Psy 1a Final Module

Tarlac State University
College of Arts and Social Sciences

Psychology Department
PSY 1A - UNDERSTANDING THE SELF

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COURSE INTRODUCTION AND EXPECTATION SETTING
Good day, students! Welcome to your course in Understanding the Self (UTS) PLEASE
MAKE SURE TO READ ALL OF THE CONTENTS OF THIS MODULE FIRST IN
ORDER TO HAVE THE WHOLE PERSPECTIVE OF HOW THIS COURSE WILL GO
THROUGH.
This course provides a broad understanding on how to manage and explore different facets
and perspectives of the self in order for you to become better version of yourself. In this class,
it will be illustrated to you the construct of the self from various disciplinal perspective which
includes Sociology, Anthropology, Psychology, and Cultural concepts of the self. Different
facets of the self will also be discussed - Physical, Social, Spiritual to name a few that will
guide you to know and understand the reason of the behaviors and attitudes of people around
you. Also, it will help you to regulate your knowledge in achieving your goals and managing
your stress properly. Given our transition to the new normal set-up in learning, please take
note that YOU NEED TO FOCUS ON STUDYING INDEPENDENTLY AND YOUR
LEARNING IS YOUR OWN RESPONSIBILITY. Rest assured that I, as your Instructor, will
provide as much assistance and considerations as probable, through the course of this
semester.
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COURSE DESCRIPTION
The course deals with the nature of identity as well as the 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 a 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 – 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.
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COURSE OUTLINE
This course is structured to comprise large learning blocks which we refer to as Units.
Each Unit is further comprised of a series of sub-learning blocks which we refer to as
Modules. This course has four (4) Units comprising of eight (8) Modules. For your better
understanding of the units and modules, you can refer to this overview:
Unit I: Tripartite Composition of the Self
 Module 1: The Self of Thoughts, feelings, Sensations and Behaviors
Unit II: The Self from Various Perspectives
 Module 2: Bio-ecological Perspective

 Module 3: Socio-anthropological Perspective
 Module 4: Psychological Perspective
This module is purposely developed by Mary Joy Facun, Jhulen C. Macapinlac and
Jimboy Manaloto of the Psychology Department,
Tarlac State University for the students enrolled in the course PSY 1A, 1st semester A.Y. 2020-2021. | 1
 Module 5: Cultural Concepts of the Self
Unit III: The Self from Various Facets
 Module 6: Unpacking the Self
Unit IV: Managing and Caring for the Self
 Module 7: Setting Goals

 Module 8: Caring for Oneself
As this semester has a duration of eighteen (18) weeks, PLEASE REFER TO THE OBTL
SYLLABUS for the schedule of module topics and instructions on requirements. Any
adjustments on the schedule or changes regarding the requirements will be communicated to
you accordingly.
The requirements that you have to comply in order to evaluate your completion of
this course are the following:
STUDENT PERFORMANCE EVALUATION
Assignment, Output 20%

(Oral presentation, Reflective Writing, Online Exam,
Reflective Essay etc.)
https://www.uniassignment.com/essay-samples/
Quizzes 25%
Attendance and Online Class Participation 15%
(Students response to teacher-posted comprehension
questions. Students reflection on class required readings.)
Term Exam 40%
Credit Grade = (Midterm Grade + Final Term Grade)/2
For the Online Discussion Forum/Offline Personal Journal, please adhere to the following
guidelines:
 Address in an informed and well considered manner the given discussion topic or
question. The discussion topic or question will be found in the “Learning Activities”
section of each module.
 Write clearly, following the conventions of written English or Filipino. Use the
language you are most comfortable with. Do not use abbreviations and acronyms
unless these are introduced in the readings, and do not write in textspeak.
 Do not post lengthy contributions, do not beat around the bush. Your post should be
short yet concise. When you agree or disagree on something, please explain clearly
why.
 Respond to one or two posts by other co-learners in a courteous and constructive way.
Be polite or civil when arguing a point. Do not be rude and do not make remarks that
may be construed as a personal attack. Refer to ideas/statements, not the person.
Avoid jokes or humorous statements in text that may be misunderstood by your
classmates, and ask only questions that sincerely interest you.
For all the Homeworks, Written reports and Reaction papers, please use the following format:
 Use 8.5 x 11 inches paper, 1-inch margins maximum.
 Choose Font Type Times New Roman, Calibri or Arial, size 11, 1.5 line spacing.
 Choose Black ink only.
Incomplete and late requirements are not accepted.

All requirements must be original; plagiarized works would be given a failing grade
(5.0)
Any student found guilty of plagiarism or any other form of academic dishonesty will
be subject to appropriate disciplinary action.
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CLASS MANAGEMENT
This course will be delivered using two modalities: (1) Online Class and (2) Self-learning
Modules. You are assigned to either one of these modalities based on the available and
accessible resources that you have. Kindly take note of the following reminders in the
management of these class modalities.
1. Online Class
 Microsoft Teams will be used as the primary platform thus, you are advised to
download and install the aforementioned application. Go to office.com and login
using your @student.tsu.edu.ph account. Choose Teams from the list of
applications, from there your enrolled subjects will appear. Scheduled class
discussions through video conferencing, will be hosted and posted here.
 FaceBook Messenger Group Chat will also be used as the supplementary
platform for communication. Ask your class representative to add you in the
Group Chat.
 Textbooks that you will be using as main references for this course are uploaded
in Microsoft Teams. PLEASE DO NOT UPLOAD OR SHARE THESE
REFERENCES TO ANY OTHER PLATFORMS. If you want to purchase the
hard copy of these textbooks, kindly coordinate with your class representative.
2. Self-learning Modules
 TSU in partnership with your Local Government Unit (LGU) placed a
Distribution and Retrieval System of modules, references and other documents
hence, you are encouraged to check on this set-up with your Barangay/LGU
officials.
 Text messages will also be accommodated as the supplementary platform for
communication. Check on my contact information below for reference.
Textbooks that you will be using as main references for this course are coordinated
by your class representative and will be distributed by your LGU. PLEASE
COMMUNICATE TO THEM ACCORDINGLY.
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INSTRUCTOR’S BACKGROUND & CONTACT INFORMATIONS
Hi! I am Mary Joy R. Facun, a full-time lecturer at the Psychology

Department. You can call me Ma’am Maj. I have a bachelor’s degree in
Psychology, and I am currently pursuing my master’s degree at Holy
Angel University. I have been teaching this course since 2018. I hope
that we could have a constructive semester. For your concern, you can
email me at [email protected] or text/call at 0923-701-1227.
Hi, Good day! I’m Jhulen C. Macapinlac and you can call me sir Ju. I am an Instructor at
Tarlac State University, Psychology Department. I am an alumnus of this University batch
2019 and started teaching August the same year. I passed the Board
Licensure Examination for Psychometricians last November 2019. I
handled this course, Understanding the Self, on the second (2 nd)
semester of the Academic Year 2019 - 2020. I hope we could make an
extraordinary experiences and valuable knowledge as we explore and
understand ourselves. You can reach me at
[email protected] or contact me at 0906-320-8802 for any
concerns regarding this course. God bless!
I am Jimboy M. Manaloto, I was born on 24th of January, year 1992 in Brgy. Santiago,
Gerona, Tarlac. I have graduated at Tarlac State University with degree
in Bachelor of Arts in Psychology last June, 2017. few months later I
took and passed the Board Licensure Examination for
Psychometrician. I am currently taking up Master of Arts in
Psychology with Specialization in Industrial/Organizational
Psychology at Polytechnic University of the Philippines Graduate
School Sta Mesa, Manila. I am currently working as an Instructor since
August 2018 under Department of Psychology, College of Arts and
Social Sciences, Tarlac State University and I am teaching several
General Education subjects to different colleges.
Hi! I am Julia Yvette P. Miranda, a lecturer under the Psychology Department. I have
graduated from this University in 2019 with a bachelor’s degree in Psychology. In the same
year, I have also passed the Board Licensure Examination for
Psychometricians. I have just started teaching this course,
Understanding the Self, this 1st semester of A.Y. 2020-2021. I am
looking forward to a meaningful semester with you. For your
concern regarding this course, you can reach me at 0955-301-3845,
or you can email me at [email protected]
Hi! I am Rowena R Pangilinan, a full-time

lecturer at the Psychology Department. You can call me Ma’am Wey. I
have a bachelor’s degree in Psychology. I have worked as an HR
Assistant for four years and eight years as a Training Practitioner. I am
hoping to have a fruitful semester this 2020. For your concern, you can
email me at [email protected] or text/call at 09223166152
STUDY GUIDE
Unit I: Tripartite Composition of the Self

