Undertsanding The Self Complete Module 1

Compiled by:
General Education 1
Understanding
The
S E L F
Compilers:
Khadiguia Ontok-Balah, MALT, MPsych, RPm

Khristine Joy B. Garcia, MSPsych, RPsych
Jerose L. Molina, MPsych, RPm, RPsych
Published by:
Department of Psychology
COLLEGE OF ARTS AND SOCIAL SCIENCES
University of Southern Mindanao
Kabacan, Cotabato
August 2018
Understanding The Self  1

Table of Contents
Introduction
Understanding The Self_______________________________________________________ 1
UNIT 1
The Self from Various Perspectives _____________________________________________ 10
UNIT 2
Unpacking The Self __________________________________________________________ 54
UNIT 3
Managing The Self ___________________________________________________ 90
References____________________________________________________________________ 125
S E L F

Author’s Declaration
Ideas, concepts, diagrams and/or illustrations depicted in this learning material

are excerpts from established references and properly noted in the list of literature
cited herein. The author in this learning material remains a compiler does not claim full
and authentic ownership of all the contents of this module, nor in any manner wilfully
infringe the copyright law and other existing provisions appertaining thereto.
This learning material is printed for the sole use of classroom or distance/
remote learning of USM and is not intended for commercial purposes. Any use or
reproduction in part or in full, whether electronic or mechanical, photocopying or
recording in any information storage and retrieval system, other than what it is
intended for requires the consent of authorized and competent authority of the
University of Southern Mindanao.

INTRODUCTION
Understanding the Self
(A CHED GE Subject)
S E L F

INTRODUCTION
Understanding the Self
(A CHED GE 1 Subject)

Introduction
READ
Course Description:
The course Undestanding The Self deals with the nature of identity, as well as
the factors and forces that affect the development and maintenance of personal
identity.
The directive to Know Oneself has inspired countless and varied ways to
comply. Among the questions that everyone has had to grapple with at one time or
other is “Who am I?” At no other period is this question asked more urgently than in
adolescence – traditionally believed to be a time of vulnerable and great possibilities.
Issues of self and identity are among the most critical for the young.
The most important question ever:

Who am I?
The answer to this will determine our behaviors, our decisions, and our path in
life.
What is this course all about?

It intends to facilitate the exploration of issues and concerns regarding Self and
Identity to arrive at better understanding of oneself. It hopes to help in the better
understanding of one’s self and that of others. It will stress the integration of the
personal with the academic

How will this course do this?
It will contextualize the different topics discussed in this Learning Module in the
everyday experiences of students especially on this most challenging of times due to
the COVID-19 health threats. It will further seek to integrate theory with practice.
What will this course accomplish?

It will make for better learning especially during this anxiety-provoking global
situation brought by the dreaded COVID-19. It will generate a new appreciation of the
learning process despite students work independently on their own modules at the
safety of their own homes. It will help develop a more critical and reflective stance. It
will also help enable the students to manage and improve themselves to attain a better
quality of life by mastering their understanding of themselves.
What is this course?

• Interdisciplinary – course is designed to present different perspectives regarding
the topic
• Integrative – seeks to tie up different perspectives and views regarding the topic
• Interactive – more interactions between teacher and students, among students
and between students and others
What is the design of the course?

It includes three major designs:
A. Understanding the Self Construct
B. Unpacking the Self
C. Managing and Caring for the Self
A. Understanding the Self Construct:

• This looks into the construction of Self by various social sciences:
Philosophy, Sociology, Anthropology, Political Science and
Psychology; also Western and Eastern perspectives.
• These seek to answer the question – What is the Self? Is there even such
a construct as the Self?
B. Unpacking the Self:

This will cover different areas of self, such as the following:
• The Physical Self • The Emotional Self

• The Biological Self • The Spiritual Self
• The Material/Economic Self • The Gendered Self
• The Political Self • The Digital Self

C. Managing and Caring for the Self:
Three areas of concern for students include the following:
1. Learning
2. Goal Setting
3. Managing Stress
What are the learning outcomes of this course?

At the end of the course, the students will be able to:
A. The Self from Various Perspectives

1. Discuss the different representations and conceptualizations of the self from
various disciplinal perspectives
2. Compare and contrast how the self has been represented across different
disciplines and perspectives
3. Examine the different influences, factors, and forces that shape the self
4. Demonstrate critical and reflective thought in analyzing the development of
one’s self and identity by developing a theory of the self
B. Unpacking The Self

1. Explore the different aspects of self and identity
2. Demonstrate critical, reflective thought in integrating the various aspects of
self and identity
3. Identify the different forces and institutions that impact the development of
various aspects of self and identity
4. Examine one self against the different aspects discussed in this learning
module
C. Managing and Caring for The Self

1. Understanding 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 these new skills to one’s self and functioning a better quality of life
Suggested class activities:

a. The quicky survey:
• Students are given a chance to actively participate in data gathering and then
pool together the data gathered – “pulse of the public”. This will be done in the
Internet due to restricted travel activities. They can gather data by sending
survey form in emails, messenger, SMS, and/ or through phone calls
• This will enable the students to compare their own responses against those of
others; to compare research data with local data

b. Keeping a journal or journaling:
• Already a familiar activity to those keeping diaries or blogs
• Is regarded as a bonus activity which may or may not be submitted/ graded
• May be submitted to and commented on by teacher
• May be regarded as a self assessment tool i.e. “a personal development
exercise”
Benefits of Journaling:
• Helps develop critical thinking (responding to readings in this
Learning Module)
• Promotes self reflection and insight
• Enables the reduction of stress
• Helps clarify thoughts and feelings
• Helps solve problems by accessing right brain
• Promotes physical and emotional health
Note: Each student will have his/her own notebook or journal to express their
feelings daily/ weekly and it will be checked at the end of the semester.
c. Other activities:
• Answering psychological tests available in the Internet (downloaded or hard
copies will be provided).
• Writing short reflection papers using videos for illustration (YouTube, Ted
Talks, etc.)
• Recommending films/movies/TV shows, etc. enables a better understanding of
the self
Recommended assessments:
• Two long examinations
• Submitted assignments, feedback papers, group work reports, short reflection
papers
• Final integrative (or reflection) paper – how the different perspectives, theories, etc
help in developing a Theory of Self
Source: Understanding The Self Syllabus provided by the Commission on Higher Education
Important Note: When doing the exercises (except that the exercise sheets are already
available), please put all your responses/ answers in a short bond paper indicating your
name, year/course/section, date, exercise number, and your ID number, and your contact
number on the upper left corner of the paper. Please follow the format (font size 12, font
style: Corbel, single spacing, 1 inch in all sides). You can cantact your course instructors
through their messenger accounts upon their approval: Prof. Khadiguia O. Balah – @Degs
Ontok Balah, Prof. Khristine Joy Garcia – @Khristine Joy Garcia, and Prof. Jerose L.
Molina - @Je Je.

About this Learning Module
This Learning Module in General Education Course I (Understanding the Self or

UTS) is composed of an Introduction to Understanding the Self course and Units 1-3
covering the three major themes such as: Unit 1 – The Self from Various Perspectives, Unit
2 – Unpacking the Self, and Unit 3 – Managing Self.
This is a compilation of some of the important facts about how we as individuals
understand our own self. Different exercises are found before, during, and after the
presentation of the topics for each student to work independently on a given task to allow
them to become more reflective and introspective of oneself. Almost all of the facts and
sets of information presented in this learning module came from the information and
sources presented during the General Education Courses Training held at the University of
Southern Mindanao, Kabacan, Cotabato in July 2018. The main sources were shared by
the trainer of the Training of Trainers of the UTS held in Miriam College, Quezon City,
Philippines in January 2017 to the compilers with permission.

LEARNING GUIDE
MIDTERM COVERAGE
UNIT 1: The Self from Various Pespectives Week 1
LESSON 1: Philosophy: Western Philosophical Perspective on the Self Week 2

LESSON 2: Medieval Philosophy Week 3
LESSON 3: Eastern Philosophical Perspective on the Self Week 4
LESSON 4: Hindu Philosophy, Japanese, and Islam Week 5
LESSON 5: Psychology: The Self Viewed in Various Theories and Me and I Week 6
Self
LESSON 6: Global Versus Differentiated Models and Real Versus Ideal Self Week 7
Concept
LESSON 7: Multiple Versus Unified Self and True Versus False Self Week 8
MIDTERM EXAM Week 9
FINAL TERM COVERAGE

LESSON 8: What is Sikolohiyang Pilipino Week 10
Unit 2: Unpacking the Self Week 11
LESSON 9: The Physical Self and the Sexual Self Week 12
LESSON 10: The Material/ Economic Self and The Spiritual Self Week 13
LESSON 11: The Digital Self and The Social Self Week 14
Unit 3: Managing the Self Week 15

LESSON 12: Learning to be Better Student Week 16
LESSON 13: Goal Setting and Happiness Week 17
LESSON 14: Managing Stress Week 18
FINAL TERM COVERAGE Week 19

UNIT 1:
The Self from Various Perspectives
S E L F

UNIT 1:
The Self from Various Perspectives
Intended Learning Outcomes:
a. Discuss the different representations and conceptualizations of the self from

various disciplinal perspectives.
b. Examine the different influences, factors and forces that shape the self.
c. Compare and contrast how self has been represented across the different
disciplines and perspectives.
d. Demonstrate critical and reflective thought in analyzing the development of one’s
self and identity by developing a theory of the self.

a. Philosophy
b. Psychology
c. Anthropology
READ d. Sociology
LESSON 1:
a. Philosophy
Western Philosophical Perspective on the Self
What is Philosophy?
• Its etymology comes from the Greek – Philos – love and Sophia – wisdom – “love
of wisdom”.
• The study of the basic/fundamental principles of life, knowledge, reality,
existence, morality, human nature, etc., through the use of logic and reason.
• As an academic discipline, it does not provide ultimate answers, despite the
ultimate nature of philosophical ideas.
• Opens the minds of people.
• Encourages individuals to ask questions and to seek answers for themselves.
• Encourages students to philosophize.

History of Philosophy
• An Approach that can be employed
• Grounds the ideas to the context of the philosophers
• Shows the development of philosophy alongside with the development of
human discovery and knowledge
• Grounds contemporary ideas
• Can provide an objective presentation of philosophical ideas
• Can be a ground/basis for other approaches
Exercise 1.1
• Instructions: In not more than 10 sentences, differentiate the body and

soul? Cite three authors and in APA style, write the references after the
essay.
Ancient Philosophy
• 1000 BC to 500 AD
Three (3) Periods:
1. Pre-Socratics (The Milesians) - How do you answer the question, “Who
am I”?
2. Ancient Triumvirate - In what ways do I get to know myself?
3. Post-Aristotelians
1. Pre-Socratics
• Cosmo-centric: It means that there is a fundamental principle/ thing that
underlies everything else, including the human self:
• Thales: Water
• Anaximander: Apeiron – “Boundless Something”
• Anaximenes: Air
• Others: It also includes Democritus (atom), Heraclitus (fire), Anaxagoras
(nous/mind), Pythagoras (numbers)
2. The Ancient Triumvirate

• Socrates
- Didn’t write anything, but his ideas were echoed by his student,
Plato, in his Dialogues.
- “Know thyself.” –“An unexamined life is not worth living.”
- Each person has an immortal soul that surpasses the death of the
body (dualistic reality=body & soul).

Two Aspects of Reality
1. Physical world: changeable, transient, and imperfect; World of
Senses/Matter
2. Spiritual world: unchanging, eternal, perfect; The World of Ideas/ Form
- Our souls (self) strive for wisdom and perfection, and reason is the
soul’s tool to achieve such state.
- The soul is a unified, indissoluble, immortal entity that remains the
same over time, and that is in the very likeness of the divine.
• Plato
There are three (3) parts soul/ self (psyche):
1. Reason: the divine essence that lets us think deeply
(wisdom), make wise choices and achieve a true
understanding of eternal truths.
2. Physical Appetite: accounts for the basic biological needs
such as hunger, thirst and sexual desire.
3. Spirit/Passion: accounts for the basic emotions such as
love, anger, ambition, aggressiveness, empathy – These
are in a dynamic relationship with each other: in agreement
or in conflict. But it is the responsibility of the Reason to
restore harmony among the three.
Harmony: Justice in the individual, social and political levels.
• Aristotle
- The mind (self) is a tabularasa (a blank tablet)
- The self consists of matter and form; matter is in a continuous
process of developing and becoming.
- The process of completion is through experiences as knowledge
is acquired through the senses (and this knowledge is true).
- But this self comes from a First Cause, the source of all changes
although unchangeable in itself.
- The goal of the human self is reached in happiness through
moderation or balance of things
3. The Post-Aristotelians
• Maintains the dualism between body and soul
• More ethical in their ideas (moral norms attainment of happiness)
• Stoicism: apathy or indifference to pleasure
• Hedonism: “Eat, drink and be happy, for tomorrow, you will die.”
• Epicureanism: moderate pleasure

LESSON 2:
Is the self-related to a Supreme Being/God? Who am I in relation to a Supreme
Being/ God?
Medieval Philosophy
• 500 AD to 1350
• Theo-centric
• From the scientific investigation on nature and search for happiness to the
question of life and salvation in another realm, in a better world (afterlife).
• Influence from ancient thought: The (human) self-endures through time.
• Rather imposing than informing, because it was trying to aim at paganism and
barbarism.
• There was an aim to merge philosophy and religion (Christian, Jewish, Muslim)
St. Augustine
• Integrates Platonic ideas with the tenets of Christianity.
• Platonic Realm of Idea/Forms: the Christian philosophy of a transcendent God:
the self strives to achieve union with God through faith and reason.
• The finite, temporary world of Plato becomes a proving ground for our eternal
destinies: such that the human person becomes whole with both body and soul
(more unified)
Identity can be achieved with these questions:

“How does one seek union with God?”
“The harder you seek, the more distance you create between Him and you.”
“So what does one do about the distance?”
“Understand that it isn’t there.”
“Does that mean that God and I are one?”
“Not one. Not two.”
“How is that possible?”
“The sun and its light, the ocean and the wave, the singer and his song – not one.
Not two”.
How can I be sure that the self exists? What are the proofs that the self exists?
Modern Philosophy
• 14th century to the early 20th century
• Anthropocentric = centered on the human person
• Thinkers began to reject the scholastics’ (medieval thinkers) excessive reliance
on authority

• Period of radical social, political and intellectual developments
• Genuine knowledge has to be based on independent rational inquiry and real
world experimentation, rather than dependent on knowledge handed down by
authorities.
René Descartes: A Rationalist

• “Cogito ergo sum.” – “I think, therefore, I am.”
• Human identity: self-awareness
• Self: A thinking thing
• Self: It can exist independently of the body, but doesn’t deny the association of
the body to the self
• Dualism: thinking (spiritual) self versus physical body
• The spiritual self, governed by the laws of reason and God’s will surpasses the
physical self, governed by the laws of nature.
• Yet the intimate connection between the soul and the body is undeniable
(pineal gland)
John Locke: An Empiricist

• Knowledge originates in our direct sense experience.
• Reason plays a subsequent role in figuring out the significance of our sense
experience and in reaching intelligent conclusions.
• The self is not necessarily embedded in a single substance or soul, but exists in
space and time.
• Every aspect of the physical body is integrated with personal identity. The body
changes. The physical self changes.
• But the self endures because of memory.
• Conscious awareness and memory of previous experiences are the keys to
understanding the self.
David Hume: Empiricist, Sceptic & Nihilist

• There is no self!
• Empiricism are impressions of basic sensations of experiences.
• Ideas are copies of our impressions
• Impressions form a fleeting stream of sensations
• No constant and invariable self that exists as a unified identity over the course
of life.
• The self is a “bundle or collection of different perceptions, which succeed each
other in an inconceivable rapidity, and are in perpetual flux and movement.”
Immanuel Kant
• Contests Hume’s idea by alluding to the primary experience of the world that is
not a disconnected stream of sensations.

• A priori concepts: fundamental organizing rules or principles built into the
architecture of the mind, which categorize, organize and synthesize sense data
into the familiar fabric of our lives, bounded by space and time. These are
innate.
• Unity of consciousness that makes the world intelligible
Sigmund Freud
• He founded the psychoanalytic school of psychology. The self is multi-
tiered/multi-layered: Conscious is governed by the reality principle; at this level,
behavior and experience are organized in ways that are rational, practical and
appropriate to the social environment.
• The unconscious contains the basic instinctual drives including sexuality,
aggressiveness, and self-destruction; traumatic memories; unfulfilled wishes
and childhood fantasies; thoughts and feelings that would be considered
socially taboo.
Gilbert Ryle: A Physicalist

• Behaviorism: No more dichotomy by denying the inner selves, immortal souls,
states of consciousness, or unconscious entities
• The self is defined in terms of behavior that is presented to the world.
• The self is a pattern of behavior, the tendency or disposition for a person to
behave in a certain way in certain circumstances
Paul Churchland: A Physicalist

• Eliminative Materialism: grounded in neuroscience
• The mind/self is the brain
Edmund Husserl
• The father of Phenomenology
• We experience our self as a unity in which the mental and physical are seamlessly
woven together.
Maurice Merleau-Ponty
• He believed in the “lived body”. An entity that can never be objectified or known
in a completely objective sort of way, as opposed to the “body as object” of the
dualists. “There is no duality of substance but a dialectic of living being in its
biological milieu.”
Embodied Subjectivity
• Both Husserl and Merleau Ponty agree that our living body is a natural synthesis
of mind and biology.

