Understanding The Self-Syllabus - OBE

Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Web: uep.edu.ph; Email: [email protected]
COLLEGE OF ARTS AND COMMUNICATION

SOCIAL SCIENCES DEPARTMENT
Syllabus in GEC 3 - Understanding the Self
1st Semester, SY 2019-2020
INSTITUTIONAL GRADUATE OUTCOMES:

UEP’s VISION:
Graduate of the University of Eastern Philippines should:
Academically competitive, research and development focused,
1. Exhibit proficiency in their chosen field of discipline through
public service-driven, economically sustainable state higher
their involvement in various types of employment.
education institution.
2. Utilize research methodologies that will allow them to
UEP’s MISSION: generate new knowledge and address problems and issues
and promote development.
To offer academic programs and services that will effectively
3. Values Philippine historical and cultural heritage.
transform individuals into productive citizens of the country and
4. Demonstrate global awareness through responsible global
accelerate the development of high-level professionals who will
citizenship.
provide leadership in meeting the demands of sustainable
5. Clearly communicate in several modes of delivery (oral,
development and challenges of a diverse and globalized society.
written and visual) in English and Filipino.
6. Manifest high degree of professionalism through observation
of ethical and professional behavior.
Effectivity Date: July 20, 2018 Document Code: UEP- T- 04ODFI-1-001 Page 1No:
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This document is a sole property of the UNIVERSITY OF EASTERN PHILIPPINES (UEP).
The original copy of this document is with the Documented Information Controller/Records Office.
Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
Course Title: UNDERSTANDING THE SELF

Course Code: GEC 3
Course Credits: Three (3) credit units
Contact hours/Week: 3 contact hours every week for a period of 18 weeks equivalent to 54 contact hours
Prerequisite: None
Course Placement: All Courses- Freshmen
Course Description: This course deals with the nature of identity; factors and forces that affect the development and maintenance of
personal identity. It is intended to facilitate the exploration of the issues and concerns regarding self and identity
to arrive at better understanding of one’s self. 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—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.
Course Learning Outcomes: At the end of this course, the students should be able to:
KNOWLEDGE
1. Understand the theoretical underpinnings for how to manage and care for different aspects of the self.
2. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives.
3. Examine the different influences, factors and forces that shape the self .
4. Compare and contrast how the self has been represented across different disciplines and perspectives.
5. Examine one’s self against the different aspects of self as discussed in class.
6. Identify the different forces and institutions that impact the development of various aspects of self and identity.
7. Explore the different aspects of self and identity.
SKILLS
1. Demonstrate critical, reflective thought in integrating the various aspects of self and identity.
2. Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self.
3. Apply these new skills to one’s self and functioning for a better quality of life.
ATTITUDE..
1. Acquire (integrate into a value system) and hone new skills and learning for better managing of one’s self and behaviors.
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COURSE OUTLINE AND TIMEFRAME

WEEK TOPIC
1 UEP VMGO (2hours)
2 I. The Self from Various Perspective I.1. Philosophical Perspective (2hours)
3 I.2. Sociological Perspective (2hours)
4 I.3. Anthropological Perspective (2hours)
5 I.4. Psychological Perspective (4 hours)
6 I.5. The Self in Western and Eastern Thought (3 hours)
7 II. Unpacking the Self II.1. PHYSICAL SELF: (3 hours)
8 II.2. SEXUAL SELF: (9 hours)
9 MIDTERM EXAMINATION WEEK (1.5 hours)
10 II.2. SEXUAL SELF continued (could be with a Symposium)
11 II.3. MATERIAL SELF (5 hours)
12 II.4. SPIRITUAL SELF (3 hours)
13 II.5. POLITICAL SELF (4 hours)
14 II.6. DIGITAL SELF (5 hours)
15 III. MANAGING AND CARING FOR THE SELF ( 8 hours)
III.1. The Brain, Learning and Identification of Stressors, Need and Problem from the different ten
(10) aspects of self
16 III.2. Making a Management and Care Plan; Goal Setting Theories and Intervention/ Action Plan of Care
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17 III.3. Evaluating the Care Plan

