NAME OF STUDENT:

YEAR & COURSE:

GEC 111 - Understanding the Self Module

CREATED BY: DESIREE I. ADANZA, RPM

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 TABLE OF CONTENTS

TOPICS PAGES
LESSON 1: INTRODUCTION TO 3-17
UNDERSTANDING THE SELF
 The Principles, Concepts, &
Factors of the Self
 Self-Awareness
LESSON 2: THE SELF FROM 18-47
VARIOUS PERSPECTIVES
 The Philosophical Perspectives
of the Self
 The Psychological and Cultural
Perspectives of the Self
LESSON 3: UNPACKING THE SELF 48-66
 The Physical Self & Ecological
Self
 The Social Self and the Digital
Self
LESSON 4: MANAGING AND 67-82
CARING FOR THE SELF
 Mental Health and Wellbeing
 The Future Self

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LESSON 1: INTRODUCTION TO UNDERSTANDING THE SELF
At the end of the lesson, the student should be able to:

1. Describe the nature and elements of the self.

2. Identify the concepts, principles and theories of the self, including the factors that
contribute to its development.

3. Appreciate the importance of understanding the self and at the same time develop self-
awareness.

Diagnostic Checkpoint:

Directions: If you think the statement is correct write AGREE and if incorrect, write
DISAGREE on the space provided before each number.

_______________1. I can be whoever and whatever I want to be. _______________2.

Understanding the self is a quick and easy process. _______________3. I know who I am
already.

_______________4. How others view me has nothing to do with who I am.

_______________5. Who I am right now is due to my own decisions?

THE SELF:

“WHO AM I?” often a very easy question to answer, given you know your name,
age and address, but what if you are asked to rate from a scale of 1 to 10 how well do you
“fully” know yourself, your strengths, your weaknesses, your likes and viewpoints, how
would you answer? _______ (Rate yourself from 1 being the lowest to 10 being the
highest meaning you are confident you already know yourself and place your rating on
the blank.)

Very little attention is given to the understanding of one’s self, oftentimes it is just
a thought that passes by in a day or before you sleep. Instinctively, people would just say,
I am who I am, or I am like this because I am this way, but the interesting thing is the
Self is one of the most complex notions there is. There is more to you than what it seems.
The Self can be viewed differently from different perspectives, it is dynamic and ever
changing. The self is one of the most interesting topics that people talk about every day
and a journey that will last a lifetime.

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So, what really then, is the Self?

NATURE OF THE SELF

Have you ever asked yourself, ‘Who am I really?’ Am I a friend, a lover, a

professional, a good son/daughter, a student, a passenger or a patient? The truth is you
can be all that. You can be a son-a daughter, can be a friend, you can be a successful
professional and or the other way around, it all depends. All your identities, everything
you believe yourself to be, are practically true in itself. But how do we really know which
is true and which is just a play of personas?

In this world, many people surround us. We show different sides of ourselves
depending on who we are with. Though we all apparently look similar, yet we all are
unique in our own ways. The uniqueness gives us an identity. Your Personal Identity or
the understanding of who you are, influences everything you do. Understanding the self
is an exploration that does not merely end by the end of the semester, it is a lifetime
process. The concept/identity of the self has a dynamic characteristic which means that it
often changes and evolves over time.

According to Dr. Paul Thagard (2014), “The Self is a system of social,

psychological, neutral, and molecular mechanisms”. In his article he explained that the
Self is a product of a complex process of combinations and integration of traits and
characteristics from various possible sources. Some of these traits/aspects are acquired
consciously and voluntarily, while others are acquired unconsciously and involuntarily.

The Self is a key construct in several schools of psychology (the systematic study
of human behaviour and mental process), referring either the cognitive and affective
representation of one’s identity or the subject of experience. The earliest formulation of
the self in modern psychology is from the distinction between the self as “I” (Self-
Concept), the subjective knower, and the self as “ME” (Self-Awareness), the object that
is known. The known consists of thoughts and beliefs about ourselves (i.e. the self-
concept; who we are). The knower on the other hand is the processor of information (i.e.
what we are becoming) this nature is called the Duality of the Self, a concept introduced
by American philosopher and psychologist, and the first educator to offer a psychology
course in the United States, William James.

Human infants have a rudimentary or undeveloped self-concept, developing at

about age 2 years. This paves the concept of Tabula Rasa or Blank slate by John Locke.
He believed that at a young age, individuals rapidly develop the different aspects of
physical, mental and psychological qualities, implying that the best way to train up a
child is when they are of younger age, this way it is easier for them to carry on specific
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behaviors when they get older, because as they grow older the self-concept becomes
more complex. Studies show that the concept of self evolves from being concrete and
focused on observable characteristics, to being more abstract and focused on
psychological characteristics during the course of childhood and adolescence. The Self-
Concept Evolves.

Humans are not the only species that has a sense of the self. Chimps and
Orangutans also have a rudimentary self-concept. Some people have a clearer self-
concept than others. Selfconcept clarity is defined as the extent to which knowledge
about the self is clearly, or consistently defined. People who are low in self-concept
clarity are more likely to be neurotic, have low self-esteem, and less likely to be aware of
their internal state (Campbell et.al, 1996).

The definition of the self is complex, this is because it serves a number of adaptive
functions. It has a managerial function, an organizational function and an emotional
function. Managerial function: Informing us of our relationship to the physical and
social world, organizing our behaviour, and helping us to plan for the future.
Organizational function: Acting as a schema that helps us interpret and recall information
about ourselves and the social world. Emotional function: Helping to determine our
emotional responses.

ELEMENTS OF THE SELF Based on the Self Theory

The Self Theory emphasizes on the set of perceptions an individual has for himself
and the perceptions of the relationships he has with others and the other aspects of life.
Carl Rogers has contributed significantly towards the Self theory.

The Self theory comprises of four factors that are explained below:

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 Self-Image can be characterized as a set of beliefs about one’s self. It is the
impression you have of yourself that forms a collective representation of your assets and
liabilities. In other words, your self-image is how you see yourself based on your
strengths and weaknesses. One’s self-image is not something that is based on reality; in
fact, it is actuality, built upon your perception of reality and that is influenced by how you
believe you’re being viewed by society and other people.

According to Erik Erikson, identity is formed through a lifelong development

usually unconscious to the individual and his society, i.e. an individual forms perception
about himself unconsciously, according to the social circumstances.

So, what does a healthy self-image look like? What about an unhealthy self-
image? What’s the difference? And what impact do both have on your life? Let’s answer
these questions by breaking down what it means to live with a healthy and an unhealthy
self-image.

HEALTHY SELF-IMAGE UNHEALTHY SELF IMAGE

 Based on own individual’s personal  Consistently focus on their flaws
feelings and perspectives. and limitations

 Not based on or influenced by  Heavily influenced by other

other people’s opinions or by people’s opinions of them
societal expectations.

 More optimistic outlook on life and  Persistently criticize themselves

thereby more confidence in and tend to judge most of their
themselves and in their own ability decisions and actions

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  A healthy self-image is built upon a  An unhealthy self-image is much
high level of self-worth defined by societal standards,
norms, and expectations

Ideal-Self is defined as the way an individual would like to be. It is very much
different from the self-image, as it shows the ideal position perceived by an individual,
whereas the selfimage is the reality that an individual perceives. Thus, there could be a
gap between these two. It is an idealized image that we have developed over time, based
on what we have learned and experienced. The ideal self could include components of
what our parents have taught us, what we admire in others, what our society promotes,
and what we think is in our best interest.

Looking-Glass-Self is characterized as an individual’s perception of how others

are perceiving his qualities or feeling about him. Simply, it is the perception of other’s
perception, i.e. being viewed as a happy go lucky person, but actually you prefer being
alone and being home. The Looking Glass Self is perceiving what others perceive about
yourself and not see what actually you are.

Real-Self is what others show you with respect to your self-image. An

individual’s selfimage is confirmed when others responses to him and shares their beliefs
or perception, about what they actually feel about him. The real self is who we actually
are. It is how we think, how we feel, look, and act. This is taken as feedback from the
environment that helps an individual to adjusts his self-image accordingly and be in line
with the cues he had received.

Thus, according to Carl Rogers, the Self theory is composed of several perceptions
of “I” or “me” and the perception of relationships of “I” and “me” to others.

SELF-ESTEEM

Personality and Social development refer to how a person’s sense of self or self-
identity, relationships with others, and skills necessary for social interactions evolve.
Personal or Self-identity explains how people describe themselves in terms of values,
goals, traits, and perceptions unique to them. It is closely related to Self-esteem or how
much people value themselves and their worth as persons.

Generally, What Is Self-Esteem? In psychology, the term self-esteem is used to

describe a person's overall sense of self-worth or personal value. In other words, how
much you appreciate and like yourself.  Self-esteem is often seen as a personality trait,

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which means that it tends to be stable and enduring.  Self-esteem can involve a variety
of beliefs about yourself, such as the appraisal of your own appearance, beliefs, emotions,
and behaviors.

Why is Self-Esteem Important?

Self-esteem can play a significant role in your motivation and success throughout
your life. Low self-esteem may hold you back from succeeding at school or work because
you don't believe yourself to be capable of success.

By contrast, having a healthy self-esteem can help you achieve because you
navigate life with a positive, assertive attitude and believe you can accomplish your
goals.

The need for self-esteem plays an important role in psychologist Abraham

Maslow's hierarchy of needs, which depicts self-esteem as one of the basic human
motivations. Maslow suggested that people need both esteem from other people as well
as inner self-respect. Both of these needs must be fulfilled in order for an individual to
grow as a person and achieve self-actualization.

It is important to note that self-esteem is a concept distinct from self-efficacy,

which involves how well you believe you'll handle future actions, performance, or
abilities.

MASLOW’S HIERARCHY OF NEEDS

Maslow's hierarchy of needs is a motivational theory in psychology comprising a

five-tier model of human needs, often depicted as hierarchical levels within a pyramid.
Needs lower down in the hierarchy must be satisfied before individuals can attend to
needs higher up. From the bottom of the hierarchy upwards, the needs are: physiological,
safety, love and belonging, esteem, and self-actualization.

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Factors That Influence Self-Esteem

As you might imagine, there are different factors that can influence self-esteem.
Genetic factors that help shape overall personality can play a role, but it is often our
experiences that form the basis for overall self-esteem. Those who consistently receive
overly critical or negative assessments from caregivers, family members, and friends, for
example, will likely experience problems with low self-esteem. Additionally, your inner
thinking, age, any potential illnesses, disabilities, or physical limitations, and your job
can affect your self-esteem.

Signs of Healthy Self-Esteem Signs of Low Self-Esteem

You probably have a good sense of who you are You may need to work on how you perceiv
if you exhibit the following signs: yourself if you exhibit any of these signs of po
self-esteem:
• Confidence • Lack of confidence
• Belief that others are better than you

• Ability to say no • Trouble accepting positive feedback

• Positive Outlook • Negative Outlook

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 • Ability to see overall strengths and • Focus on your weaknesses
weaknesses and accept them

• Negative experiences don't impact • Excessive feelings of sham

overall perspective depression, or anxiety
• Intense fear of failure

• Ability to express your needs • Inability to express your needs

SELF-AWARENESS

Self-awareness is the ability to focus on yourself and how your actions, thoughts,
or emotions do or don't align with your internal standards. If you're highly self-aware,
you can objectively evaluate yourself, manage your emotions, align your behavior with
your values, and understand correctly how others perceive you. This can be done, through
introspection, through observation of our own behaviour and through understanding Self
Schemas.