Module 1: The Self of Thoughts, feelings, Sensations and Behaviors
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I. INTRODUCTION
In this module, we will assess the functions the three (3) components of the self, our thoughts,
feelings and behaviors and their interconnections. In this process, we will determine the
functions of our two (2) thinking systems and their interactions, the different cognitive biases
and how it will be guarded. Also, how our emotions works supported by different theories.
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II. LEARNING OBJECTIVES
With the completion of this self-learning module, you should be able to:
 Understand the importance and functions of our thoughts, feelings and behaviors
 Understand the process of our thinking systems that will affect our feelings and
activities behaviorally and/or physiologically
 Avoid different cognitive biases.
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Topic 1: The Thinking Self
This topic will guide you to avoid cognitive biases in person or in situation by using your
thinking systems properly.
III. KEY CONCEPTS
 To understand the self as a holistic being with interconnected thoughts, feelings,

sensations and behaviors.
 The two (2) systems of thinking are the System 1 - uncontrolled, unconscious,
effortless and the System 2 - controlled, self-aware, and effortful.
 System 1 is capable of making quick decisions, based on very little information
while System 2 is usually engage in types of decisions that require attention and
slow, effortful, considered responses.
 Both systems have respective functions and that one is not necessarily better than
the other
 Peak-end-rule, Representativeness, Anchoring and adjustments are the three
cognitive biases in which it will lead to systematic errors. In order for you to guard
cognitive biases, you need to recognize the signs that you are in a cognitive
minefield, slow down, and ask for help from System 2, Identify practices and tasks
that you do and the kind of thinking they demand, and “Listen to understand it,
rather than listen to answer it.”
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Topic 2. The Feeling Self
In this topic, it will be illustrated to you the process on how your emotions trigger that
will affect you behavior. It will be also discussed the different theories of emotions.
KEY CONCEPTS
 Antecedent Condition is an event , contexts, or situations that trigger an emotion

 Cognitive appraisal is a thought and belief that can impact how you feel and how
you behave.
 Physiological affect - distinctive patterns of biological activities for each basic
emotion. The role of autonomic Nervous System, central Nervous System,
Neurotransmitters & Hormones
 Emotional Expressions or Display Rule is a cultural rule that dictates how emotion
should be expressed; when and where expression is appropriate
 Theories of Emotion presented by different researcher in different manner. The
following theories are James-Lange Theory, Cannon-Bard Theory, and Schacter-
Singer Two-Factor Theory.
 In Emotional Experience Process, do not forget your ABC - Activating events
(Antecedents), Beliefs (Cognitive Appraisal), and the Consequences (Actions
physiologically and/or behaviorally)
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IV. STUDY QUESTIONS
 What patterns of thinking (e.g. Systems 1 and 2) does the protagonist find himself or
herself applying with respect to this experience?
 What cognitive biases are evident?
 What basic emotions are present in this experience?
 Describe the sequel of the emotional experience (i.e. What is the protagonist’s
cognitive appraisal or interpretation of the event? What physiological reactions and
behaviors are elicited by the antecedent situation?).
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V. LEARNING ACTIVITIES
 Write situations which you employ Systems 1 and 2 thinking. 5 situation each
thinking system.
 Write about a personal challenge you are experiencing at present - this may be a
challenge in a relationship, or in school work, or some other problem that is
affecting your thoughts, feelings, and behavioral responses or actions.
 You are to write about this personal experience, IN THE THIRD PERSON (i.e.
using "he", "she", rather than "I" or "me").
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VI. REFERENCES
 https://www.futurelearn.com/courses/depression-young-people/0/steps/36858
 http://www.southampton.ac.uk/~crsi/Sedikides,%20Gaertner,%20Luke,%20O
%27Mara,%20&%20Gebauer,%202013,%20Advances.pdf
 https://www.workplacestrategiesformentalhealth.com/mmhm/pdf/full_dealing_0.pdf
 https://scholar.princeton.edu/sites/default/files/kahneman/files/living_dk_jr_2005.pd
f
 https://www.paulekman.com/about/paul-ekman/
 https://courses.lumenlearning.com/waymaker-psychology/chapter/emotion/
STUDY GUIDE

Module 2: Bio-ecological Perspective
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I. INTRODUCTION
Bio-ecological Perspective of the self present by Urie Bronfenbrenner, an American

Psychologist. Hos theory, Ecological System Theory, focuses on the quality and context of
the child's environment.
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 To understand how groups or individuals interact with children that will affect how
they grow
 To understand how different ecological systems develop child’s healthy ecology.
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III. KEY CONCEPTS
 The Ecological Systems Theory suggests the interactions between the individual and
their environment, categorized into various systems, shape their development over
time.
 organizes contexts of development into five levels of external influence.
 levels are categorized from the most intimate level to the broadest
 The Microsystem is the smallest and most immediate environment in which children
live.
 The mesosystem encompasses the interaction of the different microsystems which
children find themselves in.
 The exosystem pertains to the linkages that may exist between two or more settings,
one of which may not contain the developing children but affect them indirectly
nonetheless.
 The macrosystem is the largest and most distant collection of people and places to
the children that still have significant influences on them.
 The chronosystem is made up of the environmental events and transitions that occur
throughout a child's life,
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IV. STUDY QUESTIONS
 In what system is more nurturing and more supportive interactions and relationships
will understandably foster their children’s improved development?
 Given two siblings experiencing the same microsystem, is it possible for the
development of them to progress in different manners?
 Enumerate the Bronfenbrenner’s Ecological System Theory in order
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VII. LEARNING ACTIVITIES
 Cite particular situation/events in each system which had a very significant impact
to your development as a person
SYSTEM EVENT/SITUATION IMPACT

Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem
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VIII. REFERENCES
 https://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/
 https://psycnet.apa.org/record/2006-08774-014
 https://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/
STUDY GUIDE

Module 3: Socio-Anthropolical Perspective
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I. INTRODUCTION
Socialization is the means by which human infants begin to acquire the skills necessary to
perform as a functioning member of their society. Within socialization, a person develops a
sense of self. In this module, it will be discussed how can we see ourselves and how other
people see us. Through this module, the concept of Charles Horton Cooley of 1902 and
Herbert Mead of 1931, an American philosopher, sociologist, and psychologist will be
illustrated.
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 To know the process of the formation of our self-concept.