18 Management and Compassion/Care Plan Output Making (1-5 aspect)
19 Management and Compassion/Care Plan Output Making (6-10 aspect)

20 FINAL EXAMINATION WEEK (1.5 hours) (submission of Care Plan Output)
Note:
The total hours for the whole subject course with one hour and a half allotted for the major examinations, that is, the midterm and final
examination is fifty four (54) hours. In cases of inevitable cancellation of classes due to weather, declared holidays and other reasons mandated
by the university or the local government, submission of reflection papers, film analysis and self-assessment essays are employed.
UTS LEARNING PLAN

SPECIFIC COURSE CONTENT/ TEACHING AND LEARNING RESOURCES ASSESS- PERFORMANCE
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LEARNING TOPIC ACTIVITIES/INSTRUCTIONAL MENT TASKS STANDARD

OUTCOMES DELIVERY/METHOD
1. Establish a sense of University Vision, Mission and Participatory Discussion Student’s Recitation At least 80% of the
identity and College Goals and Overview of Handbook class became aware
belongingness as part of the CHED Memorandum Order Understanding the of the university/
the University. No. 20, series of 2013 – Self by Villafuerte college vision,
General Education Curriculum: (2018), et al. mission and
2. Internalize roles as a Holistic Understanding, Laptop objectives and of the
student in the course Intellectual and Civic LCD Projector course content and
through set specific Competencies as introduction requirements
goals at the end of the to UTS course content and
semester requirements Introduction of
the course primary resource
book, Understanding the Self
(2018) by Villafuerte, et al.
3. Articulate the various PART I: THE SELF FROM Socialized small group discussion Laptop Motivational Activity, p.3 At least 85% of the class
philosophical views VARIOUS PERSPECTIVES Video presentation & analysis LCD Projector Enrichment Activity/ies, articulated the various
about the self; Matrix on the different philosophers Internet pp.14-16 philosophical views about
4. Examine one’s thoughts I.1. Philosophical perspectives Motivational Activity presentation connection Who am I? the self; examined one’s
and experiences of the self, centering on (YouTube) OutputPlan/s p.17 thoughts and experiences
according to the discussions of Who am I? Understanding the Reflection of the song in according to the
philosophical views of the from Socrates, Plato, St. Self by Villafuerte connection to one’s self. philosophical views of the
self; and Augustine to Descartes, (2018), et al., self; and proposed an
5. Propose an answer to Locke, Hum, Kant, Freud, pp.2-13 answer to the questions,
the questions, “Who am Ryle, Churchland and “Who am I?”
I?” Merleau-Ponty
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LEARNING TOPIC ACTIVITIES/INSTRUCTIONAL TASKS STANDARD
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6. Compare and contrast I.2. Sociological views of the Participatory Discussion Laptop Reflection paper At least 85% of the class
the different views of the self: The self as a product of Buzz sessions LCD Projector Enrichment Activities, compared and contrasted
self; modern society, Mead and Understanding p.25, the different views of the
7. Examine the two the social self the Self by Assessment pp.26-27 self; examined the two
components of self; Villafuerte (2018), Johari’s window components of self;
8. Describe the concept of et al., pp.18-24 Happy face/sad face described the concept of
the looking-glass self and . the looking-glass self and
how it affects self- how it affects self-
concept; concept; & explained the
9. Explain the concept of concept of social
social comparison & why comparison and why it is
it is important to important to human
humanbehavior. behavior.
10. Define anthropology; I.3. Anthropological views of Interactive Discussion Laptop Motivational Activity, At least 85% of the class
11. Explain culture and the the self: The Self and Person Motivational activity presentation LCD Projector p.29 defined anthropology;
mechanisms of enculturation; explained culture and the
12. Synthesize anthro-
in contemporary Understanding Enrichment Activities, mechanisms of
pological perspectives on anthropology- self-awareness the Self by pp.36-38 enculturation; Synthe- sized
self awareness and self- and self and behavioral Villafuerte (2018), Output plans, anthropological perspectives
reflexive conduct; environment, the self as et al., pp.28-36 pp.39;Assessment-Self on self-awareness and self-
13. Show appreciation of embedded in culture Project p. 40. reflexive conduct;
one’s cultural identity through showed appreciation of one’s
