Tudy Guides: Baliwag Polytechnic College 1 Semester A.Y. 2020 - 2021

Baliwag Polytechnic College
Dalubhasaan Kong Mahal

1st Semester
A.Y. 2020 – 2021
STUDY GUIDES
Your success to finish this module lies in your hand. This module is prepared for
you to learn new concepts and invaluable skills diligently, intelligently, and independently. As a
future young professional, doing these will greatly help and prepare you to become a
responsible student. Set your goals and invest for your future. This is your first step towards
your priceless investment for a brighter tomorrow. Do not waste your time, effort and energy.
Always stay motivated and inspired to make your dreams come true. The following guides and
house rules will help you further to be on track and to say at the end of the module.
1. Schedule and manage your time wisely for you to accomplish the given tasks in this
module.
2. If there are things that you do not understand, go over and focus on the lesson. If this
will not work, seek the help of your family members or leave me a message so I can
give assistance.
3. Before you start doing anything else, read and understand the learning tasks
carefully. Always aim for best and do not settle with low grades.
4. Think before you write. In answering all the assessment activities, write legibly and
follow the instructions as needed.
5. Do not hesitate to keep an open communication with me through any available

platforms. I am more than willing to help you to accomplish your goals.
6. Once you are done in the module, you can proceed doing other tasks in the
succeeding units that are scheduled for the finals.
7. You are expected to answer all the printed-based activities, assignments and
reflection guides for you to pass in this course.
Course Code UTS Page 1

8. Remember you are the student hence, you are expected to accomplish and study the
module on your own. You can seek help and support from your family members and
friends but the actual activities must be done by you.
GRADING SYSTEM
Midterm Grade
Self-paced activities, Quizzes -60%
Examination -40%
Tentative Final Grade

Self-paced activities, Quizzes, Portfolio -60%
Examination -40%
Final Grade Midterm 50% + TFG 50%
STUDY SCHEDULE
Dates Module/Topic
Week 1 Module 1 Concept and Nature of Self (Who Am I)
Lesson 1 The Philosophical View of Self
August 3-7, 2020 Lesson 2 The Christian or Biblical view of Self
Lesson 3 The Psychological View of Self
Module 2 Physical Self (The Beautiful Me)
Week 2 Lesson 1 The Young Me
Lesson 2 Factors in the Development of Physical Self
August 10-14, 2020 Lesson 3 Taking Care of My Physical Self
Week 3 Module 3 Intelligent Behaviors (Seeing My Natural Ability)
Lesson 1 Fourteen Intelligent Behaviors
August 17-21, 2020 Lesson 2 Diagnosing Study Habits
Week 4 Module 4 Emotional Self (Achieving My Emotional Competencies)

Lesson 1 Fundamentals of Emotions
August 24-28, 2020 Lesson 2 Emotion Management Strategies
Module 5 Social Self (Relating Harmoniously and Properly

with Everyone)
Week 5 & 6 Lesson 1 Social Psychology

Lesson 2 Person Perception
Aug. 31- Sept 4, 2020 Lesson 3 Social Norms
Lesson 4 Conformity
Lesson 5 Nature and Depth of Relationships
Lesson 6 Attitudes
Week 7 Module 6 Moral Self (Living with Purpose-Personal Value

and Philosophy of Life)
September 7-11, 2020 Lesson 1 Morality
Lesson 2 Parenting Style and Practices
Week 8 Module 7 Concept of Self (Understanding and Enhancing

One’s Self-image)
September 14-18, 2020 Lesson 1 Concepts Related to the Self
Lesson 2 Discrepancy in Self-concept
Lesson 3 Self-actualization
Week 9 Module 8 Responsible Self (My Commitment to Lifelong Growth)

Lesson 1 Gardner’s Theory of Multiple Intelligence
September 21-25, 2020 Lesson 2 Contributors to Intelligence
Lesson 3 Emotional Intelligence
Week 10 Module 9 Assessing for Self-improvement (Directing My Destiny)

Sept. 28-Oct. 2, 2020 Lesson 1 Assessment
Lesson 2 Kinds of assessment
Week 11 & 12 Module 10 The Best of Me (Outstanding Awards Day)

Lesson 3 Goal-setting and Success
October 5-16, 2020 Lesson 4 Failure
Lesson 5 The Need for Spirituality
Lesson 6 Reflection for the Course

Course Description
UTS or Understanding the Self is one of the core courses under the new General
Education Curriculum (CMO 20 s. 2013). This course covers the nature of identity, the factors
and forces that affect personal development, and the maintenance of Personal Identity. This
course is intended to help the students understand the nature of identity including factors that
influence and shape personal identity.
Module 1
Concept and Nature of Self
This module presented three major lenses-philosophical, biblical, and psychological-
through which one can understand the self. In the first perspective, which is focused on the
abstract self, philosophers believe that a person is more than his/her physical aspect.
Meanwhile, in the biblical view, one can conclude that a person, as a creation of God, is
destined for greater things through the grace of God and by living a virtuous life. Finally,
psychologists use stages or phases to explain that the self is a product of life’s development in
its different aspects. It is important for you to explore yourself and not limit your understanding
to those that are given to you.
This module is composed of three lessons
Lesson 1 The Philosophical View of Self

Lesson 2 The Christian or Biblical view of Self
Lesson 3 The Psychological View of Self
After studying this module, you should be able to:
• Explain the nature, concept, and meaning of the self

• Describe the nature of the self from your own point of view
• Discuss the conceptualization and representation of the self from various disciplines
and perspectives; and
• Develop a pleasant and wholesome attitude towards oneself

LESSON 1
The Philosophical View of Self
Find the following songs on the internet and reflect on the songs’ lyrics. Then answer the
questions that follow.
“Sino Ako” by Jaime Rivera
“Who Am I” by Casting Crowns
Questions:
1. Who are you?
2. How would you describe yourself?
3. Do you love yourself? Why or why not?
4. What are you most grateful for in life?
5. What are the biggest and most important things you have learned in life so far?
Socrates: Know Yourself

The famous line of Socrates, “Know Yourself”, tells each man to bring his inner self to
light. A bad man is not virtuous through ignorance, the man who does not follow the good fails
to do so because he does not recognize it. The core of Socratic ethics is the concept of virtue
and knowledge. Virtue is the deepest and most basic propensity of man. Since virtue is innate in
the mind and self-knowledge is the source of all wisdom, an individual may gain possession of
oneself and be one’s own master through knowledge.
Plato: The Ideal Self, the Perfect Self

According to Plato, man was omniscient or all-knowing before he came to be born into
this world. With his separation from the paradise of truth and knowledge and his long exile on
earth, he forgot most of the knowledge he had. However, by constant remembering through
contemplation and doing good, he can regain his former perfections.
Immanuel Kant: Respect for Self

Man is the only creature who governs and directs himself and his actions, who sets up
ends for himself and his purpose, and who freely orders means for the attainment of his aims.

This rule is a plain dictum of reason and justice: Respect others as you would respect yourself. A
person should not be used as a tool, instrument, or device to accomplish another’s private
ends. All men are persons gifted with the same basic rights and should treat each other as
equals.
Rene Descartes: “I Think, therefore I am”

He states that the self is a thinking entity distinct from the body. Although the mind
and the body ae independent from each other and serve their own function, man must use his
own mind and thinking abilities to investigate, analyze, experiment, and develop himself.
John Locke; Personal Identity

He holds that personal identity (the self) is a matter of psychological continuity. For
him, personal identity is founded om consciousness (memory), and not on the substance of
either the soul or the body.
David Hume: The Self is the Bundle Theory of Mind

For him, man has no clear and intelligible idea of the self. He posits that no single
impression of the self exists; rather, the self is just the thing to which all perceptions of a man is
ascribed. Put simply, a person can never observe oneself without some other perceptions.
Hume asserts that what we call the “self” is really just a bundle or collection of different
perceptions which succeed each other with an inconceivable rapidity.
Self-Examination
Look at yourself at the mirror and answer the following physical-self questions.
1. How can you describe yourself based on your own perspective or point of view?
“I am ________________________________________.”
2. What aspect of yourself do you feel good about? Why?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What aspect of yourself do you believe you have to improve? Why?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

LESSON 2
The Christian or Biblical View of Self
The Holy Bible
“God created man on His image; in the divine image He created him; male and female He
created them. God blessed them, saying “Be fertile and multiply; fill the earth and subdue it.
Have dominion over the fish of the sea, the birds in the air, and all the living things that move
on the earth. Gen. 1:24-28
The self as a Crown of Creation

According to the Holy Writ, man following his redemption by the Savior from eternal
bondage, now shares in the infinite merits of his Redeemer and has become not only the
inheritor of the new earth but also the heir of heavenly kingdom. Thus, it is appropriate to think
of the self as the multi-bejeweled crown of creation-the many gems thereof representing and
radiating the glorious facets of man’s self that include the physical, intellectual, moral, religious,
social, political, economic, emotional, sentient, aesthetic, sensual, and sexual aspects.
St. Augustine: Love and Justice as the Foundation of the Individual Self.
He believes that a virtuous life is a dynamism of love. It is constant following of and turning
towards love while a wicked life is a constant turning away from love. Loving God means loving
one’s fellowmen; and loving one’ fellowmen denote never doing any harm to another or, as the golden
principle of justice states, doing unto others as you would have them do unto you.
LESSON 3
The Psychological View of Self

Sigmund Freud: The Psychoanalytic Theory of Self
Freud’s asserts that the human psyche (personality) is structured into three parts. These
structures -the id, ego, and superego-all develop at different stages in a person’s life.
Parts of Personality
1. Id (internal desires). Also called internal drives or instinctive drives, consist of
the body’s primitive biological drives and urges which are concerned only
with achieving pleasure and self-satisfaction. Id lives completely in the
unconscious.

2. Ego (reality). It is the “I” part of the individual that gives him/her the sense of
his/her own identity. The ego is the rational part of the personality.
3. Superego (conscience). It is the part of the personality concerned with

morals, percepts, standards, and ideas. The superego is also the critical
faculty of the personality.
Freudian Stages of Psychosexual Development

Freud also argues that the development of an individual can be divided into distinct stages
characterized by sexual drives. As a person grows, certain areas become sources of pleasure,
frustration or both.
1. Oral. From birth to the end of the first year, the mouth becomes the part of the
through which gratification is secured.
2. Anal. From the age of 2 to 3 years, the child derives the feelings of pleasure or pain
from defecating. It covers the toilet-training period.
3. Phallic. From the age 3 to 6 years, the child gets curious about his/her genitals and
become attached to the parent of the opposite sex. The attraction of a boy to his
mother is called Oedipus complex, while that of a girl to her father is called Electra
complex.
4. Latency. From the age of 10 to 12 years, sexual motivations presumably recede in

importance as the child becomes preoccupied with developing skills and other
activities.
5. Genital. After puberty, the deepest feelings of pleasure presumably come from
heterosexual relations.
Erik Erikson: The Psychosocial Stages of Self-Development

Erikson was primarily concerned with how both psychological and social factors affect the
development of individuals. He has formulated eight major stages of development, each posing
a unique development task and simultaneously presenting the individual with a crisis that
he/she must overcome.

