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UNDERSTANDING THE SELF is a three (3) unit course with 3 hours lecture every week for 54
hours in the semester. The nature of this course deals with the identity, factors and forces that impact
the improvement and care of individual identity. The pronouncement to go on oneself has inspired in
numerous and varied ways to follow. Among the questions that are frequently asked by many people
”Who am I” asking this question are usually troubled with their identity and are exploring for the
awareness of themselves. The incongruity is that if you look more on to view who you are, the much
flimsy you are apt to look about yourself.
This course is supposed to help the search of the concerns and issues on self and identity and
it seeks to fit this end by consolidating all the personal with the scholarly matters discussed in the day
to day experiences of students.
In this course it is divided into three major parts: The first part [Unit I]seeks to help and
understand the construction of the self from several perspectives such as, philosophy, sociology,
anthropology, and psychology as also the traditional division between the East and West each
searching to give answers to the question of“ who am I”.
The second part [Unit II] looks for some of the several views of the self, such as the physical,
sexual, spiritual, political, material, and digital self the period of the new generation [GEN Z].
The final part [Unit III] identifies the three areas of interest for young generations, such as,
learning, goal setting, and managing stress. It also gives a more applicable application of the ideas
delivered in this course. Enables them the personal experience of developing themself, helping them
to plan for self-regulated learning, goal setting, and self-care. (CHED Training Second Batch
Generation).
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All parts of this book are reserved and belong to the author.
Reproducing any parts of this book without permission from
the author is prohibited.
Clarinda A. Reyes
Eric G. Claudio
Authors
Andrelenz Buenaventura
Maureen Joyce Santiago
Contributors
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TABLE OF CONTENTS
PREFACE i
Material/Economic Self 34
I Shop Therefore I am, I have Therefore I am 34
Spiritual Self 38
Spirituality and Religion 38
Political Self 44
Developing a Filipino Identity 44
Stressors Responses 61
What is Stress 61
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INTRODUCTION TO THE UNDERSTANDING OF THE SELF
WHO AM I?
iv
Unit 1- THE SELF FROM VARIOUS PERSPECTIVES
Overview
In this unit, students will understand the construction of the self from several perspectives.
The student will also reflect on a concrete experience from a holistic point of view.
Learning Objectives
Setting Up
Activity 1.1
WHO I AM?
Name: ____________________________________________________________ Date: ________________________________
Course/Section: ________________________________________________ Instructor: _________________________
What do you like best about yourself? and what do you like least about yourself?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
What three (3) things would you like to change most about yourself?
1.
2.
3.
Who are two (2) people you most admire?
1.
2.
What do you admire about them?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Lesson Proper
What is Philosophy? It is a study of getting knowledge through inquiries and rational thinking
that bear on responding questions regarding the state and nature of an individual and the universe we
live in. From the Greek words “ Philos meaning love and Sophia” meaning wisdom.
SOCRATES
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PLATO
Plato is a student of Socrates. He wrote various
literature that tackles politics, human nature, and constituted
the concept of virtue and intelligence. Father of Academy a
place where sharing and learning of knowledge happens and
later became one of the pillars and foundation of what schools
and education is now in the present.
Preceded the concept of Socrates in knowing thyself,
according to him, a person who is a follower of truth and
wisdom will not be enticed by vices and will always be
correct/moral/ethical.
He believed that the soul is divided into 3 different
parts that have different views, leading to different behaviors.
Image credits to Encyclopedia Britannica
He supported the idea of duality and added that there are 3 concepts of the soul.
1. Appetitive soul is the part of the person that is motivated by want and need to satisfy oneself.
This satisfaction involves physical needs and pleasures and desires, objects and situations.
2. Spirited Soul is a brave part of a person. The one who desires to do something or to right the
wrong that they observe. This is very competitive and is very active. Competitiveness drives one
to anticipate positive results and winning.
3. Rational soul is the drive of our lives. The part that thinks and plans for the future. It decides
what to do when to do it and the possible results one could have depending on their actions.
ST. AUGUSTINE
A Saint and a philosopher of the church. He
follows the concept that God embraces us all, he said
that everything will be better if we are with God. For
him God and his teachings affect several aspects in life.
He relates our existence to God being modeled in his
likeness though being alive means that we are still far
from God and has yet to be true with him.
RENE DESCARTES
Is a French Philosopher not able to be the
father of modern philosophy because of his radical use
of a systematic and early scientific method to help his
assumptions? He believes in modern dualism or the
existence was presented with the evidence from
experiments as well as philosophical reasoning.
He is famous to be the advocate of methodical doubt.
He defined the roles of the mind and body to the belief
of one’s existence and sense of self. He is also known
for the statement “cogito ergo sum” [I think
therefore I am].
Image credits to Encyclopedia Britannica
He viewed the dual nature of self where the mind is a thinking thing that makes a man,
and the body is a mere machine. Cogito is the mind enabling our fundamental existence. The body
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is just an extension of it. He proved that this statement is completely true.
According to him “I am thinking” and “I exist” is a combination of “ cogito ergo sum” ‘I
think therefore I am ‘.
JOHN LOCKE
Is an English philosopher and physician.
Considered to be the father of classical liberation and
his works made up of the way to various revolutions to
fight the utter powers of monarchs and rules of his
time that led to the improvement of governance,
politics, and economic system that we know today.
DAVID HUME
He is a Scottish Philosopher, he focused his
work in the field of empiricism, skepticism, and
naturalism. Self is a collection of different impressions
and does not exceed the physical kingdom. He said
there is no permanent self because impressions of
things are based on our experiences where we can
make our concepts and knowledge. Hence, it might
improve or totally be replaced.
He anchored his definition of the self on the empiricist school of thought. He cited that
the self is nothing but a collection of impressions. He defined experiences as either impressions
or ideas. According to him, impressions are products of our direct experiences while ideas are
copies of our impressions.
IMMANUEL KANT
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that are not present but are experienced anyways, that he called the “apparatuses of the mind”
SIGMUND FREUD
He is the father of psychoanalysis. He is famous for his
work on human nature and the unconscious. He also believed
that man has different constructs of personality that interacts
with each other. He also conceptualizes the various levels of
consciousness that give an idea of how a person develops a sense
of self.
Man has three [3 ] aspects of Personality.
GILBERT RYLE
He gained first-class honors at Queen’s
College, Oxford, and became a lecturer at Christ
Church College in 1924. His first book, The Concept of
Mind (1949), is considered a modern classic. He
challenges the traditional difference between body
and mind as delineated by René Descartes. According
to him the Traditional Cartesian dualism, commit a
serious confusion when searching beyond the human
body. It views the mind as an additional mysterious
thing not subject to observation or to mechanical laws,
rather than as the form or organizing principle of the
body.
Image credits to Encyclopedia Britannica
He contradicts the duality idea of the self, particularly the non-physical self. The self is
just a brand we call all the behaviors we make as individuals.
PAUL CHURCHLAND
A Canadian philosopher who focuses on the
idea that people should improve our association and
use of worth in distinguishing the self.
The self is defined by the motility of our brain.
His work turns around folk psychology or common
sense psychology. The main philosophy is the idea of
“ eliminative materialism “ [debates that people’s
common sense understanding of the mind is false and
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the mental states that man are into are not existing;
applies the understanding of behavior and emotions]
Image credits to wordassociation1.net
He was a materialist who believed that nothing but a physical entity exists. His manger the idea of a
non-physical mind as the place of consciousness. He supported the self-based on brain states rather than in
mental states.
Assessing Learning
Quiz 1.1
Direction: In your own words, state what is the meaning of self for each of the following philosophers. After
doing so, explain how your concept of self is compatible with how they conceived of the self. 2 points each
1. Socrates_____________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
2. Plato________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
3. St.Agustine__________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
4. Rene Descartes_______________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
5. John Locke___________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
6. David Hume__________________________________________________________________________________
____________________________________________________________________________________________
7. Immanuel Kant_______________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
8. Sigmund Freud_______________________________________________________________________________
____________________________________________________________________________________________
___________________________________________________________________________________________ 6
9. Gilbert Ryle__________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
10. Merlou-Ponty_______________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
SELF FROM THE PERSPECTIVE OF SOCIOLOGY
Learning Objectives
At the end of the unit, I am able to:
1. describe the self as a social structure.
2. explain the four stages of role development in child socialization.
3. analyze the importance of socialization for individuals and society.
4. explain the nature versus nurture debate.
5. describe both the conformity of behavior in society and the existence of individual
uniqueness.
6. learn the roles of families and peer groups in socialization.
7. understand how we are socialized through formal institutions like schools, workplaces, and
the government.
8. explain how people are socialized into new roles at age-related transition points.
Setting Up
Activity 1.2
REVALIDATING MYSELF
Ask three persons who are close to you (Friend, Classmate, Family, Colleagues) about your
own characteristics. On the space provided, write the details given to you by someone whom you
asked. Validate your answer whether you agree or disagree on it and explain your reason behind your
validation.