A. INTROSPECTION

A method that can be used to know yourself is through Introspection. Intuitively,

we recognize that introspection is one basis of self-knowledge, although people do not
spend as much time as one would think introspecting, and when they do, they may not
always understand the reasons for their thoughts and behaviour. Introspection is the
process whereby people look inward and examine their own thoughts, feelings, and
motives.

Self-Awareness Theory

What happens when we suddenly focus on ourselves, our attitudes, traits, etc.? We
think we are more transparent to others, not just to ourselves. When we identify our traits,
we assume that others also can easily identify these traits. This is especially the case for
those high in collectivism. However, research shows that this assumed transparency does
not hold (Vorauer & Ross, 1999). When we focus on ourselves, we compare our current
behaviour against internal standards and values, according to self-awareness theory. This
can lead to positive or negative thoughts, feelings and behaviour.

Negative Thoughts
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 Introspection can lead to negative thoughts because it can be painful, and possibly
can make you feel anxious and angry when you don’t live up to our internal standards.
Take for instance a discrepancy between your behaviour and your moral standards. For
example, you present yourself as an honest and noble person yet sometimes you tend to
cheat and lie, this creates chaos in your perception of the self. There is a contradiction
and when this happens it often results to confusion. Often times when it’s too hard to
understand, people are often geared towards avoiding the thought themselves by
engaging in distracting activities (e.g., watching TV, reading a book), or escaping (e.g.,
getting drunk, or in the extreme case committing suicide).

Positive Thoughts

Introspection may also lead to positive thoughts, feelings and behaviour, as in the
case of satisfaction at achieving a life goal (receiving a university degree), or
experiencing a major success (e.g., winning an Olympic gold medal).

Rumination & Reflection

Whether self-awareness has positive or negative effects also depends on the kind
of self-awareness one is experiencing: rumination or reflection. Rumination is an
involuntary, neurotic form of self- focus associated with threat or uncertainty. Reflection
is an emotionally positive form of self- focus that involves an openness to self-
exploration and an intellectual curiosity about the self.

Whether we engage in reflection or rumination has important implications for how

we handle negative life events. When self-awareness takes the form of reflection people
are open to exploring their negative feelings and often develop strategies for alleviating
these feelings (e.g., cheer themselves up by remembering positive events in their life);
When people engage in rumination they are not able to cheer themselves up; instead they
dredge up memories that match their bad mood (e.g., failures, unhappy times, unpleasant
interactions with family and friends)

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B. OBSERVATION OF ONE’S OWN BEHAVIOR

Self-Perception Theory

Another source of self-knowledge is observations of our own behaviour described

by self-perception theory. According to Bem’s self-perception theory, we find out how
we feel by observing what we do.

Bem’s (1972) self-perception theory argues that when our attitudes and feelings
are uncertain or ambiguous, we infer these states by observing our behaviour and the
situation in which it occurs. It should be noted that we infer our inner feelings from
behaviour only when we are not sure how we feel.

This theory is closely linked to Intrinsic & Extrinsic Motivation. Intrinsic

motivation is the desire to engage in an activity because we enjoy it, or find it interesting.
Extrinsic motivation is the desire to engage in an activity because of external rewards or
pressures. Whether the behaviour is motivated by intrinsic or extrinsic factors has far-
reaching implications.

Studies show that when people are intrinsically motivated to do something—

sports, academics, politics, or remain in a relationship— they are more likely to enjoy the
activity and are more likely to persist in it (see Vallerand et al, 1997; Pelletier et al, 1996,
1997; Losier & Koestner, 1999; Koestner & Losier,2002; Blais et al, 1990).

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 What happens when people receive extrinsic rewards for performing activities that
they are intrinsically motivated to perform? Research shows that replacing intrinsic
motivation with extrinsic motivation makes people lose interest in the activity they
initially enjoyed. This is called the over-justification effect. The over-justification effect
occurs when people view their behaviour as caused by compelling extrinsic reasons,
making them underestimate the extent to which their behaviour was caused by intrinsic
reasons.

C. SELF SCHEMAS

We organize our self-knowledge in much the same way that we organize our
knowledge about the external world—into schemas. Self-schemas are organized
knowledge structures about ourselves, based on past experience, which help us
understand, explain, and predict our own behaviour. Self-schemas influence how we
interpret new things that happen to us. Self-schemas help us organize our pasts, by
influencing what we remember about ourselves—our autobiographical memories. There
is evidence that our memories can be reconstructive; we view the past not as it really was
but in ways consistent with our current theories and schemas (Ross et al, 1988, 1989
Waterloo studies).

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 Motivational factors such as the desire to see ourselves in a positive light affect the
kinds of memories about the self we are likely to access and recall (Kunda & Fong,
1990). We are more likely to recall that we possess desirable traits than undesirable ones.
The way in which we are asked questions about ourselves can influence which memories
we access, and our present view of ourselves (Kunda et al, 1993). Take for instance when
you are asked if you are happy, tendency is you will talk about what makes you happy
rather than sharing what makes you feel unhappy. But research has shown that these
schemas are not always correct, leading to distortions in memory. -ie, attitudes toward
social issues sometimes do change, but because our schema says they do not, this leads to
an underestimate of the amount of change that occurs.

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 ASSESSMENTS
ACTIVITY 1: LET’S GET TO KNOW YOU (20 points)

Directions: Complete the sentence pertaining to yourself. (15points)

 I am _______________________________________________________________. My
favorite color is _______________________________. I do my best when
___________________________________________________________________
 I struggle when
___________________________________________________________________
 One of the most important things I learned was
___________________________________________________________________
 One thing I regret is
___________________________________________________________________
 I am motivated by
___________________________________________________________________
 One of my favorite memories is
___________________________________________________________________
 My toughest decisions involve
___________________________________________________________________
 Being myself is hard because
___________________________________________________________________
 The thing I value most is
___________________________________________________________________
 I wish I were more
___________________________________________________________________
 Life should be about
___________________________________________________________________
 Love is
___________________________________________________________________

Process Question: How did you feel trying to complete the sentence? Was it easy or was it
difficult? Why? (5points)

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 ACTIVITY 2 (20 points)

Directions: Reflect and describe how you would perceive YOURSELF through the
different elements of the Self (based on the Self Theory). Write one or two Paragraphs
that can describe each element on the boxes provided below with its corresponding label.
Each element is worth 5 points. Answer as sincerely as you can—there are no right or
wrong answers!

SELF-IMAGE REAL-SELF

IDEAL-SELF LOOKING-GLASS-SELF

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 ACTIVITY 3 (35 points)

I. Identify your hierarchy of needs according to Maslow’s hierarchy of needs

pyramid. (25 points)

II. Identify your extrinsic and intrinsic motivations. Give at least 5 of each. (10
points)

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 ACTIVITY 4 (25 points)

Directions: Let’s try a quick self-awareness activity. Name a famous person who you
think has the same strengths and weaknesses that you do. On the Space provided below,
Write 5 strengths and 5 weakness. (10pts)

NAME OF FAMOUS PERSON: ____________________

STRENGTH WEAKNESSES

PROCESS QUESTIONS: (5points each)

1. How do you think the famous person deals with his strengths and weaknesses?

2. Do you agree and handle yours the same way? Please explain.

3. Why is it important to know your strengths and weaknesses?

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 LESSON 2: Understanding the Self from Various Perspectives
At the end of the lesson, the student should be able to:

1. Identify the different concepts and theories of the self from various perspectives,
specifically the philosophical, psychological and eastern vs. western perspectives, and

2. Compare and contrast how the Self is presented across different disciplines

3. Demonstrate critical and reflective thought in analyzing the development of one’s self
and identity.

Introduction:

This section seeks to understand the construct of the self from various disciplinal
perspectives specifically the philosophical perspective, the psychological perspective and
the socio-cultural (East vs. West) Perspective- each seeking to provide answers to the
difficult but essential question of “What is the Self?”

PHILOSOPHICAL PERSPECTIVES:

Philosophy is often called the mother of all disciplines; this is because all fields of
study began as philosophical discourses. The Greeks were the ones who seriously
questioned myths and moved away from them this was a move that led them to
understand reality and respond to perpetual questions of curiosity, including the question
of self. Ancient Philosophers have striven to explain natural and social phenomena,
coming with their own definitions of how the world works and what factors contribute to
such phenomena.

The Self has been defined as “as a unified being, essentially connected to
consciousness, awareness, and agency (or, at least with the faculty of rational
choice).”The different perspectives and view on the self can be best seen and understood
then by revisiting its prime movers and identify the most important conjectures made by
philosophers from the ancient times to contemporary period.

The ancient philosophy of the self can be traced back from the ancient Greek
Aphorism, KNOW THY SELF. This Aphorism was used by Socrates as his guiding
principle that he passed on to his students. Since Socrates as a guru preferred to engage
his students in endless discussions, it is said that he had never written down any of his
ideas but instead untiringly discussed concepts and principles with his students. Socrates
believed that the real self is not the physical body, but rather the psyche (or soul).

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 Socrates believed that the “self” exists in two parts.

One part is the physical, tangible aspect of us. This is the part that is mortal and
can be/is constantly changing. Earth also belongs to this physical realm that our bodies
belong in, because just as us in terms of physicality, the Earth is constantly being
modified.

The second part is the soul, which he believed to be immortal. The soul is the part
that is unvarying across all realms (it is unchanging while it is attached to your body and
thus in the physical realm, but is also unmodified once you die and your soul leaves the
body to travel to the ideal realm).

To expand on this slightly, Socrates believed that when we are in the physical
realm, we are alive and our body and soul are attached, therefore making both parts of
our “self” present in the physical realm. When we die however, our body stays in the
physical realm while our soul travels to the ideal realm, therefore making our soul
immortal.

Later on, Plato went on to not only preserve, but expand upon the thinking of his
teacher. Plato, at least in many of his dialogues, held that the true self of human beings is
the reason or the intellect that constitutes their soul and that is separable from their body.
Plato also added that there were three components of the soul. The rational soul which is
composed of reason and intellect, the Spirited Soul which governed emotions and the
Appetitive Soul which manages basic desires such as eating, drinking and sexual urges.

Aristotle, for his part, insisted that the human being is a composite of body and
soul and that the soul cannot be separated from the body. Aristotle’s philosophy of self
was constructed in terms of hylomorphism in which the soul of a human being is the form
or the structure of the human body or the human matter, i.e., the functional organization
in virtue of which human beings are able to perform their characteristic activities of life,
including growth, nutrition, reproduction, perception, imagination, desire, and thinking

Philosophy of the self has been defined through two distinct philosophical lenses:
empiricism and rationalism. In empiricism, there is no such things as innate knowledge,
and that instead, knowledge is derived from experience. Empiricism derives the
explanations of the self from sensory and bodily responses. In Rationalism, there is innate
knowledge; they differ in that they choose different objects of innate knowledge.
Rationalism explains self from the standpoint of what is “ideal” and the “truth”, not
rooted in what is felt by the senses nor our body. We arrive at conclusions through logic
and reasoning.