- p. 41. cultural identity through
practice of one’s cultural
values.
Family Tree practice of one’s cultural
(3generations) values.
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14. Demonstrate critical 1.4. Psychological Interactive discussions Laptop Enrichment Activities, At least 90% of the class
and reflective thought in perspectives of the self: The Collage-making, p.48 LCD Projector p.48, demonstrated critical and
analyzing the different self as a cognitive Simple psychological experiment, p.48 Understanding Assessment pp. 49-50. reflective thought in
psychological theories in construction-William James Song analysis, p.48 the Self by 20 statement test analyzing the different
the study of the ‘self’; and the Me-Self, I-Self, Villafuerte (2018), Reflection paper psychological theories in
15. Expound the self as a Global vs. Differentiated et al., pp.42-47 the study of the
cognitive construction Models, Real and Ideal Self, ‘self’;expounded the self
16. Examine the self as Multiple vs. Unified Selves, as a cognitive
proactive and agentic True and False Selves and construction
The Self as Proactive and examined the self as
Agentic proactive and agentic
17. Distinguish the Eastern I.5. The Self in Western and Socialized discussion Laptop Motivational Activity, At least 85% of the class
from the Western Oriental/Eastern Thought: Field work, p.63 LCD Projector pp.53-54 distinguished the Eastern
Constructs of the self; Individualistic vs. Collective Motivational activity presentation, Understanding Enrichment Activities, from the Western
18. Differentiate the indi- Self, the social construction pp.53-54. the Self by pp.60-62 Constructs of the
vidualistic self from the of the self in western thought, Villafuerte (2018), Output plans, p.63 self;differentiated the
collective self; the self as embedded in et al., pp.51-59 Video reflection individualistic self from the
19. Explain the spirituality relationships and through Role play collective self; explained
and philosophy of spiritual development in the spirituality and
Confucius. Confucian Thought-Eastern philosophy of Confucius.
construct
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PART II:
20. Identify and reflect on the UNPACKING THE SELF Group discussion and presentation: Laptop Enrichment Activities, At least 85% of the class
different forces and identified and reflected on the
institutions that impact the
who is beautiful? LCD Projector pp.77-80
different forces and
development of the physical II.1. Physical Self: The self as Reflective drawing activity, p. 77 Understanding Song analysis p 79 institutions that impact the
self; impacted by the body, the the Self by Assessment- pp. 81-82. development of the physical
21. Explain the impact of impact of culture on body Villafuerte (2018), self;
culture on body image and image and self-esteem: the et al., pp.66-76 explained the impact of
self-esteem; culture on body image and
22. Discuss the role of media
importance of beauty
self-esteem;
on the adolescent’s discussed the role of media
understanding of beauty and on the adolescent’s
self-esteem and its influence understanding of beauty and
on their body image self-esteem and its influence
satisfaction on their body image
23. Examine one’s self against satisfaction
the different concepts and examined one’s self against
aspects of the physical self; the different concepts and
24. Propose measures to aspects of the physical self;
enhance the adolescents’ and
‘body image satisfaction proposed measures to
enhance the adolescents’
‘body image satisfaction’
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SPECIFIC COURSE CONTENT/ TEACHING AND LEARNING RESOURCES ASSESS -MENT PERFORMANCE
25. Discuss the sexual II.2 The Sexual Self: Lecture Laptop Enrichment Activities, At least 90% of the class
development involving development of secondary sex Class Discussion LCD Projector p.95 the discussed the sexual
the human reproductive characteristics and the human Interview activity, p. 95 Understanding the Assessment- pp. 96-97. development involving
system, erogenous reproductive system, Slogan-making, p. 95 Self by Villafuerte Reaction paper or the human reproductive
zones, sexual behavior erogenous zones, human Jingle-making, p. 95 (2018), et al., Debate on system, erogenous
and human sexual sexual response; basic biology pp.83-94 Reproductive Heath zones, sexual behavior
response; of sexual behavior, the Law and human sexual
26. Demonstrate critical and chemistry of lust, love and response;demonstrated
reflective thought in attachment and the critical and reflective
