Republic of the Philippines

City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

UNIT 3:
Managing and
Caring for the
Self
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

Lesson 1: Human Emotions and Emotional Intelligence

Module No. 1
I. Introduction
This lesson delves into the understanding of one’s emotional self through the lens of
emotional intelligence theories, particularly in the aspects of emotional awareness and emotional
management.
II. Learning Objectives
After studying this module, you should be able to:
1. describe and explain the emotional side of the self through the lens of emotional
intelligence models;
2. identify and explain the factors that influence one’s emotionality; and
3. apply emotional intelligence to their daily lives
III. Topics and Key Concepts
Instructions: if you think the statement is correct say agree, otherwise say disagree.
1. Emotions are as important as logic and reasoning
2. Emotions cannot be managed
3. Emotions don not influence interpersonal relationships
4. Every individual has the same level and expression of emotionality
5. There are universal ways of expressing emotions.

Human Emotions
An important aspect of understanding the self is acknowledging the presence of emotions.
Emotions serve as a driving force in how one acts and behaves. Emotions play a part in making
decisions, embracing certain lifestyles, and relating to others. However, while emotions can be
immediately recognized, there is difficulty in controlling them. However, this is not to say that
emotions rule over one’s rationality and become the sole basis of his or her decisions. An important
point to remember is that every individual is expected to have the capacity to manage his or her
emotions.
Emotions are the lower level responses occurring in the brain which create biochemical
reactions in the body, and consequently cause changes in one’s physical state. Thus, emotions
serve a critical survival functions in making one aware of threats coming from the environment
that may affect his or her inner consciousness.
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

There is a distinction between emotions and feelings despite both being interchangeably
used and discussed in various context. While emotion is a biological experience and response,
feelings have been defined as the mental portrayal of what is going on in your body when you have
an emotion and the by-product of your brain perceiving and assigning meaning to the emotion. In
other words, feelings are subjective experiences that frame the interpretation of emotion. Emotions
are physiological; feelings are subjective since they are based on the personal beliefs and
experiences that frame the interpretation of emotion. Emotions are physiological; feelings are
subjective since they are based on personal beliefs and experiences. In making a particular
decision, aside from using logic and reason in deliberating about a choice, we ask ourselves, “how
do I feel about making that decision? Does it feel good or right?” Therefore, in managing emotions,
one is actually managing his or her feelings because he or she is the one “assigning” what the
emotion means to him or her. Despite this distinction, researchers have used the term emotional
intelligence to denote the interpretation and management of emotional experiences.
Emotional Intelligence
Emotional intelligence has been defined by a number of theories. For Bar-On, it is “an
array of non-cognitive abilities, competencies, and skills that influence one’s ability to succeed in
coping with environmental demands and pressures”. According to Mayer, Salovey and Caruso, it
is “one’s ability to understand emotion and for them to contribute in how one perceives the
environment he or she is in.” it includes one’s capacity to regulate emotions and be emotionally
aware which is helpful on one’s emotional and intellectual growth. For Goleman, it is “the capacity
for recognizing our own feelings and effectively in ourselves and others” emotional intelligence is
an aggregate result both innate individual characteristics and skills people acquire and develop
throughout their lifetime.
What do these definitions imply about emotions? First emotions exist alongside cognition.
The brain produces the physiological component of emotions and the mind interprets it. Cognition
is used to be aware of one’s feelings and of others too. Thus, the two are not and should not be
studied separately because one cannot exist without the other emotions, just like any other
information on encounters are also processed by the senses. Emotions can be managed and
regulated and they can be identified so they are used within the right context. Managing emotions
is an ability and an ability is something that is learned. In regulating emotions, the capacity to be
sensitive of one’s emotions and those of others is also developed for self-understanding and
maintain healthy interpersonal relationships. Lastly, emotional intelligence is a requirement for
one’s overall well-being and hence, can translate to effective functioning in all aspects of one’s
life.
Emotional intelligence with its specific components has been outlined by three models to
explain its importance. The first model has outlined four branches: emotional perception and
expression, emotional facilitation as aids to make sound judgement, emotional understanding and
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

