TOOL NO.

1: RATIONALISM ❑scientific method

AND EMPIRICISM ❑tabula rasa - John Locke theorized that
the mind at birth is a blank page.
EPISTEMOLOGY
• theory of knowledge and TABULA RASA
how it deals with it. ❑Individuals are born without any mental
content.
2 WAYS OF CLASSIFYING ❑Knowledge of something comes from
KNOWLEDGE our experience.
 RATIONALISM Our sense of self begins to develop as we
 EMPIRICISM experience the world around us. The
more we interact with the outside world,
RATIONALISM the more we develop ourselves. “The
REASON Self” is a byproduct of one’s interaction
 the chief source and test of with the environment, and not because of
knowledge in rationalism the mind or the soul infused into us.
 enables us to think deeply, make
wise choices, and achieve a true MONISM
understanding of eternal truths.  is the view that man is one
unitary organic whole with no
Rationalism claims that we are equipped independent parts.
with innate ability to know what is (or, is  In empirical science, the Self is
not) true, real, or right. This innate ability your body whose mechanisms
is reason. work in order to adapt to the
environment. Our ability to
For PLATO, reason is the highest and recognize ourselves and
most powerful human capacity. everything we do, feel, or think is
controlled by the master organ
METAPHYSICAL CONCEPT- a reality which is the brain. The brain is a
which cannot be proven by the human part of the body, while the mind
senses but can be intelligible and is the function of the brain.
meaningful with the use of reason.
TOOL NO. 1
DUALISM - is the belief in the twofold RATIONALISM
nature of man as body and soul.  source of knowledge – REASON
1.BODY- changeable, imperfect and  Metaphysical Concept
transient  Introspection/Know Thyself
2.SOUL- unchanging, eternal and  Dualism
immortal EMPIRICISM
 Source of knowledge - SENSE
INTROSPECTION - learning about one’s EXPERIENCE
own conscious thoughts or recent mental  Scientific Method
processes.  John Locke’s Tabula Rasa
-pagmumuni-muni or pagbubulay-bulay or  Monism
pagninilay-nilay or pagsisiyasat ng sarili.
TOOL NO. 2
EMPIRICISM PSYCHOLOGICAL
EXPERIENCE PERSPECTIVES
 the chief source and test of
knowledge in empiricism. MENTALISM
 is the philosophical approach to  Refers to those branches of
knowledge whose truth value study that concentrate on
can only be verified by the perception and though
senses. processes.
 Introspection is a tool applied to
EMPIRICISM the study of consciousness (or
 the awareness of what is
happening in or around oneself). When you are able to examine your
Through introspection, one is past and understand the events
able to understand his behavior leading to other events of your life,
by being aware of what he is you would be able to forgive yourself
experiencing with the senses and form a more stable and effective
and how he interprets these personality. If it is difficult for you to
experiences in his mind. handle the pain and the trauma in
 However, Dr. Sigmund Freud recalling your past, you may need a
proposed that an individual does professional counselor or
not just behave according to his psychologist who knows how to help
consciousness. you.

CONSCIOUS - part of the mind which BEHAVIORISM

comprises the things one is aware of.
 Behaviorism is an approach to
PRECONSCIOUS - consists of anything psychology based on the belief
that could potentially be brought into the that learning occurs through
conscious mind. interactions with the
environment.
UNCONSCIOUS - contains the childhood
memories and the mental processes  For example: John B. Watson
away from awareness that significantly applied the experiment to a child
affect behavior. named Little Albert with the
purpose of teaching him fear of a
Our actions, the way we respond to furry animal. Little Albert used to
situations, and our individual personalities be fond of bunnies but later on
are very much influenced by our own past became fearful of them when
experiences, especially early childhood Watson paired a loud sound
memories that were buried-or forgotten whenever a bunny was
but not erased from the deep recesses of presented to the child.
the mind. This simply means that what  Our behaviors which constitute
you have become today is the result of the Self are learned by
your childhood experiences, painful, associating them to pleasant or
traumatic, curious, happy or otherwise. unpleasant events. In the same
Unaware of their effects in our present way, learning happens when a
life, we are significantly affected by the behavior either results to a
memories of our past which we have long reward or a punishment.
forgotten. The unpleasant or painful Behaviors that lead to pleasant
experiences which made much damage consequences (reward) tend to
in our lives may have been long forgotten be repeated; while behaviors
but still have an influence for unstable that result to unpleasant
emotions in some of us. consequences (punishment)
tend to be avoided.
NEUROSIS
 is characterized by anxiety,  Behaviorism defines the self by
depression, or other feelings of how it is shaped by our
unhappiness or distress that are behaviors that lead to either
out of proportion to the reward or punishment. We do
circumstances of a person's life. good in our studies and tasks so
 They may impair a person's that we become successful and
functioning in virtually any area happy. We do not want to
of his life, relationships, or experience hunger and poverty
external affairs, but they are not so we avoid laziness. We define
severe enough to incapacitate ourselves by the success and
the person. effectiveness of our actions.
 difficult to strive for self-actualization in
HUMANISM adulthood.