• Phenomenological approach: describe the phenomena of the lived experience
(reducing biases) by describing what your immediate responses are—
physically, emotionally, cognitively.
Exercise 1.2
• Instruction: Make a timeline showing the name and photo of person/s

involved and the main ideas of each mentioned theory.
LESSON3:
Eastern Philosophical Perspective on the Self
BUDDHISM
• Anatta – “no self”
• The concept of a self is an illusion. There is no permanent concept of the self. All
things are not permanent.
• Teachings based on Siddhartha Gautama or BUDDHA (“the awakened one”)
• Rejection of a permanent, self-existent soul (atman)
There are five (5) aspects:

1. Physical manifestation
2. Sensation
3. Conceptualization
4. Dispositions to act
5. Consciousness
Eight (8) paths to Nirvana (freedom from “attachments”):

1. Right view – cognitive aspect of Wisdom
2. Right intention – volitional aspect of Wisdom
3. Right speech
4. Right action
5. Right livelihood – do not harm
6. Right effort
7. Right mindfulness - the mental ability to see things as they are, with clear
consciousness.
8. Right concentration through meditation

The four (4) foundations of mindfulness:
1. Contemplation of the body
2. Contemplation of feeling (repulsive, attractive, or neutral)
3. Contemplation of the state of mind
4. Contemplation of the phenomena.
From Confucianism (Tu Wei Ming)

• To attain selfhood (within the communal act) “How can I, in the midst of social
relations, realize my selfhood and the heaven-endowed humanity?”
There are two (2) aspects of the self:

1. The self as the center of relationships
2. The self as dynamic process of spiritual development
Taoism
• True knowledge cannot be known but perhaps it can be understood.
• Taos is a system of guidance.
Phrases that can describe Tao:

• Not a God
• Source of creation
• Ultimate
• Way of nature as a whole
Te
• Awareness of the Tao together with the capabilities that enable a person to follow
the Tao.
Tzu Jan
• That which is naturally so.
• Condition something will be in if it is permitted to exist and develop naturally.
Wu Wei
• Knowledge tries to figure out why round pegs fit round holes, but not square holes.
• Cleverness tries to devise ways of making them fit. Wu Wei doesn’t try.
• It doesn’t think about it. It just does. And when it does, it doesn’t appear to do
much of anything but Things Get Done.
• T’ai Chi Ch’uan – wear the opponent out by sending his energy back at him or
deflecting it away, in order to weaken his power, balance, and position for defense.
• Live through life and accept the totality of reality.
• Believe in the power within and use it.

Yin and Yang
• Natural and complementary forces, patterns, and things that depend on one
another.
• Darkness and light, wet and dry, etc.
Chi or Qi
• Cosmic vital energy enables beings to survive and link them to the universe as a
whole.
Inner Nature
• Things as they are.
• Knowing where you belong; everything has its own place and function
• “A fly can’t bird but a bird can’t fly.”
• Do with what you have.
Simplicity
• Things in their original simplicity contain their own natural power, power that is
easily spoiled and lost when that simplicity is changed.
• Knowledge and Relativity
• Knowledge is always partial and affected by the standpoint of the person claiming
that knowledge.
• Scholarly intellect may be useful for analyzing certain things but deeper and
broader matters are beyond its limited reach.
• “There is more to knowing than just being correct.”
Way of Self-Reliance
• Recognizing who we are, what we’ve got to work with, and what works best for
us.
The Great Nothing

• Some things are just unexplainable and that’s okay because not everything needs
explaining. “Why does a chicken, I don’t why”
LESSON 4:
HINDU PHILOSOPHY
There are six (6) Philosophies" (ṣad-darśana)
1. Nyaya 4. Yoga
2. Vaisheshika 5. Mimamsa
3. Samkhya 6. Vedanta

1. Nyaya (Reasoning)
• It was founded by the ancient sage Gautama
• It deals with logic which is the process of reasoning
• Doubt is considered a prerequisite for philosophical inquiry.
2. Vaisheshika (Physical Sciences)
• It was developed by Prashastapada
• It emphasizes the physical sciences such as chemistry
• It includes exploring the elements of earth, water, fire, air and space, as well
as time, mind and soul.
(Fig. 1-a. Hindu Philosophy on Chakras as energy centers)
3. Samkhya (Framework of manifestation)

• It offers a framework for all the levels of manifestation
• It comes from samyag akhyate: that which explains the whole
• Sankhya deals with prakriti (matter), purusha (consciousness), buddhi or
mahat (intelligence), ahamkara (I-am-ness), three gunas (elements of
stability, activity, and lightness), mind (manas), cognitive and active senses

(indriyas), and the five subtle and gross elements (earth, water, fire, air,
and space).
• It contains all of the domains of Vaisheshika, Nyaya, and Mimasa
4. Yoga (Practical methods for direct experience)
• It systematically deals with all of the levels of one's being, striving to
experience the eternal center of consciousness
• It involves systematic witnessing of one’s inner states, so as to experientially
go beyond all of them to the center of consciousness.
• It is often called Samkhya-Yoga, as it contains the practical methods to realize
in direct experience the truths of Samkhya philosophy
5. Mimasa (Freedom through action)
• It has a detailed philosophy related to ritual, worship and ethical conduct,
which developed into the philosophy of karma.
6. Vedanta (Contemplative self-inquiry)

• It is contemplative methods of self-inquiry leading to the realization of one's
true nature, that which is not subject to death, decay, or decomposition
Fig 1-b. Seven Chakras as energy centers

Central ideas of Confucianism, Taoism, Buddhism, Hinduism, and Western Core:
Source: The Executive management Committee/Blackwell Publishers Ltd. 1995
JAPANESE CULTURE (BY DE VOS)

• Tension within the self and one’s role in the society
There are two (2) Dimensions:

1. “etic” – conformity and cohesion (loyalty to the group and country)
2. “emic” – concept of the self through interaction with others. To be obedient
and to have high achievement

ISLAM
• Hekma (in the Islamic view of the universe, society, ethics and life)
Overview of Sufism
• The aspects of Islamic tradition
What is Sufism?
• Mystical Islamic belief and practice in which Muslims seek to find the truth of
divine love and knowledge through direct personal experience of God.
• It consists of a variety of mystical paths that are designed to ascertain the
nature of humanity and of God and to facilitate the experience of the presence
of divine love and wisdom in the world.
• A way of life in which a deeper identity is discovered and lived. This deeper
identity, or essential self, has abilities of awareness, action, creativity and love
that are far beyond the abilities of the superficial personality.
• The ultimate aim of the Sufi is communion with God through spiritual
realization, which is achieved through the knowledge revealed by Quran (ilm)
and the practice of Islam (amal).
• Sufism’s claim to universality is founded on the broad recognition that there is
only one God, the God of all people and all true religions.
• Sufism recognizes one central truth, it is the unity of being, that we are not
separate from the Divine.
• If there is a single truth, worthy of the name, it is that we are all integral to the
Truth, not separate.
• Sufism is about realizing the current of love that runs through human life, the
unity behind forms.
• Love as the highest activation of intelligence, for without love nothing great
would be accomplished, whether spiritually, artistically, socially, or
scientifically.
• Sufis regards the soul as the agency for communication with God: (1) Calb
(heart), (2) Ruh (spirit), and (3) Sirr (conscience).
Levels of the Self in Sufism:
1. Commanding Self
• Self that succumbs to evil
• Seeks to dominate individuals
• No sense of morality or compassion and marked by unbridled selfishness
• Similar to the id; closely linked to lust and aggression
2. Regretful Self
• Where effects of the first state of state are realized/ made apparent

• At this level, wants and desires still dominate, but the person is repentant
from time to time.
• People do not yet have the ability to change their lives, but they can see
their own fault which fosters regret and encourages change.
3. Inspired Self
• The individual begins to taste the joys of the spiritual experience.
• Considered the beginning of the real practice of Sufism, where the seeker is
truly motivated by ideals such as compassion, service and moral values.
• New level reduces the power of the desires and the ego.
• The goal is to live in terms of higher values.
4. Pleased Self
• Individual is content with life and even with the trials and difficulties,
realizing that they come from God.
• A difference in the way that the world is experienced.
5. Self-Pleasing to God
• Realization that the power to act comes from God and that nothing can be
achieved on one’s own.
• Inner marriage of the self and the soul wherein genuine inner unity and
wholeness is achieved.
6. Pure Self
• “There is no god, but God.”
Exercise 1.3
• Instruction: In a table, show which theories from the ancient times to until
Sufism share the same ideas. Cite 5 references to support your analysis
.
Exercise 1.4
• Instruction: Make a concept map for the theories starting from the ancient
philosophies until Sufism.

LESSON 5:
a. Psychology
THE SELF VIEWED IN VARIOUS THEORIES
A. THE SELF AS A COGNITIVE CONSTRUCTION

1. Me-self & I-self
2. Global Versus Differentiated Models
3. Real Versus Ideal Self Concepts
4. Multiple Versus Unified Selves
5. True Versus False Self
B. THE SELF AS PROACTIVE AND AGENTIC

1. Bandura’s Social Cognitive Theory
2. Kelly’s Psychology of Personal Constructs
A. THE SELF AS A COGNITIVE CONSTRUCTION
A. 1 Me-self & I-self
William James’ Me Self and I Self (Empirical Self)

1. Material Self (It refers to mine, “my arm, my bag”)
• Tangible objects, people, or places that carry the designation of mine.
• Bodily self & Extracorporeal self (beyond the body, e.g., emotional
investment)
2. Social Self (It refers to ours e.g., our parents, siblings, romantic partners)
• How we are regarded and recognized by others
• Relational self: interpersonal relationships
3. Spiritual Self (It refers to inner and psychological self, subjective being)
• Self-Perceived abilities, attitudes, emotions, interests, values, motives
NOTE: Individual Self-Individual traits, abilities and possessions
• Spiritual self and aspects of the material self (body, possessions, initials).
Example: I am tall. I am shy.
4. Relational Self (Other people with whom we have a personal relationship)
• Aspects of the social self (e.g. I am Noah’s father.)
5. Collective Self (Social roles, social categories, and social group membership)
• Aspects of social self (e.g. I am a Filipino.)

INDIVIDUAL SELF
The human actions and responses are based on the biological information
highway of the body which is the nervous system – responsible for controlling all
the biological processes and movement in the body through a specialized cell
called neuron. Most neurons secrete only one type of neurotransmitter, but
receive a mixture of neurotransmitter which affect our behaviors.
Fig. 3. The Material self: Biological & Physical Body
Development of the Self

1. Freud: Five (5) Psychosexual Stages
2. Jung: Four (4) stages: childhood, youth, midlife, old age
3. Erikson: Eight (8) Psychosocial stages
4. Sullivan: Seven (7) stages Infancy, childhood, juvenile era, preadolescence, early
adolescence, late adolescence, adulthood

Exercise 1.5
Instruction: Provide a brief one-paragraph explanation of the different theories of

how personality develops. Cite 5 references.
Fig. 4-a. Development of Personality: Freud’s Psychosexual Stages

Fig. 4-b. Freud’s Levels of Consciousness
Fig. 4-c. Freud’s Structure of Personality

Development of Personality: Jung’s Analytical Theory
Stages of Development:
1. Childhood
• Anarchic
• Monarchic
• Dualistic
2. Youth
- The period from puberty until middle life
- Major difficulty to overcome is conservative principle or the tendency to
cling to childhood
3. Middle Life
- Begins at approximately age 35 or 40
- Period of anxiety and potential
4. Old Age
- Diminution of consciousness
- Death is the goal of life
Self-Realization (Individuation)
• Requires assimilation of unconsciousness into total self
• Process of integrating opposites into a harmonious self
• Rarely achieved
Fig. 5-a. Jung’s Analytical Psychology

Levels of Psyche:
1. Conscious
- Psychic images sensed by the ego
2. Personal Unconscious
- Repressed, forgotten, or subliminally perceived experiences
3. Collective Unconscious
- Ideas from the experiences inherited from our ancestors
4 Archetypes
- Archaic images derived from the collective unconscious
Fig. 5-b. Jungian Archetypes
Anima
(feminine)
SELF
Persona
person's Shadow
striving for
unity
Animus
(masculine)
SELF – It is the person’s striving for unity.

• Animus (masculinity in women) – It helps us understand masculine behavior in
females (thinking & reasoning)
• Shadow – It is the unpleasant & socially reprehensible thoughts, feelings, and
actions
• Anima (femininity in men) – Helps us understand feminine behavior in males
(moods & feelings)
• Persona – Mask that is adopted in response to the demands of social
convention

Exercise 1.6
• Instruction: Compare and contrast the ideas of Freud and Jung. Provide
examples to specific ideas identified.
Fig. 6. Development of Personality:

Erikson’s Eight Stages of Psychosocial Development
Exercise 1.7
Instruction: Using the figure above, make a similar drawing and cite very
important events to the development of your own self in each stage.

LESSON 6:
A.2 Global Versus Differentiated Models
1. Gestalt – The whole is more than the sum of its parts

2. Phenomenological/Humanistic – The person is a total person and cannot be
reduced into parts
3. Psychoanalysis – The psyche is divided into the id, ego, superego
4. Self as personality divided into traits (e.g. Big Five Factors)
5. The self as divided into dimensions (Physical-biological, emotional, behavioral,
social, moral, spiritual)
A.3 Real Versus Ideal Self Concept
1. Horney
- Idealized self: Feeling alienated from self, they create an idealized self -
image (an extravagantly positive picture of themselves)
- Real Self: self - realization
2. Rogers
- Person-centered theory
- Self-actualizing tendency
Fig. 7. Karen Horney’s Psychoanalytic Social Theory
Feeling alienated from The idealized self-

self, they create an image includes three
Incungruence leads to
ideal self-image (an aspects: neurotic
self-hatred
extravagantly positive search for glory,
picture of themselves) claims, & pride

Fig. 8. Self-image in the Neurotic
Self-image in the Neurotic by Horney

• Splits self into:
- Despised self
- Ideal self
• Swings between hating self and pretending to be perfect
Pretending perfection Self hatred
• Neurotic search for GLORY • Relentless demands on self (tyranny
- Need for perfection of the should)
- Vindictive triumph - merciless self-accusation
- Neurotic ambition - self-contempt •self-frustration
• Neurotic Claims - self-torment/self-torture
• Neurotic Pride - self-destructive actions and
impulses
Rogers’ Person-Centered Theory

1) There is a tendency for all matter, both organic and inorganic, to evolve from
simpler to more complex forms called formative tendency
2) There is a tendency within all humans and other organisms to move toward
completion or fulfilment of potentials called the actualizing tendency
3) Actualizing tendency is the only motive people possess.

Self-Concept
1. Congruent – There is
considerable overlap
between real self & ideal
self. There is a close
match or harmony
between the two.
2. Incongruent – There is
little overlapping
between real self & ideal
self. There is mismatch
which lead to anxiety.
The person will become
defensive and use
distortion and denial to
reduce incongruence.
Fig. 9. Rogers: Requirements for Actualization
Exercise 1.8
Instruction: Have you ever been in a position when you seem to be too far from
reaching your “ideal self”? Draw symbols to represent your self then (real self) and
your ideal self. At the bottom, briefly discuss how this affected you.
LESSON 7:
A.4 Multiple Versus Unified Selves
1. Klein’s Concept of Splitting

2. Actualization Theories
3. Disposition /Trait Theories
Klein’s Concept of Splitting

The Good Me and the Bad Me
• A picture of both the “good me” and the “bad me” enables infants to deal with
both pleasurable and destructive impulses toward external objects.

• Splitting enables people to see both positive and negative aspects of themselves
and others. One must learn to unify both in order to have an integrated
perception of self and others
Unified self: Theories of Actualization

1. Jung – Self-realization
2. Adler – Striving for success
3. Fromm – Postive Freedom: Love and Work
4. Maslow – Actualization: Full potential
5. Rogers – Actualize the perceived self
6. May – Rediscover selfhood – an accurate perceived self
7. Allport – Adjustment to the environment and growth
Fig. 10. Maslow’s Maslow's 8-Stage Hierarchy of Needs
Exercise 1.9
Instruction: Make a pyramid using the figure above, label what you would
consider as your actions to satisfy each stage of Maslow’s Hierarchy of Needs.
Also, indicate in the self-actualization part how do you intend to attain this?

Allport's Structure of Personality
Three (3) Levels of Personal Disposition:

1. Cardinal – single dominant characteristic that directs most of a person’s
activities.
2. Central – 5 to 10 qualities that characterize a person’s daily interactions.
3. Secondary – characteristics that are exhibited in specific situations.
Exercise 1.10
Instruction: Interview 5 people and ask them to identify your cardinal, central and
secondary traits. Identify the common answers and the unique ones. How do the
answers gleaned from this activity help you in understanding your personality
development?
Allport’s Theory
Motivational Traits – personal dispositions that initiates action; what you do

Stylistic Disposition – Personal dispositions that guide actions
Proprium – Behaviors and characteristics that people regard as warm and central in
their lives. It is the core of a person. It is equivalent to the self and ego
Allport’s proprium is described in terms of its functions or things that it does:

• Bodily self – knowing one’s body and its limits
• sSelf-identity – awareness of inner sameness and continuity
• Self-esteem – pride in the ability to do things
• Self-extension – sense of possession and valuing of others
• Self-image – sense of measuring up to expectations of others
• Self-as-rational-coper – sense of self as active problem-solving agent
• Propriate striving – development of long-term purpose and goals
Allport’s Mature Personality

1. Extension of the sense of self
2. Warm relating to self to others
3. Emotional security or self-acceptance
4. Possess a realistic perception of their environment
5. Insight and humor
6. Unifying philosophy in life

Fig, 11. Cattell’s Source Trait vs. Surface Trait
SHY (Surface trait) BEING QUIET (Surface trait)
INTROVERSION (Source Trait)
DISLIKE CROWD (Surface trait) WITHDRAWN (Surface trait)
Source – basic traits that underlie surface traits

Surface – personality characteristics easily seen by others
Cattell’s Theory: Personality Traits

Personality traits
1. Ability – how far or how fast one can perform
2. Motivation (dynamic)
a. Attitudes – a specific course of action, or desire to act, in
response to a given situation
b. Ergs – drives or motives, such as sex, hunger, loneliness, pity,
fear
c. Sems – learned or acquired dynamic traits that can satisfy
several ergs at the same time
3. Temperament – how a person behaves
Exercise 1.11
Instruction: Make three situations illustrating how attitude, ergs, and sems
interplay in developing one’s personality.
Eysenk’s Four-Level Hierarchy of Behavior Organization

1. Specific acts or cognitions
2. Habitual acts or cognitions
3. Traits or personal dispositions
4. Types of surperfactors

Fig. 12. Eysenck’s Hierarchy of Behavior Organization
The hierarchical structure of P (psychoticism), E (extraversion-introversion), and N (neuroticism) Source:

From Biological dimensions of personality by H. J. Eysenck (1990). In L. A. Pervin (Ed.). Handbook of
Personalityv Theory and Research (pp. 224—276). New York: Guilford Press. Reprinted by permission of
Guilford
Dimensions of Personality
Although many triads exist, Eysenck’s methods of measuring personality limited the
number bipolar personality types to only three—

extraversion/introversion, neuroticism/stability, and psychoticism/superego
function. Each of three bipolar factors has a strong genetic component.
Extraversion
Extraverts are characterized by sociability, impulsiveness, jocularity, liveliness,
optimism, and quick-wittedness, whereas introverts are quiet, passive, unsociable,
careful, reserved, thoughtful, pessimistic, peaceful, sober, and controlled. Eysenck,
however, believed that the principal difference between extraverts and introverts is
one of cortical arousal level.
Neuroticism
Like extraversion/introversion, neuroticism/stability is largely influenced by
genetic factors. People high in neuroticism have such traits as anxiety, hysteria, and
obsessive-compulsive disorders. They frequently have a tendency to overreact
emotionally and to have difficulty returning to a normal state after emotional
arousal. They often complain of physical symptoms such as headache and backache,
but they also may be free from psychological symptoms.
Psychoticism
The latest and weakest of Eysenck’s personality factors is
psychoticism/superego. High psychotic scores may indicate anxiety, hysteria,
egocentricism, nonconformance, aggression, impulsiveness, hostility, and obsessive-
compulsive disorders. Both normal and abnormal individuals may score high on the
neuroticism scale.
Measuring Personality
Eysenck and his colleagues developed four personality inventory to measure
superfactors, or types The two most frequently used by current researchers is the
Eysenck Personality Inventory (which measures only E and N) and the Eysenck
Personality Questionnaire (which also measures all three factors).