analysis, and reflective emotional regulation. Goleman (2005) came up with his own clusters of
emotional intelligence, namely self-awareness, self-management, social awareness and
relationship management. Bar-On’s model (1997) is made up of five (5) composites :
1. Self-Perception
2. Self-Expression
3. Interpersonal
4. Decision-Making
5. Stress Management
These three models seem to underlie two general aspects of emotional intelligence: interpersonal
and intrapersonal.
Research have supported the positive impact of emotional intelligence in a variety of
settings. It has been to have positive effects on thinking abilities during anxiety-provoking testing
conditions and enable students to obtain good scores. It is also negatively correlated to aggressive
and delinquent behaviors; students who have been assessed to have high emotional intelligence
have good social relationships with their peers and teachers and are unlikely to break rules. People
with high emotional intelligence manifest high social competence in dealing with different kinds
of people. In workplace, emotional intelligence is said to be more important than IQ. Employees
with emotional intelligence achieve corporate success and exhibit flexibility skills in dealing with
superiors, colleagues and subordinates. Such employees also have high organizational
commitment since they pledge to commit to the goals and advocacy of their companies. They are
also seen to be effective leaders and agents of change. Emotional Intelligence also influence well-
being and life satisfaction. Emotionally intelligent people are not likely to develop depression and
anxiety, hence effectively coping with problems and other challenges since they are able to manage
their emotions.
The results of various research have highlighted the importance of emotional intelligence
for all individuals. The application of emotional intelligence of all individuals. The application of
emotional intelligence can be seen in different aspects of daily life. At home, emotions are
managed in dealing with family members and teachers as well as motivating one’s self in fulfilling
his or her own academic task. Effectively regulating emotions also has a positive effect on one’s
career goals as emotional intelligence is a crucial criteria companies and organizations consider in
assessing employment suitability. Emotional intelligence research has also produced a number of
self-reports and assessment tools to measure EQ levels in specific individuals.
IV. Teaching and Learning Materials and Resources
1. PDF Copy of the Module
2. Soft copy of the Learning Task (Picture of written or printed output/ Answered Word
Document)
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

V. Learning Task
Activity
Instructions: this activity is designed to help you become aware of how emotions are dealt with,
on a personal level. For each emotion, write what you do when you experience the emotion listed.
Include both productive and destructive behavior. Write as many as you can.
Emotion Productive Behavior/s Destructive Behavior/s
1. Happy

2. Sad

3. Excited

4. Afraid

5. Inspired

6. Angry

1. Among the behaviors you listed, did you write down more productive behaviors or
destructive behaviors?
2. Identify the emotion where you had more productive behaviors. Which emotion did you
have more destructive behaviors?
3. Are you more likely to have positive emotions or negative emotions? Explain your answer
4. How do your emotions influence your sense of self?
5.
VI. Reference
Alata E.J et al. (2018) Understanding the Self (1st Edition). Rex Publisher
Macayan J.V et al (2020) Understanding the Self. C&E Publishing Inc
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