 To shape ourselves not only based on what others opinions or suggestions but also
to grow on what we really want.
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III. KEY CONCEPTS
 The SELF-CONCEPT is the sum total of beliefs we each have about ourselves.
During infant is the beginning of self-concept in which human infants begin to recognize
themselves in the mirror when they are about two years old.
 Being able to recognize yourself as a distinct entity is a necessary first step in the
evolution and development of a SELF-CONCEPT.
 The Looking Glass Self is our self-image comes from our own self-reflection and
from what others think of us that presented by Charles Horton Cooley.
 The process of the formation of our SELF CONCEPT are the following: (1) We
Imagine how others see us (2) We Imagine how others assess us (3) we develop our self-vies
through these judgments.
 According to Herbert Mead that the part of an individual’s personality composed of
self-awareness and self-image.
 The “I” and the “Me” has a dynamic relationship that actually forms what we call
the self.
 The three (3) main activities with which the self develops are language, play and
games.
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V. STUDY QUESTIONS
 The following are not the three main activities with which the self develops,
EXCEPT:
A. Imitation
B. Language
C. Sing
D. Dance
 He claimed that the self is not there at birth, rather, it is developed with social
experience.
A. Mead
B. Cooley
C. Bronfenbrenner
D. Horton
E. None of these
 The part of an individual’s personality composed of self-awareness and self-ideal;
According to Charles Cooley, our self can be developed with social experience.
A. First statement is true & second statement is false
B. First statement is false & second statement is true
C. Both statements are true
D. Both statements are false
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VI. LEARNING ACTIVITIES
 A game created by psychologists Joseph Luft and Harry Ingham

 The Johari Window is a tool to map personality awareness. Helps you to better
understand yourselves and the way you are perceived by others.
 Arena: these qualities are known to you and others
 Blind Spot: these qualities are evident to others, but
not to you
 Facade: these qualities are evident to you, but not
others
 Unknown: these qualities are unknown both to you and others

 Pick 5 or 6 adjectives that you think describes your personality.
 Ask 10 of your classmates to write 5-6 adjectives they can describe about
 Arrange the adjectives on the Johari Window based on awareness.
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VII. REFERENCES
 https://courses.lumenlearning.com/boundless-sociology/chapter/theories-of-
socialization/
 https://lesley.edu/article/perception-is-reality-the-looking-glass-self
 https://plato.stanford.edu/entries/mead/
 https://journals.openedition.org/ejpap/465
STUDY GUIDE

Module 2: Psychological Perspective
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I. INTRODUCTION
In this module, various ideas, concepts, theories that psychologists explain the human
personality. Psychological perspective divided into five (5) category namely (1)
Psychodynamic (2) Psychosocial (3) Humanistic (4) Existential (5) Learning. Each category
has one or more theorist/s who explains human personality - your personality.
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 Understand other people’s behavior guided by these different theries

 Determine the connection and the comparison of each theory in order for students to
understand personality
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Topic 1: Psychodynamic Theories
Psychodynamic theories are closely associated with the work of Sigmund Freud.
There are three (3) Core assumptions to know if the theory is under of
Psychodynamic. These assumptions are the following: (1) Primacy of the
Unconscious (2)Critical Importance of Early Experiences (3) Psychic Causality. In
Psychodynamic category, theory of Sigmund Freud and Alfred Adler will be
discussed.
III. KEY CONCEPTS
Sigmund Freud’s Psychoanalytic Theory
 Freud saw mental functioning as operating on three levels—unconscious,

preconscious, and conscious. Freud termed these three (3) as Levels of Mental Life
 Freud describes the personality in terms of three constructs: the id, ego, and
superego in which they are not separate compartments within the mind.
 He also introduced Psychosexual Stages namely - Oral, Anal, Phallic, Latency
and Genital respectively.
Alfred Adler’s Individual Psychology
 STRIVING FOR SUCCESS OR SUPERIORITY is the one dynamic force behind

people’s behaviour
 SUBJECTIVE PERCEPTIONS - People’s subjective perceptions shape their
behaviour and personality
 UNITY AND SELF-CONSISTENCY OF PERSONALITY - Each person is unique

and indivisible
 SOCIAL INTEREST - The value of all human activity must be seen from the
viewpoint of social interest
 STYLE OF LIFE - The self-consistent personality structure develops into person’s
style of life
 CREATIVE POWER - Style of life is molded by people’s creative power. Their
creative power places them in control of their own lives
 Alfred Adler introduced also the four (4) Primary Types of Style - Ruling, Getting,
Avoiding and Socially Useful Type.
 He halso discussed Family Constellation in which refers to one’s position within the
family in terms of birth order among siblings and the presence or absence of parents and other
caregivers
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IV. LEARNING RESOURCES
 Read further about Theories of Personality 7th edition by Feist and Feist, Chapter 2
and 3, pages 22-102.
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Topic 2: Psychosocial Theories
Erik Erickson suggested the term Epigenetic Principle in which personality develops in a
predetermined order through eight (8) stages of psychosocial development, from infancy to
adulthood. During each stage, the person experiences a psychosocial crisis which could have
a positive or negative outcome for personality development. These crises are of a
psychosocial nature because they involve psychological needs of the individual conflicting
with the needs of society.
KEY CONCEPTS
 Trust versus Mistrust - This stage begins at birth and lasts through around one year
of age.
 Autonomy versus Shame and Doubt - This stage occurs between the ages of 18
months to approximately age two to three years.
 Initiative vesus Guilt - This stage occurs during the preschool years, between the
ages of three and five.
 Industry versus Inferiority - This stage occurs during childhood between the ages of
five and twelve.
 Identity versus Role Confusion - The fifth stage occurs during adolescence, from
about 12-18 years.
 Intimacy versus Isolation - This stage takes place during young adulthood between
the ages of approximately 19 and 40.
 Generativity versus Stagnation - This stage takes place during middle adulthood
between the ages of approximately 40 and 65.
 Ego Integrity versus Despair - This stage takes place after age 65 and involves
reflecting on one's life and either moving into feeling satisfied and happy with one's life or
feeling a deep sense of regret.
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LEARNING RESOURCES
 Read further about Theories of Personality 7th edition by Feist and Feist, Chapter 9,
pages 248 - 278
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Topic 3: Humanistic Theories
A perspective that emphasizes looking at the whole individual and stresses concepts such as
free will, self-efficacy, and self-actualization. Rather than concentrating on dysfunction,
humanistic psychology strives to help people fulfill their potential and maximize their well-
being. The fundamental belief of humanistic psychology is that people are innately good and
that mental and social problems result from deviations from this natural tendency. Because of
this focus on the person and his or her personal experiences and subjective perception of the
world the humanists regarded scientific methods as inappropriate for studying behavior.
Person-centered approach of Carl Rogers will be discussed in this category.
KEY CONCEPTS
 Rogers believed that humans are basically good. He argued that we have an innate
drive to reach an optimal sense of ourselves & satisfaction with our lives.
 As infants grow, they develop the need for positive regard. Positive regard:
Acceptance, love and approval from others
 Conditions of Worth: The emphasis is that love is given conditionally (with a string
attached). Resulted from having conditional positive regard
 Unlike in Conditional Positive Regard, Unconditional Positive Regard is an
approval granted by other people regardless of your behavior
 Congruence is when the self-concept (the person we think we are) is closer to the
real self (all our experiences)
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LEARNING RESOURCES
pages 314 - 346.
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Topic 4: Existential Theories
If we are talking about Existentialism, it is always based in clinical experience rather than
scientific research. People live in the present and are responsible for their experiences. People
who lacks courage to face destiny and flee from freedom and responsibility while healthy
people challenge destiny and live authentically. Existentialism is when people search for
some meaning in their lives.
KEY CONCEPTS
Rollo May’s Existential Psychoanalytic Theory
 Rollo May differentiate the people who are being-in-the-world (Dasein) and Nonbeing or
Nothingness (Fear of Death / Living defensively)
 The central problem we face, according to May, is a feeling of powerlessness in the face
of enormous problems
 Anxiety refers to “apprehension cued off by a threat to some value that the individual
holds essential to his or her existence as a person” Normal & Neurotic Anxiety are the two
kind of Anxiety.
 The source of human dilemma lies in the loss of the center of values in our society. We
became estranged from nature and from one another.
 May believed that consciousness of self is the unique mark of the human person.
 Rollo May introduced the Four (4) Stages of Consciousness of Self: (1) Stage of
Innocence (2) Stage of Rebellion (3) Stage of Ordinary Consciouness of the Self and (4)
Stage of Creative Consciousness of the Self.
Victor Frankl’s Logotherapy
 Life in the concentration camp taught Frankl that our main drive or motivation in
life is neither pleasure (Freud) nor power (Adler), but meaning.
 The aim of Logotherapy is to carry out an existential analysis of the person, and, in
so doing, to help him uncover or discover meaning for his life.
 He also discussed the Basic Assumptions of Logotherapy and these are the
following: (1) Body, Mind, and Spirit (2) Life haas Meaning in all Circumstances (3) Human
have a Will to Meaning (4) Freedom to Find Meaning (5) Meaning of the Moment (6)
Individuals are Unique.
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LEARNING RESOURCES
pages 347 - 378.
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Topic 5: Learning Theories
Burrhus Frederic Skinner was even more influenced by John Watson who argued that
psychology must deal with the control and prediction of behavior and that behavior—not
introspection, consciousness, or the mind—is the basic data of scientific psychology. Skinner
believed that human behavior, like any other natural phenomena, is subject to the laws of
science, and that psychologists should not attribute inner motivations to it. Although he
rejected internal states (thoughts, emotions, desires, etc.) as being outside the realm of
science, Skinner did not deny their existence. He simply insisted that they should not be used
to explain behavior.
KEY CONCEPTS
 B.F. Skinner discussed the concept of Classical Conditioning and Operant

