MBCarayugan |Soc Or Notes 1

UNIT I

INTRODUCTION TO PERSONALITY DEVELOPMENT

Personality is one of the most familiar terms used in understanding human behavior. It is often used in
daily conversations yet it is difficult to come up with an accurate definition. It is an integrated pattern of
behavior which distinguishes one from another as uniquely as fingerprints. It consists of the most important
things we can say about a person: the things that will make us love or hate that person.

I.

PERSONALITY DEFINED
-

Comes from the Greek word PERSONA, which denotes a theatrical mask, worn by actors in
dramas.
Most authorities favor the term PERSONARE, a Latin phrase which means to sound through
o Philippine context: PAGKATAO
PERSON-ALITY = Ang Lahat ng Ito ay Tungkol sa Yo

FORMAL DEFINITIONS
1. Personality is the dynamic organization within the psycho-physical system of an individual that
determine his/her characteristic behavior and thought. (G. Allport)
The psycho-physical system of a person refers to the quality traits of a person as shown in
his/her physical appearance, behavior, attitude, interest and by the responses (both favorable
and unfavorable) of other people.
2. Personality is referred to as the distinctive patterns of behavior including thoughts and emotions that
characterize each individuals adaptation to the situations in his or her life. (W.Mischel)
3. Personality is the total person. It is the expression of what you are and what you do. It includes the
things that you say as well as think about the many different situations you constantly meet. (Sferra)
It is the reflection of your inner self to other people. From this viewpoint, you are like an actor on
stage whose performance will be evaluated by the audience.
4. Personality is the sum total of all the qualities and characteristics of a person as shown in his/her
manner of walking, talking, dressing, and attitudes, interests, and ways of reacting to other people.
(Santos)
NOTE: The subject matter of personality is divided into 4 areas:
1. DESCRIPTION set of terms of observable traits used in describing a person.
2. DEVELOPMENT the stages or sequences a person passes through (birth to death).
3. DYNAMICS refer to the interplay of forces or processes that interact with the self and the
environment which then determine how an individual behaves or responds to situations.
4. DETERMINANTS refer to the conditions and factors that shape personality
Personality includes your

A - AFFECTION (feelings, emotions, sentiments)

B - BEHAVIOR (actions, deeds)
C - COGNITIONS (thoughts, beliefs)

IMPORTANCE OF THE STUDY OF PERSONALITY

Mistakes in evaluating and judging personalities are often one of the major causes for interpersonal
problems. Therefore, the study of personality should result in understanding and improving our own personality
so as to understand others better and to have a harmonious relationship with them.
Personality is DYNAMIC which means it can be changed for the better or for the worse. The study of
personality development should help you change for the better.
GOALS IN STUDYING PERSONALITY DEVELOPMENT
AREA E
A = Appealing Personality
R = Rounded Personality
E = Effective Personality

MBCarayugan |Soc Or Notes 2

A = Adjusted Personality
E = Employable or Promotable Personality
TERMS TO REMEMBER
1. CHARACTER frequently used as a synonym of personality; however, it is more of an ethical
concept which carries a value judgment, an evaluation. It is the moral estimate of an individual.
2. TEMPERAMENT refers to an individuals emotional nature; the quality of his prevailing mood and all
details of fluctuation and intensity of the mood. It is believed to be hereditary in origin.
3. ATTITUDE includes what a person thinks, believes and feels about things/situations in the
environment.
4. VALUES a persons system of priority; worth that a person attaches to things, people, experiences
and events in his/her life.
5. ETHICS moral principles by which a person is guided; rules of right and wrong.
6. ETIQUETTE specific set of prescribed behavior in specific situations.
7. GOOD MANNERS actions which show basic consideration to others.
8. SOCIAL GRACES a better, more refined way of doing ordinary things.
9. POISE bearing/ carriage of the body; ability to remain cool, proper and level-headed under pressure.
10. X FACTOR that which makes a person stand-out in a crowd; or that which makes a person
outstandingly unique and noticeable.
11. CHARM (KARISMA) inherent ability/quality that makes people attracted to you in a unique and
positive way.
GENERAL TYPES OF PERSONALITY
a. APPEALING PERSONALITY a person who is well-liked and can get along with different kinds of
people.
b. REPELLING PERSONALITY a person who is generally disliked by other people. One who finds it
hard to adjust to different people and to different situations.
APPROACHES TO THE STUDY OF PERSONALITY
a. IDIOGRAPHIC concerned with the aspects of an individuals personality that are unique to
him/her.
b. NOMOTHETIC attempts to describe the elements or characteristics that are presumed to be
common to all individual.
IMPACT OF PERSONALITY
The sad reality is that judgment of ones personality is based on first impressions. Once the
impression has been made, it would be difficult to change these perceptions.
HALO EFFECT when a positive/good impression has been made, it may influence the
judge/viewer to perceive all succeeding behaviors as positive or pleasant.

