MODULE 2

UNFOLDING THE SELF

Lesson 1 The Physical Self

Lesson 2 The Sexual Self
Lesson 3 The Material Self
Lesson 4 The Spiritual Self
Lesson 5 The Political Self
Lesson 6 The Digital Self
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INTRODUCTION

This module focuses on unfolding the self. What is the importance of

unfolding oneself? By doing so, one will be able to reflect aspects of life that
needs to be improved. In this module, one will be able to disclose their
physical, sexual, material, political, spiritual, and digital selves to make life
better and meaningful.

OBJECTIVES

After studying this module, you should be able to:

1. Discover 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, and
4. Examine one’s self against the different aspects of self, discussed

DIRECTIONS/ MODULE ORGANIZER

There are six lessons in this second module. Carefully read every lesson
then answer the exercises or activities to determine how much you have
benefited or learned from each. Work on these exercises carefully and submit
your output to your instructor.

If you encounter difficult circumstances like you can't understand the

instructions of an exercise or you can't comprehend a part of a lesson, you can
contact your instructor immediately. Please be reminded that you need to be
respectful in contacting your instructor like considering the time of
communication.

Good luck and enjoy reading!

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Lesson 1
The Physical Self

The Concept of the Physical Self

 Physical Self refers to the body, this marvelous container and complex,
finely tuned, machine with which we interface with our environment and
fellow beings.
 The Physical Self is the concrete dimension, the tangible aspect of the
person that can be directly observed and examined.
 As a biological entity, the body has a functional role, but as a social
entity it is the most visible way of expressing and presenting someone's
identity.
 It conveys important messages about social status and subculture
membership; in turn, it receives messages from the outside.
What can my body do vs. how does it look?: Men and Women Description of
their Physical Appearance (Alleva et al., 2019).

1. The body is described based from its functionality – This description

concerned with the overall body functionality (e.g., physical capacities,
internal processes) or specific body functions (e.g., running, playing
sports, good coordination).
2. The body is described based on ways in which their body and self are
connected. This was expressed how the body communicates to the self
(e.g., excitement creates flutters in the stomach), or how one respond
to their body signals (e.g., taking a rest when fatigued).Also, the body
represents the self, either as a whole or in terms of certain features of
the self (e.g., one’s hobbies, sexual preference).
3. The body is described as resilient. A resilient body is able to function
well despite unhealthy experiences or behaviors. It is also capable of
managing or adapting to changes in internal factors (e.g., viruses),
external factors (e.g., temperature), or changes in behavior (e.g.,
physical activity). These descriptions also expressed the sentiment that
body can be relied upon or endures.
4. The body is described based from the “norm”. The specific body
functionality is compared to social standards (e.g., I am healthy for my
age, I am mature for my age).
5. The body is described based from body behind the scene. The body
performs its functions that one is not necessarily consciously aware of.

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These functions were described in terms of maintaining proper

functioning for survival, or in terms of the body responding to or
processing stimuli.
6. The body is describes based on specific domains of body functionality or
specific body functions that they like, or from which they derive positive
feelings (e.g., pleasure, enjoyment, satisfaction, relaxation).

Physical Health Related Fitness and Wellbeing

Developing healthy body and mind are essential aspects in an

individual’s life. The COVID-19 pandemic served as an eye opener to everyone
to prioritize our health. In the study of Sevilleja and Kerchaten (2020) they
presented the conditions of the physical health related fitness among first year
college students. These physical health related fitness includes:

1. Body mass index - Body composition measured through body mass

index. Knowing body mass index is vital in monitoring the
nutritional status of various medical and physiological processes,
including sick, malnourished, pregnant, and many other diseases.
Having a normal body mass index is a good indicator of lower risk
of diseases.
2. Cardiovascular endurance - Cardiovascular endurance is
described as performing large-muscle dynamic, moderate to high-
intensity exercise for prolonged periods. A low pulse rate implies
an excellent heart, lungs, and muscles after completing average
to high-intensity training or workout. Higher pulse is associated
with higher illness and death from all causes, including
cardiovascular disease and cancer due to physical inactivity and
low cardiorespiratory. Getting below average and poor average
indicates that most first year college students in the study do not
involve themselves much in physical activities or workouts and
can get quickly tired in doing physical activities. Even if you have
an average body mass index, this does not mean that exercise is
not crucial. Regular physical activity can improve heart
performance and reduce disease; this argument is supported by
several studies.
3. Muscular strength and endurance. Muscular strength and
endurance are two essential parts of our body's ability to move,
lift things, and do daily activities.

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4. Flexibility - Being flexible includes an individual's capacity to

execute ranges of motions in joints or groups of joints
effectively.
Maintaining a healthy body is an important aspect that we should
maintain in order to function fully in doing our every task. As the quotation
states, “Health is our wealth”, we cannot fulfill all our dreams and aspirations
in life without having a healthy body and mind.

How do I feel about my body?

We may pay lip service to clichés such as “you can’t judge a book by its
cover,” or “beauty is only skin deep,” but most of us care about how we look—
more than 80 percent of us according to national surveys. These same national
surveys have found that many of us, especially women, are not very kind to
ourselves when we evaluate our appearance. About one-third of us are
dissatisfied with our looks as they are, and one-half of us are dissatisfied with
at least one aspect of our appearance. Many people experience extreme
distress about their appearance. And this distress has far-reaching implications.
A poor body image, as researchers call these feelings, is associated with
lowered satisfaction with romantic and sexual relationships and overall
psychosocial adjustment. In extreme cases, a poor body image can result in a
psychological disorder called body dysmorphic disorder. When people reach
this point, they have such intense feelings of distress about their appearance
that their ability to function in day-to-day life is seriously impaired. In extreme
cases, people will only leave the house with most of their face covered because
they are convinced they are hideously ugly.

Now, you evaluate how do you feel about your body by answering the
self-test below.

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No. Items Rating

1. Before going out in public, I always notice how I look.
2. I am careful to buy clothes that will make me look my best.
3. I would pass most physical-fitness tests.
4. It is important that I have superior physical strength.
5. My body is sexually appealing.
6. I am not involved in a regular exercise program.
7. I like my looks just the way they are.
8. I check my appearance in a mirror whenever I can.
9. Before going out, I usually spend a lot of time getting ready.
10. My physical endurance is good.
11. Participating in sports is unimportant to me.
12. I do not actively do things to keep physically fit.
13. Most people would consider me good-looking.
14. It is important that I always look good.
15. I use very few grooming products.
16. I easily learn physical skills.
17. Being physically fit is not a strong priority in my life.
18. I do things to increase my physical strength.
19. I like the way I look without my clothes.
20. I am self-conscious if my grooming isn’t right.
21. I usually wear whatever is handy without caring how it looks.
22. I do poorly in physical sports or games.
23. I seldom think about my athletic skills.
24. I work to improve my physical stamina.
25. I like the way my clothes fit me.

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26. I don’t care what people think about my appearance.

27. I take special care with my hair grooming.
28. I dislike my physique.
29. I don’t care to improve my abilities in physical activities.
30. I try to be physically active.
31. I am physically unattractive.
32. I never think about my appearance.
33. I am always trying to improve my physical appearance.
34. I am very well coordinated.
35. I play a sport regularly throughout the year.
For the following two items, place a mark by the alternative that
best describes you
36. I think I am:

_____ 1. Very underweight

_____ 2. Somewhat underweight

_____ 3. Normal weight

_____ 4. Somewhat overweight

_____ 5. Very overweight

37. From looking at me, most other people would think

I am:

_____ 1. Very underweight

_____ 2. Somewhat underweight

_____ 3. Normal weight

_____ 4. Somewhat overweight

_____ 5. Very overweight

Use the scale below to indicate how satisfied you are with each of the following areas

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of your body:

1 = Very dissatisfied

2 = Mostly dissatisfied

3 = Neither satisfied nor dissatisfied

4 = Mostly satisfied

5 = Very satisfied

No. Item Rating

38. Face (facial features, complexion)
39. Hair (color, thickness, texture)
40. Lower torso (buttocks, hips, thighs, legs)
41. Midtorso (waist, stomach)
42. Upper torso (chest or breasts, shoulders, arms)
43. Muscle tone
44. Weight
45. Height
46. Overall appearance

What is the meaning of you score? Follow the scoring procedure below.