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Lesson Proper
Sociology
Image
credits to Encyclopedia Britannica
“Social Self Theory” open the link and watch the video presentation
https://study.com/academy/lesson/george-herbert-mead-the-self-me-i.html
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Assessing Learning
Quiz 1.2
5. Which of the following represents the part of the self in which one recognizes the “organized sets of
attitudes” of others toward the self.
a. Me
b. I
c. Self
d. Social self
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SELF FROM THE PERSPECTIVE OF ANTHRHOPOLOGY
Learning Objectives
Setting Up
Activity 1.3
Name: ____________________________________________________________ Date: ________________________________
Course/Section: ________________________________________________ Instructor: _________________________
MY CULTURE IS MYSELF
Name three practices that you have acquired from your childhood years that are still existing today
and identify where have you accumulated those practices.
1. ____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
2. ____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Lesson Proper
Anthropology
What is Anthropology? It is the study of people, past and present. It centering on the understanding
the human condition in its cultural aspect. [Gallinero,et al.,2018,p27]
It reckons the cultural origins and genetic of self. The self plays the role of socialization and
language, and the types of self bring forth the individual journeys to and through adulthood.
Anthropologists take an encompassing approach to the study of humanity. They acquire that
no understanding of human beings is complete without the study of the full range of the human
phenomenon. Aanthropologists’, as individuals, may concentrate their studies on a specific society or
aspect of the human being, but they put their findings into a wide theoretical perspective that seeks to
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add all of the human experience. This "holistic" approach is mirrored both in interest in the wide
variety of human beings and in a comprehensive approach to the study of human beings.
CULTURE IS EVERYTHING
The individual has, does, and thinks as a part of society. It implies all material possessions,
belief system, and set of behavior. Culture is a powerful agent information of the decisions and actions
of humans in the given situation. It consists of:
➢ Material includes all the concrete and visible parts of culture, which includes foods, clothes, and
even buildings. Material culture differs, as each society is designed by its environment and
history [Culinary Culture of the Philippines] is different from even that of its neighbor’s in Asia
like Singapore. Cultural differences exist when groups of people assign different meanings to
different life events and things. Hence, the self is embedded/attached in culture.
➢ Non- Material - it refers to the nonphysical concepts that people have about the culture,
including values, beliefs, norms, rules, morals, language, organizations, and institutions.
Culture and self are chromatic ideas that are to be understood in relation to one another. The
most essential philosophical task of the postmodern man today is to "work on yourself" just like in the
Socratic message "know thyself".
Robbins considered human beings as cultural animals as they make the meaning of objects,
persons, behaviors, emotions and events and behave in conformity with meanings they presume to be
true. Identity is interpreted as a disposition of basic personality properties acquired mostly during
childhood and, once integrated, more or less fixed.
Human nature is mutually beneficial to culture. Identity Struggles is a difference between the
identity a person claims to possess and the identity attributed to that person by others. Ethnic or race
is relating to a population subgroup within a bigger or paramount national or cultural group with a
common national or cultural tradition.
To achieve self-identification, the individuals have to get over many hindrances like
traditionally established habits and externally imposed self-images.
Further research [Gallinero, et al., p28-29,2018] supports this claim, Catherine Raeff [2010] a
Developmental Psychologist, believed that culture can influence how you view the following:
Relationships
Culture influences how you get into and keep a relationship.
Ex. Relationships might be seen as voluntary or as duty-based. In Western countries, it is important to
choose whom to marry, on the other hand, some Eastern countries still exercise set up marriage.
Personality traits
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Culture influences whether and how you value traits, such as self-esteem, politeness, humility,
and assertiveness, also how you perceive hardship in life.
Achievement
Culture influences how you value specific types of individual and group achievements and
how you define success.
Expressing emotions
Culture influences how you express yourself and it will affect you emotionally.
Assessing Learning
Quiz 1.3
Direction: Identify is being asked in each statement below. Write your answers before each number.
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SELF FROM THE PERSPECTIVE OF PSYCHOLOGY
Learning Objectives
Setting Up
Activity 1.4
Instruction: There are four windows/quadrants that have different categories. Your task is to write
the information asked for every window.
1. Window 1: On the space provided, write eight (8) characteristics that you know about yourself
and are willing to share.
2. Window 2: Ask someone who could give you their thoughts and idea about yourself. Write at
least seven (7) details given to you by someone whom you asked.
3. Window 3: Write something about yourself that you are aware of but might not want others to
know. ( In this part, you are not forced to write information that is sensitive, but you can give
details that you think might be good to share.)
4. Window 4: Don’t write anything.
Window 1 Window 2
Known by Self Unknown by Self
Window 3 Window 4
Self-disclosure/Hidden Area Unknown Area
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Lesson Proper
Psychology
What is psychology and how it helps you understand yourself and know who you really are?
Psychology is the scientific study of how people behave, think, and feel. It also includes topics like how
the brain works, how our memory is organized, how people interact with groups, and how the
children learn about the universe. The real fact, everything that concerns human beings is a concern
of psychology. The process of the human brain to consciousness to memory, language, and reasoning.
Psychology will examine it so that the human being will understand how it is to be.
For better understanding some of the things that happen during cognitive development, it is
important first to scrutinize a few of the important concepts and ideas introduced by Jean Piaget a
clinical psychologist. He pioneered the theory of cognitive development. The theory dealt with the
nature of knowledge itself.
Piaget [1952] determined how children processed and made aware of the world around them
and finally developed a four-stage model of how the mind processes new data encountered.
[Gallinero, et al.,2018,p32] The three basic components of Piaget’s cognitive theory are the following:
1. Schemas/schemes are the building block of knowledge. These are the mental organization
individuals use to understand their environment and fate action.
3. Stages of Cognitive Development are the growing expertise of the child’s thought process.
Piaget said that the knowledge children acquire is organized into schemes or groupings of the same
action or thoughts.
Assimilation
It is commonly known as the process of getting new information that is already active in our
schemas. This operation is somewhat subjective for the reason we tend to change information and
experiences that could fit in with our pre-existing beliefs.
Accommodation
It is a procedure known as a part of adaptation involves that altering or changing the existing
schemas, as a result of a new experiences and information. During this process, a new schema might
be developed.
Equilibration
Piaget believed that this mechanism tries to attack equilibrium between assimilation and
accommodation. It is essentials to maintain a balance between assimilation [previous knowledge] and
accommodation [new knowledge]. It helps to explain how the children can move from one stage to
another.
“Piaget’s Theory of Cognitive Development” open the link and watch the video presentation
https://www.youtube.com/watch?v=IhcgYgx7aAA
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Piaget’s Stages of Cognitive Development
STAGE AGE CHARACTERISTICS OF STAGE
Sensorimotor 0-2 The child learns by doing, looking, touching, and
sucking.
Preoperational 2-4 The child uses language, symbols, letters, and
numbers.
Concrete operations 7-11 Thinking stage. The child demonstrates conservation,
reversibility, serial ordering, and understanding of
cause and effect relationships.
Formal operations 11-15 Demonstrates abstract thinking.
Additional readings:
https://www.studocu.com/id/document/our-lady-of-fatima-
university/psychology/summaries/personality-theories/3083537/view
https://www.learning-theories.com/piagets-stage-theory-of-cognitive-development.html
Dr. Susan Harter, a psychologist, author, and professor elaborated on the emergence of self-
concept and asserted that the wide developmental changes observe across early childhood, later
childhood, and adolescence could be understood in a Piagetian framework.
Self-concept is an idea that referring to an individual's perception of "self" that remains
comparatively consistent and steady over time, contexts and developmental stages.
Self Esteem is the ideal self and self-concept. Planetary self-esteem refers to the overall mass
opinion of oneself at any time, on a scale of positive and negative an [Harter, 1993, Pg.88 as cited in
Kling et al 1999] Harter cited that, self-esteem can be observed as a degree of self-success in
academic, social and physical areas. Self-worthy Theory in Harter's theory was founded on social and
emotional development.
➢ Early childhood. As the child describes the self in terms of concrete, observable characteristics,
like in physical attributes [I’m beautiful or I’m ugly or I’m witty], material possessions [I have
imported shoes and clothes, lots of toys], behaviors [I love wearing my clothes, and shoes], and
preferences [I like milk chocolates].
➢ Middle to later childhood. Self-described in terms of traits such as constructs [ex. timid, brave,
smart, approachable and shy] that would need the type of stratified organizational skills
characteristic of analytical thought development.
➢ Adolescence. Harter said this is the emergence of more abstract self-definitions, such as inner
thoughts, attitudes, motives, and emotions. For example A teenage girl in discovering her self-
conceptions she described herself as follows: “What am I like as an individual?” Complicated! [I’m
sensitive, friendly, outgoing, popular and tolerant though I can be also shy. I’m a beautiful, happy
person with my friends but at home, I’m more likely to be anxious around my parents and
family.[Harter,1990b,p.352]. In Piaget’s findings on the adolescent’s ability to construct-higher
order abstractions and the capacity to introspection. [Harter, 1999] is the use of abstract words
such as sensitive, outgoing, cheerful, and anxious as self- portrait is consistent.