Conditioning
 He also discussed the different kinds of Reinforcement namely: Positive and
Negative Reinforcement, Positive and Negative Punishment.
 Reinforcement can follow behavior on either a continuous schedule or on an

intermittent schedule. There are four (4) basic intermittent Schedule: (1) Fixed-ratio (2)
Variable-ratio (3) Fixed-interval (4) Variable-interval.
 The tendency of a previously acquired response to become progressively weakened
upon nonreinforcement is called extinction.
 He also believed that human behavior is shaped by three forces: Natural selection,
the evolution of Cultures and the Individual’s personal history of reinforcement.
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LEARNING RESOURCES
pages 445 - 514.
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V. STUDY QUESTIONS
 Which stage in the psychosocial development takes place roughly the same time of
life as Freud’s anal stage of development.
A. Industry vs. Inferiority
B. Trust vs. Mistrust
C. Initiative vs. Guilt
D. Autonomy vs. Shame and doubt
 A girl gives her poodle treats every after five minutes of standing up without
moving. The schedule of reinforcement she employs is called
A. Fixed ratio
B. Variable ratio
C. Fixed interval
D. Variable interval
 Individual psychology postulates that the goal of all human behavior is _.

A. Style of life
B. Creative power
C. Striving for success or superiority
D. Social interest
 This level of mental life is not in contact with reality and its main function is to
maximize satisfaction and reduce tension
A. Ego
B. Unconscious
C. Id
D. Preconscious
___________________________________________________________
VI. LEARNING ACTIVITIES
MY PURPOSE IN LIFE
 Create something (e.g., art) gives you a sense of purpose, which can add meaning to
your life.
 Create your own collage that reflects your purpose/s in life
 Upon completion, name your piece to help convey the meaning or inspiration
behind it.
INSTRUCTIONS:
For the collage:
 use a regular size oslo paper on which to pose your collage

 Limit your materials to Magazines, newspapers, art papers, etc and glue
For the processing:
 Type your responses to the questions.

 What is the first thing that came to your mind when tasked to do the collage?
 What was your initial feeling towards the activity? Why?
 How do you feel after completing your collage?
 What purposes in life did you discover from the activity?
 Was it difficult or easy to identify your purpose in life?
 What made it difficult/easy for you?
___________________________________________________________
VII. REFERENCES
 Feist and Feist, Theories of Personality 7th Edition Chapters 2 & 3 pages 22-102, 9
pages 248-278, 11 pages 314-346, 12 pages 347 - 378, 15 pages 445-514
 https://www.brainpickings.org/2013/03/26/viktor-frankl-mans-search-for-meaning/
 https://www.psychologytoday.com/us/blog/hide-and-seek/201205/mans-search-
meaning
 http://www.drpaulwong.com/viktor-frankls-meaning-seeking-model-and-positive-
psychology/
 http://www.inquiriesjournal.com/articles/660/2/viktor-frankls-logotherapy-the-
search-for-purpose-and-meaning
STUDY GUIDE

Module 5: Cultural Concepts of the Self
___________________________________________________________
I. INTRODUCTION
In this module, we will differentiate the different cultures, Easterns and Westerns, and the
traits of people living in the respective cultures.
___________________________________________________________
 Identify the different cultures and their practices.

 Understand the importance of other people’s behavior based on their cultures.
___________________________________________________________
III. KEY CONCEPTS
 Western people are indivivualistic while Eastern people are collaborative in which
Westerners are motivated by own preferences, needs , rights. On the other side, Easterners are
motivated by the norms of, and duties imposed by the group.
 In terms of power distance, westerners must earn respect while in Eastern, Children
respect and obey parents and those who are authorities.
 In education, United States pays great attention to train the students’ practice ability
to utilize the knowledge, cultivating the students’ question to the knowledge and authority
and building the ability to extend the knowledge system unlike in Taiwan’s education pays
more attention to the instilling and accumulation of knowledge, cultivating the students’
respect to the knowledge and authority and building the ability to inherit the knowledge
system.
 People in Westerns are infromal and egalitarian in terms of social relationships
while in Easterns, they are formal and hierarchical.
___________________________________________________________
IV. STUDY QUESTIONS
 In search of the self, what is your stand between EASTERN & WESTERN
concepts?
___________________________________________________________
V. LEARNING ACTIVITIES
 In this activity, you will be having a group debate. Create a four (4) groups in class.
And each groups will defend the topic that will be given to them.
 The two (2) groups will defend Eastern Cultures and the other two (2) is the
Western cultures.
 There are three (3) rounds in this debate. Every round is a different topic. The topics
are connected in Education, Family, and Mental Health.
___________________________________________________________
VI. REFERENCES
 Professor Lilly Cheng, San Diego State University, [email protected]

 Psychologist Nalini Ambady (2009), Westby (2009)
 Hofstede, G. (1984). Culture’s consequences: International differences in work-
related values. Newbury Park, CA: Sage
 Robert B. Kaplan, “Cultural thought patterns in Intellectual Education” Language
learning 16:15
 https://onlinelibrary.wiley.com/doi/abs/10.1002/j.2161-1912.1991.tb00625.x
 http://www.1000ventures.com/business_guide/crosscuttings/cultures_east-west-
phylosophy.html
 https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?
article=1003&context=ojur
 https://prezi.com/p/tobpvdqtdh9f/the-self-in-western-and-eastern-thought/
STUDY GUIDE
Unit III: The Self from Various Perspectives

Module 6: Unpacking the Self
___________________________________________________________
I. INTRODUCTION
In this module we will be discussing the different facets of the self. In which it can help
us to discover more about ourselves. The self is made up of different interpretations of
others and also, you have your own interpretation about yourself. However, you, only
you know your true intentions, manners, behaviors, habits, and so on. Under of this
topic, it will be tackled the following: The Physical, Sexual, Material/Economical,
Social, Reflexive, Spiritual, Political and Digital self.
___________________________________________________________
 Explore the different aspects of self and identity

