GEC 3 UNDERSTANDING THE SELF:  The ego mediates between desires and
FINALS reality, seeking practicality. (Balances the
(Prepared by: Meriam Kaye K. Llorente)
LESSON 6: PSYCHOLOGICAL
PERSPECTIVE OF THE SELF
Role of Psychology in understanding oneself
 Psychology is the scientific study of the
mind and behavior.
 Psychologists are actively involved in
studying and understanding mental
processes, brain functions, and behavior.
 the four primary goals of psychology are
to describe, explain, predict, and change
behavior.
 Describe – To describe human thoughts and
behavior.
 Explain – to explain why these behaviors
occur.
 Predict – to predict how, why, and when
these behaviors will occur again in the
future.
 Modify – to modify and improve behaviors
to better the lives of individuals and society.
Who is Sigmund Freud in Psychology?
 Sigmund Freud, Austrian neurologist,
founder of psychoanalysis.
 He was the founder of psychoanalysis, a
theory of how the mind works and a method
of helping people in mental distress.
 Freud was born on 6 May 1856 in Freiberg,
Moravia (today Příbor, Czech Republic) to
a family of Jewish wool merchants.
 Began his study of medicine at the
University of Vienna in 1873.
Sigmund Freud: Psychoanalytic (Theory of
Personality)
 Freud asserts that the human psyche
(personality) is structured into 3 parts
(tripartite). These structures- the Id, ego,
and superego – all develop at different
stages is a person’s life.
 The id is part of the unconscious mind and
comprises the two instincts: Eros and
Thanatos. The id operates on instinctual
drives and the pleasure principle. (primal
instincts)
other 2)
 Superego enforces moral standards and acts
as the conscience. (sense of morality)
 These three structures are systems and not
physical parts of the brain.
 Although each part comprises unique
features and contributes to an individual’s
behavior, they interact to form a whole.
 Psychoanalysis is a set of theories and
therapeutic techniques that deal in part
with the unconscious mind, and which
together form a method of treatment for
mental disorders.
 Psychoanalysis is the treatment of someone
who has mental problems by asking them
about their feelings and their past to try to
discover what may be causing their
condition.
 Psychoanalysis aims to promote awareness
of unconscious and recurrent patterns of
emotion and behavior to help a person
address the root causes of their
psychological issues.
 The unconscious mind can include
repressed feelings, hidden memories, habits,
thoughts, desires, and reactions. Things we
are unaware of and cannot become aware of.
 Thus, the unconscious mind can be seen as
the source of dreams and automatic thoughts
(those that appear without any apparent
cause), the repository of forgotten memories
(that may still be accessible to consciousness
at some later time), and the locus of implicit
knowledge (the things that we have learned
so well that we do them without thinking).
 Conscious mind, the small amount of
mental activity we know about.
 Subconscious mind, things we could be
aware of if we wanted or tried.
 Freud believed that during our childhood,
certain events have great influence on how
our personality is shaped, which carries over
into our adult lives.
 Traumatic experiences can initiate strong
emotions and physical reactions that can
persist long after the event. Children may
feel terror, helplessness, or fear, as well as
physiological reactions such as heart
 pounding, vomiting, or loss of bowel or
bladder control.
 The signs of trauma in a child include
obsession with death or safety and issues
with sleeping, eating, attention, and
regulating emotions.
 Mental distress is a major public health
problem which includes anxiety, depression,
and somatic symptoms such as sleeping
problems, fatigue, and headache.
 Freud proposed that we use defense
mechanisms to cope with anxiety.
 Psychoanalysis is only by having a cathartic
{releasing, therapeutic} (i.e., healing
experience can a person be helped and
"cured".
 Gaining insight into your feelings,
behaviors, and experiences can help you
better understand the unconscious forces that
continue to exert an influence on your
actions, your relationships, and your sense
of self.
 Psychoanalytic therapy may also help you
learn techniques for coping when future
problems arise.