 Humanism emphasizes looking The Jonah Complex

at the whole individual and • Another reason for the failure to self-
stresses concepts such as free actualize is what Maslow called the Jonah
will, self-efficacy, and self- complex. This idea is based on the
actualization. Rather than biblical tale of Jonah, described by
concentrating on dysfunction, Maslow as “called by God to prophesy,
humanistic psychology strives to but [Jonah] was afraid of the task. He
help people fulfill their potential tried to run away from it. But no matter
and maximize their well-being. where Jonah ran, he could
find no hiding place. Finally, he
THE 2 PIONEERS OF HUMANISTIC understood that he had to accept his fate”
PSYCHOLOGY • Thus, the Jonah complex refers to our
 Abraham Maslow doubts about our own abilities. We may
 Carl Rogers fear that acting to maximize our potential
will lead to new situations with which we
HUMANISM may be unable to cope. Simultaneously,
 Self- Actualization we are afraid of and thrilled by the
 Esteem possibilities but too often the fear takes
 Love and Belonging precedence.
 Safety Needs
 Physiological needs It Takes Courage!
• Self-actualization requires courage.
The Importance of Childhood in Self- Even when the lower needs have been
Actualization satisfied, we cannot simply sit back and
• Inadequate education and improper wait to be swept along some flower
child-rearing practices can thwart the strewn path to ecstasy and fulfillment.
drive for self-actualization in adulthood. The self-actualizing process takes effort,
• If children are overprotected and not discipline, and self-control. For many
permitted to try new behaviors, explore people it may seem easier and safer to
new ideas, or practice new skills, then accept life as it is rather than seek new
they are likely to be inhibited as adults, challenges. Self-actualizers will constantly
unable to express themselves fully in test themselves by abandoning secure
activities vital to self-actualization. routines and familiar behaviors and
• The opposite behavior, excessive attitudes.
parental permissiveness, can also be
harmful. Too much freedom in childhood HUMANISM
can lead to anxiety and insecurity, thus
undermining the safety needs.  Carl Rogers agreed with the
• To Maslow, the ideal situation in main assumptions of Abraham
childhood is a balance of permissiveness Maslow. However, Rogers
and regulation added that helping a person to
grow must require a non-
The Importance of Childhood in Self- judgmental, accepting
Actualization environment that provides
unconditional positive regard, or
• Sufficient love in childhood is a showing support and acceptance
prerequisite for self-actualization, as well that is free from judgment and
as for satisfaction of physiological and that motivates self-discovery.
safety needs within the first two years of  Rogers believed that a person
life. If children feel secure and confident reaches to self-actualization
in the early years, they will remain so as level when they achieve their
adults. Without adequate parental love, goals, wishes and desires at all
security, and esteem in childhood, it is stages of their life.
  UNCONDITIONAL POSITIVE The effects of environment to the
REGARD - Roger’s term for organism form part of the changes in
being accepted, valued and yourself. The food that we eat contains
treated positively regardless of nutrients that the body uses for growth
one’s behavior. and energy. The colorful surroundings
enhance the capacity of the eyes to
SUMMARY OF appreciate what we see. The multiple
PSYCHOLOGICAL PERSPECTIVES shapes, sizes and patterns of the objects
MENTALISM around us stimulate us to manipulate
 Focus on the mind them. The teachings of our parents or
BEHAVIORISM the family shape our personalities. The
learning happens when a quality of our education enhances our
behavior either results to a intelligence in adapting to the changes
reward or a punishment. and challenges of our culture. An
HUMANISM enriched environment gives optimum
 strives to help people fulfill their development in a person.
potential and maximize their
well-being. Maturity - The capacity of the person to
behave and make decisions according to
TOOL NO. 3 NATURE AND NURTURE his
developmental level or age.
GROWTH Example:
 is the quantitative changes that a mature person (mature not ending in
occur in an individual like “d”, since matured means aged or has
height, weight and size gone maturation such as wine) or a
DEVELOPMENT mature teenager will not do tantrum when
 constitutes the qualitative he or she doesn’t get what he or she
changes such as agility, wants.
strength and intelligence.
NATURE & NURTURE
NATURE Critical period - is an early stage in life
 refers to biological/genetic when an organism is especially open or
predispositions' impact on sensitive to specific learning, emotional or
human traits. socializing experiences that occurs as
Maturation - characteristic time and part of normal development and will not
process by which the genes unfold the recur at a later stage (APA, 2020).
traits of an individual in different stages of Understanding the self is critical during
development. adolescence. Adolescence is the stage of
Example: forming your identity as a unique person.
When you are unable to find a stable and
Physical maturation-a child’s muscles effective understanding of yourself, you
grow and develop the capacity to walk, experience confusion as to who you are
climb, jump and do other motor skills. or will be in life. The inability to form
identity may lead to future difficulties in
Sexual maturation- adolescent’s showing making and maintaining intimate
noticeable changes in sex characteristics relationships and in performing daily
like growth of facial, underarm and pubic tasks.
hair, increase in breast size, occurrence
of monthly menstrual period, onset of NATURE
seminal ejaculation, etc. • The heritability of intelligence increases
from about 20% in infancy to perhaps
NURTURE 80% in later adulthood.
 describes the influence of • Intelligence captures genetic effects on
learning and other influences diverse cognitive and learning abilities,
from one's environment. which correlate phenotypically about 0.30
on average but correlate genetically about •Transition from total socio-economic
0.60 or higher dependence to relative independence