Psychosocial Stages of Self-development
Basic Period of Life Important Relationship Choices/
conflicts/Crisis Life Events With Decisions Outcomes
Trust vs. Infancy (birth Feeding Maternal To give in The individual develops a sense of trust
Mistrust to 18 months return towards the caregiver, especially with the
mother’s genuine affection and care. A
To get lack of this leads to mistrust.
Autonomy vs. Early Toilet Paternal To hold on The individual needs to develop a sense of
Shame and childhood (18 training independence. Success leads to feeling of
Doubt months to 3 To let go autonomy; failure results in feelings of
years shame and doubt.
Initiative vs. Preschool (3 exploration family To make The individual needs to begin asserting
Guilt to 5 years) control and power over the environment.
To make like Parents who give their freedom in running,
sliding, bike riding, and skating are
allowing them to develop initiative.
Success in this stage leads to a sense of
purpose. Children who try to exert too
much power experience disapproval
resulting in a sense of guilt.
Industry vs. Elementary school School To make As an individual moves into the world of
Inferiority school age (6 things schooling, he/she needs to cope with new
to 11 years) Neighbor social and academic demands. Parents and
hood To make teachers who support, reward and praise
together children are encouraging industry. Success
leads to a sense of competence while
failure results in feelings of inferiority.
Those who reject, ridicule, or ignore
children’s effort are strengthening feelings
of inferiority.
Identity vs. role Adolescence Social Peer group To be oneself As an individual enters adolescence or
confusion (12 to 18 relationship teen years, he/she needs to develop a
years) To share sense of self and personal identity. An
being oneself adolescent tries on many new roles as
he/she feels romantic involvement,
vocational choice, and adult statuses.
When the adolescent fails to develop a
centered identity, he/she becomes
trapped in either role confusion or
negative identity. Success leads to to an
ability to stay true to oneself while failure
leads to a weak sense of self
Intimacy vs. Young Relationship Partners in To lose As an individual grows as a young adult,
isolation adulthood (19 s friendship/s he/she needs to form intimate, loving
to 40 years) ex/competit To bind relationships with other people. Success
ion oneself to leads to strong relationships while failure
others results in loneliness and isolation.
Generativity vs. Middle Work and partner To make be Generativity means reaching out beyond
stagnation adulthood (40 parenthood one’s own immediate concerns to
to 65 years) To take care embrace the welfare of society and of
of future generations. It entails selflessness.
The adult needs to create or nurture things
that will outlast him/her, often by having
children or creating a positive change that
benefits other people. Success leads to
feelings of usefulness and accomplishment
while failure results in shallow

involvement in the world.
Integrity vs. Old Reflection mankind To be through The older adult needs to look back on life
Despair age/maturity on life having been and feel a sense of fulfillment. Success at
(65 to death) this stage leads to feelings of wisdom
To face not while failure results in regret, bitterness,
being and despair.
Self-Description Essay
Write an essay about anything that you wish to share about yourself. You may use these
suggested topics:
- Me as I see me
- How other people see me
- How I would like other people to see me
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Reference:
General Education, Understanding the Self by Dalisay G. Brawner and Analiza F. Arcega, C & E Publishing,
Inc. 2018

Module 2
Physical self (The Beautiful Me)
As a vessel of the self, the physical well-being of a person must be maintained. This
module explained the stages of development of the physical self, starting from its creation.
Each person must undergo these stages as time goes by. Regardless of age, one can take care of
his/her body by consuming the right amount of nutrients, water, and sleep, among others.
This module is comprised of three lessons
Lesson 1 The Young Me

Lesson 2 Factors in the Development of Physical Self
Lesson 3 Taking Care of My Physical Self

• Determine the condition of your physical self
• Classify the physiological needs of the self in each stage of life
• Identify the forces and institutions that impact the development of the various aspects of
identity and the self; and
• Explain the importance of a good health
LESSON 1
The Young Me
Characterizing Myself
1. Fill out the chart below.

My characteristics or My characteristics or My characteristics or
traits most similar to traits most similar to traits not similar to
those of my father those of my mother those of my father or
my mother
Positive
Negative
2. Analyze the chart by answering the following questions:
a. Are there more positive traits than negative traits written on your chart?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
b. What type of traits have you written on the chart? Which trait are observable and
which are not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
c. Compare the traits written on the first two columns with those on the third column.
Are there more physical traits than non-physical traits that have been recorded?
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

d. Are you happy for having those traits? Have you ever expressed your gratitude to
your parents for passing those traits to you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Film Showing
Watch the video titled “The Miracle of Life” by RenderingCG on YouTube. Fill out the text below
as you are watching. If you miss something, get back to it after viewing the film.
The Path Traveled by the Egg
1. The egg travels through the ________________ after being released from the
____________.
2. The fertilized egg contains __________ from both parents.
3. The egg surrounded by a cloud of ____________.
4. These hairs, called _________, move the egg along towards the uterus.
5. It takes the egg ______ days to travel _________ inches along the fallopian tube.
6. The egg must join with a sperm within _____ hours in order for conception to take
place. If no sperm is present, the egg ____________.
When Sperm Enters the Female Body
1. Nearly ___% of the sperm will die almost immediately after entering the woman’s body.
2. Sperm will remain viable (able to survive) only for ________ to _______ hours.
3. The sperm has one goal:___________________________.
4. There are many barriers (things to overcome) for a sperm to reach the egg. Some of
these include:
a. d.
b. e.
c.

When Sperm Enters the Fallopian Tube
1. The fallopian tube has _______ openings, one leads to the ______________ and the
other to the __________________.
2. Of the 200 million sperms that enter, only about _____ ever reach the egg.
3. Only ______ sperm will enter and fertilize the egg.
4. Once inside the egg, the sperm undergoes a big change, it

_________________________.
5. The genetic material is released from the _____________________________.
6. Within _____ hours, the new cell begins to divide.
The embryo Develops into a Fetus

Number of weeks since Fertilization Appearance of Embryo/fetus
It is elongated (grown long)
1. _________________
It is barely 1/10th of an inch long.
It has arm buds, and is curled.
2. ___________________
It has the beginning of the eyes
3. _____________________ The nose begins to make shape
Leg buds appear

4. ______________________ The embryo is less than _____ inch long
It floats inside the fluid-filled amniotic sac
Its __________ is clearly visible
The embryo is ¾ of an inch long.

5. _______________________ It can move its hand and clearly defined fingers.
Its _________ are visible
Fingers are clearly seen

6. _______________________ The _________ of the feet are clearly visible.
7. _______________________ The embryo is 2 ½ inches long

8. _______________________ It can bring its hands together and suck its thumb
9. _______________________ Organs of senses are nearly formed.
10. _______________________ It is turning inside the mother
11. _______________________ The fetus 5 ½ inches long.

Its eyes are closed, but the fetus’ link to its
mother, the source of its life.
All of its important features have been
12. _______________________ developed, but it will take another ____ weeks
before it can survive outside its mother.
LESSON 2
Factors in the Development of the Physical Self
A. The development of the individual is caused by two interacting forces:
1. Heredity (Nature)- it is the transmission of traits or characteristics from parents to

offspring. It provides the raw materials of which the individual is made up. Through
the genes, hereditary potentials like physical, mental, social, emotional, and moral
traits are passed down to generations.
2. Environment (Nurture) – is the sum total of the forces or experiences that a person
undergoes from conception to old age. It also includes family, friends, school,
nutrition, and other agencies one is in contact with.
B. The Beginning of Life

Life begins at fertilization. Each parent contributes one sex chromosome to the
offspring. A male parent may pass either an X or a Y chromosome while a female always
gives the X chromosome. When an X chromosome comes from the father and meets the
X chromosome from the mother, the resulting combination is XX which indicates a
female offspring. Both male and female chromosomes contain several thousands of
genes.

C. Stages in the Life Span
An individual undergoes definite stages of development. In each phase, the child
experiences certain developmental characteristics to prepare him/her for the next.
Human Development
Periods of Development
Development Stage Age
Pre-natal period Conception to birth
Infancy Birth to end of the second week
Babyhood/Toddlerhood End of the second week to end of the
second year
Early Childhood or Preschool age Two to six years
Late Childhood or Elementary age Six to ten or twelve years
Puberty or Preadolescence Twelve to thirteen or fourteen years
Adolescence Thirteen or fourteen to eighteen years
Early Adulthood Eighteen to forty years
Middle age Forty to sixty years
Old age or Senescence Sixty years to death
Family Tree
Construct your family tree as far back as you can, using any materials that you have. Be
creative. Indicate the physical and non-physical traits that you can identify among the members
of your family.

LESSON 3
Taking Care of My Physical Self
Since the self is inseparable from the body, you should take very good care of your
physical self. Whether you plan to lose, gain, or maintain weight, the most important thing to
do is to keep yourself fit. To achieve this goal, a rigid plan has to be made.
A. Balance Diet
To keep fit and healthy, one needs to have a balanced diet. Eating a balanced diet
means consuming the right kind of food at the right time and in the right proportion. One’s
food intake should contain the necessary nutrients essential for growth and survival. This
practice prevents malnutrition and diseases. It is also important to keep mealtimes pleasant
and enjoyable. Thus, an individual should be encouraged and motivated to eat more nutritious
food. It should also be remembered that junk food must be avoided.
Essential Food Nutrients

Nutrient Functions Sources Amount of Serving per
Meal
Carbohydrates For supplying heat and Starchy food, bread. 1 to ¼ cup of rice
energy to the body Rice, tubers, cereals, 1 to 2 pieces of corn in cob
and their products
Protein For building and repairing Legumes and by- ½ to ¾ cup
broken or worn-out products, meat and 2 to 3 pieces of meet
tissues fish, poultry, and by- 1glass of milk
products, milk and
milk products
Fats For maintaining heat and Margarine, nuts, oil, 1 tablespoon of vegetable
energy for the body butter, cheese, and oil and its equivalent
by-products
Vitamins and For healthy skin and hair, All kinds of fruits and ¾ to 1 cup of vegetables
Minerals as well as for aiding the vegetables; internal 1 slice of big fruit
normal functioning of the organs like liver, 1 piece of small fruit
body gizzard, spleen etc.
B. Water
An individual should drink at least eight glasses of water every day. It allows the body to
function efficiently. it also washes away wastes to keep the skin clear and healthy. With
a high-protein diet, the body utilizes the water properly and avoids water retention.

Liquids such coffee, tea, or milk should not be counted as water. Although they contain
lots of water, there is also a build-up of caffeine, acid or fat.
C. Sleep
Sleep gives the bones, muscles, and the mind time to recover. An individual needs eight
or more hours of sleep a day. One very important requirement for a refreshing sleep is a
firm mattress. If one sleeps in a slumped, uncomfortable position in a mattress that is
too soft, body aches may develop. A soft and lumpy mattress should be replaced with a
firmer one. Another way to improve the bed is to raise the lower part of the mattress so
as to elevate the feet. It is an ideal position because the blood flows back towards the
heart and away from the feet. Moreover, sleeping on one’s stomach can help prevent
varicose veins from developing as well as other circulatory problems.
Diet Planning
Prepare an ideal balanced diet for your breakfast, lunch, and dinner.
Breakfast Lunch Dinner
Reference:
Inc. 2018

Module 3
Intelligent Behaviors (Seeing My Natural Ability)
A person’s behavior can do so much for his/her future performance. The possession of
intelligent characteristics is one way to become successful in life. One can develop these traits
by practice. Every day, you must persevere to become the best that you can be, however hard
it is at times. As a student, you may start developing intelligent behaviors in relation to your
study habits.
This module is comprised of two lessons
Lesson 1 Fourteen Intelligent Behaviors

Lesson 2 Diagnosing Study Habits
1. Conduct yourself effectively in different situations as well as convey ideas and

thoughts to others.
2. Identify your natural qualities and behavior; and
3. Assess and improve your study habits .
LESSON 1
Fourteen Intelligent Behaviors
Performance can be greatly influenced by one’s behavior. Behavior is defined as the

manner in which a person conducts himself/herself in various circumstances. When a person is
behaving intelligently, he/she is said to manifest 14 behaviors or dispositions (Costa 2000)
1. Persistence. It means not giving up when the answer to a problem is not immediately
known.
2. Overcoming impulsiveness. It involves planning, clarifying goals, exploring alternative

strategies, and considering consequences before one begins a task.

3. Listening to others. Some cognitive psychologists think that the ability to listen to
another person and understand their point of view is one of the highest forms of
intelligent behavior.
4. Flexibility in thinking. It is when one considers other points of view rather than running
with the first thought that comes to mind.
5. Metacognition. It refers to the awareness of how one is thinking or the knowledge of

what is going on in one’s head.
6. Checking for accuracy and precision. It is the behavior of not letting speed surpass the
desire for craftmanship.
7. Questioning and problem-posing. It means asking questions and finding out problems
for oneself.
8. Applying past knowledge to new situations. It refers to the act of calling upon one’s
store of knowledge and experience as a source of data, theories, or processes to solve
each new challenge.
9. Precision of language and thought. A person with this behavior uses descriptive terms
to distinguish objects, and provide criteria for value judgements.
10. Using all the senses. The senses of feeling, seeing, hearing, or even tasting are utilized
to solve problems more effectively.
11. Creativity. It means applying ingenuity, originality, and insight. Creativity develops one’s
capacity to generate original, unique, clever, or useful products, solution, and
techniques.
12. Living with a sense of wonderment. Involved in this behavior are inquisitiveness,
curiosity, and openness to beauty, intricacy, complexity, and simplicity.
13. Cooperation. It refers to taking advantage of the knowledge and insights that can only
come as a result of social relationships.
14. Sense of humor. It refers to being able to look at situations, opportunities, problems,
and relationships with nonchalance and fun.
Possessing many of these intelligent behaviors is an advantage in the corporate world.

