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UNPACKING PHYTHE SELF
SICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
Physical Self
Physical Self
Physical
Self refers
to the body
“Learn how to
see. Realize that
everything
connects to
everything else.”–
Leonardo da VinciAs
E S
R Physical Self- concrete dimension and
tangible be directly observed and examined.
I
I G
First impression is very critical …. Individual
In M
K devotes intense attention of their own
bodies, face, appearance and Psychoanalytical
U
structure.Mostly self-concept is based solely school,
E on the physical. Body Image become an
important aspect of one’s mental health,
construction of N
self and
R self-esteem and well-being. Three ways
physical appearance impacts people’s self
personality makes D
physical body
I worth.
“How would you view yourselves. How
core of human
experience. F
K you view others. How you think others
view you.” Sociology of the body was established discipline R
S in the 1990’s. Coined the term “somatic
society” means the new found importance of
the body in contemporary society. Body work is
E
O a lifestyle choice and identity. U
N BRYAN TURNER D
The 1. Extended Self
Phys 2. Gendered Self
3. Sexualized Self
ical 4. Beauty of the Self
Self:
S EXTENDED SELF G
E
E
Physical Self
N
X D
U E
A Also includes the Inner R
E
L beauty that is invisible D
I but can be felt and observed
Z with pure intentions. S
E E
L
D BEAUTY OF THE SELF F
Self
S EXTENDED SELF G
E
E
X Physical Self N
D
U E
A  1. You have the choice either to create a: R
E
L  a.) Print Ad Poster or
D
 b.) At least a 1minute Video of your daily
I routine physical exercise.
 Follow the Guide Questions that shall reflect
Z in your out-put. See the instructions at the
S
E next slides. E
L
Self
S EXTENDED SELF G
E
E
X Physical Self N
D
U E
A  1. What is your best physical asset or R
exercise? E
L D
 2. What do you like/appreciate about
I others’ external and internal appearance
Z & the like or as well as their ways and S
E means to be physical fit and healthy? E
L
Self
S EXTENDED SELF G
E
X Self E
N
U  1.Create a theme of your print ad poster about
D
E
A your unique physical self that others would
recognize, appreciate and acknowledge. Need a R
L short striking caption to capture attention of the E
I many. D
 2. Include in your output the 4 Main
Z Components plus the Inner Beauty of the
S
E Physical Self using your own pictures or a
E
caricature neither symbolism that clearly
D explains about you. L
F
BEAUTY OF THE SELF
S EXTENDED SELF G
E
X Self E
N
U  3. . Your individual work for PA Poster should have D
the following: E
A  • Title or Theme R
L  • Elements - includes all required elements as E
well as additional information
I  • Graphics/Images –all graphics are related to the
D
Z topic and easier to understand
S
E  - all borrowed graphics have a source citation
E
 • Impact and attracts attention among people -in
D terms of design, layout and neatness. L
F
BEAUTY OF THE SELF
S EXTENDED SELF G
E E
X Self N
U D
E
A  4. Use a long bond paper size. R
L  *Submit in one file only to Module 4 E
I Print Ad Poster(M4 PAdP)/Physical Fitness D
Activity dropbox. Due date is February
Z 25,2022.
S
E  * Proceed to the next slides for
E
information.
D L
F
BEAUTY OF THE SELF
S EXTENDED SELF G
E
E
X What is a Poster? Self N
D
U ✓is a large printed sheet that E
often contains pictures and is Different types
R
A posted in a public place(as to of posters:
• Advertising E
L promote something) • Informative
D
• Motivational
I ✓a usually large printed sheet • Movie
that is put on a wall as decoration • Event
Z • Travel
• Research
S
E • posters include both textual https://piktochart.com
E
and graphic elements /blog/types-ofposters/ L
D https://www.merriam-webster.com/dictionary/poster
F
BEAUTY OF THE SELF
S EXTENDED SELF G
E
E
X Self N
D
Creative Print Advertising Posters
U The print advertisements is the fastest way to E
A communicate the message to the target R
audience. E
L Print advertising continues to be a strong D
I market, companies spending dollars to make
there ads really creative and eye-catching. If
Z print ads in brochures, print catalogs, flyers, S
E posters and even billboards are creatively E
done in a funny way, catching the attention of L
D readers will be a lot easier.
Print Advertising Posters: 37 Creative Examples |
F
Design ...https://graphicdesignjunction.com › 2013/09 › print-ad..
BEAUTY OF THE SELF

EXTENDED SELF G
S
E S E
N
X e D
E
U
A l R
E
L Sample Print
Ad Posters f Sample Print
D
I Ad Posters
Z S
E
E Sample Print
Ad Posters L
D F
BEAUTY OF THE SELF
Sample Print Ad Posters
EXTENDED SELF G
S
E
Sample Print
Ad Posters
Sample Print
Ad Posters S Sample Print
Ad Posters
E
N
X e D
U E
A l R
E
f
https://www.canva.com › Learn › Design inspiration
L D
I
Z S
E
E L
D Marmite
F
BEAUTY OF THE SELF
S EXTENDED SELF G
E E
X  1.Create a theme for your video physical N
U exercise to be physically, mentally and D
psychologically healthy seeing your physical self E
A that others would recognize, appreciate and R
L acknowledge. Need a short striking caption of
E
your exercises to capture attention and they
I understands your routine which they may adapt D
Z too.
Self
 2. This will in turn and include as an outcome S
E in your output the 4 Main Components that will E
D signify you in many aspects of you. L
F
BEAUTY OF THE SELF
S EXTENDED SELF G
E
X Self E
N
U D
 3. . Your video shall show the have the following:
E
A  • Title or Theme
R
L  • Elements - includes all required elements as
E
well as additional information
I  • Subtitle or description of the physical exercise
D
Z while doing it. So anyone can follow.
 • Impact and attracts attention among viewers in S
E terms of they can easy follow or use it as a guide. E
D L
F
BEAUTY OF THE SELF
S EXTENDED SELF G
E E
X Self N
U D
E
A  4. It shall be at least a one minute or a R
L maximum of 3 minute video of your few
E
daily routine exercise.
I  *Submit in one file only to Module 4 Print
D
Z Ad Poster(M4 PAdP)/Physical Fitness Activity
dropbox. Due date is February 25,2022. S
E  * Can refer to the given link videos as one E
D of the materials in Module 4. L
F
BEAUTY OF THE SELF
S EXTENDED SELF G
E
E END N
X D
U E
A R
E
L D
I
Z S
E INNER SELF E
L
Self
S
EXTENDED SELF G
Additional Reference
E
E *Physical Self - SlideSharewww.slideshare.net › RubiOrbeta › physical-self
Mar 19, 2019 - Unpacking the Self - Physical Self Rubi R. Orbeta.
N
X *Unit 2 (1-3).pdf - UNDERSTANDING the Self Unpacking the D
...www.coursehero.com › file Physical Self - is the concrete dimension, the
tangible aspect of the person that can be directly observed and examined. E
U Image of page Physical Self/Body is an ...
*BAUMANN: THE PHYSICAL SELF - CONCEPTUAL SELF VIDEO R
A *23-Minute Full-Body Strength Training for All Levels | SELF
*25 Minute Full Body Cardio Workout - No Equipment With Warm-Up and Cool- E
L D
Down | SELF
*The Importance of Looking and Feeling Good | Living ...
https://livingmarvelously.com › the-importance-of-look...
I 7 Jun 2019 — When you look and feel good, you take the emphasis off of
worrying about yourself, and you are more easily able to smile and be kind to S
Z others.
*https://globalsportmatters.com/culture/2019/01/10/if-you-look-good-do- E
you-play-better/
E *#SlightlyBetter #Personality #InnerBeauty10 Qualities Of People With Inner
Beauty
L
D *Refer to the syllabus. F
BEAUTY OF THE SELF
INNER BEAUTY TIPS
• Inner Beauty – Tips to Staying Beautiful
The truth you need to know is that, instead, it is what you think, your thoughts about
people around you and how happy people feel when they are around you that
matter.
You have to know that instant connection that you can make while you are in
company of others. The right kind of bond that you can instantly make with people is
with the kind of person you are. So let us check what is that you need to be most
attractive.
1. Portray Yourself
It is important to show people who you are. You do not have to be artificial when it
comes to appreciating people or being considerate because if you are not you, people
will eventually know that you are trying to hide yourself behind those words or acts. It
is easy for people to accept you the way you are. So just remember faking will never
pay off.
2. Try to Listen to People

There is a kind of attraction in people who listen to you. Why, there are people who
start their own story when someone is in need of a friend who will listen to his pain.
Well, you certainly do not need to look attractive to people here. You need to console
people . . . a few words of comfort . . . no judgment is required here. If you listen, you
will definitely seem like you are a true friend. True listening is what makes you
attractive.
3. Be Confident
Yes your confidence makes you attractive. People look up to you. At the same time,
you will love yourself. Smile when you see someone and this attitude will help people
come close to you. Instead if you ignore people and do not greet them, this might
make them stay away from you. A confident and smiling face will definitely win
friends and special ones as well. The right kind of attitude and positive thoughts will
always help to keep the smile lingering on.
4. Do not Brood
This is last thing you need when you want to look attractive. If you worry or feel sorry
for yourself, you will definitely not attract people. This trait, if it stays with you for long,
will definitely not make you glow. Complaining about life and talking about the
negativities will show on your face. It will definitely decrease the glow and show stress
lines, which is definitely not attractive.
5. Believe in Yourself
Do not expect others to tell you that you are attractive. You should believe and feel
attractive. Positivity always brings out the best in you. Since each and every person is
attractive, then why not feel it as well? Superficial makeup and dressing up will stay
just for a moment. But after a little while it is only you and your inner beauty that will
make you look attractive.
Conclusion
While you are checking out the latest fashion trends, check out how many qualities
you have that will enhance your beauty. Inner beauty is the quality that one has to
have to stay young and beautiful. The beauty looked at with the eyes doesn’t last
forever. Inner beauty is representative of good deeds and kindness.
The best and most beautiful things in the world cannot be seen, nor touched . . . but
are felt in the heart. ~ Helen Keller (Tweet this)
1. Portray Yourself. It is important to show people who you are. ...

2. Try to Listen to People. There is a kind of attraction in people who listen to
you. ...
3. Be Confident. Yes your confidence makes you attractive. ...
4. Do not Brood. This is last thing you need when you want to look attractive. ...
5. Believe in Yourself.
No w, it ’s y ou r tu rn t o imp lement some of t hese, so let ’s d iv e in.
1 . Es tablis h a Mo rni ng Ro utine that c re ate s Mo tiv ation an d
In spiratio n
W hen you wak e up , y ou r bo dy is d ehyd ra ted an d you r co rt isol ( i. e.
st ress lev el) is a t it s p ea k. So what yo u dev ote you r ene rg y to
f ro m the ge t-go can s et the ton e for the res t o f you r d ay. I lik e to
h av e 2 gla sses of wa rm wat er, followed by a gla ss o f wa rm wat er
t hat ha s a p in ch of pink sa lt an d f resh lemon ju ice (o r ap ple cid er
v in ega r) in it. This rep lenishes the min era ls in the bod y an d help s
with hyd ra tio n and digest ion.
I ’m a h u ge co ff ee lov er, so I then hav e a cup o f bu lletp roo f o r
f resh ly brewed cof f ee with a lmo nd milk. I like t o make my bed , t idy
u p my su rroun dings, grab my co ff ee, an d go in to my ba ck ya rd
wh ere I ca n brea the in t he f resh a ir. I pray and med i tate he re for
a f ew min u tes and thin k abou t all the things I ’m grate fu l fo r. I
p ra y fo r t he peo p le an d thin gs t hat a re impo rtan t to me. Mo st
mo rn in gs t his is fo llowed by so me kind o f exercise – either an hou r
at th e g ym o r a half a n hou r to a n hou r walk on the be ach near my
h ou se wit h a pod ca st .
I avoid so ci al medi a fo r at le as t the fi rs t ho ur upo n waking up.
W e a ll kno w social med ia can be t oxic, bu t if you ’re lik e me and
yo u r busin ess is heav ily link ed to you r in sta gra m a ccou nt fo r
exa mp le, t hen it ’s ha rd not to wa nt to check it upo n wak in g.

Th e way I have shi ft ed my p ersp ectiv e recen tly on t his t hou gh, is
by a sk in g myself , “wi ll it con tro l me , o r wi ll I be in con tro l of
what I ex pose myse lf to and when ?”
Th is wa y , I ’m not p ulled int o ev eryon e else’s lif e and a gen da on lin e
u pon wak in g up. I choo se when t o en ga g e an d ho w to en ga ge on
my o wn t erms, and choo se to p rio rit ise more mean ingf ul a nd
impo rta nt t hings befo reha nd.
I fo und tha t this ha bit ha s ben ef it ed my ment al and emot ion al
h ea lth great ly.

I a lso lov e think ing a bout my ta rgets an d go als fo r the d ay , ho w
I ’m go in g to a chiev e t hem, a nd se t an i nten tio n fo r my day. This
in clud es do in g hig h -v alu e tas ks earlier in t he day , creat in g a
ment al o ut line o f wha t ’s impo rtant to me p ersona lly an d
p ro fessiona lly a nd ho w I ’m go in g to mak e su re I get tho se high
p rio rity t ask s done id eally before noon .
W hilst mu lt i -ta sk in g is go od in so me way s ( exercisin g whilst
f eed in g my min d thro u gh a po d ca st o r up lif ting music) , I t ry
to avoid mu lti -tas ki ng in genera l, so t hat I can rea lly be pres en t

in the mo men t and giv e on e ta sk my 100% a t a time. This is bett er
fo r pro du ct iv ity an d f eelin g lik e you ’re a chiev in g thin gs f ully a s
yo u mak e yo ur way throu gh the d ay!
I li ke to fin ish off m y morning rou tin e wi th g rati tu de an d
af fi rmations . These can be q uiet ly rehea rsed in yo ur mind , p ra y e d
o r writ ten do wn. If you ’re st ru ggling wit h so methin g
sp ecific, c re ate an affi rmation arou nd that to pic , and also try
jo urn ali ng you r thou ghts and ide as to o btain clari ty . Fo r exa mp le,
if yo u ’re o ut of you r co mfo rt zon e at wo rk , yo u co uld reaf firm: “I

k now that there is no su ch thin gs a s fa ilu re, when a ll I choo se to
do is learn and gro w.”
Or remin d you rself o f a t ime you ’v e been out o f you r d ep th but
st ill ma na ged to su rv iv e an d ev en do well. Then jou rna l so me
po ssible so lut ion s.
You ’re essent ially self - soo thin g, an d rewirin g you rself to wa rd s
h ea lthy a nd po sit iv e belief s. W hat we believ e, we be come . As the
f amo us quo te goes , we don ’t attract what we wan t, we attrac t
what we are . So le t’s be g re at.
2. Us e foo d as literal “fue l” to nou ris h you r bo dy.
I a m c onsc ious and i nten tio n al abou t what I cons ume in t erms of
fo od , d rink a nd sup plement s, a nd a lso t imin g a roun d my mea ls. I

lov e in te rmi tten t fasting , so mo st mo rn in gs I do n ’t eat break fa st
t ill 10 o r 11a m. I t ry to tak e a mo ment t o assess ho w I ’m f eeling
p hy sically , men ta lly a nd emot iona lly befo re I eat. I f we tak e a
mo ment to beco me se lf -aware , ou r bod ies a re v ery int uitiv e a bou t
wha t ’s needed at an y giv en point in t ime.

I ’v e work ed out , then break fa st is usua lly a smoo thie of p rot ein
po wd er, a lmon d milk and eit her fresh berries o r banana and
sp ina ch leav es. I f I hav en ’t , I may skip brea kfa st en tirely , o r hav e a
sma ll bo wl of po rrid ge in wint er when my bod y want s so methin g
wa rm, versu s a cold , green smo othie in su mmer. What wo rk s fo r
me, may no t wo rk fo r you , so it ’s impo rtant t o exp eriment a nd a lso
beco me self - awa re a s mu ch a s po ssible.
I be liev e that no di e t boo k o r die t plan c an g ive the u lti mate be -
all and end -all solu ti on, which is why what wo rk s so well fo r so me
p eop le fa ils to work f or o thers. It ’s ca lled bio -ind ividu ali ty! I tak e
d if f erent a sp ect s of nut rit iona l a dvice, t ria l, t est a nd t hen co mbin e
wha t wo rk s fo r me, rather t han p utt in g my needs in my bo x o r wa y
of do in g thin gs. Ou r bod ies co n stant ly evo lv in g an d ea ch sea son
h a s d iff erent requiremen t s, hen ce you r n ut rit iona l n eed s will n eed
to a d ju st. I f you hav e a f air id ea of wha t wo rk s fo r you , chan ges a re
less daun tin g!
I lov e co ff ee an d my bo dy respond s well to it (I do n ’t get jitt ery fo r
exa mp le) – so I inv est in high -qua lit y co ff ee an d o ft en a dd gra ss -
f ed salt-f ree butter o r co ld p ressed co conut o il to my cof fee, an d
en joy 1 -2 cup s t hrou ghout the da y (a s p er t he Bu lle tproof
me thod which I lov e!).
Th e goa l is to feed my self food s with hi gh n u trition al co n ten t an d
a ba lan ce of goo d f at s, ca rbs an d p rot ein. A nd simu ltan eou sly,

limit in g food s t hat will d ra in my energy o r tak e me away from my
h ea lth , f itn ess and well - bein g goa ls. I ’m pre tty mu ch a v ege tari an ,
an d I can ea sily bu st any miscon cep tio n s there may be out t here
a rou nd it bein g overly d if ficu lt o r con straining – I hav e a huge
select ion o f who leso me and beau tiful foo ds to choo se f ro m, a nd
I ’m a bso lut ely spoilt fo r cho ice. (At t he sa me t i me, bein g a n
an ima l -lo ver, it a lign s wit h my va lues of want in g to liv e an et hica l
lif esty le, and need in g to hav e a po sit iv e imp act thro ugh my
cho ices. I f eel so st ron gly abo ut t he fa ct t hat no an ima l sho uld lose
it s life o r en du re fea r an d suff erin g becau s e o f me. So c hoos e a
di e t that align s wi th you r v alues and makes you fe el go od bec ause
you r bod y is v ery in tui ti ve! ).
3 . Prac tic e Mind fu ln ess and Grati tu de thro ug hou t the d ay.
I f in d th at goo d de cisi on -maki ng, se lf -awaren ess, and lo w -anxi e ty
o r s tress lev els are all li n ked to how mi ndful and grate fu l I a m
t h rou gho ut t he day .
W e so metimes t reat o u r liv es, wo rk , an d genera lly o u r da y lik e it ’s
a d o-o r- d ie situ ation , when in reality , it ’s no t. The world do es no t

sto p wit hout u s, an d taking a qui c k momen t to s low do wn , ju st
breath e, no tice t he bea uty a ro und you , remind y ou rself o f the
rea son s yo u f eel blessed at t his v ery po in t in you r life, an d bein g
mind fu l an d a ccep ting o f what ’s goin g on in sid e you , has hu ge
ben ef it s to ment al an d emo tiona l well - being.
If you do n ’t give you rself t his o ppo rt un ity , yo u a re likely to be
ext remely st ressed , a nd t his no t on ly impa ct s you , but a lso yo u r
wo rk , you r relat ion ship s and you r ov era ll en ergy . There is always
so me thin g to be grateful fo r , ev en in t ou gh sea son s – so if you
can ’t th ink o f an ythin g, sta rt wit h nat u re a nd t he ability to

experien ce its priceless beaut y. If not hin g else, ju st sto p , tak e a
d eep breat h in , smile, an d giv e t han ks.
4 . A im to g ive bac k in some way.
Not ju st so lely f rom t he un iversa l law of , ‘what we do ev ent ually
retu rn s t o u s in so me way ’, but a lso f ro m a t ruly k ind , giving a nd
gen erou s stan dpoint t oo – i t is a bles sing to be able to g ive.
If you a re pa ssionat e a bou t an o rgan isat ion o r cau se, do nat e to
t h em, len d a help in g hand to so meon e in n eed , ta ke a mo ment to
sign a p et it ion on lin e to help a nima ls who a re bein g exp erimen ted
on o r a bu sed in facto ry fa rms, o r – wha tever y ou ’re pa ssionat e
a bou t tha t reso nat es wit h yo u.
Yo u c an s imply make a d iffe renc e where yo u are, i n that ve ry
momen t. You may choo se to go ou t of you r way to help a
co llea gue, t ext a friend who ma y be st ru gglin g, let someon e kno w
yo u app reciat e them, o r, sa y a p rayer fo r so meon e. These a re a ll
way s o f giv in g, and giv in g back.
W e c arry so muc h un tapped posi tive po we r wi thin us and hav e so
muc h to gi ve , ye t we u nde res ti mate the di fference our wo rds o r

s mall g es tu res c an make to the people and world arou nd us . We
are powerfu l.
5 . De ve lo p an Eveni ng Ro utine that assis ts R e lax ation and
Growth.
It ’s so impo rta nt at t he end of the da y to a sk yo u rself , “W hat did I
le arn tod ay?” o r “W hat wen t we ll, and what cou ld I improv e
u pon ?” I believ e that in o rd er to hav e an expan siv e,

f lexible, gro wth min dse t , we mu st da ily qu est ion o u rselves,
cha ll en ge ou r choices, ou r mot iv es, an d t ry t o step out o f the
situa tio n s we fa ced . I find it ’s helpfu l to con templat e, zoo m out ,
an d t ry t o lea rn so met hing f ro m the good an d t he n ot - so- goo d. It ’s
a lso u sefu l to set so me goa ls fo r the n ext day o r rest of the we ek ,
an d v isua lise yo u rself a chievin g them. There is wisdom to be
g ained i n ev erythin g and in eve ryday , and I t hink t hat t he p eop le
an d situat ion s t hat co me into ou r liv es a re alwa y s t ryin g to t ea ch
u s so met hing if we choo se to rea lly see a nd listen.
If you can , t ry to do at lea st a pa rt of you r ev en in g rou tine
in n atu re – in grass, on t he bea ch, o r so mewhere you can rea lly
cont empla t e and be at p ea ce. So met imes it s not even a bou t

lea rn in g, but simply a llo wing you rself to st op an d experien ce t he
emot ion s yo u a re f eelin g.
Tie i t i n with g rati tu de . Sp en d t ime wit h loved on es, relax with a
bat h and so me can dles an d essen tia l o ils, o r may be a good book o r
po d ca st.
If you ’re an ov er -a chiev in g, ty pe A p ersona lit y, o r someon e who is
an xiou s, yo u may p erceiv e su c h thin gs a s “f luf fy ” or a wa st e of
yo u r time. Tru st me, I ’ve been t here, and it did not wo rk for me.
You liv e on ly on ce, an d und erest imat in g t he simp le t hin gs that
h av e th e great est reward s (an d ultimat ely impa ct the botto m lin e
in ev ery sen se) ten d s to b e, f ro m my exp erien ce, a mista ke.
P ersona lly I n eed to sp end at lea st a mo rn in g o r ev enin g by t he
bea ch on mo st day s. I li ke to physic ally conn ec t wi th the gro und ,
li ke pu tti ng my to es in the s and ( a sc ien ti fi c tec hniqu e
c alle d Earthing or Gro undin g whi ch has prove n to bring posi tive
resu lts) an d watch the s ky and waves .
I a lso lov e to read an d writ e po et ry with a gla ss of red wine, a nd

t h en wat ch my favou rit e sho ws af terwa rd s. Or sip on so me
p ep permin t t ea wit h da rk chocola t e. What ev er f eels right fo r yo u
an d h elp s yo u to switch of f is impo rta nt to in du lge in , esp ecia lly if
it invo lv es se lf -c are and c re ativi ty. Gett in g in the habit of l itt le
ev en in g ritua ls that t ru ly ren ew you r mind a nd sou l, d e - st ress, a nd
rejuv enat e y ou , a re goin g to be t he k ey to wa kin g up a s yo u r best
self!
I hope you enjoyed my tips on inner beauty.
I re ally believ e that be au ty ne eds to be ho lis ti c .
Beaut y in pa rt a bou t enhan cin g ou r best f eat ures, wearin g skin ca re

an d mak eu p tha t excit es u s, help s u s p resent o urselv es well, and
exp resses ou r un iqu e st yle a nd creat iv ity – but it s a lso v ery mu ch
a bou t th e in sid e – how we fee l, wha t we think a nd do, an d the
im pa ct our pr esence ha s on our s urround ing s.
I f we fe ed and n ou ris h ou r bod ies , minds , he arts an d so uls d ai ly,
and gro w to wards ou r bes t -se lv es , then , we s tart to be come truly
be au tif ul.
Other Reference:
If you look good, do you play better?
Ross Andrews | Thursday, Jan 10, 2019
WHY THIS MATTERS