NURTURE 3 DOMAINS OF
• Early Childhood Stimulation  HUMAN DEVELOPMENT
• Education  PHYSICAL
• Nutrition  COGNITIVE
• Social Interaction  PSYCHOSOCIAL
• Cultural and Intellectual Exposure
• Parenting and Caregiving PHYSICAL DOMAIN
• Stress and Adversity ● The physical development is the most
• Access to Resources visibly obvious domain. This is evident in
• Lifelong Learning the bodily changes, the maturation
process and outward growth.
NATURE vs. NURTURE While arguments
about the predominance of either nature The Physical Self
or nurture is still unresolved, we could “Do I look all Right”
settle for an eclectic standpoint on this ● Concerned about his looks and
issue. We can safely assume that our self changing body.
is BOTH a product of NATURE and ● Takes an unusual amount of time to
NURTURE. complete his bath or dress up.
● Have their own concepts of a body
Adolescence image
A Time of Transition
“Don’t be a Baby, you are big enough -- --
do it”
ADOLESCENCE • Physical development brings in
• The origin of the word Adolescence is expectations about behavior.
from the Latin verb ‘adolescere’, which -Looking after siblings or households.
means “to grow up”. -Controlling emotions.
• It can be defined as the transitional -May feel stressed.
stage of development between childhood COGNITIVE DOMAIN
and full adulthood, representing the  This involves learning, attention,
period of time during which a person is memory, language, thinking,
biologically adult but emotionally not at reasoning and creativity.
full maturity. Intelligence
• Major physiological, cognitive, and  Ability to deal with different
behavioral changes take place during this aspects of life in an appropriate
period. manner.
• "Adolescence" is a cultural and social  Youngster continues to grow in
phenomenon. It varies by culture. intelligence up to 16 years of
• The World Health Organization (WHO) age.
defines it as the period of life between 10  Deal with abstract situations.
and 19 years of age and in terms of a Thrill of making a discovery.
phase of life marked by special attributes.  Excelling in academics
 Enjoy competitive and creative
These attributes include: tasks
•Rapid physical growth and development  Want to explore talents & other
•Physical, social and psychological interests.
maturity, Fantasies
but not all at the same time  Conversing with themselves
•Sexual maturity and the onset of sexual  Become a famous actor, singer
activity or a model.
•Experimentation  Possessing unimaginable
•Development of adult mental processes wealth, riches and power.
and adult identity
PSYCHOSOCIAL DOMAIN
● This involves emotions, personality and PSYCHOSOCIAL DOMAIN
social relationships. The primary theory of psychosocial
development was created by Erik Erikson.
Friends Friends and More Friends He was an ego psychologist who
 Peers are very important. developed one of the most popular and
 Sounding board for ideas, influential theories of development.
thoughts and feelings. Erikson’s theory described the impact of
 Take care of loneliness and social experience across the whole
facilitates identification. lifespan. Erikson was interested in how
 Restrictions on peer interactions social interaction and relationships played
are taken strongly. a role in the development and growth of
“Just leave me alone” human beings.
 Want to be with themselves.
PHYSICAL DOMAIN
 May resort to childish ways.
o biological changes that occur in
 Need time to register,
understand and find ways to the body and brain
deal with them. COGNITIVE DOMAIN
 acquisition of the ability to
I am in love reason and solve problems.
Sexual maturation brings in natural PSYCHOSOCIAL DOMAIN
attraction towards opposite sex.  development of social skills and
 Passing fancies, crushes and emotions.
relationships are common.
 See saw changes in relationship
and attachments.
 Provide opportunities to improve
interpersonal and social skills.
 Also, a way of maintaining status

Emotions
 Extremely sensitive and
emotionally liable.
 May burst into tears on flimsy
grounds.
 May start laughing or smiling in
the midst of a serious discussion
 Swings from one mood to
another.
 Expressing emotions helps feel
relaxed.
 Constricting emotions leads to
frustrations.