Lesson 2: Emotional Regulation

Module No. 2
I. Introduction
This lesson continues the discussion on the emotional aspects of the self, from emotional
intelligence to healthy emotional expression and regulation. It highlights practical applications of
emotional intelligence to one’s daily life.
II. Learning Objectives
After studying this module, you should be able to:
1. Describe and explain their emotional development as adolescents;
2. Expound on the specific mechanisms of emotional expression and regulation; and
3. Identify appropriate situation in which emotional regulation should be practiced.
III. Topics and Key Concepts
Instruction: If you think the statement is correct, say agree, otherwise say disagree
1. emotional regulation is learned
2. each person has different ways of managing his or her emotions
3. there is only one way of controlling emotions across all situations
4. emotional regulation helps us in our personal development
5. emotional expression is generally regarded as negative
Managing and Regulating Emotions in Adolescence
Adolescence is certainly a turbulent time of development due to biological, and social
changes that adolescents experience and encounter. Part of the reason why this is the emotional
growth that teenagers come to terms with. In the midst of exploring their selves and identity,
adolescents begin to develop values, perception and engage in risk-taking behavior that have both
positive and negative consequences, which is underlined by fluctuating, rapidly changing
emotions. It is important that at this stage, adolescents begin to curb their impulsivity, develop
emotional efficacy and ultimately, acquire emotional maturity. This will enable them to make
viable future plans and long-term goals
In order to establish emotional efficacy and emotional maturity, emotional regulation must
be learned. Emotional regulation is defined as an attempt to influence emotion. This can be applied
in interacting with the self and with others. While emotional regulation can occur for both positive
and negative emotions, it is often used to negate the impact of unpleasant emotions. According to
Gross (1987), emotional regulation may take two forms: cognitive reappraisal and suppression.
Cognitive reappraisal involves the evaluation of the situation prior to making personal, subjective
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

evaluation of the situation prior to making personal, subjective valuation about it. In this way,
feelings are managed by using reason to appraise the situation. This approach can be helpful
because it allows for the logical evaluation of the situation instead of letting emotions rule over
rationality. The other approach, suppression, involves denial and masking of facial expressions to
hide one’s current emotional state. Despite negative connotation, it also has positive consequences.
When there is an attempt to hide pain, the feeling is less likely to be painful. In certain situations
where expressing feelings will not always have positive outcomes, suppression may be the
practical option.
Another approach in explaining emotional regulation is through the use of cognitive/ covert
strategies include experiential avoidance (avoidance of thoughts and feelings judged to be painful),
rumination (repeated contemplation), acceptance, and distraction. These strategies happen within
one’s mind and are not directly observable. The advantage of using these strategies is that they
provide the ability to alter negative impacts of unpleasant emotions. When an individual has no
control over the situation but has a choice on how to react to a circumstance; cognitive strategies
empower an individual to handle a particular emotion. On the other hand, behavioral/ overt
strategies entail engagement in observable activities, such as behavioral avoidance (Choice of not
doing behaviors resulting in negative emotions), substance abuse, exercise, eating and getting
involved in social activities. An advantage of behavioral regulation is that its observable nature
allows them to be monitored directly. However, involvement in unhealthy behaviors such as
substance abuse as way of emotional coping and adjustment can lead to long-term unhealthy
consequences for the individual.
Meta-analytic research has outlined ten (10) common strategies employed in emotional
regulation, namely, rumination, distraction, acceptance, problem solving, behavioral avoidance,
experiential avoidance, expressive suppression, reappraisal, mindfulness, and worry. However,
employing these strategies is dependent on a number of factors including personal characteristics,
external stimulus, specific emotional regulation goals, nature of the emotion to be regulated, long-
term goals, and available cognitive resources. Thus, emotional regulation varies from person to
person, form context to context.
However, there are common characteristics shared by individuals who have achieved
emotional maturity and efficacy. These individuals manifest the following qualities that enable
effective emotional regulation.
1. Self-control. Managing disruptive impulses
2. Trustworthiness. Maintaining standards of honesty and integrity
3. Conscientiousness. Taking responsibility for one’s performance
4. Adaptability. Handling changes with flexibility
5. Innovation. Being open to new ideas
6. Empathy. Understanding other people and putting yourself in their shoes.
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

In cultural aspect, emotional regulation is defined as “all the process that help attain
culturally appropriate or functional emotional experiences” this definition underlies the
importance of culture in emotional behavior. There is a need to contextualize how emotions
are managed in an appropriate manner; strategies that would fit the cultural context people
are in must be adapted. In the cultural context, emotional regulation is influenced by
culturally valued relationship frameworks. This ensures social competence in a variety of
situations: within homes, school environments, and the society at large.