Looking good can give you confidence but science shows it can also help an athlete
play better.
As rock group ZZ Top immortalized in song: “Every girl’s crazy ‘bout a sharp dressed man.”
It’s not how you feel, it’s how you look!
Hall of Fame cornerback Deion Sanders coined the phrase, “If you look good, you feel good,
and if you feel good, you play good.” What initially gave off the appearance of just another
one of “Primetime’s” classic arrogance may actually hold merit.
Athletes in professional sports today embody this ideal. Looking good on the field raises their
confidence and comfortability — qualities that are extremely important to elite athletics.
We know that clothing has the ability to considerably change the perceptions and reactions of
others.
High school students who dressed more formally were perceived as more intelligent among
both professors and other students. Even therapists who dressed less casually were more
likely to have repeat patients, according to a study.
What if clothing could have the opposite effect — not only would dressing to impress give us
power over others but over ourselves as well.
Dr. Adam Galinsky, a professor at the Kellogg School of Management at Northwestern

University, argues physical experiences and the experience of wearing clothes and how that
makes you feel triggers “abstract concepts and their symbolic meanings.”
“When a piece of clothing is worn, it exerts an influence on the wearer’s psychological

processes by activating associated abstract concepts through its symbolic meaning,”
wrote Galinsky for a 2012 paper that appeared in the Journal of Experimental Social
Psychology. “Similar to the way in which a physical experience exerts its influence.”
The term, coined by Galinsky, is “Enclothed Cognition.”
“I love the idea of trying to figure out why, when we put on certain clothes, we might more
readily take on a role and how that might affect our basic abilities.” said assistant professor of
psychology at Barnard College, Joshua Davis.
[beauty_quote quote='“Clothes invade the body and brain, putting the wearer into a different
psychological state. You have to wear the coat, see it on your body, and feel it on your skin
for it to influence your psychological processes.” - Northwestern University professor Dr.
Adam Galinsky']
The study featured undergraduate students who were either given a white doctor’s coat or
told to wear street clothes and were administered a test for selective attention, such as
spotting minor differences in similar pictures. Those who wore the doctor’s coat made about
half as many errors as those in street clothes.
Physicians tend to be more careful, meticulous and aware. Therefore, the students who put on
the coats had acquired a heightened sense of attention to detail.
“Clothes invade the body and brain, putting the wearer into a different psychological state,”
Galinsky said. “You have to wear the coat, see it on your body, and feel it on your skin for it
to influence your psychological processes.”
For professional athletes, expressing yourself and being confident in your self-image is one
way to give yourself an edge on gameday.
“I believe it’s a placebo effect or whatever you want to call it. There’s a role in how you dress
and how you perform,” Odell Beckham Jr. said in an interview with Complex. “When you
feel good, look good, you play good.”
“I look forward to when (Nike) sends me pictures of what I’m gonna wear this week, and I
try and get in the mind frame in what I’m gonna do in these.”
Self-confidence and conceptualization are important aspects for positive performance in

everyone but especially among professional athletes. The majority of physiologists contribute
positive self-confidence to success and performing at consistently high levels. Without it, it is
much harder for individuals to reach their goals in school, at work and even in sports.
“It becomes more and more important the higher level the athlete is,” said Kristin Hoffner,
principal lecturer and professor of kinesiology at Arizona State University. “Obviously when
you’re younger, just being bigger, faster, stronger is enough. But when everyone is the best, it
really becomes who can stay composed under pressure and who can stay motivated.”
While athletes are inherently different, confidence and the drive to succeed are most
important qualities. When athletes feel confident, they are more readily able to turn sporting
potential into superior performance.
Conversely, when they feel unsure of themselves, the slightest setback or smallest hurdle can
have an inordinate effect on performance.
Any way for athletes to feel more self-confident is imperative to success.
As the wise Deion Sanders said, “When you dress for success, success usually finds you.
Bring your ‘A’ game!”
Ross Andrews is a senior journalism major at Arizona State University
Tags: Adam Galinsky, Arizona State University, clothes, Deion Sanders, enclothed
cognition, Kellogg School of Management, Kristin Hoffner, Northwestern University, Odell
Beckham Jr., ZZ Top
LivingMarvelously .com
The Importance of Looking and Feeling
Good,
by Laurie Jonas | Jun 7, 2019 | Self Care | 0 comments
How else is looking and feeling good important?
When you feel good about how you look, it takes feeling bad out of the equation. Who wants to
go through the day feeling bad? No one! When you feel bad about yourself, you cannot put your
best foot forward. You are too concerned about what others are thinking of you.
Feeling good raises your vibration. A quote from my sister Deb at Amazing Journey Coach says
it best, “Everything is energy, including your thoughts, emotions, words, and behaviors. The
higher their vibration, the better you feel and the more attractive you are to good things, people
and experiences!”.
When you look and feel good, you take the emphasis off of worrying about yourself, and you are
more easily able to smile and be kind to others. You are not hiding, and you can actually see the
people and experiences happening around you.
Related Post: How to Use the Law of Attraction Every Day
It shows respect for yourself and anyone else you are with.
I love what this article, 7 Reasons to Look Your Best Every Day, had to say about it –
Dressing up is fun. After all, every day is special. Parties are not the only time to celebrate. Dress
like every day is your last.
If you are wearing loose clothing or anything with elastic, it will be easier to cover up that you
haven’t been to the gym in a month. If your clothing looks good, it will motivate you to stay fit to
make what’s under your clothes look good.
So what do you mean by looking and feeling good?
Looking and feeling good can mean whatever you want, whether it’s yoga pants, dresses, shorts,
sweats, or jeans. It could mean no makeup, hair in a ponytail, or a full makeover with a blowout.
The key to looking good is how you feel about it. If you are embarrassed or uncomfortable, you
won’t enjoy yourself or be your best.
How can you look and feel good every day?
Look at yourself in the mirror and tell yourself you’re beautiful. The more you love yourself,
the easier it is to feel good and look good.
Do the minimum it takes to make you like what you see. If it’s a struggle to love yourself
some days, maybe you need to put on a pair of earrings, a bit of perfume, a top that covers your
butt, or a quick curl in your hair.
Wear something comfortable, but that makes you feel good. Unless you like wearing tight
clothes, put those away until you feel good wearing them again. Most of us have several
wardrobes in different sizes. Wear what works with where you are at right now.
Find pieces for your wardrobe that are no-brainers. If you like how a t-shirt fits, buy it in
every color. Have a few go-to pieces that you know make you feel good for special occasions.
Plan ahead. I’m working on this one. Too often, I look in my closet for something to wear right
before I’m supposed to be ready to go out. Of course, I find nothing that looks good. When you
plan your weeks, look at what is coming up that you might want to look a little better for and plan
accordingly. That might be scheduling a shopping trip or borrowing from a friend, or making sure
your best clothes are clean.
It doesn’t matter what others think, only what makes you feel good. If you feel good on the
inside and outside, you won’t even think about what others think. Be confident in yourself, and
that will show to everyone else.
Related Post: Worrying About What I Look Like
Act as if you are exactly where you want to be. To manifest your dreams, you have to act as
if you have already achieved them. Suppose you want a promotion at work, dress like your
boss. If you want to meet new friends, be sure to look approachable. Do you want more
clients? Dress with confidence and let it shine through.
Tell other people they look beautiful. If you are worried about how you look, most likely, a lot
of other people are worried about how they look too. Make someone else feel more confident as
well.
Do the things to help you get to a place of feeling good about yourself every day. If that is
losing weight, be conscious of what you are eating and how much you are moving. If that is a
new job, take a class or talk to your boss. Do you need more self-confidence? Write
your affirmations in your journal every day.
It goes without saying that to look good every day, you need to shower, wash your hair, wear
clean clothes, take care of yourself by eating well, moving your body, and getting enough sleep.
Finally, have you ever had that thought that if you got into an accident, what would the
paramedics and doctors see under your clothes? Make sure they will see something clean and
in good shape!
When we look and feel good, everything else becomes a little easier.
“When you look good, you feel good. Confidence in what you are wearing is very
important. If you feel good, you will always perform your best without worrying about
anything.” – Maria Sharapova
“If you look good, you feel good, and if you feel good, you do good.” Georges St-Pierre
SICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
Physical Self
Physical Self
Physical
Self refers
to the body
“Learn how to
see. Realize that
everything
connects to
everything else.”–
Leonardo da VinciAs
E
S
R I
I Physical Self- concrete G
K dimension and M
U
E
R tangible aspect in a N
D
I person that can be
K F
S directly observed and R
E
O examined. U
N D
BRYAN TURNER
E
R
I
In Psychoanalytical
K school, construction of
E
R
self and personality
I makes the physical
K body the core of
S
O human experience.
N
BRYAN TURNER
E
R S
Experience is anchored in the
I ground-plan of body and role of
I
G
K -- bodily organs - especial in a M
persons life during early and later U
in life every developmental N
E D
stages. Like physical likewise
R intellectual skills to help
F
I determine if an individual R
K achieves a sense of competence E
and ability to choose demanding U
S roles in a complex society. D
O
BRYAN TURNER
N
E
R First impression is very critical …. S
I Individual devotes intense attention I
G
K of their own bodies, face, M
appearance and structure.Mostly U
E self-concept is based solely on the N
R physical. Body Image become an D
important aspect of one’s mental
I health, self-esteem and well-
F
R
K being.Three ways physical E
S appearance impacts people’s self U
D
worth.
O
BRYAN TURNER
N
E
R S
I I
G
K “How would you view M
U
E yourselves. How you N
R view others. How you
D
I F
K
think others view R
E
S you.” U
D
O
N BRYAN TURNER
WILLIAM JAMES
E S
R The sociology of the body was I
I established discipline in the G
K M
1990’s. Coined the term “somatic U
E society” which means the new N
R found importance of the body in D
I contemporary society. Body work
K F
is no longer simply a question of R
S mechanical maintenance but a E
O lifestyle choice and identity. U
N D
BRYAN TURNER
“Learn how to see.
LEON Realize that
ARDO everything connects
to everything else.”
DE
A person’s
The quote suggested:
definition of himself is
VINCI multi-layered. Physical Self
refers to the body
The 1. Extended Self
Phys 2. Gendered Self
3. Sexualized Self
ical 4. Beauty of the Self
Self:
P
h
y
s
i
c
a
l
Physical Self
McClelland (1951): the external
properties (clothing, tools, parts of the
body such as hair, nails etc.) is part of
the self and we have power over them.
We have more control over them and
it’s increasingly becoming part of
ourselves.
Physical Self
F:Ayon kay Prelinger, ang
mga bagay na ating pag-
aari ay inaari rin tayo.
E:Prelinger said, the

things we own are also the
things that owns us.
Physical Self
F:Ang pagsasauli ng bagay
na nawala ay ang
pagbabalik ng sarili.
E:Having back the lost
things is the return of
ourself.
The belief that the
man were instrumental
and the woman were
ornamental
EXTENDED SELF G
S E
E p N
X h D
U y E
A s R
L E
i
I D
Z c
E a S
D l E
L
BEAUTY OF THE SELF F
EXTENDED SELF G
E
S M p N
E od h D
X el y E
U on
s R
A g Harlot ng Persiya
ba i Belly dancer ng Ehipto E
L D
ba c
I e
Z a S
E l E
D L
Ang kasariang babae at lalake
Sa ating panahon ay may

karagdagang anyo
Kasalan ng gay
S EXTENDED SELF
couple sa Great G
Britain
E
E N
X D
U E
R
A E
L D
I
S
Z E
E Super modelong L
transgender na si Dyke o tomboy na
D BEAUTY OF THE
Lea T. ng Brazil SELF
teenager sa Germany
F
Mga binabae o bakla sa Eat
S EXTENDED SELF
Drag Queen ng San Francisco Bulaga Super Sireyna G
E
E N
X D
U E
R
A E
L D
I
S
Z E
E L
The beauty is in the eye of the beholder.
David Hume's Essays, Moral and
Political, 1742:
“Ang kagandahan ay nananahan sa mga
bagay na na umiiral sa isip na nagdidilidili
dito.“
Benjamin Franklin, in Poor Richard's

Almanack, 1741, wrote:
“Ang kagandahan, tulad ng
pinakamahalagang pag-aari ay itinaguyod ng
pakiwari.”
EXTENDED SELF G
S E
E
p
N
X h D
U y E
A
Adriana Lima
s Miranda Kerr R
E
L i D
I c
Z a S
E Alek Wek
E
D Naomi Campbel l Charlene Almarvez L
Self
EXTENDED SELF G
S p E
E N
h D
X
U y E
R
A Wenshui concubine ng Tsina s Mga modelo ng sabong Camay na
sina Bella Flores at Carmen Rosales E
L i D
I c
Z a S
E E
Geisha ng Hapon l L
D
Self
EXTENDED SELF G
S Body Pagpipinta sa katawan ng E
E p modificatin
ni Maria
tribu ng Omo sa Ethiopia
N
X h Jose
Cristema
D
U y ng
Guadalajara
E
R
A s Mexico Babaeng Kikuyu
E
L i D
I c
Z S
a
E Scarification ng Pagpipinta ng Henna E
D l Afrika sa kamay - India
L
Self
EXTENDED SELF G
S E
E p N
X h D
U E
y R
A Make up at stilo
ng mga modelo s E
L
I i D
Z c S
E a E
Self
D l L
F
BEAUTY OF THE SELF

EXTENDED SELF G
S E
Twiggy – Circa 90s
E Circa 60s N
X D
U E
A R
E
L
D
I
Z S
E Circa 20s E
Circa 70s
D L
Physical Self
EXTENDED SELF G
S Gloria Diaz Pia Wurtzbach E
E 1969 2016 N
X D
U E
A R
E
L
D
I
Z S
E Margarita Catriona Gray E
Moran 1973 2018
D L
Physical Self
S EXTENDED SELF G
E
E
Physical Self
N
X D
U E
A Also includes the Inner R
E
L beauty that is invisible D
I but can be felt and observed
Z with pure intentions. S
E E
L
Self
EXTENDED SELF G
S E
E Inner Beauty N
*A Dozen Tips being Beautiful In & Out* D
X S 1. Learn to accept and be comfortable of yourself E
U R
e
2. Take care and be at peace with yourself.
A 3. Be level-headed when facing conflict E
D
l
4. Avoid and prevent yourself from toxic people.
L
5. Be comfortable, find and do what makes you
I being a happiest person. S
Z f 6. Be realistic, but also optimistic and always
seem to leave a positive impression.
E
L
E
F
JGC File
D
BEAUTY OF THE SELF
EXTENDED SELF G
S E
E Inner Beauty N
D
X S * A Dozen Tips being Beautiful In & Out *
7. Help others and not being selfish
E
U R
A e 8. Be genuinely nice to others and use positive
affirmations. E
D
l
9. Be confident even with your self-deficiencies
L or flaws and enhance your good qualities.
I 10. Being opinionated and be open-minded S
Z f 11. Real when it comes to intimacy E
12. Humbleness and simple are the key L
E JGC File
F
D
BEAUTY OF THE SELF
S EXTENDED SELF G
E
E
X Physical Body N
D
U
A
Self E
R
The Physical Body developmental
E
L changes occurs since conception D
I to Adolescence until Old Age. Focused
Z on body at this period which may S
E have an impact to individual’s self. E
L
Self
The developmental period of
transition from childhood to early
adulthood—entered at 10-12 years,
ending at 18-22 years
Begins with rapid physical changes.
Pursuit of independence and identity
are prominent
Thought is now more logical,
abstract, and idealistic
The variability of body types
(somatotypes) become more
evident
• Ectomorph
• Mesomorph
• Endomorph
▪Usually individuals are a
combination of these body types
Sport Books Publisher 36
Linear shape
Delicate bone
structure
Little fat
Long limbs
relative to the
body
Well-muscled
Little body
fat
Broad
shoulders
Narrow waist

Rounded
appearance
Heavy bone
structure
Little bone
and muscle
definition

 External social pressures for the “ideal” body type
 Combined with many physical, hormonal, and
psychological changes that occur at this time

S EXTENDED SELF G
E
E
N
X
U Physical Self D
E
A R
E
L D
I
Z S
E E
L
Self
S EXTENDED SELF G
E
E END N
X D
U E
A R
E
L D
I
Z S
E INNER SELF E
L
Self
S
EXTENDED SELF G
Additional Reference
E
E *Physical Self - SlideSharewww.slideshare.net › RubiOrbeta › physical-self
Mar 19, 2019 - Unpacking the Self - Physical Self Rubi R. Orbeta.
N
X *Unit 2 (1-3).pdf - UNDERSTANDING the Self Unpacking the ...www.coursehero.com › file
Physical Self - is the concrete dimension, the tangible aspect of the person that can be
D
directly observed and examined. Image of page Physical Self/Body is an ...
E
U *BAUMANN: THE PHYSICAL SELF - CONCEPTUAL SELF VIDEO
*23-Minute Full-Body Strength Training for All Levels | SELF
*25 Minute Full Body Cardio Workout - No Equipment With Warm-Up and Cool-Down | SELF R
A *The Importance of Looking and Feeling Good | Living ...
https://livingmarvelously.com › the-importance-of-look... E
7 Jun 2019 — When you look and feel good, you take the emphasis off of worrying about
L yourself, and you are more easily able to smile and be kind to others.
*https://globalsportmatters.com/culture/2019/01/10/if-you-look-good-do-you-play-
D
I
better/
*#SlightlyBetter #Personality #InnerBeauty10 Qualities Of People With Inner Beauty
*Inner Beauty – Tips to Staying Beautiful - WisdomTimes
S
Z
https://www.wisdomtimes.com › blog › inner-beauty-tips
*5 Tips for Enhancing Your Inner Beauty - Beauty By Neha
https://www.beautybyneha.com › 5-tips-for-enhanc E
E *8 steps to inner beauty | World| Breaking news and ... - DW
https://www.dw.com › inner-beauty-guide
*10 Qualities of people with Inner Beauty
L
D *Refer to the syllabus. F
BEAUTY OF THE SELF
SICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF

Physical Self
Physical Self
See next folder.
PHYTHE SELF
UNPACKINGSICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
Motivation
Motivation
ACTIVITY
➢ Types of Motivation Theories
Content theories
Human needs and how people with different
needs may respond to different taskwork
situations.
Process theories
How people give meaning to rewards and
make decisions on various work-related
behaviors.
Reinforcement theory
How people’s behavior is influenced by
3
environmental consequences.
Management Fundamentals - Chapter 14
Different Types of
Individual Needs
➢ Needs
 Unfulfilledphysiological and
psychological desires of an individual.
 Explain enviroment behavior and
attitudes.
 Createtensions that influence attitudes
and behavior.
 Good leaders facilitate individual need
satisfaction.
4
Different Types of
Individual Needs
Hierarchy of Needs Theory
➢1 st
ERG Theory
Types of
Content Two-factor Theory
Theories: Acquired Needs Theory
Robert Sternberg`s Theory of Needs

5
2nd Type: Process Theories
➢ How people make choices to work
hard or not.
Choices are based on:
Individual preferences.
Available rewards.
Possible work outcomes.
➢ Typesof process theories:
Equity theory.
Expectancy theory.
Goal-setting theory.
6
3rd Type: Reinforcement
Theory
➢ Fundamentals of reinforcement theory …
 Reinforcement theory focuses on the impact of
external environmental consequences on behavior.
 Law of effect — impact of type of consequence on
future behavior.
 Operant conditioning:
Developed by B.F. Skinner.
Applieslaw of effect to control behavior by
manipulating its consequences.
7
M3C Activity - Question:
*1.What motivated you to enroll in Benilde? Discuss
briefly.
*2.In your answer identify specific Type of Motivation
and discuss using the Content Need Theory , the Process
and Reinforcement Theory best applicable to sustain and
continue your motivation level. Discuss briefly (min. 5 &
max. 10 sentences per activity) using the table below.
Table 2
Motivation Factor & Type Specific M. Discussion
of Theory Factor & the
Activity
1. Motivating Factor .
2. 1st Content Need Theory
2nd Process Theory
3rd Reinforcement Theory
M3C Activity
*The outputs for M3C and the
MBTI Synchronous Exercise will
be send in one file through the
dropbox entitled Module 3CQ2.
* The Module 3CQ2 will serve
as the Quiz 2. The due date of
submission for M3CQ2 is on
February 18,2022. Good Luck !
END PHY
NEXT IS
UNPACKING SICAL THE SELF
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
Reference
Introduction to Psychology 6th edition, Ernest T. Higard, Richard R. Atkinson& Rita L. Atkinson;
Harcout Brace Jovanovich, I. New York, Chicago San Francisco, Atlanta
Managing Human Tesources,Arthur Sherman, George Bohlanger &Scott Snell; INternational