Anger, Fear and Anxiety

 Negative experience easily
sparks off a negative emotion.
 May respond to frustrating
situations with anger and fear.
 Criticisms restrictions,
unfairness, favoritism to a
sibling or classmate.
 They may often sulk, not talk or
cooperate or withdraw.
 May also yell, shout, cry, punch,
hit, swear, use sarcasm.
  Refers to feelings, behaviors,
attitudes and values related to:
 Sex
 Being in love
 Sexual intercourse
THE SELF IN  Sex organs
ADOLESCENT STAGE  Sexual preference
 Religious and cultural views on
The Physical Aspects of the Self sexuality
 How we define what is male or
PHYSICAL SELF female
 tangible aspect of the person
that can be directly observed Why don’t we teach or talk about
and examined as we interact sexuality
with our environment and fellow
beings.  It is believed teaching young
people about sexuality will
SELF-CONCEPT encourage
 totality of perceptions that each  them to engage in sexuality
person has of themselves. activities
SELF IMAGE  Those who talk about sexuality
 How you see yourself are considered to be sexually
SELF WORTH loose
 How you value yourself  People are shy/embarrassed to
IDEAL SELF talk/teach about sexuality
 Who you want to be  Some people feel guilty,
ashamed, dirty or even bad
 The more an individual feels about same aspects of their own
happy with his or her physique, sexuality
the higher his or  In some communities it is a
her self-esteem becomes. taboo to teach or talk about sex
or sexuality
SEXUAL ASPECTS OF
THE SELF SENSUALITY
 Is awareness and feeling about
SEX AND SEXUALITY your own body and other
people’s bodies.
SEX  This part of our sexuality affects
 Refers to the physical our behavior in several ways:
characteristics that identify a  Need to understand anatomy
person as either male or and Physiology
female that are determined by  Feeling physical attraction for
nature. another person
 Sex has to do with:  Satisfying skin hunger
Type of genital organs one has  Fantasy
(penis, vagina)
Ability to produce sperms or ova INTIMACY
The ability and need to be
SEXUALITY EMOTIONALLY CLOSE to
 Sexuality as a central aspect of another human being and have
being human throughout life that closeness returned.
encompasses sex, gender
identities and roles, sexual INTIMACY
orientation eroticism, pleasure, Aspects of intimacy include:
intimacy, and reproduction.  Liking or loving another
person
  Caring and sharing roles affect whether they are
 Emotional Risk-taking/ encouraged or discouraged to
self-disclosure make certain choices
regarding relationships, leisure
Unfortunately, intimacy activities, education and careers.
established through caring and
good communication is not SEXUAL ORIENTATION
always a part of adolescent’s  an innate or immutable enduring
sexual experiences physical, emotional, romantic or
sexual attraction to another
SEXUAL IDENTITY person
 Understanding of who you are  Sexual orientation generally
sexually; including the sense of begins to emerge by
being male or female, culturally adolescence.
defined gender roles, and sexual  Because of negative social
orientation messages, young adolescents
 Sexual identity can be thought of who are experiencing sexual
as three interlocking pieces that, attraction to, and romantic
together, affect how each person feelings for, someone of their
sees herself or himself. Each own gender may need support
“piece” of sexual identity is from adults who can help teens
important: clarify their feelings and accept
their sexuality.
1. GENDER IDENTITY
2. GENDER ROLE
3. SEXUAL SEXUAL HEALTH AND
ORIENTATION REPRODUCTION
 One’s capacity to reproduce and
GENDER IDENTITY the behaviors and attitudes that
 is how you feel inside; one's make sexual relationships
innermost sense of being male healthy, physically and
or female, a blend of both or emotionally.
neither
Specific aspects of sexual
GENDER ROLE behavior and reproduction that
 knowing what it means to be belong in this circle include:
male or female, or what a man ❑Factual information about
or woman can or cannot do reproduction
because of their gender. ❑Feelings and attitudes
 determined by the way ❑Sexual Intercourse
male and female bodies ❑Contraceptive information
are built
 culturally determined  Factual information about
There are many “rules” about reproduction- is necessary to
what men and women understand how male and
can/should do that have nothing female reproductive systems
to do with the way their bodies work and how conception
are built. This aspect of sexuality occurs. Adolescents typically
is have inadequate information
especially important for young about their own or their partner’s
adolescents to understand, since bodies. They need the
peer and parent pressures to be information that is essential for
“macho” or “feminine” increase making informed decisions about
at this age. Both boys and girls sexual behavior and health.
need help sorting out how
perceptions about gender SEXUAL HEALTH AND
 REPRODUCTION HUMAN SEXUAL BEHAVIORS
any activity that induces sexual
Feelings and attitudes arousal.
 are wide-ranging when it comes Listed below are the different
to sexual behavior and sexual behaviors:
reproduction, especially health-  Masturbation - the
related topics such as sexually induction of a state of
transmitted diseases and the erection of the genital
use of contraception. Talking organs and
about these issues can achievement of orgasm
increase adolescent’s self- by touching your own
awareness and empower them genitals for sexual
to make healthy decisions stimulation
about their sexual behavior.  Sexual fantasies -
almost any mental
Sexual intercourse imagery that is
 is one of the most common sexually arousing or
human behaviors, capable of erotic to the individual.
producing sexual pleasure  Kissing and erotic
and/or pregnancy. In programs touching - also called
for young adolescents, intimate touching
discussion of sexual intercourse  Oral-genital stimulation
is often limited to male-female - stimulating your
vaginal intercourse, but all young partner’s genital with
people need information about your mouth, lips or
the three types of intercourse tongue.
people commonly engage in  Traditional/coital -
oral, anal and vaginal. defined as sexual
intercourse
Contraceptive information  Anal Intercourse -
 describes all available according to APA, it is a
contraceptive methods, how they form of sexual activity
work, where to obtain them, their in which pleasure is
effectiveness and side effects. achieved through the
The use of latex condoms for insertion of the penis
disease prevention must be into the anus. Also
stressed. Even if young people called coitus analis
are not currently engaging in  Celibacy - abstain from
sexual intercourse, they will in sexual activity; also
the future. They must know how known as abstinence
to prevent pregnancy an/or
disease. Responsible sexual behavior
entails the following:
SEXUAL POWER OVER  Respect for one’s body. This
OTHERS would mean taking care of one’s
 Using sex or sexuality to body and avoiding activities that
influence, manipulate, or control undermine one’s worth and
other people such as seduction, respect.
flirtation, harassment, sexual  Maturity in thoughts and deeds.
abuse or rape. Teens need to This would refer to being
know that no one should exploit objective, rational, and calm,
them sexually. They need to instead of being swept by one’s
practice skills to avoid or fight emotions.
unhealthy sexualization should it  Being guided by one’s personal
occur in their lives. beliefs and core values. An
adolescent should always be
 grounded by his personal ❑ PANGENDER - gender
principles and self-worth. identity that is comprised of all or
 Being future-oriented. Instead of many gender identities and
focusing on the present, always expressions
weigh your actions now with ❑ AGENDER - having no
possible consequences in the specific gender; also called as
future. Sexual pleasure might be lack of gender
overwhelming at the moment but
always focus on what it will entail GENDER DYSPHORIA
in the future.  To avoid the stigma of
individuals who see and feel
GENDER IDENTITY themselves in having different
AND gender than their assigned
SEXUAL ORIENTATION gender, DSM-5 replaces the
diagnostic name "gender identity
• SEX is used to describe what disorder" with gender dysphoria.
you are assigned at birth, based For a person to be diagnosed
on what’s in between your legs. with gender dysphoria, there
It is defined by genitals. must be a marked difference
between the individual’s
•GENDER refers to the attitudes, expressed/experienced
feelings, and behaviors that a gender and the gender others
given culture associates with a would assign him or her, and it
person’s biological sex. must continue for at least six (6)
months. In children, the desire
GENDER IDENTITY to be of the other gender must
 CISGENDER – a person who be present and verbalized. This
identifies with the sex they were condition causes clinically
assigned at birth significant distress or
 TRANSGENDER – a person impairment in social,
whose gender identity does not occupational, or other
match the sex they were important areas of functioning
assigned at birth
• NON-BINARY: GENDER DYSPHORIA
❑ BIGENDER- identify  Signs of gender dysphoria:
themselves as both man and People with gender dysphoria
woman may have changed their
❑ DEMIGENDER - individuals appearance,
who feel a partial connection to a their behavior or their interests.
particular gender identity.  They may also show signs of
(demiboy/demigirl) discomfort or distress, including:
❑ GENDERFLUID - have a  low self-esteem
gender identity or expression becoming withdrawn or socially
that is not fixed isolated
and is capable of changing over  depression or anxiety
time  taking unnecessary risks
❑ GENDERQUEER - gender  neglecting themselves
identity or expression that falls
between or outside male and 4 W’S (Philippine LGBT
female categories Chamber of Commerce)
❑ INTERGENDER - have a  W-hat parts you have (sexual
gender identity between characteristics)
genders, or a combination of  W-ho you are attracted to
gender identities and (sexual orientation)
expressions  W-hich gender you are or how
you identify
 yourself (gender identity) persons unable to give legal
 W-ay you are or how you consent.
express yourself
(gender expression) FAMILY
PLANNING
PARAPHILIA AND
PARAPHILIC DISORDERS THE CONSEQUENCES
OF SEXUAL CHOICE
 PARAPHILIA - is an any form of
sexual behavior or EARLY PREGNANCY
atypical sexual practices  Adolescents in the Philippines
differing markedly from the are also at risk for multiple and
standards set up by a given frequent pregnancies. The
society, commonly used following factors contribute to
term previously as sexual shorter
deviance. birth intervals and multiple
 PARAPHILIC DISORDERS pregnancies in adolescence:
A. Define the nature of paraphilia:
6 months or more of intense sexually 1) lower educational attainment
arousing fantasies/urges/behavior and economic status
involving: 2) poor access to contraception
-nonhuman objects exacerbated by legal barriers to
-suffering/humiliation of person access modern contraception
-children/non-consenting persons 3) challenges in the implementation
B. Specify the negative consequences of of comprehensive sexuality
the paraphilia (distress, impairment, or education (see below); and
harm to self/others) 4) limited service delivery points
providing adolescent and youth
friendly sexuality and
reproductive health services