understanding one’s sexuality,
chemistry of lust, love and
psychological aspect-what thought in un-
attachment &the turns people on and phases of derstanding one’s se-
psychological aspect of being sexual response, diversity of xuality, chemistry of
turned on; sexual behaviors, sexually lust,love &attachment
27. Examine the diversity of transmitted diseases, &the psychological
human sexuality, sexual
health, sexually transmitted
responsible parenthood, family aspect of beingturned
diseases and methods of planning and methods of on&examined the
contraception. contraception. diversity ofhuman se-
xuality,sexual health,
sexually transmitted
diseases, responsible
parenthood, family
planning &methods of
contraception.
MIDTERM EXAMINATION
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LEARNING TOPIC ACTIVITIES/INSTRUCTIONAL MENT TASKS STANDARD
28. Define material self; II.3. The Material/Economic Lecture Laptop Enrichment Activities, At least 85% of the class
29. Describe how material Self: I shop, therefore I am: I Class discussion LCD Projector p.105 defined material self;
self affects a person; have, therefore, I am? Film viewing on “Confessions of a UTS Book by Assessment, pp.106- described how material
30. Explain the Shaping the way we see Shopaholic” Villafuerte (2018), 107 self affects a person;
relationship between ourselves: the roles of et al., pp.98-104 explained the
possessions and the consumer culture on our sense relationship between
extended self. of self and identity possessions and the
extended self
31. Articulate ways of finding II.4. The Spiritual Self: Lecture Laptop Enrichment Activities, At least 85% of the class
meaning in life; The practice of religion belief in Interactive discussion LCD Projector pp. 118-120 articulated ways of finding
32. Explain the biblical as well meaning in life;explained the
as the Filipino understanding
supernatural being and power; Symbolic Drawing, p. 118 Understanding Assessment, p.121 biblical as well as the Filipino
of the soul and the spirit; the concept of ‘dungan’, spirit Personal Quickie Survey, p. 119 the Self by understanding of the soul and
33. Discuss the significance of or soul; rituals and Reflective Essay, p. 120 Villafuerte (2018), the spirit;discussed the
the practice of religion in the ceremonies; the function of et al., pp.108-117 significance of the practice of
spiritual life of the person’ rituals, religion, magic and religion in the spiritual life of
34. Construct an essay the person’ constructed an
indicating how one
witchcraft, finding and creating essay indicating how one
personally&concretely live the meaning, three ways of personally and concretely live
great commandment of love. discovering meaning of life the great commandment of
love
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SPECIFIC COURSE CONTENT/ TEACHING AND LEARNING RESOURCES ASSESSMENT TASKS PERFORMANCE
LEARNING OUTCOMES TOPIC ACTIVITIES/INSTRUCTIONAL STANDARD
DELIVERY/METHOD
35. Trace the historical context II.5. The Political Self: Developing a Class discussion Laptop Enrichment Activities, pp. At least 85% of the class
of the political self of the Filipino Identity: Values, Traits, Class Debate LCD Projector 129-132 traced the historical context
Filipinos; Community and Institutional Factors Motivational activity presentation, p.124 Understanding the Output plans p.1133 of the political self of the
36. Take pride of the Filipino and establishing a democratic culture Lobby letter, p. 133 Self by Villafuerte Filipi- nos;Takes pride of the
identifying values and traits; Jingle composition, p. 133 (2018), et al., pp.122- Filipino identifying values and
and 128 traits; and
37. Connect the current trends connected the current trends
or social uphea vals to the or social upheavals to the
historical viewpoints of historical view points of
independence and liberation independence and liberation
38. Discuss about online II.6. The Digital Self: Self and Other Lecture Laptop Enrichment Activities, At least 90% of the class
identity and their ‘self ’ in in cyberspace, I, me, myself and my Pictorial analysis, pp. 136-137 LCD Projector pp.141-142 discussed about online
cyberspace and user ID; user ID online identity, selective self- Group discussion on negative and positive Internet connection Assessment, p.143-144 identity and their ‘self ’ in
39. Expound selective self- presentation and impression effects of online interactions, p. 138 (YouTube) cyberspace and user
presentation & im- management, impact of online Video presentation link, p.141 Understanding the ID;expounded selective self-
