachment rather than
merely group membership. Thus, one might be an ardent supporter of a particular minority group's causes
such as the striving for equal opportunities and greater accessibility of services, without being a member of the
group. This sense of we-ness can sometimes be demonstrated extremely such as when a group displays
superiority, arrogance, and contempt toward other groups. Labels such as "blind patriotism" and "chauvinism"
refer to an extreme and bounded loyalty, the belief in one's country's superiority, whether right or wrong (Citrin
et al., 2001). History is rich with examples of how a group's ethnocentrism (belief of their group's superiority
and contempt of another group) resulted in horrific crime, one of which was the Holocaust, that was a genocide
of six million Jewish men, women and children during World War II by Nazi Germany. The third dimension in
the conception of national identity focuses on the normative content. This refers to the particular set of ideas
about what makes a nation distinctive ideas about its members, its core values and goals, the territory it ought
to occupy, and its relations to other nations (Citrin et al., 2001). Symbols that are sanctioned by our state
particularly promote national consciousness by providing a sense of uniqueness that separates the Filipinos
from their neighbors (Bank off & Weekley, 2018). Thus, we use symbolisms including flag, costume, fruit,
animal, etc.
Filipino Values and Traits
Through generations, the Filipino values depicted in many textbooks had been greatly shaped by colonial
interpretations An important legacy of Virgilio Enriquez, father of Philippine Psychology, was starting a wave in
which social scientists re examine Filipino values based on both indigenous/insider and exogenous/outsider
perspectives. In Enriquez' (2007; as cited in Clemente et al., 2008) Kapwa model's value structure, he
identified 12 Filipino values from 4 categories: surface values, pivot value, core value, and foundation of
human values. Surface values are further divided into colonial/accommodative and confrontative surface
values. Colonial/Accommodative surface values consists of hiya (propriety/dignity), utang na loob
(gratitude/solidarity) and pakikisama (companionship/esteem). Confrontative surface values include bahala na
(determination), sama/lakas ng loob (resentment/guts) and pakikibaka (resistance). The pivotal interpersonal
value is pakiramdam/ pakikipagkapwa-tao (shared inner perception). The core value is Kapwa or Pagkatao
(shared identity) which means that the other values emanate from this. The foundation of human values
consists of a linking socio-personal value identified as kagandahang-loob/ pagkamakatao (shared humanity)
and three associated societal values karangalan (dignity), katarungan (justice) and kalayaan (freedom). The
Kapwa model is a theory that explains the modes by which Filipinos engage in social interaction. It
distinguishes the levels of interactions that occur with people that are considered hindi ibang tao (one of us)
and ibang tao (not of us; outsider). If one is regarded as ibang tao, the interaction can proceed from
pakikitungo (transaction/civility with) to pakikisalamuha (interaction with) to pakikilahok (joining/participating), to
pakikibagay (in-conformity with/in- accord with), and to pakikisama (being along with) (Pe-Pua &
Protacio-Marcelino, 2000). In contrast, with hindi-ibang tao, there will be the ascending level of interaction
starting from pakikipagpalagayang-loob (being in rapport/understanding/ acceptance with), to pakikisangkot
(getting involved), or to the highest level of pakikiisa (being one with).
There had been criticisms leveled against the Kapwa model due to its lack of empirical support. Addressing
this concern, Clemente et al. (2008) conducted two related studies to determine whether the Filipino values
that were earlier hypothesized by Enriquez are still endorsed by Filipino adolescents and to examine the
relationships among these values. This has led to the Reformulated Value System of the Filipino Adolescent
framework in which 11 of the 12 original values were found to be regarded as still important among the youth
including kagandahang- loob, kalayaan, katarungan, lakas ng loob, pakikipagkapwa, karangalan, pakikisama,
pakikiramdam, utang na loob, pakikibaka and hiya, while bahala na was dropped in the list. Two values have
been added in the list that includes maka-Diyos and paggalang as they are endorsed as important. The