Fig. 13. McCrae & Costa's Big Five Personality Factors

Exercise 1.12
Instruction: Take an online quiz to measure your strengths in the Big 5 and send
the results along with a one-paragraph essay of your reflection.
LESSON 8:
What is Sikolohiyang Pilipino?
(SOURCE: Pe-Pua, R & Protacio-Marcelino, E (2000). Sikolohiyang Pilipino (Filipino psychology): A

legacy of Virgilio G. Enriquez*.Asian Journal of Social Psychology (2000) 3: 49–71)
Sikolohiyang Pilipino is anchored on Filipino thought and experience as

understood from a Filipino perspective (Enriquez, 1975). The most important aspect of
this definition is the Filipino orientation. For centuries, Filipino behavior has been
analyzed and interpreted in the light of Western theories. Since these theories are
inevitably culture-bound, the picture of the Filipino has been inaccurate, if not
distorted. Enriquez (1985) later defined Sikolohiyang Pilipino as ‘‘the study of diwa
(‘psyche’), which in Filipino directly refers to the wealth of ideas referred to by the
philosophical concept of ‘essence’ and an entire range of psychological concepts from
awareness to motives to behavior’’ (p. 160).
Reservations regarding the appropriateness and applicability of Western

models in the Third World setting have been expressed by a growing number of social

scientists (Enriquez, 1987, 1992; Diaz-Guerrero, 1977; Sinha, 1984). The Philippine
experience has proven that approaching psychology using these models cannot
encompass the subtleties of Asian cultures. Thus, the move towards understanding the
particular nature of Filipino psychology. It must be stressed at the outset though that
developing a particularistic psychology such as Filipino psychology is not anti-universal
inasmuch as the ultimate aim of Sikolohiyang Pilipino is to contribute to universal
psychology, which can be realized only if each group of people is adequately
understood by themselves and from their own perspective. Sikolohiyang Pilipino is a
step towards contributing to universal psychology.
Initial work on developing Sikolohiyang Pilipino concentrated on a type of

indigenization which is based largely on simple translation of concepts, methods,
theories and measures into Filipino. On the other hand, another type of indigenization
was given more emphasis after the translation attempts failed to capture or express a
truly Filipino psychology. This is called indigenization from within (as against
indigenization from without), which means looking for the indigenous psychology from
within the culture itself and not just clothing a foreign body with a local dress. Cultural
revalidation is a better term for it, as Enriquez (1992) suggested. Much of the strategy
for discovering Sikolohiyang Pilipino is based on assessing historical and socio-cultural
realities, understanding the local language, unraveling Filipino characteristics and
explaining them through the eyes of the native Filipino. These resulted in a body of
knowledge which includes indigenous concepts and methods, in short, a psychology
which is appropriate and significant to Filipinos.
The principal emphasis of Sikolohiyang Pilipino is to foster national identity and

consciousness, social involvement, and psychology of language and culture. It is thus
concerned with proper applications to health, agriculture, art, mass media, religion,
and other spheres of people’s daily life.
Virgilio Enriquez: Pioneer of Sikolohiyang Pilipino
Born in the province of Bulacan, Philippines, Virgilio Gaspar Enriquez was

trained by his father to speak the native tongue fluently since he was a child. His father
would always find time to have a discussion with him in Filipino. For example, he would
ask the young Virgilio to read the day’s English language paper, but read it out loud in
Filipino as if it was originally written in that language. Even with his Ph.D. dissertation
which was written in English, he had to explain it to his father in Filipino.
Enriquez was formally initiated into psychology in 1963 when he started

teaching at the University of the Philippines (U.P.). As early as 1965, he was using the
Filipino language in teaching. For example, in a Psychology class exam, he did not
translate a certain dream to English because this was an actual dream told to him by a
resident of Bulacan.

In 1966, he left for the United States to pursue a Master’s degree, then later a
Doctoral degree in Psychology at Northwestern University at Evanston, Illinois. While
in this foreign land, amidst foreign theories, he watched the disenchantment of young
student activists in the Philippines over the deteriorating political and social conditions
of the country. The stream of nationalism was starting to have an effect on the teaching
of different courses at U.P. Through his correspondence with Lagmay, Enriquez
learned that the matter of teaching in the Filipino language was being taken up eagerly.
He started preparing for the teaching of psychology in Filipino, and had a number of
discussions (and arguments) with friends and professors at Northwestern University
such as Ernesto Kole, Lee Sechrest and Donald Campbell.
Enriquez returned to the Philippines in 1971, bringing with him a wealth of

Western knowledge which he did not impose on his Filipino colleagues and students.
His Western education actually drove him to be more Filipino-oriented in his teaching
and research in psychology. He established the Philippine Psychology Research House
(PPRH) which later became the Philippine Psychology Research and Training House
(PPRTH). This place became home to materials on Sikolohiyang Pilipino, growing to its
present size of more than 10,000 references. It also became home to research with a
Filipino perspective; as well as an abode to individuals inspired by Enriquez’s
enthusiasm, who eventually made their own contribution to the growth of Sikolohiyang
Pilipino.
Rethinking Filipino values
Enriquez was critical of this approach to the study of Filipino values. He

encouraged Filipino scholars to take a second look at these values using a Filipino
orientation. Social scientists such as Lagmay, Salazar, and Bonifacio took up the
challenge in their own research. Let us examine three of these ‘‘Filipino values’’ from
the exogenous and indigenous perspectives.
Bahala Na. The Filipino cultural value of bahala na has no exact English
translation. Bostrom (1968) was the first psychologist to analyze this value by
comparing it with American fatalism. This is obviously a pervasive interpretation that
when Thomas Andres published the Dictionary of Filipino Culture and Values, he still
defines bahala na as ‘‘the Filipino attitude that makes him accept sufferings and
problems, leaving everything to God. ‘Bahala na ang Diyos (God will take care of us)’ . .
. This attitude is a fatalistic resignation or withdrawal from an engagement or crisis or
a shirking from personal responsibility’’ (Andres, 1994, p. 12).
The Sikolohiyang Pilipino perspective interprets bahala na differently. Lagmay

(1977) explained that bahala na is not ‘‘fatalism’’ but ‘‘determination and risk-taking’’.
When Filipinos utter the expression ‘‘Bahala na!’’ they are not leaving their fate to God
and remaining passive. Rather, they are telling themselves that they are ready to face

the difficult situation before them, and will do their best to achieve their objectives.
The expression is a way of pumping courage into their system so that they do not
buckle down. In fact, even before they have said ‘‘Bahala na!’’ they have probably done
their best to prepare for the forthcoming situation.
Hiya. Sibley (1965), an American scholar, translated hiya as ‘‘shame’’. Another

American, Lynch (1961) saw hiya as ‘‘the uncomfortable feeling that accompanies
awareness of being in a socially unacceptable position, or performing a socially
unacceptable action.’’ For example, when an employee is scolded in front of other
people. To add to the negativity of this interpretation of hiya, Andres (1994) described
hiya as ‘‘an ingredient in why Filipinos overspend during fiestas in order to please their
visitors, even to the extent of going into debt’’ (p. 64).
This conventional interpretation of hiya is inadequate because it does not take

into account the importance of understanding how affixations in Philippine languages
can give a new meaning to a word. Bonifacio (1976) alerted us to the different meanings
of the word hiya depending on its form – nakakahiya (embarrassing), napahiya (placed
in an awkward position), ikinahiya (be embarrassed with someone), etc. With some
affixes, it becomes negative, e.g., napahiya; with others, positive, e.g., mahiyain (shy);
and in still other forms, it can either be positive or negative depending on the context,
e.g., kahihiyan (sense of propriety, or embarrassment).
Salazar (1981, 1985b) expounded on affixation and hiya and showed the internal
and external aspects of hiya. Evidently, it is the external aspect which foreign scholars
have captured. After all is said and done, the more appropriate translation of hiya in
English is not ‘‘shame’’ but ‘‘sense of propriety’’.
Utang na loob. Utang na loob was translated by Kaut (1961) as ‘‘debt of

gratitude’’. Andres (1994, pp. 190–191) defined it, following Kaut’s logic, as ‘‘the
principle of reciprocity incurred when an individual helps another. The person helped
then feels an obligation to repay the debt in the future when the helper himself (sic) is
in need of aid, or he (sic) may repay his debt by sending gifts. It is often not clear when
a debt has been fully paid, so that the relationship becomes an ongoing one.’’
Hollnsteiner (1961) took this interpretation further by claiming that the recipient of the
favor is forced ‘‘to show his (sic) gratitude properly by returning the favor with interest.’’
Enriquez (1977) dared to speculate that there is an element of wanting to promote

reciprocity which is useful for maintaining the image of the colonizer as benefactor. But
looking at utang na loob more closely in the context of Filipino culture, it actually means
‘‘gratitude/solidarity’’. It is not necessarily a burden as the word ‘‘debt’’ connotes,
because in the Filipino pattern of interpersonal relations, there is always an opportunity
to return a favor. It is not absolutely obligatory in the immediate future, for the
opportunity to show utang na loob might come only in the next generation, maybe not

in your lifetime. Your children will see to it that it is recognized and respected. It is a
beautiful element of Filipino interpersonal relationships that binds a person to his or
her home community or home country. In fact, this is expressed in a popular Filipino
saying, ‘‘Ang hindi lumingon sa pinanggalingan ay hindi makakarating sa paroroonan.
(Those who do not look back to where they came from will not reach their
destination)’’. Utang na loob is a calling heard by many Filipinos who go to other lands
but who still retain strong ties with their homeland.
Pakikisama vs. pakikipagkapwa. Pakikisama was identified by Lynch (1961,

1973) as a Filipino value, giving it the English translation of maintaining ‘‘smooth
interpersonal relations’’ by going along with the group or the majority decision, i.e.,
conformity.
Enriquez (1978, 1994) started unfolding the concept of kapwa (shared identity),
which is at the core of Filipino social psychology, and which is at the heart of the
structure of Filipino values. He discovered that it is not maintaining smooth
interpersonal relationships that Filipinos are most concerned with, but
pakikipagkapwa which means treating the other person as kapwa or fellow human
being.
There are two categories of kapwa: the Ibang-Tao (outsider) and the Hindi-
Ibang-Tao (‘‘one-of-us’’). In Filipino social interaction, one is immediately ‘‘placed’’
into one of these two categories; and how one is placed determines the level of
interaction one is shown. For example, if one is regarded as ibang-tao, the interaction
can range from pakikitungo (transaction/civility with), to pakikisalamuha (interaction
with), to pakikilahok (joining/participating), to pakikibagay (in-conformity with/in-
accord with), and to pakikisama (being along with). If one is categorized as hindi-ibang-
tao, then you can expect pakikipagpalagayang-loob (being in-rapport/understanding/
acceptance with), or pakikisangkot (getting involved), or the highest level of pakikiisa
(being one with).
Using the Sikolohiyang Pilipino perspective, Enriquez (1992) re-conceptualized

the Filipino behaviour patterns and value structure where he designated hiya
(‘‘propriety/ dignity’’), utang na loob (‘‘gratitude/solidarity’’) and pakikisama
(‘‘companionship/ esteem’’) as colonial/accommodative surface values; and bahala na
(‘‘determination’’), sama/lakas ng loob (‘‘resentment/guts’’) and pakikibaka
(‘‘resistance’’) as confrontative surface values. He emphasized kapwa (‘‘shared
identity’’) as core value; pakikiramdam (‘‘shared inner perception’’) as pivotal
interpersonal value; and kagandahang-loob (‘‘shared humanity’’) as linking socio-
personal value. Associated with the above are societal values such as karangalan
(‘‘dignity’’), katarungan (‘‘justice’’), and kalayaan (‘‘freedom’’).

Thus, the area of Filipino personality developed as a strong area using the
Sikolohiyang Pilipino perspective. The Filipino is a blend of East and West. The Western
influence can be seen more in external ways – dressing, liking for hamburger and other
food, Western music and dance, etc. However, the internal aspect, which is at the core
of his pagkatao (personality), is Asian – deference for authority, modesty/humility,
concern for others, etc.
Indirect communication
Another aspect of Filipino personality that was given attention by the
Sikolohiyang Pilipino perspective is the propensity for indirect communication. Part of
our socialization is being sensitive to non-verbal cues, having concern for the feelings
of others, being truthful but not at the expense of hurting others’ feelings. This has
made the sharpening of pakikiramdam (shared inner perception) a particularly
desirable skill in many situations involving Filipino social interaction. Pakikiramdam is a
request to feel or to be sensitive to. It is a shared feeling, a kind of ‘‘emotional a priori’’.
There is ‘‘hesitation to react, attention to subtle cues, and non-verbal behavior in
mental role-playing (if I were in the other’s situation, how would I feel)’’. In other words,
it is ‘‘feeling for another’’, exercising great care and deliberation (Mataragnon, 1987).
Pakikiramdam is especially useful in conducting research in the rural areas. Filipinos find
it difficult to refuse when asked directly to participate in an interview or survey. But if
you have pakikiramdam, you can tell from their body language or the tone of their voice
that the participation they will show is ‘‘half-baked’’, thus not valid. If you have taken
the time to understand their cultural ways, you will know that it is very important to
spend time establishing rapport, letting them ‘‘interview’’ you first so they would feel
comfortable enough to disclose their opinions, knowledge and experiences to you.
The indirect pattern of communication of Filipinos has thus resulted in

indirectness or euphemisms in verbal exchange, expressive body language, voice
intonations that say more than the words themselves, and other similar behaviors.
Among Filipinos, these are a matter of fact, taken for granted, because they are what
they are born into and grow up with. It is only when these behaviors come in conflict
with Western ways that the Filipino gives them a second thought. In reality, the
foreigner or the Westernized Filipino is impatient with this mode of communication,
and questions the usefulness of this cultural way. The indirectness, for example, not
saying ‘‘no’’ outright, has often been misinterpreted to mean untruthfulness,
dishonesty or hypocrisy. To the Filipinos, they are being frank about their feelings, but
they just do not express this verbally. It thus poses as a great challenge for non-Filipinos
to ‘‘read’’ these messages communicated indirectly, or rather, non-verbally.
Internality-externality
Salazar (1985b), through his analysis of indigenous history and culture of the
Filipinos, points out the internality-externality component in the Filipino personality.

The Filipino language has two words for the English word ‘‘honor’’: puri and dangal.
Puri refers to honor which is physical, such as that bestowed through compliments or
applauses for a good performance, thus external. It can also refer to virginity which is a
virtue expected of unmarried Filipino women. Dangal is honor from within – knowledge
of one’s true worth, character, achievement and success. It can be acknowledged
through an award or a tribute (parangal, which is actually pa-dangal) but even without
such gestures from outside, it is within you. Thus, a poor person who is a kind and
honest person and respects the dignity of hard work has a lot of dangal. A woman who
was raped is not stripped of her dangal even though her puri was taken away. Other
examples of internality-externality includes saya and ligaya for the English word
‘‘happiness’’; pigil and timpi for ‘‘control’’; and dama and damdam for ‘‘feel’’. This is not
to say that this internal-external dimension is unique to the Filipinos, but this is
something researchers should be conscious of when trying to understand the Filipino
personality.
The great cultural divide

Enriquez (1992) also explored the idea of a ‘‘great cultural divide’’ in the analysis
of Filipino personality. On one side of the cultural divide are Filipinos who have
maintained a more mass-oriented worldview, culture, and way of life. They read the
komiks (popular illustrated magazines in Filipino), listen to soap operas on radio, watch
soap operas on television, and so on. They visit the indigenous healers for both physical
and mental or emotional ailments. On the other side of the cultural divide are the
Filipinos who have adhered to a more elitist viewpoint. They go to performances in
cultural centres and theatres. They look down on people on the other side of the divide.
Not only do the poor eat different food, if they eat at all, but they also have their
own tastes in leisure and entertainment. They are supposed to be bakya or ‘lacking in
sophistication’ (bakya refers to the traditional wooden clogs, popular among the
masses who cannot afford expensive shoes). In fact, they have their own culture and
speak their own language. While the elite speak English and occasionally throw in some
French for comfort, the Filipino masses speak Filipino and a regional language’’
(Enriquez, 1992, p. 22).
Thus, it is not regionalism which divides the Filipinos. (In fact the authors believe
that regionalism is a myth, woven to sow disunity among Filipinos.) It is in the cultural
aspect where we witness a disparity. The concept of a great cultural divide is a legacy
which Enriquez has left behind, food for serious thought, for both academician and
layman alike.