How are emotional regulation abilities developed? Regulating emotions can be

primarily learned through observational and social referencing, particularly on the basis of
the family. The emotional climate of homes, parenting styles of parents, family
communications and social practices, and mental health conditions of family members
converge toward the emotional development of adolescent. Aside from the home
environment, schools also play a crucial role in emotional development as these emotional
regulation strategies are often embedded in the school curriculum and school activities.

Thus, it is important that students engage in learning opportunities, not only for the
acquisition of knowledge and information, but more so on the acquisition of emotional
regulation strategies that will empower them to become productive social citizens and
emphatic leaders in the future.
IV. Teaching and Learning Materials and Resources
1. PDF Copy of the Module
2. Soft copy of the Learning Task (Picture of written or printed output/ Answered Word
Document)
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

V. Learning Task
Activity
Instructions: in this activity, write your reactions on the first column for each situation given and
give a possible consequence of your reaction. (Write as truthfully as you can)
Situation Reaction Consequence
1. Someone Criticized your
Facebook post by placing
a negative comment.
2. Someone played a prank
on you in class and all
your classmates were
laughing.
3. One of your closest friends
divulged your secret to
another person.
4. You told your friend about
an honest opinion about
her but that was hurtful
and made her cry.
5. You were the only student
in class that got a perfect
score in a very difficult
exam and everyone was
congratulating you.

VI. Reference
Alata E.J et al. (2018) Understanding the Self (1st Edition). Rex Publisher
Macayan J.V et al (2020) Understanding the Self. C&E Publishing Inc
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

Lesson 3: The Future Self: Our past, present and future

Module No. 3
I. Introduction
This lesson focuses on the Time Perspective Theory of Philip Zimbardo which explains
that people are likely to sort, categorize, and analyze their human experiences into past, present,
and future timeframes, influenced by personal, social and institutional factors. In addition, we will
also focus on the Possible Selves Theory of Hazel Markus and Paula Nurius which refers to the
different representations of the Self.
II. Learning Objectives
After studying this module, you should be able to:
1. Enumerate and discuss the factors significant in one’s future;
2. Formulate goals and action plans that will help one in preparing for the future;
3. Synthesize and evaluate the different aspects of one’s future self
4. Identify and explain how past and present experiences shape future possibilities;
5. Observe how the premises of possible selves’ theory are applied in their daily lives; and
6. Come up with proximal and distal long-term goals
III. Topics and Key Concepts
Instruction: If you think the statement is correct, say agree, otherwise say disagree
1. The future is not within one’s control
2. One’s future self is predominantly predetermined by fate
3. Past present selves predict future self
4. Failures in the past can help one succeed in the future self.
5. One’s future lies in his or her own hands
Towards an optimistic Future
Understanding the self is not just about knowing and recognizing oneself as a product of
different life factors. The self and its potentials and limits can be more thoroughly understood by
using a time-oriented lens which focuses on how the self evolves from being the self of the past,
of the present and the possible self of the future.
There is now a growing interest among scholars in studying the future-oriented aspect of
the self. Studying this primarily deals with the motivational and socio-cognitive aspects of an
individual’s conceptualization of who he or she is and who he or she can become in the future.
This time-oriented conceptualization of the self-importantly explains how individuals construe
their sense of self importantly explain how individuals construe their sense of self by using
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