FORK TAIL EFFECT when a negative/bad impression has been made, it may influence the
judge/viewer to perceive all succeeding behaviors as negative or unpleasant.

II.

SPHERES (ASPECTS) OF PERSONALITY

1. PHYSICAL ASPECT this includes:
a. Posture
b. Body build and size
c. Complexion
d. Facial expression
e. Manner of dressing
f. Grooming
g. Health
h. Physical movement like standing, sitting and walking
2. INTELLECTUAL ASPECT - this includes:
a. Voice and speech (how a person talks and what he talks about)
b. Range of ideas one expresses
c. Mental alertness
d. Ability to solve problems
e. Ability to make good judgment
f. Ability to make wise decisions

MBCarayugan |Soc Or Notes 3

3. SOCIAL ASPECT this includes:
a. Social behavior
b. Good manners
c. How well one observes the norms of conduct and ethics that govern society
d. Ability to get along with different kinds of people by doing and saying the right things at the
right time
e. Interest in others
4. EMOTIONAL ASPECT this includes:
a. Your likes and dislikes
b. Your ability to control your strong feelings or emotions like love, fear, etc.
c. Whether you are shy or aggressive
d. Whether you can take jokes or not
e. Your poise is your ability to remain cool and calm when faced with a difficult situation
5. VALUE SYSTEM / PSYCHOLOGICAL ASPECT this includes:
a. Your personal attitude towards life
b. Your moral principles and values
c. Your beliefs
d. Your philosophy in life
e. Your ambition
WAYS IN IMPROVING ONES PERSONALITY
Accept that improvement is needed.
Acquire a strong desire to improve and a positive determined attitude that you can improve.
Evaluate yourself honestly.
Have a step-by-step plan for improvement.
Follow your strategic plan and do not stop until you have finally improved or developed your
personality.

III. DETERM INANTS OF BEHAVIOR

1. HEREDITY (NATURE)
- Physical basis of behavior
- Determines almost all of the physical features of the person like the eyes, shape of face, nose,
ears, hair texture and color, body build, skin color, complexion and other physical features.
2. ENVIRONMENT (NURTURE)
- Socio-physical factors Refers to people, things and circumstances surrounding a person. In the
Family, the child first learns his way of thinking, acting, and relating to others. Through imitation,
he learns many things his or her family does. Second environment is the neighborhood. From
the home and family, socialization moves on to the circle of ones playmates in the
neighborhood. Third environment is in the school. When the child goes to school, the patterns
and behavior developed in him are largely of those of the teachers and classmates. He/she may
now begin to experience rejection, acceptance, approval or affection. Fourth environment is the
community as a whole. As a person grows older, he/she meets different kinds of people and
various life situations.
3. EXPERIENCES (MATURATION)
- Our experiences consists of everything that we do or get in touch with, everywhere we go,
everything that we are exposed to in our lifetime, whether physical, emotional or social
experiences.
- Much of our experiences leave lasting impressions and important lessons which bring about
changes in our behavior, attitudes and values.