Business firms look not only for knowledge and experience, but also for efficiency and

effectiveness. The global war for talent is likely to intensify. Many firms and companies are
already struggling to find enough well-trained, and inventive professionals. Which of the 14
qualities characterize your behaviors? Which do you need to start working on?
Diagnose Your Study Habits
Read the following questions carefully and answer them honestly by writing YES or NO on
the space provided.
__________1. Do you have a definite place for studying?

__________2. Do you have a definite time for studying?
__________3. Do you rad under a colored light?
__________4. Are you neat and orderly in your work?
__________5. Do you keep all necessary materials together?
__________6. Do you study when you are fresh and clean?
__________7. Do you concentrate when you study and relax when you play?
__________8. Do you make it a point to get off to a good start in each new lesson?
__________9. Do you do the hardest or least interesting job first?
__________10. Do you complete one job before going to another?
__________11. Do you complete what you have started?
__________12. Do you generally take down notes during lecture, etc.
__________13. Do you study late into the night or even all night long?
__________14. Do you read more than what you are required to read for a subject?
__________15. When you find a new word, do you immediately look it up in the dictionary?
__________16. Are attentive in class?
__________17. Do you always go to class well-prepared?
__________19. Do you do your daily assignments yourself?
__________20. Do you evaluate your progress from time to time and act accordingly?
Check if your answer corresponds to the answer that were given below. Count your correct
answers and interpret your score using the guide below.
Points Interpretation
20 If you scored 20, take the test again in a critical mood. No one has
entirely perfect study habits
18-19 Look over the points where you went wrong and work to improve in
those areas.
16-17 Take some time and energy to improve some items you missed.
14-15 Re-check the points you missed and work to improve in those areas.

12-13 You need concentrated effort to improve your study habits and
attitude, begin with the serious faults first.
10-11 You need to immediately begin breaking your bad study habits and
substitute them with good ones.
9 and below This score indicates extremely bad study habits and attitude. Check
your vocational interest or if you have personal problems or any other
factor that might be responsible for the score.
My Commitments
Commit yourself to further improve your study habits. Write your commitments below
using the format, “From now on, ____________________________________________.”
1.
2.
3.
4.
5.
Reference:
Inc. 2018

Module 4
Emotional Self (Achieving My Emotional Self Competencies)
This module examined how emotions are related to each other. It also taught you how
to manage your emotions especially when you interact with other people. It argued as well that
suppression of feelings is not helpful as it builds up tension in your physical body. Thus, you
must always recognize and acknowledge your emotions as well as release them in a way that
will not hurt others.
This module is comprised of two lessons
Lesson 1 Fundamentals of Emotions

Lesson 2 Emotion Management Strategies
1. Discuss the nature and kinds of emotions

2. Identify the physiological reactions to emotions
3. Enumerate ways of controlling and managing emotions; and
4. Explain the primary emotional responses of the self to achieve emotional maturity.
LESSON 1
Fundamentals of Emotion
Based on Plutchik’s (1980) configuration of emotion, there are eight fundamental
emotions, namely joy, trust, fear, surprise, sadness, disgust, anger, and anticipation .
Plutchick’s wheel of emotion demonstrates how emotions are related to one another.
Emotions adjacent to one another in the wheel are closely related and can be combined. The
combinations can be found on the outer part of the wheel; for instance, love is the combinaton
of joy and trust. Meanwhile, emotions across each other are conceptual opposite. For example,
Sadness is the opposite of joy, and anticipation is the opposite of surprise. The eight
fundamental emotions also come in a variety of intensities. Those nearest to the center are the
weaker forms.

Wheel of Emotion
(Robert Plutchick)
Film Showing
Watch the film titled “Inside Out” produced by Pixar Animation Studios. Then answer
the following questions.
1. Describe each human character in the story.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How do the characters show their positive and the negative feelings?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. What feelings are dominant in the characters?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. 4.1. Which characters attempt to block the expression of particular feelings. 4.2 How
do they do so? 4.3 Do you find yourself emotional blockage consistently? And how
do you overcome it?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
LESSON 2
Emotional Management Strategies
In any social interaction, feelings may arise. These emotions may be positive or negative
and may affect relationships as well. Thus, people should always keep their emotions in check
to avoid misunderstanding and miscommunication.
What are the best strategies for managing emotions? How can you avoid outbursts and
negative feelings towards others? Langley (2012) lay out some tips on managing emotions.
1. Smile to make yourself good. Face a mirror and smile. After some time, your mood will
be better and you might even laugh naturally. Do it for at least 30 seconds.
2. Smile to make others feel good. Smiling opens up your connection with others. It also
leads to experiencing empathy.
3. Get up and move. Exercise activates happy hormones that include endorphin,
dopamine, and serotonin, among others. Movement is also important for the lymphatic
system to get the toxins out of your body. Get up from your desk and jump and bounce
regularly.
4. Check in with your body. Scan your body by feeling the tensions building up. Learn to
relate these tensions with the emotion you feel to understand how your feelings affect
your physiology.
5. Physically remove the tension. If you feel tense in your arms, shake them. Likewise, if
there is tension in your chest, stretch and breathe deeply.

6. Breathe. Perform diaphragmatic or deep breathing by contracting your diaphragm. Let
your lower lungs fill with oxygen to pass around your body and brain. You will feel a
tingly sensation and your belly will expand. Do this exercise for at least 60 seconds. The
body cannot sustain anger when you are breathing deeply.
7. Talk to someone. It is healthier to vent your anger and frustrations to a friend rather to
suppress them. Express your feelings so you can start to resolve the situation.
8. Disengage and re-engage emotions. Learn to park your emotions to deal with at a later
time, but do not avoid them. You must acknowledge your feelings then utilize your
emotional intelligence to improve them.
9. Label your emotions. After acknowledging your emotions, label them. This activity
reduces the intensity of your emotions. The part of the brain that feels the emotion is
the same part that names it.
10. Label emotions for others. You can often defuse a tense situation by acknowledging the
feelings of others. When you ask, “I sense that you are angry. Can you tell me how you
feel?’ the other person will be encouraged to consider and label his/her emotion as
well. He/she may respond with “yes, I feel angry,” or “no, I am not angry; I am
annoyed.”
Managing Emotions
The following are questions that will help you see how well you manage your emotions. Write
your honest answers on the space provided.
1. Cite at least three experiences that were brought about by your feelings of anger, grief,
love, jealousy, guilt, or fear.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. How did you overcome these difficult experiences?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Do you agree that love, despite being a positive emotion, can also cause problems?
Describe an experience which can justify your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Reference:
Inc. 2018
Module 5
Social Self (Relating Harmoniously and Properly with
Everyone)
This module will take up the field of Social Psychology. It particularly discussed the
central of social relationships. The different conditions and factors related to social
relationships. The different conditions and factors related to social relationships, namely
perceptions, social norms, attitudes, stereotypes, group effort, and cooperation, were also
presented. It was shown that these factors affect a person’s relationship with others. This
module also defined love and differentiated the kinds of love. Finally, it emphasized the
importance of maintaining good social relationships, as well as the guidelines and rules on how
to go about it so that people can live harmoniously with one another.
This module comprised of six lessons
Lesson 1 Social Psychology

Lesson 2 Person Perception
Lesson 3 Social Norms
Lesson 4 Conformity
Lesson 5 Nature and Depth of Relationships
Lesson 6 Attitudes

1. Explain the basic concepts of social relationships

2. Discuss how relationships with others could be enhanced and improved by applying
the ideas on social relationships.
3. Identify and evaluate critical factors for meaningful social relationships;
4. Differentiate behaviors that make for acceptable social relationships from those
behaviors that are not acceptable and
5. Analyze your behaviors to achieve harmonious relationships with others.
LESSON 1
Social Psychology
Many things may come to mind when you hear the word “social.” Generally, this term
has something to do with relating well or interacting with others. The study of social
relationships or interactions is called Social Psychology.
Lahey (2007) defines Social Psychology as the branch of psychology that studies
individuals as they interact with others.
Plotnik and Kouyoumdjian (2014) state that Social Psychology is a broad field whose
goal is to understand and explain how thoughts, feelings, perceptions, and behaviors are
influenced by the presence of, or interactions with, others. People interact and behave in
certain ways when they are at home with their family, when they are in school with their
classmates and teachers, or when they are at work with their superiors or fellow workers.
Gerrig and Zimbardo (2002), Social Psychology is the study of the effect of social factors
on individual behavior, attitudes, perceptions, and motives. It is likewise the study of behaviors
are influenced by interactions and transactions between persons. Social psychology is the study
of group and intergroup phenomena.
The key words in the various aforementioned definitions are interactions and
relationships.
Interaction refers to the mutual and reciprocal exchange of communication or action between
two or more persons or groups. There is an established connection, kinship, or attachment
between persons or groups attributable to several factors-interests, philosophy of life goals, or
ways of thinking-that bind them together.
There is a fine line between interaction and relationship. Interaction is always a

component of a relationship. On the other hand, a relationship includes not only the kind of
interaction between the members of the group, but also the intellectual, psychological, or even

emotional investments made by the parties to develop and maintain the relationship. More
often, the participants in a relationship can be represented along a continuum-from a simple
and brief exchange between individuals or groups to a continuing communication and
investments to sustain the connection.
After going through the discussion on social psychology, you have acquired some useful
insights that may serve as guides in social interaction. Vital to establishing social relationships at
a personal or professional level are time, effort, and commitment. In your daily life, you always
experience interactions with people of different characteristics, status, positions, gender, race,
creed, culture, religious faith, and language, among others. While these interactions serve as a
foundation for a good connection. Once a relationship with other people or groups is
established, it is important to maintain and nurture that association.
Differentiating interactions
from Relationships
A. The following items are examples of social situations. determine whether each is a
characteristic of a simple exchange or interaction (I) or a relationship (R) by ticking the
appropriate box.
1. In ana afternoon workshop session of a two-day seminar, six students from different
schools who met one another only during this activity were asked to discuss and
exchange views about the topic “effective student leadership” they elected a leader
to steer the discussion.
I R
2. Three schools entered into an agreement as “sister-schools” for five years. These
schools agreed that they will share library facilities, science laboratories, computer
labs, and other instructional materials for the use of their students. They entered
into this negotiation because they want to improve the academic performance of
their students.
I R
3. Four students were seated in the bleachers watching a basketball game. While the
game was going on, they discussed with one another the strategies of the most
valuable player. After the game they went home.
I R

4. A group of medical doctors are members of an organization. Every end of the
month, they come together to report what they have accomplished in their assigned
projects. They also present the problems they encountered while doing their
projects. The other members of the group would help by giving suggestions or
possible solutions to their problems.
I R
5. The alumni of Pag-asa . High School, Class of 1975, come together to attend the
annual grand reunion every December. They have become a closely-knit group.,
such that even outside of the December grand reunion, they meet, plan and
implement projects for their school on certain occasion, they get together in parties
where they sing, dance, and exchange stories.
I R
B. From the situation s given, what are the conditions that differentiate a simple
interaction from a relationship?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LESSON 2
Person Perception and Impressions of Others
In Psychology, a person perception refers to forming impressions and making
judgements about another person’s likability after seeing or meeting him/her. The assessment
involves as well what kind of person one is, including his/her intentions, traits, and behaviors
(Plotnick & Kouyoumdjian, 2014). First impressions, which are formed within a very short time
with little conscious thought and biased by past experiences, are part of person perception
(Macrae and Quadflieg, 2010)
Several other factors influence one’s perception of another person. One aspect is
physical appearance. A person who rarely smiles may be thought of as arrogant or unfriendly.
People are usually use external appearance as immediate basis for assessing, judging, or
evaluating others. However, it is wrong to judge the character of a person on the basis of first
impressions because biases and errors may occur. It is advisable to always validate one’s
perception through further observations, gathering of feedback and reports, interaction, among
others before making judgments. To avoid misperceptions, it is prudent to behave, talk, or

dress appropriately and in accordance with societal, cultural, or institutional rules, policies, or
guidelines.
First Impression
Two different pictures of teachers inside the classroom are presented. Answer the questions
that fallow.
1. Which picture do you like better? Justify your answer.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What are your initial thoughts or ideas about teacher on the left?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How the teacher on the right?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. If you were the teacher in the pictures, how would you want to be dressed?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. Apart from what you see in these pictures, are there other ways you would want to be
dressed? Describe it and explain your reasons for your choice.
________________________________________________________________________
________________________________________________________________________
LESSON 3
Social Norms
Norms are patterns or traits characterized as typical or usual for a group. For
example, an individual’s mathematics score may be considered above the norm if it is
more than the average score or below the norm if it less than the average.
Norms change over time. Many years ago, mothers stay at home to care for their
children: women wear only dresses and skirts in attending church services; or couples
raise big families. Today, these are no longer the norms due to changes in many factors
such as the financial, moral, social, or psychological aspects of society.
Social Norms refer to spoken and unspoken rules for behaving in particular
situations. Example is covering one’s mouth when sneezing or coughing.
Norms in social behavior serve to guide or regulate the manner in which people
conduct themselves. Behaviors have to be controlled or regulated because of social
consequences. It is one’s responsibility to make sure that his/her behavior does not
hurt, offend, or disturb other people.
Every day, people engage in social situations which require interaction with
others from different walks of life and for many reasons. It is advisable for a person to
always practice appropriate behaviors especially in social situations so as not to disturb
or offend others. He/she should make sure that interactions with others enhance or
improve relationships. Every effort should be exerted to maintain and enjoy harmonious
and good relationship.
Determining Appropriate Behavior
A. Describe how you are expected to behave and interact with other people in each of
these situations. You may consider the following factors: volume of your voice, dress
code, general behavior.