1. The first step is to reverse the score (5 = 1, 4 = 2, 3 = 3, 2 = 4, and 1 = 5)

for the following items: 6, 11, 12, 15, 17, 21, 22, 23, 26, 28, 29, 31, and
32.
2. After reversing the appropriate items, you can find your score on six
subscales by finding the total for the items on that scale.
3. Fill up the table below.

Appearance Evaluation Appearance Orientation

No. of Item Your Raw No. of Item Your Raw Score
Score
5. 1.
7. 2.

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13. 8.
19. 9.
25. 14.
28. 15.
31. 20.
Total Score 21.
Average 26.
27.
32.
33.
Total Score
Average

Fitness Evaluation Fitness Orientation

No. of Item Your Raw No. of Item Your Raw Score
Score
16. 3
22. 4
34. 10
Total Score 11
Average 12
17
Subjective Weight 18
No. of Item Your Raw 23
Score
36. 24
37. Total Score
Total Score Average
Average

Body Areas Satisfaction

No. of Item Your Raw
Score
38.
39.
40.
41.
42.
43.

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44.
45.
46.
Total Score
Average

If your scores on the test were below the 15th percentile, especially on the
Appearance Evaluation and Body Areas Satisfaction subscales, you could
feel better about yourself and feel more comfortable in your romantic and
sexual relationships if you developed a more positive body image.

Want to look and feel your best? Here are some tips:

Accept Your Body

 Nobody's perfect. Everybody wants to be liked and accepted just as

they are. That's true for every BODY, too! See your body the way it
is. Be less of a critic. Be more of a friend.

 Don't body-shame yourself. When you make harsh comments about

your own body, it hurts your self-esteem. That's true whether you
say it out loud or think it to yourself. It hurts just as much as if
someone else said it. Be kind. Respect yourself, even if you have
things to work on.

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 Build a better habit. Do you have a habit of putting your body down?
To break that bad habit, build a good one in its place. Tell yourself
what you like instead of what you don't. Keep doing it until it is a
habit.

Like Your Body

 Find things to like about your looks. Maybe you like your hair, face,
or hands. What about your shape, shoulders, or legs? Your eyes or
your smile? Tell yourself what you like and why. If you get stuck,
think of what your good friends like about how you look. Accept
those things. Know that there's lots to like about you. Let yourself
feel good.

 Focus on what your body can DO. There's more to your body than
your looks. When you play a sport, walk, run, dance, swim — that's
your body in action. Your body is there for you when you stretch,
reach, climb, or jump for joy. When you carry things, build things, or
give someone a hug. Be amazed. Be thankful.

 Be aware of your body. Don't ignore your body as you go through

the day. Learn to breathe slowly and calmly as you move and
stretch. Learn to tell when your body needs food or rest. Enjoy the
way your body feels when you walk, run, and play.

Take Care of Your Body

 Eat healthy foods. Learn what foods are good for you, and how
much is the right amount. Take your time when you eat. Really taste
your food. Enjoy it. Eating right helps you look your best. It gives you
the energy you need. And it boosts your body image. When you treat
your body right, you feel good about yourself.

 Get good sleep. Learn how much sleep you need for your age. Get to
bed on time. Turn off screens hours before bedtime so you can sleep
well.

 Be active every day. Your body needs to move to be strong, fit, and
healthy. You can be active by playing a sport. You can run, walk,
work out, do yoga, swim, or dance. Pick activities you like. Enjoy the
fun you can have.

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 Keep to a healthy weight. Being a healthy weight is good for you.

And it helps you feel good about your body. But don't try to diet on
your own. Always talk to your parent or doctor. Your doctor can
suggest ways you can keep to a weight that's right for you.

LEARNING ACTIVITY

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Lesson 2
The Sexual Self

The Biology of Self

 At birth, the sexual genital (penis for male, vagina for female) is a
biological feature that distinguishes males from females. Moreover,
during puberty, observable changes in the human body also known as
secondary sexual characteristics begin.
 When physiological changes are triggered within the adolescent’s
reproductive system, he or she is likely to experience sexual urges,
become more sensitive to sexual stimuli, and feel sexual arousal.
 Humans are likely to engage in sexual activities to satisfy sexual urges.
However, the kind of sexual activities they engage in may vary.
 A person should be aware of his/her sexuality and sexual attributes in
order to make responsible decisions. Adolescents need to realize the
importance of having informed choices.
Sexual Identity and Gender Orientation

 Biological sex is one’s assignment upon birth and is dependent on

physical feature. On the other hand, gender is an identity that is learned
and embraced by individual.
 Gender roles refer to societal expectations of how men and women
should act. Everyone has a basic idea of gender roles: men are assumed
to be strong and dominant while women are perceived to be submissive
and demure.
 Sexual identity and gender orientation underlie one’s concept of self.
A person expresses his or her sexuality through individuality; one’s belief
and behavioral lifestyle are based on his or her own perceptions of
sexuality.

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Terms Needed to Understand in Relation to Gender and Development and

LGBTQ.

1. Agender: Someone who doesn't identify as any particular gender.

2. Ally: A person who is not LGBTQ but uses their privilege to support
LGBTQ people and promote equality. Allies "stand up and speak out
even when the people they're allying for aren't there," said Robin
McHaelen, founder and executive director of True Colors, a non-
profit that provides support for LGBTQ youth and their families. In
other words, not just at Pride parades.
3. Androgynous: A person who has both masculine and feminine
characteristics, which sometimes means you can't easily distinguish
that person's gender. It can also refer to someone who appears
female, but who adopts a style that is generally considered
masculine.
4. Aromantic: A person who experiences little or no romantic attraction
to others.
5. Asexual: A person who doesn't fit traditional standards and
expectations around sexual desire. Many people in the LGBTQ
community think of sexuality as a spectrum. Asexuality is just one
end of spectrum with identities (gray areas) in between. Someone
who is asexual may not be sexually active but still masturbate. Or
they may be attracted to people but not desire sex.
6. Binary: The concept of dividing sex or gender into two clear
categories. Sex is male or female, gender is masculine or feminine.
7. Binding: Flattening your breasts, sometimes to appear more
masculine.
8. Biphobia: Discrimination, prejudice, fear or hatred toward bisexual
people.
9. Bisexual: A person who is emotionally or sexually attracted to more
than one gender.
10. Bottom surgery: A colloquial way of referring to gender-affirming
genital surgery.
11. Cisgender: A person whose gender identity aligns with the sex they
were assigned at birth.
12. Cisnormativity: A cultural bias that assumes being cis (when your
gender identity aligns with the sex you were assigned at birth) is the
norm.

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13. Cissexism: A system of oppression that says there are only two
genders, which are considered the norm, and that everyone's gender
aligns with their sex at birth.
14. Closeted: An LGBTQ person who will not or cannot disclose their sex,
sexual orientation or gender identity.
15. Coming out: The complicated, multi-layered, ongoing process by
which one discovers and accepts one’s own sexuality and gender
identity.
16. Deadnaming: Saying the name that a transgender person was given at
birth but no longer uses.
17. Drag kings & drag queens: People, some who are straight and
cisgender, who perform either masculinity or femininity as a form of
art.
18. Gay: A sexual orientation that describes a person who is emotionally
or sexually attracted to people of their own ge; commonly used to
describe men.
19. Gender confirmation surgery: A step some transgender people take
to help them feel their body aligns with their gender identity.
20. Gender dysphoria: The psychological distress that occurs when a
person's gender identity differs from the sex they were assigned at
birth.
21. Gender expression: How we express our gender identity. It can refer
to our hair, the clothes we wear, the way we speak.
22. Gender fluid: Not identifying with a single, fixed gender. A person
whose gender identity may change.
23. Gender identity: How you feel and express your gender, which does
not need to align with the sex you were assigned at birth.
24. Gender non-conforming: People who don't conform to traditional
expectations of their gender.
25. Gender role: The social behaviors that culture assigns to each sex.
Examples: Girls play with dolls, boys play with trucks; women are
nurturing, men are stoic.
26. Gender transition: There isn't one way for a person to transition.
Gender transition can include a range of social (new name and
pronouns) medical (hormone therapy, surgery) and legal (changing a
driver's license or birth certificate) steps to help affirm one's gender
identity.
27. Gender-affirming care: Care that helps you live your gender
identity.