temporal perspective in self-interpretations, and the process that individuals construe their sense
of the self by using temporal perspectives in self-interpretations and the processes that individuals
use in conceptualizing what one can possibly or potentially become.
Soren Kierkegaard once said that, “life can only be understood backwards, but it must be
lived forwards.” What he meant in this quote is that an individual has the capability to plan for his
or her future if he or she is able to understand and retrospectively reflect on experiences, past
choices and decisions and past behaviors. Apart from the past, one also has more direct control
over present circumstances; one may not be able to change what he or she has gone through in the
past but he or she can certainly do something in the present. Understanding the past and taking
control of the present can lead to an optimistic future.
Time Perspective Theory
The time perspective theory of Philip Zimbardo (1999) explains how people envisions their
experiences. In a nutshell, his theory explains that people are likely to sort, categorize, and analyze
their human experiences into the past, present and future timeframes, influenced by personal,
social and institutional factors. The way people categorize experiences in specific timeframes
allow them to derive meaning and put these in an orderly and coherent manner which leads to
making decisions that can balance the past, present, and future. The theory also warns people
against making decisions dominated by only one time-frame. Thus, in planning and setting goals,
it should be based on something learned from the past and contextualized by the present which can
facilitate future growth and development.
Based on the theory there are five (5) time-perspectives:
1. Present-Hedonistic. Individuals tend to be risk-taker, driven by sensory, concrete factors,
and driven by the pleasurable sensations. They often disregard negative consequences of
their actions since they are focused on the process rather than the outcome, and are often
emotional and volatile. They are likely to succumb to immediate pressures found in the
environment, rather than make decisions that have long-term consequences.
2. Present-Fatalistic. Individuals are those who feel their lives are out of control and that no
matter what they do, things will not turn out as what they plan them to be.
3. Past-Positive. Individuals, are likely to remain in their comfort zone, their actions
influenced by what has worked in the past
4. Past-Negative. Individuals like past-positives are always anchored on the past but being
on the negative side, they tend to focus on the wrong decisions they have made in the past
and constantly regret them.
5. Future-Oriented. Individuals base their present choices and action on long-term
consequences. They are likely to manifest delay of gratification, and endure negative
situations if they are likely to see the benefits of doing such.
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City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

According to Zimbardo, a healthy perspective is one that combines past, present, and future
time perspectives. Remembering past lessons and gaining insights from both positive and negative
experiences, maximizing present opportunities and circumstances, and planning for the future can
have positive outcomes for any individual, and in this context, students. Entering college, students
carry with them both positive and negative experiences from high school that may serve as
reminders on how they should present themselves in the college setting. As college students, they
are expected to comply with the academic demands of their course programs. During the course
of their college life, there may be moments when they would feel stressed, hopeless, and vulnerable
to vices. College students are bombarded with academic demands, family expectations, social
pressures, and other environmental factors that influence their personal and social consciousness.
While these experiences are part and parcel of most students’ college life, what is important is to
never lose sight of their goals, both short and long-term. What they do in the present will shape
the entirety of their college life, assuming that they are conscious of how their present decisions
will affect the future. Thus, taking note of time perspectives can certainly help college students in
determining their futures, within personal and professional contexts.
The Possible Selves Theory
How does one plan for the future? Is it possible to shape the future? Absolutely! While one
lives in the present and is bounded by present circumstances, he or she has the capacity to make
the right choices that will have consequences and repercussions for the future. The Possible Selves
Theory has outlined six (6) philosophical premises that are not only crucial to one’s full self-
understanding but also vital in shaping one’s future.
1. The Possible Selves is both a motivational resource and behavioral blueprint of
the Self. How one envisions oneself fuels his or her drive to achieve his or her plans
for the future enables him or her to set specific short-term and long-term goals. If one
sees himself or herself to be successful in his or her future careers, then his or her
present behavior is motivated by those plans enabling him or her to set concrete targets
in the future. For example, someone taking an engineering course see himself to be a
successful engineer six to seven years from now will help him achieve that goal and set
concrete plans such as passing the licensure exam five years from now landing a good
job six years from now. Aside from these concrete goals and thoughts, people derive
pleasure and satisfaction in making those plans, thus further channeling behavior
towards that end.
2. Not all future selves are positive. Future selves revolve around three ideas: what one
might become (ought-to selves), what one would like to become (ideal or hoped-for-
selves), what one would like to become (ideal or hoped-for selves) and what one is
afraid to become (feared selves). Based on research, ideal and feared selves can lead to
a detrimental sense of the self. People plan for the future because they have ambitions
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