1. Attending a formal party
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Studying in the library

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Eating lunch in a restaurant

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Meeting a new friend

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. Participating in a game
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
B. Determine if the behavior is appropriate (A) or (I) inappropriate in the given social
situation considering, societal, cultural, or institutional guidelines.
_______ 1. Sharing stories with friends in the library

_______ 2. Laughing during a religious service
_______ 3. Talking softly with family members at the dinner table
_______ 4. Wearing the required uniform in the office
_______ 5. Arguing loudly with an officemate
_______ 6. Laughing loudly in the classroom
_______ 7. While queuing, complaining that service is taking too long.
_______ 8. Wearing short pants for an interview with an employer.
_______ 9. Listening quietly during a piano recital
_______ 10. Speaking in a modulated voice while attending a conference.

C. Answer the following questions to process your understanding of the previous
exercises:
1. In a social situation where students are attending a seminar, are there behaviors
or interactions which are pleasing or irritating to others? Explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How do you think the other students in the library would feel or think if you talk
at the top of your voice, how about if you speak in low tones?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. When cheering for your volleyball team, is it alright to talk in loud tones? Why or
why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. When a social behavior appropriate? When it is inappropriate?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON 4
Conformity
Conformity refers o yielding to group pressure to act as everyone does, even when to
direct request has been made (Lahey 2009).it is the tendency to behave like others in the group
do.
Conformity is brought about by two motivations: to gain reward (approval) or avoid

punishment (disapproval); and to gain information.
Some factors make conformity more likely to exist in a group (Lahey, 2009)
1. Size of the group. The more people there are in a group, the more likely a member
tends to conform
2. Unanimous group. Conformity is highest when an individual faces a group in which all
members feel the same way about a topic, a problem, or an issue.
3. Culture. Conformity occurs in all cultures. However, some cultures emphasize the
welfare of the individual; thus, people are less conforming. Others focus on collective
welfare so people tend to be more conforming. A high degree of conformity leads to
faster accomplishment of a task or work.
4. Gender. In the past, females were more likely to conform than males, but research has
shown that it is no longer the case (Eagly, 1978; Eagly & Johnson, 1990)
An individual member can decide for himself/herself whether or not to conform and to
what extent. The decision to yield to group pressure should be based on any of the
following questions:
1. Will conforming do you good? What advantages or rewards will you get from it?
2. Will conforming put at stake or endanger your integrity and that of your family?
3. Will it cost much on your part if you conform?
4. Will you be penalized or punished if you do not conform?
5. Will things change if you yield/do not yield to social pressure.
As a member of a social group, one has to subscribed to basic and established rules,
policies, or guidelines for him/her to truly belong. If all members of the group live by
these institutionalized requirements, then order, discipline, system, peace, and
harmony will be sustained.
School Rules
Try to recall as many school rules, policies, or guidelines that pertain to student life and welfare
discussed during your freshmen orientation. Write down the rules and regulation you recall.
Reflect on them and write an essay guided by the question below. Submit the essay to your
teacher.
a. What did you think about these rules, policies, or guidelines of the school?
b. How did you feel when you were asked to follow the rules, policies, or guidelines of
the school?
c. Are you complying with these requirements now?
d. Are there certain rules that you are not comfortable with? What are these?

e. If your answer to item d is yes, in what ways are you coping with such situation?
LESSON 5
Nature and Depth of Relationships
Relationships are among the most important aspects of our lives. They can be positive
on conflicted, but the lack of relationships could be the worst of all, as it creates loneliness.
Familiarity
Refers to being comfortable with another person and is necessary condition for a close
relationship to develop. Friends and lovers are those who have been around together for so
long; who have grown up together; who have gone to school together. Research has shown
that people like to associate with others who are similar to them in terms of the following
attitudes, behavior patterns, personal characteristics, taste in fashion or clothes, intelligence,
personality, and the like.
Attraction
One person may be drawn or attracted to another due to reasons like similarities or
differences in interests, personality characteristics, life goals, and lifestyles, to name a few.
Attraction paves the way for enjoying the company and being comfortable with the other
person, and for feelings of ease and confidence.
Love
Is a special attachment one has for himself/herself or for somebody else. It is an intense
feeling of deep or constant affection and emotion in which a person always sees to the good,
happiness, and welfare of the other. It can manifest as love for God, spouse, children, family or
country among others.
Three of the most common kinds of love
1. Romantic love (passionate Love). It includes an intermingling of different emotions:

fear, anger, sexual desire, joy, and jealousy. Poets and musicians laud the fiery
passion of romantic love and the pathos and pain when it fails. It is one of the major
reasons for getting married.
2. Affectionate Love (companionate love). It is a type of love that occurs when

someone has deep and caring affection for a person and desires to have him/her
near constantly.
3. Consummate love. It is the strongest and fullest type of love (Sternberg, 1985). This
ideal form of love involves passion, intimacy, and commitment.

Sternberg’s Triangular Theory of Love
Every person is capable of loving. Without love, people become lonely and social relationships
suffer. There are many ways of showing love, and they could vary in form and in depth. People who
freely share and give love, and are loved in return, are happy people.
Poetry Reading
A. Recite the poem “How Do I love Thee?” (Sonnet 43) by Elizabeth Barrett Brownings as if
you were expressing your feelings to the object of your love. Then, accomplish the given
tasks.
How do I love thee? Let me count my ways

I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.

I love thee to the level of every day’s
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for night.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs and with my childhood’s faith.
I love thee with a love I seemed to lose

With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose
I shall but love thee better after death.
A. What does the poem mean? Describe the feelings expressed in the poem.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LESSON 6
Attitudes
Attitudes are belief that predispose people to act and feel in certain ways towards
people, objects, or ideas. They can be either positive or negative.
Positive attitude is reflected in a happy, pleasant or optimistic disposition.
Negative attitude is associated with pessimism or a general feeling of dislike.
How Attitudes Originate

Generally, attitudes of a person develop over time and have emotional components.
However, they are normally acquired from two sources--first-hand experience and accounts by
others.
People develop positive or negative attitudes towards certain an object because of the
direct experience with it. For instance, a child who was severely bitten by a cat will perhaps be
traumatized and will develop a phobia or dislike for cats which may persist until adulthood.
Likewise, a person who has had many enjoyable experiences in school will tend to have positive
attitude towards school.
Attitudes are also learned from others through modeling and reinforcement. If parents
show positive attitudes towards certain ethnic groups by socializing with them, their children

will develop the same attitudes towards these groups. The same thing happens when parents
discriminate against certain groups. This attitude reinforces or strengthens children’s prejudices
or biases.
Film Showing
Watch “inspiring Video on Positive Attitude” by AKP Studios on YouTube. It is a video on one
facet of the life of American President Abraham Lincoln.
1. Identify the significant failures in the life of President Abraham Lincoln.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What did he do to overcome his failures?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Describe the personality of President Lincoln relative to the failures he experienced.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Reference:
Inc. 2018

Module 6
Moral Self (Living with Purpose—Personal Value and
Philosophy of Life)
This module primarily defined “moral” and “morality” as having to do with right
and wrong in the context of societal norms and expectations. The module went on to
say that one’s level of morality is tested especially when one is placed in a dilemma in
which he/she has to make decision on what “best” course of action to take while taking
into account that his/her decision does not disturb, offend, or hurt other people. It was
also pointed out that the process of moral development, which progresses in stages, is
in sync with intellectual development. This implies that moral development has
cognitive or intellectual foundations. As one goes through each stage of moral
development (as espoused by Kohlberg), he/she also experiences the corresponding
stage of intellectual development (as espoused by Piaget).
The importance of teaching children the ability and skill to determine what is
right or wrong was likewise emphasized. Parenting styles or practices are considered a
significant factor is developing moral reasoning. The four styles of parenting were also
described.
This module composed of two lessons
Lesson 1 Morality
Lesson 2 Parenting Style and Practices
1. Explain the basic concepts related to morality and moral self;

2. Identify behaviors characteristic of the different stages of moral
development;
3. Relate the development of personal values to the moral self;
4. State the different influences or factors related to the moral self;
5. Evaluate practices that lead to the development of desirable moral values;
and
6. Apply concepts on morality in particular situations to develop a philosophy of
life.

LESSON 1
Morality
Every day, people are confronted with dilemmas. Solving them requires one to decide
on what kind of action or response to make. In some instances, it is easy for one respond to a
difficult situation, while in some cases, choosing the best response is difficult.
Dilemma is a problematic situation in which a difficult choice must be made. Most of

the time, the consequences of any of the choices or options are perceived to be negative and
unappealing to the person involved. The kind of responses or actions taken or made when one
is in a quandary serves as a good test of a person’s level of moral development.
Moral is related to the sense or a standard that determines what is right and what is
wrong. It distinguishes correct from incorrect, or appropriate from inappropriate.
Morality refers to the system of beliefs and values that ensures that individuals will
keep their obligations to others in the society and behave in ways that do not interfere with the
rights and interests of others.
Moral Cognition
Moral Cognition is the study of the brain’s role in moral judgment and decision-making. As a
social science, it involves understanding the rationalizations and biases that affect moral decision-
making. Moral cognition also involves the scientific study of the brain that is evolving along with
technology.
Moral Behavior To act according to one’s moral values and standards. Children
demonstrate prosocial and moral behavior when they share, help, co-operate, communicate,
sympathize or in otherwise they demonstrate ability to care about others.
Morals Assessment Perspectives
choose your course of action in the given situation and answer the questions that
follow:
you found in a department store a purse containing cash, IDs, credit cards, debit cards, and
other documents.

a. Return the purse and its contents to the owner even if you need money to pay your
board and lodging fees for the month.
b. Return the purse to the owner, but keep the cash. You believe this is alright because you
need cash to buy some necessities.
c. Return the purse and all its contents, but ask the owner for the cash as you reward for
returning the lost items.
d. Give the purse, minus the cash, to the department store manager, and request him/her
to return the purse to the owner. You need the cash to buy your books.
e. Keep the purse and all its contents. You need the cash badly. You believe the owner is
rich and does not need money as much as you do
Questions:
1. What are your reasons for deciding to take that course of action?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Compare your reasons with those of your classmates. How similar or different is your
course of action from that of your classmates?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Are you satisfied with your decision? Why or why not?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Moral Reasoning
Moral reasoning refers to the judgments people make about what courses of action are
correct or incorrect in particular situations (Gerrig & Zimbardo, 2002). Reasoning is a cognitive
skill, but influences moral development.
Kohlberg’s Stages of Moral Reasoning

Level Stage Reason for Moral Behavior
Preconventional 1. Pleasure/pain To avoid pain, punishment, or
Morality orientation getting caught
2. Cost-benefit orientation; To get rewards
reciprocity
Conventional 3. Good -child To gain acceptance and avoid
morality orientation disapproval
4. Law and order To follow rules and avoid

orientation disapproval
Principled or 5. Social contract To promote the welfare of society
Postconventional orientation
morality 6. Ethical principle To achieve justice and avoid self-
orientation condemnation
7. Cosmic orientation To be true to universal principles
and feel oneself part of a cosmic
direction that transcends social
norms
Early in life, at the lowest level of development, self-preservation and self-interest are
the main reasons for one’s actions and decisions. From there, moral development proceeds to
the next level guided by a more social- or other- oriented motivation, like avoidance of criticism
or censure from others, or simply for reasons of gaining social acceptance. At this level, the
child first conforms with the values of the people he/she personally connects with, then
gradually starts to conform with the laws of society. The highest level of moral development
goes much beyond the self and social reasons. At this point, decision-making considers social
justice and the good of the society at large. Moral reasoning tries to strike a balance between
individual rights and the laws of society. An even more ultimate reason for one’s actions or
decisions is observance of and adherence to universal principles and values.
Making a Moral Decision
Following is a hypothetical illustrating how people think or behave in the face of a dilemma.
Read the text and accomplish the tasks that follow.
Allan is dying of cancer and is in extreme pain, great discomfort and struggle. Wanting
to end. His brother, Dr. Frank, knows the agony that he is going through and feels so much pity
for him. Dr. Frank is aware that there is no hope for his brother to live much longer, and that
any time at any day, he will go. One day, Dr. Frank has witnessed Allan’s great discomfort and
struggle. Wanting to end Allan’s suffering, he is tempted to remove his brother’s life support.
Dr. Frank is torn between his role as a brother and as a doctor. He loves Allan and wishes that
his suffering would end. On the other hand, Dr. Frank faithfully adheres to medical ethics.