Fig. 14. Sikolohiyang Pilipino
Behavioral Patterns & Values Structure: Surface, Societal, & Core Values
Accommodation Hiya Utang na loob Pakikisama
Surface Value (propriety/ (gratitude/ (companionship/
dignity) solidarity/ esteem/ SIR)
norm of
reciprocity)
Associated Biro Lambing Tampo (affective
SURFACE Behavioral (joke) (sweetness) disappointment)
Patterns
Confrontative Bahala na Lakas ng loob Pakikibaka
Surface Value (determination) (guts) (cooperative
resistance)
Pivotal Pakiramdam (pakikipag-kapwa tao)
Interpersonal (shared inner perception)
CORE Value
Core Value KAPWA
(shared identity)
Linking Social Kagandahang loob (pagkamakatao)
Personal Values (shared humanity)
Associated Karangalan Katarungan Kalayaan (freedom)
Societal Values (dignity) (justice)
Two (2) Uri ng Kapwa

1. Ibang Tao (outsider)
• Pagsasarili: individuation
• Pag-iwas: avoidance
• Paghiwalay: separation
• Pagmamalaki: autonomy
• Pakikinabang: personal gain
2. Hindi Ibang Tao (one-of-us)
• Pagkukubli – masking
• Pagwawalang-bahala – lack of concern
• Pagsalungat – disagree
Exercise 1.13
Instruction: Interview 2 family members and make them define “family norms” on
hiya, utang na loob, pakikisama, bahala na, and pakikiramdam. Ask them one
story of how “bahala na” has been used in attaining success or how pakikisama has
negatively and positively affected their family.

Make a brief narrative on what you have learned from the interview and make a
one-paragraph reflection.
A.5 True Versus False Selves
Freud Distorts reality to keep the unconscious from entering the conscious
Horney To maintain idealized self-concept (ex. Compartmentalization)
Adler Safeguarding tendencies (e.g. aggression, excuse, withdrawal)
Fromm Authoritarian (S&S), destructiveness, conformity
Sullivan Security Operations: Dissociation and Selective Inattention
Rogers Incongruence:distortion & denial
Skinner Reinforced defense
Evolutionary Exists because of its evolutionary benefit

B. THE SELF AS PROACTIVE AND AGENTIC
B.1 Bandura’s Social Cognitive Theory
B. 2 Kelly’s Psychology of Personal Constructs
B.1 Bandura’s Social Cognitive Theory

Fig. 15-a. Bandura’s Triadic Reciprocal Causation
Fig. 15-b. Bandura’s Concept of Self-Efficacy (proxy and collective agency)
Bandura’s Concept of Self-Regulation:

• Self-Observation – monitor our performance
• Judgmental Process – self-evaluation based on personal standards, standard
of reference, value of activity, and performance attribution
• Self-Reaction – create incentives for own actions through self-reinforcement
or self-punishment
Fig. 16. Self-Regulation through Moral Agency
B.2 Kelly’s Personal Construct Theory

1. Individuals anticipate events by the meaning or interpretations they place on
those events called constructs.
2. Behavior is shaped b interpretation or construction of the world.
3. Every construction is open to revision or replacement.
4. People are not victims of circumstances because they are capable of changing
their interpretation of events (constructive alternativism)
Kelly’s Constructs
1. Core Constructs – Importance beliefs that are part of the individual’s personal
identity
2. Loose Constructs – These refer to beliefs that are unstable, weak, and poorly
defined. These lead to erratic and often invalid predictions about how the
world operates
3. Peripheral Constructs – These are beliefs that are relatively unimportant to
the person and that can be changed rather easily
4. Pre-emptive Constructs – These includes only its own elements and
maintains that these elements cannot apply to other constructs

5. Propositional Constructs – These leave all their elements open for
modification
6. Constellatory Constructs – These allow their elements to belong to other
constructs concurrently
Kelly’s Eleven (11) Corollaries:

1. Construction – anticipate future events according to their interpretations of
recurrent themes
2. Individuality – people have different experiences, therefore construe events in
different ways
3. Organization – organize their personal constructs in a hierarchical system
4. Dichotomy – people construe events in an either-or manner
5. Choice – people choose the alternatives that they see as extending their range of
future choices
6. Range – constructs are limited to a particular range of convenience; not
relevant to all situations
7. Experience – people continually revise their constructs as the result of
experience
8. Modulation – some new experiences do not lead to a revision of constructs
because these are concrete or impermeable
9. Fragmentation – people behavior is sometimes inconsistent because their
construct system can readily admit incompatible elements
10. Commonality – personal constructs of people with similar experience tend to
be similar
11. Sociality – people can communicate with other because they are able to
construe others’ constructions.
Exercise 1.14
Instruction: The instructor in your class will provide articles and chapters from
books regarding information on the explanation pertaining to
Sociological and Anthropological perspectives of The Self. Write
your insights about what theories made salient impact on
understanding your own self.

Exercise 1.14 (Insights):
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UNIT II:
Unpacking The Self
S E L F

UNIT 11: Unpacking The Self
1. Explore the different aspects of self and identity

2. Demonstrate critical, reflective thought in integrating the various aspects of
self and identity
3. Identify the different forces and institutions that impact the development of
various aspects of self and identity
4. Examine ones self against the different aspects discussed in this learning
module
a. The Physical Self

b. The Sexual Self
c. The Material/ Economic Self
d. The Spiritual Self
READ
e. The Digital Self
f. The Social Self
LESSON 9:
a. The Physical Self
The crucial aspect of self in 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 possesses, people
should also consider their physical competencies, their valuation of physical worth, and
perception of beauty.
In this unit, factors that shape one’s physical self, including biological and
environmental factors, will be discussed. Toward the end, issues associated with
physical health, hygiene, nutrition, standards of beauty, and other socio-cultural
factors will be tackled.

The Physical Self: The Biological Blueprint
Am I beautiful? Do people find me attractive? What can I do to enhance my features?

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 we can directly see by the naked eye; underneath our
skin is a dynamic system of biological and chemical processes that contribute to our physical
features. Thus, the philosophical statement “what is essential is invisible to the eye” can also
refer to underlying physiological processes that trigger bodily changes and eventually sustain
our survival. 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 and biological development, which are embodied
in the concept of heredity.
Heredity has been defined as “the transformation of traits from parents to offspring.”
The traits are made up of specific information imbedded within one’s gene, which is the basic
unit of heredity. It is not surprising that we have inherited our physical trait from both our
parents. When you look at the mirror, who do you think you resemble more, your father or your
mother? If for example, you look more like your father that your mother, it doesn’t mean that
you did not inherit any traits from your mother and vice versa. This can be attributed to the
concepts of genotype and phenotype. Genotype refers to the specific information imbedded
within our genes; not all genotypes translate to an observed physical characteristic. On the
other hand, 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. For example,
a man who has white skin and a woman who has brown skin produced a brown-skinned
offspring. 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 also 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. The brown skin of the mom was dominant gene and the white skin of his
dad was the recessive gene, thus, that was the skin color of the child. However, if he marries
and his spouse has a recessive gene for white skin, their offspring may have white skin.
Dominant and recessive genes are dependent on alleles, which are alternate versions of a
particular gene. Since human cells carry two copies of chromosomes, they have two versions
each gene.
Each individual carries 23 pairs of chromosomes, threadlike bodies in the nucleus of the
cell and the storage unit of genes. The 23rd pair, also known as sex chromosome, determine the
sex of an individual. The XX is for males while the XY if for females. Within each chromosome
is the deoxyribonucleic acid (DNA), which is a nucleus acid that contains the genetic
instructions specifying the unique blueprint of an individual’s physical features; thus, no two
individuals have the same DNA. This is the reason why in 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 birth to adulthood. Maturation is known as the

completion of genetic character within an 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.
The Physical Self: Environmental Conditioning
While our genetic information determine the extent of our physical features, it is not
the only factor that influences our physical self. As we grown, we are exposed to environmental
influences that shape our 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 of 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 we initially
establish by what was cooked in the home.
The Physical Self: Achieving Physical Well-being
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. How do we take care of
ourselves and our body? Here are just some tips:
1. Healthy eating. We need to have the right combination of food to ensure our health
and sustenance. Having the right diet will result in healthy skin, ideal weight, and better
stamina.
2. Embracing a healthy lifestyle. Avoiding drinking, smoking, and other unhealthy habits
would reduce the risk of illness and diseases and make your immune system stronger.
Physical activities such as walking, running, going to the gym, and sports would also
contribute to a healthier body.
3. Having the right hygiene. Taking care of our body by maintaining a hygiene regimen
can also help in making us feel good about ourselves.
4. Confidence in ourselves is our best make-up. Being secure in ourselves, embracing a
positive outlook toward various situations and problems, and loving and accepting who
we are will surely result in an optimal physical well-being.

Exercise 2.1
Instructions: In this space provided, create a collage using your own pictures to show
how you developed from the time you were born up to 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.

Exercise 2.2
Instructions: Based on your collage, answer the following questions:
1. What significant changes have you seen in yourself while growing up? What
makes these changes significant? Please explain.
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2. In your opinion, what factors contributed to those significant changes while
growing up? Explain.
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3. Considering how you look now, is there anything you wish to change? Why or
not?
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Exercise 2.3
Genogram
Genograms often give families their inkling of intergenerational family

relationship patterns. Genograms are relatively emotion freeway of collecting
information that makes sense to the family and connects them to the therapeutic
exploratory process.
Make your own three-generation genogram in a long bond paper. Read

information about preparing a genogram.
Sample:

Exercise 2.3: Genogram

Exercise 2.4
Body Map: Coloring Activity. Use different colors. Answer

next page.
1. Which part of your body you see the most and you
can identify with?
2. Which part of your body you take for granted?
3. What does your body tell you about yourself?

1. Which part of your body you see the most and you can identify with?
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2. Which part of your body you take for granted?

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3. What does your body tell you about yourself?
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b. The Sexual Self
Sexuality
There are means through which sexuality is experienced. From childhood to old
age, by means of body, through roles in life, by means of beliefs, and through
relationships. Young people are very interested in sexual orientation and sexuality
It’s something in the nature and nurture. They go a lot of experimentation to

understand and verify their sexuality. And because of this, there are some who has high
“risk-taking behaviors”.
Sexual Concepts:
1. Gender identity – in the mind
2. Sexual Orientation – to whom are you sexually attracted
3. Gender expression – how you move and what you wear
4. Biological sex – depends on hormones and genetalia
Sexual orientation is a dynamic spectrum and may change through time. For
instance, as time goes by, a person may: stay as heterosexual, predominantly
heterosexual, occasionally homosexual, bisexual or predominantly heterosexual,
occasionally heterosexual always homosexual. They go through a process of discovery,
as they are uncertain.
Various Experiences
Clothing and gestures may not show the gender of a person. Among the
lesbians, there are those who are more masculine in actions and clothing. There are
those who are feminine, but are attracted to the same sex. Among the gay men, there
are those who are feminine and there are those who are masculine. Among the gay and
lesbian couples, it is necessary that one should take the “wife” role and the “husband”
role.
Everybody Desires to be Happy
Regardless of sexual orientation and gender identity, everybody wants to be

happy. Happiness in relationship (good relations, loving each other). Happiness in
physical/ sexual relationship (there’s lust, satisfaction, orgasm). Free from diseases
(e.g. sexually transmitted diseases, HIV-AIDS), acceptance and respect from the
society, and productive lives (industry, life’s direction, contribution to the society).

There are four (4) areas of sexuality: (1) physical, (2) emotional, (3) psychological, and (4)
spiritual, and these are all interconnected.
To Prevent, To Avoid, and To Fight Against Discrimination

We must keep from and fight against treating a person as a sex object. There
should be zero tolerance against sex discrimination and sex abuse. There are different
forms of discrimination and abuse according to gender (e.g. demeaning behaviour,
ignoring the existence, slurs and jokes, whistling, green jokes), discrimination in the
workplace, insults, causing physical injury, rape, and molestation. Therefore, everyone
must uphold the care for the whole person.
The Body, Sexuality and the Self
Focus on the Body
There are people who give so much importance to their face, their appearance, body form
and strength— especially among young single men and women.
When you look at yourself in the mirror? What do you see in it?
Only a few would be satisfied with the shape and condition of their bodies.
A vital aspect of one’s identity is the sexual, encompassing biological, physical,

emotional and social domains. While it is initially rooted in the distinguishing physical
attributes found in men (penis) and women (vagina), bodily transformations and
development of secondary sexual characteristics during adolescence would eventually
trigger physiological response, lading to beliefs and behavior associated with sex.
During the adolescence stage, sexual curiosity is often at its peak, with adolescents
engaging in sexual activity as a result of biological and socio-cultural forces at work.
Further, this stage sets the tone for the gender of one’s sexuality, his/her thoughts and
behavior, in order to make responsible choices concerning one’s sexual self.
Sexual Self: The Biology of Sex
At birth, sex is a biological feature that distinguishes males from females. Aside
from the external genitals (penis for male and vagina for females), there are observable
changes in the human body that begin during puberty and adolescence, known as
secondary sexual characteristics. For males, this would include outgrowth of facial and
bodily hair, the emerging Adam’s apple, deepening of the voice, and muscle
development. Moreover, here in the Philippines, the practice of circumcision is
considered a rite of passage to adulthood among young men. For females, the onset of

menarche (first menstruation), and noticeable changes in the hips, breast, and skin
underlie sexual changes during this developmental stage. Aside from these observable
changes in males and females, release of hormones (testosterone for males and
oestrogen for females) trigger physiological changes in the reproductive system. Thus,
this stage, males and females are capable of procreation; males are capable of
producing sperm while females begin producing eggs.
When physiological changes are triggered within individual’s reproductive

system, an adolescent is likely to experience sexual urges, become more sensitive to
sexual stimuli, and feel sexual urges, become more sensitive to sexual stimuli, and feel
sexual arousal. In men, it is natural for them to experience erection during an arousing
moment; for women, vaginal lubrication (wetness) is the likely response. If sexual
arousal is satisfied through sexual intercourse, men would experience ejaculation while
women would reach orgasm. The refractory period, or the period of rest after
ejaculation, is likely to be longer in men while women can achieve multiple orgasms
due to a shorter refractory period after intercourse. The bodily sensations are normal
and typical in any sexual activity since hormones produced within the body trigger
these physiological responses. These sensations are part of the sexual response cycle,
which includes four phases: excitement, plateau, orgasm, and resolution. Completing
the cycle would lead to sexual satisfaction.
When adolescents feel sexual urges, they are likely engage in sexual activities
that would satisfy those urges. However, the kind of sexual activities they engage in
may vary. During adolescence stage, it is common occurrence to watch and read
pornographic materials, engage in kissing and petting, and perform masturbation, the
act of stimulating one’s genitals for sexual pleasure. Medical professionals have cited
the health benefits of masturbation, including stress relief, better sleep, improved self-
esteem, and enhanced body image. Further, masturbation is better alternative to
sexual intercourse, which may result to unwanted pregnancy and acquiring sexually-
transmitted diseases.
It is important to be aware of one’s sexuality and sexual attributes in order to

make responsible decisions based on fully-informed choices. This is a crucial matter
that adolescences that adolescents may not be ready for: pregnancy and acquiring
sexually transmitted diseases.