Thomson Publishing ;
Abnormal Psychology and Modern Life 6th edition, Jamrs C. Coleman, Jamrs N. Botcher & Robert
C. Carson; Scott, Foresman & Company, Glenview IllinoisDallas Texas, Oakland, NU
Chapter 14: Motivation -- Theory and Practicewww.earlhaig.ca › departments › business ›

downloads PPT
PowerPoint Presentation to Accompany Chapter ... What are the challenges of motivation in the
new workplace? ... Frustration-regression principle. An already ...
Copyright © 2007 John Wiley & Sons Canada, Ltd. All rights reserved. Reproduction or
translation of this work beyond that permitted by Access Copyright (
Chapter 5: Motivationhome.ubalt.edu › tmitch › motivation PPT Chapter. MOTIVATION IN
ORGANIZATIONS. Six. Motivation. Energizes Behavior. Directs Behavior. Goals ... Principles of
Job Description Core Job Dimensions.
Essential Principles of Motivationwww.edec.org › Resources › ESS › SF Motivation Prin...PPT
How would you assess the success of your interventions? A Social Cognitive View of Motivation
[Contrast to Behavior Modification]. 3. A Different way to think .
Please refer to the syllabus.
UNPACKING
PHY
SICAL
&
THE SELF
MAT
ERIAL
GLOBAL DIGITAL
SELF
MODULE
3A & 3B
RECITATION ACTIVITY
GUIDELINES:
1st: Review the topics a) Personality-
MBTI & b) Physiological behaviour - Left
and Right Brain Intelligence.
2nd: Will administer a graded recitation and
each will be given a 1.5 minutes. We will
allot 30-45 mins. in our 6th synchronous
zoom meeting. The recitation will be a
grade as part of the discussion.
GUIDELINES:
3rd: Preparations for the recitation:
a). Identify an actual and personal experience or,
scenario/ event/ situation and the like, that will
represent and will explain each of the eight (8)
personality type preferences classifications.
b) Identify a specific actual and personal
experience or, scenario/ event/ situation how your
Left & Right functions/ manifested and a brief
explanation.
GUIDELINES:
4th: You may use this format for your preparations.
PREFERENCE - ACTIVITY BRIEF EXPLANATION
CLASSIFICATIONS (Personal Experience)
1.
2.
3.
4.
5.
6.
7.
8.
INTELLIGEMCE L&R BRAIN ACTIVITY BRIEF EXPLANATION
(Personal Experience)
1
2
Keep a copy of this preparation which will be submitted to Module 3P2M & AB-RCTN dropbox.
GUIDELINES:
5th: Hope a 100% attendance for our 6th
Synchronous Zoom Meeting on February 14, 2022.
No make-up for those who missed the
synchronous class recitation.
6th: The Synchronous Class Recitation is our 1st
Agenda.
*****END & SEE YOU*****
*****GOODLUCK*****
PHYTHE SELF
UNPACKINGSICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
Motivation
Motivation
Motivation?
 Shown to have roots in physiological,
behavioral, cognitive, and social areas.
Can be rooted in a basic impulse to
optimize well-being, minimize physical
pain and maximize pleasure. Also originate
from specific physical needs such as
eating, sleeping or resting, and sex.
 An inner drive to behave or act in a
certain manner. These inner conditions
such as wishes, desires and goals, activate
to move in a particular direction in
behavior.
Motivation ?
OThe forces within the
individual that account
for the level, direction,
and persistence of effort
expended at work.
O The process of arousing
and sustaining goal-
directed behavior
Motivation?
 The crucial element
in setting and
attaining one's
objectives
 The desire to act in
service of a goal
 the reason for
people's actions,
willingness and goals.
Motivating is the
work that a
leader perform
to inspire,
encourage, and
impel people to
take required
action.
➢ Reward—a work outcome of
positive value to the individual
Extrinsic rewards—valued
outcomes given to someone by
another person.
Intrinsic rewards—valued
outcomes that occur naturally
as a person works on a task.
7
The Major Components
1. Activation- 1. Persistence- 1. Intensity -Can be
Involves the The continued seen in the
decision to effort toward concentration and
initiate a a goal even vigor that goes
behavior. though into pursuing a
Initiation of goal. The
2. obstacles may
motivated hardworking
exist student has more
behavior.
intensity than the
lazy student.
Theories of Motivation
1. Instincts Behaviors are
motivated by instincts, which are
fixed and inborn patterns of
behavior.
2. Drives and Needs have basic
biological drives and that your
behaviors are motivated by the need
to fulfill these drive.
3. Arousal Levels are motivated to
engage in behaviors that help them
maintain their optimal level of
arousal.
Classification of
Motivation
Natural vs. Rational human cognition
is based on natural forces (drives,
needs, desires) or some kind of
rationality (instrumentality,
meaningfulness, self identity).
Content vs. Process focus is on the
content ("what") motivates vs process
("how") motivation takes place.
Classification of
Motivation
Monist and pluralistic motivational theories-
a class of theories about why people do things seeks
to reduce the number of factors down to one and
explain all behavior through that one factor.
Conscious and unconscious motivations-
theories emphasizes its distinctions as the evolutionary
psychology, the "ultimate", unconscious motivation may
be a cold evolutionary calculation, the conscious
motivation could be more benign or even positive
emotions.
➢ Types of Motivation Theories
Content theories
Human needs and how people with different
needs may respond to different taskwork
situations.
Process theories
How people give meaning to rewards and
make decisions on various work-related
behaviors.
Reinforcement theory
How people’s behavior is influenced by
12
environmental consequences.
Different Types of
Individual Needs
➢ Needs
 Unfulfilledphysiological and
psychological desires of an individual.
 Explain enviroment behavior and
attitudes.
 Createtensions that influence attitudes
and behavior.
 Good leaders facilitate individual need
satisfaction.
13
Different Types of
Individual Needs
➢ Types of Content Theories:
Hierarchy of Needs Theory
ERG Theory
Two-factor Theory
Acquired Needs Theory
Robert Sternberg`s Theory

Management Fundamentals - Chapterof
14 Needs
14
1st Content Theory Developed
by
• Abraham Maslow—Hierarchy of Needs
Maslow proposed that needs are hierarchical. He originally
pictured five levels of needs in pyramid form (the lowest to
the highest): Lower-order and higher-order needs affect
environment behavior and attitudes.
 Lower-order needs:
 Physiological
 Safety, and social needs.

 Acceptance - desires for physical and social well being.
 Higher-order needs:
 Esteem and self-actualization needs.
 Actualization- desire for psychological growth and development.
1st Content Theory
➢ Hierarchy of Needs
Theory
Deficit principle
Asatisfied need is not a
motivator of behavior.
Progression
principle
A need at one level does
not become activated
until the next lower-
Management Fundamentals - Chapter 14 16
level need is satisfied.
1st Content Theory Update
2nd Content Theory Developed by
Clayton Alderfer.
➢ ERG theory
 Three need levels:
 Existence needs — desires for physiological and
material well-being.
 Relatedness needs — desires for satisfying
interpersonal relationships.
 Growth needs — desires for continued psychological
growth and development.
 Any/all needs can influence behavior at one time.
 Frustration-regression
Managementprinciple.
Fundamentals - Chapter 14
18
3rd Content Theory Developed by
Frederick Herzberg:
➢ Two-factor theory affects an individual
Hygiene factors:
 Include fringe benefits, job security, working conditions,
pay, and fair treatment on the job. Do not motivate a
person; they serve primarily to prevent job dissatisfaction
& are unsatisfactory, they can demotivate.
Motivator/Satisfier factors:
 Include personal growth, achievement, recognition,
responsibility, advancement, and interesting work.
Also have the power to make a person19to do better;
they have positive effects on work.
4th Content Theory Developed by
David McClelland – Three Major Needs
➢ Acquired needs theory
McClelland believed people acquire needs through
their life experiences. and major needs are 1st Need
for achievement (nAch), 2nd Need for affiliation
(nAff)and 3rd Need for a power (nPow)
Need for achievement (nAch)is a desire to do
something better or more efficiently, to solve
problems, or to master complex tasks for success in
any competitive situations..
Three characteristics are used to identify a person with a high
need for achievement: (1) likes to set his or her own goals, (2)
will set moderately difficult goals, and (3) likes frequent
20
and concrete feedback about performance.
 Need for Power (nPow)
Desire to control other persons, to
influence their behavior, or to be
responsible for other people.
Personal power versus social power.
 People high in (nPow) prefer task that:
Involves control over other persons.
Has an impact on people and events.
Brings public recognition and attention.
21
 Need for Affiliation (nAff)
Desire to establish and maintain friendly
and warm relations with other persons.
 People high in (nAff) prefer task that:
Involves interpersonal relationships.
Provides for companionship
Brings social approval. 22
Robert Sternberg`s
Theory of Needs
 -(born December 8, 1949) is an
American psychologist
and psychometrician. He is currently
Professor of Human Development
at Cornell University. Among his
major contributions to psychology are
the Triarchic theory of intelligence,
several influential theories related to
creativity, wisdom, thinking styles,
love and hate, and is the author of
over 1500 articles, book chapters, and
books.
Robert Sternberg`s Theory of Needs
A Triarchic Theory of Intelligence
Robert Sternberg's psychology research went
against the grain of psychometrics when he
proposed the failings of standardized tests
for intelligence, most prominently the I.Q.
Test. He believes that these approaches to
intelligence were too narrow and that more
of the individual's life should be factored in.
He expanded on this thought and created a
three-way model of intelligence including
analytical, creative, and practical.
" He has created a test, the Sternberg Triarchic Abilities
Test, to test for not only traditional intelligence but has
questions related more to these three subtheories.
The triarchic theory of intelligence was formulated as
prominent figure in the research of human intelligence.
1.Componential / Analytical Subtheory
associated the componential subtheory with analytical
giftedness. This is one of three types of giftedness that
Sternberg recognizes. Analytical giftedness is influential
in being able to take apart problems and being able to
see solutions not often seen. Unfortunately, individuals
with only this type are not as adept at creating unique
ideas of their own and often tested (Sternberg, 1997).
2. Experiential / Creative Subtheory
This stage deals mainly with how well a task is performed
with regard to how familiar it is. Sternberg splits the role of
experience into two parts: novelty and automation.
A novel situation is one that you have never experienced
before. People that are adept at managing a novel situation
can take the task and find new ways of solving it that the
majority of people would not notice (Sternberg, 1997).
A process that has been automated has been performed
multiple times and can now be done with little or no extra
thought. Once a process is automatized, it can be run in
parallel with the same or other processes. The problem with
novelty and automation is that being skilled in one
component does not ensure that you are skilled in the other
(Sternberg, 1997).
3. Practical / Contextual Subtheory
“Deals with the mental activity involved in attaining fit
to context” (Sternberg, 1985, p. 45). Through the three
processes of adaptation, shaping, and selection,
individuals create an ideal fit between themselves and
their environment. This type of intelligence is often
referred to as "street smarts."
Adaptation occurs when one makes a change within
oneself in order to better adjust to one’s surroundings
(Sternberg, 1985). Shaping occurs when one changes
their environment to better suit one’s needs (Sternberg,
1985). Selection process is undertaken when a
completely new alternate environment is found to replace
the previous, unsatisfying environment to meet the
individual’s goals (Sternberg, 1985).
Summary
Componential intelligence ( later known analytical
intelligence). Is a traditional notion of intelligence
and includes: a) Abstract thinking & logical reasoning
& b) Verbal & mathematical skills
Experiential intelligence (later known creative
intelligence). Is a creative thinking which uses:
a) Divergent thinking (generating new ideas)
b) Ability to deal with novel situations
Contextual intelligence (later knowm practical
intelligence). Could be termed “street smarts” and
embraces:
a) Ability to apply knowledge to the real world
b) Ability to shape one’s environment; choose
an environment
Sternberg also acknowledges that an individual is not
restricted to having excellence in only one of these
three intelligences. Many people may possess an
integration of all three and have high levels of all three
intelligences  “Analytic Intelligence”: The
ability to analyse, evaluate
and compare.
 “Creative Intelligence ”:
Skill in using past
experience to achieve
insight and deal with
situations.
 “Practical Intelligence ”:
The ability to adapt to,
select and shape the real-
world environment.
Triangular Theory of Love
Sternberg was also famous for his characterization
of love. He claiimed love dfinitions were all
comprised of different amounts of the same three
concepts. The concepts were intimacy, passion,
and commitment. Types of love then are defined
by being a combination of any one, two, or three
of these concepts. For instance, an infatuation is
solely composed of passion, while the combination
of intimacy and commitment create companionate
love, and romantic love is composed of intimacy
and passion. The combination of all three is
defined as Consummate Love.
Triangular
Theory of Love
 Intimacy – Which
encompasses feelings of
attachment, closeness,
connectedness, and
bondedness.
 Passion – Which
encompasses drives lead to
romance, to both physical
attraction & sexual
consummation as well related
phenomena in loving
relationship.
 Commitment – Which
encompasses, in the short term,
the decision to remain with
another, and in the long term,
plans made with that other.
2nd Type: Process Theories
➢ How people make choices to work
hard or not.
Choices are based on:
Individual preferences.
Available rewards.
Possible work outcomes.
➢ Typesof process theories:
Equity theory.
Expectancy theory.
Goal-setting theory.
33
Process Theories of Motivation
➢ Equity theory by J. Stacy Adams.
 When people believe that they have been treated
unfairly in comparison to others, they try to eliminate
the discomfort and restore a perceived sense of equity
to the situation.
 Perceived inequity.
 Perceivedequity.
➢ People respond to perceived negative inequity by changing …
 Work inputs.
 Rewards received.
 Comparison points.
34
 Situation.
Figure 14.4 Equity theory and
the role of social comparison.
35
◼ Victor Vroom – Expectancy Theory
 Key expectancy theory variables:
Expectancy — belief that working hard
will result in desired level of
performance.
Instrumentality— belief that successful
performance will be followed by
rewards.
Valence — value a person assigns to
rewards and other work related
outcomes.
Figure 14.5 Elements in the
expectancy theory of motivation.
37
➢ Expectancy theory
Motivation (M), expectancy (E),
instrumentality (I), and valence (V) are
related to one another in a
multiplicative fashion:
M=ExIxV
Ifeither E, I, or V is low, motivation will
be low. Management Fundamentals - Chapter 14
38
➢ Goal-setting theory by Edwin Locke.
 Properlyset and well-managed task goals can
be highly motivating.
Motivational effects of task goals:
Provide direction to people in their work.
Clarify performance expectations.
Establish a frame of reference for feedback.
Providea foundation for behavioral self-
management.
39
3rd Type: Reinforcement
Theory
➢ Fundamentals of reinforcement theory …
 Reinforcement theory focuses on the impact of
external environmental consequences on behavior.
 Law of effect — impact of type of consequence on
future behavior.
 Operant conditioning:
Developed by B.F. Skinner.
Applieslaw of effect to control behavior by
manipulating its consequences.
40
➢ Keyissues and principles in the goal-
setting process:
Set specific goals.
Set challenging goals.
Build goal acceptance and commitment.
Clarify goal priorities.
Provide feedback on goal
accomplishment.
Reward goal accomplishment.
41
Reinforcement Theory
◼ B. F. Skinner – Conditioned
Learning
Skinner is a behaviorist who proposed that people
tend to repeat behavior that is rewarded and
to avoid behavior that is not rewarded.
The more promptly the reward follows the act,

the more a person is encouraged to repeat it.
Once behavior is established, irregular or

intermittent rewards are better than regular
rewards.
Reinforcement Theory in Motivation
by: B. F. Skinner – Conditioned Learning
➢ Operant conditioning strategies:
 Positive reinforcement
 Increasesthe frequency of a behavior through the contingent
presentation of a pleasant consequence.
 Negative reinforcement
 Increasesthe frequency of a behavior through the contingent
removal of an unpleasant consequence.
 Punishment
 Decreases the frequency of a behavior through the contingent
presentation of an unpleasant consequence.
 Extinction
 Decreases the frequency of a behavior
Management Fundamentals - Chapter through
14
43 the contingent
removal of an pleasant consequence.

Reinforcement Theory in
Motivation
➢ Successful
implementation of positive
reinforcement is based on …
Law of contingent reinforcement —
Reward delivered only if desired
behavior is exhibited.
Law of immediate reinforcement —
More immediate the delivery of a
reward, the more reinforcement value
it has. Management Fundamentals - Chapter 14
44
Motivation
➢ Guidelinesfor using positive
reinforcement:
Clearly identify desired work behaviors.
Maintain a diverse inventory of
rewards.
Inform everyone about what must be
done to get rewards.
Recognize individual differences when
allocating rewards.
Follow the laws of immediate and 45
contingent reinforcement.
Motivation
➢ Schedules of reinforcement:
Continuousreinforcement administers a
reward each time a desired behavior occurs.
Intermittent reinforcement rewards
behavior only periodically.
Acquisitionof behavior is quicker with
continuous reinforcement.
Behavior acquired under an intermittent
schedule is more permanent.
46
Motivation
➢ Guidelines for using punishment:
Tell the person what is being done wrong.
Tell the person what is being done right.
Match the punishment to the behavior.
Administer punishment in private.
Follow laws of immediate and contingent
reinforcement.
47
Motivation
➢ Ethical issues in reinforcement:
Ignores individuality.
Restricts freedom of choice.
Ignoresthe possibility of other types of
motivation.
➢ Keyconcern is whether it is ethical to not
control behavior well enough to serve both
individual and organizational goals.
48
Principles of Motivation
•Alllearning must have a purpose. Every person should
work together to established long-term goals so that is
relevant to persons lives and driven by a purpose.
•Individual need the skills and knowledge necessary to
complete their task and achieve their goals. Help a person
achieve short-term goals to develop the competencies they
need to be successful. Keeping binders in order, learning to
listen carefully, paying attention.. these are just some of
the skills that person need to make learning accessible.
•Specific directions empower a person. When students
know exactly what they must do to complete assignments,
they will approach their work with confidence and interest.
Giving good directions is an art form. Keep them simple,
brief, and logical.
• Individuals want to have fun while they work. Leaders who
offer enjoyable learning activities find that persons are less
likely to be off task. (Leaders also want to have fun when
they work!)
• Offer activities that involve higher order thinking skills.
Individuals find open-ended and critical thinking more
engaging than activities involving just recall of facts. Rote
drills do have a place in any learning environment but few
kids are really inspired by them. Work that requires higher-
level thinking skills will move your students in the right
direction.
• Curiosity is an important component of motivation. When
individuals want to learn more about a topic, they will tackle
challenging assignments in order to satisfy their curiosity.
Even something as simple as asking a provocative question to
get students thinking in a new way can spark curiosity.
• A blend of praise and encouragement is effective in building self
reliance. Leaders who offer sincere praise and encouragement
establish a positive, nurturing atmosphere, when a person know
that they are on the right track, they will want to continue.
• A combination of extrinsic and intrinsic rewards. Increases
individuals focus and time on task behaviour. When used
separately, both types of rewards motivate students. If combined
the effect is much greater.
• Involve individuals in collaborative activities. When persons work
together, motivation and achievement both soar.
• Individuals tend to work harder. When they believe that their
leaders likes them. This is probably the most important principle of
motivation. Why should a person work for a grouchy leader? If the
person know that they matter to you, then they will be much more
inclined to stay on task than if they believe that you are not
invested in their success.
Motivation
The key to motivation, then,
is to create situations in
which individuals can achieve
their desire for money,
creativity, self-esteem, etc.
through the accomplishment
of organizational objectives.
Summary
• Good management in and of itself
encourages high motivation.
• All people want to protect and
enhance their self-esteem; they
want to feel important.
• To the degree that the principles
and related guidelines help people
to feel important, they will be
motivated to secure the results
desired.
END PHY
NEXT IS
UNPACKING SICAL THE SELF
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ERIAL
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Reference
Introduction to Psychology 6th edition, Ernest T. Higard, Richard R. Atkinson& Rita L. Atkinson;
Harcout Brace Jovanovich, I. New York, Chicago San Francisco, Atlanta
Managing Human Tesources,Arthur Sherman, George Bohlanger &Scott Snell; INternational

Thomson Publishing ;
Abnormal Psychology and Modern Life 6th edition, Jamrs C. Coleman, Jamrs N. Botcher & Robert
C. Carson; Scott, Foresman & Company, Glenview IllinoisDallas Texas, Oakland, NU
Chapter 14: Motivation -- Theory and Practicewww.earlhaig.ca › departments › business ›

downloads PPT
PowerPoint Presentation to Accompany Chapter ... What are the challenges of motivation in the
new workplace? ... Frustration-regression principle. An already ...
Copyright © 2007 John Wiley & Sons Canada, Ltd. All rights reserved. Reproduction or
translation of this work beyond that permitted by Access Copyright (
Chapter 5: Motivationhome.ubalt.edu › tmitch › motivation PPT Chapter. MOTIVATION IN
ORGANIZATIONS. Six. Motivation. Energizes Behavior. Directs Behavior. Goals ... Principles of
Job Description Core Job Dimensions.
Essential Principles of Motivationwww.edec.org › Resources › ESS › SF Motivation Prin...PPT
How would you assess the success of your interventions? A Social Cognitive View of Motivation
[Contrast to Behavior Modification]. 3. A Different way to think .
Please refer to the syllabus.
SICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
Physiological Basis of Behavior
•The Nervous System
•Left Brain-Right Brain
{Multiple Intelligences}
Basic DEFINITION:
PSYCHOBIOLOGY – biological
basis of human behavior.
The Nervous System – means we

perceive, adapt to, & interact with, the
world around us.
What is the Nervous System?
*The network of nerve cells and
fibers that transmits nerve impulses
between parts of the body and
allows us to interact with the world
The NERVOUS SYSTEM and BRAIN
•The nervous system is broken

down into two major systems:
Central Nervous System and
Peripheral Nervous System.
• The Central Nervous System
consists of the brain and the spinal
cord. The Cerebral Cortex, which
is involved in a variety of higher
cognitive, emotional, sensory, and
motor functions is more developed
in humans than any other animal.
Brain:
BASIC STRUCTURE & FUNCTION
A.FOREBRAIN
B.MIDBRAIN
C.HINDBRAIN
A. FOREBRAIN-
TWO PARTS OF BRAIN:
• 1. TELENCEPHALOIN
• 2. DIENCEPHALON
TWO PARTS OF BRAIN:
• 1. TELENCEPHALON
a. Cerebral cortex-outer layer of the
cerebral hemisphere (right & left hemispherical
halves of the brain, as its vital role for our
thinking.
b. Basil ganglia-collection of nerves
crucial for motor functions.
c. Limbic system-are emotion, motivation
and learning, comprises 3 interconnected
cerebral structures:
TWO PARTS OF BRAIN:
c. Limbic system
c1. Hippocampus-role in the
formation of memories
c2. Amygdala-role in anger and
aggression
c3. Septum-part in anger and fear
TWO PARTS OF BRAIN:
• 2. DIENCEPHALON- between telencephalon
and midbrain. Includes:
a. Thalamus – relays incoming sensory
information through projection fibers to
appropriate region in the cortex.
b. Hypothalamus – involves in water
balance in tissues and bloodstreams. Involved in
behavior related to species survival : fighting,
fleeing, feeding and mating.
B.THE MIDBRAIN
• Central source of control for auditory and
visual information.
–Midbrain reticular activating system
regulate states of consciousness, including
wakefulness, arousal, attention and sleep
likewise breathing and heartbeat.
C. THE HINDBRAIN
•1. Medulla oblongata
•2. Pons
•3. Cerebellum
Central Nervous System
• The Peripheral Nervous System is divided
into two sub-systems. The Somatic Nervous
System – primary function is to regulate the
actions of the skeletal muscles. Often thought of
as mediating voluntary activity. The other sub-
system, called the Autonomic Nervous System,
regulates primarily involuntary activity such as
heart rate, breathing, blood pressure, and
digestion.
Left and Right
Brain Functions
Two hemispheres with
different specializations
Left Brain/Right Brain
• According to the theory
of left-brain or right-
brain dominance, each
side of the brain controls
different types of
thinking. Additionally,
people are said to prefer
one type of thinking over
the other.
Overview
What does it mean?
 An important factor to understanding learning styles is
understanding brain functioning.
 Both sides of the brain can reason, but by different
strategies, and one side may be dominant over the other.
• A left brain (successive processor) prefers to learn
in a step-by-step sequential format, beginning with
details leading to a conceptual understanding of a
skill.
• A right brain (simultaneous processor) prefers to
learn beginning with the general concept and then
going on to specifics.
Right/Left
Brain Theory
• Theory: suggests
each hemisphere of
brain has distinct
functions
• A person can develop
dominance toward
one side of their brain
LEFT BRAIN
Brian
Dominance
Linear Symbolic Sequential