A. answer the following questions:
1. If you were Dr. Frank, what would you have done?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Cite your reasons for your decision and identity the corresponding orientation according
to Kohlberg’s theory.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON 2
Parenting Style and Practices
The physiological or biological basis of moral and intellectual development has been
discussed earlier. One other factor which affects the individual’s development is environmental
influence. It is characterized by forces outside of the individual like how he/she has been raised
or reared by his/her parents. The foundations of moral reasoning and development are laid at
home. The home is where children first learn to distinguish right/appropriate behaviors from
wrong/inappropriate behaviors. What happens at home, especially during the growing-up
years, is critical to personality development.
Parenting Styles
An expert on parenting, Diana, Baumrind (1967), came up with three parenting styles,
namely:
Authoritarian
- parents attempt to shape, control, and evaluate the behavior and attitudes of their
children in accordance with an absolute set of conduct standards that usually comes
from religious or respected authorities.
- they use harsh discipline and punishment
- parents do not communicate well with their children, and did not explain the
rationale behind the rules and the consequences of their actions.
- parents do not listen to the viewpoints of their children and may use force to ensure
compliance.

Authoritative
- Parents are supportive, loving, and committed
- Support a give and take relationship; t
- Parents direct their children’s activities in a rational and intelligent way.
- Discuss rules and policies with the children
- Encourage children to present their viewpoints
- Offer explanations for rules and consequences.
Permissive
- Parents are less controlling and behave with an accepting and non-punishing
attitude towards their children’s desires, actions, and impulses.
- They use reason rather than direct power
- They are warm and supportive, but tend not to enforce rules.
- Children tend to make their own rules even if they can benefit from parental rules.
Effects of Parenting Styles
Parenting styles influence the development of children’s personality. Children exhibit

distinct characteristics which they imbibe from the way their parents raise them.
1. Authoritarian parents are demanding, and their children have less behavioral problems
which are easily prevented. However, studies show that children reared under
autocratic parents tend to become withdrawn, fearful, and dependent. These children
may suffer from low self-esteem. They may carry these traits until adolescence or
adulthood,
2. Authoritative parents have children who are independent, reliable, rationale, and
confident. These children generally feel good about themselves.
3. Permissive parents rarely impose rules and are non-punishing. They tend to have
children who do not put structure and order in things that they. For these children,
anything goes.
4. Uninvolved parents are detached and indifferent to the needs of their children. As such
children grow up feeling unloved and cannot follow instructions.
When you become parents yourselves, strive to adopt the authoritative parenting style.
However, depending on certain situations, you can also practice the authoritarian or
permissive parenting style.
It is important that when children misbehave, they are made to realize the
consequences of their behavior. On the other hand, if they behave well, the corresponding
reward or motivation should be given.

Parenting Styles
Answer the following items.
A. Identify the parenting style associated with the parental behavior in each item.
_______________ 1. I always scold my child when he/she misbehaves.

_______________ 2. When my child misbehaves, I tell him/her the consequences
of his/her misbehavior.
_______________ 3. When my child shouts at the top of his/her voice during meal
time, I just let him/her be.
_______________ 4. I see to it that I supervise my child when studying his/her
lessons and doing his/her homework.
_______________ 5. I let my child do anything that he/she wants to do.
Reference:
Inc. 2018
https://ethicsunwrapped.utexas.edu/glossary/moral-cognition
://link.springer.com/referenceworkentry/10.1007%2F978-0-387-79061-9_1829
Module 7
Concept of Self: Understanding and Enhancing One’s Self-
Image
This module defines and differentiates the various concepts related to the self: self-
concept, self-image, real seal, ideal self, self-esteem, and self-actualization. Discussions about
these concepts pointed to the importance of individuals having a positive image and concept
about themselves, because in many ways, their self-concept might explain their behavior. This
module also emphasizes the importance of self-esteem which is the kind and the amount of
value and worth attributed to oneself. Maslow’s hierarchy of needs posited that self-
actualization is the goal of every human being. To achieve this, needs at every level have to be
satisfied first. The characteristics and behavior of people who are self-actualized were also
described and clarified.

This module composed of three lessons
Lesson 1 Concepts Related to the Self

Lesson 2 Discrepancy in Self-concept
Lesson 3 Self-actualization
1. Define self-image and discuss other related concepts;

2. Analyze one’s characteristics and abilities and explain how these could be used to
enhance self-image.
3. Identify the “low” or “negative” aspects of the self and determine how these can be
improved;
4. Discuss the different ways to enhance one’s self-image; and
5. Explain how one’s abilities and an enhanced self will lead to self-fulfillment.
LESSON 1
Concepts Related to the Self
The self is made up of many self-perceptions, abilities, and personality characteristics
that are organized and consistent with one another.
Self-concept refers to how people see or describe themselves (Plotnik & Kouyoumdjan,
2014). Rogers (1953) contends that self-concept plays an important role in personality because
it influences human behaviors, feelings, and thoughts. People with a positive self-concept tend
to act, feel, and think constructively and optimistically. Overall they think of themselves in a
good light.pessimism. They do not believe in their ability to do things or carry out certain tasks.
Two kinds of Selves:
1. Real self is the image or picture of the self based on a person’s actual experiences and
represents how she/he is in terms of personal characteristics and abilities.
2. Ideal self is the self based on one’s hopes and wishes.
The person who knows you best—your abilities, talents, personality, and
characteristics—is you. You know your positive or high points as well as your negative or
low points. Make sure to maintain or sustain your strengths. Strive to improve and change
your weaknesses or negative points into something positive.
See to it that what you wish or desire to be will further develop your own personality.
Your abilities and the positive aspects of your personality should be put to good use in

helping improve the lives of others and the community at large. Be sure that your dreams
and desire to enhance your personality and abilities are rooted in your purpose to help
other people and will, in the long run, contribute to developing good relationships.
Self-identification
A. Following are statements about “pictures“ of oneself. Determine if the statement

reflect a real self or an ideal self. Write your answer on the blank.
____________ 1. I am good at mathematics
____________ 2. I am slow to criticize people
____________ 3. I wish I were a good singer.
____________ 4. I have a good sense of humor.
____________ 5. I dream of becoming a scientist in the future.
B. Write an essay about your real self and ideal self. Use the following items as guide.
1. Paint a picture of yourself in terms of what you think of yourself and your
personality characteristics or abilities.
2. Highlight what you believe are your significant and positive personality
characteristics or abilities.
3. Also identify your low or negative characteristics. Be realistic as much as you can.
4. Describe yourself in terms of what you wish or desire to become n the future (or
your ideal self)
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LESSON 2
Discrepancy in Self-Concept
Rogers (1953) states that there is usually a contradiction or discrepancy between the
real self and ideal self. This difference may result in discomfort and personality problems which
can be resolved by paying more attention to one’s actual experiences, working more at positive
experiences, and paying less attention to the expectation of others.
Take in the example of John who likes science. His grades in science are considered as
“average” and many of his classmates in fact have higher grades than he has. However, he
hopes and dreams of making scientific discoveries and becoming an eminent scientist in the
future. To work out the discrepancy between John’s actual science performance and his dream
to become a scientist, he has to work at positive experiences. It means that he has to put in
more hours of study, visit scientific facilities, or participate in activities like science fairs and
exhibits. That way the difference between his actual performance in science and his desired
performance becomes smaller. It is alright of the if the ideal self is slightly out of reach, as it is
just enough to stimulate the person to improve himself/herself. However, if the ideal self is
unrealistically difficult to reach, then it could lead to feelings of failure.
Positive regard is believed to be important for the healthy development of one’s self concept
and for successful interpersonal relationships (Liebert & Spiegler, 1994). It includes love,
sympathy, warmth, acceptance, and respect which people crave from family, friends, and other
significant people.
Conditional positive regard refers to positive regard received as a result of acceptable behavior
or living up to the expectations and standards of others. For example, a teacher may reward
students for passing the test.

Unconditional positive regard refers to the love and acceptance received by a person regardless
of who he/she is or what he/ she does. For instance, parents may still love and respect their
child even if the child flunks an exam.
The development of self-concept starts from the home. You will son become parents.
Thus, it is very important that you provide your children with the environment and
opportunities that will enable them to develop good self-concepts. You should make use of
available support mechanisms, as well as give and show them love, support, respect so that
they will grow up with positive self-concepts.
Achieving Your Ideal Self
Answer the following questions briefly.

1. What do you want to be? You may use the essay you wrote in Self Identification Activity
as reference.
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2. List down the things that are available to you (e.g. money, parental support,
opportunities, abilities, and the like) which you think and believe will enable you to
become what you want to be.
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3. Enumerate the good and positive things given and shown to you by your family and
friends, which makes you feel good about yourself.
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4. List down the things that you do not have which you think hinder you from becoming
what you want to be.
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5. What do you plan to do with those things that you do not have so that you can still
become what you want to be.?
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LESSON 3
Self-Actualization
Humans possess an inner drive to grow, improve, and use their potential to the fullest (Plotnik,
2014). The final stage in completed growth is known as self-actualization or self-fulfillment.
According to Abraham Maslow (1943), a self-actualizing person has reached the highest level or
peak of his/her personal development and has fully realized his/her potential as human being.
The self-fulfilled person is generally happy, generous with his/her time and effort to help
others, and strives for the common good for his/her family, community, country and even
humanity.
Maslow’s Hierarchy of Needs

Hierarchy of needs
• explains that individuals’ actions are directed towards goal attainment.
• It is composed of five stages of human needs.
• Contends that people have to satisfy first their basic needs (biological and
physiological) before satisfying their social and personal needs.
First level – Physiological Needs (Physical)

• for survival comprised of food, water, shelter, clothing, and sleep
Second level – Safety and Security

• this stage involves health and well-being, property, social stability, and
protection from harm, among others.
Third level – Love and Belongingness (Social)

• adults and adolescents who are starting to look for serious relationships are
particularly concerned with satisfying the needs at this level.
• It includes the needs for friendship, intimacy, and a sense of connection with
others.
Fourth level - Esteem Needs (Ego)

• It contains items such as achievement, competency, approval, recognition, and
respect from others.
Final level – Self-Actualization Needs

• Included in this level are morality, realization of the purpose in life, meaning,
inner potential.
• This level aims for the full development of one’s unique potentials.
• Only a few individuals reach this level because the process of achieving self-
actualization is difficult and challenging.
Characteristics of Self-actualized Persons
a. They have reached a high level of moral development and are more concerned with the
welfare of loved ones, friends, and humanity in general than themselves. They are
usually committed to some cause or task rather than working for fame or money. They
focus as well on accomplishing their goals.
b. They are open, honest and have the courage to act on their convictions, even if it makes
them unpopular. Not particularly interested in fads, fashion, or social customs, these
people enjoy friends but are not dependent on their company or approval. They enjoy
privacy, independence, and autonomy, and their feelings for close friends re intensely
positive and caring. They prefer deep, loving relationship with only a few persons.
c. They have an accurate, concrete, and realistic—rather than a romanticized –view of
people and life, and yet, they are positive about life.

d. Life is always challenging and fresh to self-actualizing individuals. They are natural and
spontaneous in their actions and feelings. They experience moments of great joy and
satisfaction.
Hierarchy of Needs
Answer the following questions briefly based on your understanding of the preceding section.
1. What are the significant points that should be remembered regarding Maslow’s
hierarchy of needs?
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2. At your age and this time of your life, what is your best estimate as to your current level
in Maslow’s hierarchy of needs? Why do you think so?
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Reference:
Inc. 2018
Module 8
Responsible Self (My Commitment to Lifelong Growth)

This module presents the critical factor s in developing oneself to function effectively as
a responsible contributing member of his/her family, community, and society. These variables
include intelligence, emotional quotient, motivation, and decision-making ability.
This module comprised of three lessons

Lesson 1 Gardner’s Theory of Multiple Intelligence
Lesson 2 Contributors to Intelligence
Lesson 3 Emotional Intelligence
1. Identify the specific intelligence that one can develop to be successful.

