Identify the different subdimensions if there are any.

Elaborate on the different components and

behavioral manifestations of each dimension. Include Local Studies. Also include information on
constructs that are related to your construct and provide detailed description on the nuances/differences
between your construct and other similar/relevant constructs. At the later part of the RRL, include
previous studies that have measured your construct. Identify the name of the instruments and a brief
description.

Love

I. Definition

a. Love is a complex phenomenon with multiple meanings historically, culturally,

linguistically, and scientifically (Berscheid, 2010)
b. Love is a complex and multifaceted phenomenon (Berscheid & Reis, 1998, p. 212)
c. At the moment, we do not have an integrative theory of love. Instead, diverse theories of
love have been developed with each theory elaborating on the different types of love
(Brehm et al., 2002) (Macapagal et al., 2013)
i. Valuing close relations with others, in particular those in which sharing and
caring are reciprocated; being close to people (Park, Peterson, Seligman,
2004)
ii. Numerous typologies of love have been proposed, but the most researched and
the most elaborated distinction is that between romantic love and companionate
love (Berscheid and Reis, 1998)
1. Hendrick and hendricks (1989) factor analysis of responses to various
love sclaes. Of the five underlying factors, first factor is passionate love
and the second was closesness and the absence of conflict that
corresponds to companionate love.
2. Passionate
a. The third form is love that involves passionate desire for sexual,
physical, and emotional closeness with an individual whom we
consider special and who makes us feel special. The prototype is
romantic love
3. Companionate
a. One is love for the individuals who are our primary sources of
affection, protection, and care. We rely on them to make our
welfare a priority and to be available to us when needed.
b. Another form is love for the individuals who depend on us to
make them feel safe and cared for. We comfort and protect them,
assist and support them, make sacrifices for their benefit, put
their needs ahead of our own, feel happy when they are happy.
II. Transition: What fosters the capacity to love and be loved is the experience of sensitivity on
the part of significant others. If our signals are read accurately and responded to promptly,
warmly, and consistently, we learn to expect the same in the future and also how to provide
the same. If, on the other hand, our signals are misread or ignored, it engenders anxiety and
anger. This not only undermines confidence in others and the natural inclination to turn to
them in times of need but also impairs the ability to respond effectively to their needs for
comfort and care. = SECURE ATTACHMENT
III. Related Concept: Attachment Theory
a. Attachment theory (Bowlby, 1969, 1973, 1979, 1980) was selected for several reasons.
i. Reason
 1. First, it integrates insights and data from an exceptionally broad range of
disciplines and domains, including ethology, control systems theory,
psychoanalysis, cognitive psychology, and evolutionary theory.
2. Second, it is applicable across ages as well as across genders and cultures
and even species.
3. Third, it offers models of both normative and individual-differences
phenomena.
4. Fourth, it accounts for the universal human tendency to form bonds of
love from infancy through old age.
5. Fifth, it has served as the basis for more empirical research than any
other theory of love, including hundreds of studies of infantparent
relationships and hundreds more of adult romantic relationships.
b. Secure attachment
i. In sum, securely attached adolescents and adults cope more effectively with the
stresses of life and are more skilled at forming social ties that are enduring,
satisfying, and characterized by trust and intimacy. Both of these skills predict
better psychological adjustment and physical health.
ii. The attachment system helps ensure that infants will feel and behave toward
caregivers and love them in a way that enhances sur vival; the caregiving system
helps ensure that caregivers will feel and behave toward infants and love them
in a way that enhances survival. Adult romantic relationships tend to be
reciprocal, with each partner loving the other in both an attachment and a
caregiving kind of way.
iii. Working models of attachment, like personality traits, are perpetuated by three
kinds of personenvironment interactions: reactive, evocative, and proactive
(Caspi & Bem, 1990). The way individuals react to new people (e.g., whether
anothers nonacknowledgment is attributed to distraction or rejection), the kinds
of reactions they evoke from others (e.g., friendliness or hostility), and the kinds
of interpersonal situations they proactively seek out or avoid (e.g., social or
solitary activities) tend to confirm preexisting models.
c. Agrees with these = SECURE ATTACHMENT = VIA TEST
There is someone with whom I feel free to be myself.
There is someone I trust to help and support me.
There is someone I hate to be away from for very long.
There is someone for whom I would do almost anything.
There is someone whose happiness matters as much to me as my own.
There is someone whose welfare I am committed to.
There is someone with whom I am physically affectionate.
There is someone in whose company I feel deep contentment.
There is someone I am passionate about.
IV. Measures
a. They differ depending on whether the research involves infants, children, adolescents, or
adults. They range from behavioral observations to self-reports, including both
questionnaires and interviews. They differ additionally in whether the focus is parent-
offspring or peer and romantic relationships. In general they are designed to assess
individual differences, but they vary in the number of patterns or styles and whether such
differences are conceptualized as continuous dimensions or discrete categories (Table
13.1).
b. Strange Situation Test
 i. This laboratory procedure is used with 12- to 18-month-olds. Behavior during two
postseparation reunion episodes is rated on four 7-point scales (proximity
seeking, contact maintenance, resistance, and avoidance). Ratings are used for
classification into one of three basic patterns: secure, ambivalent, or avoidant
V. Strengths
a. The findings from cross-cultural studies are consistent with attachment theory in that
attachment behavior appears to be both universal and adapted to local caregiving
environments. To date, there have been no systematic investigations of possible cultural
differences in adult attachment.
b. FAMILY
i. The youth constructed girlhood and womanhood and learned Filipino traditions
from these women. These young women often stated they never felt lonely in the
Philippines because they lived in a large family and often had family gatherings,
celebrations and parties. Growing up in these families, Elena and Cherry
constructed a notion of a family as a refuge and the only things that are of
immutable value fidelity, hope, and love (Shaw 1990, 2356). The Filipina
young women constructed a notion of family which offered security, intimacy,
comfort and acceptance. (Tokunaga, 2011)
c. Relationships
i. Filipino adolescents who express high attachment have a healthy sense of
security in the relationship in the overall use of more positive conflict resolution.
Those who express higher attachment anxiety or avoidance will be compliant,
withdrawing, during conflicts. (Mansilla, 2002)
d. Idk life in general
i. In a study by Ramos (2000) on the attitude of college students towards seeking
psychological help, it has been concluded that significant differences were found
in the severity of problems experienced by fearful students compared to both
secure and dismissing students. Students who has positive self models were
found to experience less sever problems than those who hold negative self-
models. Attachment theory is able to describe the differences in severity of
problems experienced and attitudes towards seeking psychological help in the
local setting
e. Filipino working-women were found generally inclined to be relational in their work
achieving style rather than direct or instrumental. Strong cultural influence manifested on
the work achieving styles of the Filipino working women. There is a great valie on
having social attachments in how Filipino working women set their priorities and how
they define happiness (Pelgone, 2000)
VI. Weaknesses
a. Research conducted within the framework of ethological attachment theory has focused
almost exclusively on the child-to-parent form of love. Comparatively little is known
about the parental/caregiving or romantic/sexual forms.
b. When two people love each other, they are connected at multiple levels. The emotional
and behavioral levels have been extensively investigated, but much more work needs to
be done in the realm of cognitive and information-processing effects
c. The entries in this virtue class resemble those we identify as justice strengths, with the
difference being that strengths of humanity are brought to bear in one-to-one
relationships Contrary to the Kapwa model, the character strength tackles one-to-one
relationships however, in the Philippine context, the self is one with others and not
separate or distinct in the west
d. Kapwa model
 i. Kapwa as the core concept of Filipino Interpersonal Relations emphasizes the
self as fundamentally related with others, and not so separate or distinct as
conceptualized in the west (Enriquez, 1978, 1992)
VII. Pakikiisa