pressionmanagement; interactions on the self, boundaries of Slogan-making and Video clip-making, p.141 Self by Villafuerte presentation&impression
40. Evaluate the impact of the self- online, private vs. public, Quick survey form, p. 142 (2018), et al., pp.134- management;evalua- ted the
online interactions on the self; personal/individual vs. social identity 140 impact of online interactions
and online, gender and sexuality online on the self; and established
41. Establish boundaries of the boundaries of the online self:
online self: private vs. public, private vs. public, personal vs.
personal vs. social identity social identity online; gender
online; gender and sexuality and sexuality online
online
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PART III. MANAGING AND CARING
FOR THE SELF
42. Articulate the theoretical  Learning to be a better Lecture Laptop Enrichment Activities, At least 90% of the class
underpinnings for how to student: what happens during Learning strategy guide, p. 161 LCD Projector pp.161-163 articulated the theoretical
manage and care for different learning? Goals and goal-setting guide, p. 162 Internet connection Assessment, p.164-165 underpinnings for how to
aspects of the self;  Brain and behavior changes, Developing a self-care plan (YouTube) Final Self Survey manage and care for different
metacognition and study Understanding the Output- Self Management aspects of the self; acquired
43. Acquire and manifest new strategies, managing your Self by Villafuerte and Self Compassion/ Self and manifested new skills and
skills and learning for own learning and self- (2018), et al., pp.146- Care Plan (to be submitted learning for managing of one’s
managing of one’s self and regulated learning. 160 during the Final self and behavior; and
behavior; and  Setting Goals for Success: Examination) applied new skills to one’s self
to function for a better quality
the importance of goals,
44. Apply new skills to one’s of life
Bandura’s self-efficacy,
self to function for a better
quality of life. Dwecks’ mindset (growth vs.
fixed), Locke’s goal setting
theory
 Taking Charge of one’s
health:
 Stressors and Responses,
Stress and Filipinos-the social
and cultural dimensions of
stress, taking care of the self-
the need for self-care and
compassion
 Self Management and Self
Compassion/ Self Care Plan
FINAL EXAMINATION 1.5 hrs
TOTAL 54 hrs
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COURSE MAP
GENERAL EDUCATION LEARNING OUTCOMES TOPIC
INTELLECTUAL COMPETENCIES (KNOWLEDGE)
1. Propose an answer to the questions, “Who am I?” II. The Self from various
2. Examine one’s thoughts and experiences according to the philosophical views of the self; philosophical perspectives. A.
3. Articulate the various philosophical views about the self; Discussion of “Who am I?” from
various philosophical perspectives.
4. Compare and contrast the different views of the self;. B. Sociological Views of the Self
5. Examine the two components of self;
6. Describe the concept of the looking-glass self and how it affects self-concept;
7. Explain the concept of social comparison and why it is important to human behavior.
8. Define anthropology; C. Anthropological Views of the Self
9. Explain culture and the mechanisms of enculturation;
10. Synthesize anthropological perspectives on self-awareness and self-reflexive conduct;.
11. Expound the self as a cognitive construction D. Psychological Views of the Self
12. Examine the self as proactive and agentic.
13. Distinguish the Eastern from the Western Constructs of the self; E. The Self in Eastern And Western
14. Differentiate the individualistic self from the collective self; Thought
15. Explain the spirituality and philosophy of Confucius.
16. Identify and reflect on the different forces and institutions that impact the development of the physical self; II. Unpacking the Self
17. Explain the impact of culture on body image and self-esteem;
18. Discuss the role of media on the adolescent’s understanding of beauty and self-esteem and its influence on 1. The Physical Self
their body image satisfaction
19. Examine one’s self against the different concepts and aspects of the physical self;
20. Propose measures to enhance the adolescents’ ‘body image satisfaction
21. Examine the diversity of human sexuality, sexual health, sexually transmitted diseases, responsible 2. The Sexual Self
parenthood, family planning and methods of contraception.
22. Discuss the sexual development involving the human reproductive system, erogenous zones, sexual
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behavior and human sexual response;