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 There is an abundance in literature that highlights the similarities and contrasting
standpoints of the self. The varying philosophical standpoints can be summarized, as
follows:

PHILOSOPHICAL VIEWS OF THE

SELF
SOCRATES  The first philosopher to engage in a
systematic questioning about the
self. He emphasized that the true
task of the philosopher is to know
“oneself”.
 A life unexamined, is a life not
worth living.
 During his trial, he believed that
most men who indicted him “were
not fully aware of who they were
and the virtues that they were
supposed to attain in order to
preserve their souls for the
afterlife”.
 To live but die inside – worst that
can happen to anyone.
 “Know yourself” – tells each man
to bring his inner self to light.
 A bad man is not virtuous through
ignorance; the man who does not
follow the good, fails to do so
because he does not recognize it.
 Core Socratic ethic: Virtue and
Knowledge.
 Virtue: the deepest and most basic
propensity of man. – it is necessary
and can be learned.
 Knowledge: source of all wisdom
 Since virtue is innate in the mind
and self-knowledge is the source of
all wisdom, an individual may gain
possession of oneself and be one’s
own master through knowledge.

PLATO  The Ideal Self vs The Perfect Self

 Man was omniscient or all-

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 knowing before he came to be born
into this world.
 Being on exile here on earth, he
was separated from truth and
forgetting most of the knowledge
he had.
 Through constant remembering,
contemplation and doing good, he
can regain his former perfections.
 Man, in exile on earth – has a
guiding star, a model, or a divine
exemplar (must be followed to
attain his destiny)
 Man, in this life should imitate his
former self; more specifically, live
a life of virtue in which true human
perfection exists.
 Happiness, which is the fruit of
virtue, is attained by the constant
imitation of the divine exemplar of
virtue, embodied in man’s perfect
self.

IMMANUEL KANT  Respect for self

 Man is the only creature who
governs and directs himself and his
actions, who sets up ends for
himself and his purpose, and who
freely orders means for the
attainment of his aims.
 Every man is an end in himself ---
should never be treated merely as a
means.
 Respect others as you would
respect yourself.
 A person should not be used as a
tool, instrument, or device to
accomplish another’s private ends.
 All men are persons gifted with the
same basic human rights and
should be treated each other as

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 equals.

RENE DESCARTES  Father of modern Philosophy

 Human person as having a body
and mind --- Dualism.
 The only thing that one cannot
doubt is the existence of the self.
 A thing that thinks and therefore,
that cannot be doubted.
 The fact that one thinks should lead
one to conclude without a trace of
doubt that he exists.
 “I think, therefore I am” or Cogito
Ergo Sum
 2 distinct entities of the Self:
Cogito --- the thing that thinks (the
mind); Extenza --- extension of the
mind (the body)
 Although mind and body are
independent from each other and
serve their own function, man must
use his own mind and thinking
abilities to investigate, analyze,
experiment, and develop himself.

JOHN LOCKE  Personal Identity

 Personal identity (the self) is a
matter of psychological continuity.
 Personality is found in the
consciousness (memory), and not
on the soul or body.
 Personal Identity is the concept
about oneself that evolves over the
course of an individual’s life.
 It may include aspects of life that
man has no control over, such as
where he grew up or the color of
his skin, as well as choices he
makes, like how he spends his
time, and what he believes in.

DAVID HUME  The self is the bundle theory of

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 mind
 Hume was skeptical about the
existence of the self, specifically,
on whether there is a simple,
unified self that exists over time.
 Man has no “clear and intelligible”
idea of self
 No single expression of the self
exists, rather the self id just the
thing to which all perceptions of a
man is ascribed.
 Impressions of the self would have
to remain constant over time to
constitute identity.
 What we call the “self” is really
just “a bundle or collection of
different perceptions which
succeed each other with an
inconceivable rapidity”.

We can see from the above table how the philosophy of the self has evolved from
ancient to modern times. From conceptual hypotheses of the self, modern times have seen
the self from scientific and biological standpoints.

PHILOSOPHY AND THE SELF

The concept of a self serves a central function in Western philosophy and other
main customs. There are three differentiated types of views about the self. These views
include one move from the homo-economics theory of Aristotelian descent and Kant’s
idea of sensibly autonomous self. Independency of the first person from its social and
biological atmosphere was theorized by Kant and Aristotelian’s view (Sihvola, 2008).
There has been a proposal that is in contrast to these views, a perception that views the
self biologically developing in a specific atmosphere. According to Organ (1987), the
concept of the self-took central position in the Western customs with the Descartes in the
17thC. Descartes emphasized the independence of the first individual because an
individual can comprehend that he is in existence regardless of the type of the world in
which he is living. That is, according to Descartes, the cognitive base of an individual’s
thinking is autonomous on its environmental factors. Hence, factors like social status,
upbringing, gender, race, among others are all extraneous to capture the concept of the
self. Splane (2004) asserts that Kant developed the Cartesian viewpoint in the most
essential and attractive manner. Kant held the view that every individual is an

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independent being with ability of imagining courses of action that surpassed any
environmental association including emotional condition, race, customs, social status,
upbringing, social, gender, among others. This type of notion of the independence of the
self-will afterward serve an essential function in the formulation of human rights. This is
because every person is entitled to these types of rights specifically because of the respect
that every human self-values in as much as it is an independent agent (Splane, 2004).
However, many different accounts have declined Kantian viewpoints over the past two
centuries. They comprise one of the powerful and most appealing theoretical cores
attributing a central function to the self. Every person is viewed by homo-economicus as
an individual agent whose sole function for action is self-interest. Under this viewpoint,
independence of humans is expressed better in the pursuit to accomplish one’s self
desires (Sihvola, 2008). The center of theories of the self whose basis is on homo-
economicus view each agent as a secluded system of partiality instead of one
incorporated with its surroundings even though analysis in this case of origin of desires
may promote the deliberation of environmental factors.

In general, self is a development process that occurs in a specific environmental

space. Hence, factors like social status, sex, formal education, gender, upbringing,
emotional history, race, among others serves a function in shaping up a self. In addition,
the self is dynamic, a body that is continuously in the making.

Published on: December 20th, 2016 SOURCE: https://writezillas.net/philosophy-and-

the-self

PSYCHOLOGICAL PERSPECTIVES:

Psychologists today do not believe there is one “right” way to study the way
people think or behave. There are, however, various schools of thought that evolved
throughout the development of psychology that continue to shape the way psychologists
investigate human behavior. For example, some psychologists might attribute a certain
behavior to biological factors such as genetics while another psychologist might consider
early childhood experiences to be a more likely explanation for the behavior. Because
psychologists might emphasize various points within psychology in their research and
analysis of behavior, there are different viewpoints in psychology. These schools of
thought are known as approaches, or perspectives.

A. The Psychodynamic Perspective:

Psychodynamic theory is an approach to psychology that studies the psychological

forces underlying human behavior, feelings, and emotions, and how they may relate to
early childhood experience. This theory is especially interested in the dynamic relations
25
between conscious and unconscious motivation, and asserts that behavior is the product
of underlying conflicts over which people often have little awareness.

Psychodynamic theory was born in 1874 with the works of German scientist Ernst
von Brucke, who supposed that all living organisms are energy systems governed by the
principle of the conservation of energy. During the same year, medical student Sigmund
Freud adopted this new “dynamic” physiology and expanded it to create the original
concept of “psychodynamics,” in which he suggested that psychological processes are
flows of psychosexual energy (libido) in a complex brain. Freud also coined the term
“psychoanalysis.” Later, these theories were developed further by Carl Jung, Alfred
Adler, Melanie Klein, and others. By the mid-1940s and into the 1950s, the general
application of the “psychodynamic theory” had been well established.

From Right to Left: Josef Breuer, Anna O., and Sigmund Freud. The case which is
attributed to as the start of psychoanalysis

The Id, Ego, and Superego:

Freud’s structural model of personality divides the personality into three parts—
the id, the ego, and the superego. The id is the unconscious part that is the cauldron of
raw drives, such as for sex or aggression. The ego, which has conscious and unconscious
elements, is the rational and reasonable part of personality. Its role is to maintain contact
with the outside world to keep the individual in touch with society, and to do this it

26
mediates between the conflicting tendencies of the id and the superego. The superego is a
person’s conscience, which develops early in life and is learned from parents, teachers,
and others. Like the ego, the superego has conscious and unconscious elements. When all
three parts of the personality are in dynamic equilibrium, the individual is thought to be
mentally healthy. However, if the ego is unable to mediate between the id and the
superego, an imbalance is believed to occur in the form of psychological distress.

Psychosexual Theory of Development:

Freud’s theories also placed a great deal of emphasis on sexual development.

Freud believed that each of us must pass through a series of stages during childhood, and
that if we lack proper nurturing during a particular stage, we may become stuck or fixated
in that stage. Freud’s psychosexual model of development includes five stages: oral, anal,
phallic, latency, and genital. According to Freud, children’s pleasure-seeking urges are
focused on a different area of the body, called an erogenous zone, at each of these five
stages. Psychologists today dispute that Freud’s psychosexual stages provide a legitimate

27
explanation for how personality develops, but what we can take away from Freud’s
theory is that personality is shaped, in some part, by experiences we have in childhood.

At present, psychodynamics is an evolving multidisciplinary field that analyzes

and studies human thought processes, response patterns, and influences. Psychodynamic
therapy, in which patients become increasingly aware of dynamic conflicts and tensions
that are manifesting as a symptom or challenge in their lives, is an approach to therapy
that is still commonly used today.

B. The Behavioral Perspective:

Behaviorism is an approach to psychology that emerged in the early 20th century

as a reaction to the psychoanalytic theory of the time. Psychoanalytic theory often had
difficulty making predictions that could be tested using rigorous experimental methods.
The behaviorist school of thought maintains that behaviors can be described scientifically

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without recourse either to internal physiological events or to hypothetical constructs such
as thoughts and beliefs. Rather than focusing on underlying conflicts, behaviorism
focuses on observable, overt behaviors that are learned from the environment. Its
application to the treatment of mental problems is known as behavior modification.
Learning is seen as behavior change molded by experience; it is accomplished largely
through either classical or operant conditioning (described below). The primary
developments in behaviorism came from the work of Ivan Pavlov, John B. Watson,
Edward Lee Thorndike, and B. F. Skinner.

Ivan Pavlov and Classical Conditioning:

The Russian physiologist Ivan Pavlov was widely known for describing the
phenomenon now known as classical conditioning. In his famous 1890s experiment, he
trained his dogs to salivate on command by associating the ringing of a bell with the
delivery of food. As Pavlov’s work became known in the West, particularly through the
writings of John B. Watson, the idea of conditioning as an automatic form of learning
became a key concept in the development of behaviorism.

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Watson’s “Little Albert” Experiment:

John B. Watson was an American psychologist who is best known for his
controversial “Little Albert” experiment. In this experiment, he used classical
conditioning to teach a nine-month-old boy to be afraid of a white toy rat by associating
the rat with a sudden loud noise. This study demonstrated how emotions could become
conditioned responses.

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Thorndike’s Law of Effect:

Edward Lee Thorndike was an American psychologist whose work on animal

behavior and the learning process led to the “law of effect.” The law of effect states that
responses that create a satisfying effect are more likely to occur again, while responses
that produce a discomforting effect become less likely to occur.