Warning Signs and Risk Factors for Adults
(Mental distress)
 Crying spells or bursts of anger
 Difficulty eating
 Losing interest in daily activities
 Increasing physical distress symptoms such
as headaches or stomach pains
 Fatigue
 Feeling guilty, helpless, or hopeless
 Avoiding family and friends.
Psychodynamics
 Also known as psychodynamic
psychology,
 is an approach to psychology that
emphasizes systematic study of the
psychological forces that underline human
behavior, feelings and emotions and how
they might relate to early experience.
 Psyche is a representation of our innermost
unconscious self. Generally, Psyche has
connotations with the human Soul – (which
is the immortal “essence” of our self (as a
whole)).
 Psyche’s segregated from the mind or
brain. It's a separate entity which makes
us who we are. It influences thought
patterns, opinions, values, emotions,
feelings and personality.
LESSON 7: PSYCHOSEXUAL
DEVELOPMENT
 According to the famous psychoanalyst
Sigmund Freud, children go through a
series of psychosexual stages that lead to
the development of the adult personality.
 Freud's psychosexual theory emphasizes the
importance of basic needs and biological
forces.
 His theory described how personality
developed over the course of childhood.
 Freud believed that personality developed
through a series of childhood stages in
which the pleasure-seeking energies of the
id become focused on certain erogenous
areas.
 An erogenous zone is characterized as an
area of the body that is particularly sensitive
to stimulation.
 Sexual infantilism: in pursuing and
satisfying their libido (sexual drive), the
child might experience failure (parental
and societal disapproval) and thus might
associate anxiety with the given erogenous
zone.
 To avoid anxiety, the child becomes
fixated, preoccupied with the psychologic
themes related to the erogenous zone in
question.
 The fixation persists into adulthood and
underlies the personality and
psychopathology of the individual. It may
manifest as mental ailments such as
neurosis, hysteria, female hysteria, or
personality disorder.
Psychosexual Stages
 Each stage of development is marked by
conflicts that can help build growth or stifle
development depending upon how they are
resolved.
 If these psychosexual stages are completed
successfully, a healthy personality is the
result.
1. Oral (0 – 2 years old) – Infant achieves
gratification through oral activities such as
feeding, thumb sucking, and babbling.
a. Mouth (pleasure)
b. Trust vs. Mistrust (conflict)
c. Fixation; drinking, smoking,
eating and nail biting.
d. Underfed - oral passive (Trusting,
dependency)
e. Overfed – oral aggressive
(aggressive, dominating)
2. Anal (2 – 3 years old) – the child learns to
respond to some of the demands of society
(such as bowel and bladder control).
a. Anal (pleasure)
b. Autonomy vs. Shame and Doubt
(conflict)
c. Fixation; anal-expulsive (messy,
wasteful, destructive) Anal-
retentive (orderly, rigid, obsessive)
d. too harsh (over) – anal retentive
(tidiness, obsessiveness, mean,
stubborn
e. too lax (over) – anal expulsive
(untidiness, generosity)
3. Phallic (3 – 7 years old) – the child learns
to realize the differences between males and
females and becomes aware of sexuality.
a. Initiative vs. Guilt
b. Fixation; sexual deviancy or
confused sexual identity, possess
feelings of envy or inferiority on
opposite sex.
c. Abnormal family setup – vanity,
self-obsession, sexual anxiety,
inadequacy, inferiority, envy
4. Latency (7 – 11 years old) – The child
continues his or her development, but sexual
urges are relatively quiet.
a. Desires/pleasures are suppressed
at this stage
b. Industry vs. Inferiority (conflict)
c. Fixation; development of
communication skills, and self-
confidence.
d. Settling down in a loving
relationship – well adjusted, mature
able to love and be loved, sexual
instinct is directed to heterosexual
pleasure.
5. Genital (11 – Adult) – the growing
adolescent shakes off old dependencies and
learns to deal maturely with the opposite
sex.
a. Genital (pleasure)
b. How people develop an identity or
cope with role confusion. (conflict)
c. Fixation; Problems in this stage are
carried over from earlier stages.