 Demonstrate critical, reflective thought in integrating the various aspects of self and
identity
 Identify the different forces and institutions that impact the development of various
aspects of self and identity
 Examine one’s self against the different aspects of self discussed in class.
___________________________________________________________
Topic 1: The Physical Self
This topic will guide you to know why other people gives much importance on their physical
apperance, the way they look, size and shape of their body, skin color and their physical
strength wherein it is very relevant nowadays to young men and women.
III. KEY CONCEPTS
 Every culture have its own gauge to “beauty” - The long-necked women of
Myanmar, Women on Iran like to show off their nose jobs, stretched earlobes and a
shaved head is a beauty standard in Kenya and other parts of Africa, Lip stretching
in parts of Africa and South America are considered attractive to men, Māori
women sport tattoos in New Zealand and many culture in different places define
what beauty really is based on their cultures.
 journalist Esther Honig used the online marketplace Fiverr to send out a photo of
herself to graphic designers in more than 20 countries.
 Their task: to edit the photo to make Honig look "beautiful" — however the
designer defined the term.
 Decorating the body as status symbol - Tattoo, Scarcification, Piercing and Body
painting
 Where does beauty lie?
 Beauty is out there; it is objective. It is primary quality that resides in the object.
 Beauty is not there, It is secondary quality that resides in the perceiver. (John
Locke)
 Beauty is neither primary nor secondary; it is tertiary in nature. It depends on the
appropriate situational perspective.
___________________________________________________________
Topic 2. The Sexual Self
Sexuality
 Ways to feel sexuality starting from childhood up to old age through our body, roles
in life, beliefs and our relationship - Libog, Kilig, Pagnanasa at Kasarian in Filipino.
 Sexual orientation as dynamic spectrum and it change through the course of time
 The desire of each individual is to be happy
 Field of Sexuality are the following - Physical, Emotional, Psychological, Spiritual.

These four are related to each other.
 Things to do: We need to stop looking at people as sex objects. We need to be zero
tolerance in sexual discrimination and sexual abuse.
Examples of discrimination and sexual abuse
Demeaning behavior
Ignoring existence
Whistling, green jokes
Discrimination inside the workplace
Insulting
Physical Abuse
Rape, Molestation
Sexual Response
 The sexual response cycle in humans progresses through four phases: Excitement,
Plateau, Orgasm (climax) and Resolution
 Excitation - Vasocongestion: pelvic area receives more blood in general, in

particular to genitals.
 Plateau - Both males and females continue vasocongestion to max, heart rate,
respiration rate and blood pressure continue to increase, copious perspiration, and increased
myotonia
 Orgasm - Both females and males are very high heart rate, blood pressure and
breathing, intense myotonia
 Health Benefits Associated With Orgasm are the following: General Health, Pain
relief, Better sleep, Lower Cancer Rate, Mood Enhancement, Greater feelings of intimacy.
 Resolution - Return to normal, muscles relax, breathing etc. back to normal, blood
back to circulation from genitals.
 EACH PHASE MUST BE FULLY COMPLETED IN ORDER TO REACH
THE NEXT ONE
Human Reproduction
 Reproduction means being able to produce new individuals (babies). Sexual and
Asexual are the two methods of it.
 Gametes (sex cells) are needed for sexual reproduction. Sperm for male gamete and
egg for female gamete. Each parent produces a sex cell or gamete.
 Testosterone is the hormone responsible for development of male sex organs

 A combination of oestrogen and progesterone hormones at puberty causes the
development of the secondary female sex characteristics:
 Puberty is the time when the sex organs mature and other physical and emotional
changes take place.
 Reproduction is the production of new individulals
 Puberty is when a person becomes sexually mature.
 The functions of the parts of the male reproductive systems are as follows:
The testes make sperm
The scrotum keeps the testes at the correct temperature
Sperm ducts carry sperm from the testes to the penis
The penis passes sperm into the body of the female
 The functions of the parts of the female reproductive systems are as follows:
The ovaries produce egss
The fallopian tubes transfer eggs from the ovary to the uterus
The uterus is where the baby develops
The vagina is where sperm enter the female body. It also forms the birth canal
when a baby is born
 The menopause is the age at which the female stops producing egss
 The menstrual cycle is a series of changes that happen about every 28 days in the
female body
 The menstrual cycle takes place:
Between puberty and the menopause
Only when a female is not a pregnant
 In each menstrual cycle:
The lining of the uterus breaks down and passes out of the body (a period
occurs)
A new lining forms in the uterus and a new egg develops in the ovary
An egg is released from the ovary (ovulation)
The lining of the uterus remains in place until the next menstrual cycle
 The fertile period is the time in the menstrual cycle when pregnancy is most likely
to occur
 Sexual intercourse takes place when the erect penis of the male is placed in the
vagina of the female
 Fertilisation is the fusion of the male and female nuclei to form a zygote
 Fertilisation takes place in the fallopian tube
 Implantation is the attachment of the embryo to the lining of the uterus
 Pregnancy is the length of time a baby spends developing in the uterus
 Birth is caused by contractions of muscles in the uterus of the mother
 The afterbirth consists of the placenta and part of the umbilical cord
 The early growth of a baby is helped by breast milk from the mother
 Contraception is the prevention if fertilisation or pregnancy
 Contraceptive methods which prevent fertilisation include:
Avoiding intercourse at certain times
Using a condom, a cap of chemicals to kill sperm
Surgery to close off the sperm ducts or fallopian tubes
 Contraceptive methods which prevent implantation include certain pills or inserting
a coil in the uterus
 Genetic is the study of how traits or characteristics are inherited
 Inherited characteristics are controlled by genes and are passed on from the parents
to their children.
 Non-inherited characteristics are not controlled by genes but are learned or acquired
during life.
 Chromosomes are located in the nucleus of the cell
 Chromosomes are made up of DNA and protein
 Genes are located on chromosomes
 Genes are short sections of DNA which control inherited characteristics
 Human cells have 46 chromosomes made up of two sets of 23 inherited from each
parent
Contraception
 There are three types of contraception - Barrier contraceptives, Hormonal

Contraceptives and Sterilization
 No single method of birth control is the “best” one. Each has its own advantages and
disadvantages. Abstinence is the only 100% effective way to prevent pregnancy and STD’s
 Barrier Contraceptives - Methods that physically or chemically block sperm from

reaching an egg AND provide a BARRIER between direct skin to skin contact
 Hormonal Method - Methods that prevent the release of an egg (ovulation). Prevents
a fertilized egg from implanting in the uterus (prevents pregnancy).
 Sterilization - Vasectomy: This operation is done to keep a man’s sperm from going
to his penis, so his ejaculate never has any sperm in it that can fertilize an egg.
Sexually Transmitted Infection (STI)
 Most STIs have no symptoms. A person can have an STI and not know it
 There are three types of STI’s - Bacterial, Parasitic, Viral
 Bacterial STIs are Chlamydia, Gonorrhea and Syphilis
 Chlamydia is the most common bacterial STIs in the world
 Gonorrhea is passed along by having unprotected oral, anal or vaginal sex
 Syphilis can cause serious damage to the body if not cured, including death
 Parasitic STIs are Pubic lice, Scabies and Trichomoniasis
 Pubic lice the lice attach their eggs to the pubic hair and feed on human blood
 Trichomoniasis is caused by a parasite that is usually sexually transmitted, but it can
survive 24 hours on wet towels and bathing suits
 Scabies is caused by the itch mite. It burrows just under the skin and lays eggs. The
scabies mite can live for 2-4 days away from the human body; it can be transmitted without
sexual contact.
 How to prevent parasitic STIs
 Trichomoniasis - Condoms will help prevent the spread
 Pubic lice and Scabies - Avoid sharing towels and clothing that have not been
washed
- When trying on bathing suits or underwear in the store always wear
something underneath
 Signs and symptoms of a parasitic STI
- Intense itchiness
- Reddish rash
- Pain during sex or urination
- Vaginal discharge
 How are parasitic STIs treated?