alternative model also derived distinct dimensions based on the proximity of values (using multidimensional
scaling analysis), which is in contrast to the original categories of Enriquez. The use of the dimensions is
aligned with the notion that values are not static and are subject to change. Dimensions 1 (x-axis) comprise the
sarili lipunan dimension, while dimension 2 (y-axis) is called ibang-tao-hindi ibang tao dimension. Another
important finding of the study is that the core value (kapwa) was not empirically founded. While this model
could not be taken as an absolute representation of the Filipino value system considering that this is derived
from Filipino adolescent cohort, nonetheless, this provides an empirical basis of understanding about our
values.
Establishing a Democratic Culture
Social institutions and agencies including schools, church, family, children's clubs and organizations,
communities and the media that observe democratic principles and have real democratic structures function as
the best models to help children learn the true meaning of democracy. Teaching children about democratic
culture means immersing them in the way of life that upholds democratic values including justice, equality,
freedom, respect for life, cooperation, self-reliance, truth, tolerance, sensitivity, respect for differences, security
and responsibility, The focus and emphasis must be on democratic education rather than democracy
education, in which the former means that children should not only be taught the democratic values but that
these must be exercised and observed in the day to day. Just as in schools, these values must be present in
the formal curricula, conveyed through explicit teaching and throughout the hidden curricula, in which students
are guided by democratic principles in their classroom interactions (Subba, 2014).
LEARNING TO BE A BETTER LEARNER
What Happens during Learning-Brain and Behavior Changes
The information processing model is a simple way to visualize how we acquire information and store and
retrieve it. Learning is mostly an internal process. How you think about and interpret what you read or what
your teacher shares determines what you learn. Input from the environment enters through your senses and
then given meaning (perceived), then it goes to your short term memory or working memory. Some information,
for some reason, like not paying much attention to it, or being distracted as the information came to you, this bit
of information gets lost (decay/forgotten). Some information moves the long-term memory and you can
retrieve it when you need to.
Certain factors bring about the efficient and effective processing of information that is so important in learning.
● external factors are those within the environment, the conditions of the classroom, the skill of the
teacher, etc.
● internal factors which are within you as the learner. The learner's self-efficacy, one's belief that he/she
can make it and succeed matters a lot.
The learner's ability to make use of one's executive functions, determine how successful
one can be in mastering what they are learning.
executive function - includes capacities of the brain to use strategies such as metacognition as well as those
of motivation and becoming a self-regulated learner. A learner who is self-aware, intentional in the use of
strategy and one who is internally motivated to learn and believes he or she can do it will more likely succeed.
Metacognition and Study Strategies
In this new decade of the Millennium, and even more in the next ones, you need to develop your skills in
learning. In preparing for a meaningful and productive life ahead, learning is inevitable. Fulfilment both in your
personal and professional lives and all aspects of yourself discussed in this course (physical, sexual, digital,
psychological, spiritual, or even philosophical). Learning is crucial. And as everyone goes through life stages,
the challenge to grow continually and adapt calls for learning up until the late years of one's life. Learning is
lifelong.
Research has shown that successful learners were those who used metacognition. Most likely you are familiar
with this word. Yes, you remembered right, Metacognition is thinking about thinking. It can also refer to learning
to learn. Metacognition is about being aware of your own thinking and learning process. It is like watching and
observing oneself as one thinks, acquires knowledge and learns.
Metacognition came from the words:

● meta, which means of itself or beyond itself and
● cognitive which means to understand and to know. Metacognition then involves:
1. Knowledge of cognition - This corresponds to what learners know about themselves, strategies, and
conditions under which strategies are most useful to acquire knowledge. (procedure or process) and
conditional (application of Inventory.ashx of declarative and procedural knowledge). These three are
considered the building blocks of conceptual knowledge.
2. Regulation of cognition - corresponds to knowledge about the way learners plan, implement
strategies, monitor, correct comprehension errors and evaluate their learning.
Here are ways to apply metacognition in task variables.
1. Listen to your teacher's instructions regarding the required tasks. Be sure you understand the
specifics. Knowing the details will help you identify what you need to learn and be able to do to
accomplish the task.
2. Find out how the task will be scored and evaluated. Read the criteria specified or the rubric
provided by your teacher. This will help you focus on what to prioritize and the direction you will take in
accomplishing the task.
3. Determine the amount of time you will need to allow for the task. Determine what materials will be
needed (if any).
4. Stick to the task!

5. While working, periodically check if you are making progress towards achieving the goal.
Strategy variables include effective ways of tackling learning tasks. For groups, this will consist of
brainstorming strategies and evaluating them to choose the best ones to implement for the group work or
project. For the individual, strategies, among others, involve staying focused, listening, note-taking, applying
memory skills, reviewing, test-taking and of course, reading.
As a student, one of the tasks you need to do most is to read, This is why the PQ4R strategy is emphasized
here. Over the years, as a student, you may have heard of the PQ4R study strategy. Some call this the power
habit of successful learners!
Managing your own learning: self-regulated learning
When you use your knowledge of how the brain learns, apply metacognitive strategies and are happy,
enthusiastic and confident to learn, you have become a self-regulated learner.
Self-regulation is not innate, we are not born with it. We can develop it. Self-regulation develops in basically
three steps:
● First, adherence. A young child will do one thing because he/she is told to do so. He/she follows in
order not to be punished. Behavior is based on conditions outside the person (external). Applied to
study, the student will study only to avoid failing or being punished for failure.
● Second, identification. A child will do one thing because he/ she likes the person asking him/her to do.
For example, a student will study because she/he admires the teacher and her teaching strategies.
Students may become fascinated by the teacher that they believe and will do what their teacher tells
them more than when it is their own parents telling them.
● Third, internalization. An individual will do something because he/she values it. He/she understands
the task and believes that it is a good thing to do. His/her actions are self-directed. His/ her motivations
spring from his/her own beliefs and goals. This is when one has truly developed self-regulation.
According to Zimmerman (2002), self-regulation transforms mental abilities to academic skills. Self-regulated
students want to learn. They decidedly do and actively work on it at an internal level. It is not something that
simply happens to them as a reaction to someone teaching them. Students invest their feelings, thoughts and
behavior in learning and attaining goals.
SETTING GOALS FOR SUCCESS
The Importance of Goals
Libre mangarap, as they say. The question is, Paano natin nalalaman kung ano nga pa ang papangarapin
natin?" Many people set goals and then later, when they reach them, they realize those should not have been
their goals.
One point to remember, connect your goals to what are the most important things to you. Goals should be what
you want your life to be all about. Your purpose and your goals should be the driving forces in your life.
No one's existence is a coincidence nor an accident. You are here for a reason. Take time to think about your
values and clarify them. Your values become the source of your purpose and from your purpose, come to your
goals.
Albert Bandura's Self-efficacy
Self-efficacy - is the belief in one's ability or capacity. It moves one to dream bigger and work hard to achieve
them. (Feldman 2015). Albert Bandura was against the view that human behavior is a mere fruit of conditioning
or that humans simply behaved as an input-output machine (2008). He emphasized human agency and
self-efficacy, which brought with them a message of hope and optimism. Each person's belief that he/she can
strive, survive, and thrive will truly make a difference in the course of one's life.
Bandura explained four effective ways to develop self-efficacy:
1. Set a goal and persist (Mastery Experiences). The more we set realistic goals and strive and
eventually achieve them, the stronger will be our belief in ourselves. We learn when we continue
against difficult challenges, we strengthen our belief that we can succeed and become better.
2. Be inspired by people who have overcome and succeeded (Social Modeling). Take time to learn
about the lives of inspiring people. Reading and watching about their lives can lead to vicarious
modeling. You may not actually interact with them, yet they can still move your spirit to believe that you
too can make it.
3. Have a mentor and cheerleader (Social Persuasion). Having a person who believes in you and
cheers you on makes a huge difference on how you see yourself. Close your eyes for a second, think
about who that person or persons may be. Stay with them. Listen to them. Surround your life with
people that will lift you up. Limit interaction with those who bring you down. You always deserve better!
4. Reflect and learn more about your emotions and moods (States of physiology). When you feel
low and sad and weak, resist the urge to say you are beaten or you can't or you are giving up. Be
aware that you are just in a bad time, but that, too, shall pass. Through reflection and education, you
can learn to remain positive even in trying times. This will strengthen your self-efficacy
Dr. Dweck studied how children reacted to difficult tasks. From there she eventually developed the Growth
Mindset framework. She initially described two mindsets:
● Fixed mindset makes a person avoid challenges, give up easily, see one's effort as useless, ignore the
feedback of others and feel threatened by others' success.
● Growth Mindset enables a person to embrace challenges, see effort as a way to mastery, persist in
the face of challenges, learn from mistakes and find lessons and inspiration from the success of others.
Carol Dweck's Fixed and Growth Mindset paradigm is better seen as a continuum rather than as static or
unchanging labels. A person cannot be categorized as one who belongs totally to a fixed mindset or a growth
mindset. In different situations and areas of our skills and knowledge, we may find ourselves in between a fixed
and growth mindset. Sometimes we can be closer to having a fixed mindset. At times we can be closer to the
growth mindset.
However it takes the right amount of reflection and discernment to discover our strengths. The essential
positive mindset is that we all have gifts! What matters is for you to reflect and check where you are in these
aspects. Of course, the ideal is for you to strive and move to the right, to the more positive, more productive
growth mindset.
Locke's and Latham goal-setting theory