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28. Gender-expansive: An umbrella term used to refer to people who

don't identify with traditional gender roles.
29. Genderqueer: People who reject static, conventional categories of
gender and embrace fluid ideas of gender (and often sexual
orientation). They are people whose gender identity can be both
male and female, neither male nor female, or a combination of male
and female.
30. Heteronormativity: A cultural bias that considers heterosexuality
(being straight) the norm. When you first meet someone, do you
automatically assume they're straight? That's heteronormativity.
31. Heterosexism: A system of oppression that considers heterosexuality
the norm and discriminates against people who display non-
heterosexual behaviors and identities.
32. Heterosexual privilege: Refers to the societal advantages that
heterosexuals get which LGBTQ people don't. If you're a straight
family that moves to a new neighborhood, for example, you probably
don't have to worry about whether your neighbors will accept you.
33. Homophobia: Discrimination, prejudice, fear or hatred toward
people who are attracted to members of the same sex.
34. Intersectionality: The understanding of how a person's overlapping
identities –including race, class, ethnicity, religion, sexual orientation
and disability status – impact the way they experience oppression and
discrimination.
35. Lesbian: A woman who is emotionally or sexually attracted to other
women.
36. LGBTQ: The acronym for “lesbian, gay, bisexual, transgender and
queer.” Some people also use the Q to stand for "questioning,"
meaning people who are figuring out their sexual orientation or
gender identity. You may also see LGBT+, LGBT*, LGBTx, or LGBTQIA.
I stands for intersex and A for asexual/aromantic/agender.
37. Living openly: An LGBTQ person who is comfortable being out about
their sexual orientation and/or gender identity.
38. Misgendering: Referring to someone in a way that does not correctly
reflect their gender identity, typically by using incorrect pronouns.
39. Neopronouns: Words created to be used as pronouns but which are
gender neutral.
40. Nonbinary: Someone who doesn't identify exclusively as female or
male.
41. Original rainbow flag: In the late 70s, Harvey Milk, the first openly
gay elected official in California, challenged activist Gilbert Baker to

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design a symbol of hope for the gay community. Baker's original

design had 8 stripes, and included the color pink. It first flew in 1978.
In the intervening years eight stripes became six, pink was removed,
and royal blue replaced turquoise.
42. Outing: Publicly revealing a person's sexual orientation or gender
identity when they haven't come out themselves yet.
43. Pansexual: A person who can be attracted to all different kinds of
people, regardless of their gender identity.
44. People who identify as graysexual fall somewhere between asexual
and sexual on the spectrum, and can include people who experience
sexual attraction rarely.
45. Post-BLM rainbow: Philadelphia redesigned the Pride flag in 2017 to
include the colors brown and black in an effort to promote diversity
and inclusion and to "honor the lives of our black and brown LGBTQ
siblings," the city said in a statement. Philadelphia's Office of LGBT
Affairs partnered with Tierney, a Philadelphia PR agency, to redesign
the flag as part of its new inclusivity campaign,
#MoreColorMorePride.
46. Pride rainbow flag: The universal symbol of pride for LGBTQ people
around the world.
47. Progress rainbow flag: Designed by Daniel Quasar in 2018, it adds
five new colors to emphasize progress around inclusion. The flag
includes black and brown stripes to represent people of color, and
baby blue, pink and white, which are used in the Transgender Pride
Flag.
48. Pronouns: A word used instead of a noun often to refer to a person
without using their name. Pronouns can signal a person's gender.
Some of the most commonly used pronouns are she/her, he/him and
they/them.
49. Queer: Originally used as a pejorative slur, queer has now become an
umbrella term to describe the myriad ways people reject binary
categories of gender and sexual orientation to express who they are.
50. Sex positive: An attitude that views sexual expression and sexual
pleasure, if it's healthy and consensual, as a good thing.
51. Sexual orientation: How a person characterizes their sexuality.
"There are three distinct components of sexual orientation," said
Ryan Watson, a professor of Human Development & Family Studies at
the University of Connecticut. "It’s comprised of identity (I’m gay),
behavior (I have sex with the same gender) and attraction (I'm
sexually attracted to the same gender), and all three might not line

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up for all people." (Don't say "sexual preference," which implies it's a
choice and easily changed.)
52. TERF: The acronym for "trans exclusionary radical feminists,"
referring to feminists who are transphobic.
53. Top surgery: A colloquial way of describing gender-affirming surgery
on the chest.
54. Trans: The overarching umbrella term for various kinds of gender
identifies in the trans community.
55. Transfeminism: Defined as "a movement by and for trans women who
view their liberation to be intrinsically linked to the liberation of all
women and beyond." It's a form of feminism that includes all self-
identified women, regardless of assigned sex, and challenges
cisgender privilege. A central tenet is that individuals have the right
to define who they are.
56. Transgender: A person whose gender identity differs from the sex
they were assigned at birth.
57. Transmisogyny: A blend of transphobia and misogyny, which
manifests as discrimination against "trans women and trans and
gender non-conforming people on the feminine end of the gender
spectrum."
58. Transphobia: Discrimination, prejudice, fear or hatred toward trans
people.
59. Two-spirit: Someone who is a Native member of the LGBTQ
community.
The Consequences of Sexual Choices

 Sexual intercourse (copulation) is the reproductive act in which the

male organ (penis) enters the female’s reproductive tract (vagina).
Adolescents couples who engage in sexual intercourse are usually
overwhelmed by the sensations they feel during the act.
 However, if the woman is fertile during the time of intercourse,
pregnancy is likely to occur and it lasts approximately nine months
before the birth of the child. Having a child entails a big
responsibility and should not merely be a consequence of an
impulsive moment. Physical risks to having an early pregnancy may
impact an adolescent’s development, including miscarriage,
emotional stress, and health risks to both mother and infant.
 Aside from pregnancy, another consequence of impulsive and
careless sexual intercourse is the risk of acquring sexually-
transmitted diseases (STDs). Among common STDs are:

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Syphilis

Gonorrhea

Chlamydia

Genital Warts

 The most alarming sexually transmitted disease is the acquired

immune deficiency syndrome (AIDS) caused by the human
immunodeficiency virus (HIV). It can be transmitted by contact
between broken skin, wounds, or mucous membranes and HIV-
infected blood or blood-contaminated body fluids.
 It is important that everyone makes responsible decisions with regard
to sexuality and sexual behavior. Responsible sexual behavior entails
the following:
 Respect for one’s body. It means taking care of one’s body and
avoiding activities that undermine one’s worth and respect.
 Maturity in thoughts and deeds. It refers to being objective, rational,
and calm, instead of being swept by one’s emotion.
 Being guided by one’s personal beliefs and core values. Everyone,
especially an adolescent, should always be grounded by his/her
personal principles and self-worth.
 Being future-oriented. Instead of focusing on the present, a person
should always weigh his or her present actions with possible
consequences in the future.
Birth Control Methods

Many elements need to be considered by women, men, or couples at any

given point in their lifetimes when choosing the most appropriate
contraceptive method. These elements include safety, effectiveness,
availability (including accessibility and affordability), and acceptability.
Voluntary informed choice of contraceptive methods is an essential guiding
principle, and contraceptive counseling, when applicable, might be an
important contributor to the successful use of contraceptive methods.

In choosing a method of contraception, dual protection from the

simultaneous risk for HIV and other STDs also should be considered. Although
hormonal contraceptives and IUDs are highly effective at preventing pregnancy,
they do not protect against STDs, including HIV. Consistent and correct use of

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the male latex condom reduces the risk for HIV infection and other STDs,
including chlamydial infection, gonococcal infection, and trichomoniasis.