LEFT BRAIN
• The left-side of the brain is considered to be adept at tasks
that involve logic, language and analytical thinking. The
left-brain is often described as being better at:
• Language
• Logic
• Critical thinking
• Numbers
• Reasoning
• Some terms that apply to left brains:
– Factual, sequential,
rational, analytical,
objective
Below is a list of things that left brained people are good at or
they like and things that are done in the left brain:
• Prefer Classical Music • Enjoy copying or tracing pictures and filling
• Left-Brain controls right side of body in details
• Prefer things like instructions to be done • Usually rational
verbally • Usually do things in a planned orderly way
• Good at math (prefers algebra over • If you have to answer someone's question,
geometry) you won't let your personal feelings get in
• Like to read the way
• Very Logical • Can remember verbal material
• Dog lovers • Almost never absent minded
• Don't enjoy clowning around • Like to tell stories but not act them out
• Can't be hypnotized • Can think better sitting down
• Usually remember things only • Like to be a music critic
specifically studied • Attentive during long verbal explanations
• Need total quiet to read or study • Prefer well structured assignments over
• Like to read realistic/action stories open ended ones
• Like to write non-fiction • Read for specific details and facts
• Prefer individual counseling
The Right Brain
RIGHT BRAIN
Brain
Dominance
Holistic Concrete Random

•According to the left-brain, right-
brain dominance theory, the right
side of the brain is best at
expressive and creative tasks.
Some of the abilities that are popularly associated with the
right side of the brain include:
*Recognizing faces *Expressing emotions
*Music *Reading emotions
*Color *Images
*Intuition *Creativity
Right Brain
• Thought of as the dreamers,
the artists, and the musicians
of the world.
• Just because they are not as
good with numbers and
remembering facts does not
mean that they are "dumber"
than left brained people
Right Brain
–Just have strengths in
different areas
• Some terms that apply:
thinking out-side the box;
they are creative, random
free-spirited, artistic, and
spontaneous, and look at
the whole rather than the
parts.
People who are right brain dominant are usually good
with these things – here is some more
characteristics of a right-brained person:
• Prefer rock music • Like organizing things to show relation
• Right brain controls left side of body • Can memorize music
• Prefer visual instructions with examples • Occasionally absentminded
• Good at sports • Like to act out stories
• Good at art • Enjoy interacting affectively with others
• Follow Eastern thought* • Think better when lying down
• Cat lovers • Become restless during long verbal explanations
• Enjoy clowning around • Enjoy creative storytelling
• Can be hypnotized
• Prefer to learn through free exploration
• Like to read fantasy and mystery stories
• Good at recalling spatial imagery
• Can listen to music or TV while studying
• Read for main details
• Like to write fiction
• Skilled in showing relationships between ideas
• Prefer group
• Fun to dream about things that will probably never • Preference for summarizing over outlining
happen • Solve problems intuitively
• Enjoy making up own drawings and images • Very Spontaneous and unpredictable
• Good at geometry • Dreamer
• While left brain people think in logical order, right brain
process from a whole to a part, holistically.
• Right brain have difficulty in following a lecture unless they
are given the big picture first.
RIGHT BRAIN
• The approach of a right brained
person is random.
• Because of the random nature of
a right brain, they should make
list and schedules to help them
stay on track.
Dr Howard Gardiner identified eight main categories of human intelligence:
* END *
NEXT IS
THE MOTIVATION TOPIC
Reference:
• Modules on General Psychology, Edgar L. Bautista, Miriam Grace B. Aquino, Cipriano R.
Magnaye
• Introduction to Psychology, Lourde L. Evangelista, Ed.D. Copyright 1984 Revise 2000, 2004
• A work Book for the Course in General Psychology, Jose A. Fadul
• Refer to UNDSELF syllabus
UNPACKING PHY THE SELF
SICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
MBTi
{MYERS BRIGGS
TEST INVENTORY}
*Habitual manner of
dealing or coping with the
environment including our
work site.
*The sum total ways in
which an individual reacts
and interacts with others.
Myers-Briggs Type
Indicator {MBTI}
▪
▪
MY TYPE,
MY PERSONALITY
◼ MBTI On-line Instructions :
1.Kindly take the on-line test for MBTI or 16
Personality Types .
2. Please be spontaneous ,not to be critical , be
honest and what comes first in your mind
about you will be the best answer.
3, Print the result with your name and send it to
the drop box in pdf or word file together with
the other On-line Test Results.
LEARNING STRESS
What
the IQ
TRAUMA
MBTI
does MATURITY
not AFFLUENCE
measure PSYCHIATRIC
? DISTURBANCE NORMALCY
It measures
Your PERSONALITY TYPE based
on your PREFERENCES
Classifications:
◼ E = Extraversion -----I =Introversion
◼ S = Sensing -----------N = Intuition
◼ T = Thinking ----------F = Feeling
◼ J = Judgment --------- = Perception
Your PERSONALITY TYPE is your combination of
4 letters from the classifications above.
Are complementary
attitudes towards the world
BOTH ATTITUDES ARE USED BY

EVERYONE
BUT ONE IS USUALLY PREFERRED AND
BETTER DEVELOPED
EXTRAVERTS derive their energy
EN from interacting with people and
activities. They also receive
energy as a result of directing
ER their own ideas outwardly.
Extraverts direct their minds
outwardly, and the reality of their
GY world is what is going on around
them.
FL INTROVERTS derive their energy

from being alone or with close
O friends. They like to relate one-
on-one and in their own
comfortable space. They reflect
W on things and prefer to think first,
then speak. They easily adapt to
working alone.
Are ways of taking information
BOTH WAYS OF PERCEIVING AND TAKING

IN INFORMATION ARE USED BY EVERYONE
BUT ONE IS USUALLY PREFERRED AND
BETTER DEVELOPED
SENSING INTUITIVE
5-Senses  6thSense
Detailed  Pattern
HOW Past &  Future
Present  Innovative
WE Practical  Fiction
GATHER Factual  Random
Sequential  Variety
INFORM Repetition  Anticipation
ATION Enjoyment
Persevering
 Aspiration
 Change
Conceive
Hands-on
Experience
are ways of making decisions
BOTH WAYS OF DECIDING AND EVALUATING

ARE USED BY EVERYONE BUT ONE IS USUALLY
PREFERRED AND BETTER DEVELOP
THINKING FEELING
 Analyze pros & cons  Decide by weighing
 Logic & fairness to arrive what people care
at a decision about
 Relatively cold &  Concerned with
HOW 
unemotional
Truth > Tact
harmony & nervous
when it is missing
Prefer to be objective  Attention to love
YOU

 Detached  Tact > cold truth
 Difficulty talking about  Can be touchy/use
DECIDE 
failures
Spontaneously criticizes
emotional
manipulation
 Don’t like to clean up  Spontaneously
arguments just to please appreciative
people.
 May miss valuing the  May give
people part of a compliments to
situation please others
 May miss selling the
“hard truth of the
situation
Are complementary lifestyles
BOTH ATTITUDES ARE PART OF EVERYONE’S

LIFESTYLE BUT ONE IS USUALLY PREFERRED
AND BETTER DEVELOPED
PERCEIVING JUDGING
*Flexible,adaptable,  *Orderly,
spontaneous decisive, takes
*Can start many things action
at once (may not  *Plan work ahead
HOW WE finish them properly) & think to finish
*Can act implusively it
TAKE without any  *Easily follows
preparation rules & discipline
ACTION.. *Prefer to have  *Do not like to
freedom from leave unanswered
oblicgation questions
*Curious & likes a  *Do not like to
fresh look at things change their
*Working productively decision
depends on their mood *Have relatively
stable workability
Are complementary lifestyles
BOTH ATTITUDES ARE PART OF EVERYONE’S

LIFESTYLE BUT ONE IS USUALLY PREFERRED
AND BETTER DEVELOPED
The ◼ Artisans (SP) ◼ Idealists (NF)
16 – ESFP = Performer – ENFP = Champion

– ISFP = Composer – INFP = Healer
Types – ESTP = Promoter – ENFJ = Teacher
– ISTP = Crafter – INFJ = Counselor
&4 ◼ Guardians (SJ) ◼ Rationals (NT)
– ESFJ = Provider – ENTP = Inventor
Temp – ISFJ = Protector – INTP = Architect
eram – ESTJ = Supervisor – ENTJ = Field
– ISTJ = Inspector marshal
ents – INTJ =
Mastermind
◼Sensing and Thinking - The ST
COMBI type trusts facts - whatever can
ATIONS be perceived by the senses and
verified. STs make impersonal,
OF thinking decisions based on
analysis of the facts, logically
PERCE reasoning in terms of cause and
IVING effect.
◼Sensing and Feeling - SF
AND individuals are interested in facts
DECIDI but base their final judgments on
their feelings and on how much
NG something matters to them or to
others
◼Intuition and Feeling - NF people
COMBI also make decisions based on personal
feelings. However, they are not
ATIONS interested in facts but impossibilities,
OF new concepts and new plans. This type
is also interested in the potential of
PERCE people.
IVING ◼Intuition and Thinking - NT people

are interested in new possibilities but
AND because they decide by thinking, they
make judgments based on logical
DECIDI analysis. They tend to be interested in
exploring theoretical or technical
NG ideas and are not as interested in the
feelings of others.
Tom Krieshok
PRE 846 Career Development
See the next file video for
further explanation of the
different personality types.
Additional References:
http://www.people.ku.edu/~tkrieshok
/epsy846/lectures/mbti.pptx
PowerPoint Presentation - Myers-Briggs Type
Indicatorwww.people.ku.edu › epsy846 › lectures › mbti PPT
Interpersonal skills are icing on the cake. MBTI History.
Developed by Isabel Briggs Myers and her mother, Katharine
Briggs. Based on Jung's (1923) theory of
Myers Briggs Type Indicator - Harvard Law
Schoolhls.harvard.edu › MBTI-Program-OCS-OPIA-Slides-Final
PDF
Oct 30, 2017 - The MBTI is just one self-assessment tool.
Page 4. What is type? ▫ The theory of psychological type
comes from Swiss.
Please refer to UNDSEL syllabus

REFLECTION
for the
WEEK
Title:
Whatever you do,
P A
O T work at it with
S T all your heart, as
I I
T T working for the
I U Lord, not for
V D
E E human masters.
P
R
A
Y
E
R
SICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
the 3 topics will be open
on February 2,2022
*PERSONALITY {MBTI}
*Physiological Basis of
behaviour {left & right
Brain}
*Motivation
Enjoy the on-line test.....
See the lecturettes and

videos of the three topics
& upcoming self's .......
SICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
Self
in
Different Perspectives
SELF MODEL
S PHILOSOPHY A
N
O T
C H
I SELF in R
O
O Different P
L O
O Perspectives L
G O
G
Y
PSYCHOLOGY Y
Philosophic
PHILOSOPHICAL
al Self
VIEW
THE
by:
Mr. Julius G. Chavez
Group Work
1. Share your individual works with the
group members and create a common
ground among the members to choose 2
philosophers that the group members
agreed they would like to use.
2. Identify also 1 each authentic life
experience relating to the group's choosen
philosophers that had an influence in the
presence of their philosophy.
Group Work
3. Create the group's personal
philosophy about understanding yourself
based on the 2 chosen philosophers of the
Group.
4. What are the group's 3 R's- Reflections,
Realizations and Recommendations for the
continues journey understanding self
becoming the best self.
Note: The Group work output will serve as
50% of the Midterm Essay Exam .
Rubric/Criteria
• Content 25
• Perspective 25
• Relevance 25
• 3 R”s Insights- Reflection,
Realization & Recommendation
Related to the subject
(Understanding the Self) 25
Total: 100
Send the output document in
pdf or word file through the
Drop box and either the
Leader/Assistant Leader are the
only allowed to submit. One per
group submission only.- M2
P4
Midterm Grp. Work
*Please take note of the Due Date posted in the Dropbox.
END
Thank You, Enjoy
&
God Bless
ViBe
Self
in
SELF MODEL
PHILOSOPHY A
S N
O T
H
C
I SELF in R
O
O Different P
L O
O Perspectives L
O
G G
Y Y
PSYCHOLOGY
Philosophic
PHILOSOPHICAL
al Self
VIEW
THE
by:
Expected Outcomes
a. Discuss the diverse
representation and
conceptualization of self using
different disciplines and
perspectives
b. Demonstrate a critical and
reflective thinking in evaluating the
development of self and identity by
developing a theory of self
MGA HUGOT
My hugot...
Ang hirap magmahal sa taong di ka
mahal ,pero wala kang magawa dahil sa
puso at utak mo ay mahal mo parin. jgc
Ang Pag-ibig ay di tulad ng soccer, na pag
sinipa mo palayo, hahabolin mo pa. prjc
MGA HUGOT
Vice Ganda
“Man in nature may differ like in size, color
of the skin, socioeconomic status and
many more .”
Pre Socratic Views of Man
?
*Thales ,*Anaximenes,*Heraclitus *Anaximander
Philosophy of Man
Pyt- “Man is a departtite of body and soul”
Pro- “Man is the measure of all things, that they are
and of things that are not that they are not.”
PHILOSOPHERS
• Socrates * Plato
• Aristotle
• Augustine
• St. Thomas Aquinas
• Descartes * Locke
• Hume
• Kant
• Freud
• Ryle
• Churchland
• Merleu-Ponty
• Other Eastern & Western
Socrates
Greek greatest philosopker in the western
civilization and defined “Man is a being who
thinks & wills.” Should also discover truth,
truth about good life , for it is in knowing the
good life that man can act correctly.
**His dictum: “Knowing what-is-right means
doing-what-is-right”
*Know Thyself!
*Question Everything
*Only the pursuit goodness brings happiness.
Socratic Method
*Question and answer leads to
students thinking for themselves.
PLATO
*Greek philosopher who founded
the Academy in Athens as first institution
of learning in the West.
* Man is a soul using a body *
Plato view the soul in three parts:
Human Body Levels of Human Soul
HEAD RATIONAL Level
CHEST SPIRITUAL Level
STOMACH APPETITIVE Level
Quotes:
*”Be kind, because all the people we met may
have battle to surpass…”
*“Scholars and wise men speak because they
have to say; fools speak because they have to
speak.”
*“Music is a moral law. It gives soul to the
world, wings to the mind, flight to the
imagination, and charm to life and to
ARISTOTLE
{384-322 B.C.} “Man as a single
essence composed of bofy and soul”
*Man's body matter and Man's soul form.
Aristotle are of three kinds of soul:
Grades of Being Kind of Soul

MAN RATIONAL
ANIMAL/BRUTES SENSITIVE
PLANTS/VEGETATION VEGETATIVE
Aristotle, as we have noted in previous
lectures, was the “Champion” of
Causation and Teleology.
CAUSATION TELEOLOGY
Aristotle, the material cause of a Aristotle believed that
being is its physical properties or the best way to
makeup. The formal cause is understand why things
the structure or direction of a are the way they are is to
being. The efficient cause is understand what purpose
the thing or agent, which actually they were designed to
brings it about. And the serve.
final cause is the ultimate
purpose for its being
Quotes:
* “Man in nature is a
political animal.”
* “Learning is acquired
through experience.”
Plato vs. Aristotle
• Plato – essences (truths) could be found in forms that
existed independently of nature by looking inward
(introspection).
• Aristotle – essences could be known only by
studying nature.
• Plato – primary principles come from pure thought; all
knowledge existed independently of nature.
• Aristotle – primary principles (premises) were
attained by examining nature; nature and knowledge
were inseparable.
• Plato endorsed the importance of mathematics.
• For Aristotle mathematics were essentially useless,
instead he proposed the careful examination of
nature through observation and classification.
Doktor ng Simbahan
Mother- a Christian
Father – remains a pagan.
He takes a different philosophy before
he became a Christian at the age of 35.
Saint Augustine
“Temperance is a love of giving up entirely himself to
Him and that’s the only reason;
Courage is a love that can go beyond everything with
pleasure for the sake of Himself and that’s the only
reason;
Justice is love that is uniquely serve only Him and no
other reason, and
Prudence is love that can make the right decision on
what prevents and what helps. "
“THERE IS LIFE AFTER DEATH”
Most men seem to live according to sense
rather than reason.
St. Thomas Aquinas
*Italian Dominican
theologian
*One of the most influential
medieval thinkers of
Scholasticism
*The father of the Thomistic
School of Theology.
ST. THOMAS AQUINAS
Quotes:
* “There is noyhing in the mind that
does not pass through our senses.”
* “Reason in man is rather like God in
the world.”
* “Happiness is secured through virtue;
it is a good attained by man’s own will.”
* “Love is a binding force, by which
another is joined to me and cherished
by myself.”
Ito ang
iniisip
ko,
kaya
ito
F translation jgc
ako.
JOHN LOCKE
No mans knowledge
here can go beyond
his experience-John
Locke
• TABULA RASA-
BLANK SHEET OR
BLANK SLATE
DAVID HUME
Ang pinaniniwalaan ng isang matalinong

tao ay nakabase sa mga ebidensya.
F translation jgc
DAVID HUME
*Empiricism is the theory that says all knowledge comes
from the senses.
*The mind is not separated from perception
*The entire contents of the mind are transmitted daily to
the human condition.
Teorya ng Bundle ni Hume

*The man is a collection of different successive
perception is always changing and moving
*The qualities that we feel the is only part of
something.
*The Metaphysics of Self
*Branch of philosophy that studies the
nature, substance and identity.
*It also explains how we get
knowledge.
IMMANUEL KANT
The consciousness is divided into:
1. Internal Self - composed of psychological states
and informed decisions; remembering our own state,
how can we combine the new and old ideas with our
mind
2. External Self - made up of ourselves and the
physical world where the representation of objects
The path to true knowledge:

Rationalismo - reason
Empiricism - by the senses
Ang moralidad ay hindi ang doktrina ng kung
paano natin pasasayahin ang ating sarili; ito ay
kung paano natin magagawa ang ating sarili na
karapat dapat na lumigaya. F translation jgc
The child is the Father of a
man
A famous neurologist
Create psychoanalysis
Three fold yourself:
1. Id 2. Ego 3. Superego
SIGMUND FREUD
ID EGO SUPEREGO
Early stage self-shaping Act according to To achieve the super
reality ego, It Can be cruel
The center of all human and punishable
wants and desires that Balances the
You must satisfy desires of the Looking at the
people and how to perfection of things
Indifferent to the moral present it We felt
laws of society embarrassment and
To know what is guilt when we have
Collection of right or wrong fallen short of the
preferences that must based on context high expectations.
be met
Translation
Sa paghahanap sa sarili, hindi maaaring ang
naghahanap ay sya ring hinahanap. F translation jgc
Self and Behavior
"I made it, and so I am“
Wrong bases and problems arise on how we
give meaning and how we deliver or
how we paraphrase the words
PATRICIA S.
CHURCHLAND
Modern philosopher who
studied the brain.
TOUCHING
“The Self asA NERVE
Brain”
The physical brain allows us

to say we are so different.
Translation
Upang maunawaan ang isipan, kaalangang

unawain natin ang utak. F translation jgc
Walang espesyal tungkol sa pag-iisip. Ang

F translation jgc
isipan ay ang utak din.
PATRICIA S.
CHURCHLAND
Sa mga bagay na maaaring mangyari, ang estado

Translation
ng pag-iisip ay mga proseso at gawain ng utak.

