Learning Module

on

GE 101
Understanding the Self

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Learning Module on GE 101: Understanding the Self
Name: _________________________________________________________
(Last name, First Name MI.)

Course, Year & Section: ___________________________________________

Address: _______________________________________________________

Contents

What is this Module About?

How do you Use this Module?
LESSON 1 –
LO1 –
CONTENTS –
ENGAGEMENTS –
ACTVITIES –
ASSESSMENTS

What is this Module all about?

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 1. Description of the course.

This course deals with the nature of identity, as well as the factors and
forces that affect the development and maintenance of personal identity. This course is
intended to facilitate the exploration of the issues and concerns regarding self and
identity to arrive at a better understanding of one ’s self. Its last purpose is to provide
information about personality development and personal and social behavior.

The major goals are to enhance students’ self-awareness and understanding and to
promote practical skills for effective personal and interpersonal functioning. It strives to
meet this goal by stressing the integration of the personal with the academic –
contextualizing matters discussed in the classroom and in the everyday experiences of
students – making for better learning, generating a new appreciation for the learning
process, and developing a more critical and reflective attitude while enabling them to
manage and improve their selves to attain a better quality of life.

2. Course learning outcomes.

At the end of the course, the students should be able to:

1. Define personality and understand its biological underpinnings;

2. Learn what attitude, ideology and values are;
3. Evaluate the causes of attitude change;
4. Appreciate the self and its processes;
5. Understand the process of social perception and cognition;
6. Explain how biology, culture, and interaction shape sex differences;
7. Realize how learning shapes behavior;
8. Understand how behavior is influence by the mere presence of others;
9. Learn about the biopsychology of emotion, stress and health

3. Lessons
Lesson 1 – Key Concepts of Personality
LO1. Define the key concepts of personality
LO2. Explain the different theories of personality
LO3. Identify the different personality disorders

Lesson 2 – The Self from Various Philosophical Perspectives

LO1. Discuss the different representations and conceptualizations of the self from various
disciplinal
LO2. Examine the different influences, factors and forces that shapes the self
LO3. Comp-are and contrast how the self how the self has been represented across the
different disciplines and perspective
Lesson 3 – The Self, Society and Culture
LO1. Discuss about the biological underpinnings of personality
LO2. Explain the relationship between and among the self, society, and culture;
LO3. Compare and contrast how the self can be influenced by the different institutions in the
society;

Lesson 4 – The Self as Cognitive Construct

LO1. . Describe how evolutionary psychology explains human tendencies
LO2. Identify the different ideas in psychology about the “self”;
LO3. Create your own definition of the “self” based on the definitions from psychology.

Lesson 5 – The Self in Western and Eastern Thoughts

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LO1. Differentiate the concept of self according to Western thought against Eastern/Oriental
perspectives.
LO2. Explain the concept of self as found in Asian thoughts
LO3. Create a representation of the Filipino self.

Lesson 6– The Physical and Sexual Self

LO1. Explain how hormones can influence behavior among women and men
LO2. Discuss the developmental aspect of the reproductive system.
LO3. Differentiate natural and artificial methods of contraception.

Lesson 7.- The Material Economic Self

LO1. Explain the association of self and possessions.
LO2. Identify the role of consumer culture to self and identity
LO3. Appraise one’s self based on the description of material self.

Lesson 8. - Supernaturals: Believe It or Not!

LO1. Identify various religious practices and beliefs.
LO2. Understand the self in relation with religious beliefs
LO3. Explain ways of finding the meaning of life.
Lesson 9- The Political Self and Being Filipino
LO1. Develop a Filipino identity
LO2. Identify different Filipino values and traits
LO3. Reflect on your selfhood in relation to your national identity.

Lesson 10.- The Digital Self

LO1. Identify impact of online interactions on the self
LO2. Define self and other in cyberspace.
LO3. Describe the influence of Internet on sexuality and gender.
LO4. Discuss the proper way of demonstrating values and attitudes online.

Lesson 11. - Learning to Be a Better Learner

LO1. Understand the theoretical underpinnings for how to manage and care for different
aspects of the self.
LO2. Enumerate various metacognition and studying techniques.
LO3. Identify the metacognitive techniques that you find most appropriate for yourself.

Lesson 12.- Setting Goals for Success

LO1. Identify the imortance of goals.
LO2. Acquire new skills and learnings for a better quality of life.
LO3. Use Bandura’s self-efficacy theory for self-assessment
LO4. Differentiate growth and fixed mindset by Dweck.
LO5. Design personal goals adapting Locke’s goal setting theory .
Lesson 13. - Less Stress, More Care
LO1. Explain the effects of stress to one’s health
LO2. Examine cultural dimension of stress and coping
LO3. Design a self-care plan.

How do This Module has 13 Lessons. Each Lesson has the

following:

you use
Performance Standard
Learning Outcome/s

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Materials /Resources
Definition of Terms
What Do You Already Know?
What Do You Need to Know?
How Much Have You Learned?
How Do You Apply What You Have Learned?
How Well Did You Perform?
What is your Score?
References
To get the most from this Module, you’ve got to do the following:
Begin by reading and understanding the Learning Outcome/s and Performance
Standard/s. These tell you what you should know and be able to do at the end of this
Module.
Do the required Learning Activities. It begins with one or more Information Sheets.
An Information Sheet contains important notes or basic information that you need to
know.
It is not enough that you acquire content or information. You must be able to
demonstrate what you learned by doing what the Activity / Operation /Job Sheet
directs you to do. In other words, you must be able to apply what you learned in real
life.
How well did you perform? Accomplish the Scoring Rubrics.

Each Lesson also provides you with references and definition of key terms for your guide.

They can be of great help. Use them fully.

If you have questions, don’t hesitate to ask your teacher for assistance

Email here
Punzalanliza00@gmail.com

Prepared by:

LIZA D. PUNZALAN, LPT

Instructor I

Checked by:

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Department Module Editing Committee

Approved by:

BIBIANA JOCELYN D. CUASAY, Ph.D.

Module Editing Chair

AQUILINO D. ARELLANO, Ph.D., Ed.D.

Vice President for Academic Affairs and Research

Noted by:

MARIO CARMELO A. PESA, CPA

College Administrator

Introduction
Understanding Self
Knowing oneself is critical to being an effective team member as well as being successful in
life, work, and relationships. Your personal identity influences everything you do, and it
changes and evolves over time.
The purpose of this module is to help you deepen your understanding and appreciation for
who you are as a person. You will explore how you see yourself through the lenses of
personal identity, your skills and talents, roles, values, personal core, and how you meet your

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psychological needs. You will also examine how you respond to the pressures of changes
and transitions in your life.
You will have an opportunity to examine how your personal identity has been shaped by a
variety of people and experiences. You will also have opportunities to think about and discuss
your values, interests, hopes for the future, as well as, your strengths and challenges. You will
learn about how your psychological needs are the primary source that motivates and drives
your behavior. You will also learn critical knowledge about change and how important it is in
today’s workplace to be adaptive and to embrace change as a personal and professional
growth experience.
You will be invited and encouraged to take risks, to step outside your comfort zone, and to
challenge your thinking and the thinking of others.

CHAPTER 1
DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL PERSPECTIVES ON SELF AND
IDENTITY

LESSON 1
Key Concepts of Personality

Activity
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Words That Describe Me

Circle the words that describe you. Add additional words.

Adaptive Self-Aware Tolerant

Dependable Intelligent Fearless

Compassionate Hard Worker Capable with Hands

Respectful Calm Humble

Energetic Eccentric Clever

Creative Confidant Thoughtful

Complex Realistic Cautious

Balanced Cooperative Shy

Quiet Attentive Picky

Other Words that describe you: ____________________________

____________________________

____________________________

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Personality

What Is Personality?

Personality refers to individual differences in characteristic patterns of thinking, feeling and

behaving. The study of personality focuses on two broad areas: One is understanding
individual differences in particular personality characteristics, such as sociability or irritability.
The other is understanding how the various parts of a person come together as a whole
The word personality itself stems from the Latin word persona, which refers to a theatrical
mask worn by performers in order to either project different roles or disguise their identities.

At its most basic, personality is the characteristic patterns of thoughts, feelings, and behaviors
that make a person unique. It is believed that personality arises from within the individual and
remains fairly consistent throughout life.

While there are many different definitions of personality, most focus on the pattern of
behaviors and characteristics that can help predict and explain a person's behavior.

Explanations for personality can focus on a variety of influences, ranging from genetic
explanations for personality traits to the role of the environment and experience in shaping an
individual's personality.

Characteristics of Personality
So what exactly makes up a personality? Traits and patterns of thought and emotion play
important roles as well as the following fundamental characteristics of personality:

 Consistency: There is generally a recognizable order and regularity to behaviors.

Essentially, people act in the same ways or similar ways in a variety of situations.
 Psychological and physiological: Personality is a psychological construct, but
research suggests that it is also influenced by biological processes and needs.
 Behaviors and actions: Personality not only influences how we move and respond in
our environment, but it also causes us to act in certain ways.
 Multiple expressions: Personality is displayed in more than just behavior. It can also
be seen in our thoughts, feelings, close relationships, and other social interactions.

The "Big Five" Personality Traits

How Personality Develops
There are a number of theories about how personality develops, and different schools of
thought in psychology influence many of these theories. Some of these major perspectives on
personality include the following.
Type Theories
Type theories are the early perspectives on personality. These theories suggested that there
are a limited number of "personality types" that are related to biological influences, including:

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  Type A: perfectionist, impatient, competitive, work-obsessed, achievement-oriented,
aggressive, stressed
 Type B: low stress, even-tempered, flexible, creative, adaptable to change, patient,
tendency to procrastinate
 Type C: highly conscientious, perfectionists, struggle to reveal emotions (positive and
negative)
 Type D: feelings of worry, sadness, irritability, pessimistic outlook, negative self-talk,
avoidance of social situations, lack of self-confidence, fear of rejection, appearing
gloomy, hopelessness

Trait Theories

Trait theories tend to view personality as the result of internal characteristics that are

genetically based and include:

 Agreeable: cares about others, feels empathy, enjoys helping others

 Conscientiousness: high levels of thoughtfulness, good impulse control, goal-directed
behaviors
 Eager-to-please: accommodating, passive, and conforming
 Extraversion: excitability, sociability, talkativeness, assertiveness, and high amounts
of emotional expressiveness
 Introversion: quiet, reserved
 Neuroticism: experiences stress and dramatic shifts in mood, feels anxious, worries
about different things, gets upset easily, struggles to bounce back after stressful events
 Openness: very creative, open to trying new things, focuses on tackling new
challenges

Theories of Personality

From Aristotle to Sigmund Freud and Abraham Maslow, countless theories and concepts for
understanding personality have been proposed. Throughout history, these and other great
minds sought to answer questions not only about what personality is and how best to
describe it, but also what causes personality differences, including those that make people
more or less functional and resilient.
Some theories are still being tested, while others have fallen out of favor. Some compete
while others complement one another. A look at some major ideas in personality psychology,
both historical and recent, offers a sense of the many ways to think and talk about this
complex subject.