What is Psychological Development?
 Psychological Development – refers to the
development of human being’s cognitive
(mental actions or process of acquiring
knowledge), emotional, intellectual (ability
to think and reason) and social capabilities
and functioning over the course of normal
life span, from infancy through old age.
 Early experiences play a large role in
personality development and continue to
influence behavior later in life.
 According to the famous psychoanalyst
Sigmund Freud, children go through a
series of psychosexual stages that lead to the
development of the adult personality. His
theory described how personality developed
over the course of childhood.
 The psychosexual energy, or libido, was
described as the driving force behind
behavior.
 If the other stages have been completed
successfully, the individual should now be
well-balanced, warm, and caring.
LESSON 8: ERIK ERIKSON’S
PERSONALITY THEORY
Who is Erik Erikson?
 Erik Erikson was an ego psychologist who
developed one of the most popular and
influential theories of development.
 Erikson was a neo-Freudian psychologist
who accepted many of the central tenets
(principles) of Freudian theory but added
his own ideas and beliefs.
 The neo-Freudians were psychologists
whose work followed from Freud’s.
 While his theory was impacted by
psychoanalyst Sigmund Freud's work,
 Erikson's theory centered on psychosocial
development rather than psychosexual
development.
 In ego psychology, the ego can be defined
as the part of the psyche responsible for our
sense of self and our ability to interact with
the outside world.
 His theory of psychosocial development is
centered on what is known as the epigenetic
principle, which proposes that all people go
through a series of eight stages.
 Epigenetics is the study of how your
behaviors and environment can cause
changes that affect the way your genes
work.
 An example of epigenetics: Identical twins
(also called monozygotic twins) result from
the fertilization of a single egg by a single
sperm, with the fertilized egg then splitting
into two.
 Erikson's psychosocial development
theory emphasizes the social nature of our
development rather than its sexual nature.
While Freud believed that personality is
shaped only in childhood, Erikson proposed
that personality development takes place all
through the lifespan.
Psychosocial Development
 Psychosocial development describes how a
person's personality develops, and how
social skills are learned from infancy
through adulthood.
 “psycho” = individual; “social” = societal
influences
 Therefore, psychosocial theory represents
human development as a product of the
interaction between individual needs and
abilities and societal expectations and
demands.
 For a concept to be psychosocial means it
relates to one’s psychological development
in, and interaction with, a social
environment. Involving both psychological
and social aspects in human development.
 There are 8 stages of human development,
each stage consists of unique developmental
task that confronts individuals with a crisis.
 Each stage in Erikson’s theory is concerned
with becoming competent in an area of
life.
 If the stage is handled well, the person will
feel a sense of mastery, which he sometimes
referred to as ego strength or ego quality.
 If the stage is managed poorly, the person
will emerge with a sense of inadequacy.
 Erikson believed that humans' personalities
continued to develop earlier the age of
five, and he believed that the development
of personality depended directly on the
resolution of existential crises like trust,
autonomy, intimacy, individuality, integrity,
and identity.
 Erikson maintained that personality
develops in a predetermined order through
eight stages of psychosocial development,
from infancy to adulthood. During each
stage, the person experiences a psychosocial
crisis that could positively or negatively
affect personality development.
 For Erikson (1958, 1963), these crises are
psychosocial because they involve the
psychological needs of the individual (i.e.,
psycho) conflicting with the needs of
society (i.e., social).
 According to the theory, successful
completion of each stage results in a healthy
personality and the acquisition of basic
virtues.
 Basic virtues are characteristic strengths
that the ego (Personality, Character or sense
of self) can use to resolve subsequent crises.
 Failure to complete a stage can result in a
reduced ability to complete further stages
and, therefore, an unhealthier personality
and sense of self. These stages, however,
can be resolved successfully at a later time.
 Erikson’s theory of psychosocial
development is one of the best-known
theories of personalities in psychology.