Sexual Self: Sexual Identity and Gender Orientation
At birth, one’s sexuality is dependent on hi physical features and genitals. Most

of the time, one’s sexuality and gender orientation are generally the same. However,
biological sex and gender orientation are two different things; biological sex is one’s
assignment upon birth and is dependent of physical features the person has. On the
other hand, gender is an identity that is learned and embraced by the individual. It goes
beyond biological domains and is both a personal and social construct. As a social
construct, gender is known to be the socially created roles, personality traits, attitudes,
behaviors, and values attributed for men and women. This also includes the relative
power and influence of each, indicating that gender is relational and refers not simply
to women or men but to the relationship between them. Thus, gender is anchored on
societal beliefs and norms.
Gender roles are societal expectations of how men and women should at.
Everyone has a basic idea of how men and women should act and behave; men are
assumed to be strong and dominant while women are perceived to be submissive and
demure. However, gender and biological sex are not always the same. A person may
have been born a man but assumes womanly traits while a woman may behave like a
man. This is an aspect of sexual orientation. Further, one’s sexual orientation manifests
itself in their relationships. A guy who is attracted to girls is considered heterosexual
while someone who is attracted to the same sex is called a homosexual. However,
discussing this issue may have sensitive impact to some people who have strict
adherence to straight sexual orientations.
Sexual identity and gender orientation underlie our concept of self. We express
our sexuality through individuality; our beliefs and behavioral lifestyle are based on our
own perception of sexuality. However, while gender orientation ad sexual identity are
deemed to be social constructs, it is important to highlight our self-expression and
moreover, become responsible in doing so. This will also translate to our beliefs about
sex, gender, and behavior. We should take note that our behavior in various situation
would entail consequences; we need to realize what the effects are of such actions and
how we can regulate our own behavior including our sexual behavior.
Sexual Self: The Consequences of Sexual Choice
Sexual intercourse, also known as copulation, is the reproductive act wherein

the male organ (penis) enters the female’s reproductive tract (vagina). Teenage
couples who engage in sexual intercourse are usually overwhelmed by the sensations

they feel during the act. In addition, most teenagers who have sex with their partners
often rationalize the act by claiming they “love each other” and are “ready to be
committed to each other”. However, if the woman is fertile during the time of
intercourse, pregnancy is likely to occur and will last approximately nine months before
the birth of the child. Having a child entails a big responsibility and should not merely
be consequence of an impulsive moment. There are physical risks to having an early
pregnancy that may impact on an adolescent’s development, including risk of
miscarriage, emotional stress, and health risk for both mother and infant. Further, early
pregnancy may result to dropping out of school, alienation, and other similar
disruptions. Pregnancy does not only affect females; males are also burdened by the
responsibility of caring for a new child, his partner, and may also face the same
problems as his partner.
Aside from pregnancy, another consequence of sexual intercourse in the risk of

acquiring sexually-transmitted diseases. These sexually-transmitted diseases, while
most of them can be treated and cured, may have long-term consequences to one’s
health. STD is passed on by means of exchange of body fluids or genital contact.
Among the common diseases are syphilis, gonorrhoea, chlamydia, and genital warts.
Symptoms of these sexually-transmitted diseases include a burning sensation during
urination, warts and sores in the genital and mouth area, abnormal and smelly
discharge, genital irritation, and painful bowel movements. Treatment of these
diseases may entail medication and in some cases, surgery. However, there are cases
when these diseases may affect one’s reproductive functions and worse, may result to
death.
The most alarming sexually-transmitted disease is Human Immunodeficiency

Virus (HIV). It is a virus that can be transmitted by anal, oral, or vaginal sex with and
infected person, as well as through breast milk, during childbirth, and by coming into
contact with the blood of an HIV positive person. Untreated, HIV can lead to AIDS,
which comprises the immune system and puts the person at risk of illness and death.
In its early stages, HIV has no symptoms. Once the illness has progressed, the first
symptom may include fever, rashes, and sores. In its final stage, a person with AIDS
may suffer from a variety illnesses, including pneumonia and cancer. At the moment,
there remains no cure for HIV and AIDS.
How does one acquire a sexually-transmitted disease? It is prevalent among

individuals who engage in unprotected sex with multiple partners. Irresponsible sexual
behavior often results in dire consequences that have significant impact on people’s

lives and futures. Aside from health risks associated with sexually transmitted diseases,
it may also ruin relationships, create a negative stigma against people with STD, and
disrupt school and employment.
Thus, it is important that an adolescent should make responsible decisions with

regard to their sexuality and sexual behavior. Responsible sexual behavior entails the
following:
- Respect for one’s body. This would mean taking care of one’s body and
avoiding activities that undermine one’s worth and respect.
- Maturity in thoughts and deeds. This would refer to being objective,
rational, and calm, instead of being swept by one’s emotions
- Being guided by one’s personal beliefs and core values. An adolescent
should always be grounded by his personal principles and self-worth.
- Being future-oriented. Instead of focusing on the present always weigh
your actions now with possible consequences in the future. Sexual
pleasure might be overwhelming at the moment but always focus on
what it will entail in the future.
The Obsession to Have a Beautiful Face and Body
 The tragedy of Michael Jackson (endless survey to alter face)

 The demand for cosmetic surgery, skin whiteners, etc.
 Eating disorders such as anorexia nervosa and bulimia
 Malnutrition among young women due to improper way of dieting
The “Golden Ratio” – The Perfect Face
It’s rather impossible to achieve the Golden Ratio, but people still vie for it.
Some are not satisfied with the way their parents look like, and are attracted to more
beautiful people (contrast effect).
“Beauty is in the eyes of the beholder”
True, but if I could afford to have a good looking partner, why not? It is but a big
challenge to us educators and parents to indicate inside than outside. Plump, skinny,
just right, sexy or chubby, as long as the fashion industry dictates what is beautiful – be
it for men or women – youth can never be satisfied with their bodies. Every culture
would have standards for beauty. Medieval age at some tribes (e.g. Africa) – chubby,

plump. For Hollywood and local showbiz actors and actresses are skinny, sexy, six-
packs abs for men.
Body Art and Status Symbol

Then and Now, practice tattooing, scarification, piercing, and body painting.
What is your view about this?
46 Terms That Describe Sexual Attraction, Behavior, and Orientation
Why does it matter?
Sexuality has to do with the way you identify, how you experience sexual and
romantic attraction (if you do), and your interest in and preferences around sexual
and romantic relationships and behavior.
Who your sexual or romantic partner is at a given moment in time doesn’t

necessarily define this part of who you are. Sexuality can be fluid — changing in
different situations for some, and over the years for others.
Observing patterns in sexual and romantic attraction, behavior, and

preferences over time is one way to better understand your sexual identity or
romantic orientation.
Familiarizing yourself with language that describes different types of sexual

and romantic feelings and orientations will help you, your partners, and your
friends navigate and understand the many ways people experience and identify
their sexuality.
1. Allosexual
A word and category describing those who experience sexual attraction. Use
of this term helps to normalize the experience of being asexual and provides a
more specific label to describe those who aren’t part of the asexual community.
Allosexism refers to norms, stereotypes, and practices in society that operate
under the assumption that all human beings experience, or should experience,
sexual attraction. Allosexism grants privilege to those who experience
attraction and leads to prejudice against and erasure of asexual people.

2. Androsexual
A term used to communicate sexual or romantic attraction to men, males,
or masculinity. This term intentionally includes attraction to those who identify
as men, male, or masculine, regardless of biology, anatomy, or sex assigned at
birth.
3. Asexual
Asexual identity or orientation includes individuals who don’t experience
sexual attraction to others of any gender. Also referred to as “aces,” some
people who are asexual do experience romantic attraction to people of one or
multiple genders.
4. Aromantic
A romantic orientation that describes people who experience little or no
romantic attraction, regardless of sex or gender.
5. Autosexual
A person who’s sexually attracted to themselves. Someone’s desire to
engage in sexual behavior such as masturbation doesn’t determine whether
they’re autosexual.
6. Autoromatic
A romantic orientation that describes a person who’s romantically attracted
to themselves. Those who identify as autoromatic often report experiencing
the relationship they have with themselves as romantic.
7. Bicurious
This refers to people who are questioning or exploring bisexuality, which
typically includes curiosity about one’s romantic or sexual attraction to people
of the same or different genders.
8. Bisexual
A sexual orientation that describes those who experience sexual, romantic,
or emotional attractions to people of more than one gender. Also referred to
as “bi,” bisexual typically includes individuals who are attracted to a variety of
people, with genders that are similar to and different than their own.

9. Biromantic
Those who experience romantic attraction, but not sexual attraction, to
individuals of more than one gender.
10. Closeted
Closeted, also referred to as “in the closet,” describes people in the
LGBTQIA+ community who don’t publicly or openly share their sexual
identity, sexual attraction, sexual behavior, gender expression, or gender
identity. Closeted is often understood as the opposite of “out,” and refers to
the metaphorical hidden or private place a LBGTQIA+ person comes from in
the process of making decisions about disclosing gender and sexuality. Some
individuals may be out in certain communities but closeted in others, due to
fear of discrimination, mistreatment, rejection, or violence.
11. Coming out

A phrase that refers to the process of being open about one’s sexuality and
gender. For many LGBTQIA+ people, “coming out” isn’t a one-time event, but
a process and series of moments and conversations. Also described as coming
out of the closet, this process can include: sharing about a same-gender or
similar gender sexual or romantic attraction or experience; identifying as
LGBTQIA + disclosing one’s specific gender identity, gender expression, or
sexual or romantic orientation. Some LGBTQIA+ people decide to keep their
sexuality, gender, or intersex status private, while others decide to share these
things with loved ones, acquaintances, or the public. The process of coming
out or the state of being out is a source of self-acceptance and pride for many
(but not all) LGBTQIA+ individuals. However, it’s important to remember that
each person’s coming out experience is different, and the act of coming out
can be hard and emotional.The decision to come out is deeply personal. Each
person should make decisions about disclosing sexuality and gender in their
own time and manner.
12. Cupiosexual
Cupiosexual describes asexual people who don’t experience sexual
attraction but still have the desire to engage in sexual behavior or a sexual
relationship.

13. Demisexual
On the asexual spectrum, this sexual orientation describes individuals who
experience sexual attraction only under specific circumstances, such as after
building a romantic or emotional relationship with a person.
14. Demiromantic
This romantic orientation describes individuals who experience romantic

attraction only under specific circumstances, such as after building an
emotional relationship with a person.
15. Fluid
This terms refers to the fact that sexuality, sexual attraction, and sexual
behavior can change over time and be dependent on the situation. It’s used to
describe those who experience shifts in their sexuality, sexual attraction, or
sexual behavior in different situations or throughout the course of their lifetime.
You may hear someone describe their sexuality as “fluid.”
16. Gay
A term that describes individuals who experience sexual, romantic, or
emotional attraction to people of the same or a similar gender. Some gay-
identified women prefer the term lesbian, while others prefer queer or gay. It’s
also best to ask which word or term someone uses to describe themselves. The
fields of medicine and psychology previously referred to this sexual orientation
as homosexual. Homosexual is now viewed as an outdated and offensive term
and shouldn’t be used to refer to LGBTQIA+ individuals.
17. Graysexual
Graysexual is a term used to acknowledge the gray area on the sexuality
spectrum for people who don’t explicitly and exclusively identify
as asexual or aromantic. Many people who identify as graysexual do experience
some sexual attraction or desire, but perhaps not at the same level or frequency
as those who identify their sexuality as being completely outside of the asexual
spectrum.

18. Grayromantic
A romantic orientation that describes individuals whose romantic
attraction exists in the gray area between romantic and aromantic. Many
people who identify as grayromantic do experience some romantic attraction,
but perhaps not at the same level or frequency as those who identify their
sexuality or romantic orientation as something other than asexual.
19. Gynesexual
A term used to communicate sexual or romantic attraction to women,
females, or femininity. This term intentionally includes attraction to those who
identify as women, female, or feminine, regardless of biology, anatomy, or the
sex assigned at birth.
20. Heterosexual
A term that describes people who experience sexual, romantic, or emotional
attraction to people of the “opposite” gender (e.g. male vs. female, man vs.
woman) or a different gender. Both cisgender and transgender identified
people can be heterosexual. This sexual orientation category is
commonly described as straight.
21. Homosexual
An outdated term rooted in the fields of medicine and psychology that
refers to individuals who experience sexual, romantic, or emotional attraction
to people of the same or a similar gender.
22. Lesbian
A woman or female-identified person who experiences sexual, romantic, or
emotional attraction to people of the same or a similar gender. Some women
who are lesbians may also refer to themselves as gay or queer, while others
prefer the label lesbian.
23. LGBTQIA+
The acronym that often describes individuals who don’t identify as
exclusively heterosexual or exclusively cisgender. The letters in the LGBTQIA+
acronym stand for lesbian, gay, bisexual, transgender, queer or questioning,
intersex, and asexual. The + symbol in LGBTQIA+ refers to the fact that there

are many sexual orientations and gender identities that are part of the broader
LGBTQIA community, but aren’t included as part of the acronym.
24. Libidoist asexual

A term used to describe an asexual person who experiences sexual feelings
that are satisfied through self-stimulation or masturbation. This label
acknowledges that, for some people, acting on libido or sexual feelings doesn’t
necessarily involve sexual behavior with others.
25. Monosexual
A broad sexual orientation category that includes people who experience
romantic or sexual attraction to people of one sex or gender. Monosexuality
typically includes those who are exclusively heterosexual, gay, or lesbian.
26. Non-libidoist asexual

Referring to an identity on the asexuality spectrum, a non-libidoist asexual
is someone who doesn’t experience any sexual feelings or have an active sex
drive.
27. Omnisexual
Omnisexual is similar to pansexual and can be used to describe individuals
whose sexuality isn’t limited to people of a particular gender, sex, or sexual
orientation.
28. Pansexual
A term that describes individuals who can experience sexual, romantic, or
emotional attraction to any person, regardless of that person’s gender, sex, or
sexuality.
29. Panromantic
A term that describes individuals who can experience romantic, or
emotional (but not sexual) attraction to any person, regardless of that person’s
gender, sex, or sexuality.
30. Polysexual
A term that describes individuals with a sexual orientation that involves
sexual or romantic attraction to people with varying genders. Polysexual

orientations include bisexuality, pansexuality, omnisexuality, and queer,
among many others.
31. Pomosexual
A term (not necessarily an identity) used to refer to those who reject
sexuality labels or don’t identify with any of them.
32. Passing
Passing refers to society’s perceptions and assumptions of someone’s
sexuality or gender. Specifically, this term is most commonly used to discuss
the frequency and extent to which an LGBTQIA+ person is perceived as or
assumed to be straight or cisgender. It’s important to note that some
LGBTQIA+ people have the desire to pass while others do not. In fact, the act of
being perceived as straight or cisgender can be a source of discomfort and
discrimination for some in the LGBTQIA+ community.
33. Queer
An umbrella term that describes individuals who aren’t exclusively
heterosexual. The term queer (the Q in LBGTQIA+), acknowledges that
sexuality is a spectrum as opposed to a collection of independent and mutually
exclusive categories. Use of the word queer opens up options beyond lesbian,
gay, and bisexual to individuals who don’t fit neatly into these categories or
prefer a category that isn’t dependent on sex and gender. While this term once
had negative and derogatory connotations, queer has resurfaced as a common
and socially acceptable way for LGBTQIA+ individuals to refer to themselves
and their community. Despite its growing use, some people still have negative
associations with the word queer and don’t like to be referred to in this way.
Queer, like all terms describing sexuality, should be used sensitively and
respectfully.
34. Questioning
The process of being curious about or exploring some aspect of sexuality or
gender. Questioning can also be used as an adjective to describe someone
who’s currently exploring their sexuality or gender.

35. Romantic attraction
The experience of having an emotional response that results in the desire
for a romantic, but not necessarily sexual, relationship or interaction with
another person or oneself. Some people experience romantic attraction but
don’t experience sexual attraction.
36. Romantic orientation

Romantic orientation is an aspect of self and identity that involves: how
you identify, the way you experience romantic desire (if you do), the gender(s)
or sex(es) of the people who someone engages in romantic relationships with
(if any), the gender(s) or sex(es) of the people someone is romantically attracted
to (if any).
37. Sapiosexual
A word used to describe those who experience attraction based on
intelligence, rather than sex or gender.
38. Sexual attraction

Sexual attraction refers to experiencing sexual desire or arousal in relation
to another person or group of people.
39. Sex-averse
Sex-averse describes those who are asexual and are averse to or extremely
disinterested in sex or sexual behavior.
40. Sex-favorable
On the spectrum of asexuality, sex-favorable is viewed as the “opposite” of
sex-repulsed and describes those who are asexual, and in certain situations can
have favorable or positive feelings toward sex.
41. Sex-indifferent
Sex-indifferent describes those who are asexual and feel indifferent or
neutral about sex or sexual behavior.

42. Sexual orientation or sexuality
Sexual orientation or sexuality is an aspect of self that involves: how you
identifythe way you experience sexual or romantic desire (if you do), the
gender(s) or sex(es) of the people who someone engages in sexual or romantic
activity with (if any), the gender(s) or sex(es) of the people someone is attracted
to (if any). Sexuality can change over the course of someone’s life and in
different situations. It’s understood to be a spectrum instead of a series of
mutually exclusive categories.
43. Sex-repulsed
Similar to sex-averse, sex-repulsed is on the spectrum of asexuality and
describes those who are asexual and are repulsed by or extremely disinterested
in sex or sexual behavior.
44. Skoliosexual
A sexual orientation that describes those who are sexually attracted to
people with non-cisgender gender identities, such as people who
are nonbinary, genderqueer, or trans.
45. Spectrasexual
A term that describes people who are sexually or romantically attracted to
multiple or varied sexes, genders, and gender identities — but not necessarily
all or any.
46. Straight
Also known as heterosexual, straight describes people who experience
sexual, romantic, or emotional attraction to individuals of the “opposite”
gender (e.g. male vs. female, man vs. woman) or a different gender.
People who identify as cisgender and transgender can be straight. It’s okay to
feel unsure or overwhelmed by all of the labels we now have to describe sexual and
romantic orientation, attraction, and behavior. Expanding the language you use to
describe your sexuality can provide important guidance, validation, and access to
community while on your journey of sexual self-discovery and satisfaction.
Source: https://www.healthline.com/health/different-types-of-sexuality

Exercise 2.5
Create an art to express your sexuality.

LESSON 10:
c. The Material/ Economic Self
Symbolic Self-Completion
A theory of symbolic self-completion can now be spelled out, using the
concepts of "commitment to goals," "symbols of completeness," and "social reality."
Commitment to Self-Defining Goals. From Lewin's perspective a goal-specific

tension remains active only as long as the person is involved psychologically in the pursuit
of the goal. Ovsiankina (1928) found that when the task was important personally to
subjects, the resumption effects were strongest. For subjects who found the tasks to be
personally unimportant (i.e., trivial or arbitrary), the resumption rate was so low that
one would be inclined to doubt the presence of a goal-directed tension system.
How does one recognize a self-defining goal, in contrast to other kinds of goals?
"Self-defining" means that people predicate of themselves some quality that
corresponds to a sense of control and capability, such as "parent," "athlete," or "artist."
Further, and central here, is that these goals are defined by interacting with others
(Mead, 1934) and that the sense of progress toward the goal requires social recognition.
Symbols of Completeness. These may be defined generally as indicators of

one's standing with respect to a self-defining goals that are potentially recognizable by
others. At a very rudimentary but important level are the simplest self-descriptions
(e.g., a person teaching at a university introduces himself to an audience as "scientist").
Of course, the human is not solely dependent on these kinds of open self-
characterizations. There are numerous abbreviations for immediate social
acknowledgment, many of these describable as "status symbols."
That is, having a diploma from a graduate school is a broadly recognized symbol
of the person's self-definition, and it will propel the person toward a sense of
completeness. Similarly—titles, official occupational positions, and membership in
select interest groups are all socially evolved mechanisms for providing the individual
with indicators, or markers of possessing an aspired-to self-definition. For the sake of
convenience it is possible to view such symbols as falling into three groups, being based
on: (a) the background experience or training requisite to the activity; (b) occupying a
position or status that furthers the relevant activities; or (c) performance of the act itself.
For each of these three categories of symbols the person stands to be recognized as
possessing the self-definition that is sought after. In the case of "a" the specific symbol
could be education, in the instance of "b" it might be the position "vice-president," and
for "c" one is recognized as being a musician, or lawyer, simply by remaining highly
active in musician like or lawyerlike actions.