23. Define material self; II.3. The Material Self
24. Describe how material self affects a person;
25. Articulate ways of finding meaning in life; II.4. The Spiritual Self
26. Explain the biblical as well as the Filipino understanding of the soul and the spirit;
27. Explain the relationship between possessions and the extended self.
28. Discuss the significance of the practice of religion in the spiritual life of the person’
29. Construct an essay indicating how one personally and concretely live the great commandment of love.
30. Trace the historical context of the political self of the Filipinos; II.5. The Political Self
31. Connect the current trends or social upheavals to the historical viewpoints of independence and liberation
32. Discuss about online identity and their ‘self ’ in cyberspace and user ID; II.6. The Digital Self
33. Expound selective self-presentation and impression management;
34. Evaluate the impact of online interactions on the self;
35. Articulate the theoretical underpinnings for how to manage and care for different aspects of the self; IV. Managing and Caring for the Self
GENERAL EDUCATION LEARNING OUTCOMES

PERSONAL AND PROFESSIONAL VALUES (ATTITUDE)
1. Establish a sense of identity and belongingness as part of the University. UEP VMGO, CMO #20 S. 2013,
2. Internalize roles as a student in the course through set specific goals at the end of the term New GE Course-Understanding the
Self Competencies
3. Show appreciation of one’s cultural identity through practice of one’s cultural values Anthropological Views of the Self
4. Take pride of the Filipino identifying values and traits The Political Self
5. Establish boundaries of the online self: private vs. public, personal vs. social identity online; gender and The Digital Self
sexuality online
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GENERAL EDUCATION LEARNING OUTCOMES