 One of the main elements of Erikson’s
psychosocial stage theory is the
development of ego identity.
 One of the strengths of psychosocial theory
is that it provides a broad framework from
which to view development throughout the
entire lifespan.
 Individuals would also benefit by enhancing one's appearance, the alterations
understanding psychosocial stages, in that in the physical self will have life- altering
they could reflect on their lives and consequences in the person's personality.
determine whether or not stages have been And naturally, these consequences are
resolved successfully. negative.
 If a stage has not been resolved, then the
How to be Physically Fit, Youthful and
individual could endeavor to rectify that.
Glowing
 Psychosocial theories address patterned
changes in ego development, including self- 1. Improve sleeping habit
understanding, identity formation, social 2. Observe correct eating habit
relationships, and worldview across the life 3. Do regular exercise
span. 4. Maintain a healthy lifestyle
 According to the psychosocial theories, 5. Practice right hygiene
development is a product of the ongoing 6. Feel confident
interactions between individuals and their
social environments. Puberty

THE PHYSICAL SELF  As part of the natural course of nature,

physical changes become evident at the
 It is a shame for a man to grow old without onset of puberty.
seeing beauty and strength of which his  some changes noticed among the boys are
body is capable. – Socrates their voice gets deeper, hair starts to show
 Physical Self – the body, the concrete and on their faces. This develops into mustache,
tangible part of your self that can be seen as they progress into adulthood.
and examined. This refers to the physical  they experience rapid growth in a span of
features of our body. two to three years.
 Physical Self make up our personal  they attain body maturity when they
appearance or personal characteristics. experience ejaculation, the ejection of
 No one else but you, and you are identified semen through the penis.
as "you" because of them. They are unique  For girls, is when they experienced their
to you ONLY and no other. They make you first menstruation. It is at this stage when
different from all others. Our physical self is they become capable of reproduction.
the first aspect that is noticed in a person.
 As such, many would like to enhance their
physical appearance, their God-given looks.
And that is commendable. They entitled to
that.
 We also need to respect and pay particular
attention to our whole body and being. it is
God's gift to us, with all its natural
features.
 We give value to our physical self because it
is the seat of all other selves. material /
economic self, spiritual self, political self,
sexual self and digital self. As such, we keep
it physically healthy, clean, neat and
beautiful inside out.
 Today, undergoing the procedures.
especially when performed by famous
names in the industry, has become a status
symbol. While there is nothing wrong with
 Related to the study of the Self, it is during
the late adolescence stage when children,
notice further the changes in their physical
self. They become more conscious of how
they look, rather than the other aspects of the
Self. Sometimes, they are able to adapt to
the changes, but there are others who find
these changes difficult to accept.
 changes in the Self are affected by the
surrounding. Thus, their perception of
themselves is not only affected by these
changes in their body, but also by what
people say about them, the culture and the
environment where they grew up.
 Self-Identity - how you introduce yourself.
Personal self-identity. examples: stating your
name, profession, age, birth order,
affiliations and etc.
 Self-Image- refers to the idea one has of
his /her abilities, appearance and personality.
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-Concept- 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. Self-concept differs from self-
awareness which refers to the extent to
which self-knowledge is defined, consistent
and currently applicable to one's attitudes
and dispositions.
 Self Esteem- refers to how much you
appreciate, value and like yourself. Your
self-concept affects your self-esteem. what
you hear from other people, their influences
and beliefs, including those of your family,
contribute to the formation of self-concept
For instance, one may look at
himself/herself, and may form either
positive or negative self-esteem of himself
herself. If one's attitude towards his/her
physical self is positive, his /her self- esteem
is also positive.
 With self-confidence, one will be able to
express himself herself freely. Thus, people
with high self-esteem can establish better
work relationship than those with low self-
esteem, none at all.
 It becomes necessary then that one builds his
he confidence or self-esteem. This calls for
reflection, self-evaluation and self-
knowledge. The philosophy, "know thyself,"
and thyself be true," re-affirms this call.