2. Determine the critical factors that contribute to growth and personality development
3. Explain the principles in making critical decisions in one’s life
LESSON 1
Gardner’s Theory of Multiple Intelligence
It has been accepted in the psychological community that intelligence is not necessarily a single
and generalized characteristic, but is comprised of different specific traits. One of the most
famous is Howard Gardner’s theory of eight intelligences. Gardner’s theory asserts that each
person possesses a certain specific intelligence where he/she is most probably good or skilled
at. Following are the specific intelligences espoused by Gardner (1983):
1. Verbal-linguistic intelligence.
• It is characterized by the ability to think in words and use language to express
meaning.
• Usually, people with this kind of intelligence have occupations as authors,
journalists, speakers, or poets.
2. Logical-mathematical intelligence
• It refers to the ability to carry out mathematical operations.
• The ability to handle the long chains of reasoning
• The sensitivity and capacity to discern logical or numerical patterns
• Most people with this skill become scientists, engineers, accountants or
mathematicians.
3. Spatial-visual intelligence
• It implies the ability to think in images, pictures, or three-dimensional figures, as
well as the capacity to perceive the visual-spatial world accurately and perform
transformations on one’s initial perceptions.
• People with this skill often work as architects, artists, sailors/navigators, or
sculptors.

4. Bodily-kinesthetic intelligence
• It is the ability to be physically adept at manipulating objects, controlling one’s
bodily movements, and handling objects skillfully.
• Most people with this type of intelligence includes surgeons, crafts people,
artisans, dancers, or athletes.
5. Musical-rhythmic intelligence
• It refers to the sensitivity to pitch, melody, rhythm, and tone.
• The ability to produce and appreciate rhythm, pitch, and timbre.
• People with musical intelligence usually end up as composers, musicians, or
sensitive listeners.
6. Interpersonal intelligence
• It refers to the ability to understand and interact effectively with others, as well
as the capacity to discern and respond appropriately to the moods,
temperaments, motivations, and desires of others.
• People with this type of intelligence often work as teachers or mental health
professionals.
7. Intrapersonal intelligence
• It is characterized by the ability to understand oneself.
• The knowledge of one’s own strength, weaknesses, desires, and intelligences
• The understanding of one’s feeling and the ability to discriminate among them
and draw upon them to guide behavior.
• People with this intelligence eventually become theologians, psychologists, or
persons with detailed and accurate self-concepts.
8. Naturalist intelligence
• It is described as the ability to observe patterns in nature and understand natural
and human made systems.
• Sensitivity to the differences among diverse species
• Ability to interact subtly with living creatures.
• People with naturalist intelligence work as farmers, botanists, ecologists,
landscapers, or environmentalists.

Eight Intelligences
A. Below is a list of professionals or workers. Identify Gardner’s specific intelligence or skill

associated with the occupation of the professional/worker. Write your answer on the
blank
1. Nurse ________________________________
2. Doctor ________________________________
3. Lawyer ________________________________
4. Teacher _______________________________
5. Agriculturist _______________________________
6. Farmer _______________________________
7. Office manager _______________________________
8. Physicist _______________________________
9. Journalist _______________________________
10. Insurance agent _______________________________
LESSON 2
Contributors to Intelligence
Two factors, heredity and the environment, contribute to intelligence and personality.
1. Heredity refers to the genes one inherits from his/her parents, which provide the upper
and lower limits of his/her intelligent quotient. This the raw biological material of
intelligence.
2. Environment involves the experiences and the psychological and physical exposure of
the individual to the various influences around him/her. The home, school, and
community as well as the things happening therein are examples of one’s environment.
One cannot say that heredity is more important factor than environment, or that
environment is more important than heredity. It has been resolved that heredity and
environment both interact to contribute to intelligence and personality.
Whether you inherit high-or low-intelligence genes, make use of the positive things in
the environment which will enhance or improve your inherited intelligence. Since you have
more control of what is happening in the environment, select the best things that will
complement and further develop your innate characteristics.

Effects of the Environment
A. Read the situations carefully and answer the questions that follow.
1. Marilyn inherited her intelligence from her parents. However, she does not study
her lessons well. Moreover, she does not do her assignments because she would
rather play games on her computer during her free time. Do you think she will
perform well in school? Justify your answer.
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2. Joey inherited intelligent genes from his parents. He values learning and thus studies
his lessons regularly. His parents supervise him and get involved in his school
activities. He also participates in academic organizations in school. Do you think he
will perform well in school? Justify your answer.
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LESSON 3
Emotional Intelligence
Emotional intelligence, measured by quotient (EQ) is the type of intelligence that refers
to the abilities to perceive, appraise, understand, and express emotions accurately and
appropriately; the use of emotions and emotional knowledge to facilitate thinking; and the
regulation of one’s emotions to promote both emotional and intellectual growth. EQ is the
emotional counterpart of IQ.
From the aforementioned definition, it may be noted that emotional intelligence has an
intellectual component, especially in using emotions to facilitate thinking or logical reasoning.
As an example, consider the following scenario: in a class, the teacher asks the question, “in
which geographical region is the Philippines located? Paul sees Jane raising her hand but he
blurs out. Southeast Asia!” One will readily think that Jane might be angry because Paul gets the
credit. It may thus be said that Paul has a high IQ but a low EQ.

EQ and IQ
A. Determine if the statements relate to emotional quotient or intellectual quotient by

writing EQ or IQ on the space provided.
______ 1. I ate three apples and two oranges. I ate five fruits all in all.
______ 2. My friend has a problem with her mother. She looks very sad.
______ 3. All men 50 years old and above in Santo Domingo town are strong. My father
is 52 years old and we live in Santo Domingo. Therefore, my father is strong.
______ 4. I should control my anxiety so I will understand the lesson more clearly.
______ 5. The first woman president of the Philippines is Corazon Aquino.
______ 6. Monina is a very happy person. She must have come from a loving family.
______ 7. Rey says he should be courteous so that other people will like him.
______ 8. I am able to memorize the colors of the rainbow.
B. Answer the following questions briefly:

1. What kind of help would you want to receive to ensure that you make the best
decisions in life with the best consequences?
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2. Suppose you want to take a course in nursing. Unfortunately, your family does not
have the means to support your studies. Knowing that you have a big problem to
hurdle, what steps will you take so that you can successfully pursue your dream?
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Reference:
General Education, Understanding the Self by Dalisay G. Brawner and Analiza F. Arcega, C & E
Publishing, Inc. 2018

Module 9
Assessing for Self-improvement (Directing my Destiny)
This module emphasizes the role of assessment in understanding oneself. An individual
goes through assessment for various reasons and purposes. Irrespective of the tool used or the
purpose of assessment, the assessment should result in a more objective way of looking at
oneself. More importantly, the end goal of assessment is self-improvement.
The module further explained the various tools or measures available. However, you are
encouraged to do research on other tests or measures relevant to your needs. In the use of
tools, two general approaches to measurement, namely formal and informal.
This module comprised of two lessons
Lesson 1 Assessment
Lesson 2 Kinds of assessment
1. Identify the tools or measures used for the assessment process;

2. Discuss the ways of assessing the various aspects of personality;
3. Differentiate a formal assessment from an informal one;
4. Explain how the results of assessments help improve one’s personality.
LESSON 1
Assessment
Perhaps one of the closest experiences you have with assessment is taking a written test and
going through interviews with academic officials before enrolling in the school of your choice.
You had to go through these processes for the school to evaluate your future performance in
the course. Perhaps, you were also given feedback on how you fared in the test of interview.
Assessment is a process that determines the presence or absence, as well as the extent or
level, of a characteristic or behavior in a person. With an assessment, one gets a better view or
understanding of people’s behavior, including that of oneself.

In doing an assessment, tools are used. They are also called measures or data-gathering
tools. Tests are a type of tools. The data or information derived from a tool provides the basis
for knowing or determining the presence or absence of a behavior or characteristic. It should be
noted, however, that a tool measures only a sample of the behaviors or characteristics being
studied.
Measurement deals only with the administration of the tool ad determining the numerical
values of the data gathered from a tool. An example of this is assigning scores to test papers
after checking the answers and classifying them according to some set of criteria.
Psychological assessment refers to the use of specified testing procedures to evaluate the
abilities, behaviors, and personal qualities of people (Bernstein et al, 1991). It describes the
extent to which a person is similar to or different from others. Examples include how many
more test questions they can answer correctly than other people of the same age.
Assessment tools are important in getting information about the behaviors of people.
Feedbacks, reports, or narratives from others are not enough to determine someone’s
behavior. Rather, these data should be backed by test results. Assessment contribute to
building profiles, determining interventions, developing programs, and making personal and
professional decisions.
Assessment
A. Given are some examples of assessment activities. State in your own words the purpose
of the assessment and the kind of behavior or characteristic being measured using the
table below. The first item has been answered as an example.
1. At the end of academic term, the professor gave a long history exam to the students.
2. Mr. santos has been coughing in the past two months. He visited a physician for a
medical exam. The doctor recommended that he undergo an X-ray of the lungs.
3. Melissa studied to be a teacher. After graduation, she took the licensure exam for
teachers.
4. School XYZ is a special school for the arts where students are taught and trained in
music, drama, and painting. At the start of the school year, applicants are subjected
to a talent test before they can be finally admitted to the school.
5. Albert has been having sleepless nights for a long time now. He has been feeling
anxious and fearful for reasons he does not know. A friend recommended that he

see a psychiatrist. The psychiatrist who gave him a series of tests, one of which is a
set of 15 incomplete sentences which he was asked to complete.
6. Ms. Dela Crus noticed that one of her pupils in grade school, Alex, is always restless
in class and does not listen to the teacher. Even while the lesson is going on, he runs
around the room and teases his classmates. Ms. Dela Cruz referred Alex to the
guidance counselor who gave him a test. After looking at the responses to and
results of the test, Ms. Dela Cruz suspects that Alex is at risk for attention-
deficit/hyperactivity disorder (ADHD)
7. Lynette studied to become a nurse. After graduation, she took the licensure
examination for nurses given by the Professional Regulatory Commission.
8. Every end of the week, the teacher of Mathematics 101 gives the class a 10-item test
which includes the subject matter covered for the week.
9. Ms. Santos teaches a group of Grade 6 students who have problems in reading. She
is wondering if the students’ reading difficulty is due to their innate or inborn mental
ability or due to learning difficulty they might have.
10. School ABC has a science and math-oriented curriculum. As such, the school applies
very strict admission procedures to make sure that its prospective students are
indeed inclined to the sciences and mathematics, and will be successful in these
subject areas. Thus, students go through a battery of tests before final admission.
Number Purpose/Reason of Assessment Characteristic Measured

To determine if the students learned under the What students have learned in history for
1 professor’s guidance the semester

8
10
LESSON 2
Kinds of Assessment
Following are the kinds of tests or measures according to purpose, i.e. in terms of the
behavior or characteristic they intend to measure.
a. Achievement test. This test measures what has been learned within a specific period of
time. Hence, if a teacher gives students a mathematics test at the end of the semester,
it means that he/she wants to know how much the students learned for one semester.
b. Mental ability test. It measures one’s level of mental ability. Such tests are also known
as IQ tests.
c. Aptitude test. This test measures the inclination of individuals towards certain specific
areas. It determines what particular field or work an individual would most possibly be
successful in a job requiring high scientific knowledge and ability, then he/she can take
an aptitude test in science.
d. Personality test. It measures facets of personality, some of which are attitudes,

perceptions, interests, psychological aberrations, personality disorders, and the like. If a
person wants to know, for example, the extent to which he/she regards or views
education, then he/she can take a personality test of attitude. Comparatively, tests of
personality measure a much broader range of characteristics of behaviors.
General Methods of Assessment
1. Formal Assessment
• Are standardized and generally carried out in professional settings by experts in
the behavior or characteristic being measured.