Five-Factor Theory: Personality Is Based on Biology

Using the Big Five traits (or five-factor model) as a foundation, Five-Factor Theory proposes
that the development of common personality traits is largely determined by biological factors,
especially genetics. This view was inspired in part by research indicating that ratings on
measures of personality are influenced by one’s genes and that other, non-genetic
developmental factors (such as adoptive parents) seem to play a surprisingly small role.
The theory’s creators distinguish enduring personality traits from “characteristic adaptations,”
such as attitudes or strivings, that are shaped by one’s innate disposition as well as external
forces.

Who created Five-Factor Theory?

The theory was first proposed in the 1990s by psychologists Robert McCrae and Paul Costa
Jr. McCrae and Costa also created the NEO Personality Inventory in the 1970s

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What is the difference between Five-Factor Theory and the Five-Factor Model?
Though they have similar names, the model (which is embraced by many researchers) is a
way of describing how personality traits are organized—that is, into the Big Five personality
dimensions. The theory is a way of explaining how personality traits develop and change. 

Social Investment Theory: Biology and Experience Shape Personality

While personality traits are clearly related to genetics, one’s inheritance does not account for
all personality differences. The environmental influences shared by siblings, such as a certain
kind of parenting or childhood household, appear to play a minor part. Other factors,
potentially many, must be at work.
One view, sometimes called Social Investment Theory, proposes that individuals’ personal
investment in new social roles, such as by becoming a spouse or starting a job, helps explain
personality development and change over time. In new roles, people are exposed to costs
and benefits of behaving in certain ways, potentially shifting a person’s way of being over time
—even given that the person’s personality is influenced by genetics.

Who created Social Investment Theory?

Multiple researchers have helped develop it. One proponent is psychologist Brent Roberts,
who with colleagues in the ’00s, wrote about a “social investment principle." (They have also
called their concept the Neo-Socioanalytic Model.)
What kinds of social roles might lead to personality change?
In a new job, one may be rewarded for being punctual and putting in work to complete tasks,
or incentivized to get along with others. Interpersonal or familial roles, such as being in a new
relationship, may also affect personality traits.
Can personality lead us to pick certain roles?
Cognitive-Affective Theory: Personality and Situations
Even someone who shows certain tendencies—to act aggressively or passively compared to
others, for example—won’t necessarily behave the same way in every situation or kind of
social interaction. (The authority of the person one confronts, or whether one is in public, may
make a difference.) Some personality theorists have sought to weave situational factors into
how personality is conceived.
In one theory, the cognitive-affective personality system (CAPS), “cognitive-affective
mediating units” are thought to interact with each other and with the characteristics of different
situations to produce the patterns of behavior that distinguish individuals. These “units” may
include psychological factors such as an individuals’ expectations and beliefs, goals and
values, and emotional responses.
Who proposed the cognitive-affective personality system (CAPS)?
CAPS was developed by psychologists Walter Mischel and Yuichi Shoda in the 1990s. They
sought to resolve an apparent conflict between findings of both a level of consistency in
individual characteristics and variability in behavior across different situations.
Does the impact of situations mean that traits aren’t real?
No. A person may be more aggressive, reserved, or energetic in some situations and less so
in others. But across many different situations, the person may still tend to be, generally
speaking, more or less aggressive, reserved, or energetic than other people are.

Narrative Identity: Personality as a Story

While traits are widely accepted as fundamental to personality, theorists often combine them
with other elements as part of a multi-level view. Narrative identity is one of these elements.
In short, some propose that the particular narrative details of a person’s important life
experiences—and how the person relates them to each other and derives meaning from them
—fills out the complex portrait of who one is compared to others. While each person’s self-

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composed life story contains countless pieces of information, researchers have tried to
identify common factors that differentiate these narratives.

Who developed the concept of narrative identity?

The psychologist most associated with narrative identity is Dan McAdams. In the 1990s, he
developed a view of personality in which three levels coexisted: dispositional traits relevant to
general tendencies; how one deals with challenges and tasks in specific contexts; and an
identity based on stories about the self.
What are some of the factors that distinguish people’s life stories?
In a recent study, proponents of the narrative identity view offered evidence for a tentative
“Big Three” factors: autobiographical reasoning, or change in one’s understanding of one’s
self or past; structural aspects, including overall coherence of the life story; and motivational
and affective themes, encompassing aspects like positive or negativity and sense of agency.
Psychodynamic Theories: Personality, Inner Conflicts, and Early Life
In contrast to modern trait theories, those rooted in psychoanalytic ideas have tended to
emphasize the potential role of early development in shaping personality. Sigmund Freud, the
father of psychoanalysis, described personality, in part, as comprising three components: the
instinct-driven “id,” the morality-bound “super-ego,” and the relatively temperate “ego.” The
interactions between these elements were proposed to help explain an individual’s behavior.
He also believed that childhood experiences have a major impact on a person’s personality.
Many theorists who followed Freud (and whose thinking is often described using the term
psychodynamic rather than psychoanalytic) refined or branched out from his ideas. One of
them was Carl Jung, who proposed psychological “types” that inspired the popular test known
as the Myers-Briggs Type Indicator.

Are psychoanalytic theories of personality still used?

While they have influenced popular understanding of personality, they generally lack the
empirical support of contemporary theories and do not have a central place in current
personality science. However, some researchers continue to work in areas informed by
psychodynamic ideas—such as those who study attachment orientation and the extent to
which it relates to childhood.
What are some factors that Freud thought affected personality?
Traumatic events or internal conflicts during early development were proposed as influences
on personality. Identification, or adopting characteristics of someone else in one’s life, was
another factor thought to play a role.
How did Freud’s followers differ from his view of personality?
Humanistic Theories: Personality and Human Potential
Humanistic psychology, developed in the mid-20th century by figures such as Abraham
Maslow and Carl Rogers, focused the spotlight on individuals and their positive qualities,
including their drive to achieve their full potential.
Maslow is famously known for his hierarchy of needs, with basic needs, such as nourishment
and safety, toward the bottom, and self-actualization at the top. He argued that people who
reach self-actualization—activating their self-perceived human potential, exhibit what he
called a “coherent personality syndrome.” Rogers framed a healthy personality as the result of
a match between one’s perceived self and the self one should be.

What traits did Maslow believe self-actualizers have?

Among other characteristics, Maslow proposed that self-actualized people tended to be
creative, compassionate, realistic, and drawn to helping others. As he described it, self-
actualization is a relatively rare achievement—he cited historical figures such as Lincoln and
Einstein as examples of self-actualized people.
Activity

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A Portrait of Yourself

• The best thing(s) I ever did was (were)

_______________________________________

• I wish I could lose my fear of

_______________________________________________

• I know I have the talent to

_________________________________________________

• I enjoy people who

_______________________________________________________

• I admire
________________________________________________________________

• I feel most productive when

________________________________________________

• I am motivated by
________________________________________________________

• I almost never
___________________________________________________________

• My idea of fun is
_________________________________________________________

• Work is exciting when

_____________________________________________________

• The best advice I ever got was

______________________________________________

• The thing I value most is

___________________________________________________

• If money were no object, I would

____________________________________________

• It is easy for me to focus on

________________________________________________

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 • My idea of a perfect life is
__________________________________________________

• My best days are

_________________________________________________________

• My dream is
_____________________________________________________________

• I always wanted to
________________________________________________________

• I look forward to
_________________________________________________________

• I spent too much time

_____________________________________________________

• The thing my friends like about me is

_________________________________________

• When I try to change something

_____________________________________________

• In a group I like to
________________________________________________________

• If I ever win a prize it will be for

______________________________________________

What are Personality Disorders?

Personality is the way of thinking, feeling and behaving that makes a person different from
other people. An individual’s personality is influenced by experiences, environment
(surroundings, life situations) and inherited characteristics. A person’s personality typically
stays the same over time. A personality disorder is a way of thinking, feeling and behaving
that deviates from the expectations of the culture, causes distress or problems functioning,
and lasts over time.1
There are 10 specific types of personality disorders. Personality disorders are long-term
patterns of behavior and inner experiences that differs significantly from what is expected.
The pattern of experience and behavior begins by late adolescence or early adulthood and
causes distress or problems in functioning. Without treatment, personality disorders can be
long-lasting. Personality disorders affect at least two of these areas:

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 • Way of thinking about oneself and others
• Way of responding emotionally
• Way of relating to other people
• Way of controlling one’s behavior

Types of Personality Disorders

1. Antisocial personality disorder: a pattern of disregarding or violating the rights of

others. A person with antisocial personality disorder may not conform to social norms, may
repeatedly lie or deceive others, or may act impulsively.
2. Avoidant personality disorder: a pattern of extreme shyness, feelings of inadequacy
and extreme sensitivity to criticism. People with avoidant personality disorder may be
unwilling to get involved with people unless they are certain of being liked, be preoccupied
with being criticized or rejected, or may view themselves as not being good enough or socially
inept.
3. Borderline personality disorder: a pattern of instability in personal relationships,
intense emotions, poor self-image and impulsivity. A person with borderline personality
disorder may go to great lengths to avoid being abandoned, have repeated suicide attempts,
display inappropriate intense anger or have ongoing feelings of emptiness.
4. Dependent personality disorder: a pattern of needing to be taken care of and
submissive and clingy behavior. People with dependent personality disorder may have
difficulty making daily decisions without reassurance from others or may feel uncomfortable or
helpless when alone because of fear of inability to take care of themselves.
5. Histrionic personality disorder: a pattern of excessive emotion and attention
seeking. People with histrionic personality disorder may be uncomfortable when they are not
the center of attention, may use physical appearance to draw attention to themselves or have
rapidly shifting or exaggerated emotions.
6. Narcissistic personality disorder: a pattern of need for admiration and lack of
empathy for others. A person with narcissistic personality disorder may have a grandiose
sense of self-importance, a sense of entitlement, take advantage of others or lack empathy.
7. Obsessive-compulsive personality disorder: a pattern of preoccupation with
orderliness, perfection and control. A person with obsessive-compulsive personality disorder
may be overly focused on details or schedules, may work excessively not allowing time for
leisure or friends, or may be inflexible in their morality and values. (This is NOT the same
as obsessive compulsive disorder.)
8. Paranoid personality disorder: a pattern of being suspicious of others and seeing
them as mean or spiteful. People with paranoid personality disorder often assume people will
harm or deceive them and don’t confide in others or become close to them.
9. Schizoid personality disorder: being detached from social relationships and
expressing little emotion. A person with schizoid personality disorder typically does not seek
close relationships, chooses to be alone and seems to not care about praise or criticism from
others.
10. Schizotypal personality disorder: a pattern of being very uncomfortable in close
relationships, having distorted thinking and eccentric behavior. A person with schizotypal
personality disorder may have odd beliefs or odd or peculiar behavior or speech or may have
excessive social anxiety.