Social Reality. Mahler (1933) found that the tension-reduction potential of a
substitute task depended largely on whether or not solving the substitute task carried
a "social reality". The substitute task had tension-reducing properties only when the
solution was announced to the experimenter. Once others acknowledge the person for
having solved the problem, having solved it becomes a social fact and thus can serve as
a self-defining symbol. This line of thinking can be carried back to Cooley (1902), who
states that self-definitions can come into being and remain stable only by virtue of the
acknowledgment of others.
Thus the sense of progress toward a self-defining goal is dependent on the

acknowledgment of others. We will call this the social reality factor. We can also talk
about a concept of "broadening social reality." Once a person has an indicator at hand,
the sense of completeness should be enhanced to the degree that one can inform more
people about it, or more generally, enlarge the scope of individuals who would
potentially recognize the completeness of the self-definition.

Exercise 2.6
Instructions:
1. List down all the things that you buy for yourself (include only the
things that you buy yourself, do not include those for others).
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. Identify the needs and the wants in your list.

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
3. On your list remove five (5) things that you think you can live without.
Explain why you think you can live without them.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
4. After explaining, remove three (3) things. Then explain why you chose
to remove those.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
5. Repeat this until you only have one need. Explain in this paper, why you
chose to have this instead of the others.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

d. The Spiritual Self
Spirituality, Religion, and the Supernatural
What Are Religion and Spirituality?
Religion is an organized system of ideas about the spiritual or supernatural realm

that is accompanied by rituals. Through rituals, people attempt to influence things that
they think are beyond their control.
Spirituality also concerns an aspect of the divine and supernatural but is
oftentimes limited to the individual, with no need for any formal organization. This is the
search for meaning and direction in life and the ways by which one may preserve these.
The two are related, although not separate from one another, spirituality is much
more profound than religion.
Religion – Its Role in Society:

• To explain things
• To establish order
• To justify things
• To provide support
• Socializes people
• Vehicle for passage into a different domain
Theories on Religion:
• Cognitive – imparts meaning and value to the world
• Psychological – how people adapt to extreme fatigue and tension (stress)
• Social Function – looks at the relationships of people, unity and conformity to the
majority
Religion - Organized
• Organized belief in the supernatural.
• Fulfills numerous social and psychological needs.
• In the last 10,000 years, no group of people have gone/existed within religion.
Religion – Symbols
• Religions make use of many symbols
• Norms, words, ideas and objects that point to other objects.
• When put together, these symbols become a system of knowledge. (System of
Knowledge)
Religion – Myths

• These are stories that have explanations about the divine and the supernatural.
Within a culturally, myths are considered real. This is accompanied by ideology
and a worldview.
Modern “major” religions have their myths…

• Brahma, Krishna, Vishnu, many more (Hinduism)
• Muhammad and the Angel Gabriel (Islam)
• Adam & Eve (Judaism & Christianity)
• The Jade Emperor/Heavenly Grandfather (Taosim)
Myth
• Religious, sacred, stories that provide basis for beliefs/practices.
• Origins of humanity, creation of the universe, nature of death/illness.
• Lay the founding for values/morals.
• Can be passed down verbally or in writing.
• Myths help to shape a culture’s worldview.
Worldview
• The collective body of ideas that members of a culture generally share concerning
the ultimate shape and substance of their reality.
• Myths help to shape a culture’s worldview, the way they look at reality (e.g. Judeo-
Christian vs. Navaho worldview). Question: What do these myths say about each
religion’s worldview?
What Functions Do Religion and Spirituality Serve?
• All religions serve a

number of important
functions:
– They reduce anxiety by
explaining the
unknown and offer
comfort in times of
crisis.
– They provide notions
of right and wrong,
setting precedents for
acceptable behavior.
– Through ritual, religion
may be used to
enhance the learning of oral traditions.

Religion – Rituals
Religions have rituals/ritu. It is whatever is done repeatedly.
2 Types of Ritual
1. According to the Calendar (Calendric)
2. Based on crisis
Religion –Rites of Passage

• Rites of separation – rites that involve the separation of the individual from society
• Rites of transition – rites on the temporary separation of an individual before
inclusion in a big group
• Rites of incorporation – in the new state/condition, the individual is returned to the
big group.
• Rites of intensification – rituals used in times of problem or crisis, in order to unify,
reduce fear or to mobilize people into action
Questions:
How many of you would consider yourselves religious? Agnostic? Atheist? What do
these words mean?
No known group of people anywhere on the face of the earth, at any time over the
past 100,000 years, have been without religion. Why?
THERE ARE SEVEN WAYS TO IMPROVE YOUR SPIRITUAL HEALTH
The spiritual element of wellness can be the most personal piece of the puzzle
when trying to place all eight dimensions of wellness together. Generally, people like
to live a life with meaning and purpose. When these goals are met, it puts harmony in
one’s life, and the others they surround themselves with.
So, what can you do to improve your spiritual wellness? It’s best to figure out
what techniques work for you. Since spiritual wellness involves one’s values, beliefs,
and purpose, it can be achieved in several ways—both physically and mentally.
1. Explore your spiritual core. By exploring your spiritual core, you are simply asking
yourself questions about the person you are and your meaning. Ask yourself: Who am
I? What is my purpose? What do I value most? These questions will lead you down a
road where you will think more in-depth about yourself and allow you to notice things
about yourself that will help you achieve fulfillment.

2. Look for deeper meanings. Looking for deeper meanings in your life and analyzing
occurring patterns will help you see that you have control over your destiny. Being
aware of this can help you achieve a happy and healthy life.
3. Get it out. Expressing what is on your mind will help you to maintain a focused mind.
After a long day or a significant event, you may feel confused and not be able to make
sense of your feelings. By writing down your thoughts, you may be able to think clearer
and move forward.
4. Try yoga. Yoga is a physical technique that can help improve your spiritual wellness
by reducing emotional and physical strains on your mind and body. Yoga is taught at
all different levels and can help lower stress, boost the immune system, and lower
blood pressure as well as reduce anxiety, depression, fatigue, and insomnia.
5. Travel. It’s true! Taking time for yourself to travel to a comforting place or
somewhere new can do wonders for your mind. When you are at a place where your
mind can keep out distractions and help you reflect and rest, you will have a better
connection with yourself. This allows you to weed out stressors and set your mind on
the right path for overall wellness. Some activities to take part in when on a trip can be
exercising, speaking with a counselor or advisor, meditation, or taking a temporary vow
of silence.
6. Think positively. Once you start viewing things in your life in a positive manner, you
will find yourself thinking differently and refocusing your mind to a happy, healthy
place. When you eliminate negativity and re-frame how you think of certain things and
situations, you’ll notice yourself being more relaxed.
7. Take time to meditate. While managing your time and daily tasks can be hard, it is
crucial to devote time to connecting with yourself. Whether in the morning when you
wake up, during your lunch break, or before you go to sleep, take five to 10 minutes to
meditate each day. Fitting mediation and relaxation into your lifestyle will free your
mind and foster a stronger relationship with your spiritual wellness.
Source: http://stories.illinoisstate.edu/student-affairs/health-promotion-and-wellness/7-ways-
improve-spiritual-wellness/

Exercise 2.7:
How do you spiritually, harmonize your life? Share the ways/ steps on how you do it?

LESSON 11:
e. The Digital Self
The Digital Self
The Development and Expression of the Self and

Identity in Social Networking Sites
What’s in my Facebook or Instagram account?

Are there common themes in your posts? If ever, what are they? What do they say about
you/ your identity?
Adolescence and SNS
Adolescence
• It is the period of physical, cognitive and emotional changes the individuals
undergo as they navigate from childhood to adulthood.
• The transition period of individuation for identity construction of an
autonomous self
• They need for personal space
• Their Social Networking Sites provide the needed personal space and avenue
for identity construction through anonymity, connectivity, and interactivity

Three (3) Types of Adolescent self-esteem:
1. Self-concept
2. Personal Self-esteem
3. Collective self-esteem
Adolescents’ self-esteem is affected by their perceived evaluation of other people

about them. They tend to overestimate the extent to which other people evaluate
them, as a consequence, they become preoccupied with how they present themselves.
They package themselves by hiding their undesirable features and by highlighting their
pleasant ones. Thus, when given good feedback, they feel better about themselves.
Social affiliation and communication are essential factors in adolescents’ self-esteem.
Adolescents tend to feel good about them when they are happy with their group
membership and when their social support is available. SNS serve as the avenue for
these social needs
Identity Construction in Facebook

• Personal online identity construction
• Social online identity construction
According theory the results from the study of Brillantes-Evangelista, Baybay,

& Dingcong (2013) adolescent identity construction is a process of forming an
autonomous self who is presented to an audience: Personal Identity refers personality
attributes of an individual which are not shared with other people, and Social Identity
this aspect of individuals’ self-concept that stems from their knowledge of their
membership with a certain social group.
Facebook Use
Mark Zuckerberg, the founder of Facebook in the year 2004, originally designed
Facebook only for Harvard University students. As the demand and popularity for social
media networks grew throughout the world. Facebook creators expended their
networks to include everyone. This change started a massive following of individuals
and made Facebook one of the most popular social media networks in the world.
Facebook, as a controlled setting, becomes a venue for the college students to
engage in their identity construction. It presented themselves through wall posts,
photos, and profiles in such a way that convey an image of themselves that they want
their audience to see. Space for the individuals to explore and create their personal and
social identities

Facebook as a platform to:
• It creates a space for self-revelation and assertion
• Project needs and preferences
• Create virtual surrogate group
• Experiment on different identity
• Manage impressions through positive self-presentation
Creating a space for self-revelation and assertion

• Disclosure of their personal information and their assertion of who they are or what
they want others to see about them. “When I was still in 1st year and very active on
Facebook, I would post pictures of myself going out with my friends, and many
people would see it.
• Facebook provides them their online personal space, which is an essential
aspect in exploring their identities. They would point out that I had become
different from who I was back in High School, someone who didn’t have much of a
social life but would rather go home straight from school.”
Projecting Needs and Preferences
• “It can be seen in Facebook, like what I’m doing can be seen more, like my
normal self when I’m with my friends.”
• Usually it can’t be seen who I really am when I’m with my family compared to
when I’m with my friends.
• My posts are usually about activities with my friends and with my boyfriend…”
• Facebook is a space for the participants to project their emotional needs and
preferences.
• They are able to verbalize or at least depict through their photos and other posts
their thoughts and feelings.
• This process of projection and airing out of needs and preferences serve as an
externalization of their thoughts and feelings which can help them reflect and
reconstruct aspects of them.
• “…I just wanted to give voice to the thoughts of teenagers who might not be
able to say it.”
Creating a virtual surrogate group

• The individual’s relationships somehow shape their identity construction by
allowing their online social groups define how they present themselves
• This social construction of the self will be further facilitated by the gratification
they received from their online group and by their dissatisfaction with their on-
ground affiliations
Experimenting on a different identity

• The individuals explore and experiment on their identities by trying out
different aspects of themselves and new roles.

• By creating multiple accounts, these adolescents are able to create their
different selves co-existing in a virtual world.
• They could shift from one identity according to who they chose to be at a given
time.
• With multiple Facebook accounts depicting different persona, the “self” is no
longer deemed as a unitary construct but fluid and plural identities
Managing impressions: positive self-presentation

• Individuals depict happy and pleasant dispositions in their Facebook accounts.
• Showing only their socially desirable features--they construct their ideal selves
in front of their audience.
• Their self-presentation via Facebook is more strategic compared to their on-
ground self-projection.
• They have more time to think of which aspects of their personalities or profile
should be presented or which photos depict their best image.
• “I like pictures where I look good and decent. It’s not much about who I’m within
the photos, but more of how okay I look.”
• Adolescents tend to overestimate the extent to which other people watch and
evaluate them.
• They think they are always on the look-out, thus, they present their image as
ideal as they can be
• The feedback that they get from other people becomes their basis for changing
aspects of themselves or for hiding information.
• The SNS (e.g., facebook) can be a viable venue for identity construction.
So what’s wrong with using social networking sites?

• It’s not the use per se, but how it is used.
• It becomes unhealthy when it replaces REALITY.
• When it replaces on-ground social interaction. When virtual reality becomes the
basis of social gratification, self-esteem, and identity.
• When the person is in constant monitoring of the self (e.g., likes, photos, status,
activity posts, etc.) and how one fares in comparison to others.
• When personal identity becomes dependent on virtual social identity.
• When these happen, one can have very weak or diffused identity, can be very
insecure, and/or self-absorbed, and with very poor socio-emotional skills.

Exercise 2.7
Facebook Intensity Scale
How much do you use Facebook and is it approaching an “addiction”?

Find out by completing this 14-item quiz.
Please check:
1. How many total Facebook friends do you have?

( ) 10 or less ( ) 101-150 ( ) 251-300
( ) 11-50 ( ) 151-200 ( ) 301-400
( ) 51-100 ( ) 201-250 ( ) More than 400
2. In the past week, on average, approximately how many minutes per day have you
spent on Facebook?
( ) Less than 10 ( ) 31-60 ( ) 2-3 hours
( ) 10-30 ( ) 1-2 hours ( ) More than 3 hours
For the items 3 – 14, please use the Likert scale below:
1 – Strongly Disagree
2 – Disagree
3 – Neutral/ Mixed feelings
4 – Agree
5 – Strongly Agree
Statements 1 2 3 4 5
3. Facebook is particularly of my everyday activity. 1 2 3 4 5
4. I am proud to tell people I’m on Facebook. 1 2 3 4 5
5. Facebook has become a particularly of my daily routine. 1 2 3 4 5
6. I feel out of touch when I haven't logged onto Facebook 1 2 3 4 5
for a while.
7. I feel I among particularly of the Facebook community. 1 2 3 4 5
8. I would be sorry if Facebook shut down. 1 2 3 4 5
9. I have used Facebook to check out someone I method 1 2 3 4 5
socially.
10. I use Facebook to learn more about other people in my 1 2 3 4 5
classes.
11. I use Facebook to learn more about other living near me. 1 2 3 4 5
12. I use Facebook to keep in touch with my old friends. 1 2 3 4 5
13. I use Facebook to meet new people. 1 2 3 4 5
14. I’ve been on Facebook for?

( ) Less than 1 year ( ) 2-3 years ( ) 4 years or more
( ) 1-2 years ( ) 3-4 years

Scoring
• About how many total Facebook friends do you have?
0=10 or less 5=201-250
1=11-50 6=251-300
2=51-100 7=301-400
3=101-150 8=more than 400
4=151-200
• In the past week, on average, approximately how many minutes per day have you spent on Facebook?
0=less than 10 3=1-2 hours
1=10-30 4=2-3 hours
2=31-60 5=more than 3 hours
[
• I’ve been on Facebook for…

1= less than 1 year 4=3-4 years
2=1-2 years 5=4 years
3=2-3 years
• 11 items are rated from 1 (“strongly disagree”) to 5 (“strongly agree”)
Interpretation
If you scored … Your Facebook intensity is…
60 & up High
49-59 Moderate
35-48 Normal
20-34 Low
0-19 Very Low
What INSIGHTS have you drawn from this activity? (Write in 50 words).
Exercise 2.8

Instructions: Answer the Internet Addiction Test (IAT). Then, score it and bring to the class for
further discussion and sharing. Read the instruction on scoring and
interpretation below.
The Internet Addiction Test (IAT) is reliable and valid measure of addictive use of
internet, developed by Dr. Kimberly Young. It consists of 20 items that measures
mild, moderate and severe level of Internet Addiction.
Based upon the following five-point likert scale, select the response that best
represents the frequency of the behavior described in the following 20-item
questionnaire.
0 = Not Applicable
1 = Rarely
2 = Occasionally
3 = Frequently
4 = Often
5 = Always
1. ___How often do you find that you stay online longer than you intended?
2. ___How often do you neglect household chores to spend more time online?
3. ___How often do you prefer the excitement of the Internet to intimacy with
your partner?
4. ___How often do you form new relationships with fellow online users?
5. ___How often do others in your life complain to you about the amount of time
you spend online?
6. ___How often do your grades or school work suffer because of the amount of
time you spend online?
7. ___How often do you check your e-mail before something else that you need
to do?
8. ___How often does your job performance or productivity suffer because of the
Internet?
9. ___How often do you become defensive or secretive when anyone asks you
what you do online?
10. ___How often do you block out disturbing thoughts about your life with
soothing thoughts of the Internet?
11. ___How often do you find yourself anticipating when you will go online again?
12. ___How often do you fear that life without the Internet would be boring,
empty, and joyless?
13. ___How often do you snap, yell, or act annoyed if someone bothers you while
you are online?
14. ___How often do you lose sleep due to late-night log-ins?

15. ___How often do you feel preoccupied with the Internet when off-line, or
fantasize about being online?
16. ___How often do you find yourself saying “just a few more minutes” when
online?
17. ___How often do you try to cut down the amount of time you spend online
and fail?
18. ___How often do you try to hide how long you’ve been online?
19. ___How often do you choose to spend more time online over going out with
others?
20. ___How often do you feel depressed, moody, or nervous when you are offline,
which goes away once you are back online?
Scoring Procedure and Interpretation
After all the questions have been answered, add the numbers for each response to
obtain a final score. The higher the score, the greater the level of addiction and creation
of problems resultant from such Internet usage. The severity impairment index is as
follows:
NONE 0 – 19 points
MILD 20-49 points: You are an average online user. You may surf the Web a bit too
long at times, but you have control over your usage.
MODERATE 50 -79 points: You are experiencing occasional or frequent problems

because of the Internet. You should consider their full impact on your life.
SEVERE 80 – 100 points: Your Internet usage is causing significant problems in your
life. You should evaluate the impact of the Internet on your life and address the
problems directly caused by your Internet usage.
How did you feel about your score? Answer in 50 words below.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

f. The Social Self
This part discusses the social and environmental factors that shape
oneself. This included environmental systems, cultural orientations, and
other social factors that play a crucial role to one’s self.
The Self and Its Social Agency
 Human development is largely influenced by membership in crucial

social groups that shape various aspects of the self; from belief systems,
values orientation, and behavior.
 At the beginning of life, one already belongs to a social group: his/her
family. It is the most pervading influential social group that impacts the
self in its entire course of development. The views one holds about the
world, values upheld in making choices and decisions, and the habits
and persistent behavior one carries have been formed in the context of
one’s family and home environment.
 Next to family, schools and the general academic environment form a
significant part of the social self. Worldviews expand as one gets
exposed to more people in different social learning environment.
Knowledge and social skills gained from mentors, relatives, and peers
contribute to how the social self is harnessed.
 Aside from one’s family and school environments, communities also
shape one’s social self to a large extent.
 The social self inevitably changes as one accommodates and eventually
assimilates beliefs promoted by the society as he/she thinks,
appreciates, and behaves according to standards set by micro and
macrosystems.