• They are done in an orderly and systematic manner.
• It utilizes statistics in the interpretation of data and ultimately come up with a
conclusion.
• The bases for the assessment of a person are his/her responses or scores on a
test.
2. Informal Assessment
• Are everyday assessments people make about themselves or about others.
• These assessments do not have to observe formal processes
• The bases for assessing a person are unstructured or simple observations of
his/her behaviors in informal settings and occasions.
• For example, if mother observes that her son in high school studies his lessons
only once in a while, she may state that he will not be successful in college.
Kinds of Assessment
A. Classify the given tests according to purpose. Write your answer on the blank.
__________ 1. To determine one’s overall intelligence level or ability.

__________ 2. To determine if a person would most probably become a pianist
__________ 3. To determine the vocational interest of high school students
__________ 4. To find out how much Communication Arts students learned after one
Year.
__________ 5. To determine the attitudes of a group of students towards schooling.
__________ 6. To know if John will be successful as a fashion designer.
__________ 7. To find out if Marlon is failing or passing his course in mathematics.
__________ 8. To know if Bert has a bipolar disorder.
___________ 9. To find out if Emily is interested to take a course in the health sciences.
___________ 10. To determine if institutionalized children have a low-self concept
___________ 11. To determine if graduating high school students are capable of
abstract thinking.
Reference:
General Education, Understanding the Self by Dalisay G. Brawner and Analiza F. Arcega,
C & E Publishing, Inc. 2018

Module 10
The Best of Me (Outstanding Award Day)
The module deals with descriptions of successful persons, as well as suggestions on how
to achieve one’s goal. It also presented many guidelines and suggestions on how to become a
happy and fulfilled person. One’s talents, skills. Competencies, and opportunities should be put
to good use by serving more of others and less of the self. More importantly, the ultimate
indicator of success and self-actualization of an individual is his/her expressed and shared goal
of transforming other people and the society as a whole.
This module comprised of four lessons
Lesson 3 Goal-setting and Success

Lesson 4 Failure
Lesson 5 The Need for Spirituality
Lesson 6 Reflection for the Course
1. Identify the factors that contribute to becoming the best you can become;
2. Describe the characteristics of one who has reached his/her peak of personal, social,
emotional, and spiritual development;
3. Apply the different ways toward achieving the peak of one’s development.
LESSON 1
Goal-Setting and Success
Success is defined as the state of accomplishment or achievement resulting from an
endeavor. To King (2004) success is relative, and the term means different things to various
people. For some, success means having material possessions like a car or a house. On the
other hand, some people think of success as having a good family life, a happy home, a feeling
of contentment or ease, or always being in love. He also believes that having positive feelings of
happiness, joy, love, peace of mind, self-respect, greatness, and freedom from worry, anxiety,
guilt or failure. He states that many people associate success with the acquisition or possession
of tangible or material things; but the very root of success is the positive feelings that come
with accomplishment and achievement.
King (2004) raises three important questions you can ask yourself to help you understand life
itself.

1. What is my life for? This question requires you to have a long and thorough look within
yourself, your abilities, your characteristics, your interests, and the like, as well as your
weaknesses.
2. What do I want to happen to my life? This question requires you to have a clear picture
of your goals-both short-range and long-range.
3. How can I achieve it? This question requires you to know how to accomplish your goals.
Do you have the resources and the support to achieve your goals?
King (2004) adds that there are specific goals which, when combined together, make one big
goal called success.
1. Mental/emotional success. Having a good grasp of your mind, feelings, and emotions
2. Spiritual success. Balancing the needs of the body and spirit.
3. Personal success. Overcoming a weakness or disability.
4. Career success. Accomplishing work objectives.
5. Financial success. Earning enough for one’s needs or more
6. Social success. Getting well along with and being held in respect by others
7. Physical success. Having a healthy and sound body
8. Family success. Maintaining harmony and achieving fulfillment as a family.
Some guidelines in setting specific goals are as follows (King, 2004)
1. Know the timeframe of your goals. Some goals can take a lifetime to achieve, but some
are intermediate or short-term, break long-range goals into smaller ones to make them
more achievable.
2. Set expressive goals. Be precise and make positive statements. Say, for example, “I will
speak well of my associates” rather than “I will avoid gossiping about my associates”
3. Prioritize your goals. When you have many goals, give each a priority number.
Prioritizing your goals will help you attain them more neatly and easily, rather than
dealing with all of them simultaneously.
4. Base your goals on performance, not just outcomes. Set goals which you have the
power and the ability to achieve.
5. Set specific goals. Be as specific as possible but not too detailed. For example, if your
goal is to avoid getting fat in the future, say, “I want to avoid getting too fat by
refraining from eating in between meals”
6. Make your goals realistic. Set goals that are based on your expectations, not those of
others.
7. Think beyond your goals. Think or visualize other things you want to achieve upon
accomplishing one goal.

LESSON 2
Failure
At some point your life, you may experience failure. It is the inability to achieve one’s goals.
It is said that an experience of failure makes one stronger, provided that he/she knows how to
apply the lessons gained from that episode. Thus, you should not avoid failure, rather, embrace
it and look at it as a learning experience. King (2004) provides guidelines on how to deal with
failure gracefully.
1. Zero in on failure. Separate the concepts of failing at a task and failing as a person.
Failure in one area does not make one a total failure. Keep it in its proper perspective
and context. It should be taken as part of life’s reality. For some, failure serves as a
motivation to work or strive harder.
2. Find out when you exactly went wrong. Study your limitations objectively. In
determining the problem, look at yourself first rather than at other people or what’s
wrong with the world. Strive to maintain objectivity in analyzing the cause/s of the
failure.
3. Change your attitude or mindset towards failure. He corresponding change in your
ideas about failure will follow. The experience should not be seen as a failure per se,
because there are many things both within and outside of your control that can explain
it.
4. Come up with a failure strategy. Do not expect failure, but be sure to anticipate courses
of action in case it happens.
5. Look for good alternatives to what you are not doing. In case you are not doing well
with your present position, you should have a fallback or an alternative in which you will
feel happier.
6. Make effective decisions to avoid repeating the same mistakes. Do not ask others to
make decisions for you. You may ask for comments and suggestions from them, but the
final decision rests on you.
7. Visualize the effects of your decision. Be realistic about what will happen after you
make a decision for you. You may ask for comments and suggestions from them, but the
final decision rests on you.
LESSON 3
The Need for Spirituality
Spirituality mostly refers to an individual practice related to a sense of peace and purpose. It
is also associated with the process of developing beliefs around the meaning of life. Most
people believe in a higher force-called God, Yahweh, Higher Being, etc.- but the fact remains
that when you are aware of that force, you realize that it is the main source of your inspiration
to excel or succeed. The vehicle for realizing this force is faith.

Faith is a firm belief or conviction not based on external evidence or proof. It is the confidence
on what you do not see, but rather feel. When you say you have faith, you acknowledge the
force that guides, motivates, and propels you to reach your goals. Faith energizes the mind and
the body as well as enables people to perceive possibilities, improve their powers of
discernment, and leads them to excel/ King (2004)
King (2004) and Gracian (2005) lay out some guidelines for spiritual success:
1. Minimize materialistic thoughts. Materialistic thoughts are associated with self-

centered perceptions like pride, power, fame, dominion. Many of these ideas dominate
because of the lack of faith.
2. Generate peaceful, serene thoughts. Regularly spend time each day in quiet moments
when you can feel and think more deeply about your mission in life.
3. Create a spiritual image. Project a happy image even without the trappings of material
things like a house or a car.
4. Face reality with faith. Facing especially your worst fears will enable you to cope better
with challenges and problems.
5. Live for a higher purpose. People need to earn money to eat and sustain the physical
selves, but it must always be remembered that the chief goal of life happiness.
6. Find a spiritual role model. Find people you look up with attributes that you idealize
and draw inspiration from them. Emulate a great person.
7. Think of your world as a battle between good and evil. Your life is meant to raise the
standard of goodness to a higher level.
8. Realize that your presence or influence will outlast your life. Death is a reality. How
would you want others to remember you? Is it through the good times and the good
things you did?
9. Emphasize rejoicing in life rather than surviving in life. The more meaning you see in
life, the easier you will find it good. This advice does not necessarily require one to be
very religious but just to believe that there is a plan, point, or purpose of life.
10. Read inspiring literature. Read stories of achievement, success, and faith. Watch
programs that teach life lessons.
The Role of Prayer: Communicating with the Source
The key to successful living is learning to communicate and to commune with the Source.
Praying or communing with the Higher Power is the highest form of channeling power to one’s
soul. In prayer, you recharge your body and feel relaxed. Think of prayer not as talking to God,
however you may conceive Him to be, but talking with God. It is a companionship, a walk in the
park, or watching the lovely sunset.
Reflection for the Course.
1. Make a list of what you want to achieve in life. What are your goals?
2. Classify each goal according to the eight specific successes by King.

3. Choose one goal. Come up with the steps on how you can attain that goal.
4. What personality traits of yours would most likely lead to the attainment of a goal.
Reference:
General Education, Understanding the Self by Dalisay G. Brawner and Analiza F. Arcega, C & E
Publishing, Inc. 2018

College of Hospitality and Tourism Management
1st Semester
A.Y. 2019 – 2020
PRELIMINARY EXAMINATION
THC6: Professional Development and Applied Ethics
(50.) Name: ______________________________Course, Yr. & Sec.: ___________Score: ______
Read the directions carefully. Write your answer only on the space provided. Erasures are
considered wrong.
I. MULTIPLE CHOICE: Choose the letter that corresponds the answer. (1pt each)
A. David Hume B. John Locke C. Rene Descartes
D. Immanuel Kant E. Plato F. Socrates
______ 1. Know yourself
______ 2. Respect for Self.
______ 3. Personal Identity.
______ 4. “I Think, therefore I am”
______ 5. The Ideal Self. The Perfect Self.
______ 6. The Self is the Bundle Theory of Mind.
______ 7. He believes that man has no “clear and intelligible" idea of the self.
______ 8. He states that the Virtue is the deepest and most basic propensity of man.
______ 9. He believes that man is the only creature who governs and directs himself and his actions.
______ 10. He believes that man was omniscient or all-knowing before he came to be born into this
world.

II. IDENTIFICATION. Identify what is being referred to. (1pt each)
11. _____________ means asking questions and finding out problems for oneself.
12. _____________is the behavior of not letting speed surpasses the desire for craftsmanship.
13. _____________means not giving up when the answer to a problem is not immediately known.
14. _____________uses descriptive terms to distinguish objects, and provide criteria for value judgments.
15. _____________are inquisitiveness, curiosity, and openness to beauty, intricacy, complexity, and
simplicity.
16. _____________refers to the awareness of how one is thinking or the knowledge of what is going
on in one’s head.
17. _____________are the senses of feeling, seeing, hearing, or even tasting utilized to solve problems
more effectively.
18. _____________is when one considers other points of view rather than running with the first thought
that comes to mind.
19. _____________refers to being able to look at situations, opportunities, problems, and relationships
with nonchalance and fun.
20. _____________involves planning, clarifying goals, exploring alternative strategies, and considering
consequences before one begins a task.
III. Matching Type. Match Column A to Column B. (1pt each)

A B
21. Psychoanalytic Theory of Self a. Superego
22. Psychosocial Development Theory b. Ego
23. The mouth becomes the part of the bod through which gratification is c. Id
secured. d. Genital
24. The child derives the feelings of pleasure or pain from defecating. e. Latency
25. The child gets curious about his/her genitals and becomes attached to f. Phallic
the parent of the opposite sex. g. Anal
26. Sexual motivations presumably recede in importance as the child h. Oral
becomes preoccupied with developing skills and other activities. i. Erik Erikson
27. Sexual motivations presumably recede in importance as the child j. Sigmund Freud
becomes preoccupied with developing skills and other activities. k. St. Agustine
28. Body’s primitive biological drives and urges which are concerned only
with achieving pleasure and self-satisfaction.
29. The “1” part of the individual that gives him/ her the sense of his/her
own identity.
30. The part of the personality concerned with morals, precepts, standards,
and ideas.