Dr. Edwin Locke and Dr. Gary Latham wrote a theory on goal-setting and task performance. We usually read
that goals must be SMART, specific, measurable, achievable, relevant and timebound. This is a good
starting point when we write our goals.
Locke and Latham further give us five goal-setting principles:
1. Clarity - Set clear goals. Write your goals down as detailed as possible. Ask yourself how excited you
are about the goal. If not, you may need to clarify further.
2. Challenge - Set challenging goals. Is it challenging enough to catch your interest and persistence?
3. Commitment - Set a goal that you are ready to embrace and work for. Have a dream or goal board to
remind yourself of your goals.
4. Feedback - Set ways for you to assess your progress in achieving your goals regularly. Break up broad
goals into smaller ones and check on your list each time you accomplish these smaller goals.
5. Task complexity - Be sure you set something that will not overwhelm you.
TAKING CHARGE OF ONE'S HEALTH AND WELL-BEING
What stress is
You might have come across the word stress in your science classes. Stress is a term used in Physics to refer
to a physical force or tension applied to an object. Later on, the word was also used to mean psychological
tension.
From a holistic point of view (Seaward, 2017):

Stress - is the inability to cope with a perceived (real or imagined) threal to someone's mental, physical,
emotional and spiritual well- being, which results in a series of physiological responses and adaptations.
Stress exerts such a considerable influence on physiological responses and consequent changes in the body.
Back in prehistoric times, an impending life-threatening attack of a wild animal or a rival tribe caused changes
in our ancestors' bodies to help them cope. The heartbeat faster increases the flow of blood to the arms and
legs, causing less blood flow to the digestive and immune systems. This helped our ancestors to successfully
fight head-on or run fast and avoid the danger, flight as commonly referred to. These bodily responses helped
our Incestors to survive. Probably because of this, you and I are here today!
Looking at it in more detail, we focus on the autonomic nervous system. This helped our ancestors survive.
The autonomic nervous system is composed of the sympathetic nervous system, which stimulates the fight or
flight response of the body and the parasympathetic nervous system, which returns the body to a calm state.
When a stressful situation comes, the sympathetic nervous systems quickly stimulates the bodily systems.
Release of stress hormones, cortisol, and adrenaline increases the blood pressure, heart rate, perspiration,
muscle tension and even the need to take in more food. Meanwhile, there is a decrease in the efficiency of the
digestive and immune systems.
Fast forward to the present. Today, stress is caused by so many different things and thoughts. Demands other
people have of us, as well as what we are thinking and anticipating, especially if they are negative, cause
stress. There are usually no wild animals chasing you nor spears and arrows being hurled at you, but
whenever we are stressed, we still respond with the same physiological changes as our ancestors did.
When we stay in a stressed state for long, sustained release of stress hormones can lead to physiological
reactions that cause fatigue, loss of appetite, stomach ache, allergies, difficulty to concentrate, learn and
remember. Prolonged stress can also lead to feelings of sadness or depression, and anxiety. But don't be
stressed by what you are reading. The goal for us is to learn about stress so that we can take care of ourselves
more. It is also good to know that there is a kind and level of stress that can be good for us. It prepares us to
respond well to difficult situations that may come in our lives. No one ever lives completely without stress. We
can use the stress that we experience to master our capacity to manage and deal with it, so we become both
sturdy and adaptable.
Stress is the body cretiction to a challenge and a person's emotions