IV. THEORIES OF PERSONALITY

A. CONSTITUTIONAL THEORY OF PERSONALITY
WILLIAM SHELDON
There exists a relationship between body type and psychological characteristics

MBCarayugan |Soc Or Notes 4

1. ENDOMORPH with VISCEROTONIA
- Round, soft bodies, large abdomen
- Sociable, fond of food and people, even-tempered, affectionate
2. MESOMORPH with SOMATOTONIA
- muscular type, sturdy, strong bones and muscles
- love of physical adventure, enjoyment of vigorous activity
- competitive, aggressive, assertive behavior
3. ECTOMORPH with CEREBROTONIA
- bony, thin, fragile, slender, flat-chested
- inhibited in movement, secretive, self-conscious, love of privacy
B. PSYCHOANALYTIC THEORY / PSYCHO-SEXUAL THEORY OF PERSONALITY
SIGMUND FREUD
He was interested in the unconscious motives that direct behavior. He compared the human
mind to an iceberg: the small part that shows above the surface of the water represents the conscious
experience; while the much larger mass below water level represents the unconscious.
Consciousness thoughts, feelings, actions, memories, motives which a person is aware of at any
particular moment.
Unconsciousness storehouse of impulses, passions and inaccessible memories that affect ones
thoughts, feelings and actions.
THREE MAJOR SYSTEMS:
a. ID pleasure principle (seeks immediate gratification of primitive impulses)
b. EGO reality principle (delays gratification until conditions are appropriate)
c. SUPEREGO perfection principle (it is the internalized representation of the values and morals
of society taught to the child. May be called the conscience.)
Freud also stated that every child goes through a sequence of developmental stages which he
called the psychosexual stages. His/Her experiences during these stages will determine his/her adult
personality.
ORAL STAGE (first year of life) the baby is completely dependent on the mother. The principal
source of pleasure is the mouth. Oral fixation may be characterized by greed, dependence,
overabundant speech, chewing, and smoking.
ANAL STAGE (2 3 y/o) infant is being toilet-trained. Satisfaction of ids impulses is achieved by
the childs learning to control his bowel movement with pride and not with shame. Anal fixation may
be characterized by stinginess, possessiveness, punctuality, excessive precision. Orderliness and
sadism.
PHALLIC STAGE (3 6 y/o) genital pleasure goes on in the unconscious mind so the child is not
really aware of these urges. Freud believes the child develops sexual attraction to the parent of the
opposite sex (son-mother / daughter-father).
LATENCY STAGE (6 - 11 y/o) children become less concerned with their bodies and turn to their
attention to skills needed for coping with the environment.
GENITAL STAGE (puberty) id is directed towards adult sexuality and psychological maturity.

C. KAREN HORNEYS THEORY OF PERSONALITY

KAREN HORNEY believed that man is capable of changing for the better. Man is not rigidly
formed in childhood; rather he/she is constantly developing and forming. She also stated that a person
is a product of his/her interactions with other people. The present society is full of anxieties so that a
person may develop neurotic needs.
THREE BASIC TENDENCIES:
a. moving toward people (helplessness) characteristic of infants

MBCarayugan |Soc Or Notes 5

b. moving against people (hostility) typical of adolescents aggressive tendencies
c. moving away from people (isolation) characteristic of older people

THE 10 NEUROTIC OR IRRATIONAL NEEDS:

These needs are present in everybody to a certain degree but to the neurotic individual, these needs
exist in an overpowering degree.
1. The neurotic need for affection and approval. (to please and be liked by others)
2. The neurotic need for a partner who will take over ones life. (that love will completely solve ones
problems)
3. The neurotic need to restrict ones life within narrow borders. (to simplify life)
4. The neurotic need for power. (to control others; to control everything)
5. The neurotic need to exploit others. (to manipulate others)
6. The neurotic need for social recognition or prestige. (overwhelming popularity)
7. The neurotic need for personal admiration. (to be important/ to seek attention)
8. The neurotic need for personal achievement. (extreme fear of failure)
9. The neurotic need for self-sufficiency and independence. (refuse help and usually reluctant to commit
to a relationship)
10. The neurotic need for perfection and unassailability. (need for control at all times; cannot commit
mistakes)
D. PSYCHOSOCIAL THEORY OF PERSONALITY
ERICK ERICKSON
Personality development is sequential and consists of 8 critical periods where each stage is
characterized by a conflict which may be resolved positively or negatively. Positive resolution of conflicts
makes the child gain virtues.
Erikson's Eight Stages of Development
1. Basic Trust Versus Basic Mistrust (Hope)
Chronologically, this is the period of infancy through the first one or two years of life. The child, well handled, nurtured, and loved, develops trust and security and a basic optimism. Badly handled, he becomes
insecure and mistrustful.
2. Autonomy Versus Shame (Will)
The second psychosocial crisis, Erikson believes, occurs during early childhood, probably between
about 18 months or 2 years and 3 to 4 years of age. The "well - parented" child emerges from this stage
sure of himself, elated with his new found control, and proud rather than ashamed. Autonomy is not, however,
entirely synonymous with assured self - possession, initiative, and independence but, at least for children in the
early part of this psychosocial crisis, includes stormy self - will, tantrums, stubbornness, and negativism. For
example, one sees may 2 year olds resolutely folding their arms to prevent their mothers from holding their
hands as they cross the street. Also, the sound of "NO" rings through the house or the grocery store.
3. Initiative Versus Guilt (Purpose)
Erikson believes that this third psychosocial crisis occurs during what he calls the "play age," or the
later preschool years (from about 3 to, in the United States culture, entry into formal school). During it, the
healthily developing child learns: (1) to imagine, broadening his skills through active play of all sorts, including
fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2)
hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the
development of play skills and in imagination.
4. Industry Versus Inferiority (Competence)
Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls
the "school age," presumably up to and possibly including some of junior high school. Here the child learns to
master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to
play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and (3)
mastering social studies, reading, arithmetic. Homework is a necessity, and the need for self-discipline
increases yearly. The child who, because of his successive and successful resolutions of earlier psychosocial

MBCarayugan |Soc Or Notes 6

crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious. However, the
mistrusting child will doubt the future. The shame - and guilt-filled child will experience defeat and inferiority.
5. Role Identity versus Identity Confusion (Fidelity)
during the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an
adolescent, learns how to answer satisfactorily and happily the question of "Who am I?" But even the best adjusted of adolescents experiences some role identity diffusion: most boys and probably most girls
experiment with minor delinquency; rebellion flourishes; self - doubts flood the youngster, and so on.
Erikson believes that during successful early adolescence, mature time perspective is developed; the young
person acquires self-certainty as opposed to self-consciousness and self-doubt. He comes to experiment with
different - usually constructive - roles rather than adopting a "negative identity" (such as delinquency). He
actually anticipates achievement, and achieves, rather than being "paralyzed" by feelings of inferiority or by an
inadequate time perspective. In later adolescence, clear sexual identity - manhood or womanhood - is
established. The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals
(socially congruent and desirable, in the case of the successful adolescent). Erikson believes that, in our
culture, adolescence affords a "psychosocial moratorium," particularly for middle - and upper-class American
children. They do not yet have to "play for keeps," but can experiment, trying various roles, and thus hopefully
find the one most suitable for them.
6. Intimacy Versus Isolation (Love)
The successful young adult, for the first time, can experience true intimacy - the sort of intimacy that
makes possible good marriage or a genuine and enduring friendship.
7. Generativity Versus Self-Absorption (Care)
In adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and
parenthood, and in the sense of working productively and creatively.
8. Integrity Versus Despair (Wisdom)
If the other seven psychosocial crisis have been successfully resolved, the mature adult develops the
peak of adjustment; integrity. He trusts, he is independent and dares the new. He works hard, has found a
well - defined role in life, and has developed a self-concept with which he is happy. He can be intimate without
strain, guilt, regret, or lack of realism; and he is proud of what he creates - his children, his work, or his
hobbies. If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his
life with disgust and despair.
These eight stages of man, or the psychosocial crises, are plausible and insightful descriptions of how
personality develops but at present they are descriptions only. We possess at best rudimentary and tentative
knowledge of just what sort of environment will result, for example, in traits of trust versus distrust, or clear
personal identity versus diffusion. Helping the child through the various stages and the positive learning that
should accompany them is a complex and difficult task, as any worried parent or teacher knows. Search for
the best ways of accomplishing this task accounts for much of the research in the field of child development.
Socialization, then is a learning - teaching process that, when successful, results in the human
organism's moving from its infant state of helpless but total egocentricity to its ideal adult state of sensible
conformity coupled with independent creativity.