Reversible Methods of Birth Control

1. Intrauterine Contraception
a. Levonorgestrel intrauterine system (LNG IUD)—The LNG IUD is
a small T-shaped device like the Copper T IUD. It is placed
inside the uterus by a doctor. It releases a small amount of
progestin each day to keep you from getting pregnant. The LNG
IUD stays in your uterus for up to 3 to 6 years, depending on the
device. Typical use failure rate: 0.1-0.4%.1
b. Copper T intrauterine device (IUD)—This IUD is a small device
that is shaped in the form of a “T.” Your doctor places it inside
the uterus to prevent pregnancy. It can stay in your uterus for
up to 10 years. Typical use failure rate: 0.8%.1

Hormonal Implant
a. Implant—The implant is a single, thin rod that is inserted under
the skin of a women’s upper arm. The rod contains a progestin
that is released into the body over 3 years. Typical use failure
rate: 0.1%.

b. Injection or “shot”—Women get shots of the hormone progestin

in the buttocks or arm every three months from their doctor.
Typical use failure rate: 4%.

c. Combined oral contraceptives—Also called “the pill,” combined

oral contraceptives contain the hormones estrogen and progestin.
It is prescribed by a doctor. A pill is taken at the same time each
day. If you are older than 35 years and smoke, have a history of
blood clots or breast cancer, your doctor may advise you not to
take the pill. Typical use failure rate: 7%.

d. Progestin only pill—Unlike the combined pill, the progestin-only

pill (sometimes called the mini-pill) only has one hormone,
progestin, instead of both estrogen and progestin. It is prescribed
by a doctor. It is taken at the same time each day. It may be a
good option for women who can’t take estrogen. Typical use

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failure rate: 7%.

e. Patch—This skin patch is worn on the lower abdomen, buttocks,

or upper body (but not on the breasts). This method is prescribed
by a doctor. It releases hormones progestin and estrogen into the
bloodstream. You put on a new patch once a week for three
weeks. During the fourth week, you do not wear a patch, so you
can have a menstrual period. Typical use failure rate: 7%.

f. Hormonal vaginal contraceptive ring—The ring releases the

hormones progestin and estrogen. You place the ring inside your
vagina. You wear the ring for three weeks, take it out for the
week you have your period, and then put in a new ring. Typical
use failure rate: 7%.

2. Barrier Methods
a. Diaphragm or cervical cap—Each of these barrier methods are
placed inside the vagina to cover the cervix to block sperm. The
diaphragm is shaped like a shallow cup. The cervical cap is a
thimble-shaped cup. Before sexual intercourse, you insert them
with spermicide to block or kill sperm. Visit your doctor for a
proper fitting because diaphragms and cervical caps come in
different sizes. Typical use failure rate for the diaphragm: 17%.1
b. Sponge—The contraceptive sponge contains spermicide and is
placed in the vagina where it fits over the cervix. The sponge
works for up to 24 hours, and must be left in the vagina for at least
6 hours after the last act of intercourse, at which time it is
removed and discarded. Typical use failure rate: 14% for women
who have never had a baby and 27% for women who have had a
baby.1

c. Male condom—Worn by the man, a male condom keeps sperm from

getting into a woman’s body. Latex condoms, the most common
type, help prevent pregnancy, and HIV and other STDs, as do the
newer synthetic condoms. “Natural” or “lambskin” condoms also
help prevent pregnancy, but may not provide protection against
STDs, including HIV. Typical use failure rate: 13%.1 Condoms can
only be used once. You can buy condoms, KY jelly, or water-based
lubricants at a drug store. Do not use oil-based lubricants such as
massage oils, baby oil, lotions, or petroleum jelly with latex

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condoms. They will weaken the condom, causing it to tear or

break.

d. Female condom—Worn by the woman, the female condom helps

keeps sperm from getting into her body. It is packaged with a
lubricant and is available at drug stores. It can be inserted up to
eight hours before sexual intercourse. Typical use failure rate:
21%,1 and also may help prevent STDs.

e. Spermicides—These products work by killing sperm and come in

several forms—foam, gel, cream, film, suppository, or tablet. They
are placed in the vagina no more than one hour before intercourse.
You leave them in place at least six to eight hours after
intercourse. You can use a spermicide in addition to a male
condom, diaphragm, or cervical cap. They can be purchased at
drug stores. Typical use failure rate: 21%.1

3. Fertility Awareness-Based Methods

a. Fertility awareness-based methods—Understanding your monthly
fertility pattern external can help you plan to get pregnant or
avoid getting pregnant. Your fertility pattern is the number of
days in the month when you are fertile (able to get pregnant),
days when you are infertile, and days when fertility is unlikely,
but possible. If you have a regular menstrual cycle, you have
about nine or more fertile days each month. If you do not want to
get pregnant, you do not have sex on the days you are fertile, or
you use a barrier method of birth control on those days. Failure
rates vary across these methods.1-2 Range of typical use failure
rates: 2-23%.

4. Lactational Amenorrhea Method

a. For women who have recently had a baby and are breastfeeding,
the Lactational Amenorrhea Method (LAM) can be used as birth
control when three conditions are met: 1) amenorrhea (not having
any menstrual periods after delivering a baby), 2) fully or nearly
fully breastfeeding, and 3) less than 6 months after delivering a
baby. LAM is a temporary method of birth control, and another
birth control method must be used when any of the three
conditions are not met.

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5. Emergency Contraception
a. Copper IUD—Women can have the copper T IUD inserted within
five days of unprotected sex.
b. Emergency contraceptive pills—Women can take emergency
contraceptive pills up to 5 days after unprotected sex, but the
sooner the pills are taken, the better they will work. There are
three different types of emergency contraceptive pills available in
the United States. Some emergency contraceptive pills are
available over the counter.

6. Permanent Methods of Birth Control

a. Female Sterilization—Tubal ligation or “tying tubes”— A woman
can have her fallopian tubes tied (or closed) so that sperm and
eggs cannot meet for fertilization. The procedure can be done in
a hospital or in an outpatient surgical center. You can go home
the same day of the surgery and resume your normal activities
within a few days. This method is effective immediately. Typical
use failure rate: 0.5%.1

b. Male Sterilization–Vasectomy—This operation is done to keep a

man’s sperm from going to his penis, so his ejaculate never has
any sperm in it that can fertilize an egg. The procedure is
typically done at an outpatient surgical center. The man can go
home the same day. Recovery time is less than one week. After
the operation, a man visits his doctor for tests to count his sperm
and to make sure the sperm count has dropped to zero; this takes
about 12 weeks. Another form of birth control should be used
until the man’s sperm count has dropped to zero. Typical use
failure rate: 0.15%.

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LEARNING ACTIVITY

Choose one of the following to interview, write your realizations on the

interview conducted (no need to disclose the identity of your
interviewee).
1. A person who indulged in premarital sex.
2. A person who get marry at an early age.
3. A person who is a member of the LGBTQ
4. A person who experienced to have a sexually transmitted disease.
5. A person who experienced to have a sexual intercourse outside
marriage.

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Lesson 3
The Material Self

What is Material Self?

Belk (1988) stated that “we regard our possessions as part of ourselves.
We are what we have and what we possess. Our wanting to have and possess
has a connection with another aspect of the self, the material self. Likewise,
William James described material-self is about primarily about our bodies,
clothes, immediate family, and home. We are deeply affected by these things
because we have put the investment of ourselves of them.

The Body as Component of Material Self

The innermost part of our material self is our body. Intentionally, we are
investing in our bodies. We are directly attached to this commodity that we
cannot live without. We strive hard to make sure that this body functions well
and good.

The Body Self is in all of us. It is the opportunity we all have to

challenge the epidemic belief that by changing our bodies, we can change our
lives. It is a way of seeing ourselves without self-doubt, comparison, and
judgment. It is the chance to turn our body image inside out and explore much
more deeply what our bodies hold and what they have to teach us. By
illuminating the Body Self, we can tap into the life force, health, and power
that is inaccessible to us when we are focused on changing and/ or hating our
bodies.

Some of us were not satisfied with our bodies and as a result, they
undergo surgeries. For example in the experience of Dr. Maxwell Maltz, a
plastic surgeon who became interested in “self-image psychology” because of
his confusing observations of patients who had undergone plastic surgery. Some
patients who only received minor facial changes changed their personality and
life dramatically while others with greater facial changes didn't seem to change
at all. A boy with large ears had been told he looked like a taxi cab with both
doors open and had been ridiculed all his life. He had become withdrawn and
shy. After surgery, he became much more outgoing. Yet others, such as a shy
Duchess who was given a truly beautiful face in surgery made no noticeable
improvement in her personality. Maltz concluded that the reason was that
these people continued to think of themselves as ugly, different, abnormal, or
defective people depends on their self-concept.