IV. Complete the table below.
Periods of Development
Development Stage Age
31. Conception to birth
Infancy 32.
33. End of the second week to end of the second year
Early Childhood or Preschool age 34.
35. Six to ten or twelve years
Puberty or Preadolescence 36.
37. Thirteen or fourteen to eighteen years
Early Adulthood 38.
39. 40.
41. 42.
V. ENUMERATION. Give what is being asked. (1pt each)

A.
43. 48.
44. 49.
45. 50.
46.
47.

1st Semester
A.Y. 2019 – 2020
MIDTERM EXAMINATION
Read the directions carefully. Write your answer only on the space provided. Erasures are
considered wrong.
VI. IDENTIFICATION (A) - Identify what is being referred to. Choose your answer from the
box (1pt each)
Kouyoumdjian Moral Negative Attitude Moral Cognition Love

Attraction Social Norms Positive Attitude Moral Behavior Lahey / Lahey
(2007)
Person Perception Dilemma Conformity Romantic Love Interaction
Social Psychology Familiarity Fatuous Love Norms Plotnik
Companionate Social Psychology Consummate Love Romantic or Affectionate or
Love Passionate Love Companionate Love
1. __________ = Passion + Intimacy

2. __________ = Passion + Commitment
3. __________ = Intimacy + Commitment
4. __________ is the study of social relationships or interactions
5. __________ is the tendency to behave like others in the group do.
6. __________ is to act according to one’s moral values and standards.
7. __________ is reflected in a happy, pleasant or optimistic disposition.
8. __________ is the strongest and fullest type of love (Sternberg, 1985).

9. __________ is associated with pessimism or a general feeling of dislike.
10. __________ are patterns or traits characterized as typical or usual for a group.
11. __________ is a problematic situation in which a difficult choice must be made.
12. __________ is the study of the brain’s role in moral judgment and decision-making.
13. __________ refer to spoken and unspoken rules for behaving in particular situations.
14. __________ is a special attachment one has for himself/herself or for somebody else.
15. __________ is related to the sense or a standard that determines what is right and what is wrong.
16. __________ includes an intermingling of different emotions: fear, anger, sexual desire, joy, and
jealousy.
17. __________ is the study of the effect of social factors on individual behavior, attitudes, perceptions,
and motives.
18. __________ defines Social Psychology as the branch of psychology that studies individuals as they
interact with others.
19. __________ refers to being comfortable with another person and is necessary condition for a close
relationship to develop.
20. __________ refers to the mutual and reciprocal exchange of communication or action between two or
more persons or groups.
21. __________ refers to forming impressions and making judgements about another person’s likability
after seeing or meeting him/her.
22.__________ is a type of love that occurs when someone has deep and caring affection for a person
and desires to have him/her near constantly.
22. __________ paves the way for enjoying the company and being comfortable with the other person,
and for feelings of ease and confidence.
23. __________ and 25.)___________ state that Social Psychology is a broad field whose goal is to
understand and explain how thoughts, feelings, perceptions, and behaviors are influenced by the
presence of, or interactions with, others.
VII. Classify what Parenting Style is being described in the following. Choose the letter that
corresponds your answer.
a. Authoritarian b. Authoritative c. Permissive
26. Support a give and take relationship;

27. They use reason rather than direct power
28. they use harsh discipline and punishment
29. Parents are supportive, loving, and committed
30. They are warm and supportive, but tend not to enforce rules.

31. Parents direct their children’s activities in a rational and intelligent way.
32. parents do not listen to the viewpoints of their children and may use force to ensure compliance.
33. Parents are less controlling and behave with an accepting and non-punishing attitude towards their
children’s desires, actions, and impulses.
34. parents do not communicate well with their children, and did not explain the rationale behind the
rules and the consequences of their actions.
35. parents attempt to shape, control, and evaluate the behavior and attitudes of their children in
accordance with an absolute set of conduct standards that usually comes from religious or respected
authorities.
VIII. Match Column A to Column B. Write your answer before each number.
A B
36. Face a mirror and smile. a. Smile to make yourself good.
37. If you feel tense in your arms, shake them. b. Smile to make others feel good.
38. Smiling opens up your connection with others. c. Get up and move.
39. After acknowledging your emotions, label them. d. Check in with your body.
40. Scan your body by feeling the tensions building up. e. Physically remove the tension.
41. Perform diaphragmatic or deep breathing by contracting your f. Breathe.
diaphragm. g. Talk to someone.
42. Learn to park your emotions to deal with at a later time, but do h. Disengage and re-engage
not avoid them. emotions.
43. You can often defuse a tense situation by acknowledging the i. Label your emotions.
feelings of others. j. Label emotions for others.
44. It is healthier to vent your anger and frustrations to a friend
rather to suppress them.
45. Exercise activates happy hormones that include endorphin,
dopamine, and serotonin, among others.
IX. TRUE OR FALSE –Write TRUE if the statement is correct; write FALSE if otherwise.
(1pt each)
Some factors make conformity more likely to exist in a group (Lahey, 2009)
_____________ 46. The more people there are in a group, the less likely a member tends to conform.
_____________ 47. Conformity is highest when an individual faces a group in which all members
feel the different way about a topic, a problem, or an issue.
_____________ 48. Conformity occurs in all cultures. However, some cultures emphasize the
welfare of the individual; thus, people are less conforming.

_____________ 49. Others focus on collective welfare so people tend to be more conforming. A high
degree of conformity leads to faster accomplishment of a task or work.
_____________ 50. In the past, females were more likely to conform than males, but research has
shown that it is no longer the case (Eagly, 1978; Eagly & Johnson, 1990)
X. Determine if the behavior is appropriate (A) or inappropriate (I) in the given social
situation considering, societal, cultural, or institutional guidelines.
51. _______ Sharing stories with friends in the library

52. _______ Laughing during a religious service
53. _______ Talking softly with family members at the dinner table
54. _______ Wearing the required uniform in the office
55. _______ Arguing loudly with an officemate
56. _______ Laughing loudly in the classroom
57. _______ While queuing, complaining that service is taking too long.
58. _______ Wearing short pants for an interview with an employer.
59. _______ Listening quietly during a piano recital
60. _______ Speaking in a modulated voice while attending a conference.
XI. Complete the table below.
Kohlberg’s Stages of Moral Reasoning

Level Stage Reason for Moral Behavior
61. 64.. To avoid pain, punishment, or getting
caught
65. To get rewards
62. 66. To gain acceptance and avoid
disapproval
67. To follow rules and avoid
disapproval
63. 68 To promote the welfare of society
69. To achieve justice and avoid self-
condemnation
70. To be true to universal principles and
feel oneself part of a cosmic
direction that transcends social
norms

1st Semester
A.Y. 2019 – 2020
PRE-FINALS EXAMINATION

Read the directions carefully. Write your answer only on the space
provided. Erasures are considered wrong.
XII. According to Maslow’s Hierarchy of Needs, categorize the
following to which stage of human need they fall into: (e.g. water
= a. Physiological Needs). Answer with letter only.
a. Physiological Needs
b. Safety and Security
c. Love and Belongingness
d. Esteem Needs
e. Self-Actualization Needs
1. Food
2. Sleep
3. Shelter
4. Morality
5. Intimacy
6. Property
7. Clothing
8. Approval
9. Friendship
10. Recognition
11. Competency
12. Achievement
13. Social stability
14. Meaning of life
15. Inner potential
16. Respect from others
17. Protection from harm
18. Health and well-being

19. Sense of connection with others
20. Realization of the purpose in life
XIII. According to Gardner’s theory of eight intelligences, categorize

the following to which kind of intelligence they fall into: (e.g.
water = a. Physiological Needs). Answer with letter only.
a. Verbal-linguistic intelligence.
b. Logical-mathematical intelligence
c. Spatial-visual intelligence
d. Bodily-kinesthetic intelligence
e. Musical-rhythmic intelligence
f. Interpersonal intelligence
g. Intrapersonal intelligence
h. Naturalist intelligence
21. Ability to interact subtly with living creatures.

22. The ability to handle the long chains of reasoning
23. Sensitivity to the differences among diverse species
24. It is characterized by the ability to understand oneself.
25. It refers to the ability to carry out mathematical operations.
26. It refers to the sensitivity to pitch, melody, rhythm, and tone.
27. The ability to produce and appreciate rhythm, pitch, and timbre.
28. The sensitivity and capacity to discern logical or numerical patterns
29. The knowledge of one’s own strength, weaknesses, desires, and

intelligences
30. It is characterized by the ability to think in words and use language
to express meaning.
31. People with this skill often work as architects, artists,
sailors/navigators, or sculptors.
32. People with this type of intelligence often work as teachers or mental
health professionals.

33. Most people with this skill become scientists, engineers, accountants
or mathematicians
34. People with musical intelligence usually end up as composers,
musicians, or sensitive listeners.
35. Most people with this type of intelligence includes surgeons, crafts
people, artisans, dancers, or athletes.
36. Usually, people with this kind of intelligence have occupations as
authors, journalists, speakers, or poets.
37. It is described as the ability to observe patterns in nature and

understand natural and human made systems.
38. The understanding of one’s feeling and the ability to discriminate
among them and draw upon them to guide behavior.
39. It is the ability to be physically adept at manipulating objects,

controlling one’s bodily movements, and handling objects
skillfully.
40. It refers to the ability to understand and interact effectively with
others, as well as the capacity to discern and respond
appropriately to the moods, temperaments, motivations, and
desires of others.
XIV. Determine if the statements relate to emotional quotient or

intellectual quotient by writing EQ or IQ on the space provided.
______ 1. People listen to each other in meetings

______ 2. An upset employee finds a compassionate ear
______ 3. I am able to memorize the colors of the rainbow.
______ 4. I ate three apples and two oranges. I ate five fruits all in all.
______ 5. My friend has a problem with her mother. She looks very sad.
______ 6. The first woman president of the Philippines is Corazon Aquino.

______ 7. Rey says he should be courteous so that other people will like him.
______ 8. I should control my anxiety so I will understand the lesson more
clearly.
______ 9. Monina is a very happy person. She must have come from a loving
family.
______ 10. All men 50 years old and above in Santo Domingo town are
strong. My father
is 52 years old and we live in Santo Domingo. Therefore, my father
is strong.


Tudy Guides: Baliwag Polytechnic College 1 Semester A.Y. 2020 - 2021

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Dalubhasaan Kong Mahal

5. Do not hesitate to keep an open communication with me through any available

Course Code UTS Page 1

Tentative Final Grade

Final Grade Midterm 50% + TFG 50%

Week 4 Module 4 Emotional Self (Achieving My Emotional Competencies)

Module 5 Social Self (Relating Harmoniously and Properly

Course Code UTS Page 2

Week 7 Module 6 Moral Self (Living with Purpose-Personal Value

Week 8 Module 7 Concept of Self (Understanding and Enhancing

Week 9 Module 8 Responsible Self (My Commitment to Lifelong Growth)

Week 10 Module 9 Assessing for Self-improvement (Directing My Destiny)

Week 11 & 12 Module 10 The Best of Me (Outstanding Awards Day)

Course Code UTS Page 3

This module is composed of three lessons

Lesson 1 The Philosophical View of Self

After studying this module, you should be able to:

• Explain the nature, concept, and meaning of the self

Course Code UTS Page 4

Socrates: Know Yourself

Plato: The Ideal Self, the Perfect Self

Immanuel Kant: Respect for Self

Course Code UTS Page 5

Rene Descartes: “I Think, therefore I am”

John Locke; Personal Identity

David Hume: The Self is the Bundle Theory of Mind

2. What aspect of yourself do you feel good about? Why?

3. What aspect of yourself do you believe you have to improve? Why?

Course Code UTS Page 6

The self as a Crown of Creation

The Psychological View of Self

Course Code UTS Page 7

3. Superego (conscience). It is the part of the personality concerned with

Freudian Stages of Psychosexual Development

4. Latency. From the age of 10 to 12 years, sexual motivations presumably recede in

Erik Erikson: The Psychosocial Stages of Self-Development

Course Code UTS Page 8

Course Code UTS Page 9

Course Code UTS Page 10

This module is comprised of three lessons

Lesson 1 The Young Me

After studying this module, you should be able to:

1. Fill out the chart below.

Course Code UTS Page 11

2. Analyze the chart by answering the following questions:

Course Code UTS Page 12

The Path Traveled by the Egg

When Sperm Enters the Female Body

3. The sperm has one goal:___________________________.

Course Code UTS Page 13

3. Only ______ sperm will enter and fertilize the egg.

4. Once inside the egg, the sperm undergoes a big change, it

5. The genetic material is released from the _____________________________.

6. Within _____ hours, the new cell begins to divide.

The embryo Develops into a Fetus

3. _____________________ The nose begins to make shape

Leg buds appear

The embryo is ¾ of an inch long.

Fingers are clearly seen

7. _______________________ The embryo is 2 ½ inches long

Course Code UTS Page 14

9. _______________________ Organs of senses are nearly formed.