According to Erikson, the socialization process consists of eight phases - the "eight stages of man."
His eight stages of man were formulated, not through experimental work, but through wide - ranging
experience in psychotherapy, including extensive experience with children and adolescents from low - as well
as upper - and middle - social classes. Each stage is regarded by Erikson as a "psychosocial crisis," which
arises and demands resolution before the next stage can be satisfactorily negotiated. These stages are
conceived in an almost architectural sense: satisfactory learning and resolution of each crisis is necessary if
the child is to manage the next and subsequent ones satisfactorily, just as the foundation of a house is
essential to the first floor, which in turn must be structurally sound to support and the second story, and so on.

E. STAGES OF MORAL DEVELOPMENT (KOHLBERG)

MBCarayugan |Soc Or Notes 7

PRECONVENTIONAL LEVEL moral values reside in external forces rather than in standards or
persons
Stage 1 PUNISHMENT ORIENTATION (Obedience to a powerful authority and fear of
punishment dominates ones behavior)
Stage 2 REWARD ORIENTATION (basic motive is to satisfy my own needs)
CONVENTIONAL LEVEL moral values reside in performing good or right roles. This will maintain
conventional order and meet others expectations.
Stage 3 GOOD BOY / GOOD GIRL ORIENTATION (conformity to group norms: motive is to
be accepted.
Stage 4 AUTHORITY ORIENTATION (concern for order in the society. Honor and duty comes
from keeping the rules of the society.)
POST-CONVENTINAL LEVEL moral values are derived from principles which can be applied
universally.
Stage 5 SOCIAL CONTRACT (what is right is what the society decides)
Stage 6 UNIVERSAL ETHICAL PRINCIPLE (what is right is a decision of ones conscience,
based on ideas about rightness that apply to everyone)

F. HUMANISTIC THEORY
Emphasizes the meaning that people attribute to his/her experience. This meaning is influenced by
the persons perceptions or paradigms.
Abraham Maslow he contends that man starts to crave for the satisfaction of his lower needs,
then pursue for the higher levels of needs, and then aiming for the highest need (selfactualization) a psychic feeling of fulfillment for having achieved a goal or having maximized
the use of ones potentials and capacities.
It is the self-actualized person who has the capacity to become a superior personality, since
s/he is inclined to make the best use of his potentials.
Victor Frankle advocates re-directing mans mind to a search for meaning as he encounters
the day to day ordeal and crisis in life. This meaning that he attributed to events can trigger a
paradigm shift from a negative to positive outlook. Positive thinking will bear positive feelings
and positive behavior.
Stephen Covey emphasized the need to paradigm shift as the starting point for behavioral
change.

V. SELF-CONCEPT and SELF-ESTEEM

SELF-CONCEPT - A collection of beliefs and judgments about ones own nature, typical behavior, strengths
and weaknesses. It is ones own subjective mental picture of the self = self-evaluation
It might include beliefs such as:
I am too skinny (physical self)
I am friendly (social self)
I am a jolly person (emotional self)
I am smart (intellectual self)
PUBLIC SELF: an image or facade presented to others in public interactions. One decides to calculate his/her
behavior in public to maintain an image that he/she would like to project. Public selves are tied to certain
situations and certain groups of people.
FACTORS THAT SHAPE SELF-CONCEPT