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The Clothes as the component of Material Self

Next to our bodies are the clothes we use. Influenced by the “Philosophy
of Dress” by Herman Lotze, James believed that clothing is an essential part of
the material self. The fabric and style of the clothes we wear bring sensations
to the body to which directly affect our attitudes and behavior. Thus, clothes
are places in the second hierarchy of material self. Cloting is a form of self-
expression. We choose and wear clothes that reflect ourselves (Watson 2014).

The Immediate Family as the component of Material Self

Our parents and siblings hold another great important part of ourselves.
What they do or become affects us. When an immediate family member dies,
part of ourselves dies, too. When their lives are in success, we feel their
victories as if we are holding the trophy. In their failures, we are put to shame
or guilt. When they are in disadvantaged situations, there is an urgent to help
as a voluntary instinct of saving one’s self from danger. We place huge
investment in our immediate family when we see them as the nearest replica
of our self.

The Home as the component of Material Self

The fourth component of material self is our home. Home is where our
heart is. It is the earliest nest of our selfhood. Our experiences inside the home
were recorded and marked on particular parts and things in our home. There
was an old cliche about rooms: “if only walls can speak. “ The home thus is an
extension of self, because, in it, we can directly connect our self.

We are What We have

As we grow older, putting importance on material possession decreases.

However, material possession gains higher value in our lifetime if we use
material possession to find happiness, associate these things with significant
events, accomplishments, and people in our lives. There are even times, when
material possessions of a person that is closely identified to the person, gain
acknowledgment with high regard even if the person already passed away.
Examples of these are the chair in the dining room on which the person is
seated, the chair will be the constant reminder of the person seated there. The
possessions that we dearly have tell something about who we are, our self-
concept, our past, or even our future.

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10 Best Budget Planning Tips For College Students

1. Know your cash flow. If you don’t have regular monthly income, it may
make sense to build your budget around the academic semester—for
example, when you have refunds from financial aid, income saved from a
summer job, or a chunk to access from savings.
2. Identify your spending categories and current amounts. Use your bank or
credit union app or statements to look at your expenses over the past
months. Start with what you know your needs are (e.g., housing,
transportation, food, etc.) versus your wants (e.g., eating out, concerts,
spring break trip, etc.).
3. Be willing to rethink all your budget categories. Are on-campus housing
expenses way out of whack with what you can afford? Look into becoming a
resident assistant to get free housing. Is parking and insurance outrageous?
Ditch your car (plus gas, registration, and maintenance costs) and instead
bike or take the bus.
4. Use online apps to reflect on your spending. Let’s face it: if it’s not easy
to compare your actual expenses to your goals, you won’t do it. Use apps
like Mint or whatever makes it easy for you to look back and see where you
overspent and where you did well.
5. Minimize borrowing. Take the least amount of loans you can and only
borrow for school-related expenses—not pizzas, vacations, or extras. And, if
you come into extra money, consider putting it toward loan payments (such
as interest-only loans) while you’re in school so you can save on long-term
interest.
6. Go easy on using credit. If you want to establish credit with a credit card,
don’t have more than one. Choose one card with good rates and terms, and
pay off the entire balance monthly. Consider using it just to pay for one
type of required expense each month (for example, gas) so you won’t be
tempted to use it to overextend.
7. Look for student discounts. More places than you realize offer student
discounts, and you might as well take advantage of them while you can. It
will get you in the practice of knowing how to shop for deals, too. The extra
savings can help when unexpected expenses arise that you didn’t plan for in
your budget.
8. Separate money into fixed vs. variable expenses. When you’re getting
started, consider having two bank accounts—one for tuition, rent, car
insurance, and other fixed expenses, and the other for variable expenses.
When you need money for a night out, just take cash or a debit card tied to
the variable expense account so you can’t deplete money you need for
must-pay bills.
9. Think green. Make your own coffee rather than hitting coffee shops.
Recycle your used textbooks, or—better yet, download ebooks. Use your
computer to take notes rather than lugging around notebooks and other

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supplies. With these smart choices, you’ll save money, the environment—
heck, even your back.
10. Think long-term. Learn to develop patience. Life’s a journey, and you’re
just at the beginning. If you can live within your means with the help of a
budget, and make smart choices, you’ll be able to save for things you want
and enjoy them without the stress of being overextended. It will pay off
later. (It will.)

LEARNING ACTIVITY

Prepare a budget list base from your weekly allowance. Discuss how you
prioritize your finances. What are your realizations from this activity?

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Lesson 4
The Spiritual Self

What is religion, and its role in the development of a person?

Definition of religion:

Britannica (2021) defined religion as the relationship of human beings to

what they considered holy, sacred, absolute, spiritual, divine, or worthy of
especial reverence. It is also commonly regarded as how people deal with
ultimate concerns about their lives and their fate after death. In many
traditions, this relation and these concerns are expressed in terms of one’s
relationship with or attitude toward gods or spirits; in more humanistic or
naturalistic forms of religion, they are expressed in terms of one’s relationship
with or attitudes toward the broader human community or the natural world.

Influence of religion on human development

1. Religion has a significant impact on the moral aspect of the development
of an individual.

2. Religion influences the development of a kind of behavior that benefits

other people. For example, Norenzayan & Shariff (2008) examined the
shreds of evidence of religious prosociality. This article mentioned that
those who frequently pray and attend religious services reliably report
more social behavior such as charitable donations and voluntarism.
Evidence showed that religious people are more prosocial than
nonreligious. In like manner, religious individuals are also more
trustworthy and cooperative based surveys conducted

3. Religion influence the development of the psychological well-being of a

person. For instance, Quinn & Crocker (1999) studied the relationship
between Protestant ethic ideology and psychological well-being for self-
perceived overweight and normal-weight women. It was revealed in their
study that for overweight participants, priming Protestant doctrine led to
decreased psychological well-being, whereas priming an inclusive
ideology led to increased psychological well-being.
4. Religion also has a strong influence in controlling or regulating the
behavior of an individual. For example, Ellison & McFarland (2011)
investigated the relationship between multiple dimensions of religious
involvement and gambling frequency. Findings underscore the

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importance of co-religionist networks in deterring gambling. Also, biblical

internists and members of conservative Protestant and sectarian groups
are relatively disinclined to gamble. Moreover, religious attendance is
also inversely associated with gambling frequency. And differences
gambling by religious tradition is amplified among persons with the co-
religious solid network.
Examples of Major World Religions and Descriptions of their Doctrines
(Major World Religions — Study Starters | The Quad Magazine, n.d.)
1. Atheism - refers to either the absence of a belief in the existence of
deities or to an active faith that deities do not exist. This belief system
rejects theology as well as the constructs of organized religion. Many who
characterize themselves as atheists argue that a lack of proof or
scientific process prevents the belief in a deity. Some who refer to
themselves as secular humanists have developed a code of ethics
separate from the worship of a god.

2. The Bahá’í faith is essentially a spiritual ideology that teaches the value
of all religions, espousing the importance of universal equality and unity.
Bahá’u’lláh, the founding figure in the Bahá’í faith, officially established
his ideology in 1863 in Persia (or modern-day Iran). As something of a
hybrid of other faiths, Bahá’í grew out of the tradition of Babism, which
itself emerged from an Islamic denomination called Shaykhism. (Today,
Babism exists with a few thousand adherents, concentrated mainly in
Iran, and standing separately from the Islamic ideologies that surround
it.) Like Babism, Bahá’í incorporates some of the teachings of Islam but
merges them with some Christian principles. The central governing body
of the Bahá’í faith, a nine-member council called the Universal House of
Justice, operates from Haifa, Israel. Today, the Bahá’í faith has
somewhere between five and seven million adherents around the world.

3. Buddhism is both a religion and philosophy. The traditions and beliefs

surrounding Buddhism can be traced to the original teachings of Gautama
Buddha, a sagely thinker who is believed to have lived between the
fourth and sixth centuries BCE. The Buddha lived and taught in the
eastern part of ancient India, providing the template for a faith based on
the ideas of moral rectitude, freedom from material attachment or
desire, the achievement of peace and illumination through meditation,
and a life dedicated to wisdom, kindness, and compassion. The Buddha’s
teachings proliferated widely through much of Asia in the centuries that
followed.