- Shampoo – special shampoo to kill lice or scabies
- Lotion - special shampoo to kill lice or scabies
- Ointment- special shampoo to kill lice or scabies
- Antibiotic – used to treat trich
 Viral STIs are Human Papilloma Virus (HPV), Herpes, Hepatitis and HIV / AIDS
 HPV is spread through skin to skin contact , oral, anal and vaginal sex with an
infected partner
 Treatments remove the warts but does not remove the virus from the blood
 Some people with herpes never develop sores, but are still contagious and may
spread it to others without knowing
 Hepatitis is a virus that affects your liver
 HIV is the initial infection
 AIDS is the advanced stage of the disease
 Over a period of time, the virus attacks and damages the body’s immune and
nervous system
 Where can someone go for STI testing and treatment?

 Family Doctor/Nurse Practitioner, Walk-In Clinic and Health Unit – STI and Birth
Control clinic
 What is the only 100 % effective way of preventing STIs and pregnancy?
ABSTINENCE!
 What does abstinence mean? Abstinence means to not do something
 Preventing STIs and pregnancy - Delay sexual activity until you are older
 Sexual health and decision making - Concept of consent, Communication in a
relationship

___________________________________________________________
Topic 3: The Material / Economic Self
William James a renowned American Psychologist, introduced his theory of self in his book
entitled Principles of Psychology which was published in 1890. James believed that
possession were among the things that made up one’s self identity. It is composed of every
material thing that a person values and desires.

KEY CONCEPTS
 Symbolic Communication Model states that material possessions form a part of the

owner’s extended self by constituting symbols for personal and social aspects of identity
 William James discussed the components of the self, the “I” and the “Me’ self
 Discussed the different parts of the material self; the body, the family and
reputation; possessions and money
 Furthermore, the roles of having material possessions were explained Belk
identified four (4) fundamental ways in which possessions may be perceived as an extension
of the self; by control or appropriation of an object, by creating it, by knowing it, and by use
of money
 Identified the role of consumerism as an extension of one’s self and identity: by
creating a new self by using a product, the choice product as a self-expression, utilization of
product to communicate message, and creating a sense of style which marks one’s
membership to a specific group
 Discussion on the negative impact of excessive accumulation of material things
___________________________________________________________
Topic 4: The Reflexive / Spiritual Self
 THE SPIRITUAL IDENTITY- individual’s belief that she or he is an eternal being

and connected to God
-an aspect of human spirituality thought to be effective in protecting and
restoring psychological health
-has the power to promote resiliency and change in individuals
-developed by interacting with God and by recognizing divine within himself
and others
 THE MODEL FOR SPIRITUAL IDENTITY DEVELOPMENT
o Stage One: Pre-Awareness
-pre-awareness of the self as an eternal being in relation to God
o Stage Two: Awakening
-involves a period of crisis, learning or conflict that prompts an
awareness of the self in relation to God
o Stage Three: Recognition

-individuals begin to develop a consistent spiritual identity by having
more spiritual experiences and by reflecting upon similar experiences
in the past
-spiritual themes begin to emerge for the individual
Stage Four: Integration

o
-individuals begin to interact and relate with God and with others in
spiritual terms, such that they come to see themselves as spiritual
beings through consistent interaction
 Individual Differences in Spiritual Identity
o Individuals strive to develop a spiritual identity that corresponds with what
they believe God to be.
o This is a result of his beliefs about God’s Image which may be a projection of
images of his earl interactions with parents, teachers, etc.
o The same process of spiritual identity development is one of unlearning
beliefs about God based on interactions with others and refining more
accurate images of the true attributes of God by interacting directly with Him
 Atheism- a rejection of the assertion that there are gods; a lack of belief in gods
o Atheist- one who does not believe in the existence of a god, or who owns no
being superior to nature
TWO TYPES OF ATHEISTS
EXPLICIT ATHEIST or a POSITIVE ATHEIST- strong atheist;
denies the existence of God or any other deities; concludes that God
does not exist
-beliefs are solely based on what can be found to be true using the
scientific method
WEAK ATHEIST or a NEGATIVE ATHEIST or IMPLICIT
ATHEIST
-does not deny the existence of God outright but claims a religious
relativism
-anyone’s belief can be true for that person but does not believe in
God herself
o Agnostic- a person who has entertained the proposition that there is a God
but believes neither that it is true nor that it is false
___________________________________________________________
Topic 5: The Political Self
In this topic, you will practice to develop your Filipino identity, help you to identify different
Filipino values and traits and it will reflect on your selfhood in relation to your national
identity. We are going to know the values, traits and other markers that constitute Filipino
identity as well as the ideal practices that make one a good Filipino citizen.
KEY CONCEPTS
 Filipino Values and Traits

 Hospitality
- a globally well-known Filipino trait characterized by warmth treatment to any

visitors or strangers.
 Respect for Elders
- Filipinos greet their elders by kissing their hand while saying “Mano po!” and
constantly using “po” and “opo” in conversations.
 Close Family Ties
- Filipinos maintain a tight relationship with their families regardless if the
children are old enough and already have families of their own.
 Cheerful Personality
- Filipinos have a habit of smiling and laughing a lot. They smile when they are
happy, or even sometimes when they are sad or angry.
 Self-sacrifice
- The self- sacrificing attitude of Filipinos can be seen as an extension of the
Filipino hospitality. Filipinos go out of their way to extend help to their friends,
families, and loved ones.
 Bayanihan
- Bayanihan is the spirit of communal unity and cooperation of Filipinos. it is
also giving without expecting something in return.
 “Bahala Na” Attitude
- “Bahala na” is the Filipino version of the famous line “Hakuna Matata”
meaning no worries.
 Colonial Mentality
- Colonial mentality is regarded as the lack of patriotism and the attitude where
Filipinos favor foreign products more than their own.
 “Mañana” Habit
- This is the Filipino term for procrastination. It was derived from a longer
Filipino phrase called “Mamaya na” meaning dawdling things, which could have
been done at an earlier time.
 “Ningas Kugon”
- Ningas kugon refers to the attitude of eagerly starting things but quickly
losing eagerness soon after experiencing difficulty, just like how fast the fire Cogon
grass burns out moments after being ignited.
 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
- This is a toxic trait among Filipinos where one resents the achievement of
another, instead of feeling happy for that person.
 Filipino Time
- Filipinos have this common attitude of arriving late at commitments, dinner or
parties especially if they are meeting someone close to them.
 Filipino Markers
Salawikain
- Sayings that convey lessons and reflection on Filipino practices,
beliefs and traditions.
Superstitions
- Filipinos also subscribe to their own set of superstitions passed
down from generation to generation.
Myths and Legends
- These stories are aimed to explain the origin of things, at the same
time, teach a valuable lesson and due to the Philippines’ rich culture and
history, numerous myths and legends have sprung about things that are
beyond one’s imagination.
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. Icons are also markers in the sense that they have made Filipino
name more pronounced worldwide through their own expertise.
 Ways on how to be a Good Filipino