Aware of. who he/she is, he she can start
liking or appreciating himself/herself. What
he/she thinks of himself herself is much
more important than what another think of
him her.
Factors Affecting Growth and Development
 Heredity 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.
 Nutrition becomes a vital factor in a child's
overall development. Prior to birth, a
mother's diet and overall health plays a role
in the child's development. The other is
gender. It plays a factor in cognitive
maturation in that the boys tend to develop
and learn differently from girls. Research
suggests that boys have lower level of
school readiness than girls.
 Intelligence, specifically in emotion, means
honestly evaluating and paying attention to
how you feel. When you feel a certain
emotion, you do your best to understand and
explain it. You are aware of how your
actions and emotion impact not only
yourself, but, other people, as well.
 Environment is observed that a well-
nurtured child does better than a deprived
one and the environment that they are
constantly immersed in contributes to this.
For instance, a good school and a loving
family, build in them strong social and
interpersonal skills, while excelling in
academics and extra- curricular activities. It
is different for children who are raised in
stressful environment, such as poverty and
broken families.
 (Geographical Influence) Living in an
exciting community that has parks, libraries
and community centers for group activities
and sports, all play a role in how much a
child is involved. Unlike those who have
nowhere to go to play, nor have the
opportunity to be with some other children
to go outside often and spend time playing
video games at home, instead of being with
other children and interacting with them.
The world one lives has cultural factors that
help shape the child's thoughts. attitudes and
behavior. Like, in a happy family where the
father and the mother are loving and
nurturing and showing good role modelling,
raising a well-adjusted child is not far
behind. The parent's socio-economic status
is another factor. It can determine many
things about the child's early development,
like, I how he views the world, what, how
much and how often he eats in a day, the
type of early childhood education he went
to, his overall health, or how others view
him. What happens in a child's life between
the ages of two through five, impacts his
later success or failure in life.
THE SEXUAL SELF
 Our
sexual
self-
comprises
a complex
set of
schemes
that
allows 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.
 Sex refers to the biological and
physiological characteristics that define men
and women and that constitutes the sex
categories of male and female. 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.

G
ender, on the other hand, refers to the
attitudes, feelings and behaviors that a given
 culture associates with a person's biological
sex.
 Gender identity is an internal awareness of
where the individual belongs in the feminine
and masculine categories.
 Sexual orientation refers to the direction of
one's sexual and romantic interests.

THE MATERIAL SELF

 The term "material self" refers to our
physical selves as well as the actual places,
things, or things that we identify as "My"
or "Mine."
 It can also refer to our possessions since
every part of an object we own combines
our most significant interests and our innate
preferences.
 The body self, which refers to our physical
body and all of its parts.
 The extra-corporeal self, which is our
extended self and includes all of the people,
places, and things that we consider to be
OURS (Rosenberg, 1979).
Essential Parts of The Material Self
1. our body is of prime importance to us. the
body needs to be taken care of because if our
body is not well, our other selves will suffer.
2. Clothing protects our body from extreme
temperature. They enhance our physical
appearance. the first impression of people
about us is based on the clothes we wear, the
brand, the color and our accessories.
3. The source of life, the single, the most
important influence on a child's life. It is
also signifying love and hopes; 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 aspire to achieve.
4. Our home is a source of life it is where our
heart is. It is also our sanctuary where we
can relax, rest, enjoy life with friends and
family. It is our home where we could be our
real selves, it is our safest refuge, and it is a
symbol of our security.
Material Possession
 Material Possession are the physical items
and belongings we hold on to.
 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 a much-discounted price. Most
people are 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 to buy more to
keep up with the trends.
 In the process of acquiring material
possessions, smart consumers consider their
capacity to buy and their economic self-
sufficiency. According to Roland Barthes
(1915–1988), a French critical theorist, the
first thing to observe is the relationship that
people have with objects. According to him,
a sign has two elements: the signifier,
referring to its physical form, and the
signified, referring to one’s mental concept
about the object and its effect on him. He
also said that an object, such as signs or
things, could be decoded to convey a
message beyond the object itself and about
the person using it.