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Though its scriptures and traditions inform countless subsequent sects

and ideologies, Buddhism is largely divided into two branches: Theravada
— the goal of which is to achieve freedom from ignorance, material
attachment, and anger by practicing the Noble Eightfold Path, all in
pursuit of a sublime state called Nirvana; and Mahayana — the goal of
which is aspire to Buddhahood by practicing the Zen principles of self-
control, meditation, and expression of the insight of Buddha in your daily
life, especially for the benefit of others, all to the end of achieving
bodhisattva, or an ongoing cycle of rebirth by which you can continue to
enlighten others.

4. Christianity is a monotheistic religion based on the life and teaching of

Jesus of Nazareth. Christianity teaches that Jesus is the Son of God and
the Messiah (the savior of humanity foretold in the Torah, the primary
scriptural doctrine of the Jewish faith). Christian scripture incorporates
both the Torah (referred to by Christians as the Old Testament) with the
story of Jesus, his teachings, and those of his contemporaneous disciples
(the New Testament). These form the Bible, the central text of the
Christian faith. Christianity began in Jerusalem as an outgrowth of
Judaism that considered Jesus the Christ (meaning “anointed one”). This
idea and its adherents spread rapidly through ancient Judea around the
first century CE, then throughout the ancient world.
Christians believe Jesus successfully met and completed all the
requirements of the Old Testament laws, took upon himself the sins of
the world during his crucifixion, died, and rose to life again so that those
who place their faith in him are forgiven their sins, reconciled to God,
and granted grace for daily living. Christians maintain that heaven with
God awaits them after bodily death, whereas eternal separation from
God in hell awaits those who neither received forgiveness for their sins
nor acknowledged Jesus as Lord.

Christianity is the largest religion in the world, with roughly 2.4

billion adherents, or 33% of the total population.

5. Hinduism is regarded by some as the world’s oldest religion, likely dating

back to what is known on the Indian subcontinent as the Vedic age.
During this period, 1500–600 BCE, civilization transitioned from tribal and
pastoral living into settled and agricultural living. From this emerged
social classes, state-entities, and monarchies. The primary texts retelling
this period of history are called the Vedas and would significantly inform
the so-called Hindu Synthesis.

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The Hindu Synthesis was a period of time, roughly 500 BCE to 300 CE,
in which the precepts of Hinduism solidified from multiple intertwining
strands of Indian spiritual and cultural tradition, emerging from a broad
range of philosophies to share a unifying set of concepts. Critical among
these concepts is the theme of the Four Purusarthas, or goals, of human
life: Dharma (ethics and duties), Artha (prosperity and work), Kama
(desires and passions), and Moksha (liberation and salvation). Other
important concepts include karma, which asserts a universal relationship
between action, intent, and consequences; samsara, the Hindu concept
of rebirth; and a wide range of Yogic practices merging the body, mind,
and elements.

6. Islam is a monotheistic religion that — like Christianity and Judaism —

traces its roots to the Garden of Eden, Adam, and the prophet Abraham.
Islam teaches that Allah is the only God and that Muhammed is his
messenger. Islam holds that God spoke to Muhammed through the
archangel Gabriel sometime around 600 CE, delivering the revelations
that would form the Quran. This primary text of the Islamic faith is
believed by adherents to contain the exact words of God and therefore
provides a full and nonnegotiable blueprint for how to live.
The Quran and the Islamic legal code known as Sharia inform every
aspect of life, from ethics and worship to family matters and business
dealings. Islam holds that good behavior and adherence will lead to an
afterlife in paradise, whereas disregard for Muhammed’s teachings will
lead to damnation.

7. Shinto is religious tradition native to Japan. Initially an informal

collection of beliefs and mythologies, Shinto was less a religion than a
distinctly Japanese form of cultural observance. The first recorded use of
the term Shinto can be traced to the sixth century CE and is essentially
the connective tissue between ancient Japanese customs and modern
Japanese life. The primary focus of Shinto is the native belief in kami
(spirits) and interaction with them through public shrines.

8. Sikhism is a monotheistic faith emerging from and remaining

concentrated in the Punjabi region that traverses Northern India and
Eastern Pakistan. The Sikh religion came into focus during the late 15th
century and draws its tenets of faith, meditation, social justice, and
human equality from scripture called the Guru Granth Sahib.
The first spiritual leader of Sikhism, Guru Nanak, lived from 1469 to
1539 and taught that a good, spiritual life must be intertwined with a
secular life well-lived. He called for activity, creativity, fidelity, self-
control, and purity. More important than the metaphysical, Guru Nanak

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argued, is a life in which one enacts the will of God. Guru Nanak was
succeeded by a subsequent line of nine gurus, who served as spiritual
leaders. The tenth in this line of successors, Guru Gobind Singh, named
the scriptures as his successor. This was the end of human authority in
the Sikh faith and the emergence of the scriptures as a singular spiritual
guide.
Today, the more than 28 million estimated adherents of Sikhism
are largely concentrated in India, making it the seventh largest religion in
the world.

9. Druze refers to an Arabic ethnoreligious group that originated in and still

largely inhabits the Mountain of Druze region in southern Syria. Despite a
small population of adherents, the Druze nonetheless plays an important
role in developing their region (known in historical shorthand as the
Levant). The Druze view themselves as the direct descendants of Jethro
of Midian, distinguished in Jewish scripture as the father-in-law of Moses.
The Druze consider Jethro a “hidden” prophet, one through whom God
spoke to “revealed prophet” Moses.
As such, the Druze are considered related to Judaism by marriage.
Like their in-laws, the Druze are monotheistic, professing faith in only
one God. Druze ideologies are something of a hybrid though, drawing
from the cultural teachings of Islam, but also incorporating the wisdom of
Greek philosophers, such as Plato, and concepts of reincarnation similar
to those in Hindu canon.
Jethro’s status as a hidden prophet is an important conceptual
dimension of the Druze culture. Indeed, its present-day scriptures and
community remain somewhat insular. The close-knit communities rooted
in present day Syria, Lebanon, and Israel have long been subject to
persecution, particularly at the hands of Islamic theocracies. This may be
one reason that the Druze, while participating actively in the politics and
affairs of their home nations, shield their customs and practices from the
eyes of outsiders. Today, there are between 800,000 and one million
Druze adherents, nearly all of them concentrated in the Middle East.

LEARNING ACTIVITY

Make a video presentation about your involvement to religious

activities.

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Lesson 5
Political Self and Being a Filipino

Sikolohiya ng mga Pilipino (Psychology of the Filipinos) theorized about the

psychological nature of the Filipinos, whether from a local or a foreign
perspective. Both Filipino and foreign perspectives are used to explain our
behavior.

Virgilio Enriquez (considered as the father of Filipino Psychology), definition of

Psychology focuses on what it means to Filipino, not tracing back to Western
books.
 Kalooban and kamalayan are the emotions and experienced knowledge.
 Ulirat is to the awareness of one’s surroundings.
 Isip is to the information and understanding.
 Diwa can also mean habits and behavior.
 Kaluluwa is the way of learning about people’s conscience.

Filipino Value Structure

Kapwa (togetherness) is the core value of Filipino personality and the very
foundation of human values.
Ang pakiramdam ( a pivotal personal value) ay ang pangunahing
kasangkapan sa kanyang pakikitungo sa kapwa. Ito ang pagkakaroonng
“damdam” o ng sariling kaisipan sa damdamin ng iba (feeling for another).
Ang surface values – ang tumutuloy sa mga pag-uugaling naoobserbahan
nakikita maging ng mga hindi Pilipino.
Confrontative Surface Values – is the argumentative meeting of situation
between opposing parties.
1. Bahala Na
2. Lakas ng Loob o pagkakaroon ng buo na loob sa kabila ng mga suliranin
at pag-aalinlangan.
3. Ang pakikibaka (concurrent clashes) ay tumutukoy sa kakayanan ng mga
Pilipino na magsagawa ng mga rebolusyon at pag-aalsa laban sa kalaban
o katunggali.

Associated Behavior Pattern

1. Biro (jokes)
2. Lambing (Sweetness)
3. Tampo (Affective disaapointment)

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Accommodative Surface Values are the considerations to others:

1. Hiya
2. Utang na Loob
3. Ang Pakikisama (smooth interpersonal relationships) ay ang saloobin na
nakasunod sa nakararami.