SEXUALLY TRANSMITTED
DISEASE

BACTERIAL SEXUALLY
TRANSMITTED DISEASE

 CHLAMYDIA
 GONORRHEA
 SYPHILIS

VIRAL SEXUALLY
TRANSMITTED DISEASE
 To be diagnosed with a
paraphilic disorder, DSM-5  HIV
requires that people with these  GENITAL HERPES
interests: feel personal distress  HUMAN PAPILLOMAVIRUS
about their interest, not merely
distress resulting from society’s CHLAMYDIA
disapproval; or have a sexual  A bacterial infection of the
desire or behavior that involves
genitals, anus, or throat.
another person’s psychological
 This disease usually causes no
distress, injury, or death, or a
symptoms.
desire for sexual behaviors
 Chlamydia can cause pain
involving unwilling persons or
during urination, itching around
the sexual organs of a person,
 and, critically, a problem called infected person, as well as
pelvic inflammatory disease in through breast milk, during
women. This problem can lead childbirth, and by
to infertility in women affected coming into contact with the
with chlamydia. blood of an HIV positive person.
 Treatment-Antibiotics  In its early stages, HIV has no
 Over 1 million cases are symptoms.
reported each year. The highest  Once the illness has progressed,
proportion of cases is among the first symptoms may include
women aged 15 to 24. fever,
rashes, and sores.
GONORRHEA  Untreated, HIV can lead to
 A bacterial infection of the AIDS, which compromises the
genitals, anus, or throat. immune system
 Burning during urination, causes and puts the person at risk of
a wonderful colorful discharge illness and death.
from the penis in men. It is  In its final stage, a person with
usually pretty yellow, green, or AIDS may suffer from a variety
white in color and can also of illnesses,
cause the testicles to become including pneumonia and
very painful. In women, cancer.
gonorrhea also cause pain  Treatment-antiretroviral therapy
during urination, and, if left
untreated, can result in the GENITAL HERPES
inability to have children, just like  a sexually transmitted infection
chlamydia. mainly caused by a virus called
 Treatment-antibiotics herpes simplex virus 2.
 About 300,000 new cases are  This virus is in the same family
reported each year. The highest that causes the cold sores that
rates are among women aged pop up on your lip for everyone
15 to 24 and men aged 20 to 24. to see. Except genital herpes
causes sores in the unspeakable
SYPHILIS regions down below.
 Syphilis is the STD that is  Treatment-antivirals
famously known for causing a
painless sore, HUMAN PAPPILOMAVIRUS (HPV)
called a chancre, at the point  This is a virus that has been
where the bacterium enters the linked to causing warts and
body. The problem with syphilis Cervical cancer
is that it likes to disappear inside  you should be aware that there
the body for decades without is a safe and effective vaccine
causing the person any trouble. that is available that can help
However, when it reappears, it protect you against the diseases
ends up causing everything from HPV
blindness to difficulty walking to causes.
dementia and eventually death.
 Treatment-antibiotics FAMILY PLANNING
 About 45,000 new cases are
reported each year WHAT IS FAMILY PLANNING?
 Family planning helps protect
Human Immunodeficiency Virus women from any
(HIV) health risks that may occur
 It is a virus that can be before, during or after childbirth.
transmitted by anal, oral, or Every couple or individual has
vaginal sex with an the freedom to choose how
many children they want to have
 and the freedom to decide the  Usually, the ovaries release an
timing and spacing of any egg at about the same time each
pregnancy. That is why it is month. That’s called ovulation.
important to learn how to plan a The egg moves through the
family in order to fallopian tubes toward the
have a better life. uterus. An unfertilized egg can
live up to 24 hours.
Family planning helps couples  Fertility happens for about 6
and individuals protect days each month: 5 before
themselves and their family’s ovulation and the day of
well-being in significant ways, ovulation. Natural family
such as: planning uses different methods
1. Pregnancy complications can be to pinpoint those fertility days.
minimized
2. Adolescent pregnancies can be Rhythm method
reduced  One of the oldest ways of natural
3. Infant mortality rates can be cut family planning, this is based
down simply on the calendar.
4. Sexually-transmitted infections  A normal menstrual cycle lasts
can be prevented between 28 and 32 days.
5. People get educated and Ovulation usually happens
empowered around day 14. So, you would
avoid unprotected sex on days 8
TWO TYPES OF METHODS IN through 19, since that’s when
FAMILY PLANNING you’re most fertile.
1. The Natural Family  People who have regular
Planning Methods menstrual cycles and who are
A. Rhythm method very careful about when they
B. Cervical mucus or have sex usually find it effective.
ovulation method
C. Basal body temperature Cervical mucus or ovulation
(BBT) method method
D. Symptothermal method  You track the mucus your
cervix makes.
 When you're ovulating, your
2. Contraception methods mucus is clear, stretchy, and
A. Male and Female wet, like raw egg whites.
Condoms  You write down what your
B. Diaphragm and mucus is like each day so you
Cervical Cap know when you're ovulating.
C. Vaginal Sponge
D. Hormonal Methods of Basal body temperature (BBT)
Birth Control method
E. IUD (INTRAUTERINE  Your temperature can rise
DEVICE) between 0.5 and 1 degree when
F. PERMANENT you ovulate and stay there until
METHODS OF BIRTH your next period.
CONTROL  With this method, you take your
temperature before you get
NATURAL FAMILY PLANNING out of bed each morning,
 Natural family planning is a form before you have
of birth control that doesn't anything to eat or drink.
involve pills or devices. As a  BBT by itself isn't a good way to
result, it doesn’t have side prevent pregnancy, because
effects charting your temperature tells
 How It Works? you when
 ovulation has already happened. or altering the conditions
required for fertilization and
Symptothermal method implantation.
 You combine several methods,
usually BBT and Male and Female Condoms
cervical mucus.  A condom is a thin latex or
 Using more than one method polyurethane sheath.
can give you a better idea of  The male condom is placed
what's going on in your body. around the erect penis.
How Effective Is It?  The female condom is placed
 Natural family planning isn't as inside the vagina before
effective as other methods of intercourse
birth control. According to the
CDC, the failure rate is 24%. Diaphragm and Cervical Cap
That means about 1 in 4 people  A diaphragm is a flexible
who use natural family planning rubber cup that is filled with
will get pregnant. spermicidal cream or jelly. It is
 You need to be careful, be placed into the vagina over the
diligent, and have plenty of cervix before intercourse, to
self-control to practice natural prevent
family planning. You have to sperm from reaching the
follow instructions completely to uterus. It should be left in
be successful. place for 6 to 8 hours after
intercourse.
Benefits and Risks  Smaller device is called a
 Natural family planning cervical cap.
is free.
 There are no side Vaginal Sponge
effects  Vaginal contraceptive sponges
 You can stop anytime, are soft, and contain a
and it won't have an chemical that kills or
impact on your body "disables" sperm.
 It also meets most  The sponge is moistened
religious guidelines and inserted into the vagina, to
cover over the cervix before
❑ Natural family planning intercourse.
requires you to keep track of
your body Hormonal Methods of Birth
and stick to a schedule. It may Control
not be for you if you have  Some birth control methods use
irregular periods or if you’re hormones. They will have either
breastfeeding. both an estrogen and a
❑ the rhythm method and other progestin, or a progestin alone.
forms of natural family planning You need a prescription for most
don’t protect you from hormonal birth control methods.
sexually transmitted diseases  Both hormones prevent a
(STDs) woman's ovary from releasing an
egg during her cycle. They do
Contraception methods this by affecting the levels of
 It is also known as birth control other hormones the body makes.
methods, are various Types of hormonal birth control
techniques or devices used to methods include:
prevent pregnancy by either  Birth control pills
preventing the release of eggs  Implants
from the ovaries, blocking
sperm from reaching the egg,
 Progestin injections, such as of our sexual choice:
Depo-Provera, that are given  Avoid casual, unprotected sex
into the muscles of the  Use latex condoms
upper arm or buttocks once  Never share needles
every 3 months.  Never share razors & tattoo or
 The skin patch, such as Ortho piercing instruments
Evra, is placed on your shoulder,  Always be a self-advocate with
buttocks, or other place medical professionals
on the body. It releases a  Assertively discuss protection
continuous dose of hormones. with partners
 The vaginal ring, such as  Abstain or refrain from sexual
NuvaRing, is a flexible ring about Activities
2 inches (5 centimeters)  Be more sexually aware but less
wide. It is placed into the vagina. sexually active
It releases the hormones
progestin and estrogen.