a. Social interaction for a Filipino falls into two major categories: (a) ibang tao,
literally translated in English as not one of us, including levels of pakikitungo
(amenities), pakikibagay (conforming), pakikisama (adjusting), and hindi ibang
tao; or (b) one of us with levels of pakikipagpalagayang-loob (mutual trust) and
pakikiisa (oneness; Santiago, 1976). These are not only interrelated modes of
interpersonal relations but also levels of interaction which ordinarily ranges from
the relatively uninvolved civility in pakikitungo to the total sense of identification
in pakikiisa
b. Definitions
i. the acts, will, and speech of a person that intimate a complete and
absolute love, understanding, and acceptance of what is aspired for as
ones own aspiration (Enriquez, 1992, p. 159)
ii. the highest level of interpersonal interaction possible and the full
realization of a relationship with the kapwa (Enriquez, 1992, p. 64)
iii. Such a oneness is not theoretical but practical, played out in daily life from
within the most intimate setting of the family, Asian Philosophy 167
outward towards the kapwaand then towards the greater body called the
bayan (country) (Reyes, 2015)
c. Behavioral Manifestations in PH

1. Pakikiisa was the most intimate interaction in which a Filipino

Canadian patient and a nurse became fully engaged. They
identified with each other; the nurse was able to anticipate needs,
feelings were expressed openly, and the patient trusted the nurse.
Filipino Canadian patients and nurses shared goals of care; care
became effective, efficient, and safe from the nurses perspective
and comfortable from the Filipino Canadian patients perspective.
ii.
VIII. Sources
a. Midel, C. T. (2001). Attachment styles, gender, and previous counseling experience :
their influence on attitudes towards seeking psychological help among college students.
2001.
b. Pelgone, C. D. (2000). The relationship of social attachment to the achieving style and
career and life happiness of the Filipino working women. 2000.
c. Tokunaga, T. (2011). "I'm Not Going to Be in Japan Forever": How Filipina Immigrant
Youth in Japan Construct the Meaning of Home. Ethnography And Education, 6(2), 179-
193
d. Mansilla, O. P. (2002). Attachment orientations and conflict resolution styles of Filipino
adolescents and young adults in romantic relationships. 2002.
e. Reyes, J. (2015). Lob and kapwa: An introduction to a Filipino virtue ethics. Asian
Philosophy, 25(2), 148-171. doi:10.1080/09552367.2015.1043173
f. Queija, I. S., & Oliva, A. (2015). A longitudinal view of peer-friendship relations and
their association with parental attachment bonds. International Journal Of Psychology &
Psychological Therapy, 15(2), 259-272.