 Be an active Filipino citizen
 Study the Philippine history
 Support local products
 Speak the Filipino language
 Do not spread fake news and be democratic in engaging with
dissent.
___________________________________________________________
Topic 6: The Digital Self
 DIGITAL SELF- mask that we put on to engage in the technological world

o TRUE SELF- instinctive core of our personality which must be nurtured and
realized
o FALSE SELF- created to protect the “true self” from insult and danger, and
when it feels frightening to be genuine in the world
 THE OSA THEORY (OBJECTIVE SELF-AWARENESS THEORY)
-assumes that humans experience the self as both subject and object
o SELF as SUBJECT- found in the daily life experiences where a person is an
active participant in life and is not self-conscious
o SELF as OBJECT- when people focus their attention on the self (self-
conscious)
-may have positive and negative effects
o OBJECTIVE SELF-AWARENESS-people view themselves as others do
even if they are not in immediately under observation
o RESEARCH ON COMPUTER-MEDIATED
COMMUNICATION- information online is over-interpreted
relative to the same information provided offline leading
exaggerated or stereotyped impressions
o SELECTIVE SELF-PRESENTATION- takes place in mediated spaces due to
increased tie for creating a self-presentation
 THE HYPERPERSONAL MODEL- internet allows
users to selectively self-present themselves in
asynchronous media
 THE IDENTITY SHIFT- online self-presentation affects
attitudes about the self
 POSITIVE EFFECTS OF SELECTIVE SELF-
PRESENTATION-
 Positive influence on self-esteem
 Enhances awareness of the optimal self
 NEGATIVE EFFECTS OF SELECTIVE SELF-
PRESENTATION-

Activate discrepancies between oneself and
social standards and consequently lower self-
esteem
 Non-edited view of the self may likely decrease
self-esteem
 SOCIAL SELF-ESTEEM- enhanced when perceptions
of one’s physical appearance, close relationships, and
romantic appeal are given positive feedback
 THE DIGITAL BIRTH- starts when the first image or text appears for a person
online
-some children already have a presence online even before
they are born (e.g. parents posting sonograms online)
 THE IMPORTANCE OF YOUTH RELATIONSHIPS
o Friendships are a primary form of dyadic peer experience.
o It is crucial for youth to have friendships characterized not only by mutual
liking but also by intimacy and security.
 THE YOUTH AND SOCIAL MEDIA
o Social networking sites such as Facebook provide access to a highly
personalized and greater and more diverse volume of material than is
available through other technology.
 SMART SHARING
o Is my post necessary?
o Is there a real benefit to the post?
o Is it funny, warm- hearted, teachable or am I Just making a noise online
without purpose?
o Should I make our issues at home, school, or love life public?
o Is it appropriate? Does it stay in the boundaries of my values?
o Will this seem funny or interesting in 5 10, 15 years?
o Will this post be appropriate for public sharing or for small group sharing
only?
STUDY GUIDE
Unit IV: Caring for Oneself

Module 7: Need for Self-care
___________________________________________________________
I. INTRODUCTION
Taking good care of yourself is paramount to the success of your recovery process.
People in recovery find that their physical, spiritual, and emotional health are all
connected, and that supporting one supports the others. Taking care of all aspects of
you will increase the likelihood that you stay well. This topic will give you some tips on
how to manage you stress, what are the sources of coping and strengths, what are we
need to care for ourselves, and how to create a stress management plan.
___________________________________________________________
 Identify and explore the different stressors and coping strategies

 Understand and manage stress with the help of the tips will be provided.
 Examine one’s self against different stressors
___________________________________________________________
Topic 1: The Need for Self-care
Self-care describes a conscious act one takes in order to promote their own physical, mental,
and emotional health. There are many forms self-care may take. It could be ensuring you get
enough sleep every night or stepping outside for a few minutes for some fresh air.
 There are four kind of self-care and these are Physical, Emotional, Social and
Spiritual.
 Physical - Sleeping, stretching, walking, physical release, healthy food, yoga and
rest
 Emotional - Stress management, emotional maturity, forgiveness, compassion and
kindness
 Social - Boundaries, support systems, positive social media, communication, time
together, ask for help
 Spiritual - Time alone, meditation, yoga, connection, nature, journaling, sacred
space
 Real self care
- Fueling your body with food that gives you energy and helps you
improve mentally and physically
- Drinking water
- Being kind to yourself
- Setting boundaries
- Spending time with people that will enrich your life
- Treating yourself to something new because you love yourself
- Moving your body because you can
 Fake self-care
- Dieting
- Alcohol or drugs
- Talking bad words to youself to motivate you
- Saying yes to everyone because you are a nice person
- Socializing because of Fear Of Missing Out (FOMO)
- Buying anything that promises to make you love yourself more
- Working out as punishment or attending a class that shames your eating
habits/appearance.
___________________________________________________________
Topic 2: The Stressors and Responses
 Stressors are situations that are experienced as a perceived threat to one's well-

being or position in life, especially if the challenge of dealing with it exceeds a person's
perceived available resources.
 A stressor is anything that causes the release of stress hormones. There are two
broad categories of stressors. Physiological or physical stressors and Psychological stressors.
 Physical stressors are defined here as biological agents (e.g., bacteria, viruses) or
external forces (e.g., radiation, noise) that can modify exposure and/or elicit a physiological
response from the exposed organism
 Psychological stressors are social and physical environmental circumstances that

challenge the adaptive capabilities and resources of an organism. These circumstances
represent an extremely wide and varied array of different situations that possess both common
and specific psychological and physical attributes.
 Physiological reaction includes increased heart rate. Adrenaline leads to the arousal
of the sympathetic nervous system and reduced activity in the parasympathetic nervous
system. Adrenaline creates changes in the body such as decreases (in digestion) and increases
(sweating, increased pulse and blood pressure).
 There’s a distinction between a stressor and actual stress. A stressor can be a person,
place, or situation that’s causing you stress. Stress is the actual response to one or a
combination of those stressors.
___________________________________________________________
Topic 3: Sources of Coping and Strength
 Research has found that maintaining good health has a positive influence on
reducing and coping with stress. Behaviors such as exercise, meditation, deep breathing, good
eating habits, and getting enough sleep can help individuals better handle stress.
 Coping in Psychology is expending conscious effort to solve personal and
interpersonal problems, and seeking to master, minimize or tolerate stress or conflict.
 There are two types of coping strategies - Appraisal focused and Problem focused
 Appraisal-focused - directed towards challenging one’s own assupmtions, adaptive
cognitive. Occur when the person modifies the way they think.
 Problem-focused - directed towards reducing or eliminating a stressor, adaptive
behavioral.
 Gender differences in coping strategies are the ways in which men and women
differ in managing psychological stress
 There is evedince that males are often develop stress due to their careers, whereas
females often encounter stress due to issues in interpersonal relationships.
___________________________________________________________
Topic 4: Stress Management Plan
 Execise regularly
 Have healthy eating habits and never skip breakfast
 Reduce sedentary activities like TV Video games, etc.
 Eat healthy nutricious food. Avoid junk food
 Avoid excess caffeine intake
 Do not take quick fix remedies like alcohol, tobacco and drugs
 As they have long term and very harmful effects on your body and mind.
STUDY GUIDE
Unit IV: Caring for Oneself

Module 7: Setting Goals
___________________________________________________________
I. INTRODUCTION
Goal setting involves the development of an action plan designed to motivate and guide a
person or group toward a goal. Goal setting can be guided by goal-setting criteria (or rules)
such as SMART criteria. Goal setting is a major component of personal-development and
management literature. This topic will help you to balance your priorites it will also give you
information on how to attain your goal.
II. KEY CONCEPTS
 GOAL- desired result that a person visualizes, plans, and commits to achieve.