MBCarayugan |Soc Or Notes 8

1. SOCIAL COMPARISON people need to compare themselves with others in order to gain insight into
their own behavior. We tend to compare ourselves with a reference group that includes people who are
similar to us in certain ways.
2. DISTORTIVE TENDENCIES we tend to evaluate ourselves in a more positive light than
is really merited or we might evaluate ourselves in an unrealistic negative way.
3. FEEDBACK FROM OTHERS how others respond or react to us greatly affects how we view
ourselves. When we notice people avoiding us, we might think of reasons as to what might drive people
away.
4. CULTURAL GUIDELINES the society where we are brought up defines what is good and bad.
Example is that American culture tends to put high premium on competitive success and independence
while Filipino culture values closely knit family ties and conformity to norms. We are likely to make
distortions of our self-concept according to what culture considers important.
IMPORTANCE OF SELF-CONCEPT
1. People with unfavorable self-concept tend to develop more emotional problems than people with high
self-esteem
- troubled by anxiety, nervousness, insomnia, unhappiness and psychosomatic symptoms
2. There is also a relation between low self-esteem and relatively poor achievement.
3. In social interactions, people with low self-esteem are often awkward, self-conscious and especially
vulnerable to rejection. They would rather be invisible. They rarely join formal groups and do not
participate actively in social encounters.
4. Because of their great need to be liked, people with unfavorable self-concepts tend to be quite
susceptible to social influence. They would rather conform and agree. They are afraid to be assertive
because it might endanger their acceptance by others.
5. People with unfavorable self-concept are more likely to look for flaws in other people. They do this to
allow them to feel a little better about themselves. They tend to relate to others in a negative way
thereby leading to rejection of others to them.
SELF-ESTEEM refers to your global evaluation of your worth as a person
- it is a very important element of your self-concept
GUIDELINES TO BUILDING HIGHER SELF-ESTEEM
1.
2.
3.
4.
5.
6.
7.

Recognize that you control you self-image.

Do not let others set your standards.
Recognize unrealistic goals.
Modify negative self-talk; Identify your achievements.
Emphasize your strengths.
Engage in activities that will improve yourself.
Approach others with a positive outlook.

UNIT 2:

ASPECTS OF PERSONALITY

PHYSICAL ASPECT
8

MBCarayugan |Soc Or Notes 9

Posture, body build and size, complexion, and facial expression, as well as the appropriateness and
condition of clothes, comprise the physical appearance of the person.
Physical well-being is the basis for the efficient and enjoyable performance of every activity in which
one engage.

To achieve maximum physical well-being one needs:

a. Adequate medical careAdequate medical care involves establishing the habit of visiting ones doctor, dentist and the
like regularly for check-ups
Understanding ones body and its need is vital in order for one to set about strengthening and caring for
it
b. Proper diet and elimination
Proper diet and elimination are the first and most vital daily steps toward good health
Diet means eating discriminately
Balanced diet involves protein, fats, carbohydrates, minerals, vitamins and water
Proteins provide the food elements for building or replacing worn-out body tissues
Carbohydrates and fats provide heat and energy
Vitamins are essential to growth and health
Minerals regulates nervous system irritability, determining strength and soundness of bones and
teeth, and controlling the functioning of some glands
Water is necessary for all the bodys functioning
c. Sufficient exercise, rest and sleep
An average person needs from seven to nine hours of sleep, less as one grows older
Rest, sleep and exercise are indispensable to a healthy body
d. Good habits of posture
Good posture is an integral part of good personal appearance
Correct posture adds to ones appearance
Lends poise and confidence to ones bearing
Contributes markedly to ones health

SITTING POSITIONS
For men:
a. Continental
b. Traditional
For women:
a. S position
b. Semi-S position
c. Crossed Legged position
d. Double L
Hand Position:
a. Clasped
b. Lotus
c. Cupped
d. Lace

HOW TO STAND CORRECTLY

1. Feet- you can give the best leg presentation by placing the heel of one foot near the arch of
the other. Be sure that your weight is distributed equally on both feet. If you have thin legs,
move the front foot slightly from the center line. This gives a fuller view of both legs, adding
width visually. If you have heavy legs, move front foot slightly forward and in close to the
center line because this covers more of the back leg and reduces visual width.
2. stand tall by straighthening your backbone at the waist. Do this by tucking your buttocks under
and pulling your tummy up and in.
3. keep your head level by seeing to it that your chin is parallel to the floor and your eyes focused
straight ahead.
4. keep your shoulders down and slightly back but do it in a relaxed manner. You may also
achieve this shoulder position if you keep your chest out and forget about the shoulders so
thay fall in place naturally.
9