Culture
 “Culture is the complex whole which includes knowledge,

belief, law, art moral, custom, and other capabilities and
habits acquired by man as a member of society.” (Tylor,
1871)
 To further understand the nature of culture and its
influences on oneself, the following models illustrate how
culture functions in relation to one’s social self.
Biological Systems Theory
Urie Bronfenbenner’s (1935) Biological Systems of

Development explains an individual’s social development,
using biological, environmental, and ecological lenses.

Individualism-Collectivism Model
Another model that

highlights the impact of culture to
the self is the Individualism-
Collectivism model proposed by
Hazel Markus and Shinobu
Kitayama (1991).
According to the model,

individualism as an orientation focuses on one’s individual attributes and
personal distinctiveness. People who are individualistic are observed to be
competitive and self-reliant. On the other hand, the collectivist
orientation values relationships and harmony. People who are collectivistic
prioritize interests to maintain healthy relationships.
I vs. Me
 One’s behavior when he

or she is alone differs from
his or her behavior when
he or she is with others.
 This is what Herbert Mead
(1934) posited in his
theory of the social self.
He posited that the self is
divided into 2 parts:
the I which is known as
the unsocialized self, and the Me which is known as the socialized self.
 The I is manifested when one acts naturally for his/her own
motivations and not because of others. On the other hand, the Me is
the awareness of how others expect one to behave. This is also known
as the social self.
These different models present ideas on the process of the self’s social
development. Studying these models helps in understanding oneself and
other people. It is not ideal, however, to generalize a certain culture based
on these models.

UNIT III:
Managing The Self

UNIT 111:
Managing The Self
1. Understanding 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 these new skills to one’s self and functioning a better quality of life.
1. Learning to be a better Student

2. Goal Setting and Happiness
3. Managing Stress
READ
LESSON 12:
1. Learning to be Better Student
Study Techniques
Many students are being left behind by an educational system that some people
believe is in crisis. Improving educational outcomes will require efforts on many fronts,
but there are solutions involve in helping students to better regulate their learning
through the use of effective learning techniques. Fortunately, cognitive and
educational psychologists have been developing and evaluating easy-to-use learning
techniques that could help students achieve their learning goals.
Ten (10) Techniques:

1. Elaborative Interrogation – Generating an explanation for why an explicitly
stated fact or concept is true. Anyone who has spent time around young children
knows that one of their most frequent utterances in “Why?” (Perhaps coming
in a close second behind “No!”). Humans are inquisitive creatures by nature,

attuned to seeking explanations for states, actions, and events in the world
around us. Fortunately, a sizable body of evidence suggests that the power of
explanatory questioning can be harnessed to promote learning.
2. Self-explanation – Explaining how new information is related to known
information, or explaining steps taken during problem solving. Self-explanation
may enhance learning by supporting the integration of new information with
existing prior knowledge. The key continuum along which self-explanation
prompts differ concerns the degree to which they are content-free versus
content specific.
3. Summarization – Writing summaries (various lengths) of to-be-learned texts.
Students often have to learn large amounts of information, which requires
them to identify what is important and how different ideas connect to one
another. One popular technique for accomplishing these goals involves having
students write summaries of to-be-learned texts. Successful summaries
identify the main points of a text and capture the gist of it while excluding
unimportant or repetitive material. Although learning to construct accurate
summaries is often an instructional goal in its own right, our interest here
concerns whether doing so will boost students’ performance on later criterion
tests that cover the target materials.
4. Highlighting/ Underlining – Marking potentially important portions of to-be-

learned materials while reading. More systematic evaluations of actual
textbooks and other student materials have supported the claim that
highlighting and underlining are common behaviors. When students
themselves are asked about what they do when studying, they commonly
report underlining, highlighting are common, or otherwise marking material as
they try to learn it. We treat these techniques as equivalent, given that,
conceptually, they should work the same way (and at least one study found no
differences between them).
5. Keyword mnemonic – Using keywords and mental imagery of text materials while
reading or listening. Develop a mental image of students hundred over
textbooks, struggling with a science unit on the solar system, trying to learn the
planets’ names and their order in distance from the sun. To facilitate learning,
the student uses the keyword mnemonic, which is a technique based on
interactive imagery. The potential benefits of the keyword mnemonic have
been extensively explored, and its power partly resides in the use of interactive
images.

6. Imagery for text – Attempting to form mental images of text materials while
reading or listening. Investigations of imagery use for learning text materials
have focused on single sentence and longer text materials. Evidence concerning
the impact of imagery on sentence learning largely comes from investigations
of other mnemonic techniques in which imagery instructions have been
included in a comparison condition.
7. Rereading – Restudying text material again after an initial reading. Rereading is
one of the techniques that students most frequently report using during self-
regulated study. Rereading simply increases the total amount of information
encoded regardless of the kind or level of information within the text.
8. Practice testing – self-testing or taking practice tests over to-be-learned material.
Practice testing are use as (a) to distinguish testing that is completed as low-
stakes or no-stakes practice or learning activity outside of class from summative
assessments that are administered by an instructor in class, and (b) to
encompass any form of practice testing that students would be able to engage
in on their own. For example, practice testing could involve practicing recall of
target information via the use of actual or virtual flashcards, completing
practice problems or questions included at the end of textbook chapters, or
completing practice problems or questions included at the end of textbook
chapters, or completing practice tests included in the electronic supplemental
materials that increasingly accompany textbooks.
9. Distributed practice – Implementing a schedule of practice that spreads out study
activities over time. To-be-learned material is often encountered on more than
one occasion, such as when students review their note and then later use
flashcards to restudy the materials, or when a topic is covered in class and then
later studied in a textbook.
10. Interleaved practice – Implementing a schedule of practice that mixes different
kinds of problems, or a schedule of study that mixes different kinds of material,
within a single study session. In virtually every kind of class at every grade level,
students are expected to learn content from many different subtopics or
problems of many different kinds. For example, students in a neuroanatomy
course would learn about several different divisions of the nervous system, and
students in a geometry course would learn various formulas for computing
properties of objects such as surface area and volume. Given that the goal is to
learn all of the material, how should a student schedule his or her studying of
the different materials? An intuitive approach, and one we suspect is adopted
by most students, involves blocking study or practice, such that all content from

one subtopic is studied or all problems of one type are practiced before the
student moves on to the next set of material. In contrast, recent research has
begun to explore interleaved practice, in which students alternate their practice
of different kinds of items or problems.

Name: __________________________________ Date:____________
Year/Course/Section: ________________________ Score: ___________
Exercise 3.1 .
Instruction: Create your own mnemonics related to the 10 study techniques mentioned in the
previous topic. You can use key words, rhyming words, and acronyms. Use the space provided
below to write your answer.

Name: __________________________________ Date:____________
Exercise 3.2
DIRECTIONS TEST
1. Read everything before doing anything, then work as quickly as

possible.
2. Put your name in the upper right hand corner of the paper.
3. Draw a box around your name.
4. Circle the word “name” in sentence 2.
5. Take a timer and time yourself.
6. Answer this question incorrectly. Is a parakeet a bird?
__________
7. If yesterday was three days after Sunday draw three stars.
8. Count in your normal speaking voice from one to eighteen
backwards.
9. Sign your full name four times at the bottom of the paper.
10. Trace your left hand at the back of the paper
11. Put an X in the lower left hand corner of this paper.
12. Draw a circle around the X.
13. Draw a triangle around the circled X.
14. Multiply 70 x 30 on the back of this paper.
15. Write the time when you reached this direction.
16. Draw a simple sketch on an airplane on the back of this paper.
17. Use a blue ballpen for answering.
18. Place the airplane on your palm.
19. Draw a heart around your favorite number.
20. Now that you have finished reading carefully, do only sentences
number 1, 2, and 4
Please sit back quietly and say nothing to anyone else.

Exercise 3.3 speed test
Name: __________________________________ Date:____________

Instruction:

LESSON 13:
b. Goal-Setting
Goal-Setting
Many people pursue goals that they expect will make them happy, but happiness
isn’t always the end result. There are people who will put everything they have into one
aspect of their life, such as their careers (at the expense of their personal lives) only to
wonder years later why they are successful and still unhappy. It is all too common for
people to be surrounded by beautiful homes, expensive cars, and designer clothes,
have hundreds of Facebook friends and still have less personal satisfaction with in their
life than if they did not have all that extra “stuff”.
So then how is one to know which goals will provide personal happiness and which
ones will not?
Goal-setting involves deciding what you want to accomplish and devising a plan
to achieve the result you strive for. Goal-setting encompasses a major component of
personal development and is viewed as an effective tool for making progress towards
goals by ensuring that a person has a clear awareness of what they must do to achieve
their objective. Goal-setting is intrinsically linked with a desire to improve one’s self and
overall happiness. The amount of time spent on achieving goals, means that you will
want to be sure of why you are working towards specific goals. Your happiness has to
be the driving factor, and the deal breaker behind which goals you work towards, and
which ones you toss. Think back to the goals you achieved in your past. Remember how
you felt when you got your driver’s license or on your wedding day or when you
graduated from your different levels of schooling? At every point in your life when you
feel content or happy, you can most probably find that you were either making
progress toward a goal or had reached a goal.
Now think back to when you were last unhappy. In each case you may have
either:
1. had no goal,
2. were trying to reach an undesirable goal,
3. you were making no or little progress towards a goal or
4. due to circumstances you were not able to accomplish a desired goal.

Goal Guidelines
Goals should be challenging but realistic and attainable: If you set goals that
are too easy, you will reach them without much difficulty, which will not provide you
with a real sense of accomplishment. It is best to set goals that can be realistically
reached, but only with a sufficient amount of time and effort put in. Goals should be
specific and concrete: The goal should target an area to be worked on, and you should
be able to measure the improvement or changes that have been aimed for, and have a
time frame in which to achieve the goal.
Avoid focusing on goal attainment: It is not possible to judge whether every

goal made will ultimately be attainable. It is more than likely that you will not reach
every goal that you set for yourself. Therefore, it is more advisable to focus on the
journey you have taken (degree of attainment) rather than whether or not you fully
reached your goal (absolute attainment).
Continuous goal setting: Goal setting is a process that never ends. Once one
goal is achieved, another goal with a different direction should be created to take its
place. As you evolve as a person, your goals will change. You should review your goals
on a regular basis and adjust them as needed.
Feedback: You should get regular feedback on how you are doing in pursuing
your goals from those around you. Having consistent feedback contributes to the
effectiveness of goal-setting.
The Darker Side of Goal-Setting

Instant gratification predominates in today’s society. Situations arise where
specific goals may lead to temporary happiness. Often this brief happiness is
associated with the lesser good which promises immediate pleasure and is more
tempting in comparison to the greater good which may require more sacrifice and
effort. For example, while it may be more enjoyable to spend the night watching TV or
out at a bar, but you know you will be better off is you spend the time working on an
assignment.
The use of drugs has become a relatively common method to gain the goal of
temporary happiness. There are some who use drugs as a method to escape from their
troubles. For a small price, a person can immediately take their mind off any issues and
experience euphoria by taking a pill. This short-term pleasure can ultimately lead to

long term pain when the effects of the drug wear off and you feel miserable again and
therefore feel the need to take the drug again, which leads to a spiral of need and relief.
It is however difficult to achieve true happiness through goal-setting simply by enjoying
the pleasures of the moment.
Locke’s Goal Setting Theory
Locke’s primary revelation was around the power of setting specific and
measurable goals, rather than keeping outcomes general. With his theory he
demonstrated how targets like “increase sales by 20%” or “reach a customer NPS of
50” are much more effective than vague direction such as “complete your work to a
higher standard”. This might seem obvious to those of us who have sat down to work
out our KPIs, but this really was Locke’s brainchild. He gave us the foundation for
modern goal-setting which had momentous practical implications for managers.
Locke also demonstrated that the best way to feel motivated is to push yourself
to do something that you’re not 100% certain you can achieve. Tackling challenging
goals headfirst allows you to work hard, develop your skills and reap the rewards in
terms of positive feedback and a sense of personal achievement. Speaking directly to
Locke ourselves, he noted that managers can also use “impossible” goals to promote
creativity – employees just need to be assured that there’s no punishment for not
meeting ambitious targets.
Locke and Latham’s five principles of effective goal setting
Clarity. A goal must be specific and clear.
Challenge. An easy or tedious goal is demotivating. But keep a realistic balance: don’t
expect anyone on your team to spin straw into gold.
Commitment. Your employees have to understand and buy in to the goal from the
outset.
Feedback. Provide regular feedback throughout the whole process. This helps to keep
the goal on track.
Task complexity. Think about realistic timescales, and break down the process into
sub-goals with regular reviews.

Name: __________________________________ Date:____________
Exercise 3.4 Smart goal

SETTING
Specific: What Measurable: How Action-Oriented:Realistic: Can you Timely: When

exactly will you will you know Describe your do this in the time will you achieve
accomplish? when you have goals using action
given? Give this goal?
reached this goal? verbs and outline
yourself the
the exact steps opportunity to
you will take tosucceed by
setting goals
accomplish your you’ll be
goal.
able to
accomplish.

Name: __________________________________ Date:____________
Exercise 3.5 Dream About the Future
What one commitment can you make to yourself to take a step closer to making these goals
come about?
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________

Name: __________________________________ Date:____________
The key to using this exercise properly is to use this visualization as a guide for
thinking about your goals and what would you like to come about. Then, make
sure to come back to the present, and use it to take empowered actions in your
present life (Thompson, 2015).
Exercise 3.6 dream about the future
Ten-year goal worksheet with mastery/SKILLS
Write down ten-year goals in the following categories
Personal Goals Professional Goals Fitness Goals Financial Goals
List areas of Dedicated practice and learning
Personal Mastery/skills Professional Fitness Realities Financial Mastery/skills

Mastery/skills
Taking Mastery into account, create a modified ten-year plan
Personal Plan Professional Plan Fitness Plan Financial Plan

c. Happiness
Happiness is a mental state of well-being that is characterized by a range of
positive emotions. Positive psychology experts have endeavored to find the answer to
questions focusing on what “happiness” is, and how we might attain it.
Self-Compassion?
Drawing on the writings of various Buddhist teachers, self-compassion can be

defined as being composed of three main components: self-kindness, a sense of
common humanity, and mindfulness (Neff, 2003b).
Self-kindness. It self-compassion entails being warm and understanding

toward ourselves when we suffer, fail, or feel inadequate, rather than flagellating
ourselves with self-criticism. It recognizes that being imperfect and experiencing life
difficulties is inevitable, so we soothe and nurture ourselves when confronting our pain
rather than getting angry when life falls short of our ideals.
We clearly acknowledge our problems and shortcomings without judgment, so
we can do what’s necessary to help ourselves. We can’t always get what we want. We
can’t always be who we want to be. When this reality is denied or resisted, suffering
arises in the form of stress, frustration, and self-criticism. When this reality is accepted
with benevolence, however, we generate positive emotions of kindness and care that
help us cope.
Common Humanity. One of the biggest problems with harsh self-judgment is

that it tends to make us feel isolated. When we notice something about ourselves we
don’t like, we irrationally feel like everyone else is perfect and it’s only me who is
inadequate. This isn’t a logical process, but a kind of distorted self-centeredness:
focusing on our inadequacies gives us tunnel vision so that we can’t see anything else
but our own feeble, worthless self. Similarly, when things go wrong in our external lives,
we feel that somehow other people are having an easier time of it, that our own
situation is abnormal or unfair. When our experiences are interpreted from the
perspective of a separate self, we have trouble remembering the similar experiences of

our fellow humans (like the dying 84 year-old man whose final words were “why me?”)
Self compassion recognizes that life challenges and personal failures are part of being
human, an experience we all share. In this way, it helps us to feel less desolate and
isolated when we are in pain.
Mindfulness. Mindfulness is a non-judgmental, receptive mind-state in which

thoughts and feelings are observed as they are, without suppressing or denying them.
You can’t ignore your pain and feel compassion for it at the same time. Of course, you
may think that suffering is blindingly obvious. But how many of us, when we look in a
mirror and don’t like what see, remember that this a moment of suffering worthy of a
compassionate response? Similarly, when life goes awry, we often go into problem-
solving mode immediately without recognizing the need to comfort ourselves for the
difficulties we’re facing. Conversely, mindfulness requires that we not be overly
identified with negative thoughts or feelings, so that we are caught up and swept away
by our aversive reactions. This type of rumination narrows our focus and exaggerates
implications for self-worth. The mental space provided by taking a mindful approach
to our difficult feelings, however, allows for greater clarity, perspective, and emotional
equanimity.
Self-Compassion Phrases. When you’re feeling stress or emotional pain—

perhaps you are caught in a traffic jam, are arguing with a loved one, or are feeling
inadequate in some way— it’s helpful to have a set of phrases memorized to help you
remember to be more compassionate to yourself in the moment. You can take a deep
breath, put your hand over your heart, or gently hug yourself (if you feel comfortable
doing so), and repeat the following phrases:
This is a moment of suffering

Suffering is a part of life
May I be kind to my self
May I give myself the compassion I need
The Science of Happiness: A Personal Application of Positive Psychology

(Creating and Enhancing Joyful Habits among Educators)
by Ronaldo A. Motilla, Ph.D.
While studies have shown that, to a certain extent, a person’s enduring level
of happiness is hereditary; happiness or also known as “heartfelt positivity”
(Frederickson, 2015) can still be a product of an individual’s choice. Educators can
learn habits and strategies to keep themselves joyful. Studies have revealed that
when one is generally happy with his life, it broadens his thinking, expands the
scope of his attention, and prompts him into a wide range of positive action. (e.g.,

Garland, Fredrickson, Kring, Johnson, Meyer et al., 2010; Cohn & Fredrickson,
2009; Suzuki, 2005; as cited in Compton & Hoffman, 2013). In other words, a happy
educator becomes more open-minded, creative, and flexible thinker, capable of
envisioning the big picture of his life.
Seligman’s (2011) New Theory of Wellbeing provides the answer to being

happy and how to flourish as a person. This theory includes (1) positive emotions,
(2) engagement, (3) relationships which are positive, (4) meaning in life, and (5)
accomplishments. A handy mnemonic is PERMA..
Seligman said, “I now think that the topic of positive psychology is well -
being, that the gold standard for measuring well-being is flourishing, and that the
goals of positive psychology is to increase flourishing” (Seligman, 2011, p. 13). He
likewise mentioned that this framework can also be applied to various groups and
organizations to create programs and services that will assist individuals develop
new cognitive and emotional tools.
Let us discuss each one.
i. P – Positive Emotion.
1. This component of the new wellbeing theory is one of the most recognizable
connections to happiness. However, having positive emotion does not only entail smiling,
but rather acquiring an ability to be optimistic and looking at the past, present, and future
from a positive standpoint. This optimistic view in life can assist individuals in their
relationships, careers as well as in their daily routines. This can also encourage them to be
more creative and take more chances or moderate risks in life that promote personal
growth and development. (Carver et al., 2009; Rand & Cheavens, 2009, as cited in
Compton & Hoffman, 2013)
2. Everyone experiences both highs and lows in life. However, focusing on the
unpleasant experiences can increase the chances of developing depression. Thus it is
essential to focus on the pleasant and the brighter side of life. In fact, one needs to be
more optimistic and hopeful in order to flourish. There are also many health benefits to
optimism and positivity. (Carr, 2004)
3. Distinguishing between pleasure and enjoyment is essential in this element of

the framework. Pleasure is related to sustaining bodily needs for survival; such as thirst,
hunger, and sleep. (Eid & Larsen, 2008) Whereas enjoyment comes from inte llectual
stimulation and creativity. For instance, when a student completes a mathematical
problem that requires full concentration, he exudes joy, enthusiasm, and fulfillment from
his work. This type of positive emotion is necessary, because when individ uals enjoy the
tasks in their lives, they are more likely to persist and confront challenges through creative
and meaningful solutions.