 SHORT-TERM GOAL- a goal you want to achieve in the near future or soon
 LONG-TERM GOAL- a goal which takes a long time to achieve; requires time and
planning
 TYPES OF GOALS
PROCESS GOALS- an outcome that is based on specific actions and tasks that
you complete
PERFORMANCE GOALS- based on personal standards
OUTCOME GOALS- focused on a specific milestone that might be out of your
control
 GOAL SETTING- process of identifying something an individual wants to
accomplish and establishing measurable objectives and timeframes to help achieve it.
 GENERAL GOAL SETTING TIPS:
- Set both short- and long-term goals
- Set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals
- Set goals that motivate you
- Write your goals down and put them in a place you can see
- Adjust your goals as necessary
- Recognize and reward yourself when you meet a goal
 ALBERT BANDURA’S SELF EFFICACY THEORY

 AGENCY- refers to the human capability to influence one's functioning and the
course of events by one's actions.
 FOUR FUNCTIONS IN WHICH HUMAN AGENCY IS EXERCISED
1. Intentionality- people form intentions that include action plans and strategies
2. Forethought- people set goals for themselves and foresee likely outcomes of prospective
actions to guide and motivate their efforts anticipatorily
3. SELF- REACTIVENESS- people are self-regulators where they minimize discrepancies
between their achievements and their goals and proactively set newer goals after minimizing
these discrepancies
4. SELF-REFLECTIVENESS- people reflect on their self-efficacy, soundness of their
thoughts and actions, the meaning of their pursuits, and make corrective adjustments if
necessary.
5. SELF-EFFICACY- ability to maintain optimism in the face of tough odds is recognized as
being key to success in many roles
 FOUR WAYS TO BUILD SELF- EFFICACY
1. Mastery Experiences- no better way to start believing in one’s ability to succeed than to set
a goal
2. Social Modeling- witnessing demonstrations of competence by people who are similar to
them
3. Social Persuasion- being told by someone we trust that we possess the capabilities to
achieve our goals will do more for us than dwelling on our deficiencies.
4. States of Physiology- changing negative misinterpretations of physical and affective states
is key to build self-efficacy
 CAROL DWECK’S MINDSET THEORY
 FIXED MINDSET- individuals believe that their qualities (e.g. intelligence, other
personality traits) are inborn traits; one’s traits are fixed, not something that can be practiced
or developed
 GROWTH MINDSET- individuals believe that effort or training can change one’s
qualities and traits
 EDWIN LOCKE’S GOAL SETTING THEORY
Primary concept is on the power of setting specific and measurable goals, rather than keeping
outcomes general.
PRINCIPLES OF GOAL SETTING by Locke
1. CLARITY- a clear, measurable goal is more achievable than one that is
poorly defined
2. CHALLENGE- a goal must have a decent level of difficulty in order to
motivate you to strive toward the goal
3. COMMITMENT- put deliberate effort into meeting this goal
4. FEEDBACK- gives opportunity to clarify expectations and adjust the
difficulty of goals
5. TASK COMPLEXITY-make sure you give yourself enough time to
overcome the learning curve involved in completing a task
REFERENCES:
 http://www.insearchofmecafe.com/bodyImage/bodyImage_image.aspx
 ttps://masteringalchemy.com/content/four-faces-you-%E2%80%93-part-two-your-physical-self
 https://www.academia.edu/39009296/Sigmund_FREUD_SEXUALITY_AND_THE_PSYCHOLOGY_O
F_LOVE_With_an_I_introduction_by
 https://www.gracepointwellness.org/353-self-help-book/article/9699-sexual-identity-and-
gender-identity
 https://prezi.com/p/rtcf6o40smhy/the-materialeconomic-self/
 https://www.scribd.com/document/429129305/The-Material-and-Economic-Self
 https://www.researchgate.net/publication/223415114_Materialism_and_economic_psychology
 https://opentextbc.ca/socialpsychology/chapter/the-social-self-the-role-of-the-social-situation/
 http://www.harperwest.co/self-acceptance/five-factors/5-attachment/
 https://www.researchgate.net/publication/240241957_The_reflexive_self_A_sociological_persp
ective
 https://www.sesp.northwestern.edu/docs/publications/430816076490a3ddfc3fe1.pdf
 https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3048&context=facpub
 https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01525/full
 https://www.psychologytoday.com/us/blog/traversing-the-inner-terrain/201912/religion-vs-
spirituality
 https://sabanganpwu.wordpress.com/2014/11/24/johanna-zulueta-identifying-filipino-identity/
 https://www.researchgate.net/publication/324983286_Exploring_Political_Values_of_Filipinos_
Using_an_Etic_Approach
 https://blogging.com/psychology-cyberspace/
 https://www.academia.edu/11293218/The_Digital_Self_Chapter_2_from_Swarm_and_Spectacl
e
 http://groups.csail.mit.edu/mac/classes/6.805/student-papers/fall98 papers/identity/white-
paper.html
 https://positivepsychology.com/goal-setting/
 https://www.tonyrobbins.com/ask-tony/can-create-compelling-future/
 https://inside.ewu.edu/calelearning/psychological-skills/goal-setting/
 https://positivepsychology.com/self-efficacy/
 https://albertbandura.com/albert-bandura-agency.html
 https://www.learning-theories.com/mindset-theory-fixed-vs-growth-mindset-dweck.html
 https://peakon.com/blog/future-work/edwin-locke-goal-setting-theory/
 https://gostrengths.com/what-is-goal-setting-theory/
 https://www.mindtools.com/pages/article/newHTE_87.htm
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85f53b7aa970/post/7506c52b-fbe4-4e11-bd78-63d639749455


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Tarlac State University

College of Arts and Social Sciences

PSY 1A - UNDERSTANDING THE SELF

Unit I: Tripartite Composition of the Self

 Module 1: The Self of Thoughts, feelings, Sensations and Behaviors

Unit II: The Self from Various Perspectives

 Module 2: Bio-ecological Perspective

 Module 5: Cultural Concepts of the Self

Unit III: The Self from Various Facets

 Module 6: Unpacking the Self

Unit IV: Managing and Caring for the Self

 Module 7: Setting Goals

STUDENT PERFORMANCE EVALUATION

Assignment, Output 20%

Credit Grade = (Midterm Grade + Final Term Grade)/2

Incomplete and late requirements are not accepted.

Hi! I am Mary Joy R. Facun, a full-time lecturer at the Psychology

Hi! I am Rowena R Pangilinan, a full-time

Unit I: Tripartite Composition of the Self

III. KEY CONCEPTS

 To understand the self as a holistic being with interconnected thoughts, feelings,

 Antecedent Condition is an event , contexts, or situations that trigger an emotion

Unit II: The Self from Various Perspectives

Bio-ecological Perspective of the self present by Urie Bronfenbrenner, an American

SYSTEM EVENT/SITUATION IMPACT

Unit II: The Self from Various Perspectives

 To know the process of the formation of our self-concept.

 A game created by psychologists Joseph Luft and Harry Ingham

 Unknown: these qualities are unknown both to you and others

Unit II: The Self from Various Perspectives

 Understand other people’s behavior guided by these different theries

III. KEY CONCEPTS

Sigmund Freud’s Psychoanalytic Theory

 Freud saw mental functioning as operating on three levels—unconscious,

Alfred Adler’s Individual Psychology

 STRIVING FOR SUCCESS OR SUPERIORITY is the one dynamic force behind

 UNITY AND SELF-CONSISTENCY OF PERSONALITY - Each person is unique

Rollo May’s Existential Psychoanalytic Theory

Victor Frankl’s Logotherapy

 B.F. Skinner discussed the concept of Classical Conditioning and Operant

 Reinforcement can follow behavior on either a continuous schedule or on an

 Individual psychology postulates that the goal of all human behavior is _.

For the collage:

 use a regular size oslo paper on which to pose your collage

For the processing:

 Type your responses to the questions.

Unit II: The Self from Various Perspectives

 Identify the different cultures and their practices.

 Professor Lilly Cheng, San Diego State University, [email protected]

Unit III: The Self from Various Perspectives

 Explore the different aspects of self and identity

III. KEY CONCEPTS

 Field of Sexuality are the following - Physical, Emotional, Psychological, Spiritual.

 Excitation - Vasocongestion: pelvic area receives more blood in general, in

 Testosterone is the hormone responsible for development of male sex organs

 There are three types of contraception - Barrier contraceptives, Hormonal

 Barrier Contraceptives - Methods that physically or chemically block sperm from

Sexually Transmitted Infection (STI)

 How are parasitic STIs treated?