Skinner’s Operant Conditioning:

“Operant conditioning,” a term coined by psychologist B. F. Skinner, describes a

form of learning in which a voluntary response is strengthened or weakened depending
on its association with either positive or negative consequences. The strengthening of a
response occurs through reinforcement. Skinner described two types of reinforcement:
positive reinforcement, which is the introduction of a positive consequence such as food,
pleasurable activities, or attention from others, and negative reinforcement, which is the
removal of a negative consequence such as pain or a loud noise. Skinner saw human
behavior as shaped by trial and error through reinforcement and punishment, without any
reference to inner conflicts or perceptions. In his theory, mental disorders represented
maladaptive behaviors that were learned and could be unlearned through behavior
modification.

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 Today, some behavior therapies employ Skinner’s theories of operant
conditioning: by not reinforcing certain behaviors, these behaviors can be extinguished.
Skinner’s radical behaviorism advanced a “triple contingency” model, which explored
the links between the environment, behavior, and the mind. This later gave rise to applied
behavior analysis (ABA), in which operant conditioning techniques are used to reinforce
positive behaviors and punish unwanted behaviors. This approach to treatment has been
an effective tool to help children on the autism spectrum; however, it is considered
controversial by many who see it as attempting to change or “normalize” autistic
behaviors (Lovaas, 1987, 2003; Sallows & Graupner, 2005; Wolf & Risley, 1967).

C. The Cognitive Perspective:

Cognitive psychology is the school of psychology that examines internal mental

processes such as problem solving, memory, and language. “Cognition” refers to thinking
and memory processes, and “cognitive development” refers to long-term changes in these
processes. Much of the work derived from cognitive psychology has been integrated into
various other modern disciplines of psychological study, including social psychology,
personality psychology, abnormal psychology, developmental psychology, educational
psychology, and behavioral economics.

Cognitive psychology is radically different from previous psychological

approaches in that it is characterized by both of the following:
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1. It accepts the use of the scientific method and generally rejects introspection as a valid
method of investigation, unlike phenomenological methods such as Freudian
psychoanalysis.

2. It explicitly acknowledges the existence of internal mental states (such as belief, desire,
and motivation), unlike behaviorist psychology.

Cognitive theory contends that solutions to problems take the form of algorithms,
heuristics, or insights. Major areas of research in cognitive psychology include
perception, memory, categorization, knowledge representation, numerical cognition,
language, and thinking.

Early Roots

In 1958, Donald Broadbent integrated concepts from human-performance research

and the recently developed information theory in his book Perception and
Communication, which paved the way for the information-processing model of cognition.
Ulric Neisser is credited with formally having coined the term “cognitive psychology” in
his book of the same name, published in 1967. The perspective had its foundations in the
Gestalt psychology of Max Wertheimer, Wolfgang Köhler, and Kurt Koffka, and in the
work of Jean Piaget, who studied intellectual development in children.

Although no one person is entirely responsible for starting the cognitive

revolution, Noam Chomsky was very influential in the early days of this movement.
Chomsky (1928–), an American linguist, was dissatisfied with the influence that
behaviorism had had on psychology. He believed that psychology’s focus on behavior
was short-sighted and that the field had to reincorporate mental functioning into its
purview if it were to offer any meaningful contributions to understanding behavior
(Miller, 2003).

Jean Piaget’s Theory of Cognitive Development

Instead of approaching development from a psychoanalytic or psychosocial

perspective, Piaget focused on children’s cognitive growth. He is most widely known for
his stage theory of cognitive development, which outlines how children become able to
think logically and scientifically over time. As they progress to a new stage, there is a
distinct shift in how they think and reason.

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D. The Humanistic Perspective

Humanistic psychology is a psychological perspective that rose to prominence in

the mid20th century, drawing on the philosophies of existentialism and phenomenology,
as well as Eastern philosophy. It adopts a holistic approach to human existence through
investigations of concepts such as meaning, values, freedom, tragedy, personal
responsibility, human potential, spirituality, and self-actualization.

Basic Principles of the Humanistic Perspective

The humanistic perspective is a holistic psychological perspective that attributes

human characteristics and actions to free will and an innate drive for self-actualization.
This approach focuses on maximum human potential and achievement rather than
psychoses and symptoms of disorder. It emphasizes that people are inherently good and
pays special attention to personal experiences and creativity. This perspective has led to
advances in positive, educational, and industrial psychology, and has been applauded for
its successful application to psychotherapy and social issues. Despite its great influence,
humanistic psychology has also been criticized for its subjectivity and lack of evidence.

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Maslow’s Hierarchy of Needs

Abraham Maslow (1908–1970) is considered the founder of humanistic

psychology, and is noted for his conceptualization of a hierarchy of human needs. He
believed that every person has a strong desire to realize his or her full potential—or to
reach what he called “selfactualization.” Unlike many of his predecessors, Maslow
studied mentally healthy individuals instead of people with serious psychological issues.
Through his research he coined the term “peak experiences,” which he defined as “high
points” in which people feel at harmony with themselves and their surroundings. Self-
actualized people, he believed, have more of these peak experiences throughout a given
day than others.

Rogers’ Person-Centered Therapy

Carl Rogers (1902–1987) is best known for his person-centered approach, in

which the relationship between therapist and client is used to help the patient reach a state
of realization, so that they can then help themselves. His non-directive approach focuses

35
more on the present than the past and centers on clients’ capacity for self-direction and
understanding of their own development. The therapist encourages the patient to express
their feelings and does not suggest how the person might wish to change. Instead, the
therapist uses the skills of active listening and mirroring to help patients explore and
understand their feelings for themselves.

Rogers is also known for practicing “unconditional positive regard,” which is

defined as accepting a person in their entirety with no negative judgment of their essential
worth. He believed that those raised in an environment of unconditional positive regard
have the opportunity to fully actualize themselves, while those raised in an environment
of conditional positive regard only feel worthy if they match conditions that have been
laid down by others.

May’s Existentialism

Rollo May (1909–1994) was the best known American existential psychologist,
and differed from other humanistic psychologists by showing a sharper awareness of the
tragic dimensions of human existence. May was influenced by American humanism, and
emphasized the importance of human choice.

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E. The Biological Perspective

Biopsychology—also known as biological psychology or psychobiology—is the

application of the principles of biology to the study of mental processes and behavior.
The fields of behavioral neuroscience, cognitive neuroscience, and neuropsychology are
all subfields of biological psychology.

Overview of Biopsychology

Biopsychologists are interested in measuring biological, physiological, and/or

genetic variables and attempting to relate them to psychological or behavioral variables.
Because all behavior is controlled by the central nervous system, biopsychologists seek to
understand how the brain functions in order to understand behavior. Key areas of focus
include sensation and perception, motivated behavior (such as hunger, thirst, and sex),
control of movement, learning and memory, sleep and biological rhythms, and emotion.
As technical sophistication leads to advancements in research methods, more advanced

37
topics, such as language, reasoning, decision-making, and consciousness, are now being
studied.

History

Biopsychology as a scientific discipline emerged from a variety of scientific and

philosophical traditions in the 18th and 19th centuries. Philosophers like Rene Descartes
proposed physical models to explain animal and human behavior. Descartes suggested,
for example, that the pineal gland, a midline unpaired structure in the brain of many
organisms, was the point of contact between mind and body. In the Principles of
Psychology (1890), William James argued that the scientific study of psychology should
be grounded in an understanding of biology. The emergence of both psychology and
behavioral neuroscience as legitimate sciences can be traced to the emergence of
physiology during the 18th and 19th centuries; however, it was not until 1914 that the
term “psychobiology” was first used in its modern sense by Knight Dunlap in An Outline
of Psychobiology.

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EASTERN VS. WESTERN PERSPECTIVES:

Different cultures and varying environment tend to create different perceptions of

the “self” and one of the most common distinctions between cultures and people is the
Eastern vs. Western dichotomy. When we say the “East”, this represents cultures from
Asia, such as Chinese, Japanese,
Korean, Indian, and our own Filipino
culture. We are therefore Easterners.
When we say the “West”, this represents
cultures from Europe and Northern
America, such as the Americans,
British, Germans, Italians, and the
French. These people are the Westerners

The Socio-Cultural Perspective

Sociocultural factors are the

larger-scale forces within cultures and
societies that affect the thoughts,
feelings, and behaviors of individuals.
These include forces such as attitudes,
childrearing practices, discrimination
and prejudice, ethnic and racial identity,
gender roles and norms, family and
kinship structures, power dynamics, regional differences, religious beliefs and practices,
rituals, and taboos. Several subfields within psychology seek to examine these
sociocultural factors that influence human mental states and behavior; among these are
social psychology, cultural psychology, and cultural-historical psychology.

Cultural Psychology

Cultural psychology is the study of how psychological and behavioral tendencies

are rooted and embedded within culture. The main tenet of cultural psychology is that
mind and culture are inseparable and mutually constitutive, meaning that people are
shaped by their culture and their culture is also shaped by them.

A major goal of cultural psychology is to expand the number and variation of

cultures that contribute to basic psychological theories, so that these theories become
more relevant to the predictions, descriptions, and explanations of all human behaviors—
not just Western ones. Populations that are Western, educated, and industrialized tend to
be overrepresented in psychological research, yet findings from this research tend to be
39
labeled “universal” and inaccurately applied to other cultures. The evidence that social
values, logical reasoning, and basic cognitive and motivational processes vary across
populations has become increasingly difficult to ignore. By studying only a narrow range
of culture within human populations, psychologists fail to account for a substantial
amount of diversity.

Cultural psychology is often confused with cross-cultural psychology; however, it

is distinct in that cross-cultural psychologists generally use culture as a means of testing
the universality of psychological processes, rather than determining how local cultural
practices shape psychological processes. So while a cross-cultural psychologist might ask
whether Jean Piaget’s stages of development are universal across a variety of cultures, a
cultural psychologist would be interested in how the social practices of a particular set of
cultures shape the development of cognitive processes in different ways.

Below, we show selected posters designed by artist Yang Liu, who comes from a
Chinese family but grew up in Germany. Because she was able to experience both
Eastern and Western cultures, she created an art series wherein the blue side represents
typical Western behavior and the red side represents typical Eastern behavior. We can
clearly see in the posters that culture matters a lot in how we think and behave.

For Westerners like Americans, their concept of themselves is huge and important. But
for Eastern cultures like us Filipinos, we have a tendency to look down on ourselves.

40
When dealing with problems, Westerners are more likely to face the problem directly.
Easterners, on the other hand, sometimes prefer to ignore the problem or “tiptoe around
the problem” in order to avoid trouble.

Westerners are not afraid to show that they are angry. For Easterners however, it is
expected to keep a smile on one’s face even though you feel angry or frustrated inside.

41
When trying to express one’s opinions, Westerners tend to be direct to the point.
However, Easterners prefer to use a roundabout manner, which in Filipino we call
“paikot-ikot”.

Vygotsky and Cultural-Historical Psychology

Cultural-historical psychology is a psychological theory formed by Lev Vygotsky

in the late 1920s and further developed by his students and followers in Eastern Europe
and worldwide. This theory focuses on how aspects of culture, such as values, beliefs,
customs, and skills, are transmitted from one generation to the next. According to
Vygotsky, social interaction— especially involvement with knowledgeable community or
family members—helps children to acquire the thought processes and behaviors specific
to their culture and/or society. The growth that children experience as a result of these
interactions differs greatly between cultures; this variance allows children to become
competent in tasks that are considered important or necessary in their particular society.