but at the same time, they also have healthy fear of what they do not want to become.
Setting goals must be done realistically and in doing so, one needs to consider not only
what he or she wants to become but also the possible negative outcome of his or her
ambitions. For example, if one’s goal is to be a board top-notcher, the “ideal self” has
a corresponding “feared self” which is anchored on not achieving the said goal. People
are driven toward the future by setting realistic goals that balance between what is ideal
and what is feared
3. One’s future self is intertwined with his or her past and present selves. Present
situations enable one to think clearly of his or her options and the decisions he or she
needs to take, which would bring him or her closer to his or her future goals. For
example, if one’s future goal is to be successful professional in his or her chosen field,
then he or she should exert extra effort in making sure he or she passes his or her courses
despite them being difficult. On the other hand, experience also shape how one
perceives the future because of enduring concerns or unfinished business that are
brought to the present, and thus, may be a driving force to one’s future plans. There are
instances when students take course programs based on their parents’ expectation of
their child’s future. There are instances when students take course programs based on
their parents’ expectations instead of their own personal preferences.
4. Future selves are a product of social interactions. How one’s future is foreseen is a
product of social contexts: family, peers and colleagues, schools and other institutions,
the society, and the digital world. Family experiences shape ideal conceptions of one’s
future family. The manner of interaction with peer influences the ways of dealing with
professional colleagues in the future. Schools, social institutions, and the society
exposed to (internet/ technology-driven resources) has shaped their future ambitions in
determining the digital legacy they want to leave behind.

As a son or daughter, what values have you learned from your parents that you want to
pass on to your future children? As future professionals, how do you see yourself as a
relevant member of society? As products of school and other social institution, how
much standards, in both skills and character domains, will you be able to manifest? If
someone googles your name what digital identity and information do you want to
appear for others to see? These questions can be answered lie at the heart of our future
selves.
5. Life transitions that have an enabling influence on one’s future self. When there
are changes in one’s present life circumstance (e.g., entering a new grade level,
transferring to a new school, shifting to a new course, experiencing changes in family
situations etc.) there will also be changes to how future life perspectives are viewed.
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

However, people are not passive recipients of these changes with human agency, an
individual is able to effect those changes for his or her future.
6. The concepts of proximal and distal goals. People are more motivated to work on
goals that are more immediate that those which are not. For example, for the first-year
college students, the proximal goal would be to graduate in four or five years is more
relevant and urgent than finding a good job, as compared to graduating college students
whose goals are achieved. Setting short-term (by term, semester, year) and long-term
goals (by five years, 10years) is one way of ensuring that their future self is fulfilled.\
Based on how the premises laid out above, the future self is not a possibility that is out of
hands. Having clear vision of the future planning and weighing present options, and making
the right choices can lead to an optimistic future. Human beings are gifted with reasoning
and logic which facilitates decision making capabilities. Thus, one has the power and
agency to shape his or her future, while living in the present.
IV. Teaching and Learning Materials and Resources
3. PDF Copy of the Module
4. Soft copy of the Learning Task (Picture of written or printed output/ Answered Word
Document)
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314

V. Learning Task
Activity
Instructions: List down your future goals in the table below. Enumerate your present behaviors
and indicate (put an “X” Mark) whether these behaviors facilitate (positive) or hamper (negative)
the fulfillment of your future goals.
Future Goals
1.

2.

My Present Behavior Positive Negative

1

VI. Reference
Alata E.J et al. (2018) Understanding the Self (1st Edition). Rex Publisher
Macayan J.V et al (2020) Understanding the Self. C&E Publishing Inc