Diagnosis of a personality disorder requires a mental health professional looking at long-term

patterns of functioning and symptoms. Diagnosis is typically made in individuals 18 or older.
People under 18 are typically not diagnosed with personality disorders because their
personalities are still developing. Some people with personality disorders may not recognize a
problem. Also, people may have more than one personality disorder. An estimated 9 percent
of U.S. adults have at least one personality disorder.

Treatment
Certain types of psychotherapy are effective for treating personality disorders. During
psychotherapy, an individual can gain insight and knowledge about the disorder and what is
contributing to symptoms, and can talk about thoughts, feelings and behaviors.
Psychotherapy can help a person understand the effects of their behavior on others and learn
to manage or cope with symptoms and to reduce behaviors causing problems with functioning

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and relationships. The type of treatment will depend on the specific personality disorder, how
severe it is, and the individual’s circumstances.
Commonly used types of psychotherapy include:

1. Psychoanalytic/psychodynamic therapy
2. Dialectical behavior therapy
3. Cognitive behavioral therapy
4. Group therapy
5. Psychoeducation (teaching the individual and family members about the illness,
treatment and ways of coping)

There are no medications specifically to treat personality disorders. However, medication,

such as antidepressants, anti-anxiety medication or mood stabilizing medication, may be
helpful in treating some symptoms. More severe or long lasting symptoms may require a team
approach involving a primary care doctor, a psychiatrist, a psychologist, social worker and
family members.
In addition to actively participating in a treatment plan, some self-care and coping strategies
can be helpful for people with personality disorders.

 Learn about the condition. Knowledge and understanding can help empower

and motivate.
 Get active. Physical activity and exercise can help manage many symptoms,
such as depression, stress and anxiety.
 Avoid drugs and alcohol. Alcohol and illegal drugs can worsen symptoms or
interact with medications.
 Get routine medical care. Don’t neglect checkups or regular care from your
family doctor.
 Join a support group of others with personality disorders.
 Write in a journal to express your emotions.
 Try relaxation and stress management techniques such as yoga and
meditation.
 Stay connected with family and friends; avoid becoming isolated.

Family members can be important in an individual’s recovery and can work with the
individual’s health care provider on the most effective ways to help and support. But having a
family member with a personality disorder can also be distressing and stressful. Family
members may benefit from talking with a mental health provider who can provide help coping
with difficulties.

Assessment

Success Stories

Think about and write three of your success stories. Using cellphone or camera create video
sharing why these success stories important to you. Send the video on your group chat.

1. _________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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 2. __________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. __________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Evaluation
Two-Minute Speeches
Prepare a two-minute speech about yourself describing the essence of your personal identity,
“Who are you?” You can choose to share a personal story or an interesting experience.
You can talk about your family and career, or your goals and dreams. Record your speech
using videocam or cellphone. Share your story on your group chat you can also share on
your facebook or instagram

Lesson 2 – The Self from Various Philosophical Perspectives

ACTIVITY
Answer the following questions about your self as fully and precisely as you can.
1. How would you characterize your self?
2. What makes you stand out from the rest? What makes your self special?
3. How has your self transformed itself?
4. How is your self connected to your body?
5. How is your self related to other selves?
6. What will happen to your self after you die?

ANALYSIS

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Were you able to answer the questions on the previous slide with ease? Why? Which
questions did you find easiest to answer? Which ones are difficult? Why?

Can one truly know the self? Do you want to know about self?

ABSTRACTION

• Socrates and Plato

- Socrates was the first philosopher who ever engaged in a systematic questioning
about the self; the true task of the philosopher is to know oneself.
- For Socrates, every man is composed of body and soul; all individuals have an
imperfect, impermanent aspect to him, and the body, while maintaining that there is
also a soul that is perfect and permanent.
- Plato supported the idea that man is a dual nature of body and soul.
- Plato added that there are three components of the soul: the rational soul, the spirited
soul, and the appetitive soul.

• Augustine and Thomas Aquinas

- Augustine agreed that man is of a bifurcated nature; the body is bound to die on earth
and the soul is to anticipate living eternally in a realm of spiritual bliss in communion
with God.
- The body can only thrive in the imperfect, physical reality that is the world, whereas the
soul can also stay after death in an eternal realm with the all-transcendent God.
- Aquinas said that indeed, man is composed of two parts: matter and form. Matter, or
hyle in Greek, refers to the “common stuff that makes up everything in the universe.”
Man’s body is part of this matter. Form, on the other hand, or morphe in Greek refers
to the “essence of a substance or thing.”
- To Aquinas the soul is what animates the body; it is what makes us humans.

• Rene Descartes

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 - Conceived of the human person as having a body and a mind
- The body is nothing else but a machine that is attached to the mind. The human
person has it but it is not what makes man a man. If at all, that is the mind.
• David Hume
- The self is not an entity over and beyond the physical body.
- Men can only attain knowledge by experiencing.
- Self, according to Hume, is simply “a bundle or collection of different perceptions,
which succeed each other with an inconceivable rapidity, and are in a perpetual flux
and movement.”

• Immanuel Kant
- Things that men perceive around them are not just randomly infused into the human
person without an organizing principle that regulates the relationship of all these
impressions.
- There is necessarily a mind that organizes the impressions that men get from the
external world.
- Time and space are ideas that one cannot find in the world, but is built in our minds; he
calls these the apparatuses of the mind.
- The self is not just what gives one his personality; it is also the seat of knowledge
acquisition for all human persons.
• Gilbert Ryle
- Blatantly denying the concept of an internal, non-physical self; what truly matters is the
behavior that a person manifests in his day-to-day life.
- “Self” is not an entity one can locate and analyze but simply the convenient name that
people use to refer to all the behaviors that people make.
• Merleau-Ponty
- The mind and body are so intertwined that they cannot be separated from one another.
- One cannot find any experience that is not an embodied experience. All experience is
embodied; one’s body is his opening toward his existence to the world.
- The living body, his thoughts, emotions, and experiences are all one.
-
ASSESSMENT:
In your own words, state what “self” is for each of the philosophers enumerated below.
After doing so, explain how your concept of “self” is compatible with how they conceived of
the “self.”
1. Socrates
2. Plato
3. Augustine
4. Descartes
5. Hume
6. Kant
7. Ryle
8. Merleau-Ponty

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Lesson 3 – The Self, Society and Culture

ACTIVITY:

A. Paste a picture of you when you were in elementary, in high school, and now that you
are in college. Below the picture, list down your salient characteristics that you
remember.

B. After having examined your “self” in its different stages, fill out the table below:

ABSTRACTION
• What Is the Self?
The self, in contemporary literature and even common sense, is commonly defined by
the following characteristics:
- Separate means that the self is distinct from other selves. The self is always unique
and has its own identity.
- Self-contained and independent because in itself it can exist. Its distinctness allows it
to be self-contained with its own thoughts, characteristics, and volition.
- Consistency means that a particular self’s traits, characteristics, tendencies, and
potentialities are more or less the same.
- Unitary in that it is the center of all experiences and thoughts that run through a certain
person

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 - Private means that each person sorts out information, feelings and emotions, and
thought processes within the self. This whole process is never accessible to anyone
but the self.
• The Self and Culture
- According to Marcel Mauss, every self has two faces:
Moi refers to a person’s sense of who he is, his body, and his basic identity, his
biological givenness.
Personne is composed of the social concepts of what it means to be who he is.
- Language is another interesting aspect of this social constructivism; it is a salient part
of culture and ultimately, has a tremendous effect in our crafting of the self.
- If a self is born into a particular society or culture, the self will have to adjust according
to its exposure.
• The Self and the Development of the Social World
- More than his givenness (personality, tendencies, and propensities, among others),
one is believed to be in active participation in the shaping of the self.
- Men and women in their growth and development engage actively in the shaping of
the self.
- The unending terrain of metamorphosis of the self is mediated by language.
• Mead and Vygotsky
- For Mead and Vygotsky, the way that human persons develop is with the use of
language acquisition and interaction with others.
- Both Vygotsky and Mead treat the human mind as something that is made, constituted
through language as experienced in the external world and as encountered in dialogs
with others.
• Self in Families
- The kind of family that we are born in, the resources available to us (human, spiritual,
economic), and the kind of development that we will have will certainly affect us.
- Human beings are born virtually helpless and the dependency period of a human baby
to its parents for nurturing is relatively longer than most other animals.
- In trying to achieve the goal of becoming a fully realized human, a child enters a
system of relationships, most important of which is the family.
- Human persons learn the ways of living and therefore their selfhood by being in a
family. It is what a family initiates a person to become that serves as the basis for this
person’s progress.
• Gender and the Self
- Gender is one of those loci of the self that is subject to alteration, change, and
development.
- The sense of self that is being taught makes sure that an individual fits in a particular
environment, is dangerous and detrimental in the goal of truly finding one’s self, self-
determination, and growth of the self.
- It is important to give one the leeway to find, express, and live his identity.
- Gender has to be personally discovered and asserted and not dictated by culture and
the society.

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ASSESSMENT:
Answer the following questions cogently but honestly.
1. How would you describe your self?
2. What are the influences of family in your development as an individual?
3. Think of a time when you felt you were your “true self.” What made you think you were
truly who you are during this time of your life?
4. Following the question above, can you provide a time when you felt you were not living
your “true self”? Why did you have to live a life like that? What did you do about it?
5. What social pressures help shape your self? Would you have wanted it otherwise?
6. What aspects of your self do you think may be changed or you would like to change?