Types of Stress
● Acute stress can be strong or intense, but it can be brief and may disappear quickly. Result of recent
or anticipated stressors and due to day-to-day stressors.
E.g. Waking up late, running to class, or receiving a bad grade
● Episodic acute stress is also strong or intense but can affect a person more because it occurs in a
pattern and may recur. Stress that continuously pops up, sometimes in a pattern and is accompanied
by worry and angst.
Symptoms: migraines and tension headaches
● Chronic stress is bad for our health and well-being. Chronic stress may not be so strong but it appears
to stay on for long periods of time. Chronic stress has been linked to many ailments and diseases such
as heart disease, cancer and mental illness. Never-ending stress that relentlessly wears away at you.
E.g. degree-seekers struggling academically in a course that their major requires for graduation.
Sources of coping and strength
Our definition of stress given earlier connotes that the intensity of stress experienced is strongly affected by the
person's perception. How one sees himself and the situation determines is a significant way the amount of
stress one will experience and endure. Ways of coping with stress, thus, will involve one's perspectives and
beliefs. Learn about strategies to cope with stress that focus on the mind and the spirit. Since stress results in
bodily changes that can harm the body, coping strategy must also involve those that help the body return to a
more balanced and calm state.
Furthermore, our definition of stress enumerated the different aspects of the self, namely, mental, physical,
emotional and piritual. The best approach to take in managing stress is a holistic approach, helping the mind,
the spirit and the body to cope. They can be strategies not only to manage stress but to create a lifestyle that
promotes good health and well-being.
When these strategies become part of your habit and lifestyle, you will counteract stress effectively. You can
remember and learn better and cope better. We hope that the discussion on what you are about to read will
encourage you to search and discover more about ways of coping with stress. Pave your way to making your
dreams come true and having a meaningful and happy life!
Strategies for Good Health and Well-being
1. Embrace the positive perspective. Be aware of your thoughts and feelings. Once you catch yourself
having negative thoughts, pair each negative thought with a positive one. Discover something positive
in a negative situation.
a. Live in gratitude and gratefulness. Have the habit of focusing on blessings and be grateful for
them. Being thankful will help you overcome negative thoughts that come during difficult times
b. Choose openness and acceptance. The serenity prayer reminds us of this. "God, grant me
the serenity to accept the things I cannot change, to change the things I can, and the wisdom to
know the difference." This prayer tells us that in life there are things that we cannot control nor
change. It will only be stressful and futile to think we can change everything. What we can focus
on is opening ourselves to acceptance. What we are in control of is how to respond positively to
things we are powerless about. The things we can change are usually first, our thoughts, our
view of the situation and then our resulting response to the situation. What words do we say?
How do we express our emotions? What actions do we decide to do? Watch Sam Berns speak
powerfully about this.
2. Laugh and enjoy wholesome humor. What we think and feel affect our state of health and well-being.
Lighten up. Learn to laugh at yourself. Be open to things that make you laugh, Of course, not at the
expense of others, When we laugh, it breaks the negative thoughts that may otherwise linger and drag
us down. Laughing, especially the one that comes from the belly, also improves the oxygen flow in our
body. Studies have shown how having a daily dose of humor can help lessen pain and help improve
one's health.
3. Establish limits and routines. This strategy is about establishing a sense of order through rules and
boundaries that you set for yourself for you and others to respect. People cannot hurt you unless you
allow them to. Learn to be respectfully and truthfully assertive. Learn to say no. As for yourself, set
simple routines and disciplined practices that make you manage your time better and avoid being
pressured by tasks and assignments left undone.
4. Give time for hobbies. Hobbies help us lead more balanced lives. We spend time on our
responsibilities and also time for things we like to do for leisure and enjoyment. There is something
about coloring a picture that calms us. Or maybe for some, it will be baking, or cross-stitching. Some
people would read. Spending time in a hobby helps us recharge, allowing us to think more creatively
and cope better,
5. Pray and meditate. When one is in a difficult situation or even a tragic one, the person may feel
isolated, detached and cut off from God. Prayer is the way we reconnect to God. Prayer heals. It can
free us from toxic anger by embracing forgiveness in prayer. Meditation, on the other hand, focuses our
attention and thoughts. Prayer and meditation are distinct, but may harmonize. Many say, prayer is
when we talk to God, meditation is when God talks to us. It is good to be still and quiet and listen.
Physiologically, when we meditate, we become more aware of our breathing and relaxing our tensed
muscles. Try to add simple breathing exercises to your daily routine. Do the five-count exercise. Five
counts to slowly inhale through the nose, five counts hold and then five counts to slowly exhale through
the mouth. As you inhale, you can pray, Dear God, I take in your strength and your love. Guide me