Social Psychology

Social psychology is the scientific study of how people’s thoughts, feelings, and
behaviors are influenced by the actual, imagined, or implied presence of others. This
subfield of psychology is concerned with the way such feelings, thoughts, beliefs,
intentions, and goals are constructed, and how these psychological factors, in turn,
influence our interactions with others.

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Erik Erikson’s Psychosocial Development

Erik Erikson was an ego psychologist who developed one of the most popular and
influential theories of development. While his theory was impacted by psychoanalyst
Sigmund Freud’s work, Erikson's theory centered on psychosocial development rather
than psychosexual development.

Focus of Social Psychology

Social psychology typically explains human behavior as a result of the interaction

of mental states and immediate social situations. Social psychologists, therefore, examine
the factors that lead us to behave in a given way in the presence of others, as well as the
conditions under which certain behaviors, actions, and feelings occur. They focus on how
people construe or interpret situations and how these interpretations influence their
thoughts, feelings, and behaviors (Ross & Nisbett, 1991). Thus, social psychology studies
individuals in a social context and how situational variables interact to influence
behavior.

Social psychologists assert that an individual’s thoughts, feelings, and behaviors

are very much influenced by social situations. Essentially, people will change their

43
behavior to align with the social situation at hand. If we are in a new situation or are
unsure how to behave, we will take our cues from other individuals.

The field of social psychology studies topics at both the intrapersonal level
(pertaining to the individual), such as emotions and attitudes, and the interpersonal level
(pertaining to groups), such as aggression and attraction. The field is also concerned with
common cognitive biases—such as the fundamental attribution error, the actor-observer
bias, the self-serving bias, and the just-world hypothesis—that influence our behavior and
our perceptions of events.

History of Social Psychology

The discipline of social psychology began in the United States in the early 20th
century. The first published study in this area was an experiment in 1898 by Norman
Triplett on the phenomenon of social facilitation. During the 1930s, Gestalt psychologists
such as Kurt Lewin were instrumental in developing the field as something separate from
the behavioral and psychoanalytic schools that were dominant during that time.

During World War II, social psychologists studied the concepts of persuasion and
propaganda for the U.S. military. After the war, researchers became interested in a variety
of social problems including gender issues, racial prejudice, cognitive dissonance,
bystander intervention, aggression, and obedience to authority. During the years
immediately following World War II there was frequent collaboration between
psychologists and sociologists; however, the two disciplines have become increasingly
specialized and isolated from each other in recent years, with sociologists focusing more
on macro-level variables (such as social structure).

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 ASSESSMENTS
ACTIVITY 1 (25 POINTS)

I. Directions: If you think the statement is correct, write AGREE, otherwise write
DISAGREE.

____________1. Different Psychologists believe that there is only one correct way of
studying the way people think and behave.

____________2. A glimpse of the Self can be viewed through introspection.

____________3. Different psychologists have the same views about the self.

____________4. Psychodynamic theory was born in 1875 with the works of Irish
scientist Ernst von Brucke.

____________5. Rollo May was known as the American Humanistic Psychologist.

II. DIRECTIONS: Answer the following questions below relating to the different
psychological perspectives of the self. (5points each question)

1. Which among the different psychological perspectives did you relate to the most?
And why?

2. How does this perspective explain who you are?

3. Which among the different perspectives did you most likely disagree with and
why?

45
 4. How does knowing the different perspectives help you in understanding the self?

ACTIVITY 2 (25 points)

I. Directions: For each statement, indicate whether you agree or disagree by

placing a check mark on the column of your choice.

AGREE DISAGREE
1. My life choices are based on what I have actually
experienced.
2. My views about the world are dependent on what I have
actually witnessed.
3. I am likely to buy a brand that I have already used, and not
based on referrals.
4. I would rather remain in my comfort zone than try something
new.
5. Most of the time, I make choices based on the present rather
than the future.
6. I am likely to hold on to what I have now, even if there is a
greater option in the future.
7. For me, happiness is tangible.
Scoring Key: If majority of your answer is “agree”, then you are empiricist. If majority
of your answers is “disagree”, then you are a rationalist.

II. Process Questions:

Instructions: Based on your answers above, answer the following questions and kindly
refer to Short Answer Rubric in the succeeding page for you to know and understand
what the instructor’s expectation for your answer is and how you will be graded.
1. How do you differentiate empiricism and rationalism?

46
2. Do you agree with your classification? Why or why not?

3. To which branch of philosophy do you adhere more? Why?

ACTIVITY 3

47
 Mind Map (50 points)

Directions: Create a mind map using the space provided below, showcasing the
connections between the self and how it is viewed from the different perspectives; the
philosophical perspective, the psychological perspective and the cultural perspective.
Write at least a 2-paragraph statement to conclude, your mind map and its different
properties. BE CREATIVE.

EXAMPLE: THIS IS NOT RELATED TO THE TOPIC. THIS IS JUST AN

EXAMPLE ON HOW IT SHOULD LOOK LIKE.

LESSON 3: UNPACKING THE SELF

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Introduction

This section is all about UNPACKING the Self, it explores some of the various
aspects that make up the self. Such as the Biological/ Physical Self, the Spiritual, and the
Socio-Digital Self. This lesson is geared towards understanding the different forces and
institutions that shapes the development of various aspects the self and identity.

The Physical Self

A crucial aspect of self is one’s physical features. People are often perceived
initially by their physical features, including one’s face, bodily structure, height, weight,
and fitness. However, more than the physical attributes a person processes, people should
also consider their physical competencies, their valuation of physical worth, and
perception of beauty.

THE PHYSICAL SELF: The Biological Blueprint

How do I look? Do people find me attractive? Am I beautiful/handsome? Do I

need to enhance my features, if so how? These questions underlie our physical self,
which embodies our physical appearance, what we see in the mirror, and what often
triggers people’s first impressions of others. However, our physical self is not only
limited to what can be directly observed by the naked eye; underneath our skin is a

49
dynamic system of biological and chemical processes that contribute to our physical
features. The shape of our bodies, our height, weight, skin color, hair color, and other
physical characteristics do not just develop at random; these are triggered by genetic
transformations and biological development, which are embodied in the concept of
Heredity.

Heredity refers to the genetic heritage passed down by our biological parents. It’s
why we look like them! More specifically, it is the transmission of traits from one
generation to the next. These traits can be physical, such as eye color, blood type or a
disease, or behavioral. For example, the hygienic behavior of honeybees that drives them
to remove sick larvae from the nest is inherited behavior.

Hereditary traits are determined by genes, and a single gene can have several
variants called alleles. There are two copies of each gene in our cells (with the exception
of genes located on sex chromosomes). One of the copies comes from the sperm, the
other from the egg. In an individual, these two copies (or alleles) are not necessarily
identical. If the two copies of a gene are identical, we say that the individual is
homozygous for that gene. If the two copies are different, the gene is heterozygous.

The alleles of the same gene can have a dominant or recessive relationship with
one another. If both alleles are different (heterozygous) and at least one of these two
alleles is dominant, it is the dominant one that will be expressed (i.e., that we will
observe as a trait in an individual). Conversely, a recessive allele (non-dominant) will not
be expressed in an individual if both parents pass down the same allele (homozygote). As
a result, even if a recessive allele is present in a genotype (the genetic constitution of an
individual), it will not be observable in the phenotype (the set of observable traits of an
individual) if the other copy of the gene is a dominant allele. During reproduction, the
genes of biological parents combine to form a new unique individual. This shuffling of
genes is the reason all of us are different!

Genotype refers to the specific information embedded within genes; not all
genotypes translate to an observed physical characteristic. Phenotype is the physical
expression of a particular trait. Genotype can only be determined through blood testing
but one’s phenotype can be directly observed.

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 In short, the Genotype is the part
that is invisible to our eye, it is the code
written in our DNA. However, this code
is expressed as the Phenotype, which is
the part that we can see with our eyes.
For example, a man with very white
skin and a woman who has brown skin
had a baby with brown skin. While one
can assume that the newborn only took
the skin color of his mom, a close
examination of his genotype may reveal
that he inherited the gene for white skin
from his dad. What explains this
particular phenomenon? This is attributed to the concept of dominant and recessive
genes.

Each individual carry 23 pairs of chromosomes, threadlike bodies in the nucleus of

the cell and the storage unit of genes. The 23 rd pair, also known as sex chromosomes,
determines the sex of the individual. The XX is for males while the XY is for females.
Within each chromosome is the deoxyribonucleic acid (DNA), which is a nucleus acid
that contains the genetic instructions specifying the biological development of every
individual. The DNA is often the unique blueprint of an individual’s physical features;
thus, no two individuals have the same DNA. This is the reason on why in some cases
when paternity or maternity needs to be established, or identifying a suspect in a crime
situation, DNA is the most crucial genetic information to be gathered. These cellular
components trigger the physical growth and maturation that our bodies go through, from

51
birth to adulthood. Maturation is known as the completion of growth of genetic character
within the organism or the unfolding of an individual’s inherent traits or potential.
Maturation enables us to walk, run, talk, and eventually, result in physical changes that
are evident in the adolescent stage.

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THE PHYSICAL SELF: Environmental Conditioning

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 While our genetic formation determines the extent of our physical features, it is
not the only factor that influences our physical self. As we grow up, we are exposed to
environmental influences that shape the physical self, including those from our social
networks, societal expectations and cultural practices.

Family, being our first social group, forms a crucial foundation of our
development, including that our physical self. Aside from factors of heredity, our family
is also primarily responsible for how we take care of our bodies. Our nutrition and
sustenance were initially established by what was cooked at home. Aside from food,
practices on hygiene were first transmitted by our parents. As we grow older, we become
exposed to a larger social group and thus, new practices and standards. We become more
conscious of our physical appearances as time goes on; we begin to take note of height,
weight, facial features, and other physical characteristics in comparison to our peers.

We start being conscious of our appearances, especially during the period of

adolescence. As a result, we begin engaging in acts that would make us attractive and
acceptable to others. For some girls, choosing the right outfit, having the right make-up,
acting more feminine and demurer are some of the observable practices during this stage.
For boys, beginning to have facial hair, learning how to shave, going to the gym and
other similar physical activities like engaging in sports start when they are in their
teenage years. Have you ever wondered why you ever do these things? One reason could
be to meet society’s standard of physical beauty.

One aspect of beauty is the body type. Contemporary media has portrayed thin
bodies as the ideal body type for women and muscular bodies for men. Thus,
adolescents indulge in activities that would enable them to achieve ideal body types. For
some, having a healthy lifestyle, eating the right food, and engaging in exercise are the
steps in achieving the ideal body. However, there are some adolescents who would
resort to unhealthy habits just to achieve the right body type. Hence, there has been a
steady rise of teenagers who have eating disorders, including bulimia and anorexia
nervosa; the increase in this phenomenon has been attributed to the observation of being
thin, and may also be triggered by family, peers, and significant role models. Majority of
the victims have been identified as females, but a significant number is also represented
by males.

Aside from eating problems, a substantial number has been resorting to cosmetic
surgery to alter certain facial features and surgical procedures to be thinner, even among
adolescents. There are those who have already made it a habit of undergoing surgery that
it is no longer healthy. It is important to remember that physical beauty is only skin-deep;

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that what matters is feeling good about ourselves and embracing a healthy perception of
our physical worth.

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There is nothing wrong with enhancing our physical self.
What is problematic is when we focus too much on
physical beauty and disregard everything else.