Lesson 4 – The Self as Cognitive Construct

ACTIVITY
• This activity has two parts that try to compare how we look at ourselves against how
people perceive us depending on how we present ourselves to them. For the first part,
list 10 to 15 qualities or things that you think define who you are around the human
figure representing you.
• For the second part, in the space below, write “I am ___________ (your name). Who
do you think I am based on what you see me do or hear me say?” Pass your paper
around for two to three minutes without looking who writes on it. As you fill out the
paper of your classmates, write briefly and only those that you observe about the
person. Do not use any bad words and do not write your name. After the allotted
period, pass all the paper to your teacher who will distribute them to the respective
owners.

ANALYSIS
• Compare what you wrote about yourself to those written by your classmates.
What aspects are similar and what are not? What aspects are always true to you?
What aspects are sometimes true or circumstantial? What aspects do you think are not
really part of your personality?

ABSTRACTION
- There are various definitions of the “self” and other similar or interchangeable concepts
in psychology.
- Other concepts similar to self are identity and self-concept:
Identity is composed of personal characteristics, social roles, and responsibilities, as
well as affiliations that define who one is.
Self-concept is what basically comes to your mind when you are asked about who you
are.
- Self, identity, and self-concept are not fixed in one time frame.
- Carl Rogers captured this idea in his concept of self-schema or our organized system
or collection of knowledge about who we are.
- Theories generally see the self and identity as mental constructs, created and
recreated in memory.

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- Freud saw the self, its mental processes, and one’s behavior as the results of the
interaction between the Id, the Ego, and the Superego.
- There are three reasons why self and identity are social products:
- We do not create ourselves out of nothing. Society helped in creating the
foundations of who we are.
- Whether we like to admit it or not, we actually need others to affirm and
reinforce who we think we are.
- What we think is important to us may also have been influenced by what is
important in our social or historical context.
- Social interaction and group affiliation are vital factors in creating our self-
concept especially in the aspect of providing us with our social identity;
- There are times when we are aware of our self-concepts; this is also called self-
awareness;
- Carver and Scheier identified two types of self that we can be aware of:
- the private self or your internal standards and private thoughts and feelings; and
- the public self or your public image commonly geared toward having a good
presentation of yourself to others.
- Self-awareness also presents us with at least three other self-schema:
- The “actual” self is who you are at the moment
- The “ideal” self is who you like to be
- The “ought” self is who you think you should be
- Self-awareness may be positive or negative depending on the circumstances
and our next course of action.
- Our group identity and self-awareness also has a great impact on our self-
esteem, defined as our own positive or negative perception or evaluation of
ourselves.

- One of the ways in which our social relationship affects our self-esteem is through
social comparison:
• The downward social comparison is the more common type of comparing
ourselves with others, by comparing ourselves with those who are worse off
than us.
• The upward social comparison which is comparing ourselves with those
who are better off than us.
- Social comparison also entails what is called self-evaluation maintenance theory,
which states that we can feel threatened when someone out-performs us,
especially when that person is close to us.
- In the attempt to increase or maintain self-esteem, some people become
narcissistic, a “trait characterized by overly high self-esteem, self-admiration, and
self-centeredness.”
- There is a thin line between high self-esteem and narcissism and there are a lot of
tests and measurements for self-esteem like the Rosenberg scale.
- Though self-esteem is a very important concept related to the self, studies have
shown that it only has a correlation, not causality, to positive outputs and outlook.
- Programs, activities, and parenting styles to boost self-esteem should only be for
rewarding good behavior and other achievements and not for the purpose of merely
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 trying to make children feel better about themselves or to appease them when they
get angry or sad.

ASSESSMENT :

• Do a research and list 10 things to boost your self-esteem or improve your self-
concept. Cite your sources.
• Analyze which of those tips are more likely to backfire and make someone
conceited or narcissistic and revise them to make the statements both helpful to the
individual as well as society in general.

Lesson 5 – The Self in Western and Eastern Thoughts

ACTIVITY:

Write top five differences between Western society and Eastern society, culture, and
individuals in the table below. Cite your sources.

ANALYSIS
Do you agree with the differentiation between the West and the East? Where can you
find the Philippines in the distinction? What are the factors that make the Philippines similar or
different from its Asian neighbors? Is there also a difference between regions or
ethnolinguistic groups in the Philippines?

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ABSTRACTION

Eastern thoughts:
- Sees the other person as part of yourself as well as the things you may create, a
drama in which everyone is interconnected with their specific roles
- Asian culture is called a collectivistic culture as the group and social relations that is
given more importance than individual needs and wants.

Western thoughts:
- Looks at the world in dualities wherein you are distinct from the other person, the
creator is separate from the object he created, in which the self is distinguished and
acknowledged
- The Western culture is what we would call an individualistic culture since their focus is
on the person.

• Confucianism
- A code of ethical conduct, of how one should properly act according to his/her
relationship with other people
- The identity and self-concept of the individual are interwoven with the identity and
status of his/her community or culture, sharing its pride as well as its failures.
- Self-cultivation is seen as the ultimate purpose of life.
- The cultivated self in Confucianism is what some scholars call a “subdued self”
wherein personal needs are repressed (subdued) for the good of many, making
Confucian society also hierarchal for the purpose of maintaining order and balance in
society.

• Taoism
- Living in the way of the Tao or the universe
- Rejects having one definition of what the Tao is
- Rejects the hierarchy and strictness brought by Confucianism and would prefer a
simple lifestyle and its teachings thus aim to describe how to attain that life
- The self is not just an extension of the family or the community; it is part of the
universe.

- The ideal self is selflessness but this is not forgetting about the self; it is living a
balanced life with society and nature, being open and accepting to change, forgetting
about prejudices and egocentric ideas and thinking about equality as well as
complementarity among humans as well as other beings.

• Buddhism
- The self is seen as an illusion, born out of ignorance, of trying to hold and control
things, or human-centered needs; thus, the self is also the source of all these
sufferings.
- To forget about the self, forget the cravings of the self, break the attachments you have
with the world, and to renounce the self which is the cause of all suffering and in doing
so, attain the state of Nirvana.

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 ASSESSMENT:
1. Create a representation, diagram, or concept map of the SELF according to Filipino
culture.

2. Provide a brief explanation of your output. You can also cite books and researches
about Filipino culture, self, and identity to further elaborate on the topic.

CHAPTER II
UNPACKING THE SELF

Lesson 6– The Physical and Sexual Self

ACTIVITY:
A. Complete the sentences below.
1. For me, beauty means _________________________________________________
2. A beautiful person is _________________________________________________
3. I am beautiful because
_________________________________________________
4. List down names of people you know who are beautiful.
_________________________________________________

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 B. Fill out the table below by listing the common secondary sexual male and female
characteristics.

ANALYSIS
1. When do we usually observe the changes listed on the previous slide for males and
females?
2. Were you able to experience the same changes? When?
3. If you were not able to experience the listed changes, what might have caused such
difference?
4. How does the society shape the sexual behavior of an individual?
5. Can we really change our natural or innate sexual organ and sexual response?

ABSTRACTION
- The gonads (reproductive glands that produce the gametes; testis or ovary) begin to
form until about the eighth week of embryonic development.
- During the early stages of human development, the embryonic reproductive structures
of males and females are alike and are said to be in the indifferent stage.
- The formation of male or female structures depends on the presence of testosterone.
- The embryonic testes release testosterone, and the formation of the duct system and
external genitalia follows.
- Female embryos that form ovaries will cause the development of the female ducts and
external genitalia since testosterone hormone is not produced.
- Any intervention with the normal pattern of sex hormone production in the embryo
results in strange abnormalities:
Pseudohermaphrodites are formed who are individuals having accessory
reproductive structures that do not “match” their gonads;
Hermaphrodites are individuals who possess both ovarian and testicular tissues but
this condition is rare in nature.

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 Puberty is the period of life when the reproductive organs grow to their adult size and
become functional under the influence of rising levels of gonadal hormones
(testosterone in males and estrogen in females).

Diseases Associated with the Reproductive System

In Females:
- Vaginal infections are more common in young and elderly women and in those whose
resistance to diseases is low.
- Vaginal infections that are left untreated may spread throughout the female
reproductive tract and may cause pelvic inflammatory disease and sterility.
- Escherichia coli which spread through the digestive tract; the sexually transmitted
microorganisms such as syphilis, gonorrhea, and herpes virus; and yeast (a type of
fungus)
- Painful or abnormal menses may also be due to infection or hormone imbalance.
- Tumors of the breast and cervix are the most common reproductive cancers in adult
females.

In Males:
- Common inflammatory conditions are prostatitis, urethritis, and epididymitis, all of
which may follow sexual contacts in which sexually transmitted disease (STD)
microorganisms are transmitted.
- Orchiditis, or inflammation of the testes, can cause sterility and most commonly
follows mumps in an adult male.
- Prostate cancer (a common sequel to prostatic hypertrophy) is a widespread problem
in adult males.
- Although aging men show a steady decline in testosterone secretion, their
reproductive capability seems unending.

• Erogenous Zones
- They refer to parts of the body that are primarily receptive and increase sexual
arousal when touched in a sexual manner.
- Commonly known erogenous zones are the mouth, breasts, genitals, and anus;
other common areas of the body that can be aroused easily may include the
neck, thighs, abdomen, and feet.

• Human Sexual Behavior

- It is defined as any activity—solitary, between two persons, or in a group—that
induces sexual arousal.
- There are two major factors that determine human sexual behavior: the
inherited sexual response patterns that have evolved as a means of ensuring
reproduction, and the degree of restraint or other types of influence exerted on
the individual by society in the expression of his/her sexuality.

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• Types of Behavior

1. Solitary Behavior
- Self-gratification means self-stimulation that leads to sexual arousal and
generally, sexual climax; most self-gratification takes place in private as
an end in itself.
- Self-gratification is most frequent among the unmarried; there are more
males who perform acts of self-gratification than females.
- It becomes less frequent or is abandoned when sociosexual activity is
available.
2. Sociosexual Behavior
- Heterosexual behavior is the greatest amount of sociosexual behavior
that occurs between only one male and one female.
- It usually begins in childhood and may be motivated by curiosity, such as
showing or examining genitalia.
- Physical contact involving necking or petting is considered as an
ingredient of the learning process.
- Petting differs from hugging, kissing, and generalized caresses of the
clothed body to practice involving stimulation of the genitals.
- Coitus, the insertion of the male reproductive structure into the female
reproductive organ, is viewed by society quite differently depending upon
the marital status of the individuals.