throughout the day. When you exhale you say, I release fear, anger and hurt, or I release stress.
6. Reach out to people. Remember that when you reach out to people you can become blessed, as well
as become a blessing to them. Reach out to your parents, your siblings and your friends. When you are
feeling down, go to someone and share how you feel. You do not need a thousand friends on
Facebook, only a few really close ones with whom you can be honest and you know they will listen and
not judge you. Now when someone needs you to listen, be there to listen. That is why it is good to work
on becoming better at coping and managing one's life. You are also able to share your insights and
experiences that may be a great blessing and help to someone. When we do not always focus on our
own misfortunes and sometimes self-pity, we have more time and attention at noticing how others also
need our help.
7. Listen to music. Music has been found to have an effect on both our body and mind. Music has the
ability to evoke feelings of joy and peace in us. Listening to music which you really love can help you to
unwind and cope with stress.
8. Eat for a healthy immune system. When we are stressed, nutrients in our body are used up. Our
metabolism. does not work well until the nutrients are replenished. Sad to say, when people are
stressed, the first thing usually affected is proper diet. People might resort to eating too much or too
less. They may also eat empty calorie food, those which make us feel full but do not contain the
micronutrients our body needs. Usually these come from fastfood. Review the Pinggang Pinoy
appropriate for you and check your local market or store for healthy but inexpensive food. A naturally
"colorful" combination of food on your plate, with shades greens, yellow, orange, red is good for you.
What fruits and vegetables do you have in mind?
9. Exercise. Now we go to the essential partner of healthy eating, exercise. Exercise helps keep our body
systems such as cardiovascular, immune, nervous and digestive sytems healthy. When you exercise
with the right amount of physical stress, it will help your body get rid of stress hormones like cortisol.
Learn how to do the exercise correctly and regularly for maximum benefit. When you do repetitive
exercises, you bring your mind to a state similar to meditation. This can help you be calm and focus
and concentrate more. Set goals in exercise that you can achieve. Consult your doctor if you have
health concerns before engaging in exercise. Learn about dancing, biking, swimming, running, hiking
and see what suits you best.
10. Be with nature. Taking a walk in a park, hiking and mountain climbing, taking care of plants, listening
to the sounds of life, the rustling of leaves, chirping of birds, can bring feelings of joy. Ecotherapy is an
approach of reconnecting with nature to improve our health and well-being. Start noticing the gaiety of
the sunflowers, the beauty of the sunset and the elegance of a full moon! There is a patch of nature
everywhere, even in the city, take notice of it!
The ten strategies you just read may lead to an increase in what is called happy hormones in our body,
dopamine, serotonin, oxytocin and endorphins.
happy hormones - are naturally occurring chemicals in our body that make us feel good and have a sense of
well-being.
Taking care of the self: The need for self-care and compassion
Think about it, when a friend of ours fails at something, we take time to comfort our friend, saying that it is okay,
there will be other chances, you did your best, kaya mo yan....We become careful not to say anything that will
add to the bad feeling our friend is feeling. But when we are the ones who do something wrong, or we fail at
something, sometimes we become too harsh on ourselves. Stupid! Ang palpak ko talaga. Bakit kasi ganun
ginawa ko, ayan tuloy. We are sometimes quick to scold ourselves. We can even be so mean to ourselves.
This is not at all healthy, and not at all helpful.
To feel compassion is to be one with the suffering of the sufferer. It entails empathy, feeling and understanding
what the other person is going through. Because we feel compassion for the person, we respond with
gentleness, with care and comfort. When we talk then of self-compassion, we do exactly this, but we turn
inwardly. We become gentle, caring and comforting to ourselves when we find ourselves down, guilty,
confused, or lost.
Jesus Christ said, "Love your neighbor as you love yourself." Loving yourself is a prerequisite. It is the basis by
which you can also love others. You can indeed be kind to others when you are kind to yourself. Self-kindness
brings so many positive feelings of care and acceptance, which will help you-cope in difficult and painful
situations. Neff (2012), advises us when we are in such emotional pain and suffering, we say to ourselves:
"This is a moment of suffering. Suffering is a part of life. May I be kind to myself. May I give myself the
compassion I need."
These four self messages allow us to go through the components of self-compassion. The first one helps us to
acknowledge and accept the situation. The second tells us that we are not alone; others feel pain, too. There is
nothing to be ashamed of. The third moves us to respond with kindness rather than be critical and be a
self-basher. The last, affirms that we deserve compassion and understanding from ourselves.
Always be kind and loving to yourself, that you may also genuinely extend kindness and love to others.
This lesson has tackled all about stress and stressors and has given you numerous strategies and principles.
These were meant to help you not only to cope with stress, but also how to enhance your health and
well-being.