Kung anong mga gawain at kung ano ang antas ng
F translation jgc
paglalarawan ay kailangan pang makita.
Translatiom
Dahil tayo ay nasa mundo, kailangan nating magkaroon
ng kahulugan, at hindi tayo maaaring gumawa o
magsalita ng kahit na ano na hindi tayo nagkakaroon ng
pangalan sa kasaysayan. F translation jgc
Translatiom
Ang katawan ang paraan kung paano

tayo nagkakaroon ng mundo. F translation jgc
Self in the Western and
Eastern Cultures
1. Confucianism- code of ethical conduct.
Meaning one should act accordingly to their
relationship with others.
• Personal needs are repressed for the good
of the many.
• Hierarchal for the purpose of maintaining
order and balance in the society (Ho 1995).
• A Chinese teacher, editor, politician, and
philosopher of the Spring and Autumn
period of Chinese history. The philosophy
of Confucius, also known as
Confucianism, emphasized personal and
governmental morality, correctness of
social relationships, justice and sincerity.
THE GOLDEN RULE
“CONFUCIUS”
“Do not do unto others what
you would not want others to
do unto you”
• It does not matter how
slowly you go so long as
you do not stop.
2.Taoism- living in the way of Tao
or universe.
• Rejects hierarchy and strictness by
Confucianism.
• Prefers simple lifestyle.
• Self is not the extension of the family or
the community but also the universe.
• The ideal self is selflessness.
• Believe in equality to live a balance life.
3. Buddhism – • Self is seen as
illusion born out of ignorance, hold or
control things human centered
needs.
• Self is the source of all sufferings.
• Forget about the self, cravings of the
self, break attachment with the world to
attain the state of Nirvana.
General Commonalities:
Western Culture Eastern Culture
• Individualistic • collectivistic
• Focus towards oneself • share their social
• Personal attributes, roles
achievements • Keep a low
• Competitive profile in
• Straightforward promoting oneself.
• Forceful in their • Cooperative
decision • hierarchy
• Equality
***END***
Instructions:{M2 Activity 2 P4- Individual Work}
1. Chose at least two that had an impact in you and that fit-in to
your real you.
2. With the chosen Philosophers site 1 concrete personal
experience in each related chosen philosophers philosopy.
3. Create your original and personal HUGOT from the readings
about the different philosophers relating to your chosen 2
philosophies.
4.After which create your own Personal philosophy influenced by
the two(2) chosen philosophers philosophies in understanding
yourself .
5. What are your 3R' s- Reflections, Realizations and
Recommendations for the process you went through
understanding yourself.
6. Read further instructions at the next file for the group work.
END
Thank You, Enjoy
&
God Bless
ViBe
Other References:
• https://www.iep.utm.edu › goldrule
The Confucian version of the golden rule faced a more rigid Chinese clan
system, outdoing the Hebrews in social-class distinctions and the sense that
many ...
• https://www.gettyimages.com › photos › saint-thomas-aquinas
Thomas Aquinas stock photos and editorial news pictures from Getty Images.
... St Thomas Aquinas Italian theologian and philosopher Also known as
Doctor .
• https://www.ldcsb.ca › school › sta
St. Thomas Aquinas 6 months ago. Welcome home STA students from their
March Break Europe trip to Germany, Prague, Krakow, and Budapest. Reply
Retweet ...
*https://www.goodreads.com › author ›214659.Patricia_S_Churchland
• https://www.azquotes.com › author › 22830-Patricia_Churchland
Feb 26, 2016 - Patricia Churchland Quotes. Brains are not magical; they are
causal machines. I am less attracted to guesses about what cannot be done,
than about making progress on a problem. If you give up because you
announce the phenomenon cannot be explained, you are missing out.
Other References:
Self
in
SELF MODEL
A
S
PHILOSOPHY N
O T
C
I
SELF in H
R
O
O
L Different P
O
O
G Perspectives L
O
Y G
PSYCHOLOGY Y
SELF in
by:
Psychology
The study of our inner
feelings and behaviors.
Do our feelings always

match our behaviors?
Yes or No? Why?
Use the paper you used and please send your answer with the
Knowledge Assessment Result (screenshot) in the drop box M2 Part3.
a scientific study of
behaviour and the
mind processes.
Figure 1.2
Biology Psychology as a scientific hub
Psychology links with &
Scientific study of life Overlaps many sciences
processes and
biological sturctures
Medicine
Anthropology
Scientific study of
health and the cause Scientific study of
and treatment of cultural origins,
diseases. Psychology evolution, and
Scientific study of behavior variations
and mental processes
Computer Science
Sociology
Scientific study of
information processing Scientific study of
and manipulation of human social relations
data. and systems
The Goals of Psychology
• 7 Central Goals:
• 1. To DESCRIBE how people and other species behave.
• 2. To EXPLAIN how organisms behave in certain situations.
• 3. To UNDERSTAND the causes of this behaviours.
• 4. To PREDICT how people and animals will behave under certain
conditions.
• 5. To CONTROL manages an organism’s behaviour and
undesirable behaviour as well. This can be negative because
people might be controlled w/out their consent.
• 6. To INFLUENCE behaviour through a force which may are the
control of its causes.
• 7. To APPLY psychological knowledge in ways that enhance
human welfare.
HUMAN GROWTH
& DEVELOPMENT
HUMAN GROWTH
& DEVELOPMENT
BEHAVIOR PATTERNS &
SIGNIFICANT CHARACTERISTICS OF
THE DEVELOPMENT THEORIES
• Kohlberg’s Moral Development
• Erikson’s Psychosocial
Development
• Freud’s Psychosexual Development
• Piaget’s Cognitive Development
• Vygotsky’s Zone of Developments
HUMAN GROWTH
& DEVELOPMENT
• Kohlberg’s Moral Developme-Who is He?
Lawrence Kohlberg was a professor at Harvard
University. He became famous beginning in the
early 1970s & started as a developmental
psychologist and moved to the field of moral
education. Well-known for his theory of moral
development which he popularized through
research studies conducted at Harvard's Center
for Moral Education.
• Kohlberg’s Moral Developme-Who is He?
Kohlberg believed and was able to
demonstrate through studies...people
progressed in their moral reasoning
(i.e., in their bases for ethical behavior)
through a series of stages. He believed
that there were six {6| identifiable
stages which could be more generally
classified into three {3} levels.
Stages of Moral Development
Lawrence Kohlberg
Level Stage Ages Social Orientation

Pre-Conventional 1 2-4 Obedience and Punishment
Individualism, Instrumentalism &

2 4-7
Exchange
Good Interpersonal Relationship

Conventional 3 7-10
(Boy/Girl)
Law and Order
4 10-12
(Maintain Social Order)
Social Contract and Individual
Post-Conventional 5 Teens
Rights
Principled Conscience
6 Adult
(Universal Principle)
Kohlberg
Final Thoughts
A. Kohlberg's scale has to do with moral thinking, not moral
action. As people knows who can talk at a high moral level
may not behave accordingly.
B. No perfect correlations between moral judgment and moral
action but thinks there should be some relationship.
C. As a general hypothesis, proposes that moral behavior is
more consistent, predictable, and responsible at the higher
stages, themselves increasingly employ more stable and
general standards, i.e. principles. (Kohlberg et al., 1975).
Why?
•Erikson’s Psychosocial
Development
Erik Erikson: 1902 to 1994
1. Born in Germany, an illegitimate child of
Danish parents
2. This fact bothered him all his life
3. Dropped out of high school and spent time
traveling in Europe and studying art
• Erikson described the time an
individual experiences a psychological
challenge as a crisis
• A positive resolution of a crisis means
a favorable ratio of positive to negative
psychosocial traits emerges
• A negative resolution results in
individuals seeing the world as
unpredictable and threatening
•People who successfully resolve
the crisis does not follow, never to
have negative thoughts or distrust
another person
• In general, they see the best in
others and have a positive
orientation towards life
Erikson’s Psychosocial Stages
Stage Basic Conflict Important Events Outcome
Children develop a sense of trust when caregivers

Infancy (birth to 18
Trust vs. Mistrust Feeding provide reliabilty, care, and affection. A lack of this
months)
will lead to mistrust.
Children need to develop a sense of personal control

Early Childhood (2 to 3 Autonomy vs. Shame and over physical skills and a sense of independence.
Toilet Training
years) Doubt Success leads to feelings of autonomy, failure results
in feelings of shame and doubt.
Children need to begin asserting control and power

over the environment. Success in this stage leads to
Preschool (3 to 5 years) Initiative vs. Guilt Exploration a sense of purpose. Children who try to exert too
much power experience disapproval, resulting in a
sense of guilt.
Children need to cope with new social and

School Age (6 to 11 academic demands. Success leads to a sense of
Industry vs. Inferiority School
years) competence, while failure results in feelings of
inferiority.
Teens need to develop a sense of self and personal

Adolescence (12 to 18 Identity vs. Role Social identity. Success leads to an ability to stay true to
years) Confusion Relationships yourself, while failure leads to role confusion and
a weak sense of self.
Young adults need to form intimate, loving

Young Adulthood (19 relationships with other people. Success leads to
Intimacy vs. Isolation Relationships
to 40 years) strong relationships, while failure results in
loneliness and isolation.
Adults need to create or nurture things that will

outlast them, often by having children or
Middle Adulthood Generativity vs. Work and creating a positive change that benefits other
(40 to 65 years) Stagnation Parenthood people. Success leads to feelings of usefulness
and accomplishment, while failure results in
shallow involvement in the world.
Older adults need to look back on life and feel a

Maturity(65 to sense of fulfillment. Success at this stage leads to
Ego Integrity vs. Despair Reflection on Life
death) feelings of wisdom, while failure results in regret,
bitterness, and despair.
• Freud’s Psychosexual
Development
Freud’s Psychosexual Stages of Development
-Freud Psycho-Sexual Theory
sick can we
Oh, how
go…
Dr. Sigmund Freud
• Freud’s Psychosexual
Development
What makes your personality
different from others?
Freud’s search for the answers to this led him to
discovery of the clues to understanding the
uniqueness of an individuals personality are
found in, a. infancy and b. childhood.
• Freud’s Psychosexual Development
The personality that you live with today, the
one that charms in order to get you dates, makes
lists and never gets anything done, makes sure
that your locker is not a mess was molded in your
earliest days.
According to Freud:
* You were a final product by the time you hit puberty.
* Your unique character and quirks are the products of
how your personality develops during childhood
* As a child and even as a teenager, you go through a
series of stages in which you grow and mature.
• Freud’s Psychosexual Stages
Oral Stage: Birth to 18 Months
Anal Stage: 18 months to three years
Phallic stage: 3 years to 7-8 years
Latency Stage: 7-8 years to puberty
Genital Stage- Puberty to Adulthood
• Freud’s Psychosexual Theory
• Freud proposed that there were 5 stages of
development. Freud believed that few people
successfully completed all 5 of the stages.
Instead, he felt that most people tied up their
libido at one of the stages, which prevented
them from using that energy at a later stage.
• Libido means sex drive
Piaget (1896 - 1980)
• Swiss Psychologist, worked for
several decades on understanding
children’s cognitive development
• Most widely known theory of cognitive
development.
• Was intrigued by kids’ thoughts & behavior,
& worked to understand their cognitive
development
•Piaget’s Background
• Young Piaget was incredibly precocious
– Published first paper at 10
– Wrote on mollusks, based on these writings
was asked to be curator of mollusks at a
museum in Geneva (he declined in order to
finish secondary school)
– Earned his doctorate in natural sciences at
21
– Began to study psychology, applying
intelligence tests to school children
Constructivism, Learning, & Education
• Not interested in applying his theory to school-
based education, he called this “The American
question”
• Constructivist educators create an environment
which encourages children to construct their own
knowledge.
–But according to Piaget, we construct our learning
regardless of how it is presented.
•Piaget’s 4 Stages
• Believed that all children develop according to four
stages based on how they see the world.
– He thought the age may vary some, but that we all go
through the stages in the same order.
1. Sensori-motor (birth –2 years)

2. Preoperational (~2-7)
3. Concrete operational (~7-11)
4. Formal operations (~12-15)
• Piaget’s Stages of Cognitive Development
• Vygotsky’s Zone of Developments
❖Born in 1896 in Western Russia

Lev
❖ Died in Moscow in 1934
Vygo
❖ Author of Thought and Language
tsky A theory of how children
learn…
• Vygotsky’s Zone of Proximal
Development
•Because Piaget concentrated on the individual child,
he failed to consider the effect that the social setting
may have on cognitive development.
• The way that adults use language and gestures and
the child's experience through social interactions are
very influential on cognitive development (re:
Vygotsky).
• Vygotsky’s Learning Theory
* Knowledge exists within culture
*Language is the most important tool used to transmit
knowledge
*Language shapes thought Language is used to recognize,
examine, and solve problems
*Members of a culture collaborate to share knowledge
*Language is necessary for learning
*Learning precedes cognitive development
*Cognitive development is the capacity to learn and solve
problems
Vygotsky’s Zone of Proximal
Development
Learning Theory Applied to Children
Children learn through social interaction
with others more knowledgeable in three ways:
Observing and imitating
Receiving instruction and following directions
Working collaboratively within a group
• Vygotsky’s Zone of Proximal
Developments
The difference between what a child can do
independently and what the child needs help
from a more knowledgeable person to do is the
Zone of
Proximal
Development
• Vygotsky’s Zone of Proximal Development
Four-Stage Model of ZPD
The Four-Stage model was developed by R.G. Tharp and R. Gilmore (1988)
This picture is from North Central Regional Educational Laboratory website
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm.
• Vygotsky’s Zone of Proximal Development
Four-Stage Model of ZPD
S
C
A
F
F
O
L
D
I
N
g
The Four-Stage model was developed by R.G. Tharp and R. Gilmore (1988)
This picture is from North Central Regional Educational Laboratory website
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm.
END
and
ENJOY
ViBe
References
• http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm
• *First published: Publisher: Frederick Ungar Publishing: New York., 1961. pp. 1 - 85 Transcribed:
by Sam Berner.
*www.slideshare.net/lopao1024/concept-of-man-pm-zabat
Feb 23, 2014 - A powerpoint presentation of Concept of Man by: Paolo Zabat, RN.
*www.slideshare.net/cassandra0012345/philosophy-of-man-ppt-part-1 Nov 20, 2013 -
PHILOSOPHY of MAN A. Definition of Philosophy Before definingPhilosophy define first what
is definition. The term “Definition” is derived from .
*www.dpcdsb.org/NR/rdonlyres/3CEF7ACB-0B27-44F6-9E53.../Evolution.ppt
Evoluion as a theory suggests that the great variety of plant and animal life on earth ... Age are
generally classified into a group or genus called Homo (“man”).
GENOGRAM
Module 2 Part 2a Activity
A family tree solution
GenoPro
1
REVIEW: Assessment methods
1. Ecomap
Is diagram of the connection between a family and the
other system in its ecological environment or its A
picture of the family’s patterns.
Nurses can use an ecomap to identify:

a. Family resources that are present
b. Family needs
c. Conflicts
d. Connections that are present or absent
e. The balance or lack of balance between a family's needs
and the resources available to the family
2
Assessment methods
2. Genogram
A graphic picture of family history, usually
used over three or more generation .
The genogram maps such information as/;

a.Relationships among family members
b.Important life events
c.Place of residence
d.Characteristics such as race, culture and
religious affiliations
3
Example
4
SYMBOLS
5
Example
6
Example
Stan’s
Genogram
7
Assessment methods
3. Social Network Support Map or Grid
Gives details about the quality and quantity of social
connections.
Strengths within the system can be elaborated

with words, or numbers, or a combination of
these.
The nurse uses this tool to help the family

understand its sources of support and relationships
and to form a basis for nursing care planning and
intervention.
8
Assessment methods
4. Family Health Tree

a record of diseases that occur in a
family.
It can be used to track:

a. Diseases that have genetic bases
b. Environmental diseases
c. Mental health disorders
9
Activity Part 2a:
Create your own Genogram
◼ Start from your own family and then trace to
establish your roots up {genogram up} to both
sides of your grandparents only.
◼ Make use of all the possible given symbols and
necessary information provided in the lecturette
which you need to follow and apply.
◼ You are guided with examples.
◼ Make a conclusion and summary of your findings.
◼ What are your learnings', discoveries and insights?
◼ Submit it in pdf or scanned document at the drop
box M2 Part 2a Genogram.( Can do your own or
10 use/adapt the GenoPro.)
Specifications
◼ GenoPro runs on
Windows 95,
Windows 98,
Windows ME,
Windows NT 4.0,
Windows 2000,
Windows XP and
Windows Vista.
11
Resources for Developing
Teaching Strategies for Generalist Social Work
Practice: Websites
◼ U.S. Council on Social Work Education: www.cswe.org
◼ U.S. National Association of Social Workers: www.naswdc.org
◼ International Association of Schools of Social Work: http://www.iassw-
aiets.org/
◼ International Federation of Social Workers: www.ifsw.org
◼ International Council of Social Welfare: http://www.icsw.org/
◼ Real Cases Project: http://socialwork.adelphi.edu/realcases/
◼ CSWE Katherine A. Kendall Institute for International Social Work:
http://www.cswe.org/CentersInitiatives/KAKI.aspx
◼ CSWE Center for Diversity and Social & Economic Justice:
http://www.cswe.org/CentersInitiatives/Diversity.aspx
12
Resources for Developing Teaching Strategies
for Generalist Social Work Practice:
Professional Literature
• Early, T. J., & Glenmaye, L. F. (2000). Valuing families: Social work practice with families from A
strengths perspective. Social Work, 45(2), 118–130.
• Estes, R. J. (2008). United States-based conceptualization of international social work education.
Alexandria, VA: Council on Social Work Education.
◼ Gilgun, J. F. (2005). The ecosystem perspective and the use of knowledge. In B. R. Compton, B.
Galoway, & B. R. Cournoyer. Social work processes (7th Ed.; pp. 23–65). Pacific Grove, CA:
Brooks/Cole.
◼ Hodge, D. R. (2005). Spiritual ecograms: A new assessment instrument for identifying clients’
strengths in space and across time. Families in Society, 86(2), 287–296.
• Hokenstad, M .C., & Midgley, J. (Eds.). (2004). Lessons from abroad: Adapting international social
welfare innovations. Washington, DC: NASW Press.
• IFSW/IASSW/ICSW. (2012). The global agenda for social work and social development: Commitment
to action.
◼ Jones, D. N., & Truell, R. (2012). The global agenda for social work and social development: A place
to link together and be effective in a globalized world. International Social Work, 55(4), 454-472.
• Rotabi, K. S., Gammonley, D., Gamble, D. N., & Weil, M. O. (2007). Integrating globalization into the
social work curriculum. Journal of Sociology & Social Welfare, 24(2), 165–185.
• Sowers, K. M., & Rowe, W. S. (2007). Social work practice & social justice: From local to global
perspectives. Belmont, CA: Thomson, Brooks Cole.
13
References Cited in This Guide
◼ Cohen, C. S., Gimein, T., Kollar, S., & Bulin, T. (Eds.). (2010). Real York City Social Work Education
Consortium.
◼ Cohen, C. S., Doel, M., Wilson, M., Quirke, D., Ring, K. A., & Abbas, S. R. (2012). Global group
work: Honouring processes and outcomes. Groupwork, 22 (2), 7–27. cases: Integrating child
welfare practice across the social work curriculum. New York, NY: New
◼ Forgey, M. A., Cohen, C. S., & Chazin, R. (2003). Surviving translation: Teaching the essentials of
foundation social work practice in Vietnam. Journal of Teaching in Social Work, 23(1/2), 147–166.
◼ Gray, M. (2005). Dilemmas of international social work: Paradoxical processes in indigenisation,
universalism and imperialism. International Journal of Social Welfare, 14, 231–238
◼ Gray, M., & Fook, J. (2004). The quest for a universal social work: Some issues and implications.
Social Work Education. 23, 625–644
◼ Gray, M., & Webb, S. A. (2008). The myth of global social work: Double standards and the local-
global guide. Journal of Progressive Human Services,19(1), 61–66.
◼ Hartman, A. (1995). Diagrammatic assessment of family relationships. Families in Society: The
Journal of Contemporary Human Services, 76(2), 111–122.
◼ McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms: Assessment and intervention.
New York, NY: W. W. Norton & Co.
◼ Schwartz, W. (1969). Private troubles and public issues: One job or two? Social Welfare
Forum. New York, NY: Columbia University Press.
14
Thanks for Using This Guide
For further information, feedback, and additional ideas about
internationalizing generalist social work practice, please contact
Carol S. Cohen, Associate Professor

Adelphi University School of Social Work
One South Avenue, Garden City, NY 11530
516.877.4427
cohen5@adelphi.edu
Information about the CSWE Council on Global Learning,

Research and Practice is available at: www.cswe.org
15
END
Enjoy
&
God Bless
16
ViBe
GENOGRAM
Module 2 Part 2a
A family tree solution
GenoPro
1
Assessment methods
➢ Many different methods are used to assess
families.
➢ These methods serve to generate information

about selected aspects of family structure and
function; the methods must match the
purpose for assessment.
International Case Studies:

Genograms and Ecomaps as Assessment Tools
2
Strategy Three: International Case Studies
and Assessment: Introduction
◼ Tools for assessment, such as the genogram and ecomap
can be used across regions and cultures because they are
engaging strategies for collecting information through
partnership with clients and are adaptable to work across
system levels.
◼ Using these tools provides the following learning opportunities:
 Applying the purposeful use of assessment tools in practice
 Demonstrating skills in applying particular assessment tools
 Understanding the range of cross-national and cross-
cultural family, community, and social systems, and the
need for differential assessment strategies and intervention
plans.
3
Strategy Three: International Case Studies and
Assessment: Introduction
◼ After reviewing and developing genograms and ecomaps with
families in the field, compare them with the two examples
provided in this PowerPoint and consider the following:
 In what ways do these families differ or show similarity in
their pictures of generations and family compositions
depicted in the genograms?
 In what ways do these families differ or show similarity in
their pictures of community connections and resources
depicted in the ecomaps?
 What possible cultural, political, and social elements might
contribute to these similarities and differences? What do
these genograms and ecomaps suggest about how the tools
can be used in assessment
4
Assessment methods
1. Ecomap
Is diagram of the connection between a family and the
other system in its ecological environment or its A
picture of the family’s patterns.
Nurses can use an ecomap to identify:

a. Family resources that are present
b. Family needs
c. Conflicts
d. Connections that are present or absent
e. The balance or lack of balance between a family's needs
and the resources available to the family
5
◼ Ecomaps (Hartman, 1995) depict relationships
at a chosen moment in time. They can be saved,
redrawn, and used on an ongoing basis as a
practice intervention and record, and can be
powerful tools of engagement. They can also
diagram the relationships of a community or
neighborhood with the wider environment.
Developed originally for use in child welfare,
ecomaps have since become highly useful
across settings and populations and can be used
for work internationally with individuals, families,
groups, communities, and organizations (Forgey,
Cohen & Chazin, 2003).
6
7 7
Assessment methods
2. Genogram
A graphic picture of family history, usually
used over three or more generation .
The genogram maps such information as/;

a.Relationships among family members
b.Important life events
c.Place of residence
d.Characteristics such as race, culture and
religious affiliations
8
◼ Genograms (McGoldrick, Gerson & Petry, 2008)
are primarily family trees that can also be used for a
range of system sizes, including the history of
families and communities over time. With a family
as the unit of attention, students can draw the
family relationships over generations that they can
glean from selected case studies, or in person with
clients. Students can also consider how this tool
could be used in engagement and how they would
proceed to implement this assessment strategy in
diverse settings. Role plays are useful in learning
this approach, especially those presenting an
assessment partnership approach for the worker
and clients
9
Family Therapy Assessment
Techniques
◼ Family Interview
◼ Circular Questioning: The same question is asked of each

family member.
◼ Family Sculpting: Assessment tool that examines power and

closeness in a family by asking each family member to
physically arrange all other family members in order of
relationships (or in reference to a particular salient event).
◼ Reenactment: Asking the family to act out a situation rather

than describe it verbally.
◼ Genogram: Gives a picture of three or more generations (like

a family tree) and notes important family dynamics, rules,
patterns, mental health issues, etc.
10
11
Genogram symbols
◼ GenoPro uses genogram symbols to create

easy-to read family trees. Genograms allow to
illustrate complex situations such as
reconstituted families, multiple marriages, gay
relationships, etc.
12
13
Genogram relationships
◼ GenoPro
allows the user
to illustrate the
various types
of relationships
uniting different
individuals.
This
component
gives users the
opportunity to
tell the whole
story.
14
15
16
Symbols
Labels
Male Female Sex Unknown Index Person Deceased
m. / /
div. / /
name
b. / /
name
d. age cause
label
Married Living Together Conflict
Health problem
Connector Divorced Separated Institutionalized Foster Child Adopted Twins
17
Three-Generation Genogram
Name: Date:
Grandparents
Great Aunts and Uncles
Parents
Aunts and Uncles
Patient
Siblings and Spouse(s) lump
Children
18
Stan’s
Genogram
19
“What the genogram tells
us”
◼ Mom married Dad (after he stopped drinking and
went to AA) but they had contentious life
◼ Mom’s Dad drank (and went to AA)
◼ Mom’s Mom drank (but denied problem)
◼ Matt, Stan’s sisters husband drinks as does Stan