➢ Emerging adults. The self for is emerging adults having sight of “possible self”. The “age of
possibilities” [Amett, 2004 a]. Australian research [Whitty,2002], early emerging adulthood
[ages17-22] was found to be a time of “grand dreams”, of being wealthy and having glamorous
occupation., hence beyond emerging adulthood [ages 28-33] the visions of a possible self-became
more realistic, if still optimistic.
Self-image there is a saying that self-image developed as they grow older and a strong one is
necessary.
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As William James [1890/1981, p. 221] cited in the Principles of Psychology, it lies at the
middle of mental life. As he is commonly has known “the father of American psychology” a
philosopher, psychologist, and university professor. He gave one of the earliest self-theory on
psychological analyses. According to him [1950], the self has two elements the I-self [pure ego]and
the Me-self [object].
James went on to differentiate between three aspects of self-hood:
➢ material self - physical appearance [clothing, family, and home]
➢ social self -social skills and interpersonal relationships
➢ spiritual self- personality, character, defining values
[James,1950;Newman,2017;Pomerleau,2017,Damon&hart,1982]
Real vs. Ideal Self
The ideal self includes:
1. Notions influenced by your parents;
2. What you admire in others;
3. What the society sees as acceptable; and
4. What you think is best your interest.
The real self is the one who you are; it is how you behave in a certain situation. It is who you
are in reality, how you think, feel, or act.
The true self is described by our real feelings and desires, on the other hand, the false self is a
side of us that has changed its behavior, inhibited feelings and forced needs aside in order to survive.
It presents the idea of the onion, the true self at the middle secured by outer layers of a false self.
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The Healthy False Self
The healthy false self is described as one which allows someone to be functional in society. It
enables politeness and social courtesy, even when we may not feel like it.
The unhealthy false self comes from the same beginnings as the healthy false self. Yet, for our
long-term well-being, the effects of the unhealthy false self are rather different from those of its
opposite. This false-self is the one behind many dysfunctional behaviors, including narcissism and
addiction. As defined by D. W. Winnicott, the unhealthy false self as one that fits into society through
forced compliance rather than a desire to adapt.
Assessing Learning
Quiz 1. 4
Name: ____________________________________________________________ Date: ________________________________
Course/Section: ________________________________________________ Instructor: _________________________
1. Which 3 ways you can apply Harter's theory to practice? positive body language,
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. Why it is important to give children unconditional praise and showing interest in what the child is
doing?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. Does it provide strong and nurturing relationships with individuals or a group of children.Why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
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THE SELF FROM EASTERN AND WESTERN
Learning Objectives
Setting Up
Activity 1.5
I do believe in____________________________________________________________________
I am inclined to behave_____________________________________________________________
I like to_________________________________________________________________________
Lesson Proper
Eastern and Western Philosophy
➢ Confucianism is the identity and self-concept of an individual who is interlocking with the
identity and status of his/her community or culture, sharing its feelings as well as its occurrence.
[Self-Cultivation is the final purpose of life].
➢ Taoism is the self that is not just an extension of the family or the community it is also a part of
the world, one of the forms and manifestations of the Tao.[Selflessness]
➢ Buddhism is the self that is seen as a deception, born out of ignorance, of trying to clasp and
control things, or human-centered needs, hence, the self is also the source of all these agonies.
The ancient Grecian philosophers view humans as the holders of irreplaceable values. In
medieval times, Thomas Aquinas, philosopher, and saint believed that the body constitutes
individuality. The individual was the focus of renaissance thought, with Rene Descartes famous “I
think therefore I am” as the epitome of the Western idea of the self. [Gallinero, et al., 2018,p44] [The
focus is always looking towards the self]
Frank Johnson [1985], psychiatrist and professor outlined four categories on how the
term “self” is used in the contemporary western discussion. [Gallinero, et al., 2018,p45]
The Western culture is more individualistic and trying to look for the meaning of life there
and now with self at the canter as it is already given and part of the divine, while in the Eastern
philosophy is drawn much more into groups or society or people’s actions and thoughts as one in
order to look for meaning in life as they try to get rid of the false “me” concept and find meaning in
discovering the true “me” in relation to everything around them, or as part of a bigger scheme.
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Assessing Learning
Quiz 1.5
Name: ____________________________________________________________ Date: ________________________________
Course/Section: ________________________________________________ Instructor: _________________________
If not, share a specific personal experience why you think you are individualism and not collectivist.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________
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UNIT II. UNPACKING THE SELF
Overview
This lesson gives you an insight into the concept of beauty, self-esteem, and body image that shapes
your physical self.
Learning Objectives
Setting Up
PHYSICAL SELF
Activity 2.1.1
Directions: In the table provided below illustration, make a list of your observed beauty
standard in the Philippines.
THE STANDARD
Source: 123rf.com
MALE FEMALE
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
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1. What have you observed from your list of beauty standards in the Philippines?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. Do you think your beauty standards came from you own perception? Why yes, or why not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. Do you think that there should be a standard of beauty? Why yes, or why not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Lesson Proper
The physical self refers to the body that can be observed and examined. It is the aspect of the self
that consists of the extremities and internal organs, both with a vital function of maintaining one’s life.
As one aged, these critical functions gradually change. During infancy and old age, physical efficiency
performs at least. Its peak is early adulthood and slowly declines into the middle age (Go-Monilla &
Ramirez, 2018, p. 97).
Morris Rosenberg (1965) defined self-esteem as one’s attitude toward oneself (Ackerman, 2020).
It is one’s self-worth or self-respect as a person. It is how much you appreciate and adores yourself. It
involves a variety of feelings about yourself, the appearance, beliefs, emotions, and behaviors (Cherry,
2019). He devised the Rosenberg Self-Esteem Scale, a test that measures self-worth by rating both
positive and negative feelings about the self.
Body image covers the emotional attitudes, beliefs, and perceptions of a person towards their
own body. It relates to what a person believes and feels about their body. This also includes how they
control and sense their body (Brazier, 2017).
According to the Canadian Mental Health Association (2015), body image and self-esteem
influence each other. It is hard to value yourself when you do not like your body. The reverse is also
true: if you cannot see the positive side of yourself and treat it with respect, you do not value it.
Culture has a great influence on a person’s self-esteem and body image. It can be positive,
negative, or both (Brazier, 2017). The traditions practiced culturally can either hurt or help us in our
life. The culture that we are surrounded by has a substantial influence on how we feel about ourselves
and how we think about our bodies. It can either be favorable to or resistant to the building of a
healthy body image and self-esteem. For example, dieting and body appearance have been a focus of
Western Culture. It is the same as in other cultures as digitally retouched photos become a norm in
society. This kind of mentality negatively influences an individual’s body image (Karges, 2015).
People value physical appearance in different cultures. They tend to worry about how they look,
how people will now to look at them, and what people will say about them. The standard of beauty
changes through time as the preference of the people varies from time to time. What may be
considered the standard of beauty in one culture may be different in other cultures. It goes well with
attractiveness as what may be attractive to another one may not be appealing to another. The culture
24
is greatly influenced by society; thus, the concept of beauty is embedded by it (Palean et al., 2018, p.
74).
Across the globe, culture dictates what is beautiful. What is perceived as beautiful in Egyptian
women are slim, high-wasted, narrow hips, and long black hair. Contrastingly, during the Renaissance
period, women with a full figure or curvy and rounded hips were considered beautiful. During the
Medieval Age, gorgeous are chubby, fat or plump women like in some ancient tribes (e.g., Africa). In
Asian countries (Malaysia, the Philippines, and Indonesia), which used to be beautiful, are women
with flat noses. The standards of beauty change over time due to culture. Traditionally considered
most attractive are those humans who have clear skin, thick shiny hair, well-proportioned bodies, and
symmetrical faces. Beauty is deemed necessary throughout history, with features that indicate youth,
health, excellent genes, and fertility (DeMello, 2014, pp. 173-205).
Body art and body modification like body piercing are also considered beautiful in various
cultures. In Ethiopia, Kara people use body painting to attract the opposite sex (exploring-africa.com,
2020). Scarification, or scarring the skin to produce marks, is being practiced by the Masai people in
Tanzania to represent beauty and family pride to women and strength, courage, and bravery to the
men (newtimes.co.rw, 2010). Other tribes in Ethiopia, like the Mursi and Suri, women wear lip plates
that determine their beauty. The larger the lip plate, the more beautiful a woman is (Agbo, 2018).
Maria Jose Cristerna, the Mexican vampire woman, reinvented herself through body piercings to
empower herself (Valentine, 2015). Plastic surgery is also a form of body modification that is popular
nowadays due to the influence of social media (Walker et al., 2019). Printed materials (magazines,
billboards, newspapers, and others), television (entertainment, fashion and, other shows) and the
social media (influencer, vloggers, and others) profoundly influence the standard of beauty of the
culture. What is perceived as beautiful is copied; thus, it is unrealistic and unachievable.
The standard of beauty is not absolute as per culture. There will always a constant struggle to
look at the perfect measure of beauty. The usual definition of beauty is reliant on culture dictated by
society. Self-image problem arises when your beauty standards do not match with your looks
(Gallinero et al. 2018, p. 61). There is a struggle of convincing the self because of their set standards.
Remember that no two persons are alike. Everyone is unique, and that makes one stand out amongst
the crowd. Besides, inner beauty should never be forgotten as it is part of a person’s development.