4. This idea is well supported by the theory of “Broaden and Build of Positive
Emotions” developed by Dr. Barbara Fredrickson (2009). She believes that individuals who
experience many positive emotions (e.g., gratitude, enjoyment, interest, awe) are more
open-minded, creative, and flexible thinker, capable of envisioning the big picture of their
life. Dr. Frederickson also mentioned that, on the average, those indivdiuals who posted
higher wellbeing and who are also flourishing in their life experience at least 3 more
positive emotions than negative emotions.
5.There are many ways to experience positive emotions. Some of these methods
are the following (Joseph & Linley, 2006; Joseph, 2015):
a. Mindfulness
b. Physical exercise
c. Savoring the moment
d. Gratitude Journal
e. Laughter
f. Being with nature
g. Prayer
h. Sport Activities
i. Meditation
j. Positive Visualization
k. Music
l. Dance
ii. E – Engagement
1. “Love what you do and do what you love”, so goes an adage.

In order to experience heartfelt positivity or happiness, it is very essential to look for
activities that require our full engagement. Doing what one dislikes or abhors is exactly
the opposite of this. As each one is unique and different, let alone havin g different
preferences and choices, it is best to engage in activities that one finds enjoyable and
meaningful such as choice of sports, hobbies, or any other interesting projects. (Snyder &
Lopez, 2007). This is also very true in terms of work and career. One’s occupation must be
in line with one’s strengths and natural talents. Otherwise, it would be toil and taxing for
the individual. For instance, a highly introverted person cannot take a PR job because his
natural inclination does not provide him with the personality. If he however pursues this,
it might lead to his unhappiness.
2. Being in a flow of engagements can expand our intelligence, skills, and emotional
capabilities.
iii. R – Relationships
As one of lines of a famous Barbara Streisand song goes, “People who need people are the
luckiest people in the world.” Relationships and social connections are one of the most
significant dimensions of life. Human persons are social animals that flourish through
connection, love, intimacy, and a strong emotional and physical bonds with other humans.

Building positive relationships with your parents, siblings, peers, and friends are essential
to spread love and joy. Having strong relationships gives you support in most trying times.
iv. M – Meaning
According to Friedrich Nietzche, “He who has a “why” to live for can bear with anyhow.”
This means that a person who has a reason to live for can tolerate any kind of atrocities or
challenges in his life. This goes also for those who are experiencing a flouris hing and a
happy life. They have causes and reasons, let alone meaningful purposes in life that
sustain their happiness. In other words, a purpose-driven life results in happiness and
fulfillment.
v. A – Accomplishments
Having ambitions and goals in life are essential to a flourishing and fulfilling
life. It provides individuals with increased self-image, self-confidence, better self-esteem,
and self-esteem. Thus, goals make persons happier; especially they have successfully
completed them. For instance, a student who works so hard to earn a degree and
graduates with latin honors feels so happy with her accomplishments.

Name: __________________________________ Date:____________
Exercise 3.8a: Perform Acts of Kindness
Instructions:
a) Set aside one day for kindness activities.
b) On your “kindness day,” strive to perform five acts of kindness. They should be
different from what you would normally usually compliment your assistant on her
outfit, then you that as one of your acts of kindness). Try to include at least
kindness in your work environment.
i. Complimenting a stranger sincerely
ii. Bringing in a treat for your family members
iii. Giving someone a card or a note for no reason
iv. Giving a tip to a charity can placed on some fast food chains or supermarkets
v. Giving alms to a homeless person
vi. Inviting friend/sibling out to lunch
vii. Helping someone on a project
Exercise 3.8b: Perform Acts of

Kindnes s

At the end of your “kindness day,” make a list of the acts of kindness
you performed:
1.________________________________________________________
2.________________________________________________________
3.________________________________________________________
4.________________________________________________________
5. ________________________________________________________
How did it feel to perform these acts for others?
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Name: __________________________________ Date:____________
Exercise 3.9: gratitude letter
Instruction: Think of someone who you have not properly

thanked, to whom you owe a debt of gratitude. Examples
could include a family member, friend, co-worker, former
boss, teacher, or an old coach. Write him or her a letter in
which you express your gratitude and appreciation to
them. Talk about what they did for you and how it
impacted your life. You may write letters of gratitude in
more than 200 words in the space below and the next
page.
Dear ___________,
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Sincerely,
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___________
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____________________________________________

Name: __________________________________ Date:____________
Exercise 3.10: Additional Happiness Practices
Instructions:
(a) Connect with nature - Aim for 20 minutes outside at least a few times a week
when the weather is good.
(b) Meditate - Start small and work your way up. A good book to get started is
“Wherever You Go, There You Are” by Jon Kabat-Zinn. You might also use guided
meditations from YouTube.
What did you feel while doing exercise A? How about exercise B?
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_________________

What are your thoughts while doing exercise A? How about exercise B?
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LESSON 14:
d. Managing Stress
Health Psychology and Behavioral Medicine
1. Because of the inevitable nature of stress, understanding the factors involved in managing
the factors involved in managing stress is critical to maintaining healthy bodies and healthy
minds.
2. Health psychology emphasizes psychology’s role in promoting and maintaining health and
preventing and treating illness.
3. Behavioral medicine is an interdisciplinary field that focuses on developing and integrating
behavioral and biomedical knowledge to promote health and reduce illness.
4. Because 7 of the 10 leading causes of death in the United States are due to the absence of
healthy behaviors, health psychology is emerging as a viable and vital field within
psychology.
Stress and Its Sources

1. Type A behavior, thought by scientists to be related to heart disease, is a cluster of
behavioral characteristics including competitiveness, impatience, and hostility. Recent
studies indicate that the component of hostility is the most critical to health.
2. Hardiness refers to a personality style characterized by a sense of commitment, control, and
a perception of problems as challenges.
3. When coupled with social support, hardy individuals’ incidences of illness drop off
dramatically.
4. The perception of problems as challenges is related to cognitive appraisal: Persons who
view events as harmful or threatening experience more difficulty managing stress, while
those viewing problems as challenges manage their stress more effectively.
5. A sense of personal control can help buffer the effects of stress and lead to more adaptive
problem solving, whether the stress comes from major events of from daily hassles.
6. Feeling overwhelmed with stressors can lead to burnout: hopeless, helpless feeling that
leaves one in a state of mental and physical exhaustion. Having to make difficult choices can
result in conflict, which creates stress.
7. Stress is also produced by acculturation: the continuous and firsthand contact between two
distinct cultural groups.
8. Acculturation can result in assimilation, integration, segregation, and marginalization.
9. Poverty is generally associated with threatening and uncontrolled life events. In addition,
poverty undermines sources of social support, which reinforces a sense of powerlessness.
Stress Response
A. General Adaptation Syndrome
1. Stress is wear and tear on the body as a result of demands.

2. All stimuli produce the same stress response in the body.
3. The GAS consists of three stages: alarm, resistance, and exhaustion.
4. In the alarm stage, the body experiences a temporary shock that causes the release of
hormones.
5. Many scientists today agree that there are two biological pathways connecting the brain
and endocrine system in response to stress.
6. The neuroendocrine-immune pathway extends through the hypothalamus and pituitary
glands to the adrenal glands, where cortisol is released.
7. The sympathetic nervous system pathway extends through the hypothalamus to the
sympathetic nervous system and the adrenal glands, where epinephrine is released.
8. The sympathetic nervous system pathway extends through the hypothalamus to the
sympathetic nervous system and the adrenal glands, where epinephrine is released that
protect individuals by stimulating the immune system and reducing inflammation.
9. In the exhaustion stage, different hormones are released that protect individuals by
stimulating the immune system and reducing inflammation.
10. In the exhaustion stage, the body has exhausted its protective resources and the wear and
tear on the body leads to exhaustion and vulnerability to disease, or even death.
B. Fight or Flight, Tend and Befriend

1. Selye’s concept of the alarm stage of the GAS is essentially the same as “fight or flight”.
2. Shelley Taylor proposed that females are more likely to protect their young (tend and
befriend) than to flee.
3. Male responses of fight or flight may be mediated by androgens, including testosterone.
C. Cognitive Appraisal
1. According the Lazarus, cognitive appraisal involves interpreting events as harmful and
threatening, or a challenging.
2. Primary appraisal: events are interpreted in terms of harm, threat, challenge.
3. Secondary appraisal: individuals evaluate their resources and determine coping strategies.
4. Viewing stress as a challenge during primary appraisal paved the way for finding effective
coping resources during secondary appraisal.
Stress, Disease, and Health

Stress can affect the immune system, which serves to defend the body against
infection. (1) B cells, which mature in the bone barrow, and (2) T cells, which mature in the
thymus, an organ located in the chest. One type of T cell is the natural killer (NK) cell, which
detects and destroys damaged or altered cells before they become tumors.
Cancer
Although stress can’t cause cancer, there is evidence that it can affect the growth of
some cancerous tumors.

a. If the immune system is suppressed, NK cells do not work as well to prevent the
spread of tumor cells.
b. Stress can facilitate the growth of capillaries feeding into the tumor. When stress has
physical cause, the body produces more capillaries to supply blood to that area.
1. When the stressor is an injury or infection, capillary growth is beneficial
because the vessels carry more white blood cells to the part of the body that needs
them.
2. When a tumor is already present in the body, the stress response will cause
more blood to be supplied to the tumor.
Heart Disease
The increased blood pressure created by stress, in combination with the hormonally
induced narrowing of the arteries, promotes plaque buildup, or atherosclerosis.
1. As plaque, or fatty deposits on the insides of the artery walls, accumulates, the arteries
narrow – which makes the heart work harder to meet the body’s need for blood and
oxygen.
2. Working harder creates more damage to the arteries.
3. The chronic wear and tear on the cardiovascular system can lead to heart damage,
which can lead to sudden death from
2. Inadequate blood supply to the heart muscle
3. Irregular electrical firing of the muscle, preventing coordinated heartbeats.
The course of heart disease can be affected by a change in lifestyle. Intensive changes
in diet, exercise, stress management, and social support make a difference in:
1. Halting the narrowing of the arteries.
2. Reversing the atherosclerosis.
3. Minimizing further damage to the heart.
Depression appears to be a stressor that increase the likelihood of heart disease.

1. Depressed people have a faster heartbeat when at rest.
2. Depressed people tend to have high blood pressure.
3. Those who have an episode of depression have a higher risk of developing heart
problems.
4. Once having had a heart attack, depressed people are more likely to have further health
problems.
5. If depression is treated:
a. These stress-related responses subside.
b. Heart rate and blood pressure decrease.
Anxiety is also with heart disease, possibly because it can lead to high blood pressure
and changes in cardiac functioning.

Coping Strategies
Problem-Focused and Emotion-Focused Coping

1. Problem-Focused involves the cognitive strategy of facing the problem and trying to
actively solve the problem
2. Emotion-Focused coping involves responding to the stress in an emotional manner
especially by using defense mechanisms.
3. Emotion-focused coping can be adaptive or maladaptive
4. Many individuals successfully use both types of coping when adjusting to a stressful
circumstance.
5. Over the long term, problem-focused coping is what usually works best.
Optimism and Positive Thinking
1. A positive mood allows us to process information more effectively, increase altruism,
and raises self-esteem.
2. An optimistic attitude is better overall because it gives us a sense that we are controlling
our environment.
3. Cognitive Restructuring involves modifying
Cognitive Restructuring and Positive Self-Talk

1. Cognitive restructuring involves modifying maladaptive thought, ideas, and beliefs that
maintain an individual’s problem.
2. Negative self-talk can become self-fulfilling and can destroy self-confidence.
3. Positive Self-illusion is the ability to maintain some positive illusions about oneself and
the world.
4. Happy people have mildly inflated opinions of themselves and exaggerated beliefs about
their ability to control the world.
5. Sometimes, imagining a negative outcome (defensive pessimism) is important because
it allows person to prepare for an anticipated stressful event.
Self-efficacy
1. Self-efficacy is the belief that one can master a situation and produce positive outcomes.
2. Self-efficacy can improve an individual’s ability to cope and be mentally healthy.
3. Self-efficacy is one of the best predictors of positive therapy outcomes.
Social Support
1. Social support is information and feedback from others that one is loved and valued.
1. Tangible assistance is the giving of actual goods or services in stressful circumstances.
2. Information is the giving of specific actions and plans to help individuals cope effectively.

3. Emotional support is the giving of reassurance and love during a stressful experience.
4. A lack of social support has been associated with higher rates of depression, suicide,
cancer, mental illness, and death following the death of a spouse.
Assertive Behavior
1. Strategies for increasing assertiveness include: setting up a time for discussion, stating
your problem, expressing your feelings, and making your request.
2. Acting aggressively results in hostility and poor relationships. Aggressive people are
often insensitive to the rights of others.
3. Acting manipulatively results in a lack of self-responsibility and poor relationships.
Manipulative people work indirectly to get their needs met.
4. Acting passively results in avoidance of feelings and an inability to get needs met.
Passive people don’t let others know what they want or need.
5. Acting assertively results in empowerment, control, and positive relationships.
Assertiveness builds equal relationships.
Psychology and Life Dealing with Conflict – This scale helps students differentiate between
assertive, aggressive, manipulative, and passive behavior

Name: __________________________________
Date:____________
Year/Course/Section: ________________________ Score:
___________
Exercise 3.11 STRESS
MANAGEMENT
Instruction: Look for stress-management action plan online and then create your
personal action plan for managing stress during this COVID-19 pandemic. Keep your
answer is realistic.

Name: __________________________________ Date:____________
Exercise 3.12: Art therapy
Instructions: Fill this art with lots of colors that blend with one another. You can use any
kind of coloring materials that suit best to make this drawing an eye-candy.

Name: __________________________________ Date:____________
What did you feel while doing exercise 4.2?
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What are your thoughts while doing the art therapy?

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
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__________________________________________________ 132
Understanding The Self
Name: __________________________________ Date:____________
Exercise 3.13: changing thoughts

References
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Understanding The Self  1

Understanding The Self  2

Ideas, concepts, diagrams and/or illustrations depicted in this learning material

Understanding The Self  3

Understanding The Self  4

The most important question ever:

What is this course all about?

Understanding The Self  5

What will this course accomplish?

What is this course?

What is the design of the course?

A. Understanding the Self Construct:

B. Unpacking the Self:

• The Physical Self • The Emotional Self

Understanding The Self  6

What are the learning outcomes of this course?

A. The Self from Various Perspectives

B. Unpacking The Self

C. Managing and Caring for The Self

Suggested class activities:

Understanding The Self  7

Understanding The Self  8

This Learning Module in General Education Course I (Understanding the Self or

Understanding The Self  9

UNIT 1: The Self from Various Pespectives Week 1

LESSON 1: Philosophy: Western Philosophical Perspective on the Self Week 2

MIDTERM EXAM Week 9

FINAL TERM COVERAGE

Unit 3: Managing the Self Week 15

Understanding The Self  10

Understanding The Self  11

Intended Learning Outcomes:

a. Discuss the different representations and conceptualizations of the self from

Understanding The Self  12

• Instructions: In not more than 10 sentences, differentiate the body and

2. The Ancient Triumvirate

Understanding The Self  13

Understanding The Self  14

Identity can be achieved with these questions:

Understanding The Self  15

René Descartes: A Rationalist

John Locke: An Empiricist

David Hume: Empiricist, Sceptic & Nihilist

Understanding The Self  16

Gilbert Ryle: A Physicalist

Paul Churchland: A Physicalist

Understanding The Self  17

• Instruction: Make a timeline showing the name and photo of person/s

There are five (5) aspects:

Eight (8) paths to Nirvana (freedom from “attachments”):

Understanding The Self  18

From Confucianism (Tu Wei Ming)

There are two (2) aspects of the self:

Phrases that can describe Tao:

Understanding The Self  19

The Great Nothing

Understanding The Self  20