Tips for achieving Physical Well-being:

1. Enrich your mind.

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 Keep challenging yourself to learn new things. By doing this, you will gain more
knowledge about things around you, and you will learn how to utilize things in a better
way. Don’t let yourself get stuck in one place, either mentally or physically. Be
proactive, curious, conscious, and informed about the world.

2. Use your brain more often by doing brain exercises

Exercising your brain means using it more. Generally, the brain takes part in
everything we do, but there are some types of activities which can specifically exercise
our brains. Activities like doing puzzles, playing games like Chess or Scrabble, solving
numerical problems, studying difficult topics, and challenging your dexterity, spatial
reasoning, and logic. Doing these mental exercises daily can sharpen your mind, and it
can be an excellent way to strengthens neural links in your brain.

3. Eat Healthy foods and Consume nutrients that are good for the brain.

Spend some time to examine which kinds of foods bring you up and which foods
bring down. Creating a diet plan can make you feel good, and gives you a sense of self-
development. This will boost your sense of success. Take in nutrients which are good for
your brain. Foods that have antioxidants like vitamin C, E, B, etc. are good for the brain.
Consuming almonds and apple juice is also good for sharpening the brain.

4. Learn something you want to learn.

There is strong indication that education and learning yield positive changes in the
brain. If you continue to learn and experiment, your brain continues to grow, whether it
is knitting, baking, or computer programming, marketing, etc. Learn something you’ve
always wanted to learn, but have never found the time for because of your daily
concerns. Absorb a little information slowly each day.

5. Think critically.

When we hear, read, or work on something, it is very important that we question

everything and pay attention to details. Such an approach can improve our thinking
ability because it requires more brain work than mere observation.

6. Do physical exercises.

A healthy body means a healthy mind; regular exercise has a positive influence our
brain function. The brain takes in nutrients from the blood, and physical exercise

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increases blood flow to the brain, which makes the brain healthier. Physical exercise is
essential for enhancing mental power.

7. Having the right Hygiene.

Taking care of our body by maintaining a hygiene regimen can also help in making
us feel good about ourselves.

8. Get better sleep and take naps.

Get as much sleep as you need, around seven or eight hours, every night. While
sleeping well does not guarantee good health, it does help you to maintain many vital
functions. Perhaps most importantly, sleep helps you recover from the wear and tear of
daily life. Major healing functions in the body such as tissue repair, muscle and mental
growth occur almost exclusively during sleep.

9. Spend time with people.

Build a good support system with the people around you. Whether it’s your family,
friends, or something else, find a group of people who are willing to support you in any
circumstances. This increases flexibility and helps to provide perspective in the midst of
stress and discomfort.

10. Confidence in ourselves is our bet make-up.

Being secure in ourselves, embracing positive outlook toward various situations and
problems, and loving and accepting who we are will surely result in optimal physical
wellbeing.

THE SOCIO-DIGITAL SELF

This section examines the role of technology and the internet in shaping an
individual’s social self, with emphasis on the use of social media platforms and
membership in virtual communities. This section highlights the crucial role of the
internet in forming the self and identity of millennial learners.

THE CONCEPT OF THE DIGITAL SELF

The digital self is the persona you use when you’re online. Some people maintain one or
more online identities that are distinct from their “real world” selves; others have a
single online self, that’s more or less the same as the one they inhabit in the real world.

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The Self in the Age of Technology

• Social media is defined as the websites and applications that make it easier to
create and share information, ideas, and interests. It also allows people to create
other forms of self-expression via virtual communities and networks.
• Through the use of social media, people may act differently since interaction in
social media do not happen face-to-face and there is no physical presence
required. This is called online disembodiment. With this, people are less likely
to display their real “selves” to others, especially to strangers.

Digital Identity

• People generally have role identities. These are the characters and roles an
individual creates as a member of a particular social group. Following this
definition, “self” is composed of identities ranked by importance. The greater the
commitment of an individual to a particular identity, the greater the importance
of this identity.
• In an online environment, one’s role identity is vitally important in order for
him/her to project himself/herself in the said environment. Amidst the
technological tools and channels surrounding individuals and online activities
that people engage in, one’s online identity enables him/her to participate in a
virtual society.
• However, participation in virtual environments may entail changes that
may affect a person’s sense of self. In some cases, people present themselves
differently in online interactions as compared to the face-to-face interactions they
engage in.

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Online Disinhibition Effect

When people adapt fake identities, they are likely to engage in behaviors that they
would not do in real life interactions, known as online disinhibition.

There are 2 main categories of behaviors that fall under online disinhibition:

 Benign disinhibition. It occurs when people tend to self-disclose more on the

internet than they would in real life or go out of their way to help someone or
show kindness.
 Toxic disinhibition. People take part of this when they use rude language, bully
or threaten others on online platforms, and go to websites with contents of
violence, crime, and pornography.

It is easier for us to share more through our online persona/digital self, but at the same
time it also easier for us to be violent, aggressive, and cruel online because of the
anonymity.

Why is the digital self so important? The simple reason is that once you go online
as your real self, using your own name or appearance, you have an online presence that
can be traced back to you in the real world. Your online presence is hard to hide,
difficult to control, and easy for recruiters and hiring managers to find. Because of this,
it’s important to manage your online identity carefully, to ensure that your public image
—your brand—is presented in the best possible light.

By doing so, you reap a number of advantages:

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 • You have more control over your digital identity. It’s not possible to have 100%
control, but by building your own online presence you’ll always maintain the
lion’s share.
• You can build a consistent identity, and reduce the impact of problems that might
put hirers or recruiters off contacting you. Think of the damage control that
celebrities do when salacious stories start circulating—it’s this kind of approach,
but on a much smaller scale.
• You have the chance to develop your own reputation as an expert or thought
leader in your industry. This can mitigate the negative effects of issues such as
employment gaps or an otherwise spotty work history.

ELEMENTS OF THE DIGITAL SELF

Your online identity is like an investment. You start out with a small amount of
capital, and the way you use it over time determines how much you end up with later on.
The difference is, it’s actually a lot easier to control your online identity than it is to
predict the stock or real estate markets.

What goes into building your digital self? It can and does include everything you
say and do under your own name. Some elements of your digital self-include:

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Managing Responsible Online Behavior

How can one behave responsibly online? The following are some suggestions:

1. Do not post or send anything that will embarrass you.

2. Avoid posting statements when experiencing strong emotions.
3. Do not hang out with the “wrong crowd” online.
4. Do not hang out with the “wrong crowd” offline.
5. Be careful with oversharing, especially confidential information that may be
used irresponsibly.
6. Respect other people in the online community.

THE SPIRITUAL SELF

This section discusses the nature of spirituality, how it is different from religiosity, the
factors that shape one’s spirituality, and its impact on oneself.

Spirituality

Spirituality is the concept of the “whole person”, is usually associated to the idea of
human beings as having physical and psychological aspects. However, there is third
aspect of being human that is as important as the 2 precedents: the spiritual aspect.
Highlighting the mindbody-spirit connection, the spiritual self is an ongoing, personal
life journey, contextualized by the belief in a higher being, culture, relationships, nature,
and the discovery of meaning in one’s life.

There are several definitions that have been formulated regarding spirituality.

• Puchalski (2014), spirituality is the aspect of tbe self that is associated to an

individual’s process of seeking and expressiny meaning and how he or she is
connected to the self, to others, to the moment and to everything else that
composes his/her environment, including the sacred and significant.
• Beauregard and O’Leary (2007), spirituality is any experience that is thought to
bring the experiencer in contact with the divine; it is not just any experience that
feels meaningful.
• Sinnott (2002), spirituality is also posited as the indivudual’s personal relation to
the sacred or transcendent, a relation that then informs other relationships and
the meaning of one’s own life.
• Myers and his colleagues (2000), spirituality is the “personal and private beliefs
that transcend the material aspects of life and give a deep sense of wholeness,
connectedness, and openness to the infinite.”

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What do these definitions have in common with regard to spirituality?

Spirituality talks about meaning and purpose that go beyond the physical realities of life.
Going through development, people are inevitably programmed to make realizations
about life, and those insights are not always about observable phenomena or
environmental experiences.

Spirituality is focused on a person’s connections to different aspects of his/her existence:

to other people, to nature, and to sacredness and divinity. In the pursuit of and applying
meaning to one’s life, relationships are created and sustained not only with people but
with other life forms or with a higher being.

Spirituality talks about the sacred and transcendent. It is a general belief that in this vast
universe, there is a force higher than the self.

However, people are not born with innate spirituality. It is something acquired as a result
of various personal, social, and environmental factors present throughout one’s lifetime.
In this regard, spirituality is related to religiosity, which is often used interchangeably
with the former. There are, however, distinct differences between the 2.

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Religiosity

Religiosity is defined as the adherence to a belief system and practices associated with a
tradition in which there is agreement about what is believed and practiced. It is a formal
attachment to the set of beliefs, values, and practices of a particular religious sect. It
includes specific practices, proscriptions (what should not be done and avoided), and
participation in a specific community that shares the same beliefs and practices.

However, as one grows older, he/she begins to form questions that are rooted in
religious orientations, slowly making realizations and insights until his/her search for
meaning and transcendence goes beyond his/her religious orientation.

There are distinctions between religiosity and spirituality:

• If religiosity is communal, then spirituality is individual.

• In religiosity, beliefs and practices are within religious groups, and religious
commitment, conservatism, and skepticism are manifested. Spiritual attributes
include the need for spiritual quest, ecumenical worldviews, compassion,
service, and inner peace.
• A person can possess spirituality even his/she does not subscribe to any religion.
Spiritual models are present everywhere. They function for respondents as
exemplars or spiritual qualities, such as compassion, self-control, or faith. Thus,
q person can be spiritual without being religious.

What does spirituality bring to one’s life? For many people, the search for
sacredness and transcendence can bring positive consequences to life. A spiritual person

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finds contentment and serenity in his/her life circumstances. Through spirituality,
questions such as “am I a good person?” and “how can I live my life to the fullest?” are
answered. Most importantly, spirituality allows one to become resilient amidst challenges
and roadblocks that occur in daily life.

How is spirituality enhanced? The best way of enhancing spirituality lies within
the self. Constant reflection and meditation of life choices and decisions, developing
empathy and compassion toward other people, and having faith in a higher being can
enhance spiritual intelligence. It is not about finding meaning in life, but rather, how
meaning is applied to life.

CONNECTIONS WITH NATURE

The Self and the Natural

Environment

The spiritual self is not only tied in

one’s connection with a higher being and other
people; it is also related to how people relates
to nature. Religiosity aside, a significant
number of people have made a serious
commitment to nature by taking care of
animals, pledging advocacy for environmental
issues, and practicing daily behaviors that
manifest a growing concern for the world.
These are embodied in the concepts of affinity
with nature and Ecopsychology.

Affinity with nature can be defined as

the ties that bind people and nature together. It
can also mean nature connectedness, defined
as the extent to which individuals include
nature as part of their identity. If people feel
that they are one with nature, then destroying
it can mean self-destruction and vice versa.

Eco-psychology shares many similarities with the concept of having affinity with
nature. It is concerned with the fundamental interconnections between humans and the
natural world through a phenomenological and sensorial link, and the integration of
practices based on the notion that direct contact with the natural world has healing
potential.
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 While it is fairly obvious that both concepts focus on the connection of man to
nature, their distinction lies on the nature of the connection they are referring to. Affinity
with nature highlights the emotional connection with nature, anchored on positive
affective experiences and authentic love for nature. Ecopsychology is based on a
transpersonal and philosophical relationship with nature, highlighting beliefs and
practices that promote and enhance ecological, personal, and community sustainability.