Kagandahang-loob, predisposes a person to be attuned to the needsof the

larger collective society. A person who values kagandahang loob is also most
likely to value karangalan (dignity), katarungan (justice) and kalayaan
(freedom) in society.

Ang pakikipagkapwa ay nahahati sa dalawang kategorya:

1. Ibang tao (outsider)
 Pakikitungo: civility
 Pakikisalamuha: act of mixing
 Pakikilahok: act of joining
 Pakikibagay: Conformity
 Pakikisama: being united with one group
2. Hindi ibang tao (one of us)
 Pakikipagpalagayang-loob: act of mutual trust
 Pakikisangkot: act of joining others
 Pakikipagkaisa: being one with others
. Ang dalawang kategorya ay nakaayos sa pinakamababaw na pakikipagkapwa,
ang pakikitungo, hangang sa pinakamalalin na pakikipagkaisa (Santiago, 1976)

Internality-externality
1. Puri (external) refers to honor which is physical, such as the bestowed
through compliments or applause for a good performance. Can also be
referred as virginity which is a virtue expected of unmarried Filipino
women.
2. Dangal (internal) refers to the knowledge of one’s true worth, character,
achievement and success. It can be acknowledged through an award or a
trubute (parangal, which is actually pa-dangal)
3. Other examples of internality-externality include saya and ligaya for the
“Happinness”, pigil and timpi for “control” and “dama and damdam for
“feel”.
Method of Understanding the Sikolohiyang Pilipino
1. Pakikipagkuwentuhan -where the researcher engages in story-telling
with an umpukan. The researcher merely the facilitator while
participants (kalahok) do the talk.
2. Panunuluyan – is when the researcher stays in the home of his
kalahok while conducts the research with consent by the host, whose
head serves as the tulay to umpukan (going in).

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3. Pagdadalaw-dalaw -is where the researcher occasionally visits the

house of his host or tulay, as opposed to staying in the house (is to
visit).
4. Pagtatanong-tanong is when the researcher undergoes a kind of
question session with his kalahok or participants. Questions to be
asked are supposed to have been derived from the kalahok ‘s answers
themselves.
5. Pakikiramdam – is where the researcher uses entirely his or her own
feelings or emotions to justify if his participants or kalahok are ready
to be part of research or not. The term damdam literally means
“inner perception of emotions’.

LEARNING ACTIVITY

Create a poster showing how you value your being a Filipino.

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Lesson 6
Digital Self

The Concept of the Digital Self (Your Digital Self: How to Present Yourself
Online - Evonomie, n.d.)

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

Why is the digital self so important for your career?

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

By doing so, you reap a number of advantages:

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

Elements of the Digital Self

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

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What goes into building your digital self? It can and does include everything you
say and do under your own name. Some elements of your digital self include:
1. Your online behavior – people assume that your online actions are
representative of the way you are in person.
2. Your online voice – your shout out, when you post online, what do you
say?
3. Your online presentation – from the pictures you post, styles, fonts, and
other elements are important and reflect about you.

Potential Benefits and Challenges of with Social Media with Mental Health
(Naslund et al., 2020)

Benefits

1. Facilitate social interaction

 Online interactions may be easier for individuals with impaired
social functioning and facing symptoms.
 Anonymity can help individuals with stigmatizing conditions
connect with others.
 Young adults with mental illness appear to commonly form online
relationships
 Social media use in individuals with serious mental illness may be
associated with greater community and civic engagement
 Individuals with depressive symptoms may prefer communicating
on social media than in-person
 Online conversations do not require immediate responses or non-
verbal cues

2. Access to peer support network

 Online peer support can help to seek information, discuss symptoms and
medication, share experiences, learn to cope and facilitate self-
disclosure
 Individuals with mental disorders can establish new relationships, feel
less alone or reconnect with people.
 Various support patterns are noted in these networks
(e.g.“informational,” “esteem,” “network,” and “emotional”)

3. Promote engagement and retention in services


Individuals with mental disorders can connect with care providers and
access evidence-based services
 Online peer support augments existing interventions to improve client
engagement and compliance

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
Peer networks increase social connectedness and empowerment during
recovery
 Interactive peer-to-peer features of social media appear beneficial for
social functioning
 Mobile apps offer potential to monitor symptoms, prevent relapses and
help users set goals
 Digital peer-based interventions are feasible and acceptable for
targeting fitness and weight loss in people with mental disorernline
networks can extend support to caregivers of those with mental
disorders

Challenges

1. Impact on symptoms

o Studies show increased risk of exposure to harm, social isolation,

depressive symptoms and bullying

o Social comparison pressure and social isolation after being

rejected on social media is a potential concern

o More frequent visits and use of a larger number of social media

platforms has been linked with greater depressive symptoms,
anxiety and risk of suicide

o Social media replaces in-person interactions and may contribute

to greater loneliness and worsening of existing mental health
symptoms

2. Facing hostile interactions

Cyberbullying is associated with increased depressive and anxiety

symptoms

Greater odds of online harassment in individuals with major

depressive symptoms than those with mild or no symptoms

3. Consequences for daily life

Risks pertain to privacy, confidentiality, and potential

consequences of disclosing personal health information

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Misleading information or conflicts of interest, when the

platforms promote popular content

Individuals have concerns about privacy, threats to employment,

stigma and being judged, adverse impact on relationships and
facing online hostility

Understanding the Extended Self from Digital World by Rusell Belk (Belk,
2016)

The extended self-formulation

certain possessions and certain other people are seen to

be a part of us.

Self- expressive clothing, automobiles, homes and home

décor, the places we frequent, the people we know,
and the books we read are also partly constitutive of our
selves.

How digital world are affecting the extended self?

1. Dematerialization - Our ‘written’ communications, recorded music, photos,

videos, and data are among the once-tangible artifacts that have
dematerialized into digital ciphers of their former selves. One study found that
compared to their more tangible predecessors, e-mail, e-cards, e-books, digital
journals, photos, newspapers, audio recordings, and video recordings were
perceived as less able to be controlled and owned. As a result, consumers
inevitably make back-up copies or hard copies, but still see these products as
less secure, meaningful, and authentic than tangible equivalents. Just as our
digital office documents have not done away with paper equivalents, vinyl
records, film photography and videography, paper greeting cards, hardcopy
books, and print newspapers have not disappeared, even though sales have
diminished. Perhaps there is something that cannot be replaced by the digital
form, or perhaps the total takeover by digital media awaits the dying off of an
older generation of users raised with material media.

It is easier to discard an e-mail or e-card than a signed personal letter or

paper greeting card. It is also more difficult to display a collection of digital
music or films. Material audio products previously acquired a patina of hisses,
pops, and worn album covers. These markings created a personalized
familiarity and helped singularize them and provide a sense of past for their
owners. It may still be possible to personalize digital objects, but it is certainly

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more difficult. As a result, they remain fungible and identical to perfect copies
owned by others. This makes it more difficult for them to become mementos or
collectables.

We nevertheless do become attached to digital virtual possessions such as

the online avatars we select or design and ‘drive’ on screen, virtual weapons
acquired in videogames, online blog posts, ‘selfies’, and personal web pages.
There is evidence of individual differences however. For example, those who
are more involved with music feel a greater desire for tangible rather than
digital format musical possessions and younger consumers are more likely to
see digital possessions as a part of their extended self than are older people.
The latter finding may also suggest generational change in the tendency to
incorporate digital possessions in the extended self.

2. Re-embodiment - Compared to face-to-face meetings, we are disembodied

when we use social media, e-mail, blog, engage in online dating or virtual
worlds, or play digital video games. However, in most of these cases we are
now re-embodied via avatars, photos, or videos. In the early days of the
Internet when multi-user domains/dungeons (MUDs) were purely textual, this
was not the case But with more interactive and visual Web 2.0 we are more
likely to represent ourselves visually in virtual bodies. This does not necessarily
mean, that we represent ourselves accurately or honestly online, and there is a
tendency to choose online visual representations that are closer to the fantasy
or ideal self than the actual self. But there is some evidence that our activity
on online social networking sites is likely to reveal personality characteristic
accurately. Moreover, with the guise of pseudonymity online, it is easier to
first come out in a new gender identity online before doing so offline.