(and Stan’s Mom has problem with them both)
◼ Karl the younger brother is close to Stan
◼ Stan is distant or disengaged from Dad & older

brother
20
Assessment methods
3. Social Network Support Map or Grid
Gives details about the quality and quantity of social
connections.
Strengths within the system can be elaborated

with words, or numbers, or a combination of
these.
The nurse uses this tool to help the family

understand its sources of support and relationships
and to form a basis for nursing care planning and
intervention.
21
Assessment methods
4. Family Health Tree

a record of diseases that occur in a
family.
It can be used to track:

a. Diseases that have genetic bases
b. Environmental diseases
c. Mental health disorders
22
International Case Studies: Example from Ho
Chi Min City, Vietnam
◼ The BA Family Case Study is drawn from a curriculum development seminar at
Open University in Vietnam. The purpose of the seminar was to advance the social
work curriculum through exploring, critiquing, and revising social work educational
content and teaching strategies.
◼ Vietnamese faculty participants identified and shared case studies from practice
and worked with these case studies throughout the 2 week program.
◼ In developing the genogram and ecomap, the following was known about the BA
Family, and then elaborated through role plays, etc.:
 The family lives in central Ho Chi Min City.
 Mrs. BA has been caught stealing in the market on numerous occasions.
 Mrs. BA and Mr. BA are separated, with periodic episodes of spousal abuse by
Mr. BA.
 There are five children, with ages ranging from 11–25.
 One child, SAU, age 11, is very shy and having difficulty making friends at
school, came to the attention of the social worker.
23
International Case Studies: Genogram Example
from Ho Chi Min City, Vietnam
◼ BA Family Genogram (Forgey, Cohen & Chazin, 2003)
24
International Case Studies: Ecomap Example from Ho
Chi Min City, Vietnam
◼ BA Family Ecomap (Forgey, Cohen & Chazin, 2003)
25
International Case Studies: Example from New
York City, United States
◼ The Anne M. Family Case Study is one of three family cases that are part of the Real Cases
Project (2012), drawn from the New York City Administration for Children’s Services’ Child Stat
Program, an innovative, agency-wide case review process. These cases and accompanying
teaching guides are part of the ongoing Real Case Project, a collaboration of NYC ACS and the
New York City Social Work Education Consortium. The full case study and the Generalist Social
Work Practice Guide is available at: http://socialwork.adelphi.edu/realcases/
◼ Summary of the Case Study
Anne M. is a 32-year-old woman employed for the past year as a secretary, earning about
$30,000 a year, and married to Peter M. for 7 years. They have two children, Thomas, 6 years
old, and Megan, 3 years old. Peter is an insurance agent who earns approximately $70,000 a
year. Peter and the two children are all U.S. citizens. Anne, who was born in Jamaica, is a
permanent resident of the United States. Peter's family is also from Jamaica, but he was born in
the City. They are both Episcopalians. The family came to the attention of a social worker from
the hospital that treated Ms. M. for injuries resulting from the beatings inflicted on her by her
husband during their vacation in Jamaica, who is concerned about the mother's capacity to care
for and protect the children. The children were present during the father's attacks on their
mother. Since the Domestic Violence incident and subsequent return to the States, Mr. M. has
been living in an apartment he co-owns with his mother in Brooklyn. Reports from the police
department revealed two prior domestic violence incidents in which Mr. M. was named as the
suspect in 2002 and 2003.
26
International Case Studies: Genogram Example
from NYC, United States
◼ Anne M. Family Genogram (Cohen, Gimein, Kollar & Bulin, 2010).
Peter Anne
39 32
Peter Anne
M. Taylor
M.
Thomas Megan
6 3
Thomas Megan
M. M.
27
International Case Studies: Ecomap Example from
NYC, United States
◼ Anne M. Family Ecomap
28
Graphical interface
◼ The graphical
interface
contains a
drawing screen
where the
genogram is
designed.
◼ Various toolbars
allow the user to
give quick
commands and
navigate
between links.
29
Specifications
◼ GenoPro runs on
Windows 95,
Windows 98,
Windows ME,
Windows NT 4.0,
Windows 2000,
Windows XP and
Windows Vista.
30
Resources for Developing
Teaching Strategies for Generalist Social Work
Practice: Websites
◼ U.S. Council on Social Work Education: www.cswe.org
◼ U.S. National Association of Social Workers: www.naswdc.org
◼ International Association of Schools of Social Work: http://www.iassw-
aiets.org/
◼ International Federation of Social Workers: www.ifsw.org
◼ International Council of Social Welfare: http://www.icsw.org/
◼ Real Cases Project: http://socialwork.adelphi.edu/realcases/
◼ CSWE Katherine A. Kendall Institute for International Social Work:
http://www.cswe.org/CentersInitiatives/KAKI.aspx
◼ CSWE Center for Diversity and Social & Economic Justice:
http://www.cswe.org/CentersInitiatives/Diversity.aspx
31
Resources for Developing Teaching Strategies
for Generalist Social Work Practice:
Professional Literature
• Early, T. J., & Glenmaye, L. F. (2000). Valuing families: Social work practice with families from A
strengths perspective. Social Work, 45(2), 118–130.
• Estes, R. J. (2008). United States-based conceptualization of international social work education.
Alexandria, VA: Council on Social Work Education.
◼ Gilgun, J. F. (2005). The ecosystem perspective and the use of knowledge. In B. R. Compton, B.
Galoway, & B. R. Cournoyer. Social work processes (7th Ed.; pp. 23–65). Pacific Grove, CA:
Brooks/Cole.
◼ Hodge, D. R. (2005). Spiritual ecograms: A new assessment instrument for identifying clients’
strengths in space and across time. Families in Society, 86(2), 287–296.
• Hokenstad, M .C., & Midgley, J. (Eds.). (2004). Lessons from abroad: Adapting international social
welfare innovations. Washington, DC: NASW Press.
• IFSW/IASSW/ICSW. (2012). The global agenda for social work and social development: Commitment
to action.
◼ Jones, D. N., & Truell, R. (2012). The global agenda for social work and social development: A place
to link together and be effective in a globalized world. International Social Work, 55(4), 454-472.
• Rotabi, K. S., Gammonley, D., Gamble, D. N., & Weil, M. O. (2007). Integrating globalization into the
social work curriculum. Journal of Sociology & Social Welfare, 24(2), 165–185.
• Sowers, K. M., & Rowe, W. S. (2007). Social work practice & social justice: From local to global
perspectives. Belmont, CA: Thomson, Brooks Cole.
32
References Cited in This Guide
◼ Cohen, C. S., Gimein, T., Kollar, S., & Bulin, T. (Eds.). (2010). Real York City Social Work Education
Consortium.
◼ Cohen, C. S., Doel, M., Wilson, M., Quirke, D., Ring, K. A., & Abbas, S. R. (2012). Global group
work: Honouring processes and outcomes. Groupwork, 22 (2), 7–27. cases: Integrating child
welfare practice across the social work curriculum. New York, NY: New
◼ Forgey, M. A., Cohen, C. S., & Chazin, R. (2003). Surviving translation: Teaching the essentials of
foundation social work practice in Vietnam. Journal of Teaching in Social Work, 23(1/2), 147–166.
◼ Gray, M. (2005). Dilemmas of international social work: Paradoxical processes in indigenisation,
universalism and imperialism. International Journal of Social Welfare, 14, 231–238
◼ Gray, M., & Fook, J. (2004). The quest for a universal social work: Some issues and implications.
Social Work Education. 23, 625–644
◼ Gray, M., & Webb, S. A. (2008). The myth of global social work: Double standards and the local-
global guide. Journal of Progressive Human Services,19(1), 61–66.
◼ Hartman, A. (1995). Diagrammatic assessment of family relationships. Families in Society: The
Journal of Contemporary Human Services, 76(2), 111–122.
◼ McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms: Assessment and intervention.
New York, NY: W. W. Norton & Co.
◼ Schwartz, W. (1969). Private troubles and public issues: One job or two? Social Welfare
Forum. New York, NY: Columbia University Press.
33
Thanks for Using This Guide
For further information, feedback, and additional ideas about
internationalizing generalist social work practice, please contact
Carol S. Cohen, Associate Professor

Adelphi University School of Social Work
One South Avenue, Garden City, NY 11530
516.877.4427
cohen5@adelphi.edu
Information about the CSWE Council on Global Learning,

Research and Practice is available at: www.cswe.org
34
END
Enjoy
&
God Bless
35
ViBe
Self
in
SELF MODEL
A
PHILOSOPHY N
S
O T
C
I
SELF in H
R
O
O
L
Different P
O
O
G
Perspectives L
O
Y G
PSYCHOLOGY Y
SELF
in
by:
What is Sociology?
Sociology The study of
human behaviour in
society.
A scientific way of thinking

about society and its
influence on human
groups.
SOCIOLOGY
Observation, reasoning, and logical
analysis are the tools of
sociologists, coupled with
knowledge of the large body of
theoretical and analytical work.
Sociology- scientific
study of human society (Hunt,
1994).
Key Concepts in Sociology
Social forces are anything
human-created that
influence, pressure, or push
people to interact, behave,
or think in specified ways.
Social Interaction
Behaviour between two or
more people that is given
meaning.
Key Concepts in
Sociology
Social Structure
The organized pattern of social
relationships and social institutions that
together constitute society and is not a
“thing” but refers to the fact that social
forces not always visible to the human
eye guide and shape human behaviour.
Social Institutions
Established and organized systems
of social behaviour with a particular
and recognized purpose. The family,
religion, marriage, government, and the
economy are examples of major social
institutions.
STATUS
A social structure is a network of interrelated statuses and roles
that guide human behavior. A status is a socially defined
position, while a role is the behavior associated with a status.
Ascribed and Achieved Statuses

• Ascribed status is assigned • Most people have many statuses,
according to qualities beyond a but a master status is the one that
person’s control, such as age. plays the greatest role in a person’s
• Achieved status is acquired life.
through a person’s direct efforts, • It can be either ascribed or
such as education. achieved.
SOCIAL STATUSES
Branches of Sociology
1. Social psychology- the study of human nature as an
outcome of group life, social attitudes, collective behavior, and
personality formation.
2. Social organization- the study of various social
institutions, social groups, social stratification, social mobility,
bureaucracy, and other similar topics.
3. Social change/Social disorganization- the
study of the change in culture and social relations and the
disruption that may occur in society. Includes the study of
current social problems in society.
Social Change
The alteration of society over time.
Sociologist view society as stable but
constantly changing.
4. Human ecology- It studies the nature and

behavior of a given population and its relationships to
the group’s present social institutions.
5. Population or demography- concerned with the
study of population number, composition, change, and
quality as they influence the economic, political, and
social system.
6. Sociological theory and method- It includes
theory building and testing the applicability of the principles of
group life as the basis of prediction and control of man’s social
environment.
7. Applied sociology- It utilizes the findings of pure

sociological research in various fields such as criminology,
social work, community development, etc., and other aspects
and problems of daily life.
Origin and Development of
Sociology and Anthropology
ANTHROPOLOGY
DEFINITION
Derived from the Greek word
“anthrope” which means man
and “logy” which means science,
Or simply the
*A science that deals with the origins,
physical and cultural development, social
characteristics, social customs and beliefs
of mankind.
*Other anthropologists define it as the

“Science of Man and His Works”
*Studies man and his behavior as a

member of the animal kingdom
SUBDIVISIONS OF ANTHROPOLOGY
1. PHYSICAL OF BIOLOGICAL
ANTHROPOLOGY
❖ Studies man’s origin and development from simple into a
more complex individual within his cultural
environment.
❖ Concerned with the knowledge of the biological
characteristics of humans
❖ Study of fossils, artifacts and ancient excavations to
explain the present
◼ (physiology, anatomy, biology and zoology)
Sub-disciplines of Physical
Anthropology:
Racial History- It deals with the study of
the nature of races.
Paleontology- It deals with the origin of
man.
Human Genetics- It deals with the study
of various ways of inheritance that take
place in man.
Evolutionary- It seeks to understand how
and why humans evolve.
Biological Variation or Diversity Within the
Species- It seeks to describe the patterns
of human diversity to explain why
differences exist.
2. Cultural Anthropology- It deals with

the evolution and development of
culture per se. It focuses on the origin of
human societies and culture
3. Archaeology- It constructs the cultural
events of the past since the development
of culture through material remains such as
fossils and artifacts.
 Prehistoric Archaeology- It studies societies that
have no written records
 Historical Archaeology- It studies societies
within written records.
 4. Linguistics- It refers to the systematic
study of recorded and unrecorded languages
all over the world. It also deals with the
relationship of language and culture.
 5. Ethnology- It concentrates on the diverse
cultures of the present and analyzes the
structure and function of humans, the role of
individuals in society and the development of
personality related to cultural traditions.
The Relation Between
Sociology and Anthropology
 Both are recent fields of studies.
 Both attempt to understand the way of life of
cultural groups.
 Both disciplines borrow heavily from one another
(Panopio and Rolda,2000).
 Both sciences attempt to understand the way of
life of various cultures, or various societies.
Relationship of Anthropology/Sociology
to Other Social Sciences
• History-It attempts to establish the social context that
influence people.
• Economics-studies the economic life of humans and is
focused on wealth, such as production, distribution and
consumption.
• Political Science-studies the political behavior of humans and
the way people govern themselves.
• Psychology-studies attitudes and values, personality and
mental aberrations which are closely links with sociological
and anthropological studies,
Major
Sociologists/Proponents/Philosophers
• Charles de Montesquieu(1689-1755)
• Jean-Jacques Rosseau (1712-1778)
• Mary Wollstonecraft (1759-1797)
• Henri de Saint-Simon (1760-1825)
• Auguste Comte(1798-1857)
• Karl Marx (1818-1883)
• Emile Durkheim (1858-1917)
• Max Weber (1846-1920)
AUGUSTE COMTE (1798–1857)
• Father of sociology—first used the term
“sociology” in 1838 to refer to the scientific study
of society.
• Two Divisions of Sociology according to Comte.
1. Social statics- the study of the structure of society; &
2. Social dynamics- concentrated itself with social evolution
and change.
THREE Major
Sociological Perspectives
• 1. Structural-Functional Perspective
• 2. Conflict Perspective
• 3. Symbolic Interaction Perspective
EMILE DURKHEIM
(1858–1917)
•Theory of Solidarity- A society won’t be
a society without solidarity.
Two Types of Solidarity/Society

1. Mechanical solidarity
2. Organic Solidarity
Suicide (Emile Durkheim)
Durkheim argued that it is futile to study
the immediate circumstances that lead
people to kill themselves, because an
infinite number of circumstances exist.
Three Types of Suicide according
to Durkheim:
1. Anomic suicide
2. Altruistic
3. Egoistic
MAX WEBER
(1864–1920)
Theory of Authority according to Weber:
1. Charismatic authority
2. Traditional authority
3. Rational-legal authority
•KARL MARX (1818–1883)
• Marx dreamt for an ideal society which
is a classless society. He is considered
as the Father of Communism.
• Social change may occur due to conflict
between the two opposing classes.
1. Bourgeoisie- the capitalists
2. Proletariat- the workers
*Charles Darwin: Biologist,
Scientist (1809–1882)
*HERBERT SPENCER
(1820–1903)
“ Are Naturalist in process of “survival of the fittest”
C.Wright Mills(1916-1962)
He wrote a book entitled,
The Sociological Imagination (1959).
THANK YOU……..
•GOODLUCK AND ENJOY
ViBe
References:
*First published: Publisher: Frederick Ungar Publishing: New York., 1961. pp. 1 - 85 Transcribed: by Sam Berner.
*www.slideshare.net/cassandra0012345/philosophy-of-man-ppt-part-1 Nov 20, 2013 - PHILOSOPHY of

MAN A. Definition of Philosophy Before definingPhilosophy define first what is definition. The term “Definition” is derived from .
Evolution as a theory suggests that the great variety of plant and animal life on earth ... Age are generally classified into a group or
genus called Homo (“man”).
https://www.boundless.com/sociology/understanding-social-groups-and-organization/the-nature-of-groups/reference-groups /
Introduction to Sociology by Mark G. Eckel, 2nd edition; W.W. Norton & Company New York
C. Wright Mills.orgwww.cwrightmills.org
Spencer, Herbert | Internet Encyclopedia of Philosophy www.iep.utm.edu/spencer/
www.sciencekids.co.nz/pictures/scientists/charlesdarwin.html Find free photos, pictures, images and information related to some
of the most famous ... Photo description: This is a black and white photo of Charles Darwin, ...
Title:
1 Corinthians 12:12
Just as a body, though

one has many parts, but
all its many parts from one
body, so it is with Christ.
Father, though Your church and
community might be diverse, may we
make every effort to keep our unity in
faith and purpose. May we be one in
You, respecting and valuing each other
and our various gifts and talents.We all
serve the same wonderful God.
Self
in
SELF MODEL
PHILOSOPHY A
S N
O T
SELF in C
I
H
R
SELF Various O
L
SELF
SELF O
P
O
Construct O
G
L
O
Y G
PSYCHOLOGY Y
SELF MODEL
PHILOSOPHY A
S N
O T
C
I
SELF in H
R
O
O
L
Different P
O
O
G
Perspectives L
O
Y G
PSYCHOLOGY Y
Self
in
by:
INTRO SELF MODEL
A
S PHILOSOPHY N
O T
C
I
SELF in H
R
O
O
L
Different P
O
O
G
Perspectives L
O
Y G
PSYCHOLOGY Y
Philosophy of Man
“Philosophy may not teach
PHILOSOPHICAL
us how to make a living:

but it shows us that life
VIEW
THE
is worth living”
Marionito L. Hinacay
WHAT IS PHILOSOPHY?
Derived from the Two Greek Words
P
H
I
L
PHILOS O SOPHIA
S
{LOVE} O
{WISDOM}
P
H
Y
???
P A Discipline not to
H The Love of be Defined but to
Wisdom be Inquired into.
I
L It knows no Limits just
O as the human mind
S knows no boundaries.
O A Desire or
Interest for an It search for the rational
P explanations of reality
H Intellectual
and of man himself .
Y inquiry
As a Discipline of Questioning
can be Explain in
Two Points
Because it is an unending serie
DYNAMIC of questions.
Every answers become a new
question.
Man's answer to a question may be

PERSONAL valid to him but not others
Philosophical concepts are not immutable
because it differs from one to another
MAJOR DIVISION OF PHILOSOPHY
MAJOR DIVISIONS SUBJECT MATTER QUESTIONS
1. What is ultimate reality?
METAPHYSICS The study of reality 2. Is it one thing or is it many things?
or what is real. 3.Can reality be grasped by senses or is it
by the transcendence?
4.What is the mind and what is its relation
to the body?
1.What is knowledge?
EPISTIMOLOGY The stand what we 2.Is knowledge acquired exclusively
can know & study of through the senses or by other means?
3. How do we know that what is perceive
knowledge. through our senses is correct?
The study of the 1. Whatb is right?

ETHICS 2, Are there any objective standards of
human action & right and wrong?
good. 2.Are moral values absolute or relative?
THREE ULTIMATE QUESTIONS
IN PHILOSOPHY
What
What What
can
is is
we
good real?
know
?
?
What is Sociology?
Sociology The study of human
behaviour in society.
A scientific way of thinking

about society and its influence
on human groups.
Sociology?
Observation, reasoning, and logical
analysis are the tools of
sociologists, coupled with
knowledge of the large body of
theoretical and analytical work.
What is Sociology?
Sociology- scientific study of
human society (Hunt, 1994).
ANTHROPOLOGY
DEFINITION
Derived from the Greek
word “anthrope” which
means man and “logy”
which means science, Or
simply the “Study of
Mankind”.
ANTHROPOLOGY
A science that deals with the origins, physical
and cultural development, social
characteristics, social customs and beliefs of
mankind.
Other anthropologists define it as the “Science
of Man and His Works”
Studies man and his behavior as a member of
the animal kingdom
The Relation Between Sociology
and Anthropology
 Both are recent fields of studies.
 Both attempt to understand the way of
life of cultural groups.
 Both disciplines borrow heavily from
one another (Panopio and Rolda,2000).
 Both sciences attempt to understand
the way of life of various cultures, or
various societies.
Relationship of Anthropology/
Sociology to Other Social Sciences
 History- It attempts to establish the
social context that influence people.
 Economics-It studies the economic life
of humans and is focused on wealth,
such as production, distribution and
consumption. Applies the Law of
Demand and Supply.
Relationship of Anthropology/
Sociology to Other Social Sciences
 Political
Science- It studies the political
behavior of humans and the way people
govern themselves.
Psychology-It studies attitudes and
values, personality and mental aberrations
which are closely links with sociological and
anthropological studies.
Psychology
The study of our inner
feelings and behaviors.
Do our feelings always

match our behaviors?
Yes or No? Why?
Get a paper and pen, then write your answer to the question .
See next folder Module 2 Part 3 for further instruction.
History of Psychology
• Although the science of psychology started in the
late 1800’s, the concept has been around a lot
longer.
• There was evidence of trephination (cutting holes
into a skull to let evil spirits out) back in the stone
age.
It was like a bad SAW movie!!!!