Assessing Learning
Quiz 2.1.1
Name: ____________________________________________________________ Date: ________________________________
Course/Section: ________________________________________________ Instructor: _________________________
2. Culture is usually not the basis when setting the standards of beauty.
a. True
b. False
3. Refers to a person’s beliefs about his or her own worth and value.
a. Self-confidence c. Self-esteem
25
b. Body image d. Self-worth
4. Is the way one sees the physical self and the thoughts and feelings that result from that
perception
a. Body presentation c. Self-esteem
b. Body imaged d. Self-representation
5. A test that measures self-worth by rating both positive and negative feelings about the self
a. 16PF c. Baron EQ
b. Rosenberg’s Self-esteem scaled d. Guilford-Zimmerman
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
2. How does culture affect our standard of beauty? Cite some examples to support your answer.
____________________________________________________________________________________________
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____________________________________________________________________________________________
26
THE SEXUAL SELF
Overview
This lesson will provide you with understanding of how sexual self impacts one’s development.
Learning Objectives
Setting Up
Activity 2.2.1
Name: ____________________________________________________________ Date: ________________________________
Course/Section: ________________________________________________ Instructor: _________________________
2. How does sex hormones affect a person’s general health? What are the factors that affect
levels of male and female sex hormones?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. What are the sexual behavious of humans and animals? Are there similarities or differences?
_____________________________________________________________________________________________________________________
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_____________________________________________________________________________________________________________________
4. What is Sternberg’s Triangular Theory of Love? What other theories or principles that explain
the occurrence of attraction?
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_____________________________________________________________________________________________________________________
27
Lesson Proper
Have you ever wished you could talk about sex openly? Ask questions and discover your sexual
self? Let’s admit it, you know to yourself that you want to. It does not mean we discussed sex we are
liberated and this is not actually embarrassing to talk about. By understanding and putting these
topics into mind, you will understand your sexual self- better and clarify uncertain thoughts and
feelings.
Conceding that values are both personal and cultural, most sex researchers and educators
struggle to preserve their writings on sexuality value free. In research when they label the sexually
reserved individuals as “erotophobic” and as “high sex guilt” they explicit their own values.
Furthermore, we improve our lives by knowing ourselves, by realizing that others share our
feelings, by understanding what is likely to please or displease our loved one. Behold the increasing
realization that some types of sexually explicit material can lead people to devalue or hurt others.
Sex Drive
Psychologist thinks that sex drive peaks during the teens and early twenties (Hyde, 1982). The
drive declines gradually during the middle forties, another sharp decline in sexual activity appears in
the late sixties (Solnick and Corby, 1983).
Sex and Gender are parts of you that need to be continuously explored. These two remains to be
used interchangeably however current literature has provided us enough information to differentiate
one from the other. The emergence and/or development of Sexual Orientation, Gender Identity and
Expression termed as SOGIE is also an important topic in understanding one’s sexual self.
What makes us human is our sexuality. It is an innate function to survive through reproduction.
Definitely, sex is beyond merely the act of procreation but answers to both psychological and spiritual
needs. Aside from sensuality that evokes many emotions it also entails the interaction between two
human beings – to touch and be touched, to love and be loved.
At a deeper level, sexuality is linked with birth and death, an association found in Freud’s notion
of Eros and Thanatos. Although ultimately death prevails over sex, sex affirms life. The instinctual
sexual energy or Eros expressed in the childbearing, art relationships transcends nonexistence. Life
continues for the new generation where one can be fondly remembered by important others. This
close psychological connection between sex and life or the absence of it is a concrete reminder of the
existential inseparability of this cycle.
Additional Readings:
The Responsible Parenthood and Reproductive Health Act of 2012
(https://www.officialgazette.gov.ph/2013/03/18/implementing-rules-and-regulations-of-republic-
act-no-10354/)
28
Psychosexual Development
The famous psychoanalyst Sigmund Freud cited that children go through a sequence of
psychosexual stages that lead to the development of the adult personality. Freud’s theory defined how
personality developed over the course of childhood. Whereas the theory is well-known in psychology,
it has always been quite controversial, both during Freud's time and in modern psychology. These are
named psychosexual stages because each stage signifies the fixation of libido (roughly translated as
sexual drives or instincts) on a different area of the body.
Physical Attractiveness
We are attracted to those who are physically attractive. Surely, the attraction here is relative.
“Beauty is in the eye of the beholder”. Some men find women with long hair are attractive but some
men like women with short hair to see their neck area.
LUST LOVE
✓ focus on a person's looks and body. ✓ spend quality time together with other
than sex
✓ interested in having sex, but not in ✓ get lost in conversations and forget
having conversations about the hours passing
✓ keep the relationship on a fantasy ✓ honestly listen to each other's feelings,
level, not discuss real feelings. make each other happy.
✓ want to leave soon after sex rather ✓ motivates you to be a better person.
than cuddling or breakfast the next
morning.
✓ ✓ want to get to meet his or her family
✓ are lovers, but not friends and friends
SEXUAL RESPONSE
It refers to the order of physical and emotional changes that arise as a person becomes sexually
aroused and partakes in sexually exciting activities, including intercourse (coitus) and masturbation.
Perceptive how your body reacts during each phase of the cycle can improve your relationship and
help you find the cause of any sexual difficulties. The sexual response cycle has four phases:
29
R
e
s
o
l
Orgasm u
Plateau t
Excitement i
o
n
Both men and women encounter these phases, though the phasing usually is different. For
instance, it is improbable that both partners will reach orgasm at the same time. The intensity of the
reaction and the time spent in each phase differs from person to person. Knowing these differences
may help partners better understand one another's bodies and responses, and develop the sexual
experience.
LGBTQ
Terms to understand:
Homosexual behavior is likely to present in all societies and cultures and has been documented
on all six settled continents. The homosexuality-heterosexuality distinctions is not always a clear one.
Not only do some people self-identity as bisexual, but others may also change their sexual preference
over the course of their lives (Chivers, Seto, & Blanchard, 2007). Researchers are trying to understand
why some people are more strongly attracted to members of the same sex than are other people.
30
Contraception Methods:
Generally, procreation is the basic reason for the sexual act hence couples should have this in
mind.
Assessing Learning
Quiz 2.2.2
Name three factors that influence sexual orientation and gender identity [5pts]
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Presently, how well do you know your sexual self? Rate from 1-10, 1 being the lowest and 10
being the highest. Support your answer. [10pts]
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
31
THE MATERIAL/ECONOMIC SELF
Overview
This lesson gives you a perception of how the things that we own shape our material self.
Learning Objectives
Setting Up
Activity 2.3.1
LET’S GO SHOPPING!
SM Mall of ASIA is known as one of the largest malls in Asia. The mall is located near Pasay
City, Metro Manila (Caparas, 2013).
Directions: Imagine yourself going to this mall to shop for the whole day with no restrictions
on the money. You can buy anything inside this mall at your delight. List down five (5) items that you
want to buy. Indicate their brand names, estimated prices, and the total amount. On the last column of
the table, categorize each as a “Need” or a “Want”.
Source: vigattintourism.com
Photo by Jun Acullador of flickr.com
Items Brand Name Estimated Price Need/Want
1.
2.
3.
4.
5.
Total: Total Total
Needs: Wants:
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1. What have you observed from the items that you have listed?
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2. Do you think your purchases are reasonable? Why yes? Why not?
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3. Which among all the items that your purchase reminds you of yourself? Explain briefly.
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4. Which has the most number, the want, or the needs? Why?
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Lesson Proper
That famous statement is part of an artwork created by Barbara Kruger. It describes the
material consumption in the year 1987. It was from Rene Descartes’ philosophy of "I think therefore I
am" and she gave it a twist that fits the idea of material consumption. The idea is that it is not what
we think but what we own that identifies who we are. We became a society that focuses on “what they
have rather than who they are.” The society gives off a vibe that material possessions, as well as social
image, define who we are. The more in-depth personal attributes like accomplishments and ideas
were pushed aside. She exposes society as a modern consumer-driven society (publicdelivery.com,
2011; Hai, 2018).
William James (1980) suggested that the self is everything that is considered by the individual
as his or hers. It includes his/her body and his/her material possessions and reputation and beliefs. In
conclusion, the self is comprised of the material self, manifested by his/her material possessions (Go-
Monilla & Ramirez, 2018, p. 134). As what William James stressed that the total of man is not only his
body and his psychic powers but also his material possessions (Leary, 1990).
The Basic Components of the Material Self, according to William James (1980):
1. Body - The innermost part of the material self. Taking good care of it will help you experience life to
the fullest.
2. Clothes- Considered important to people alongside the soul and the body. The styles and brands of
clothes become symbols that are the representation of the self.
3. Material Component
3a. Family and friends - These are people whom you are psychologically connected. They helped
shape and influence yourself and your identity.
3b. House- A place where many aspects of your life developed. It also gives you comfort and security.
Accumulation of a house reflects the wealth and hard labor.
3c. Cars-Also considered as a material possession as it also reflects the wealth and hard labor.
