DIKO NA MAINTINDIHAN SARILI KO…. 1.

Filipino time
2. Crab mentality
WEEK 7: 3. Colonial mentality
A. POLITICAL SELF
 Rethinking Filipino Values
Two types of motives of social influence 1. Hiya is not the same with “shame” or “guilt”
 Normative influence – help avoid but rather it is a sense of propriety.
punishment. (nagpapanggap) 2. Bahala na is not fatalism but it is risk-taking
 Informal influence – based on accepting the and determination.
information obtained from others as 3. Utang na loob is not a debt or a burden; it is
evidence of reality. (totoo) gratitude and solidarity.

LEADERSHIP - Is the process by which certain group  Redefining Filipino Values

members motivate and guide the group. 1. Pakikipagkapwa or Kapwa-the core value of
 Theories of leadership: the Filipino.
- Psychological Needs
David McClelland believed that we have three C. DIGITAL SELF
psychological needs:
1. Need for power (nPow) – to accomplish  SELF IN CYBERSPACE – people are more
2. Need for affiliation (nAff) – to spend time in willing to speak out and misbehave.
social relationships.  Digital literacy - It is the capabilities
3. Need for achievement (nAch) – to influence possessed by individuals who are living,
learning and working in a digital society.
 Three Leadership Motivation Patterns
(Chan and Drasgow, 2001) Types of disinhibition:
1. Affective identity motivation – They are
passionate and enjoy being a leader.
2. Non calculative motivation – pang sariling
pakinabang.
3. Social-normative motivation – born to be a
leader.

 Types of Leaders According to Path-Goal

Theory
1. Instrumental - also known as a task leader
 Managing toxic disinhibition
who plan, organizes, and responsible for
a. Be careful about sharing
their subordinates.
b. Do not hang with the wrong crowd online.
2. Supportive – leaders who show concern to
c. Consider your emotional state before
their subordinates. They can motivate
posting.
others, shows honesty and integrity.
d. Consider others’ possible reaction.
- Impact:
a. Increased cohesiveness & harmony
 Types of Self-Presentation
b. Lower turnover, absenteeism, & lateness
1. Self-promotion – to show that we are better
c. Increased cooperation and productivity.
so that others will admire us.
3. Participative – also known as Democratic
2. Ingratiation - you only want people to like
Leaders who allow subordinates to
you, crave for attention.
participate in decision making. Generally,
3. Exemplification - person who has the
the most effective leadership style (Lewin’s
intention to make others feel that they are
study)
not good as him/her.
4. Achievement-oriented - sets challenges and
4. Intimidation - you want people to feel afraid
rewards achievement.
of you.
a. Establishes a high standard of excellence for
5. Supplication - You want people to show
subordinates
mercy and you want people to take care of
b. Demonstrate a high degree of confidence in
you but for some there’s a reason for them
subordinate’s ability to establish & achieve
they are showing need for help in social
challenging goals.
media but to others, they only doing that to
get attention.
B. SIKOLOHIYANG FILIPINO (the colonial
influence)
WEEK 8:  Types of social groups
A. EMOTIONAL SELF – fundamental of 1. Primary groups – family
emotions. (relationship/informal)
- Based on Plutchick’s (1980) configuration of 2. Secondary groups – school (task/formal)
emotion, there are eight fundamental 3. IN-groups – gender (category) we
emotions, namely joy, trust, fear, surprise, 4. OUT-groups – they/them
sadness, disgust, anger, and anticipation. 5. Reference groups – set of similar
1. JOY – makes a life worth living. characteristics that are used as standards.
2. TRUST – strength of someone or something. (comparison)
3. FEAR – unpleasant emotion. 6. Peer groups – gathering of individuals of
4. SURPRISE – unexpected event. similar age.
5. SADNESS – emotional pain. 7. Voluntary groups – individual chooses to
6. DISGUST – rejection become a member.
7. ANGER – angers can be good or bad. 8. Involuntary groups – individual becomes a
8. ANTICIPATION – involving pleasure. member of a group.

Plutchick’s Wheel of emotion C. SOCIAL NETWORK – a person belongs to a

 Demonstrates how emotions are related to number of different groups.
one another. 1. Interaction – component of relationships.
 The combinations can be found on the outer 2. Relationship - 2 or more individual.
part of the wheel; for instance, love is 3. Person perception - forming impressions &
combination of joy and trust. Meanwhile making judgements.
Sadness is the opposite of joy, and
anticipation is the opposite of surprise.  SOCIAL NORMS - refers to spoken and
unspoken rules for behaving in particular
situations.
 NORMS - nakasanayan
- SOCIAL NORMS IN THE PHILIPPINES
a. Family oriented
b. Respect for elders
c. Utang na loob
 CONFIRMITY – to gain reward, information,
and to avoid punishments.
- Factors
a. Size of the group – fit-in
b. Unanimous groups – majority wins
EMOTION MANAGEMENT STRATEGIES: c. Gender
 Smile to make yourself and others feel good. d. Culture – know others culture
 Get up and move.  COMPLIANCE – individuals accept
 Check in with your body. influences.
 Physically remove tension.  SOCIAL ROLES – gampanin mo sa lipunan.
 Breathe
 Talk to someone. NATURE AND DEPTH OF RELATIONSHIP
 Disengage and re-engage emotions.  FAMILIARITY – comfortable
 Label your emotions for others.  ATTRACTION – attracted