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 ASSESSMENTS
ACTIVITY 1 (50 Points)

I. Directions: Take 5 minutes of your time and listen to the song “SCARS” by I AM
THEY, here is a link: https://www.youtube.com/watch?v=OqjGT9BSyJA. Try to
take time and understand the lyrics behind the song and answer the following
questions: (10points)

1 How did you feel after listening to the song?

2 What did the song talk about?

3 How can you relate the song to your current self?

4 How did you deal with it? And how did it contribute to your self-
development?

II. Directions: In the space provided, create a collage using your own pictures to
show how you developed from the time you were born/ young up to the present.
For each picture, write a caption to tell a story about your own evolution. Focus on
the physical changes manifested while you were growing up. Then Answer the
process questions on the next page. (20points)

III. Directions: Based on your collage, answer the following questions with the space
provided below (20points)

1 What significant changes have you seen in yourself while growing up? What
makes these changes significant? Please Explain.
2 In your opinion, what factors contributed to those significant changes while
growing up? Explain.

3 Considering how you look now, is there anything you wish to change? Why or
why not?

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 ACTIVITY 2 (30 points)

I. Try at least 5 out of the 10 tips for achieving Physical well-being we gave you
this week and share how it helped you. Use the space below for your answers.
(25points)

II. Instructions: Agree or Disagree. If you think the statement is correct, write
AGREE, otherwise DISAGREE. (5points)
___________1. Our Personality can be manifested through social media.
___________2. It is important to establish meaningful relationships in social media.
__________ 3. How we present ourselves in social media is the same with how we
present ourselves to the real world.
___________4. Technology influences how we relate to other people.
___________5. People can develop a digital identity.

III. On the space provided below, paste a “full- face” picture of yourself, one that
you use as a profile picture on any social media platform on the right side on
the left paste a natural, bare-faced, no-filtered picture of yourself. (20 points)

PROFILE PICTURE BARE FACE PICTURE

(Can be filtered or enhanced) (totally clean, no make-up and no filters)

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 ACTIVITY 3 (20 points)

Directions: Open any of your social media accounts. Please review your timeline
and screenshot/ screen capture at least 5 of your posts that show the following:
Benign and Toxic Online Disinhibitions. Place a check mark on the column of
your choice, if it is benign or toxic. Why do you think they are benign or toxic?
Use the table below to plot your answers.

Posts Benign Toxic Explanation

Directions: Based on the first activity, answer the following questions: Kindly refer to
Short Answer Rubric in the succeeding page for you to know and understand what the
instructor’s expectation for the entry is and how you will be graded.

1. Which of the posts reflect your real persona? Please explain

2. How do you feel about your posts?

3. How does your posts affect you and your relationships? Was it good or
bad? Explain.
LESSON 4: MANAGING AND CARING FOR THE SELF

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At the end of the lesson, the student should be able to:

1. Understand the theoretical underpinnings for how to manage and care for
different aspects of the self.
2. Acquire and hone new skills and learnings for better managing of one’s self and
behaviors.
3. Apply learnings through creating clear, coherent and effective strategies
appropriate to improve better quality of life.

DIRECTIONS: If you perceive the statement to be true then write AGREE, if you think
otherwise, write DISAGREE on the space before each number.

______________1. It’s okay not to be okay.

______________2. There is no health, without mental health.
______________3. Wellbeing is not so important.
______________4. Problems with mental health are only for adults.
______________5. There is no cure for mental illnesses.

INTRODUCTION

Human beings like certainty. We are hard-wired to want to know what is

happening when and to notice things that feel threatening to us. When things feel
uncertain or when we don’t generally feel safe, it’s normal to feel stressed. This very
reaction, while there to protect us, can cause all sorts of havoc when there is a sense of
uncertainty and conflicting information around us. A large part of anxiety comes from a
sense of what we think we should be able to control, but can’t. Right now, many of us are
worried about COVID-19, known as the “Coronavirus”. We may feel helpless about
what will happen or what we can do to prevent further stress. The uncertainty might also
connect to our uncertainty about other aspects of our lives, or remind us of past times
when we didn’t feel safe and the immediate future was uncertain.

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In times like these, our mental health can suffer. We don’t always know what’s
happening. You might feel more on edge than usual, angry, helpless or sad. You might
notice that you are more frustrated with others or want to completely avoid any
reminders of what is happening. For those of us who already struggle with our mental
wellness, we might feel more depressed or less motivated to carry out our daily
activities. Being mentally healthy and living well is important to every single one of us –
whether we are living with a mental illness or not. It’s important to note that we are not
helpless in light of current news events. We can always choose our response. “IT IS
OKAY, NOT TO BE OKAY”.

The purpose of this section is to help you deepen your understanding on mental health
and wellbeing, what factors tip the scale of your current wellbeing and how to cope with
issues hammering on your mental health.

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MENTAL HEALTH
Mental health includes our emotional, psychological, and social well-being. It
affects how we think, feel, and act. It also helps determine how we handle stress, relate
to others, and make choices. Mental health is important at every stage of life, from
childhood and adolescence through adulthood. Mental health is an integral and essential
component of health. The WHO constitution states: "Health is a state of complete
physical, mental and social well-being and not merely the absence of disease or
infirmity." (WHO, 2017). An important implication of this definition is that mental
health is more than just the absence of mental disorders or disabilities. Mental health is a
state of well-being in which an individual realizes his or her own abilities, can cope with
the normal stresses of life, can work productively and is able to make a contribution to
his or her community. Frankish, Boyce and Horton (2018) suggests that Mental health is
used positively to indicate a state of psychological wellbeing, negatively to indicate its
opposite (specifically mental health problems) or indirectly to indicate facilities used by,
or imposed upon, people with mental health problems such as mental health services.
There are a number of factors in life that can have an impact on our mental
health. These factors can either pose a risk to, or protect, your mental health and
wellbeing. Everyone is different and we all live in varying circumstances. Risk and
protective factors are also different for everyone and change over your lifespan e.g.
child, teenager, adult or older adult.
Mental health is influenced by several biological, psychological, social and
environmental factors which interact in complex ways. These include:

• Structural factors such as safe living environments, employment, education,

freedom from discrimination and violence, and access to economic resources
• Community factors such as a positive sense of belonging, community
connectedness, activities to highlight and embrace diversity, social support, and
participation in society
• Individual factors such as the ability to manage thoughts and cope with stressors
and having communication and social skills to support connection with others.

Early Warning Signs: Experiencing one or more of the following feelings or

behaviours can be an early warning sign of a problem:

• Eating or sleeping too much or too little

• Pulling away from people and usual activities
• Having low or no energy

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 • Feeling numb or like nothing matters
• Having unexplained aches and pains
• Feeling helpless or hopeless
• Smoking, drinking, or using drugs more than usual
• Feeling unusually confused, forgetful, on edge, angry, upset, worried, or scared
• Yelling or fighting with family and friends
• Experiencing severe mood swings that cause problems in relationships
• Having persistent thoughts and memories you can't get out of your head
• Hearing voices or believing things that are not true
• Thinking of harming yourself or others
Inability to perform daily tasks like taking care of your kids or getting to work or school

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WELL BEING
Wellbeing model by Mary Jo Kreitzer, RN, PhD, FAAN, Director, Center for Spirituality
and Healing

What is Wellbeing?

Do you feel: Content? Energized? Connected? Balanced? Are you able to put the bad
days in perspective and live with a sense of purpose?

If you answered yes, then you are experiencing wellbeing, a state of general
contentment with life and the way things are. In this state we experience balance in
body, mind, and spirit and feel connected to purpose, people, and community.

But many of us aren’t there. Our lifestyle is causing us pain, whether we are tired or
stressed or overweight. We feel disconnected from others or stuck in a routine that hold
no meaning. We are dissatisfied with our daily lives. We live in worry. The good news
is that—with practice, we can enhance our wellbeing and achieve a state of balance and
contentment. We can flourish!

Cultivating wellbeing isn’t difficult- it’s something that you can begin doing
immediately! Begin by developing awareness, being mindful of your decisions and

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creating an intention or goal, and putting together a personal plan to take charge of your
health and wellbeing.

FACTORS AFFECTING WELL BEING

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Tips for Your mental health and Wellbeing

It can be so easy for us to take our mental health for granted; to prioritize other things; to
put it off until next week. It can also seem too big and too hard. But it’s not. There are
some things everyone can do. The following are some tips to get you started:

1. Get enough sleep and rest. Sleep affects our physical and mental health, but can
be the first thing we trade in when we get busy or stressed

2. Take time out for things you enjoy. Balance in life is important, so taking time
out for things you enjoy can make a difference to how you think and feel

3. Be active and eat well. Our physical and mental health is closely linked, so
adding exercise and nutritious food every day can make us feel better
4. Nurture relationships and connect with others. Our connection to others is what
builds us up and keeps us strong

5. Learn to manage stress. If you have trouble winding down or managing thoughts
you may find relaxation, yoga or writing your feelings down helpful

6. Get involved and join in. Being part of a group with common interests provides a
sense of belonging so find out about sporting, music, volunteer or community
groups locally

7. Build your confidence. Learning improves your mental fitness and taking on a
new challenge can build confidence and give you a sense of achievement

8. Be comfortable in your own skin. Everyone is unique and should be celebrated.

Know who you are and what makes you happy.

9. Set realistic goals and deal with tasks one at a time. It is good to be specific when
you set a goal to help keep you on track

10. Reach out for help when you need it. Everyone needs support from time to time.
Talking to a family member, a friend, your doctor or one of the many services
available can make all the difference.

GOAL SETTING

Many people feel as if they're adrift in the world. They work hard, but they don't
seem to get anywhere worthwhile. Some take a path but eventually get lost along the
way. A key reason that they feel this way is that they haven't spent enough time thinking
about what they want from life, and haven't set themselves formal goals. After all, would
you set out on a major journey with no real idea of your destination? Probably not!
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 Have you thought about what you want to be doing in five years' time? Are you
clear about what your main objective at work is at the moment? Do you know what you
want to have achieved by the end of today?
If you want to succeed, you may want to set goals. Goal-setting can be
theoretically defines as the process of establishing clear and usable targets, or objectives,
for learning (Moeller, Theiler, & Wu, 2012). Goal setting is a powerful process for
thinking about your ideal future, and for motivating yourself to turn your vision of this
future into reality. The process of setting goals helps you choose where you want to go
in life. By knowing precisely what you want to achieve, you know where you have to
concentrate your efforts. You'll also quickly spot the distractions that can, so easily, lead
you astray.

Without goals you lack focus and direction. Goal setting not only allows you to
take control of your life's direction; it also provides you a benchmark for determining
whether you are actually succeeding. Think about it: having a million dollars in the bank
is only proof of success if one of your goals is to amass riches. If your goal is to practice
acts of charity, then keeping the money for yourself is suddenly contrary to how you
would define success.

According to mindtools.com there are (5) Five Golden Rules for Goal Setting.