3d. Pets- It could be an expression of one’s social status, pride, prestige since owning a dog or a cat
with breeds is very expensive.
34
SHAPING THE WAY WE SEE OURSELVES
The Role of Consumer Culture on our Sense of Self and Identity
Oxford bibliographies (2017) describe the consumer culture as a form of material culture
facilitated by the market. It represents a relationship between the consumer and the goods or services
he or she uses or consumes. Through Consumer culture, you are allowed to express who you are by
reinforcing an economic system of freewill or constrained. There is the freedom to choose and be
constrained with options offered commercially.
Despite being the extension of your identity, the desire for it has a negative effect on one’s sense
of self and identity. Materialism refers to giving to much importance to material possessions and
excessively being concern with its acquisition. As mentioned above, the association of identity to
material possession started at the early age of life; the etiology of materialism arises from society and
culture (Belk, 1988).
Social media play a massive part in the consumption of commercial products. Through the
internet, television, and magazines, endless options of advertised products are available (Go-Monilla
& Ramirez, 2018, pp. 136-137). Consumerism is the human desire to acquire products and goods in
excess of one's basic needs. Basic needs refer to sufficient food, clothing, and shelter. The consumerist
culture involves people who spend more on cars, gadgets, and clothes to keep up with trends and
upgrades instead of savings or investments (Baker, 2016).
Conscious Consumption
Options are endless when shopping. Marketing strategies have been evolving to cater to the needs
and want of consumers. Being in a consumer culture, shopping is part of your life. As a consumer, you
have the power to control your expenditures as you have your free will to choose. The struggle of
conscious consumption usually starts when the discipline of shopping ends. Conscious consumption is
practicing being a responsible buyer (Gallinero, et al., 2018). Being a responsible buyer means you
should know how to separate your wants from your needs. Below are tips that you can use when
shopping:
Assessing Learning
Quiz 2.3.2
________________1. Defines that the self is everything that is considered by the individual as his or hers.
________________2. It is practicing being a responsible buyer.
________________3. Refers to giving to much importance to material possessions and excessively being
concern with its acquisition.
________________4. This could be an expression of one’s social status, pride, prestige since owning one
breed is very expensive.
________________5. The human desire to acquire products and goods in excess of one's basic needs.
Test II. Directions: Answer the following questions completely and comprehensively.
2. How is the statement relatable to your current expenses/purchases? Cite an example to support
your answer.
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36
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Overview
This lesson explores the essence of spirituality, how distinct it is from religiosity, the
influences that form one's spirituality and how it affects one 's self.
Learning Objectives
Setting Up
Activity 2.4.1
MY OWN MANDALA
Directions: Mandala is a symbolic picture of the universe and spirituality. It helps to transform
ordinary minds into enlightened ones. Using any coloring materials, color the Mandala
below based on your preference. Also, write your name inside the circle on the center.
Reflective questions
1. What comes to your mind when you first heard the word Mandala?
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37
_____________________________________________________________________________________________________________________
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_____________________________________________________________________________________________________________________
3. Are you going to share your work to other people? Why or Why not?
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4. Given another chance, are you going to recreate your Mandala with your own design?
_____________________________________________________________________________________________________________________
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Lesson Proper
Oftentimes, many people define spirituality and religion synonymously. There are also times
that these two terms are interchangeably used. Conversely, they are definitely different concepts. But,
they play an important role in our lives.
Spirituality came from the Latin word spiritus which means breath of life. Jafari, Loghmani
and Puchalski (2014) defines spirituality as a way an individual seeks and communicates the meaning
of one’s experiences in relation to self, to nature, and to the moment. It is a connection to something
bigger than you, of significant, reverent, or sacred. On the other hand, religion came from the Latin
word religio that means an obligation, bond, reverence and religare that means to bind. Many scholars
define religion as the relationship of an individual to God, and involves doctrines, beliefs and rituals
connected with the same a group that has shared same faith. An individual can be both religious and
spiritual but being religious does not mean you are a spiritual person.
38
Objective vs. Subjective Focuses on the external (houses of Focuses on the inward
Experience worship, books of scripture, journey (internalization and
eternal rituals) awareness of one’s soul)
Structures and rule based No set of external rules,
construct restrictions and rigid
Organized vs. Formless (moral rules, laws and doctrines) structure
(pathless path of self-
discovery)
Deeply rooted in tradition, ritual, more flexible and adaptive
Traditional vs. Evolutionary creed, and doctrine (embraces change and the
Approach (transmitted through history) evolution of consciousness)
About faith direct experience of the soul
Belief vs. Spiritual (Unconditional acceptance and or divinity
Experience surrender to the divine)
Concepts of original sin, divine Discards the remains of fear
judgment, God’s wrath, or eternal and worry in favor of a more
Fear vs. Love punishment can loving, compassionate
approach to life—and death
The differences between spirituality and religion are not the outright judgment of which is
better than the other. One’s spiritual and religious beliefs and practices may still vary from one
person to another.
Howell (2013) made a research on the personal and societal benefits of spirituality. Based on
the responses, here the top five characteristics of a spiritual person.
1. A spiritual person is gracious. Spirituality encourages someone to be positive and expresses
gratitude, shows generosity on time and resources, one’s overall life indeed.
2. A spiritual person is compassionate. Living a spiritual life lets a person to feel good even on
small things in life. He or she looks at the world with empathy.
3. A spiritual person is flourishing. Spirituality enables a person to have positive relationships,
high self-esteem and lets him or her look at the meaning and purpose in life.
4. A spiritual person is self-actualized. Spirituality practices help a person to focus on their
internal values for personal growth. A spiritual person concentrates on the fulfillment of one’s
goal and that is to become a better individual.
5. A spiritual person takes time to savor life experiences. Living a spiritual life makes a person
more aware of his or her day to day activities and gives an experience positive emotions
related to small pleasures in life.
Within the self lies the best way to improve spirituality. Constant thought and contemplation
on decisions and options in life, cultivating empathy and compassion for other humans, and having
confidence in a higher being will improve spiritual awareness. It's not only finding meaning in life but
also how it brings meaning to life.
As you grow older, you start to ask questions rooted in religious orientations. You have
probably compared one religion from another. However, you make realizations and observations until
you found the meaning of that goes beyond your religious orientations.
Functions of Religion
39
Conflict Resolution uses religion as a way of diffusing anger and hostility
Reinforcement of Group allow people to express common identity and strengthens group
Solidarity identity and belonging
Religiosity follows the belief systems and practices associated with a tradition in which there
is agreement about what is believed and practiced.
The supernatural concepts are a part of any human society. One must develop a view of cultur
al relativism to research spiritual beliefs, and try to recognize beliefs from the viewpoint of an emic or
insider. Imposing one culture's meanings or beliefs onto another is likely
to lead to misunderstandings. Despite the wide range of supernatural beliefs found in cultures around
the world, some common elements are shared by most belief systems.
1. Cosmology. This explains the origin or history of the world. Religious cosmologies offer a "big
picture" of how human life was created and the forces or powers at work in the universe
2. Belief in the Supernatural. This pertains to the realm beyond direct human experience. The
belief may involve a god or gods, but it's not a necessity. Quite a few religious beliefs involve more
abstract ideas about supernatural forces.
3. Rules of Behavior. Such principles describe proper behavior for individuals and society as a
whole, and are geared towards harmonizing individual acts with moral beliefs.
4. Rituals. Religious rituals or procedures which are typically supervised by religious experts. These
may be oriented toward the supernatural, such as rituals designed to please the gods, but at the
same time addressing the needs of individuals or of the entire community.
The word "dungan" originates from the Ilonggos according to Magos (1986). The Ilonggos'
dungan or soul, which is normally not seen by the human eye. According to the Visayans, this can
leave the body voluntarily like when the person is asleep. If a person can see himself in his dreams it
means that the physical body has been replaced by his "other self". It was profoundly impressed
amongst the ancient Filipinos that a person who was asleep does not suddenly awaken. So a person
who is sleepy is first called softly and louder and louder gradually to give the soul a chance to return
to its body.
Traveling off the dungan outside of the body will be accident-free. It can be stuck in a
container or poured out from a vessel of liquid. The owner will only be able to wake up after the soul
has returned home safely. Anything that happens to the dungan does indeed happen to the human
body. It is also suspected that another reason for the soul's voluntary withdrawal is if the body is
seriously maltreated (Magos, 1986).
The Visayan dungan has a secondary sense of "willpower." A good dungan is the mental and
psychological capacity to control one's way of thinking or convince others to. An individual with a lot
of willpower is said to "have a good dungan." The constant companionship of two people (sometimes
under the same roof) can lead to a spiritual rivalry between the two dungans and the defeat of the one
with the weaker dungan.
One may conclude that "dungan" or "spirit" is something that cannot be seen and touched, and
goes beyond our senses. It's also something that science can't describe.
According to Frankl (1959), the meaning of life lies in finding a purpose and taking
responsibility for oneself and others. A person can face all the "how" questions of life by having a clear
"why." He / She can only make the world a better place by feeling safe and confident of the goal that
motivates him or her.
40
There are 3 ways to find meaning in one's life according to Frankl in his novel, Man's Quest
For Meaning.