Life Before Psychology
Philosophy asks questions about the mind:
 Does perception accurately reflect reality?
 How is sensation turned into perception?
Problem - No “scientific” way
René Descartes of studying problems
(1596-1650)
Physiology asks similar questions about the mind

Predict what will happen
SCIENTIFIC
Systematically observe events
METHOD Do events support predictions
Psychology
is
a scientific study of behaviour
and the mind processes.
Psychology
•Behavior refers to actions responses that we
can directly observe,
•Mind refers to internal states and processes-
such as thoughts and feelings that cannot be
seen directly and must be inferred from
observable measurable response.
THANK YOU……..
*GOODLUCK & ENJOY
The
ViBe
References :
*First published: Publisher: Frederick Ungar Publishing: New York., 1961. pp. 1 - 85 Transcribed: by Sam Berner.
*www.slideshare.net/cassandra0012345/philosophy-of-man-ppt-part-1 Nov 20, 2013 - PHILOSOPHY of

MAN A. Definition of Philosophy Before definingPhilosophy define first what is definition. The term “Definition” is
derived from .
Evolution as a theory suggests that the great variety of plant and animal life on earth ... Age are generally classified into
a group or genus called Homo (“man”).
Self in
Various
Constructs
& Different
Perspectives
SELF MODEL
PHILOSOP[HY
A
S N
T
SELF O
C H
R
SELF
I
O
SELF in Various O
L P
O O
Constructs G
Y
L
O
G
Y
PSYCHOLOGY
M1 - ACTIVITY 2
Social Self
Activity
M1 Activity 2
M1 Activity 2
M1- ACTIVITY 2
Trace any of
your hand on a
bond paper
and after, click to
the next slide.
M1 - ACTIVITY 2
Social Self Activity
On the hand of every finger write how are your
experiences with the different groups/people.
A. In the thumb, how was your love life?
B. In the index finger, bad event in your life .
C. In the middle finger, good event in your life( ex. spiritual life).
D. In the ring finger, how was your social life?
E. In the little finger , how was your sexual life?
F. On the Palm, write how you wish to be remembered.
M1 - ACTIVITY 2
Send the Social Self Activity through

dropbox folder M1- Activity 2 while
Activity1 “Ang Kambal Ko” will be in
a separate folder. Both should be in
pdf and /or word format .{Take note of the
submission due date is on January 26,2022-A1 &
January 27,2022-A2 , 11:59pm.}
END
See the next
folder.
MODULE 2
Self
in
Various
Constructs
& Different
Perspectives
SELF MODEL
PHILOSOP[HY
A
S N
T
SELF O
C H
R
SELF
I
O
SELF in Various O
L P
O O
Constructs G
Y
L
O
G
Y
PSYCHOLOGY
M 1: A CTIVITY 1
11
ANG KAMBAL KO
• Create a collage and the
theme for the representation
of your different self's based
on the given 1 to 6 models as
reflections of the different
sides of yourself's. (Give a brief
personal description in each of the
models.)
1st:
2nd:
TRUE SELF “SOUL” FALSE SWLF “EGO”
WE ME
Altruism Egoism
Being Doing
Happiness Anger
Simplicity Accumulation
Understanding Blame
Sympathy Coldness
Cooperation Competition
Gratitude Complain
Friendliness. Hostility
Co-happiness Jealousy
Wisdom madness
Spirituality Materialism
Now Focus Past /Future Focus
Love' Pride
Humility 3rd: Power
Source: Flickr/Salvador Dali (1934)/Public Domain
4th:
MIchelle Yin Princupal Economist, AIR
5th: Multiple self vs. Unified self

6th: Differentiated self
Note: In your collage
presentation follow the six given
models, use your personal
pictures only. {May use picture with
few people but the highlight should be
on you.}
END
SEE THE
NEXT
ACTIVITY
Sources
:https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.psychologytoday.com%2Fus%2Fbl
og%2Fcampus-confidential-coping-college%2F201710%2Fthe-true-self-and-the-false-
self&psig=AOvVaw183YVYrN0rFRNea26sKaxq&ust=1594721305347000&source=images&cd=vfe&v
ed=0CA0QjhxqFwoTCLjA-vn9yeoCFQAAAAAdAAAAABAO
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.air.org%2Fproject%2Fspecial-
olympics-unified-champion-schools-evaluation&psig=AOvVaw3FOv9-
b6qYUnskef0VauJ5&ust=1594733333834000&source=images&cd=vfe&ved=0CB4Qr4kDahcKEwj4h
s_hqsrqAhUAAAAAHQAAAAAQEg
Refer to the syllabus references
The Cognitive Self: The Self-Concept
Learning Objectives
1. Define and describe the self-concept, its influence on information
processing, and its diversity across social groups.
2. Describe the concepts of self-complexity and self-concept clarity, and
explain how they influence social cognition and behavior.
3. Differentiate the various types of self-awareness and self-consciousness.
4. Describe self-awareness, self-discrepancy, and self-affirmation theories,
and their interrelationships.
5. Explore how we sometimes overestimate the accuracy with which other
people view us.
Some nonhuman animals, including chimpanzees, orangutans, and perhaps

dolphins, have at least a primitive sense of self (Boysen & Himes,
1999). We know this because of some interesting experiments that have
been done with animals. In one study (Gallup, 1970), researchers painted a
red dot on the forehead of anesthetized chimpanzees and then placed the
animals in a cage with a mirror. When the chimps woke up and looked in
the mirror, they touched the dot on their faces, not the dot on the faces in the
mirror. This action suggests that the chimps understood that they were
looking at themselves and not at other animals, and thus we can assume that
they are able to realize that they exist as individuals. Most other animals,
including dogs, cats, and monkeys, never realize that it is themselves they
see in a MIRROR.
Figure 3.2 A simple test of self-awareness is the ability to recognize oneself in a

mirror. Humans and chimpanzees can pass the test; dogs never do.
Getting ready by Flavia (https://www.flickr.com/photos/mistressf/3068196530/) used
under CC BY-NC-ND 2.0
license (https://creativecommons.org/licenses/by-nc-nd/2.0/). Mirror mirror by
rromer (https://www.flickr.com/photos/rromer/6309501395/) used under CC
BY-NC-SA 2.0 license (https://creativecommons.org/licenses/by-nc-sa/2.0/). Quite
Reflection by Valerie
(https://www.flickr.com/photos/ucumari/374017970/in/photostream/) used under CC
BY-NC-ND 2.0 license (https://creativecommons.org/licenses/by-nc-nd/2.0/). Toddler
in mirror by Samantha Steele
(https://www.flickr.com/photos/samanthasteele/3983047059/) used under CC
BY-NC-ND 2.0 (https://creativecommons.org/licenses/by-nc-nd/2.0/)
Infants who have similar red dots painted on their foreheads recognize themselves in a
mirror in the same way that chimps do, and they do this by about 18 months of age
(Asendorpf, Warkentin, & Baudonnière, 1996; Povinelli, Landau, & Perilloux,
1996). The child’s knowledge about the self continues to develop as the child grows.
By two years of age, the infant becomes aware of his or her gender as a boy or a girl.
At age four, the child’s self-descriptions are likely to be based on physical features,
such as hair color, and by about age six, the child is able to understand basic emotions
and the concepts of traits, being able to make statements such as “I am a nice person”
(Harter, 1998).
By the time children are in grade school, they have learned that they are unique
individuals, and they can think about and analyze their own behavior. They also begin
to show awareness of the social situation—they understand that other people are
looking at and judging them the same way that they are looking at and judging others
(Doherty, 2009).
Development and Characteristics of the Self-Concept
Part of what is developing in children as they grow is the fundamental cognitive part
of the self, known as the self-concept. The self-concept is a knowledge representation
that contains knowledge about us, including our beliefs about our personality traits,
physical characteristics, abilities, values, goals, and roles, as well as the knowledge
that we exist as individuals. Throughout childhood and adolescence, the self-concept
becomes more abstract and complex and is organized into a variety of different
cognitive aspects of the self, known as self-schemas. Children have self-schemas
about their progress in school, their appearance, their skills at sports and other
activities, and many other aspects. In turn, these self-schemas direct and inform their
processing of self-relevant information (Harter, 1999), much as we saw schemas in
general affecting our social cognition.
These self-schemas can be studied using the methods that we would use to study any
other schema. One approach is to use neuroimaging to directly study the self in the
brain. As you can see in Figure 3.3, neuroimaging studies have shown that
information about the self is stored in the prefrontal cortex, the same place that other
information about people is stored (Barrios et al., 2008).
Figure 3.3 This figure shows the areas of the human brain that are known to be
important in processing information about the self. They include primarily areas of
the prefrontal cortex (areas 1, 2, 4, and 5). Data are from Lieberman (2010)
Another approach to studying the self is to investigate how we attend to and

remember things that relate to the self. Indeed, because the self-concept is the most
important of all our schemas, it has an extraordinary degree of influence on our
thoughts, feelings, and behavior. Have you ever been at a party where there was a lot
of noise and bustle, and yet you were surprised to discover that you could easily hear
your own name being mentioned in the background? Because our own name is such
an important part of our self-concept, and because we value it highly, it is highly
accessible. We are very alert for, and react quickly to, the mention of our own name.
Other research has found that information related to the self-schema is better
remembered than information that is unrelated to it, and that information related to the
self can also be processed very quickly (Lieberman, Jarcho, & Satpute, 2004). In one
classic study that demonstrated the importance of the self-schema, Rogers, Kuiper,
and Kirker (1977) conducted an experiment to assess how college students recalled
information that they had learned under different processing conditions. All the
participants were presented with the same list of 40 adjectives to process, but through
the use of random assignment, the participants were given one of four different sets of
instructions about how to process the adjectives.
Participants assigned to the structural task condition were asked to judge whether the
word was printed in uppercase or lowercase letters. Participants in the phonemic task
condition were asked whether the word rhymed with another given word. In
the semantic task condition, the participants were asked if the word was a synonym of
another word. And in the self-reference task condition, participants indicated whether
the given adjective was or was not true of themselves. After completing the specified
task, each participant was asked to recall as many adjectives as he or she could
remember. Rogers and his colleagues hypothesized that different types of processing
would have different effects on memory. As you can see in Figure 3.4, “The
Self-Reference Effect,” the students in the self-reference task condition recalled
significantly more adjectives than did students in any other condition.
Figure 3.4 The Self-Reference Effect
The chart shows the proportion of adjectives that students were able to recall under
each of four learning conditions. The same words were recalled significantly better
when they were processed in relation to the self than when they were processed in
other ways. Data from Rogers et al. (1977).
The finding that information that is processed in relationship to the self is particularly
well remembered, known as the self-reference effect, is powerful evidence that the
self-concept helps us organize and remember information. The next time you are
studying, you might try relating the material to your own experiences—the
self-reference effect suggests that doing so will help you better remember the
information.
The specific content of our self-concept powerfully affects the way that we process
information relating to ourselves. But how can we measure that specific content? One
way is by using self-report tests. One of these is a deceptively simple fill-in-the-blank
measure that has been widely used by many scientists to get a picture of the
self-concept (Rees & Nicholson, 1994). All of the 20 items in the measure are exactly
the same, but the person is asked to fill in a different response for each statement. This
self-report measure, known as the Twenty Statements Test (TST), can reveal a lot
about a person because it is designed to measure the most accessible—and thus the
most important—parts of a person’s self-concept. Try it for yourself, at least five
times:
 I am (please fill in the blank) __________________________________

Although each person has a unique self-concept, we can identify some characteristics
that are common across the responses given by different people on the
measure. Physical characteristics are an important component of the self-concept, and
they are mentioned by many people when they describe themselves. If you’ve been
concerned lately that you’ve been gaining weight, you might write, “I
am overweight.” If you think you’re particularly good looking (“I am attractive”), or
if you think you’re too short (“I am too short”), those things might have been reflected
in your responses. Our physical characteristics are important to our self-concept
because we realize that other people use them to judge us. People often list the
physical characteristics that make them different from others in either positive or
negative ways (“I am blond,” “I am short”), in part because they understand that these
characteristics are salient and thus likely to be used by others when judging them
(McGuire, McGuire, Child, & Fujioka, 1978).
A second aspect of the self-concept relating to personal characteristics is made up

of personality traits—the specific and stable personality characteristics that describe
an individual (“I am friendly,” “I am shy,” “I am persistent”). These individual
differences are important determinants of behavior, and this aspect of the self-concept
varies among people.
The remainder of the self-concept reflects its more external, social components; for
example, memberships in the social groups that we belong to and care about.
Common responses for this component may include “I am an artist,” “I am Jewish,”
and “I am a mother, sister, daughter.” As we will see later in this chapter, group
memberships form an important part of the self-concept because they provide us with
our social identity—the sense of our self that involves our memberships in social
groups.
Although we all define ourselves in relation to these three broad categories of

characteristics—physical, personality, and social – some interesting cultural
differences in the relative importance of these categories have been shown in people’s
responses to the TST. For example, Ip and Bond (1995) found that the responses from
Asian participants included significantly more references to themselves as occupants
of social roles (e.g., “I am Joyce’s friend”) or social groups (e.g., “I am a member of
the Cheng family”) than those of American participants. Similarly, Markus and
Kitayama (1991) reported that Asian participants were more than twice as likely to
include references to other people in their self-concept than did their Western
counterparts. This greater emphasis on either external and social aspects of the
self-concept reflects the relative importance that collectivistic and
individualistic cultures place on an interdependence versus independence (Nisbett,
2003).
Interestingly, bicultural individuals who report acculturation to both collectivist and

individualist cultures show shifts in their self-concept depending on which culture
they are primed to think about when completing the TST. For example, Ross, Xun, &
Wilson (2002) found that students born in China but living in Canada reported more
interdependent aspects of themselves on the TST when asked to write their responses
in Chinese, as opposed to English. These culturally different responses to the TST are
also related to a broader distinction in self-concept, with people from individualistic
cultures often describing themselves using internal characteristics that emphasize their
uniqueness, compared with those from collectivistic backgrounds who tend to stress
shared social group memberships and roles. In turn, this distinction can lead to
important differences in social behavior.
One simple yet powerful demonstration of cultural differences in self-concept

affecting social behavior is shown in a study that was conducted by Kim and Markus
(1999). In this study, participants were contacted in the waiting area of the San
Francisco airport and asked to fill out a short questionnaire for the researcher. The
participants were selected according to their cultural background: about one-half of
them indicated they were European Americans whose parents were born in the United
States, and the other half indicated they were Asian Americans whose parents were
born in China and who spoke Chinese at home. After completing the questionnaires
(which were not used in the data analysis except to determine the cultural
backgrounds), participants were asked if they would like to take a pen with them as a
token of appreciation. The experimenter extended his or her hand, which contained
five pens. The pens offered to the participants were either three or four of one color
and one or two of another color (the ink in the pens was always black). As shown
in Figure 3.5, “Cultural Differences in Desire for Uniqueness,” and consistent with
the hypothesized preference for uniqueness in Western, but not Eastern, cultures, the
European Americans preferred to take a pen with the more unusual color, whereas the
Asian American participants preferred one with the more common color.
Figure 3.5 Cultural Differences in Desire for Uniqueness
In this study, participants from European American and East Asian cultures were
asked to choose a pen as a token of appreciation for completing a questionnaire. There
were either four pens of one color and one of another color, or three pens of one color
and two of another. European Americans were significantly more likely to choose the
more uncommon pen color in both cases. Data are from Kim and Markus (1999,
Experiment 3).
Cultural differences in self-concept have even been found in people’s

self-descriptions on social networking sites. DeAndrea, Shaw, and Levine (2010)
examined individuals’ free-text self-descriptions in the About Me section in their
Facebook profiles. Consistent with the researchers’ hypotheses, and with previous
research using the TST, African American participants had the most the most
independently (internally) described self-concepts, and Asian Americans had the most
interdependent (external) self-descriptions, with European Americans in the middle.
As well as indications of cultural diversity in the content of the self-concept, there is

also evidence of parallel gender diversity between males and females from various
cultures, with females, on average, giving more external and social responses to the
TST than males (Kashima et al., 1995). Interestingly, these gender differences have
been found to be more apparent in individualistic nations than in collectivistic nations
(Watkins et al., 1998).
Self-Complexity and Self-Concept Clarity
As we have seen, the self-concept is a rich and complex social representation of who
we are, encompassing both our internal characteristics and our social roles. In addition
to our thoughts about who we are right now, the self-concept also includes thoughts
about our past self—our experiences, accomplishments, and failures—and about our
future self—our hopes, plans, goals, and possibilities (Oyserman, Bybee, Terry, &
Hart-Johnson, 2004). The multidimensional nature of our self-concept means that we
need to consider not just each component in isolation, but also their interactions with
each other and their overall structure. Two particularly important structural aspects of
our self-concept are complexity and clarity.
Although every human being has a complex self-concept, there are nevertheless
individual differences in self-complexity, the extent to which individuals have many
different and relatively independent ways of thinking about themselves (Linville,
1987; Roccas & Brewer, 2002). Some selves are more complex than others, and these
individual differences can be important in determining psychological outcomes.
Having a complex self means that we have a lot of different ways of thinking about
ourselves. For example, imagine a woman whose self-concept contains the social
identities of student, girlfriend, daughter, psychology student, and tennis player and
who has encountered a wide variety of life experiences. Social psychologists would
say that she has high self-complexity. On the other hand, a man who perceives
himself primarily as either a student or as a member of the soccer team and who has
had a relatively narrow range of life experiences would be said to have low
self-complexity. For those with high self-complexity, the various aspects of the self
are separate, as the positive and negative thoughts about a particular self-aspect do not
spill over into thoughts about other aspects.
Research has found that compared with people low in self-complexity, those higher in
self-complexity tend to experience more positive outcomes, including higher levels
of self-esteem (Rafaeli-Mor & Steinberg, 2002), lower levels of stress and illness
(Kalthoff & Neimeyer, 1993), and a greater tolerance for frustration (Gramzow,
Sedikides, Panter, & Insko, 2000).
The benefits of self-complexity occur because the various domains of the self help to
buffer us against negative events and enjoy the positive events that we experience. For
people low in self-complexity, negative outcomes in relation to one aspect of the self
tend to have a big impact on their self-esteem. For example, if the only thing that
Maria cares about is getting into medical school, she may be devastated if she fails to
make it. On the other hand, Marty, who is also passionate about medical school but
who has a more complex self-concept, may be better able to adjust to such a blow by
turning to other interests.
Although having high self-complexity seems useful overall, it does not seem to help
everyone equally in their response to all events (Rafaeli-Mor & Steinberg, 2002).
People with high self-complexity seem to react more positively to the good things that
happen to them but not necessarily less negatively to the bad things. And the positive
effects of self-complexity are stronger for people who have other positive aspects of
the self as well. This buffering effect is stronger for people with high self-esteem,
whose self-complexity involves positive rather than negative characteristics (Koch &
Shepperd, 2004), and for people who feel that they have control over their outcomes
(McConnell et al., 2005).
Just as we may differ in the complexity of our self-concept, so we may also differ in
its clarity. Self-concept clarity is the extent to which one’s self-concept is clearly and
consistently defined (Campbell, 1990). Theoretically, the concepts of complexity and
clarity are independent of each other—a person could have either a more or less
complex self-concept that is either well defined and consistent, or ill defined and
inconsistent. However, in reality, they each have similar relationships to many indices
of well-being.
For example, as has been found with self-complexity, higher self-concept clarity is
positively related to self-esteem (Campbell et al., 1996). Why might this be? Perhaps
people with higher self-esteem tend to have a more well-defined and stable view of
their positive qualities, whereas those with lower self-esteem show more
inconsistency and instability in their self-concept, which is then more vulnerable to
being negatively affected by challenging situations. Consistent with this assertion,
self-concept clarity appears to mediate the relationship between stress and well-being
(Ritchie et al., 2011).
Also, having a clear and stable view of ourselves can help us in our relationships.
Lewandowski, Nardine, and Raines (2010) found a positive correlation between
clarity and relationship satisfaction, as well as a significant increase in reported
satisfaction following an experimental manipulation of participants’ self-concept
clarity. Greater clarity may promote relationship satisfaction in a number of ways. As
Lewandowski and colleagues (2010) argue, when we have a clear self-concept, we
may be better able to consistently communicate who we are and what we want to our
partner, which will promote greater understanding and satisfaction. Also, perhaps
when we feel clearer about who we are, then we feel less of a threat to our
self-concept and autonomy when we find ourselves having to make compromises in
our close relationships.
Thinking back to the cultural differences we discussed earlier in this section in the
context of people’s self-concepts, it could be that self-concept clarity is generally
higher in individuals from individualistic cultures, as their self-concept is based more
on internal characteristics that are held to be stable across situations, than on external
social facets of the self that may be more changeable. This is indeed what the research
suggests. Not only do members of more collectivistic cultures tend to have lower
self-concept clarity, that clarity is also less strongly related to their
self-esteem compared with those from more individualistic cultures (Campbell et al.,
1996). As we shall see when our attention turns to perceiving others in Chapter 5, our
cultural background not only affects the clarity and consistency of how we see
ourselves, but also how consistently we view other people and their behavior.
Self-Awareness
Like any other schema, the self-concept can vary in its current cognitive
accessibility. Self-awareness refers to the extent to which we are currently fixing our
attention on our own self-concept. When our self-concept becomes highly accessible
because of our concerns about being observed and potentially judged by others, we
experience the publicly induced self-awareness known as self-consciousness (Duval
& Wicklund, 1972; Rochat, 2009).
Perhaps you can remember times when your self-awareness was increased and you
became self-conscious—for instance, when you were giving a presentation and you
were perhaps painfully aware that everyone was looking at you, or when you did
something in public that embarrassed you. Emotions such as anxiety and
embarrassment occur in large part because the self-concept becomes highly accessible,
and they serve as a signal to monitor and perhaps change our behavior.
Not all aspects of our self-concept are equally accessible at all times, and these
long-term differences in the accessibility of the different self-schemas help create
individual differences in terms of, for instance, our current concerns and interests.
You may know some people for whom the physical appearance component of the
self-concept is highly accessible. They check their hair every time they see a mirror,
worry whether their clothes are making them look good, and do a lot of
shopping—for themselves, of course. Other people are more focused on their social
group memberships—they tend to think about things in terms of their role as Muslims
or Christians, for example, or as members of the local tennis or soccer team.
In addition to variation in long-term accessibility, the self and its various components
may also be made temporarily more accessible through priming. We become more
self-aware when we are in front of a mirror, when a TV camera is focused on us,
when we are speaking in front of an audience, or when we are listening to our own
tape-recorded voice (Kernis & Grannemann, 1988). When the knowledge contained in
the self-schema becomes more accessible, it also becomes more likely to be used in
information processing and to influence our behavior.
Beaman, Klentz, Diener, and Svanum (1979) conducted a field experiment to see if
self-awareness would influence children’s honesty. The researchers expected that
most children viewed stealing as wrong but that they would be more likely to act on
this belief when they were more self-aware. They conducted this experiment on
Halloween in homes within the city of Seattle, Washington. At particular houses,
children who were trick-or-treating were greeted by one of the experimenters, shown
a large bowl of candy, and were told to take only one piece each. The researchers
unobtrusively watched each child to see how many pieces he or she actually took. In
some of the houses there was a large mirror behind the candy bowl; in other houses,
there was no mirror. Out of the 363 children who were observed in the study, 19%
disobeyed instructions and took more than one piece of candy. However, the children
who were in front of a mirror were significantly less likely to steal (14.4%) than were
those who did not see a mirror (28.5%).
These results suggest that the mirror activated the children’s self-awareness, which
reminded them of their belief about the importance of being honest. Other research
has shown that being self-aware has a powerful influence on other behaviors as well.
For instance, people are more likely to stay on a diet, eat better food, and act more
morally overall when they are self-aware (Baumeister, Zell, & Tice, 2007; Heatherton,
Polivy, Herman, & Baumeister, 1993). What this means is that when you are trying to
stick to a diet, study harder, or engage in other difficult behaviors, you should try to
focus on yourself and the importance of the goals you have set.
Social psychologists are interested in studying self-awareness because it has such an