IUD (INTRAUTERINE DEVICE)

 The IUD is a small plastic or
copper device placed inside
the woman's uterus by her
provider. Some IUDs release
small amounts of progestin.
IUDs
may be left in place for 3 to 10
years, depending on the device
used.
 IUDs that release progestin may
be for treating heavy menstrual
bleeding and reducing cramps.
They may also cause periods to
stop completely.

PERMANENT METHODS OF
BIRTH CONTROL
 A vasectomy is a surgical
procedure that involves cutting
or sealing the vas deferens, the
tubes that carry sperm from the
testicles to the urethra, to
permanently prevent the release
of sperm during ejaculation,
thereby providing permanent
contraception.
 Tubal ligation is a surgical
procedure in which a woman's
fallopian tubes are cut, blocked,
or sealed to permanently prevent
eggs from reaching the uterus,
thus providing permanent
contraception.

Healthy Behavior to
prevent consequences
 partake in personal interaction
with the child.

MICROSYSTEM: BI-
DIRECTIONAL FORCES-
relationships have an impact in
two directions - both away from
the child and toward the child.
For example, a child’s parents
may affect his beliefs and
behavior; however, the child also
THE SELF IN THE SOCIAL affects the behavior and beliefs
SETTING of the parent.

Bronfenbrenner’s Bioecological MESOSYSTEM- refers to the

Systems interconnections among
aspects of the microsystems
American psychologist Urie that impact on the individual
Bronfenbrenner formulated the concerned. Example: parent-
Ecological Systems Theory to teacher relationships (PTA),
explain how social parent and peers’ connections,
environments affect children’s family and parish relations.
development. This theory
emphasizes the importance of EXOSYSTEM - this system
studying children in multiple defines the larger social
environments, known as system in which the child does
ecological systems, in the not function directly. The
attempt to understand their structures in this layer impact the
development. child’s development by
interacting with some structure in
Bronfenbrenner’s theory defines her microsystem. The child may
complex “layers” of environment, not be directly involved at this
each having an effect on a level, but he does feel the
child’s development. positive or negative force
involved with the interaction with
his own system.
Example: Parent workplace
schedules or community-based
family resources.