By Doing a Deed
Realizing artistic quality comes not from the ‘greatness' of the mission, but how one treats and
executes his or her mission. It is not the ‘radius' of the action which is essential, but how one
feels the ‘circle' of his / her mission – how respectfully one performs them.
By Experiencing a Value
Explore all facets of life in-depth, being open and receptive to all life has to bring. Deep
emotional feelings, i.e. wonder and sunset happiness, a pleasure in close contact with others,
sharing a child's sorrow, etc. Support all of the emotions; don't refuse them; float with them,
but don't get trapped.
Assessing Learning
Quiz 2.4.2
Name: ____________________________________________________________ Date: ________________________________
Course/Section: ________________________________________________ Instructor: _________________________
4. Share your personal life experience/s where you found meaning of life out of it. Explain.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
41
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42
THE POLITICAL SELF
Overview
This lesson lets you integrate political aspect of self and identity through critical thinking.
Learning Objectives
Setting Up
Activity 2.5.1
Directions:
1. Create a virtual group through the internet. Divide the group into two. Tackle any emerging issues
in your community.
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2. Directions: Create a collage of the person you want to be in the next 10 years.
43
Lesson Proper
Generally, when speaking about national identity, the center tends to be on being a citizen of a
country. The role of culture on identity should never be underestimated. It can be varied as his/her
heritage. [Gallinero,et al.,2018,p108]
Filipino students may deepen their understanding of their political selves through a list of socially
relevant movies which can be found in this link (https://www.spot.ph/entertainment/movies-music-
tv/75285/10-new-pinoy-films-for-the-woke-a1943-20181006-lfrm)
Filipinos are of Malays descent with traces of Chinese, American, Spanish, and Arab blood.
According to the United Nations, the Philippines has a population of 109 million in midyear of 2020.
Having been colonized by the West and an active trading system among neighboring Southeast Asian
countries, the Filipino people are a unique blend of east and west, both in appearance and culture.
The bayanihan or spirit of kinship and camaraderie took from the Malays, close family relations
inherited from the Chinese, piousness came from the Spaniards who introduced Christianity are our
dominant features. Positive relationships are a core value for Filipino communities, also known as
“Personalism.” These involve sensitivity and regard for others, understanding, helping out, and
consideration for others’ limitations. Children are taught to respect older family members, older
adults and authority. It is considered the norm to seek the advice of and accept the decisions of older
adults; and are obligated to care for aging parents, and maintain emotional ties with family members
throughout the life span. Religion is central to our lives and serves as a means of coping with life’s
adversities. The Philippines is divided geographically and culturally into regions, and each regional
group is recognizable by distinct traits and dialects. Hospitality, cheerful disposition, welcoming
character and passionate about life are what distinguishes us from the rest of ASEAN. These are the
strengths of the Filipino character and in some ways our weaknesses.
Psychologist, educator, and [former] chairperson of the Commission on Higher Education. Dr.
Patricia B. Licuanan wrote that the strengths and weaknesses of the Filipino character are rooted in
factors, like [Gallinero, et al.,2018,p109]
According to her, in-home environment, Filipino children are family-oriented. In the social
environment, it is characterized by survival of the fittest that makse them [Filipinos] group-oriented
[1994].
Furthermore, in culture and language show openness to international elements with no primary
consciousness of our cultural core [Licuanan, 1994]. The colonial mentality of the Filipinos is a good
example of this.
While, in the Philippine educational system helps in casting the strengths and weaknesses of the
Filipinos [Licuanan,1994]. Various Filipinos are rooted in our economic environment, hardships and
struggles pushed them to work harder. Some choose to leave their family to work abroad for better
living.
She also cited that our political environment and government structures and systems are
troubled with problems [Graft and Corruption]. On the other hand, the mass media reinforce our
colonial mentality. It is shown on TV, magazines, newspaper, etc. Nowadays, the mass media in fact
part of Filipino life.
Ever since Filipinos highly respect authority, we learn on our leaders and role models [1994].
44
Strengths of the Filipino Character:
The Filipino characteristics listed below are not complete, hence, these are the most we have in
common. Filipino traits are as follows [Gallinero,et al.,2018p110]:
1. Pakikipagkapwa-tao
2. Family orientation
3. Joy and humor
4. Flexibility,adaptability, and creativity
5. Hard work and industry
6. Faith and religiosity
7. Ability to survive
Democracy is a Greek word that means demos [people’s rule]. It is a form of government in which
the supreme power is vested in the hands of the people. As stated by the famous President Abraham
Lincoln, democracy is a government of the people, for the people, and by the people.
The idea of democracy is interpreted in many forms. In general, it implies majority rule, minority
and individuals have equality of opportunities and under law, civil rights and liberties.
Is the one who is a member of a state who was accorded with full civil and political rights subject
to disqualifications provided by law, and who is protected inside and outside of the state where
he/she is a citizen.
Man is considered a political animal. His/her thoughts about political happenings show his/her
personality and beliefs.
Political socialization is a learning process by which individuals acquire political knowledge,
beliefs and attitudes that helps develop a sense of self. The family is the major socializing agent. As
children grow up, schools, peer groups and the media also become important agents of political
socialization.
Assessing Learning
Activity 2.5.2
Name: ____________________________________________________________ Date: ________________________________
Course/Section: ________________________________________________ Instructor: _________________________
1. Describe the manner of discussing your ideas in your virtual group. How about against the
other group.
45
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3. In formal settings such as in the classroom, school or workplace, how will you be able to voice
one’s beliefs without hurting others
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
5. In terms of character, how far or near are you to this ideal person?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
6. What are the things that you will be working on for you to achieve your goal?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
46
THE DIGITAL SELF
Overview
This lesson looks at the role of technology and the internet informing the digital self of a person
with an emphasis on using social media network sites and applications.
Learning Objectives
Setting Up
Activity 2.6.1
WHAT’S APPS?
Directions: On the first space provided, write the name of the social media applications. Below its
name, evaluate how frequent (always, often, sometimes, or never) do you use each social
media application.
What did you notice with your answers from the activity?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Lesson Proper
In the emergence of the use of technology in our lives, this made us create a new self of our
identity. This identity extends to the digital world using any social media applications like Facebook,
Twitter, Instagram, YouTube, etc. Aside from these applications, we also engage ourselves in different
internet websites that create our virtual world that is different from our real world. Thus, we create
our own online identity or can be termed as a digital self.
Many from the millennial and Gen Z generations are being tagged as digital natives because they
depend most of the time on the functions of technology.
In 1988, Russell Belk, Chair in Marketing, Schulich School of Business at York University, proposed
the concept of extended self even during that time that digital technology was limited to personal
computers. Nowadays, access to computers can be done using mobile phones, laptops, and other
digital devices. Through these, we can exchange ideas and can communicate and connect with others.
According to Belk (2013), the extended self can be presented in different factors:
dematerialization, re-embodiment, sharing, co-construction of self, and distributed memory.
These factors are actually changes and progressions evaluated for our understanding of oneself, the
nature of possessions, and our connections or associations with things in an advanced world, the
digital world.
First, dematerialization relates to our possessions like photos, videos, music, and
information which at present are all immaterial and cab be all stored in different electronic devices
that we can access anytime. Second, re-embodiment describes how we can post, upload and view
photos of our faces online that we have become online ‘avatars’. Using social media and computer
software, we can easily change our appearance distinguishing our online self and our actual
appearance. Third, with the use of the internet, sharing pertains to transferring pieces of our true
personal information or change information we would like anyone can access in the digital world. In
relation to this, fourth, co-construction of self explains how we socially involve ourselves in a digital
environment by communicating and interacting and the same time constructing and our individual
and extended sense of self. And last, distributed memory shows that non-digital objects like events,
people, and even memories are now being recorded and shared in the digital world. Thus, this
provides a sense of past being archived in different social media and can be viewed later on.
Further, the concept of extended self is alive and well in the digital world (Belk, 2013).
However, number of differences are being observed because of the challenges and changes of new
possibilities offered in our digital world.
Self-presentation is the act of expressing oneself and behaving in ways designed to create a
favorable impression that corresponds to one’s ideals. Myers (2008) explained it as you want to
present the desired image of yourself both to other people (external audience) and to yourself
(internal audience). As social beings, we adjust our words and actions to suit our audiences. There is
varying degrees of how we behave in front of other people.
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Self-Presentation Goals
1. To arise from getting others to do what one wants
2. To gain respect, power, liking, or other desirable social rewards
3. To make certain impressions on others to maintain a sense of who they are
Impression management refers to the information controlling activity to guide the opinions of
others in the service of personal or social objectives. This shows how humans seem motivated not
only to perceive themselves in self-enhancing ways but also to present themselves favorably to
others.
wish other people to like you by letting people agree with you, say nice things about you, do
favors for you, and possess positive interpersonal qualities.
2. Self-promotion
- You seek to convince people of your competence by getting people to think we are capable,
intelligent, or talented.
3. Intimidation
- You sometimes show people your authority and you are to be feared off by displaying that you
are tough, powerful or ruthless.