PRACTICAL SKILLS (SKILLS)
1. Demonstrate critical and reflective thought in analyzing the different psychological theories in Psychological Views of the Self
the study of the ‘self’
2. Demonstrate critical and reflective thought in understanding one’s sexuality, chemistry of lust, The Sexual Self
love and attachment and the psychological aspect of being turned on;
3. Acquire and manifest new skills and learning for managing of one’s self and behavior; and Managing and Caring for the Self
4. Apply new skills to one’s self to function for a better quality of life.
REQUIRED READING MATERIAL/OTHER MATERIALS:
Villafuerte, S.L., Quillope, Al, Tunac, Rudjane, Borja, Estela(2018), Understanding the Self. NIEME Publishing House, Co. Ltd.,Cubao, Quezon
City.
SUGGESTED READINGS:
1. A. Gines, e. a. (2003). General Psychology A Textbook for College Students. Manila: Rex Book Store.
2. Aguirre, Monce, Dy. (2011).Introduction to Psychology. Mutya Publishing House.Manila.
3. American Psychological Association. (2008). Answers to your questions: For a better understanding of sexual orientation and
homosexuality. Washington, DC:
4. Atkinson, R. (2000). Hilgard's Introduction to Psychology. Harcourt Brace College Publishers.
5. A. P. A. (2005)Diagnostic and Statistical Manual of Mental Disorders:4thed.Revised (DSM-IV-R)USA: American Psychiatric Publishing Inc.
6. Baumeister, R., & Bushman, B. (2011). "The Self." Social Psychology and Human Nature. 2nd ed. Belmont, CA: Cengage Learning.
7. Brown, J.D., & Marshall, M.A. (2006). The three faces of self-esteem. In M. Kernis (Ed.), Self-esteem: Issues and Answers. New
York:Psychology Press.
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8. Crocker, J., & Park, L.E. (2004). The costly pursuit of self-esteem, Psychological Bulletin, 130, 392-414.
9. Crocker, J., & Wolfe, C.T. (2001). Contingencies of self-worth. Psychological Review, 108, 593-623.
10. Feist,J., Feist, G., & Roberts, T., (2013). Theories of Personality, Eight Edition. McGraw-Hill Education, New York.
11. Feldman, Robert S. Understanding Psychology, 6/e. University of Massachusetts, Amherst (Course textbook)
12. Gaerlan, Limpingco, Tria. (2000)General Psychology. Ken Incorporated.Manila.
13. Global Views on Morality - Premarital Sex. PewResearch Global Attitudes Project. 15 Apr 2014.
14. Gripaldo, R., ed. (2005).Filipino Cultural Traits, The Council for Research in Values and Philosophy. USA.
15. Hall, C., Lindzey, G., Loehlin, J., & Manosevitz, M. (1997). Introduction to Theories of Personality. Canada: John Wiley & Sons, Inc.
16. Huffaker, David. (2004). Gender Similarities and Differences in Online Identity and Language Use among Teenage Bloggers.
17. Hurlock, E. 2001. Developmental Psychology. A Life Span Approach. Mc Graw Hill, Inc. USA
18. Kahayon, Aquino. (2000)General Psychology, Manila
19. Klein, J., (1994). Our Need for Others and its Roots in Infancy.London. p. 230. Retrieved June 19, 2018, from http://psychology_of_self.htm
20. Marwick, A. (2013). “Online Identity.” In Hartley, J., Burgess, J. & Bruns, A. (eds), Companion to New Media Dynamics. Blackwell
Companions to Cultural Studies. Malden, MA: Blackwell, pp. 355-364.
21. Myers, David. (2002) Exploring Psychology. USA: Worth Publishers
22. Santrock, John.(2000). Psychology.Higher Education Publishing. USA
23. Sorokowski, P., Sorokowska, A., Oleszkiewicz, A., Frackowiak, T., Huk, A., & Pisanski, K. (2015). Selfie posting behaviors are associated
with narcissism among men. Personality and Individual Differences, 85, 123-127.
24. Teh, Lota and Ma. Elizabeth J. Macapagal. (2007).General Psychology for Filipino College Students. QC: ADMU Press (Course textbook)
25. Toma, C. L., & Hancock, J. T. (2013). Self-affirmation underlies Facebook use. Personality And Social Psychology Bulletin, 39(3), 321-331.
doi:10.1177/0146167212474694
26. Tria, G.E, J.E. Gaerlan and D.A. Limpingco, 2012. General Psychology 6e. KEN, INC., Quezon City Philippines
27. Tsiaras, A. 2006.The Invision Guide to Sexual Health, First Edition. Harper Collins Publishers, New York, pp. 2-8
28. Villafuerte, S.L. Learning Modules in Psychology. 2013. ISBN 978-971-92250-7-2. Legazpi City, Philippines
29. Weiser, E. B. (2015). # Me: Narcissism and its facets as predictors of selfie-posting frequency. Personality and Individual Differences, 86,
477-481.
30. Zulueta, F. (2011). Abnormal Psychology. Mandaluyong: National Book Store.
WEBSITE/VIDEOS/FILM CLIPS:
1) http://www.advocatesforyouth.org.
2) http://www/commercialexploitation.org/factsheets/ccfc-factsmarketingsex.pdf.
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3) http://www.focusas.com/SexualBehavior.
4) http://www.ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/---ilo-manila/documents/publication/wcms_184607.pdf
5) http://www.kidshealth.org/kid/word/a/word_acne.html.
6) http://www.internetsociety.org/sites/default/files/Understanding%20your%20Online%20Identity%20An%20Overvi ew%20of%20Identity.pdf
7) http://www.internetsociety.org/sites/default/files/Online%20Identity-An%20Overview.pdf
8) http://psychology.about.com/od/historyofpsychology/f/father-of-psychology.htm
9) www.apa.org/topics/sorientation.pdf.
10) appsychtextbk.wikispaces.com. (2014). Retrieved May 23, 2014, from https://appsychtextbk.wikispaces.com/Albert+Bandura
11) changingminds.org. (2016). Retrieved May 23, 2017, from http://changingminds.org/explanations/theories/trueself.htm
12) ctlsites.uga.edu, danielcw (2016). Psychoanalysis vs. Postmodern Psychology. Retrieved June 19, 2017, from
13) httpp://ctlsites.uga.edu/engl3820w-fall2016/psychoanalysis-vs-postmodern-psychology.html
14) oxfordbibliographies.com(2013)RetrievedMay15,2014,from: http://www.oxfordbibliographies.com/view/document/obo-9780199828340/obo-
9780199828340-0093.xml
15) Pajares, F., & Schunck, D. (2002). uky.edu. Retrieved May 10, 2014, from http://www.uky.edu/~eushe2/Pajares/PSHistoryOfSelf.PDF
16) Subrahmanyam, K, Patricia Greenfield, Brendesha Tynes. (2004). Constructing sexuality and identity in an online teen chat room. Applied
Developmental Psychology 25, 651-666. (n.d.). Retrieved from indigenouspsych.org: www.indigenouspsych.org/.../PePua_Marcelin
Course Requirements Classroom Policies