MACROSYSTEM- this system

may be considered the
outermost layer in the child’s
environment. This system
encompasses the larger
cultural context in which the
individual resides in. Example:
socioeconomic status of his
MICROSYSTEM this is the country, issues of ethnicity,
system closest to the child and societal values embraced by
contains the structures with social institutions, cultural beliefs
which the child has direct and practices handed down from
contact. generation to generation, and
Example: family members, media content.
social/community/school
networks and others who
CHRONOSYSTEM- system ▫Children should be taught to
encompasses the dimension place duty before pleasure
of time as it relates to a child’s ▫I would sacrifice an activity that
environment. I enjoy very much if my family
Example: did not approve of it
External - the timing of a ▫Before making a major trip‚ I
parent’s death consult with most members of
Internal - physiological changes my family and many friends
that occur with the aging of a
child VERTICAL INDIVIDUALISM
Seeing the self as fully
autonomous, but recognizing
that inequality will exist among
individuals and that accepting
INDIVIDUALISM AND this inequality.
COLLECTIVISM
▫Winning is everything
INDIVIDUALISM emphasizes ▫It annoys me when other people
personal freedom and perform better than I do
achievement. Individualist ▫It is important for me that I
culture therefore awards social do my job better than the others
status to personal ▫I enjoy working in situations
accomplishments such as involving competition with others
important discoveries,
innovations, great artistic or HORIZONTAL COLLECTIVISM
humanitarian achievements and Seeing the self as part of a
all actions that make an collective but perceiving all the
individual stand out. members of that collective as
equal.
COLLECTIVISM - emphasizes
embeddedness of individuals in ▫My happiness depends very
a larger group. It encourages much on the happiness of those
conformity and discourages around me
individuals from dissenting and ▫I like sharing little things with my
standing out. neighbors
▫The wellbeing of my classmates
4 Dimensions of Collectivism is important to me
and Individualism ▫It is important for me to maintain
harmony within my group
1. Vertical Collectivism ▫If a relative were in financial
2. Vertical Individualism difficulty‚ I would help within my
3. Horizontal Collectivism means.
4. Horizontal Individualism
HORIZONTAL INDIVIDUALISM
VERTICAL COLLECTIVISM Seeing the self as fully
Seeing the self as a part of a autonomous, and believing that
collective and being willing to equality between individuals is
accept hierarchy and the ideal.
inequality within that collective.
▫I often do my own thing ▫I am a
▫I usually sacrifice my self- unique individual
interest for the benefit of my ▫I like my privacy ▫When I
group succeeded‚ it is usually because
▫We should keep our aging of my abilities
parents with us at home ▫What happens to me is my own
doing
 ▫I enjoy being unique and urgency to return to or remain
different from the others in many in digital spaces. They may be
ways. increasingly involved in the
duration of their online identities,
THE LOOKING GLASS SELF possibly at the cost of
developing their real-world
▫The looking-glass self, first selves. The host of digital
coined by Charles Cooley, platforms involved also brings
describes how one's self or into question whether one’s
social identity is dependent identity may become splintered,
on one's appearance to or whether developmental
others. This initial theory was problems will result. All these
based on Cooley's observations consequences are more severe
of childhood social development. when digital users are young or
it is the process of developing in their teens.
self-image on the basis of the
messages we get from others, JOHARI’S WINDOW OF THE
as we understand them. SELF

The concept of the looking glass ▫Invented by Psychologists

self demonstrates that self- Joseph Luft and Harry Ingham
relation, or how one views by combining their first names,
oneself is not a solitary the Johari Window helps us to
phenomenon, but rather includes understand self-awareness and
others. the human interaction that
1. We imagine how we appear to results from our personal self-
others awareness. We are often
2. We interpret how others judge unaware of how others perceive
that us, how we present ourselves to
appearance and then respond to others, and even how well we
that know ourselves. Luft and
interpretation through behavior. Ingham created this model
3. We experience feelings of because they believed that what
pride or happens in our life depends
shame based on this imagined upon our own self-awareness,
appearance and judgment by and the awareness others
others. have of us
4. We respond based on us
interpretation ▫It is also referred to as a
“disclosure/feedback model of
THE ROLE OF SOCIAL MEDIA self-awareness”. Originally it
ON THE LOOKING-GLASS was developed for studying
SELF group relations. Later it has been
found that this model can
Social media has brought with it actually benefit every individual
the concept of the “cyber” self. like their work and also
The cyber self is the version relationships.
of him or herself a person
chooses to present on a
digital platform. THE 4 PANES OF JOHARI
WINDOW
These unique qualities of the THE OPEN FRAME
cyber- self-raise a host of this area contains things you
psychological issues and know about yourself that are
concerns. Individuals may visible to others as well.
experience a greater sense of
THE BLIND FRAME to show status, thus contributing
represents information that is to forming and maintaining one's
known about a person to self-image. Money and family
others, but is not known to are critical parts of the material
him/her. This is known as their self. James felt that if one lost a
“blind spot.” family member, a part of who
they are was lost also. Money
THE HIDDEN FRAME figured in one's material self in a
Things in this area are only similar way. If once a person had
known to you but not others. significant money then lost it,
who they were as a person
THE UNKNOWN FRAME changed as well.
this area is for things that are
either about you that no one is BODY
aware of, or that are not • We are attached to this
applicable to you. commodity that we cannot live
without.
• We do have certain
THE SELF IN ADOLESCENT preferential attachment or
STAGE intimate closeness to certain
body parts because of its value
MATERIAL SELF to us.
• People had a “material self”, in
the words of William James, the CLOTHES
Harvard psychologist and giant • We choose and wear clothes
of the American intellectual that reflect our self.
scene in the late nineteenth • For identity
century. A “man’s Self is the
sum total of all that he CAN FAMILY
call his”, James wrote in 1890. • The family is the extension of
This included his body, family our self.
and reputation but also his • What they do or become
“clothes and his house… his affects us. when their lives are in
lands and horses, and yacht and success, we feel their victories
bank-account.” If they grew, their as if we are the one holding the
owners felt triumphant. If they trophy.
faded, people felt a part of • When an immediate family
themselves was dying. dies, part of our self-dies, too.