4. Exemplification
- You try to make the impression that you are morally superior or righteous by portraying an
exaggerated degree that you suffered poor treatment or has endured excessive hardships.
5. Supplication
You publicly overstress your weaknesses and deficiencies to play helpless in order to attract
others’ sympathy and get what you want.
How you present yourself and manage other’s impressions are part of your online identity. It
is you faithfully reflect on how you think of yourself. Presenting yourself online is sometimes a
concern of misrepresenting yourself. Further, it is very important to know sincerity and authenticity
in establishing relationships with others in the online social world.
Our interaction with others is very different now that we are living in the digital age.
Everything can be accessed in just one click. You can build hundreds to thousands of friends around
the world which you can actually create an online community. Social media applications and social
networking sites provide us an opportunity to widen our connections and relationships. Despite our
differences, the internet or virtual world connects us with others and meets with our similarities.
However, people we interact may influence the way we think ourselves so let us not forget that our
online interactions have an impact also on ourselves.
49
In 2018, David Cross, chief editor at Web Hosting Media, published his review on the
positive and negative effects of social media on our lives. This shows how big the impact of our online
interactions. He explained that there is nothing wrong with the platform itself but the problem is on
the way a lot of us use it and play a role in our lives.
Here are the impacts of online interaction taken from Cross (2018).
The Improvements Social Media Brought The Toxic Reflections of Social Media (The
About (The Positive) Negative)
1. It Can Save You In Case Of An 1. It’s Incredibly Addictive
Emergency 2. Self-Image Issues
2. Enhanced Connectivity 3. The Illusion of Control
3. It Can Be Used As a Voice to Reason 4. It Can Make You Feel Lonely
4. It’s a Place for Content Discovery 5. A Fear of Missing Out
5. Helps in Getting Help 6. It Drives More Sadness than Happiness
6. Provides an Awesome Marketing Tool 7. The Delusion That It Elevates Your
Mood
8. The Rise of Cyber Bullying
We may experience differently the impact of our online interactions using different digital
applications and sites. It can be both honestly connect us and help us communicate more efficiently.
Nevertheless, how we use it depends on how we make decisions (Cross, 2018).
The American Psychological Association defines the public self as “information about the self,
or an integrated view of the self, that is conveyed to others in actions, self-descriptions, appearance,
and social interactions..” And private self as “the part of the self that is known mainly to oneself, such
as one’s inner feelings and self-concept.” Your public self or private self may vary depending on your
audience of such impressions.
Wilson (2008) explained that the millennial generation has a characteristic of the
phenomenon of public identity than private identity. There is a belief that members of this generation
have not been afforded a sense of privacy. Examples of this are the posting, sharing of information,
capturing everyday activities and the like made by the online users.
The distinction between public and private becomes unclear because of the effects of the
popularity of social networking sites and applications where you can manage your account on what to
share or not and what to show between the real and unreal.
In the previous lesson, you already have the idea of what is gender and sexuality. Here in this
topic, the discussion will focus on the issues related to gender and sexuality online. Gender and
sexuality is part of our identity.
Computer-mediated communication (CMC) has been reported to possess a degree of anonymity on
the Internet which makes the gender of online communicators insignificant or invisible. In
comparison to norms of patriarchal superiority historically found in face to face contact, this
supposedly encourages women and men to contribute and be respected equally for their efforts
(Walther, 2007).
1. Give yourself permission. Give yourself permission to set boundaries and say no.
2. Consider your purpose. Think ahead about how you’d like to use social media by
considering what kinds of information you want out there.
3. Set boundaries surrounding time. Figure out what works best for you to maintain
connections — without feeling stressed and overwhelmed
4. Take things slowly. Give yourself time to get to know the person before revealing too
much about yourself not just talking romantic relationships but interactions of all kinds.
5. Ask for clarification. Respond and ask for clarification to avoid misinterpretation of a
person’s message online.
6. Be honest about your feelings. Let them know authentically and honestly how it made
you feel.
7. Practice the three-strikes-you’re-out rule. Take some type of action that limits their
contact with you when they’ve crossed another boundary of yours.
8. Give them the benefit of the doubt. Give them the benefit of the doubt by keeping in mind
that everyone has different comfort levels to avoid jumping to conclusions.
9. Honor your feelings and comfort level. Pay attention to your own emotions and comfort
level.
10. Be thoughtful in your own responses. Take a moment to think through what you’d like
to say and never respond in anger or in impatience.
Assessing Learning
Activity 2.6.2
51
II. Identify what is being asked below.
________________________1. It is the act of expressing oneself and behaving in ways designed to create a
favorable impression that corresponds to one’s ideals.
________________________2. This refers to the information controlling activity to guide the opinions of
others in the service of personal or social objectives.
________________________3. This explains that an individual combines and integrates relevant earlier
identification in a unique way.
________________________4. It describes that an individual does not hold yet meaningful identification that
could provide him or her with a sense of direction.
________________________5. This primary aims to limit self-portrayal by displaying more humble features
or characteristics of oneself.
52
UNIT III. MANAGING AND CARING FOR THE SELF
Overview
This unit focuses on three areas of concern for young students – learning, goal setting
and stress management. It also provides a more practical application of the notions discussed
in the subject and enables them to experience hands-on development of self-help plans for
self-regulated learning, goal setting, and self-care.
Learning Objectives
Setting Up
Activity 3.1.1
Dear Self,
Lesson Proper
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change. For example “Jin starts attending dance classes. He takes it twice a week.” When Jin starts
attending dance classes, the synapses working on this new information or skill changes their
performance. Next, how we make new information easy to learn; an element comes along the new
information obtained. An element is like an image, an emotion or a sound to which we relate the new
information. In the first example, Jin started attending dance classes; so now he associates dance with
exercise and stress release. So he uses dance as a stress reliever and as a form of exercise, because of
this it is easier for him to learn about dancing. After that we have how the brain stores new
information. The brain sets apart space where this new information is stored. The more synapses fire
when the new information is used, the more its allocated brain space grows. Since Jin enjoys dancing,
he now takes it five times a week. Because of the time and effort on learning how to dance grow, the
brain creates more space for it. Lastly, how we learn new information effectively. The more synapses
on the new information fire, the more we learn it. According to his dance teacher, Jin’s regular
practice pays off so he gets better and better.
The Information Processing Model is a type of learning model that treats the brain as if it is a
computer. Under this we have the following:
1. Sensory Memory – we gather information from our environment. It is the temporary first
interaction with any information. Sensory memory includes Iconic memory (what we initially see)
and Echoic memory (what we initially hear). Since we cannot process all sensory memory, we
concentrate on working memory instead.
2. Working Memory – our current thoughts. We process information from our environment.
Through working memory, we get to focus more on visual and spatial information and verbal
information one at a time or at the same time with the help of our central executive. Working
memory is responsible for temporarily storing and manipulating information. The episodic buffer
bridges us to long-term memory.
3. Long-term Memory – we decide based on our environment. Long-term memories are prior
knowledge and memories. There are three types of memories under this: a) Explicit memories are
facts or events that we can describe clearly and definitely; b) Episodic memories are event-related
memories, and c) Implicit memories which are influenced by interpretation.
Metacognition
54
characteristics as learners. Such reflections answer questions about “what you know, how you think,
and when and why to apply knowledge or strategies”.
Every habit starts with a psychological pattern called a “habit loop” which is a three-part
process. First is the cue or trigger that orders your brain to go into automatic mode and let a behavior
unfold. Then the action or routine is the behavior itself. And lastly, the reward which is something that
your brain likes that aids in remembering the “habit loop” in the future.
“How Habits are Formed – The Power of Habit” open the link and watch the video presentation
https://www.youtube.com/watch?v=Wg1VAhv6KHg
Self-Regulated Learning
Self-regulation is the process of controlling thoughts, behaviors, and emotions for the purpose
of acquiring information or skills. By engaging in self-regulated learning, one can independently track
down his own progress and manage his own development. Self-regulated learners take full ownership
of their learning where they are commonly described as more engaged in learning, more confident to
learn and perform better on tests.
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Assessing Learning
Quiz 3.1.1
Name: ____________________________________________________________ Date: ________________________________
Course/Section: ________________________________________________ Instructor: _________________________
Directions: In your own words, explain the following terms briefly. (2 points each)
Self-regulation
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Self-appraisal
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Long-term memory
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Metacognition
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Habit
loop________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
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SETTING GOALS FOR SUCCESS
Overview
This unit focuses on three areas of concern for young students – learning, goal setting and
stress management. It also provides more practical application of the notions discussed in the
subject and enables them to experience hands-on development of self-help plans for self-
regulated learning, goal setting, and self-care.
Learning Objectives
Setting Up
Activity 3.2.1
Lesson Proper
A goal makes life worth living so it is important to set goals that will lead you to success. A
goal is defined simply as what the individual is consciously trying to do. It directs attention and action.
Goals motivate people to develop strategies that will enable them to perform at the required goal
levels. People more often than not experience disappointments, stress, and mental health problems
when they fail to reach their life goals. In this lesson, you will develop and practice goal-setting skills
that will help you manage and care for yourself better.
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Goal Setting Concepts and Theories
To strengthen your understanding of your need for goals, here are some concepts and theories
that explain the human need for goals.