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 The Five Golden Rules

1. Set Goals That Motivate You

When you set goals for yourself, it is important that they motivate you: this
means making sure that they are important to you, and that there is value in achieving
them. If you have little interest in the outcome, or they are irrelevant given the larger
picture, then the chances of you putting in the work to make them happen are slim.
Motivation is key to achieving goals.
Studies by Edwin A. Locke and his colleagues have shown that more specific and
ambitious goals lead to more performance improvement than easy or general goals. The
goals should be specific, time constrained and difficult. Difficult goals should be set
ideally at the 90th percentile of performance assuming that motivation and not ability is
limiting attainment of that level of performance. As long as the person accepts the goal,
has the ability to attain it, and does not have conflicting goals, there is a positive linear
relationship between goal difficulty and task performance.
According to Edwin Locke’s famous quote, “When it is obvious that the goals
cannot be reached, don’t adjust the goals, adjust the action steps.”

Set goals that relate to the high priorities in your life. Without this type of focus,
you can end up with far too many goals, leaving you too little time to devote to each
one. Goal achievement requires commitment, so to maximize the likelihood of success,
you need to feel a sense of urgency and have an "I must do this" attitude. When you
don't have this, you risk putting off what you need to do to make the goal a reality. This
in turn leaves you feeling disappointed and frustrated with yourself, both of which are
de-motivating. And you can end up in a very destructive "I can't do anything or be
successful at anything" frame of mind.

2. Set SMART Goals

Have you heard of SMART goals? Most people in all different fields apply
SMART in goal setting, this is because if they are guided by SMART there is a higher
chance or possibility of it to be achieved. There are many variations of SMART but
generally it stands for:

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 • Specific.
• Measurable.
• Attainable.
• Relevant.
• Time Bound.

3.Set Specific Goals

Your goal must be
clear and well defined.
Vague or generalized goals are unhelpful because they don't provide sufficient direction.
Remember, you need goals to show you the way. Make it as easy as you can to get
where you want to go by defining precisely where you want to end up.
4.Set Measurable Goals
Include precise amounts, dates, and so on in your goals so you can measure your
degree of success. If your goal is simply defined as "To reduce expenses" how will you
know when you have been successful? In one month's time if you have a 1 percent
reduction or in two years' time when you have a 10 percent reduction? Without a way to
measure your success you miss out on the celebration that comes with knowing you
have actually achieved something.
5.Set Attainable Goals
Make sure that it's possible to achieve the goals you set. If you set a goal that you
have no hope of achieving, you will only demoralize yourself and erode your
confidence.
However, resist the urge to set goals that are too easy. Accomplishing a goal that
you didn't have to work hard for can be anticlimactic at best, and can also make you fear
setting future goals that carry a risk of non-achievement. By setting realistic yet
challenging goals, you hit the balance you need. These are the types of goals that require
you to "raise the bar" and they bring the greatest personal satisfaction.

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6.Set Relevant Goals
Goals should be relevant to the direction you want your life and career to take. By
keeping goals aligned with this, you'll develop the focus you need to get ahead and do
what you want. Set widely scattered and inconsistent goals, and you'll fritter your time –
and your life – away.
7.Set Time-Bound Goals
Your goals must have a deadline. Again, this means that you know when you can
celebrate success. When you are working on a deadline, your sense of urgency increases
and achievement will come that much quicker.
8.Set Goals in Writing
The physical act of writing down a goal makes it real and tangible. You have no
excuse for forgetting about it. As you write, use the word "will" instead of "would like
to" or "might." For example, "I will reduce my operating expenses by 10 percent this
year," not "I would like to reduce my operating expenses by 10 percent this year." The
first goal statement has power and you can "see" yourself reducing expenses, the second
lacks passion and gives you an excuse if you get sidetracked.
Tip 1:
Frame your goal statement positively. If you want to improve your retention rates
say, "I will hold on to all existing employees for the next quarter" rather than "I will
reduce employee turnover." The first one is motivating; the second one still has a get-out
clause "allowing" you to succeed even if some employees leave.
Tip 2:
If you use a To-Do List , make yourself a To-Do List template that has your
goals at the top of it. If you use an Action Program , then your goals should be at the
top of your Project Catalog.
Post your goals in visible places to remind yourself every day of what it is you
intend to do. Put them on your walls, desk, computer monitor, bathroom mirror or
refrigerator as a constant reminder.
9.Make an Action Plan
This step is often missed in the process of goal setting. You get so focused on the
outcome that you forget to plan all of the steps that are needed along the way. By writing
out the individual steps, and then crossing each one off as you complete it, you'll realize
that you are making progress towards your ultimate goal. This is especially important if
your goal is big and demanding, or long-term.
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10.Stick with It!
Remember, goal setting is an ongoing activity, not just a means to an end. Build
in reminders to keep yourself on track, and make regular time-slots available to review
your goals. Your end destination may remain quite similar over the long term, but the
action plan you set for yourself along the way can change significantly. Make sure the
relevance, value, and necessity remain high.

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 ASSESSMENT
ACTIVITY 1 (25 points)

I. Directions: Use the Bingo Card below and “honestly” mark the things you did this
week that helped your mental health. Answer the process questions that follow below
(10 points)

1. Did the activity help you? Please explain.

2. Among the things you marked from the Bingo Card above which was the most helpful
thing for you? And why?

II. Directions: Click on the link provided to assess your current state of well-being, use
the space provided below to copy your results and answer the follow up questions:
https://www.takingcharge.csh.umn.edu/wellbeing-assessment Results: (5points)
PROCESSED QUESTIONS: (5points each)

1. Do you agree with the results that you got? Why or Why not?

2. What do you think are the factors that contributed to your results? (Share a little bit of
what you are going through).

3. What are your plans to improve your wellbeing?

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 ACTIVITY 2 (40 points)

DIRECTIONS: Attach a picture of someone or something (can be an activity, a memory, an

experience or a place), that relates to the different factors of wellbeing. Use the table provided
below and share the story behind each picture and how do they affect your wellbeing, is it good
or bad?
Why? Answer the follow up questions on the next page. (5pts each)

HEALTH PURPOSE

RELATIONSHIPS COMMUNNITY

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 SAFETY & SECURITY ENVIRONMENT

Directions: Answer the following process questions. (5points each)

1. What did you feel while making this activity?

2. Was the activity helpful in determining factors that affect your mental health
and wellbeing? How? Please explain.
ACTIVITY 3 (35 points)

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PRELIMINARY OUTPUT (80 Points)
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I. Directions: Write a minimum of 350-word reflective essay on your personal
understanding of what the Self is all about, try to introspect and relate it to the
question “WHO AM I?” Write your journal entry on the space provided below.
You may also write your own title. (40 points)

II. Directions: Create an art piece provided the space below, it can be a collage, a
drawing or a painting, that represents “WHO YOU ARE” or how you view
yourself (Self-concept). Provide a 2-3 paragraph explanation about your
drawing and how this reflects to your Self-Concept. You may also write your
own title. (40 points)

MIDTERM OUTPUT (100 points)

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 I. Directions: Write a minimum of 350-word reflective essay on your personal
learnings of the different concepts about “The Self from Various
Perspectives”. Share how you can relate these concepts to the improvement
and development of your self-concept. Write your journal entry on the space
provided below. You may also write your own title. (40 points)
II. Directions: Identify and fill in the missing information in the table provided
below based on the given clues, it can either be a specific school of
thought/perspective, a proponent and or the theory or concept. Each correct
answer is one point. (60 points)
School of thought/ Proponent/
Theory, Concept and or Description
Perspective Psychologist
1. 2. His structural model of personality divides the
personality into three parts—the id, the ego, and
the superego
3. Abraham Maslow 4.

5. 6. This philosopher suggested that the pineal gland,

a midline unpaired structure in the brain of
many organisms, was the point of contact
between mind and body
Cultural- 7. 8.
Historical
Psychology

9. 10. Existentialism

11. 12. He saw human behavior as shaped by trial and

error through reinforcement and punishment,
without any reference to inner conflicts or
perceptions.
13. Jean Piaget 14.

Social Psychology/ 15. 16.

Gestalt Psychology

17. 18. The person-centered approach, in which the

relationship between therapist and client is used
to help the patient reach a state of realization, so

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 that they can then help themselves.
19. Carl Jung 20.

21. 22. He integrated concepts from human-performance

research and the recently developed information
theory in his book Perception and
Communication, which paved the way for the
information-processing model of cognition.
23. Edward Lee 24.
Thorndike
25. 26. His theory was based on his investigations of
patients suffering from “hysteria” and neurosis.
Hysteria was an ancient diagnosis that was
primarily used for women with a wide variety of
symptoms, including physical symptoms and
emotional disturbances with no apparent
physical cause.
27. 28. Operant Conditioning & Classical Conditioning

29. Alfred Adler 30.

PREFINALS OUTPUT (70 Points)

I. Directions: Write a minimum of 350-word reflective essay on your personal

experiences sharing the things or trials/challenges you have conquered, that
contributed to who you are now. “WHO I AM IS THE PRODUCT OF
WHAT I WENT THROUGH”, include the different aspects of the self that

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 had changed because of this experience. Write your journal entry on the space
provided below. You may also write your own title. (40 points)
II. Directions: Identify the answers for the statements below by filling in the
spaces provided before each number. Each correct answer is 2 point. (30
points)

_______________1. It is a nucleus acid that contains the genetic instructions

specifying the biological development of every individual.
_________________2. The two factors that contribute to the understanding of the
Physical
Self.
_________________3. How many pairs of chromosomes does and individual have?
_________________4. Refers to the specific information embedded within genes;
not all genotypes translate to an observed physical characteristic.
_________________5. Is based on a transpersonal and philosophical relationship
with nature, highlighting beliefs and practices that promote and enhance ecological,
personal, and community sustainability.
_________________6. It occurs when people tend to self-disclose more on the
internet than they would in real life or go out of their way to help someone or show
kindness.
_________________7. These are the characters and roles an individual creates as a
member of a particular social group.
_________________8. Can be defined as the ties that bind people and nature
together. It can also mean nature connectedness, defined as the extent to which
individuals include nature as part of their identity.
_________________9. What are the elements of the Digital Self?

_________________10. It is an aspect of the self, characterized to be an ongoing,

personal life journey, contextualized by the belief in a higher being, culture,
relationships, nature, and the discovery of meaning in one’s life.
_________________11. He defined Spirituality as a “personal and private beliefs
that transcend the material aspects of life and give a deep sense of wholeness,
connectedness, and openness to the infinite.”

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 _________________12. It is concerned with the fundamental interconnections
between humans and the natural world through a phenomenological and sensorial link,
and the integration of practices based on the notion that direct contact with the natural
world has healing potential.
13. Religiosity is to ____________, while 14. Spirituality is to ______________.
_________________15. Is any experience that is thought to bring the experiencer in
contact with the divine; it is not just any experience that feels meaningful.

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 FINAL OUTPUT (100 points)

I. Directions: Create a mental health poster that showcases your thoughts,

ideas, perceptions and or experiences about Mental Health. (50 points)

Answer the following questions using the space provided below.

1. How does your poster make you feel? Explain.

2. What message do you want your audience to understand when they see your
poster?

3. What realizations came in to mind, while making or doing this activity?

II. Directions: Create a Dream Board. A dream board or otherwise known as

a Vision board is a collage of images from newspapers, magazines,
comics, and etc. reflecting your goals for the near future. In your case
create a dream board which reflects who you will be or how you want to
be after 10 years from now. You can go all out and be creative! Use a 1/8
illustration board or a Long folder as the base for this final output. (50
points)

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