• Physiology of Human Sexual Response

1. Excitement phase. There is increase in pulse and blood pressure, and skin
temperature. Flushing and swelling of all distensible body parts are also
experienced. Symptoms of arousal eventually increase to a near maximal
physiological level that leads to the next stage.
2. Plateau phase. It is generally of brief duration. If stimulation is continued,
orgasm usually occurs.
3. Sexual climax. It is marked by a feeling of abrupt, intense pleasure.
4. Resolution phase. It is the last stage that refers to the return to a normal or
subnormal physiologic state.

• Nervous System Factors

1. The autonomic system is involved in controlling the involuntary responses.
2. The hypothalamus and the limbic system are the parts of the brain believed to
be responsible for regulating the sexual response.
3. The lower spinal cord leads to erection and ejaculation for male, and vaginal
discharges and lubrication for female when the genital and perineal areas are
stimulated.

• Sexual Problems
- Physiological problems. Diseases that are due to abnormal development of the
genitalia or that part of the neurophysiology controlling sexual response;
- Psychological problems. Caused by socially induced inhibitions, maladaptive attitudes,
ignorance, and sexual myths held by society;
- Premature emission of semen is a common problem, especially for young males;

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 - Erectile impotence is almost always of psychological origin in males under 40; in older
males, physical causes are more often involved;
- Ejaculatory impotence, which results from the inability to ejaculate in coitus, is
uncommon and is usually of psychogenic origin.
- Vaginismus is a strong spasm of the pelvic musculature constricting the female
reproductive organ so that penetration is painful or impossible.

• Sexually Transmitted Diseases

These are bacterial, viral, or parasitic infections transmitted from an infected person to an
uninfected person through sexual contact.
1. Chlamydia
2. Gonorrhea
3. Syphilis
4. Chancroid
5. Human Papillomavirus
6. Herpes Simplex Virus
7. Trichomonas Vaginalis

• Natural and Artificial Methods of Contraception

Natural Method
The natural family planning methods do not involve any chemical or foreign body introduction
into the human body.
a. Abstinence
b. Calendar Method
c. Basal Body Temperature
d. Cervical Mucus Method
e. Symptothermal Method
f. Ovulation Detection
g. Coitus Interruptus

Artificial Methods:
a. Oral Contraceptives
b. Transdermal Patch
c. Vaginal Ring
d. Subdermal Implants
e. Hormonal Injections
f. Intrauterine Device
g. Chemical Barriers
h. Diaphragm
i. Cervical Cap

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 j. Male Condoms
k. Female Condoms
l. Surgical Methods

ASSESSMENT:

1. Creative Work. Propose a program in school or community that will raise the
awareness of the students and to help eliminate sexually transmitted diseases
especially among the youth.

2. Agree or Disagree. Are you in favor of legalizing marriage among homosexuals and
transgenders? Why?

Lesson 7.- The Material Economic Self

ACTIVITY:
Debit Card Challenge
A very wealthy person gave you a debit card and told you to use it as much as
you want to make yourself happy. What are you going to do with it? Make a list of what you
want to have. Write as many as you want.

ANALYSIS
Answer the following questions:
1. How do you feel as you do the Debit Card Challenge?
2. Which among the items on your list you like the most? Why?
3. If ever you were given the chance in real life to have one among the list, which would
you choose? Why?
4. Does your choice differ from your answer in question number 2? Why or why not?
5. Let your classmate read your list. Ask him/her to give or write a quick impression of
yourself based on the list you showed him/her.
6. Is the quick impression of your classmate has some truth about who you are?

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ABSTRACTION
• Material Self
- William Jame, understanding the self can be examined through its different
components:
(1) its constituents; (2) the feelings and emotions they arouse—self-feelings; (3) the
actions to which they prompt—self-seeking and self-preservation
- The constituents of self are composed of the material self, the social self, the
spiritual self, and the pure ego.
- The material self, according to James primarily is about our bodies, clothes,
immediate family, and home.
- The more investment of self-given to the particular thing, the more we identify
ourselves to it. We also tended to collect and possess properties. The
collections in different degree of investment of self, becomes part of the self.
 We Are What We Have
- Russel Belk posits that “…we regard our possessions as part of ourselves. We
are what we have and what we posses.”
- As we grow older, putting importance to material possession decreases.
- Material possession gains higher value in our lifetime if we use material
possession to find happiness, associate these things with significant events,
accomplishments, and people in our lives.
- The possessions that we dearly have tell something about who we are, our self-
concept, our past, and even our future.

ASSESSMENT:
a. Debit Card Challenge List
1. Go back to your Debit Card Challenge List. Put a mark on the left side of each item
with the following categories:
B – if the item is related with your body
C – if the item is related with clothes
F – if the item is related or intended to your family
H – if the item is related with home
2. Answer the following questions:
• Which among the categories you have the most in your list?
• What do you think these things tell you about yourself?
3. Make a reflection paper about material self. You may use your answers from the above
questions in making your paper.
b. Collage Making
Create a collage of your treasured possessions including your current clothing
style. You may use symbols or pictures of your treasured possessions. Put a short
note why you treasure each item.
c. Research Paper
Make a research on the role of Filipino consumer culture to Filipino self and
identity.

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Lesson 8. - Supernaturals: Believe It or Not!

ACTIVITY
Art Recall
 Recall:
When was the first time you realized that there is a higher being than yourself? How
old were you then? What made you believe that there is a higher being?
 Draw:
Make a poster about the instance or situation that made you believe in the existence of
a higher being.
 Show:
Have a classroom Gallery Walk showcasing the posters you and your classmates have
made. Observe similarities and differences in each other’s experiences, expressed in the
artworks. Initiate discussions about beliefs on a higher being based on the showcased
posters.

ANALYSIS
 Buzz Group Sharing
In groups of three or five, answer the following questions:
1. From the posters you see, what commonalities and differences did you observe?
2. How do these experiences affect your belief on a higher being?
 Big Group Sharing
1. Share the summary of your discussion from the buzz group.
2. Discuss the following questions:
a. How is the belief on a higher being related to yourself?
b. Do you consider having a spiritual self? Why or why not?

ABSTRACTION

• Religion
1. A belief in anthropomorphic supernatural being, such as spirit and gods
2. A focus on the sacred supernatural, where sacred refers to a feeling of reverence and
awe
3. The presence of supernatural power or energy that is found on supernatural beings as
well as physical beings and objects
4. The performance of ritual activities that involves the manipulation of sacred object to
communicate to supernatural beings and/or to influence or control events
5. The articulation of worldview and moral codes through narratives and other means
6. Provide the creation and maintenance of social bonds and mechanism of social control
within a community

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 • Ritual
- Performance of ceremonial acts prescribed by a tradition or sacred law
- A specific, observable mode of behavior exhibited by all known societies; as a way of
defining or describing humans
- Ritual has the characteristics of:
1. A feeling or emotion of respect, awe, fascination, or dread in relation to the
sacred
2. Dependence upon a belief system that is usually expressed in the language of
myth
3. Is symbolic in relation to its reference

Some World Religious Beliefs and Practices

• Buddhism
Beliefs:
Life is not a bed of roses. Instead, there are suffering, pain, and frustration. This
reactive cycle can be broken through the practice of mediation, acquiring more wisdom and
deeper understanding, and acceptance of things as they are.

Customs and Practices:

Samatha is practiced as mindfulness of breathing and development of loving kindness;
Vipassana practices aim at developing insight into reality. Acquiring wisdom is by studying
Buddha’s teaching, the Dharma.
Buddhist celebrations are Parinirvana Day in February; Buddha Day (Wesak) in May;
Dharma Day in July; Padmasambhava Day in October; and Sangha Day in November.

• Christianity
Beliefs:
Christians believe in Trinitarian God, one God in three personas: God the Father
(Creator), God the Son (Savior), and God the Holy Spirit (Sustainer). Eternal life after death
will be achieved through faith in Jesus Christ. The Holy Bible is a selection of books, which is
divided into two ‒ the Old Testament and New Testament.
Customs and Practices:
The Sacrament of Baptism symbolizes the birth in Christian World. The Sacrament of
Communion is an act of remembrance of Jesus Christ’s sacrificial love.
Christmas and Resurrection (Easter) are the two major celebrations in Christianity.

• Hinduism
Beliefs:
Hindus believe that existence is a cycle of birth, death, and rebirth, governed by
Karma, a concept where the reincarnated life will depend on how the past life was spent.
Vedas are sacred scriptures of Hindus. Mahabharata and Ramayana are two other important
texts of the Hindus.
Customs and Practices:
Diwali is the Festival of Lights. Navrati is the festival of nine nights, which celebrate the
triumph of good over evil. Hindus have set dates to honor particular manifestations of God.

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 • Islam
Beliefs:
Islam means “willing submission to God.” Muslims believe in Allah, who is their “One
God”, in the unity and universality of God, that Mohammed is the last and final prophet sent
by God. The Holy Book of Islam is called the Quran.
Customs and Practices:
Muslims believe in the five pillars of Islam, which are the foundation of Muslim life:
1. Shahadah – statement of faith: “There is no God but the one true God and
Mohammed is his messenger.
2. Salat – the prayer that is practiced five times a day.
3. Zakat – the monetary offering for the benefit of the poor. It comprises the 2.5%
of a Muslim’s assets.
4. Hajj – the yearly pilgrimage to Mecca. Muslims who can afford are asked to do
the pilgrimage at least once in their lifetime.
5. Sawm – the fasting. Muslims do fasting, from food, drink, and sexual act, during
the celebration of Ramadan. Ramadan is the ninth month of the Islamic lunar
calendar. The fast is from dawn to sunset.
Eidul-Fitr is the celebration at the end of Ramadan, while Eidul-Adha is
celebrated within the completion of the Pilgrimage, the Hajj.

• Judaism
Beliefs:
The Jews believe in the God of Abraham, in the coming of Messiah, the Savior. The
sacred scripture of the Jews is called the Torah or the Law.
Customs and Practices:
There are five major festivals observed by the Jews:
1. Rosh Hashanah – the New Year
2. Yom Kippur – the Day of Atonement
3. Pesach – Passover
4. Shavuot – Pentecost
5. Sukkot – Tabernacles
The Jewish Sabbath begins on Friday evening at sunset and is an important time when
families gather for the Shabbat meal.

• Logotherapy
- A psychotherapy introduced by Dr. Viktor Frankl
- The main belief is that “man’s primary motivational force is search for meaning.”