1. Bandura’s Self Efficacy
According to Albert Bandura’s Social Cognitive Theory, self-efficacy is the confidence in having
the ability to perform certain behaviors. It is the people’s beliefs about their capabilities to produce
effects. It distinguishes between response-outcome expectancy and efficacy expectation. Response-
outcome expectancy is a person’s estimate that a given behavior will lead to certain outcomes. On the
other hand, efficacy expectation is the assurance that one can successfully execute the behavior
required to produce the outcomes.
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What will be accomplished? What When setting a goal, be specific about what you
actions are you going to do to want to accomplish. It should include an answer
SPECIFIC
accomplish it? to the “W” questions: Who, What, When, Where,
Which, and Why.
There should be a source of information to
measure or determine whether a goal has been
What data will measure the goal? achieved. If you set a goal that is going to take a
MEASURABLE
How much? How well? few months to complete, then set some
milestones by considering specific tasks to
accomplish.
Focus on how important a goal is to you and
what you can do to make it attainable. Think
Is the goal doable? Do you have the
ACHIEVABLE about hot to accomplish it; if you have the
needed skills and resources?
tools/skills needed and if not, consider what it
would take for you to attain them.
How does the goal support broader Focus on something that makes sense with your
RELEVANT
goals? Why is the result important? broader goals.
Anyone can set goals, but if there is no realistic
timing, there is a greater chance that you’ll not
What is the time frame for
TIME-BOUND succeed. Provide a target date or deadline to
accomplishing the goal?
your goal. Having time constraints also creates a
sense of urgency.
Assessing Learning
Quiz 3.2.2
Name: ____________________________________________________________ Date: ________________________________
Course/Section: ________________________________________________ Instructor: _________________________
Directions: True or False. Write TRUE if the statement is correct, otherwise write FALSE.
__________ 1. Some people experience disappointments, stress, and mental health problems when they
miss their life goals.
__________ 2. Carol Dweck described self-efficacy as the confidence in having the ability to perform
certain behaviors.
__________ 3. According to Albert Bandura there are two types of mindsets, the fixed mindset and the
growth mindset.
__________ 4. Growth mindset views failure as an opportunity to grow.
__________ 5. When you have a fixed mindset, you believe in innate abilities and have a fixed theory of
intelligence.
__________ 6. Commitment aids in determining which part of their performance needs improvement.
__________ 7. Feedback helps keep the goal on track.
__________ 8. Commitment is not needed to achieve a goal.
__________ 9. The easier the goal, the more that you feel motivated to achieve it.
__________ 10. For an effective goal-setting, one must be specific in detail to give a clearer direction to
the goal.
Quiz 3.2.3
Name: ____________________________________________________________ Date: ________________________________
Course/Section: ________________________________________________ Instructor: _________________________
59
3. In your opinion, what are the factors which make a goal unattainable?
_________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
STRESSORS AND RESPONSES
Overview
This unit helps you to identify the aspects of learning, goal-setting and managing stress. You
will be provided with the practical application of the concepts discussed in the course to enable you to
get the hands-on experiences of developing your self-help plans for self-regulated learning, goal
setting, and self-care.
Learning Objectives
Setting Up
Activity 3.3.1
WORDLES
This is a form of Riddle or Word Puzzle. Identify the answer to the following words based on context. For each
puzzle, your task is to decipher a series of cryptic letters, words and patterns which, when combined, represent
a common word or phrase.
1. ___________________________________11._______________________________________
2. ___________________________________12._______________________________________
3. ___________________________________13._______________________________________
4. ___________________________________14._______________________________________
60
5. ___________________________________15._______________________________________
6. ___________________________________16._______________________________________
7. ___________________________________17._______________________________________
8. ___________________________________18._______________________________________
9. ___________________________________19._______________________________________
10. __________________________________20.______________________________________
Lesson Proper
A. What is Stress?
The term stress is derived from the Latin word stringere, which is defined as to draw tight.
Psychologists define stress as the psychological and physiological response to a condition that
threatens a person’s capacity to adjust to the inner and outer demands. No wonder people go into
binge eating; become irritable; and do various activities to relieve them from their stress.
In the 1930s, Hans Selye, a Canadian Scientist, started to use the term “stress” to mean the
environmental agent where an organism responds and adapts.
To understand what stress is, let us accept that it is a natural part of life. In fact, it is important
to have normal functioning of the body (Sevilla, et al., 2000). This is the reaction or response of the
body and mind to everyday challenges and demands. These responses could disrupt or threaten to
disrupt the physical or psychological functioning of the body.
Stress is usually perceived as negative; however, it may serve as a good source of motivation.
Stress often hits the individuals’ emotions and motivations, the individual’s ability to think clearly
(Cornista, et al, 2000). The events that often lead to stress are called stressors. Stressors can be
positive (getting married) or negative (funeral or death of a loved one).
Types of Stress
1. Eustress- Stress with beneficial effects. It is considered as good Stress. It is often a short-
term exciting feeling that improves performance. It can be handled with ease. Stress
experienced during a wedding; a new job; taking a new sport that results in personal
growth, joining groups that provide fulfillment, are examples of eustress.
2. Neustress – Neutral stress. Any situation that does not threaten nor make you happy. A
sensory stimulus with no direct effect on the person. Incidents that you hear in the news;
foods preferred by your neighbor can be the examples of eustress.
3. Distress – Stress with harmful effects. It can be a short-term or long-term unpleasant
feeling that decreases
4. Performance. It is something that is seen as difficult to handle and may cause anxiety.
Distress does more damage that could lead to depression and suicide. Stress experienced
during a funeral and loss of a job, are examples of distress.
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Sources of Stress
Sources of stress are called stressors that can be internal or external. Internal sources
of stress is those that involve physical, demographic, psychological , and personal characteristics.
External source of stress are those that are outside the individual. Examples of external stressors are
air pollution, noise, crowding, brown outs, COVID-19.
Physical Symptoms include aches and pains, dry mouth/throat, excessive sweating, nausea
or vomiting, indigestion, low energy, insomnia, aches, pains, tense muscles, loss of sexual desire.
Cognitive Symptoms this include problem in concentration, memory, decision, loss of sense
of humor, forgetful, orientation to the past, errors in judging distance
What happens to you if you experience stress? Your response could either be physiological or
psychological.
Physiological Response to Stress. Hans Selye (in Silverman, 1979) came up with his theory
on General Adaptation Syndrome (GAS). According to Selye, stress results when the body’s normal
homeostatic mechanisms fail to provide the body with sufficient means to adapt to environmental
demands. Thus, he called the widespread bodily reaction as the general adaptation syndrome.
Among the documented responses to stress were anger, aggression, depression, anxiety,
inability, insatiable cravings, irrational fear, panic and apathy (Baron, 1998; Atkinson et al, 1996;
Zimbardo, 1992). The psychological response to stress may differ according to situations. Behavioral
manifestations as a psychological response to stress also vary. Examples of these manifestations are
increased use of medication, nervous tics or mannerisms, absentmindedness, increase or decrease in
eating and sleeping, smoking, increased use of alcohol, and reckless driving.
Coping strategies are active efforts to eliminate or to get rid of stress. Strategies of individuals
to cope up with stress vary from one another. Some people try to deal directly with the anxiety-
producing situation, others may not.
Here are the approaches that individual use to cope up with their stress:
Short-term stress is a “burst” of reaction to something in the environment. It can affect the
body in many ways. These are some of the examples:
63
• Muscle tightening or increase body tension • Increased muscle spasms
• Dry mouth • Headaches, fatigue and shortness of breath
• Faster heartbeat and breathing • Cold hands, feet or skin
• Extreme sweating • Sick feeling in the stomach
• Frequent trips to the bathroom
To deal with the above short-term stress, the body needs to react rapidly, though adverse
effects to the individuals’ physical and mental performance may occur, particularly if there is no outlet
or reason for the stress.
C. Managing Stress
Managing and caring for the self is a holistic process. There are many aspects of the self that
needs attention. And there are various ways to prevent, minimize and manage stress.
Start managing your stress by first doing a self-care. Self-Care starts by taking charge of one’s
health. It is important to nurture not only our physical but especially our mental health.
64
Assessing Learning
Activity 3. 3.2
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
65
24 POSITIVE COPING STRATEGIES FOR STRESS
EMOTIONAL STRATEGIES
10. Social support and relatedness
11. Self-nurturing (yes, you are worth it)
12. Good communication
13. Assertiveness
14. Recreational activities (“playtime”)
15. Emotional release
16. Sense of humor (ability to see things in perspective)
COGNITIVE STRATEGIES
17. Constructive thinking (ability to counter negative thinking)
18. Distraction (ability to distract yourself from negative pre-occupations)
19. Task-oriented (vs. reactive) approach to problems
20. Acceptance (ability to accept/cope with setbacks)
21. Tolerance for ambiguity (ability to see shades of gray)
PHILOSOPHICAL/SPIRITUAL STRATEGIES
22. Consistent goals or purpose to work towards a goal
23. Positive Philosophy of life
24. Religious/spiritual life and commitment
66
References
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