Two differences from the original notion of the extended self are found
in the presentation of the digitally updated version: the core self is no longer
seen as singular (although the illusion of a continuous core self is still
prominent) and the critical role of the physical body is diminished by the use of
avatars and other visual re-embodiments. It might be thought that in game play
and virtual worlds that a first person point of view (seeing through the eyes of
the avatar) might create a greater feeling of embodiment and telepresence
than the third person POV of being able to see the avatar we are controlling or
‘driving.’ However, this does not seem to be necessary and it may even be
disturbing not to be able to see your character's body. As with wearing a mask,
we behave differently when we operate an avatar although it is not quite a
simple as the shape shifting of the ancient Greek god Proteus. Rather, the
stereotypes, prejudices, and scapegoating that take place in the so-called real
world, also take place online.

Unlike watching television or films, the ability to control avatars in digital

media such as video games and virtual worlds means that we are more likely to

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fully identify with these characters as being not only a part of the extended
self, but for all practical purposes, they are us. We are not just donning props
like clothing to enhance our self-presentation; we are transferring ourselves
into another (avatar) body. In social media presentations, by contrast, we are
using digital props to enhance our self-presentation in a more ‘traditional’
manner. However, as the next section suggests, this does not mean that we are
the sole proprietors of this persona. Rather our self is also shaped by others.

3. Co-construction of self - More than 100 years ago Charles Cooley suggested
that we come to know ourselves through the mirror of others’ reactions to us.
In the digital world, tagging, comments, endorsements, ‘likes,’ and similar
feedback provide much more input than the feedback we are likely to get face-
to-face. In one case, teenage girls who posted a selfie of them in the dresses
they were trying on in a retail shop, got feedback suggesting what they should
buy even before they left the dressing room. On the more negative side, public
shaming online can ruin the reputations of those thought to be behaving badly
and cost jobs, marriages, and friendships. Reputations can also be ruined
online by former partners after rancorous breakups, especially if the two had
previously shared passwords. As these examples suggest, despite the added
possibilities of self expression and presentation of the extended self in digital
media, it is not always something that is completely in our control. Others’
comments, tweets, retweets, and other input into our self presentation mean
that they can help shape our self image and self concept in ways that were not
possible previously.

LEARNING ACTIVITY

Present your most liked profile picture, and discussed its significance to
you, and effects of the likes in your photos.

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MODULE SUMMARY

In module 2, you have unfolded different aspects of the self such as

physical, sexual, material, spiritual, political, and digital. These aspects served
as indicators in the development of ones’ identity and avenue for self-
improvement.

Congratulations! You have just studied module I. now you are ready to
evaluate how much you have benefited from your reading by answering the
summative test. Good Luck!!!

SUMMATIVE TEST

Multiple Choice: Encircle the letter of the correct answer.

1. Maria's stuff inside her room is essential to her. Even if she is no longer using it,
she does not want to let it go. These material possessions become an extended
part of ourselves. Which is NOT considered an example of material-self on the
definition of William James?
A. Clothes C. Immediate Family
B. Bodies D. School

2. Delia is very concerned about her physical appearance and invested much in it by
undergoing plastic surgery to enhance some parts of her face, which she is not
confident; what kind of self best captures the behavior of Delia?
A. The body is a component of the C. The body is an essential aspect
material self. of our life.
B. The body enhances our self- D. Doing plastic surgery is good.
esteem

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3. Clothes are essential to the list of priorities of Gavin. Every time there are new
styles of clothes released by his favorite brand, especially those that are on
limited edition, he makes a point that he will buy one. From the point of view of
Watson, how will you describe Gavin?
A. Clothes reflect ourselves C. Clothes are next to our bodies
B. Clothes are a component of as components of the material
material-self. self.
D. None of the above.

4. Beth's grandmother always chooses in the front seat during mass service. People
can quickly notice her absence if the spot is empty. The place where her
grandmother is seated is a constant reminder of her. What kind of self best
describe this condition?
A. The possessions we have tell C. The possessions we have is
something about who we part of the component of
are. ourselves
B. The possessions we have D. All of the three statements
reveals our status in life. are true.

5. He is known as the father of Filipino Psychology.

A. Arturo Lagmay C. Sigmund Freud
B. Virgilio Enriquez D. Virgilio Lagmay

6. Adriel loves to play Roblox, and his mother always calls his attention to finish his
module. His mother gets angry because he always answers, "Ok lang ma, Bahala
Na." The phrase "Bahala Na" is what kind of Filipino value structure?
A. Kapwa C. Surface Value
B. Pakiramdam D. Confrontative Surface Value

7. Alliyah is a transferee since it is her first time in school, she does not have
friends yet. Her classmates' talk and civilly treat her. What category of kapwa
Alliyah belongs to?
A. Ibang tao - outsider C. A and B
B. Hindi ibang tao – one of us D. None of the above

8. It is the wedding anniversary of Jona and Ruben, but Ruben forgets to greet Jona
on this special day of their marriage. Jona is so disappointed. What kind of
Filipino-associated behavior pattern did Jona felt?
A. Biro C. Tampo
B. Lambing D. Hiya

9. Mrs. Narciso is a fulfilled mother of three; all of her children were successful.
Aside from that, she is well respected in her contributions to the community.
This made her nominated as an awardee for the "Natatanging Ina Award" during
the celebration of Mother's Day in the province. What kind of internal value
received by Mrs. Narciso?
A. Puri C. Ligaya
B. Dangal D. Pride

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10. Alliyah, the transferee student, learns to mingle with her classmates and other
people in the school. She is given responsibilities in different organizations. What
category of kapwa Alliyah belongs to?
A. Ibang tao - outsider C. A and B
B. Hindi ibang tao – one of us D. None of the above

11. Dina came from a conservative family. One of the values taught by her parents is
the value of being a virgin until she got married. What kind of value does Dina's
family teach her?
A. Puri C. Ligaya
B. Dangal D. Pride

12. This discipline focused on studying the nature of Filipinos both from local and
foreign perspectives.
A. Theories of Personality C. Psychology of the Filipinos
B. Filipino Psychological Theory D. Filipino Behavior Theories

13. Lanie was brought up in a conservative Protestant family; even though she loves
her boyfriend very much, she did not agree to living together out of marriage.
What is the best statement that can be inferred from Lanie's behavior?
A. Religion is important. C. Religion regulates behavior.
B. Religion helps people. D. Religion is part of life

14. Jomel accepted the Lord as His creator, but before that, he was rude and
arrogant. Now that he is a transformed man, he became generous and open to
helping other people. What is the best statement that can be inferred from
Jomel's behavior?
A. Religion regulated behavior. C. Religion influences the
B. Religion influences moral development of well-being.
development. D. Religion influence the
development of kind behavior.

15. Che does not believe in God and religion. For her, what is happening in our
environment has a scientific explanation. Che is _____.
A. Atheist C. Christian
B. Buddhist D. Muslim

16. Marie reads the Bible regularly and believes in Jesus Christ as the son of God,
who came to to the world to save the sinners. What is Marie's religion?
A. Hinduism C. Shinto
B. Islam D. Christianity

17. This religion is known as the oldest religion in the world. One of the beliefs of
this religion is karma.
A. Hinduism C. Shinto
B. Islam D. Christianity

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18. This term refers to human beings' relationship to what they considered holy,
sacred, absolute, spiritual, divine, or worthy of especial reverence.
A. Development C. Religion
B. Spirituality D. God

19. Which is NOT a benefit of social media in mental health?

A. Individuals with mental C. Online interactions may be easier
disorders can connect with for individuals with impaired social
care providers and access functioning and facing symptoms
evidence-based services D. Greater odds of online harassment
B. Online peer support can in individuals with major
help to seek information, depressive symptoms than those
discuss symptoms and with mild or no symptoms
medication, share
experiences, learn to cope,
and facilitate self-
disclosure

20. Arneah's grandmother keeps a hard copy of her photo albums in her room; even
the oldest picture of her mother is with her. During this digital era, few people
print their photos on special occasions; instead, they post on social media.
Pictures are before tangible artifacts; what happened to these materials during
this digital age?
A. Dematerialization C. Co-construction of self
B. Re-embodiment D. None of the above

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