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.
The Spiritual Self
 The spiritual self is another dimension of
the self. It is personal to each of us. We pay
more attention to 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.
 The word inspiration keeps us going, living
a more positive life and motivates us to
move on. The word soul goes to heaven or
hell when we die, and our body will be
buried or cremated and this idea is purported
by Bob Mangroo.
 The terms spirituality and religiosity are
often times used interchangeably but one is
distinct from the other. Let us clarify this
distinction.
 Spirituality is a universal human experience
that encompasses various aspects of life.
Some view it as a sacred, transcendent
experience, while others view it as an
awareness of being alive and how one lives
their life. Some view their spiritual life as
deeply connected to their association with a
church, temple, mosque, organization, or
 person, where they see their worth and real
value in life. Others see their life value as a
personal relationship with their God,
realizing that they are nothing without God.
Some view their spiritual life as alive in art
or profession, as seen in retired teachers who
find joy and fulfillment in teaching.
 These individuals view spirituality
according to how they adjust to their
experiences and relationships. Spirituality
may be connected to larger questions about
life and identity, such as whether one is a
good person, why they face difficulties, and
whether they are worth their sacrifices.
 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 and 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)
 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.
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 spirality allows us to build
connections to other people, nature and to
the sacred and divine Our spirituality sto
sitopine priveaude it practice the appropriate
behavior towards others. Sunality makes us
kind comoderate of outs, 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 of soul. It is a broad concept that
includes a sense of connection to something
bigger than us.
 According to Sherkat (2015), Religion is a
trait that both individuals and groups
exhibit that demonstrates different aspects of
their supernatural beliefs. It describes the
ways in which people and social groups act
in a way that is connected to a greater being.
It is a phrase used to characterize the level to
which religion enters different areas of
public life and impacts societies. Generally
speaking, it has to do with the degree to
which a specific religious concept integrates
into a traditions belief system and customs,
wherein agreement exists regarding what is
accepted as true.
 Religiosity is defined by Sherkat (2015) as
a characteristic of individuals and
collectivities that display various features of
beliefs about the supernatural. It refers to
how individuals and social groups engage in
a behavior related to the Higher Beings.
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  In school, mental health wellbeing may be
practiced. imbibed by the students by their teachers
 This includes proscriptions of a particular and from vision, mission, goals and the core
church, like manner of dressing when values of school.
attending church activities, obligatory
contributions for the support of their church,
observance of feasts and rituals, even in the
choice of hairstyle, and foods to be eaten or
not eaten.
 Religiosity is communal, where people
express their beliefs and values, their
commitment and conservatism and even,
their skepticism in communities.
 We see distinctions between spirituality and
religiosity. Spirituality answers questions
that are related to your inner consciousness.
Religiosity on the other hand leads to
questions that help you with your practices
in your religion.
 We are aware that different churches have
different ways of expressing their beliefs
and values in participating in religious
communities.
 The practice of religion can even be seen
outside of church—places like schools,
workplace, even prisons and platforms like
the media.
 Through these, we are taking part in the
community and establishing relationships
with people who have the same values as
you.
 Our spirituality supports us in leading
focused, balanced lives that promote mental
health and wellbeing. Living this style of life
makes us conscious of the decisions,
attitudes, and deeds we commit to. We lead
modest, balanced lives. Our spiritual journey
will lead us to prioritize the fundamentals
and necessary over the sacred and
transcendent. We can live more peacefully
and reach our full potential in such a state.
 Spirituality is part of our natural process of
self-development. In home, children can
imbibe spirituality from their parents by the
positive and nurturing relationship
experienced from them and through social
orientation parents provide them with to
serve as a solid foundation of their healthy
spiritual life.
Psychosocial Stages
Psychosexual Stages (Illustration to better understand)