WEEK 9: LOVE
A. SOCIAL SELF – relationship to others.  Special attachment
B. SOCIAL PSYCHOLOGY – social relationships - Kinds
or interactions. a. Romantic – not committed.
 Social factors – influences of significant b. Affectionate – laging magkasama.
people in one’s life. c. Consummate – strongest type of love.
 Environmental factors – physical elements Committed.
present in everyday surroundings.
- The triangular theory of love
 SOCIAL GROUPS - Every society is composed a. Passion – sexual attraction
of many groups in which daily social b. Intimacy – emotional feelings
interactions take place. c. Commitment - cognitive appraisal
ATTITUDES logical operations on concrete objects that
1. Positive – happy are present
2. Negative – general feeling of dislike 4. Formal Operation Stage 12 and up – the
individual acquires the ability to solve
PERSUASION AND ATTITUDE CHANGE abstract problems in a logical manner
 Persuasive communication - Plays a big part
in this progress. The extent of change in the Lawrence Kohlberg: Stages of Moral Reasoning
attitude depends on the speaker, the  Pre-Conventional Morality
message, and the listener. 1. Pleasure/pain orientation – to avoid pain,
punishment, or getting caught
STEREOTYPES – it affect people’s day to day 2. Cost-benefit orientation – to get rewards
interactions and decisions.  Conventional Morality
1. Prejudice – biased, intolerant attitude or 1. Good-child orientation – to gain acceptance
opinion. and avoid disapproval
2. Discrimination – unfair behavior or 2. Law and order orientation – to follow rules
treatment. and avoid censure by authorities
 Post-conventional Morality
FILIPINASYONG TEORYA NG PAG KATAO (Virgilio G. 1. Social contract orientation – to promote the
Enriquez) welfare of society
2. Ethical principle orientation – to achieve
 CORE OF PERSONALITY justice and avoid self-condemnation
1. Pakikiramdam (pakikipag kapwa tao) 3. Cosmic orientation – to be true universal
2. Kapwa (shared identity) principles and feel oneself part of a cosmic
3. Kagandahang loob (pagmamakatao o direction
shared humanity)
 ACCOMODATIVE SURFACE VALUE Parenting Style (Diana Baumrid, 1967)
1. Hiya  Authoritarian Parents - demanding, and
2. Utang na loob their children have less behavioral problems
3. Pakikisama which are easily prevented they use harsh
discipline and punishment.
WEEK 10:  Authoritative Parents - parents direct their
A. MORAL SELF children’s activities in a rational and
 Moral - Related to the sense or a standard intelligent way they are supportive, loving,
that determines what is right and what is and committed.
wrong.  Permissive Parents - parents are less
 Morality - Is the system of beliefs and values controlling and behave with an accepting
that ensures that individuals will keep their and non-punishing attitude towards their
obligations to others in the society and children’s, desire, actions, and impulses they
behave in ways that do not interfere with the are warm and supportive, but tend not to
rights and interests of others (Gerrig & enforce rules because discipline is lacking,
Zimbardo, 2002) children tend to make their own rules.
 Dilemma - A problematic situation in which  Uninvolved or Neglectful Parents –
a difficult choice must be made. detached and indifferent to the needs of
 Moral Reasoning - It is referring to the their children grow up feeling unloved and
judgments people make about what courses cannot follow instructions.
of action are correct or incorrect in particular
situations (Gerrig & Zimbardo, 2002) WEEK 11:
A. MATERIAL SELF
Jean Piaget: Stages of Intellectual Development  Belk (1988) stated that we regard our
1. Sensorimotor Stage 0-2 – child learns and possessions as part of our selves
develops knowledge about his/her  Russel Bank (1988) “We regard our
environment by relating sensory possessions as part of ourselves. We are
experiences to motor actions what we have and what we possess.”
2. Pre-operational Stage 2-7 – child learns to
use symbols like words or mental images to The Principles of Psychology (William James, 1890)
solve simple problems Components described as:
3. Concrete Operation Stage 7-12 – child 1. Its Constituents (material self, social self,
develops the ability to perform a number of spiritual self, and the pure ego.
 2. the feelings and emotions the arouse (Self
Feelings)
3. the actions to which they prompt (Self
Seeking and Self-preservation)

Self: Body
- inner most part of our material self
- we are directly attached to this commodity
the we cannot live without
- we strive hard to make sure that this body
functions well and good
Self: Clothes
- a form of self-expression
- placed in the second hierarchy of material
self
- We choose and wear clothes that are
reflection of ourself (Watson, 2014)
Self: Family
- our parents and siblings hold another great
important part of our self
- what they do or become affects us
- we place huge investment to our immediate
family when we see them as the nearest
replica of our self
Self: Home
- home is where our heart is
- the nearest nest of our selfhood, our
experiences inside the home were recorded
and marked on particular parts and things in
our home an extension of self because in it,
we can directly connect our self.

NAWA’Y PUMASA AMEN!