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 - Aids individuals to find personal meaning of life, whatever life situation they
may be
- It uses the philosophy of optimism in the face of tragedy.
-
The Franklian Psychology has these basic concepts:
- Life has meaning under all circumstances.
- The main motivation for living is our will to find meaning in life.
- Freedom to find meaning

Franklian Psychology aims to:

1. Become aware of spiritual resources;
2. Make conscious spiritual resources; and
3. Use “defiant power of the human spirit” and stand up against adversity.

Logotherapy Assumptions
1. The human being is an entity consisting of body, mind, and spirit.
2. Life has meaning under all circumstances, even the most miserable.
3. People have a will to meaning.
4. People have freedom under all circumstances to activate the will to find
meaning.
5. Life has a demand quality to which people must respond if decisions are to be
meaningful.
6. The individual is unique.

Frankl’s Sources of Meaning

1. Purposeful Work. Each individual has his/her own future goal to achieve or a task to
perform; the meaning of life is unique to every individual.
2. Courage in the Face of Difficulty. To find meaning of life is to recognize suffering, pain,
and death as part of life and to have the courage to face these life difficulties.
3. Love. “The ultimate secret on the spiritual foundation of life is that love is salvation and
joy eternity.” The ultimate factor to find the meaning of life is love.

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 ASSESSMENT:

1. Video Clip. Make a video clip with reflection on any of the following topics:
a. Filipino rituals and ceremonies covering all regions of the Philippines
b. Filipino indigenous religious practices featuring five tribes from Luzon, Visayas,
or Mindanao
c. Modern day expression of spiritual being
Make sure to showcase the origin, meaning of each ritual and ceremony, and your
personal reflection.

2. Documentary. Make a documentary about a World War II Filipino survivor. Feature

the following:
- Life story during the war
- How he/she survived the war
- Description of his/her meaning of life
- Compare to Viktor Frankl’s sources of meaning
- Test logotherapy assumptions

3. Reflection Paper. Reflect on Viktor Frankl’s sources of the meaning of life.

Lesson 9- The Political Self and Being Filipino

Who Is a Filipino?
Cut out pictures or illustrations from magazines and newspapers that show what being
a Filipino is about. Paste them below.

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ANALYSIS
Answer the questions below in relation to what you have posted in the previous
activity.
1. How do the pictures remind you of your being a Filipino?
2. Are you proud of being a Filipino? Why and why not?
3. Imagine that you were of a different nationality. What would change in you aside
from your citizenship and origin?
4. How extensive are the effects of being Filipino in your selfhood?

ABSTRACTION

- The Philippines as we know it today has only emerged in the 1890s after over
three centuries of colonization of the Spaniards;
- Liberation from the last colonizers, the Japanese, only occurred in 1946.
- Foreign culture, beliefs, language, and religion have made a huge dent on our
own by setting a foundation to the contemporary Filipino identity and culture.

Who Is a Filipino?
- According to the 1987 Philippine Constitution, Filipino citizens are:
“…those whose fathers or mothers are citizens of the Philippines, those born before
January 17, 1973, of Filipino mothers, who elect Philippine citizenship upon reaching the age
of majority, and those who are naturalized in accordance with law.”
- Citizenship is not the only marker of being a Filipino; People who were born and
grew up in the same culture develop and share common personality traits and
values

Filipino Values and Traits

The Filipino Hospitality

Filipinos welcome their guests and tourists as if they are their own brothers and sisters. They
always make their guests feel at home, offering them something to eat, or even a place to
stay.
• Respect for Elders
- Filipinos greet their elders by kissing their hand while saying “Mano po!” and constantly
using “po” and “opo” in conversations.
- A wide array of references to elder people such as ate for older sister; kuya for older
brother; tito and tita for uncle and aunt; lolo and lola for grandfather and grandmother;
and manong and aling for older people outside the family.

• Close Family Ties

- Filipinos maintain a tight relationship with their families. They are fond of family
reunions during birthdays, holidays, or fiestas year-round.

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 - Some Filipino families even opt to live in a big house where everyone can stay
together. Nursing homes are almost always not an option for family members.

• Cheerful Personality
Filipinos smile when they are happy, or sometimes even when they are sad or angry. Smiling
has been a coping strategy for many Filipinos especially during trying times and calamities.

• Self-sacrifice
- Filipinos go out of their way to extend help to their friends, families, and loved ones.
- Overseas Filipino Workers (OFWs) sacrifice a lot. That is why they are regarded as
modern-day Filipino heroes.

• Bayanihan
It is the spirit of communal unity and cooperation of Filipinos. It is also about giving without
expecting something in return.

• “Bahala Na” Attitude

- It is the Filipino version of the famous line “Hakuna Matata,” meaning no worries.
- The phrase is said to have originated from “Bathala na,” where Bathala means God,
and the phrase meaning leaving everything into God’s hands.

Colonial Mentality
It is regarded as the lack of patriotism and the attitude where Filipinos favor foreign products
more than their own; but also the desire to look more foreign than local and keep up with
foreign beauty trends.

• “Mañana” Habit
Filipino term for procrastination; derived from a Filipino phrase called “Mamaya na” meaning
dawdling things, which could have been done at an earlier time.

• “Ningas Kugon”
- “Ningas” is a Filipino term for flame and “kugon” is a Filipino term for Cogon grass that
easily burns out after it is put into flames. It is the attitude of eagerly starting things but
quickly losing eagerness soon after experiencing difficulty.
• Pride
Most Filipinos hold on to their pride as if they are more precious than keeping a good
relationship with family and loved ones.
• Crab Mentality
It is a toxic trait among Filipinos where one resents the achievement of another, instead of
feeling happy for that person; just like crabs in a container, they pull each other down.
• Filipino Time
Filipinos have this common attitude of arriving late at commitments, dinner, or parties
especially if they are meeting someone close to them.

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 Filipino Markers
1. Proverbs or Salawikain
a. proverbs expressing a general attitude toward life and the laws that govern life
b. ethical proverbs recommending certain virtues and condemning certain vices
c. proverbs expressing a system of values
d. proverbs expressing general truths and observations about life and human
nature
e. humorous proverbs
f. miscellaneous proverbs

2. Superstitions
- Filipinos’ set of superstitions passed down from generation to generation
- Some of these may be influenced by beliefs from other cultures, but Filipinos
have retold these superstitions according to their own experiences.
3. Myths and Legends
- Due to the Philippines’s rich culture and history, numerous myths and legends
have sprung.
- These stories are aimed to explain the origin of things, at the same time, teach a
valuable lesson.
4. Heroes and Icons
- Heroes serve as a reminder of true patriotism and nationalism as they have
sacrificed their lives for the sake of their country’s freedom and progress.
- Famous Filipino icons such as Lea Salonga, Manny Pacquiao, and our very own
national hero, Jose Rizal, have made the Filipino name more pronounced
worldwide through their own expertise.
How to Be A Good Filipino
1. Be an active Filipino citizen.
2. Study the Philippine history.
3. Support local products.
4. Speak the Filipino language.
5. Do not spread fake news and be democratic in engaging with dissent.

ASSESSMENT:
1. Make an acrostic below which will describe you in relation to your being a Filipino.
F
I
L
I
P
I
N
O

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 2. Discuss how being a Filipino affects your “self.” How can becoming a better Filipino
influence your duty to becoming a better version of yourself.

Lesson 10.- The Digital Self

ACTIVITY
Three Facts, One Fiction

Construct four sentences that should start with “I am______________.” Three of the
four sentences should be true about yourself. You can talk about your characteristics,
strengths, weaknesses, accomplishments, personalities, and behavior. One statement should
be a lie—something that you just made up about yourself. Make the activity more fun by
making your classmates believe that the statement is true.
1. I am __________________________________________.
2. I am __________________________________________.
3. I am __________________________________________.
4. I am __________________________________________.

ANALYSIS

What have you learned from the activity? Did you learn something from your
classmates that you did not know before? What were the clues that helped you figure out
which statements were facts and fiction? Were your classmates able to discern easily the
facts and fiction about you? Why?

Applying the same activity in the virtual world or cyberworld, how do people portray
themselves online? What are the things that you would want to post/share online? What are
the things you want others to share online?

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ABSTRACTION
- More than half of the population worldwide now uses the Internet.
- Internet has already become an integral part of everyday life for most of the world’s
population. The Philippines is among one of the countries with the most active Internet
users.
- Online identity is actually the sum of all our characteristics and our interactions.
- Partial identity is a subset of characteristics that make up our identity.
- Persona is the partial identity we create that represents ourselves in a specific
situation.

• Selective Self-presentation and Impression Management

- Self-presentation is the “process of controlling how one is perceived by other people.”
- To construct positive images, individuals selectively provide information about them
and carefully cater this information in response to other’s feedback.
- Sharing ourselves is no longer new and has been practiced as soon as human beings
were formed.
- Digital devices help us share information broadly, more than ever before.
- We have entered an extraordinary era of self-portraiture. In older family albums, the
photographer was not often represented in the album, whereas with arm’s-length
photos, they are necessarily included (e.g., selfies and groupies).
- Conversion of private diaries into public revelations of inner secrets; the lack of privacy
in many aspects of social media make the users more vulnerable.
- Sharing the good things, the bad, embarrassing, and “sinful” things we experience; we
also react and comment on negative experiences of others; empathize with people;
argue with others online.
- Blogs and social media are the primary digital fora on which such confessions occur,
but they can also be found in photo- and video-sharing sites where blunders and bad
moments are also preserved and shared.
- We should have a filtering system to whatever information we share online, as well as
to what information we believe in, which are being shared or posted by others online.

• Gender and Sexuality Online

The terms “sex,” “gender,” and “sexuality” are often thought of as synonymous. They
are actually quite distinct:
- Sex is the biological state that corresponds to what we might call a “man” or a
“woman.” It is often explained as biological, fixed, and immutable. It is actually socially
constructed.
- Gender is the social understanding of how sex should be experienced and how sex
manifests in behavior, personality, preferences, capabilities, and so forth; as a
socioculturally specific set of norms that are mapped onto a category of “sex.”
- Sexuality is an individual expression and understanding of desire. While like gender,
this is often viewed as binary (homosexual or heterosexual), in reality, sexuality is often
experienced as fluid.