MATERIAL SELF HOME

• The material self consists of • Home is where our self is
things that belong to a person or mostly shaped.
entities that a person belongs to. • Home is where our heart is.
✓ body Our experiences inside the
✓ clothes home were recorded and
✓ family marked on the particular parts
✓ home and thing in our home.
✓ money
For James, the core of the • Positive Psychology shows
material self was the body. that we are not statistically
Second to the body, James felt a happier than previous
person's clothes were important generations.
to the material self. He believed • Materialism does not make us
a person's clothes were one way happy.
they expressed who they felt • Do not pursue the wrong
they were; or clothes were a way source of happiness
 • Almost two thirds of the world
KNOW THE DIFFERENCE
BETWEEN NEEDS AND PROS
WANTS • Adolescents use social media
to
• It is not enough that we know develop and maintain
that we have a connection with friendships.
our material things. It is also • Adolescents use social media
important to know their uses. For for self-presentation through the
Heskett, there are two important ways they choose to represent
things that we need to know with themselves online by posting
our material things. picture and sharing aspects of
their lives.
UTILITY- This is concerned with • Youth use social media for
how things work and serve a impression management by
practical purpose. This is also attempting to use these media to
concerned with efficiency control other people’s
derived from technological and perceptions of who they are and
material factors. (e.g., kitchen how they act.
knife - a primary utility used as a
cutting tool).
CONS
SIGNIFICANCE- This is • Cyberbullying
concerned with how forms • Depression
assume meaning in the ways • Exposure to inappropriate
they are used, or the roles and content and the ability to display
meaning assigned to them. It is and consequently, receive
also concerned with how objects endorsement through peer
become powerful symbols or validation of risky behaviors
icons of habit and ritual. As per (such as drinking alcohol) may
Haskett, this can be quite entice some adolescents to
separate to their function. (e.g., make poor decisions about what
necklace- its function is to to share on social media.
beautify the neck, but is Population now has a mobile
significant to a person who holds phone.
a position in the society). • More than half of the world’s
web traffic now comes from
• During the 1950’s, Barthes mobile phones
popularized the field of • More than half of all mobile
semiology or the study of objects connections around the world
as signs are now broadband Media users
• According to Barthes, a sign in the Philippines grew by 12
has 2 elements: million or 25% while the number
of mobile social users increased
• Signifier (its physical form - a by 13 million or 32%. Those
diamond ring) growth figures are still higher
• Signified (the mental concept compared to the previous year.
it refers to - engaged to be More than half the world now
married) uses a smartphone.

DIGITAL SELF
• The number of people who are • In this modern and most
becoming more active online challenging level of
continues to increase worldwide. technologically led changes in
More than half of the population society lies the internet, a global
worldwide now uses the Internet. collection, connection, or
network of individual selves that entice some adolescents to
is able to find expression that make poor decisions about what
goes beyond all cultural to share on social media.
restrictions. These individual
selves in the internet or digital
world can be seen in the form of ONLINE DISINHIBITION
‘profiles’ or ‘avatars’, and are when people behave differently
apparent in professional online than they would in real
networks to social networks to life. It is the lack of restraint
recreational networks. one feels when
• There is greater self- communicating online in
expression from the individual in comparison to communicating
the online world regardless if it is in-person.
true or not. On social networks
one might choose to appear as BENIGN DISINHIBITION
living a grandiose life again • Behavior in which people tend
regardless of the truth in to self-disclose more on the
one’s real internet than they would in real
life. (DIGITAL IDENTITY) life. Also, they tend to go out of
• Ultimately, the internet makes it their way to help someone or
more difficult to define a more show kindness.
stable meaning of ‘self’ and once TOXIC DISINHIBITION
we again face the reality of life • Behavior that in which people
one will be forced to confront tend to use rude language,
and define his or true ‘self’ in the threats, and visiting places of
real world. pornography, crime, and
violence on the internet. They
DIGITAL SELF may also go to places they might
not have been to in real life.
PROS
• Adolescents use social media SETTING BOUNDARIES TO
to YOUR
develop and maintain ONLINE SELF: SMART
friendships. SHARING
• Adolescents use social media • The following guidelines will
for self-presentation through the help you share information
ways they choose to represent online in a smart way that will
themselves online by posting protect yourself and not harm
picture and sharing aspects of others. Before posting or sharing
their lives. anything online, consider the
• Youth use social media for following.
impression management by • Is this necessary?
attempting to use these media to • Is there a real benefit to this
control other people’s post? Is it funny, warm-hearted,
perceptions of who they are and teachable- or am I just making
how they act. noise online without purpose?
• Have we (as a family or
CONS parent/child) resolved this issue?
• Cyberbullying • Is it appropriate? Does it stay
• Depression with the boundaries of our family
• Exposure to inappropriate values?
content and the ability to display • Will this seem as funny in 5,
and consequently receive 10, or 15 years?
endorsement through peer
validation of risky behaviors RULES TO FOLLOW
(such as drinking alcohol) may
✓Guidelines for proper sharing
of information and ethical use of
the internet
according to New (2014).
✓Stick to safer sites
✓Guard your passwords
✓Limit what you share
✓Remember that anything you
put online or post on a site is
there forever,
even if you try to delete it.
✓Do not be mean or embarrass
other people online.
✓Always tell if you see strange
or bad people online.
✓Be choosy about your online
friends
✓Be patient