MBCarayugan |Soc Or Notes 10

HOW TO WALK GRACEFULLY
Bad Habits in Walking
1. a walk with a bounce up-and-down movements or a right-to-left exaggerated hip movement.
2. a walk that is a waddle because of the feet pointing either out or in.
3. a walk with heavy steps or one with shoes being shuffled along instead of being lifted.
4. a walk on a tightrope which results from walking in one straight line instead of maintaining
parallel lines. Remember do not walk in one line. You have two legs and they must be directed
together in two lines.
5. a walk with tiny mincing steps.
6. a walk with shoulders swaying either to the left, or to the right, or both.
7. a walk with the body leaning backward or forward with each step.
Proper Walking
1. start with the original standing position.
2. keep your knees slightly flexed and point your toes as you begin your steps in parallel lines.
These are two lines side by side. Never walk on one line as this will give you a criss-cross gait
which is most unflattering.
3. the heel should gently strike first, followed by a roll to the ball of the foot from which you push
off for the next step.
4. let your arms brush slightly on the sides and keep the legs passing close together. Move arms
alternately and at opposite directions from the legs.
5. glide smoothly as you walk and avoid bouncing or exaggerated hip movement. The less hip
movement or jerky motions, the better the walk will be.
HOW TO SIT PROPERLY
Sitting in ungainly positions is not confined to women, for men often sprawl and slump.
Poor sitting postures are not only unattractive, but they may produce various bodily aches and
pains
Correct sitting posture can be habitually attuned
1. approach the chair from an angle and walk closely enough to touch one leg to the edge of the
seat of the chair. This will avoid miscalculation or an accident of landing on the floor instead of
on the chair.
2. then turn and allow the back of one leg to touch the chairs as you assume the original standing
position.
3. make sure that the upper part of your body is straight as you bend at the hip and knee joints to
lower yourself onto the chair.
4. place your buttocks on the front part of the chair first. Then use your hands if necessary, to
gently lift yourself into the chair so that the backrest braces your back.
GOING IN AND OUT OF A ROOM
Hold the door handle with the hand on the side closest to the door knob. Open the door wide
enough to walk through face front; after having entered the doorway, reach behind with your other
hand to grasp the handle on the other side of the door and shut it. As you shut the door be sure that
you are still facing the room and not turning your back. People tend to look up when someone enters
a room. It is therefore nicer to present a pretty face rather than a back.
GOING UP AND DOWN THE STAIRS
1. maintain the same body alignment as in standing and walking.
2. keep your chin parallel to the floor and use your legs to propel yourself up and down the stairs.
3. put your whole foot on the step otherwise you may catch your heel on the side of the step, trip
and fall.
4. bend only at the hip and knees, with the upper part of your body kept straight all the time, so
that you will not have to look up or down as you step.
5. keep your knee behnt so you do not bounce up and down.
6. Use your toe as you ascend and use your heel as you descend to confirm your steps.
GETTING IN AND OUT OF A CAR
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MBCarayugan |Soc Or Notes 11

1. with face away form the seat, use the back of your leg as a guide to lower yourself into the car
seat gracefully.
2. then with both legs together, slowly swing your legs into the car, then close the door.
3. another way is to climb the car sideways. Stand beside the open door and face the front of the
car.
4. then bend your knee as you slide your nearest foot sideways.
5. slide the rest of your body into the seat.
6. pull in your other foot and move back on the seat.
7. in getting out, put your foot nearest to the car door out first.
8. then let the rest of your body follow smoothly and stand erect.
9. you may also get out by swinging your legs out of the car first. But be sure your legs are
together.
10. then, touch the ground and slide out the rest of your body.

TERMS OF DRESSING
CASUAL- denotes sports or relaxed attire and is appropriate for barbecue, pool parties etc.
INFORMAL
Before 6 pm
Women
- afternoon dress
Men
- coat and tie (sports jacket or blazer worn with a tie)
After 6 pm
Women
Men

- dressy afternoon dress (short/long cocktail dress)

- same as the attire before 6 pm

SEMI-FORMAL
Women
Men

- short or long cocktail dress

- tuxedo

FORMAL
Before 6 pm
Women
Men

- late afternoon dress

- dark suit

After 6 pm
Black tie:
Women
Men

- long or short strapless or bareback dress/ gown

- doubled or single breasted dinner jacket with satin

White tie:
Women
Men

- ball gown worn with gloves and with real jewelry

- long black tailcoat

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