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 • Performing Gender Online
- Judith Butler conceptualized gender as a performance.
- Gender was performative, in that it is produced through millions of individual actions,
rather than something that comes naturally to men and women.
- The ability of users to self-consciously adapt and play with different gender identities
would reveal the choices involved in the production of gender, breaking down binaries,
and encouraging fluidity in sexuality and gender expression.
- Social media has been celebrated for facilitating greater cultural participation and
creativity;
- The emergence of a “free culture” where individuals are empowered to engage in
cultural production using raw materials, ranging from homemade videos to mainstream
television characters to create new culture, memes, and humor.
- While the number of male and female bloggers is roughly equivalent, they tend to blog
about different things;
- Although the technologies are the same, the norms and mores of the people using
them differ.

• Setting Boundaries to Your Online Self: Smart Sharing

Before posting or sharing anything online, consider the following:
- Is this post/story necessary?
- Is there a real benefit to this post? Is it funny, warm-hearted, teachable—or am I just
making noise online without purpose?
- Have we (as a family or parent/child) resolved this issue? An issue that is still being
worked out at home, or one that is either vulnerable or highly emotional, should not be
made public.
- Is it appropriate? Does it stay within the boundaries of our family values?
- Will this seem as funny in 5, 10, or 15 years? Or is this post better suited for sharing
with a small group of family members? Or maybe not at all?

• Rules to Follow
Here are additional guidelines for proper sharing of information and ethical use of the
Internet according to New (2014):
- Stick to safer sites.
- Guard your passwords.
- Limit what you share.
- Remember that anything you put online or post on a site is there forever, even if you
try to delete it.
- Do not be mean to or embarrass other people online.
- Always tell if you see strange or bad behavior online.
- Be choosy about your online friends.
- Be patient.

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ASSESSMENT:
1. Creative work. Form groups with three to four members. In an illustration board, make
a slogan or a poster about becoming a responsible Internet user. Use coloring
materials to improve your output. Share your output in class and record the
comments/reactions of your classmates.

2. Research work. Search from the library (books, journals, or websites) for the
guidelines used in identifying fake news. Share in class the result of your research
work and your own insights about fake news.

CHAPTER III
MANAGING AND CARING FOR THE SELF

Lesson 11. - Learning to Be a Better Learner

ACTIVITY

How Do You Think About Thinking?

Answer the Metacognitive Awareness Inventory (MAI) and evaluate yourself as a learner. A
copy of the MAI can also be downloaded from the following link:

https://www2.viu.ca/studentsuccessservices/learningstrategist/documents/Meta
cognitiveAwarenessInventory.pdf (accessed October 1, 2017).

ANALYSIS
Answer the questions below. Then write your answers in the space provided.
1. Do you agree with the results of your MAI? Why or why not?
2. Make a list of your “Top 5 Tips/Secrets for Studying” based on your personal
experiences/preferences. Share your answer in class.
3. Does your MAI result consistent with your personal Top 5 Tips/Secrets for Studying?

ABSTRACTION
• Metacognition
- Commonly defined as “thinking about thinking”
- It is the awareness of the scope and limitations of your current knowledge and skills.
- Enables the person to adapt their existing knowledge and skills to approach a learning
task, seeking for the optimum result of the learning experience
- Includes keeping one’s emotions and motivations while learning in check
- The goal of metacognition is for the student to be a self-regulated learner.

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 Metacognition basically has two aspects:
1. self-appraisal is your personal reflection on your knowledge and capabilities.
2. self-management is the mental process you employ using what you have in
planning and adapting to successfully learn or accomplish a certain task.
- Similar concepts:
1. metacognitive knowledge or what you know about how you think
2. metacognition regulation or how you adjust your thinking processes to help
you learn better

- Under metacognitive knowledge, there are several variables that affect how you know
or assess yourself as a thinker:
1. personal variable, which is your evaluation of your strengths and weaknesses
in learning
2. task variable, which is what you know or what you think about the nature of the
task, as well as what strategies the task requires
3. strategy variable refers to what strategies or skills you already have in dealing
with certain tasks.

- You must have an accurate self-assessment—you must be honest about what you
know and capable of in order to find ways to utilize your strengths and improve on your
weaknesses.
- The following are other skills that can help you in exercising metacognition:
• Knowing your limits. The scope and limitations of your resources so that you
can work with what you have at the moment and look for ways to cope with
other necessities
• Modifying your approach. The recognition that your strategy is not appropriate
with the task, to modify your strategy in comprehending your material
• Skimming. Browsing over a material and keeping an eye on keywords,
phrases, or sentences . It is also about knowing where to search for such key
terms.
• Rehearsing. It’s not just about repeatedly talking, writing, and/or doing what you
have learned, but also trying to make a personal interpretation or summary of
the learning experience.

• Self-Test. Trying to test your comprehension of your learning experience or the

skills you have acquired during learning.

- Other strategies that you need to develop include asking questions about your
methods, self-reflection, finding a mentor or support group if necessary, thinking out
loud (though you have to be considerate of others also when doing this), and
welcoming errors as learning experiences.

Other tips that you can use in studying are the following:
1. Make an outline of the things you want to learn, the things you are reading or
doing, and/or the things you remember.

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 2. Break down the task in smaller and more manageable details.
3. Integrate variation in your schedule and learning experience. Change reading
material every hour and do not put similar topics together.
4. Try to incubate your ideas.
5. Revise, summarize, and take down notes, then reread them to help you
minimize cramming in the last minute.
6. Engage what you have learned.

ASSESSMENT:
Scenario:
You are about to study for your final examinations and it is as if the universe conspired
for a heavy finals week, all your subjects provided at least three new reading materials and
topics one week (7 days) before the examination period.
Create a diagram or schedule using at least five of the metacognitive strategies, skills,
and studying techniques mentioned in this lesson on how you would prepare for the next
seven days before your final examinations.

Lesson 12.- Setting Goals for Success

ACTIVITY
On each designated box, draw your envisioned “Future Self.” Who would you be:
1. Five years from now

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2. 10 years from now

3. 25 years from now

ANALYSIS
Envisioned Self Plan
Answer the following questions.
1. Who are you or what would you become:
a. In five years?
b. In 10 years?
c. In 20 years?
2. What are your motivations for your envisioned self:
a. In five years
b. In 10 years?
c. In 20 years?

3. Outline your plans on how you will make your envisioned self into reality:
a. In five years
b. In 10 years
c. In 20 years
4. How do you feel after doing this exercise?
5. What is your perception on goal setting?

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ABSTRACTION
• Albert E. Bandura’s Self-efficacy
- The Bobo Doll Experiment:
Sample children were presented with new social models of violent and nonviolent
behavior toward an inflatable redounding Bobo doll.
Result were: The group of children who saw the violent behavior model became violent
to the doll, while the control group who was presented with the nonviolent behavior model
was rarely violent to the doll.
- This experiment has proven right the hypothesis that social modeling is a very effective
way of learning.
- Bandura’s social cognitive theory states that people are active participants in their
environment and are not simply shaped by that environment.

• Summary of Self-efficacy Theory:

- Distinguishes between expectations of efficacy and response-outcome expectancies:
Outcome expectancy is “a person’s estimate that a given behavior will lead to certain
outcomes.”
Efficacy expectation is “the conviction that one can successfully execute the behavior
required to produce the outcomes.”
- Outcome and efficacy expectations are differentiated because individuals can believe
that a particular course of action will produce certain outcomes.
- Self-efficacy typically comes into play when there is an actual or perceived threat to
one’s personal safety, or one’s ability to deal with potentially aversive events.
- Dr. Bandura defined self-efficacy as “people’s beliefs about their capabilities to
produce designated levels of performance that exercise influence over events that
affect their lives.”
- He identified acts of people with “high assurance in their capabilities,” such as:
- Approach difficult tasks as challenges to be mastered;
- Set challenging goals and maintain strong commitment to them;
- Heighten or sustain efforts in the face of failures or setbacks;
- Attribute failure to insufficient effort or deficient knowledge and skills which are
acquirable; and
- Approach threatening situations with assurance that they can exercise control
over them.
He identified acts of people with “high assurance in their capabilities,” such as:
1. approach difficult tasks as challenges to be mastered;
2. set challenging goals and maintain strong commitment to them;
3. heighten or sustain efforts in the face of failures or setbacks;
4. attribute failure to insufficient effort or deficient knowledge and skills which are
acquirable; and
5. approach threatening situations with assurance that they can exercise control over
them.

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 In contrast, people “who doubt their capabilities”:
1. shy away from tasks they view as personal threats;
2. have low aspirations and weak commitment to goals they choose to pursue;
3. dwell on personal deficiencies, obstacles they will encounter, and all kinds of
adverse outcomes, rather than concentrating on how to perform successfully;
4. slacken their efforts and give up quickly in the face of difficulties;
5. are slow to recover their sense of efficacy following failure or setbacks; and
6. fall easy victim to stress and depression.

Dr. Bandura described four main sources of influence by which a person’s self-efficacy
is developed and maintained. These are:
1. performance accomplishments or mastery experiences;
2. vicarious experiences;
3. verbal or social persuasion; and
4. physiological (somatic and emotional) states.

• Carol S. Dweck’s Fixed and Growth Mindset Theory

- Dr. Dweck described people with two types of mindset:
- People who believe that success is based on their innate abilities have a “fixed” theory
of intelligence, and goes under fixed mindset.
- People who believe that success is based on hardwork, learning, training, and
perseverance have growth theory of intelligence, which goes under growth mindset.
- Fixed-mindset individuals dread failure because it is a negative statement on their
basic abilities;
- Growth-mindset individuals do not mind or fear failure as much because they realize
their performance can be improved and learning comes from failure.
- Individuals may not necessarily be aware of their own mindset, but their mindset can
still be discerned based on their behavior.

• Edwin A. Locke’s Goal Setting Theory

- The basic contents of goal setting theory are summarized in terms of 14 categories of
findings:
1. The more difficult the goal, the greater the achievement.
2. The more specific or explicit the goal, the more precisely performance is
regulated.
3. Goals that are both specific and difficult lead to the highest performance.
4. Commitment to goals is most critical when goals are specific and difficult.
5. High commitment to goals is attained when:
a. the individual is convinced that the goal is important; and
b. the individual is convinced that the goal is attainable (or that, at least,
progress can be made toward it).

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There are many ways to convince a person that a goal is important:
• In most laboratory settings, it is quite sufficient to simply ask for compliance after
providing a plausible rationale for the study.
• In work situations, the supervisor or leader can use legitimate authority to get initial
commitment.
• Continued commitment might require additional incentives such as supportiveness,
recognition, and rewards.