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2GETHER 2GETHER (1ST SEMESTER REVIEWERS)

Understanding the Self/Pag-unawa sa Sarili

REVIEW QUESTIONS (FREE 20 PTS.)

The Beginning of our Biological Sex

fertilization - is the fusion of the sex cells of our parents

testes: produce estradiol in low amount

Abnormalities in Sexual Development

The Case of John/ Joan

GENDER AND SEXUAL ORIENTATION

Gender Identity Terminologies

Sexual Orientation Terminologies

Factors Contributing to Sexual Orientation

Body parts arousal score (highest first)

Nape of neck Inner thigh

Breast Nape of neck

Inner thigh Perineum

Back of neck Pubic hairline

Ears Back of neck

Lower back Ears

Sexual Response Cycle - Masters and, Johnson (1966):

Love, Lust and Attachment

How is attachment formed?

● Psychological explanation of romantic attachment is anchored on Mary Ainsworth's theory on types of

Methods of Contraception (Natural And Artificial)

1. Natural Family Planning

The Aspects of Material/Economic Self

Our Attachment to our Possessions

The Nature of Spiritual Self

Spirituality and Religiosity

The Importance of Spirituality

Political Self and the Filipino Identity

Filipino Values and Traits

Establishing a Democratic Culture

LEARNING TO BE A BETTER LEARNER

What Happens during Learning-Brain and Behavior Changes

Metacognition and Study Strategies

Metacognition came from the words:

Here are ways to apply metacognition in task variables.

4. Stick to the task!

Managing your own learning: self-regulated learning

SETTING GOALS FOR SUCCESS

The Importance of Goals

Albert Bandura's Self-efficacy

Bandura explained four effective ways to develop self-efficacy:

Locke's and Latham goal-setting theory

Locke and Latham further give us five goal-setting principles:

TAKING CHARGE OF ONE'S HEALTH AND WELL-BEING

From a holistic point of view (Seaward, 2017):

Stress is the body cretiction to a challenge and a person's emotions

E.g. Waking up late, running to class, or receiving a bad grade

Symptoms: migraines and tension headaches

Sources of coping and strength

Strategies for Good Health and Well-being

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