The student learner must get a passing rate according to the 1. Respect to individuals (student and instructor)must be practiced at all times
performance standard indicated in the syllabus for the 2. Maintain a gender sensitive/ a gender-responsive classroom environment.
following requirements: 3. Pro-active attitude, positive reinforcement and classroom discipline must be
1. Midterm and Final examination (Major Examinations) encouraged and maintained.
2. Varied Activity Exercises and Assessment Tasks found in 4. Proper professional decorum must be observed at all times.
the resource book and indicated in the syllabus 5. Class Participation, Interactive discussion, and team work must be observed
3. Attendance (must be at least 80% of the total number of in class. School policies must be observed in class.
class session hours)
4. Attitude is in consonance with being a responsible
student/individual and observes proper professional
decorum.
Version of 18
No: v1
Grading System: INSTRUCTOR: Consultation Hours:

FRANZ M. N. JONSON 10:00-11:00 am MWF
 OUTPUT 50% Email Address: 08:00-09:00 am TTH
 ASSESSMENT TASKS/ACTIVITY 20% [email protected] 04:00-05:00 pm MWF
 MAJOR EXAMINATION 20% Contact Number: 04:00-05:00 pm TTH
(Midterm and Final Examination) 0922 200 5268 CAC Faculty Room
 ATTENDANCE & Others 10%
100%
PREPARED BY: CHECKED BY: APPROVED BY:
FRANZ MARTIN N. JONSON, MAEd EDUARDO L. OCAŇA, MPA MA. ALFIE G. BANAWIS, DALL
FACULTY DEPARTMENT CHAIR DEAN
Date: Date: Date:
Version of 18
No: v1

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Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

COLLEGE OF ARTS AND COMMUNICATION

INSTITUTIONAL GRADUATE OUTCOMES:

Course Title: UNDERSTANDING THE SELF

COURSE OUTLINE AND TIMEFRAME

17 III.3. Evaluating the Care Plan

19 Management and Compassion/Care Plan Output Making (6-10 aspect)

UTS LEARNING PLAN

LEARNING TOPIC ACTIVITIES/INSTRUCTIONAL MENT TASKS STANDARD

UTS LEARNING PLAN

UTS LEARNING PLAN

LEARNING TOPIC ACTIVITIES/INSTRUCTIONAL TASKS STANDARD

UTS LEARNING PLAN

UTS LEARNING PLAN

SPECIFIC COURSE CONTENT/ TEACHING AND LEARNING RESOURCES ASSESS- PERFORMANCE

UTS LEARNING PLAN

UTS LEARNING PLAN

behavior and human sexual response;

GENERAL EDUCATION LEARNING OUTCOMES

GENERAL EDUCATION LEARNING OUTCOMES

REQUIRED READING MATERIAL/OTHER MATERIALS:

Course Requirements Classroom Policies

Grading System: INSTRUCTOR: Consultation Hours:

PREPARED BY: CHECKED BY: APPROVED BY:

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