Financial incentives may facilitate commitment and performance; participation by

subordinates in setting goals leads to higher commitment than curtly telling people what to do
with no explanation; self-set goals can be highly effective in gaining commitment.
Commitment can be enhanced by effective leadership. Relevant leadership techniques
include:
• providing and communicating an inspiring vision;
• acting as role model for the employees;
• expecting outstanding performance;
• promoting employees who embrace the vision and dismissing those who
reject it;
• delegating responsibility (“ownership”) for key tasks;
• goal setting itself can be delegated for capable, responsible employees;
• expressing (genuine) confidence in employee capabilities;
• enhancing capabilities through training; and
• asking for commitment in public.

6. In addition to having a direct effect on performance, self-efficacy influences:

a. the difficulty level of the goal chosen or accepted;
b. commitment to goals;
c. the response to negative feedback or failure; and
d. the choice of task strategies.
7. Goal setting is most effective when there is feedback that shows progress in relation to
the goal.
8. Goal setting (along with self-efficacy) mediates the effect of knowledge of past
performance on subsequent performance.
9. Goals affect performance by affecting the direction of action, the degree of effort
exerted, and the persistence of action over time.
10. Goals stimulate planning in general. Often, the planning quality is higher than that
which occurs without goals. When people possess task or goal-relevant plans as a
result of experience or training, they activate them automatically when confronted with
a performance goal. Newly learned plans or strategies are most likely to be utilized
under the stimulus of a specific, difficult goal.
11. When people strive for goals on complex tasks, they are least effective in discovering
suitable task strategies if:
1. they have no prior experience or training on the task;
2. there is high pressure to perform well; and
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 3. there is high time pressure (to perform well immediately).
12. Goals (including goal commitment), in combination with self-efficacy, mediate or
partially mediate the effects of several personality traits and incentives on
performance.
13. Goal-setting and goal-related mechanisms can be trained and/or adopted in the
absence of training for the purpose of self-regulation.
14. Goals serve as standards of self-satisfaction, with harder goals demanding higher
accomplishment in order to attain self-satisfaction than easy goals. Goals can also
be used to enhance task interest, reduce boredom, and promote goal clarity. When used to
punish or intimidate people, however, goals increase stress and anxiety.

ASSESSMENT:
1. Jack Canfield Quote Hunt. Using Canfield’s quote on success at the beginning of this
lesson, identify the elements of Bandura, Dweck, and Locke’s Theories. Give
explanation to your answer.
2. Self-efficacy Collage. Make a collage of your own perceived self-efficacy using Dr.
Albert Bandura’s four sources of influence for the development and maintenance of
self-efficacy.
3. Graphic Organizer. Make an artistic graphic organizer to differentiate fixed mindset
from growth mindset of Dr. Carol Dweck. Highlight the definition, description,
characteristics, examples of situations where each mindset are developed, and their
advantages and disadvantages.
4. Goal Setting Plan. Make a goal setting plan (short term for one semester only) based
on what you learned from Locke’s goal setting theory.
5. Dream Board. Make your dream board, five years after college graduation.

Lesson 13. - Less Stress, More Care

ACTIVITY
Self Stress Assessment
To handle life stress is to identify sources of life stress. Arizona State University
adopted “The Social Readjustment Scale” of T. H. Holmes and R. H. Rahe to come up with
the “College Student’s Stressful Event Checklist.” Use the Event Checklist to assess your
stress level as college student. Follow these instructions for your guidance:
1. Get a copy of the “College Student’s Stressful Event Checklist” from the Arizona State
University available through Research Gate. Use the link provided:
(https://www.researchgate.net/file.PostFileLoader. html?
id=57361005f7b67ee8fb041dc2&assetKey=AS%3A361336895 754242%401463160837813)
2. Answer the questionnaire honestly. To put the checklist in our context, change the third
item about “Divorce between parents,” to “Separation between parents.”

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 3. Write your score and its interpretation inside the box:

4. Circle all events you identified.

ANALYSIS
Have a discussion in the class with the following questions:
1. How do you feel while you were doing the checklist?
2. Is the result near to your present perceived stress level? How do you feel with
the result?
3. How do these identified life events affect your life now?
4. What is your reflection after sharing your answers with a classmate?
5. What is your perception about stress and self-care?

ABSTRACTION

• Stress and Human Response

- Selye hypothesized a general adaptation or stress syndrome. This general stress
syndrome affects the whole body. Stress always manifests itself by a syndrome, a sum
of changes, and not by simply one change.
- The general stress syndrome has three components:
1. The alarm stage
2. The stage of resistance
3. The exhaustion stage
- Stress diseases are maladies caused principally by errors in the body’s general
adaptation process.
- If stress is induced chronically, our defense response lowers its resistance since fewer
antibodies are produced and an inflammatory response dwindles.
- The stress response begins in the brain.
- When someone experiences a stressful event, the amygdala, an area of the brain that
contributes to emotional processing, sends a distress signal to the hypothalamus.
- The hypothalamus is a bit like a command center. This area of the brain communicates
with the rest of the body through the autonomic nervous system.

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 The autonomic nervous system has two components:
The sympathetic nervous system triggers the fight-or-flight response, providing the
body with a burst of energy so that it can respond to perceived dangers.
The parasympathetic nervous system promotes the “rest and digest” response that
calms the body down after the danger has passed.

• Techniques to Counter Chronic Stress

1. Relaxation response. These include deep abdominal breathing, focus on a
soothing word (such as peace or calm), visualization of tranquil scenes,
repetitive prayer, yoga, and tai chi.
2. Physical activity. People can use exercise to stifle the buildup of stress in
several ways. Exercise, such as taking a brisk walk shortly after feeling
stressed, not only deepens breathing but also helps relieve muscle tension.
3. Social support. Confidants, friends, acquaintances, co-workers, relatives,
spouses, and companions all provide a life-enhancing social net, and may
increase longevity.

• The Cultural Dimension of Stress and Coping

- a person’s internalized cultural values, beliefs, and norms affect the appraisal process
of stressors and the perceived appropriateness of coping responses;
- stress and coping are universal experiences faced by individuals regardless of culture,
ethnicity, and race;
- members of different cultures might consider and respond to stressors differently with
respect to coping goals, strategies, and outcomes.
- avoidance, withdrawal, and forbearance coping methods are common among Asians;
- spiritual, religious, and ritual based coping are common among African-Americans and
African-Canadians;
- spiritual and religious coping and coping through family support are common among
individuals of Latino/Latina backgrounds

• Self-care Therapy

1. Stop, breathe, and tell yourself: “This is hard and I will get through this one step at a
time.”
2. Acknowledge to yourself what you are feeling. All feelings are normal so accept
whatever you are feeling.
3. Find someone who listens and is accepting. You do not need advice. You need to be
heard.
4. Maintain your normal routine as much as possible
5. Allow plenty of time for a task.
6. Take good care of yourself. Remember to:
a. Get enough rest and sleep.
b. Eat regularly and make healthy choices.
c. Know your limits and when you need to let go.

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 d. Identify or create a nurturing place in your home.
e. Practice relaxation or meditation.
f. Escape for a while through meditation, reading a book, watching a movie, or
taking a short trip.

• Self-compassion Therapy
- Being warm and understanding toward ourselves when we suffer, fail, or feel
inadequate, rather than flagellating ourselves with self-criticism;
- Being imperfect and experiencing life difficulties is inevitable, so we soothe and nurture
ourselves when confronting our pain rather than getting angry when life falls short of
our ideals;
- Recognizes that life challenges and personal failures are part of being human, an
experience we all share. In this way, it helps us to feel less desolate and isolated when
we are in pain.

• Self-compassion Phrases
- This is a moment of suffering.
- Suffering is a part of life.
- May I be kind to myself.
- May I give myself the compassion I need.

The first phrase helps to mindfully open to the sting of emotional pain. The second
phrase reminds us that suffering unites all living beings and reduces the tendency to feel
ashamed and isolated when things go wrong in our lives. The third phrase begins the process
of responding with self-kindness rather than self-criticism. The final phrase reinforces the idea
that you both need and deserve compassion in difficult moments.
Other phrases that may feel more authentic in a given situation are: “May I accept
myself as I am,” “May I forgive myself,” or “May I learn to accept what I cannot change.”

• Self-compassion, Motivation, and Health

- Research supports the idea that self-compassion enhances motivation rather than self-
indulgence.
- Self-compassionate people aim just as high, but also recognize and accept that they
cannot always reach their goal.
- Self-compassionate people have been found to have less motivational anxiety and
engage in fewer self-handicapping behaviors such as procrastination than those who
lack self-compassion.
- Self-compassion was positively associated with mastery goals (the intrinsic motivation
to learn and grow) and negatively associated with performance goals (the desire to
enhance one’s self-image)
- Self-compassionate people are motivated to achieve, but for intrinsic reasons, not
because they want to garner social approval.

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 • Self-compassion versus Self-esteem

Self-compassion:
- Predicts greater happiness and optimism as well as less depression and anxiety when
controlling for self-esteem
- Are less focused on evaluating themselves, feeling superior to others, worrying about
whether or not others are evaluating them, defending their viewpoints, or angrily
reacting against those who disagree with them

Self-esteem :
- Robust association with narcissism
- Evaluation of superiority/inferiority that helps to establish social rank stability and is
related to alerting, energizing impulses and dopamine activation

• Self-compassionate Letter
1. Candidly describe a problem that tends to make you feel bad about yourself.
2. Next, think of an imaginary friend who is unconditionally accepting and compassionate.
3. Finally, write a letter to yourself from that perspective. What would your friend say
about your perceived problem? What words would he or she use to convey deep
compassion? How would your friend remind you that you are only human? If your
friend were to make any suggestions, how would they reflect unconditional
understanding?
4. When you are done writing, put the letter down for a while and come back to it later.
Then read the letter again, letting the words sink in, allowing yourself to be soothed
and comforted.

• Less Stress, Care More

We should be in control of the stress that confronts us every day. Otherwise, when we
are overwhelmed by stress, it can be detrimental to our health. Self-care and self-compassion
are two ways to positively confront stress. We should love and care for our self more and
more each day.

ASSESSMENT:

1. Reaction Paper. Make a reaction paper about the article “Stress and Filipino” by
Michael L. Tan from the Philippine Center for Investigative Journalism. (2006). The
article is available through this link: http://pcij.org/ stories/stress-and-the-filipino/. Use
the lesson on the social and cultural dimension of stress in making your reaction paper.

2. Self-Care Plan. Design for your self-care plan for the whole school year.

3. Reflection Paper. Make a self-compassionate letter and make a reflection paper

about it.

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 Learning Module
on

GE 101
Understanding the Self

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