important influence on behavior. People become more likely to violate acceptable,
mainstream social norms when, for example, they put on a Halloween mask or engage
in other behaviors that hide their identities. For example, the members of the militant
White supremacist organization the Ku Klux Klan wear white robes and hats when
they meet and when they engage in their racist behavior. And when people are in
large crowds, such as in a mass demonstration or a riot, they may become so much a
part of the group that they experience deindividuation—the loss of individual
self-awareness and individual accountability in groups (Festinger, Pepitone, &
Newcomb, 1952; Zimbardo, 1969) and become more attuned to themselves as group
members and to the specific social norms of the particular situation (Reicher & Stott,
2011).
Figure 3.6 Examples of situations that may create deindividuation include wearing
uniforms that hide the self and alcohol intoxication.
08KKKfamilyPortrait by Image Editor
(http://www.flickr.com/photos/11304375@N07/2534972038) used under CC BY 2.0
license (https://creativecommons.org/licenses/by/2.0/). Catholic clergy and Nazi
official (http://commons.wikimedia.org/wiki/File:CatholicClergyAndNaziOfficials.jpg)
is in the public domain. Eric Church by Larry Darling
(https://www.flickr.com/photos/tncountryfan/6171754005/) used under CC BY-NC 2.0
License (https://creativecommons.org/licenses/by-nc/2.0/)
Social Psychology in the Public Interest
Deindividuation and Rioting
Rioting occurs when civilians engage in violent public disturbances. The targets of
these disturbances can be people in authority, other civilians, or property. The triggers
for riots are varied, including everything from the aftermath of sporting events, to the
killing of a civilian by law enforcement officers, to commodity shortages, to political
oppression. Both civilians and law enforcement personnel are frequently seriously
injured or killed during riots, and the damage to public property can be considerable.
Social psychologists, like many other academics, have long been interested in the
forces that shape rioting behavior. One of the earliest and most influential
perspectives on rioting was offered by French sociologist, Gustav Le Bon
(1841–1931). In his book The Crowd: A Study of the Popular Mind, Le Bon (1895)
described the transformation of the individual in the crowd. According to Le Bon, the
forces of anonymity, suggestibility, and contagion combine to change a collection of
individuals into a “psychological crowd.” Under this view, the individuals then
become submerged in the crowd, lose self-control, and engage in antisocial behaviors.
Some of the early social psychological accounts of rioting focused in particular on the
concept of deindividuation as a way of trying to account for the forces that Le Bon
described. Festinger et al. (1952), for instance, argued that members of large groups
do not pay attention to other people as individuals and do not feel that their own
behavior is being scrutinized. Under this view, being unidentified and thereby
unaccountable has the psychological consequence of reducing inner restraints and
increasing behavior that is usually repressed, such as that often seen in riots.
Extending these ideas, Zimbardo (1969) argued that deindividuation involved feelings
of reduced self-observation, which then bring about antinormative and disinhibited
behavior. In support of this position, he found that participants engaged in more
antisocial behavior when their identity was made anonymous by wearing Ku Klux
Klan uniforms. However, in the context of rioting, these perspectives, which focus on
behaviors that are antinormative (e.g., aggressive behavior is typically antinormative),
neglect the possibility that they might actually be normative in the particular situation.
For example, during some riots, antisocial behavior can be viewed as a normative
response to injustice or oppression. Consistent with this assertion, Johnson and
Downing (1979) found that when participants were able to mask their identities by
wearing nurses uniforms, their deindividuated state actually led them to show more
prosocial behavior than when their identities were visible to others. In other words, if
the group situation is associated with more prosocial norms, deindividuation can
actually increase these behaviors, and therefore does not inevitably lead to antisocial
conduct.
Building on these findings, researchers have developed more contemporary accounts

of deindividuation and rioting. One particularly important approach has been the
social identity model of deindividuation effects (or SIDE model), developed by
Reicher, Spears, and Postmes (1995). This perspective argues that being in a
deindividuated state can actually reinforce group salience and conformity to specific
group norms in the current situation. According to this model, deindividuation does
not, then, lead to a loss of identity per se. Instead, people take on a more collective
identity. Seen in this way, rioting behavior is more about the conscious adoption of
behaviors reflecting collective identity than the abdication of personal identity and
responsibility outlined in the earlier perspectives on deindividuation.
In support of the SIDE model, although crowd behavior during riots might seem
mindless, antinormative, and disinhibited to the outside observer, to those taking
part it is often perceived as rational, normative, and subject to well-defined
limits (Reicher, 1987). For instance, when law enforcement officers are the target of
rioters, then any targeting of other civilians by rioters is often condemned and policed
by the group members themselves (Reicher & Stott, 2011). Indeed, as Fogelson (1971)
concluded in his analysis of rioting in the United States in the 1960s, restraint and
selectivity, as opposed to mindless and indiscriminate violence, were among the most
crucial features of the riots.
Seeing rioting in this way, as a rational, normative response, Reicher and Stott (2011)
describe it as being caused by a number of interlocking factors, including a sense of
illegitimacy or grievance, a lack of alternatives to confrontation, the formation of a
shared identity, and a sense of confidence in collective power. Viewing
deindividuation as a force that causes people to increase their sense of collective
identity and then to express that identity in meaningful ways leads to some important
recommendations for controlling rioting more effectively, including that:
 Labeling rioters as “mindless,” “thugs,” and so on will not address the underlying causes of
riots.
 Indiscriminate or disproportionate use of force by police will often lead to an escalation of
rioting behavior.
 Law enforcement personnel should allow legitimate and legal protest behaviors to occur
during riots, and only illegal and inappropriate behaviors should be targeted.
 Police officers should communicate their intentions to crowds before using force.
Tellingly, in analyses of the policing of high-risk rioting situations, when

police follow these guidelines, riots are often prevented altogether, or at
least de-escalated relatively quickly (Reicher & Stott, 2011). Thus, the
social psychological research on deindividuation has not only helped us
to refine our understanding of this concept, but has also led us to better
understand the social dynamics of rioting behavior. Ultimately, this
increased understanding has helped to put more effective strategies in
place for reducing the risks to people and property that riots bring.
Two aspects of individual differences in self-awareness have been found to be

important, and they relate to self-concern and other-concern, respectively (Fenigstein,
Scheier, & Buss, 1975; Lalwani, Shrum, & Chiu, 2009). Private
self-consciousness refers to the tendency to introspect about our inner thoughts and
feelings. People who are high in private self-consciousness tend to think about
themselves a lot and agree with statements such as “I’m always trying to figure
myself out” and “I am generally attentive to my inner feelings.” People who are high
on private self-consciousness are likely to base their behavior on their own inner
beliefs and values—they let their inner thoughts and feelings guide their actions—and
they may be particularly likely to strive to succeed on dimensions that allow them to
demonstrate their own personal accomplishments (Lalwani et al., 2009).
Public self-consciousness, in contrast, refers to the tendency to focus on our outer

public image and to be particularly aware of the extent to which we are meeting the
standards set by others. Those high in public self-consciousness agree with statements
such as “I’m concerned about what other people think of me,” “Before I leave my
house, I check how I look,” and “I care a lot about how I present myself to others.”
These are the people who check their hair in a mirror they pass and spend a lot of time
getting ready in the morning; they are more likely to let the opinions of others (rather
than their own opinions) guide their behaviors and are particularly concerned with
making good impressions on others.
Research has found cultural differences in public self-consciousness, with people

from East Asian, collectivistic cultures having higher public self-consciousness than
people from Western, individualistic cultures. Steve Heine and colleagues
(2008) found that when college students from Canada (a Western culture) completed
questionnaires in front of a large mirror, they subsequently became more self-critical
and were less likely to cheat (much like the trick-or-treaters discussed earlier) than
were Canadian students who were not in front of a mirror. However, the presence of
the mirror had no effect on college students from Japan. This person-situation
interaction is consistent with the idea that people from East Asian cultures are
normally already high in public self-consciousness compared with people from
Western cultures, and thus manipulations designed to increase public
self-consciousness influence them less.
So we see that there are clearly individual and cultural differences in the degree to and
manner in which we tend to be aware of ourselves. In general, though, we all
experience heightened moments of self-awareness from time to time. According
to self-awareness theory (Duval & Wicklund, 1972), when we focus our attention on
ourselves, we tend to compare our current behavior against our internal standards.
Sometimes when we make these comparisons, we realize that we are not currently
measuring up. In these cases, self-discrepancy theory states that when we perceive a
discrepancy between our actual and ideal selves, this is distressing to us (Higgins,
Klein, & Strauman, 1987). In contrast, on the occasions when self-awareness leads us
to comparisons where we feel that we are being congruent with our standards, then
self-awareness can produce positive affect (Greenberg & Musham, 1981). Tying these
ideas from the two theories together, Philips and Silvia (2005) found that people felt
significantly more distressed when exposed to self-discrepancies while sitting in front
of a mirror. In contrast, those not sitting in front of a mirror, and presumably
experiencing lower self-awareness, were not significantly emotionally affected by
perceived self-discrepancies. Simply put, the more self-aware we are in a given
situation, the more pain we feel when we are not living up to our ideals.
In part, the stress arising from perceived self-discrepancy relates to a sense

of cognitive dissonance, which is the discomfort that occurs when we respond in
ways that we see as inconsistent. In these cases, we may realign our current state to be
closer to our ideals, or shift our ideals to be closer to our current state, both of which
will help reduce our sense of dissonance. Another potential response to feelings of
self-discrepancy is to try to reduce the state of self-awareness that gave rise to these
feelings by focusing on other things. For example, Moskalenko and Heine (2002)
found that people who are given false negative feedback about their performance on
an intelligence test, which presumably lead them to feel discrepant from their internal
performance standards about such tasks, subsequently focused significantly more on a
video playing in a room than those given positive feedback.
There are certain situations, however, where these common dissonance-reduction

strategies may not be realistic options to pursue. For example, if someone who has
generally negative attitudes toward drug use nevertheless becomes addicted to a
particular substance, it will often not be easy to quit the habit, to reframe the evidence
regarding the drug’s negative effects, or to reduce self-awareness. In such
cases, self-affirmation theory suggests that people will try to reduce the threat to
their self-concept posed by feelings of self-discrepancy by focusing on and affirming
their worth in another domain, unrelated to the issue at hand. For instance, the person
who has become addicted to an illegal substance may choose to focus on healthy
eating and exercise regimes instead as a way of reducing the dissonance created by
the drug use.
Although self-affirmation can often help people feel more comfortable by reducing
their sense of dissonance, it can also have have some negative effects. For
example, Munro and Stansbury (2009) tested people’s social cognitive responses to
hypotheses that were either threatening or non-threatening to their self-concepts,
following exposure to either a self-affirming or non-affirming activity. The key
findings were that those who had engaged in the self-affirmation condition and were
then exposed to a threatening hypothesis showed greater tendencies than those in the
non-affirming group to seek out evidence confirming their own views, and to detect
illusory correlations in support of these positions. One possible interpretation of these
results is that self-affirmation elevates people’s mood and they then become more
likely to engage in heuristic processing, as discussed in Chapter 2.
Still another option to pursue when we feel that our current self is not matching up to
our ideal self is to seek out opportunities to get closer to our ideal selves. One method
of doing this can be in online environments. Massively multiplayer online (MMO)
gaming, for instance, offers people the chance to interact with others in a virtual world,
using graphical alter egos, or avatars, to represent themselves. The role of the
self-concept in influencing people’s choice of avatars is only just beginning to be
researched, but some evidence suggests that gamers design avatars that are closer to
their ideal than their actual selves. For example, a study of avatars used in one popular
MMO role-play game indicated that players rated their avatars as having more
favorable attributes than their own self-ratings, particularly if they had lower
self-esteem (Bessiere, Seay, & Keisler, 2007). They also rated their avatars as more
similar to their ideal selves than they themselves were. The authors of this study
concluded that these online environments allow players to explore their ideal selves,
freed from the constraints of the physical world.
There are also emerging findings exploring the role of self-awareness and
self-affirmation in relation to behaviors on social networking sites. Gonzales and
Hancock (2011) conducted an experiment showing that individuals became more
self-aware after viewing and updating their Facebook profiles, and in turn reported
higher self-esteem than participants assigned to an offline, control condition. The
increased self-awareness that can come from Facebook activity may not always have
beneficial effects, however. Chiou and Lee (2013) conducted two experiments
indicating that when individuals put personal photos and wall postings onto their
Facebook accounts, they show increased self-awareness, but subsequently decreased
ability to take other people’s perspectives. Perhaps sometimes we can have too much
self-awareness and focus to the detriment of our abilities to understand others. Toma
and Hancock (2013) investigated the role of self-affirmation in Facebook usage and
found that users viewed their profiles in self-affirming ways, which enhanced their
self-worth. They were also more likely to look at their Facebook profiles after
receiving threats to their self-concept, doing so in an attempt to use self-affirmation to
restore their self-esteem. It seems, then, that the dynamics of self-awareness and
affirmation are quite similar in our online and offline behaviors.
Having reviewed some important theories and findings in relation to self-discrepancy

and affirmation, we should now turn our attention to diversity. Once again, as with
many other aspects of the self-concept, we find that there are important cultural
differences. For instance, Heine and Lehman (1997) tested participants from a more
individualistic nation (Canada) and a more collectivistic one (Japan) in a situation
where they took a personality test and then received bogus positive or negative
feedback. They were then asked to rate the desirability of 10 music CDs.
Subsequently, they were offered the choice of taking home either their fifth- or
sixth-ranked CD, and then required to re-rate the 10 CDs. The critical finding was that
the Canadians overall rated their chosen CD higher and their unchosen one lower the
second time around, mirroring classic findings on dissonance reduction, whereas the
Japanese participants did not. Crucially, though, the Canadian participants who had
been given positive feedback about their personalities (in other words, had been given
self-affirming evidence in an unrelated domain) did not feel the need to pursue this
dissonance reduction strategy. In contrast, the Japanese did not significantly adjust
their ratings in response to either positive or negative feedback from the personality
test.
Once more, these findings make sense if we consider that the pressure to avoid
self-discrepant feelings will tend to be higher in individualistic cultures, where people
are expected to be more cross-situationally consistent in their behaviors. Those from
collectivistic cultures, however, are more accustomed to shifting their behaviors to fit
the needs of the ingroup and the situation, and so are less troubled by such seeming
inconsistencies.
Overestimating How Closely and Accurately Others View Us
Although the self-concept is the most important of all our schemas, and although
people (particularly those high in self-consciousness) are aware of their self and how
they are seen by others, this does not mean that people are always thinking about
themselves. In fact, people do not generally focus on their self-concept any more than
they focus on the other things and other people in their environments
(Csikszentmihalyi & Figurski, 1982).
On the other hand, self-awareness is more powerful for the person experiencing it
than it is for others who are looking on, and the fact that self-concept is so highly
accessible frequently leads people to overestimate the extent to which other people are
focusing on them (Gilovich & Savitsky, 1999). Although you may be highly
self-conscious about something you’ve done in a particular situation, that does not
mean that others are necessarily paying all that much attention to you. Research by
Thomas Gilovich and colleagues (Gilovich, Medvec, & Savitsky, 2000) found that
people who were interacting with others thought that other people were paying much
more attention to them than those other people reported actually doing. This may be
welcome news, for example, when we find ourselves wincing over an embarrassing
comment we made during a group conversation. It may well be that no one else paid
nearly as much attention to it as we did!
There is also some diversity in relation to age. Teenagers are particularly likely to be
highly self-conscious, often believing that others are watching them (Goossens,
Beyers, Emmen, & van Aken, 2002). Because teens think so much about themselves,
they are particularly likely to believe that others must be thinking about them, too
(Rycek, Stuhr, McDermott, Benker, & Swartz, 1998). Viewed in this light, it is
perhaps not surprising that teens can become embarrassed so easily by their parents’
behaviour in public, or by their own physical appearance, for example.
People also often mistakenly believe that their internal states show to others more
than they really do. Gilovich, Savitsky, and Medvec (1998) asked groups of five
students to work together on a “lie detection” task. One at a time, each student stood
up in front of the others and answered a question that the researcher had written on a
card (e.g., “I have met David Letterman”). On each round, one person’s card indicated
that they were to give a false answer, whereas the other four were told to tell the truth.
After each round, the students who had not been asked to lie indicated which of the
students they thought had actually lied in that round, and the liar was asked to
estimate the number of other students who would correctly guess who had been the
liar. As you can see in Figure 3.7, “The Illusion of Transparency,” the liars
overestimated the detectability of their lies: on average, they predicted that over 44%
of their fellow players had known that they were the liar, but in fact only about 25%
were able to accurately identify them. Gilovich and colleagues called this effect the
“illusion of transparency.” This illusion brings home an important final learning point
about our self-concepts: although we may feel that our view of ourselves is obvious to
others, it may not always be!
Figure 3.7 The Illusion of Transparency

Key Takeaways
 The self-concept is a schema that contains knowledge about us. It is
primarily made up of physical characteristics, group memberships, and traits.
 Because the self-concept is so complex, it has extraordinary influence on
our thoughts, feelings, and behavior, and we can remember information that is
related to it well.
 Self-complexity, the extent to which individuals have many different and
relatively independent ways of thinking about themselves, helps people respond
more positively to events that they experience.
 Self-concept clarity, the extent to which individuals have self-concepts that
are clearly defined and stable over time, can also help people to respond more
positively to challenging situations.
 Self-awareness refers to the extent to which we are currently fixing our
attention on our own self-concept. Differences in the accessibility of different
self-schemas help create individual differences: for instance, in terms of our
current concerns and interests.
 People who are experiencing high self-awareness may notice
self-discrepancies between their actual and ideal selves. This can, in turn, lead
them to engage in self-affirmation as a way of resolving these discrepancies.
 When people lose their self-awareness, they experience deindividuation.
 Private self-consciousness refers to the tendency to introspect about our
inner thoughts and feelings; public self-consciousness refers to the tendency to
focus on our outer public image and the standards set by others.
 There are cultural differences in self-consciousness: public
self-consciousness may be higher in Eastern than in Western cultures.
 People frequently overestimate the extent to which others are paying
attention to them and accurately understand their true intentions in public
situations.
Exercises and Critical Thinking
Exercises and Critical Thinking
1. What are the most important aspects of your self-concept, and how do they
influence your self-esteem and social behavior?
2. Consider people you know who vary in terms of their self-complexity and
self-concept clarity. What effects do these differences seem to have on their
self-esteem and behavior?
3. Describe a situation where you experienced a feeling of self-discrepancy
between your actual and ideal selves. How well does self-affirmation theory help
to explain how you responded to these feelings of discrepancy?
4. Try to identify some situations where you have been influenced by your
private and public self-consciousness. What did this lead you to do? What have
you learned about yourself from these experiences?
5. Describe some situations where you overestimated the extent to which
people were paying attention to you in public. Why do you think that you did
this and what were the consequences?
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Self in
Various
Constructs
SELF MODEL
PHILOSOP[HY
A
S N
T
SELF in O
C
I
H
R
SELF Various O
L
O
SELF O
P
O
Constructs G
Y
L
O
G
Y
PSYCHOLOGY
SELF MODELS
Self- Self-
Construct Awareness
Self- Self-
Concept Identity
SELF in
Various Self-
Efficacy
Self-
Image
Constructs
Self- Self-
Confidence Esteem
SELF MODEL
• Self-Awareness
SELF in
Various • Self- Identity
Constructs • Self- Image
SELF-AWARENESS
Self-awareness-
Public Self, Real Self,
Ideal Self is how you wish you
could be {C. Rogers}.
SELF-AWARENESS
Awareness of one's self is about a

conceptual system made up of one’s
thoughts and attitudes includes one’s:
Body
Possessions
Thoughts
Psychological functioning
SELF-AWARENESS
Across all developmental stages starts:

Infancy - birth to 1 year
Early Childhood - 2 to 5 years
Childhood - 6 to 11 years
Adolescence -12 to 19 years
SELF-AWARENESS
Early in infancy, infants demonstrate a

rudimentary sense of self
Early Childhood
By 2-3 years: Children -
*Use language – personal pronouns to refer to the
self
Such as “I” and “me”
SELF-AWARENESS
Toddlers
Toddlers gradually develop an awareness
tas an individual becomes the Self Concept
which is a person’s understanding of who
they are as:
“I am a girl/boy”
“I am a big brother”
“I am 4 years-old”
“I can tie my shoes!”
SELF-AWARENESS
Childhood
Elementary school children engage in social
comparison
Children compare themselves with others in
terms of characteristics, behaviors, and
possessions
“He can run faster than I can”
“She scored higher on the test”
SELF-AWARENESS
A Self is defined
by abstract
characteristics,
do social
competence,
and social
le acceptance
sc
en
ce
Adolescents’ understanding is more
abstract, more psychological, and
sees the self as evolving over time.
Self Identity
Identity is composed of
personal characteristics,
social roles,
responsibilities and
affiliation that defines you.
Clearcode identity in AdTech: Meet The Various ID
Solutions - Clearcode Blog
20th Century: 21st Century &
Moderm Dictionary:
The conflicting statements: ‘separate and distinct’
and ‘oneness’ side by side!
1. Identity – state of being the 1. Identity – the state of having
same; sameness. unique identifying characteristics.
2. Personality – fact or state of 2. Personality – the sum total of all
being a person or of being the behavioral and mental
personal; individuality; distinctive characteristics by means of which an
character. individual is recognized as being
3. Individuality – separate and unique.
distinct existence; oneness; 3. Individuality – separate or distinct
distinctive character. from others of its kind; distinctive
character. Oooooh, really interesting.
Self Identity
• Identity is something that you give

yourself. It has to do with what you stand
for, morals, values, etc. The basics you
know physically and
legally. Personality is the way in which
you portray or "live in" your identity.
Self Identity
Self-identity sets us apart as

distinct individuals. Self-identity
defines our unique sense of
ourselves and our relationship to the
outside world.
Self Identity
*Social identity is a person’s sense of who they

are based on their group membership(s), as
perceived by the individual.
*Social identity refers to the set of
characteristics by which a person is definitively
recognizable or known by the society in which
they live.
Self Identity
These are characteristics that are attributed

to the individual by others (the society).
Serves as markers that indicate what that
person is, in the eyes of others (their society).
Examples: Includes being a father, mother,
student, physician, lawyer, evangelical,
homeless person, Catholic, etc.
Marcia’s Identity Statuses
*Identity achievement
*Identity foreclosure
*Identity diffusion
*Moratorium
Self Image
Self Image- imagine what

others see in you. directly
influence by self esteem.
Self Image
Humanist psychologist,
Carl Rogers believed that was one of
the three different parts of self-concept:
Self-image, or how you see yourself. Individual's
self-image is a mixture of different attributes
includes physical characteristics, personality traits,
and social roles. Self-image doesn't necessarily
coincide with reality.
SELF -IMAGE & AWARENESS
Multiple personalities?
Teenagers can take
on a number
personas that vary
by situation and
circumstances.
SELF MODEL
Proceed to Part 2.
PHILOSOPHY
A
S N
O T
SELF in C
I
H
R
SELF Various O
L
SELF
SELF O
P
O
Constructs O
G
L
O
Y G
Y
PSYCHOLOGY
Reference:
Self in
Various
Constructs
SELF MODEL
PHILOSOP[HY
A
S N
O T
SELF in C
I
H
R
SELF Various
O
L
O
SELF O
P
O
L
Constructs G
Y O
G
Y
PSYCHOLOGY
SELF MODEL
• Self- Esteem
• Self- Confidence
SELF in • Self- Efficacy
Various
Constructs • Self- Concept
• Self- Construct
SELF ESTEEM
Humanist psychologist, Carl Rogers
believed that was one of the three
different parts of self-concept:
Self-esteem, or how much you value yourself.
A number of factors can impact self-esteem,
includes how we compare ourselves to others and
how others respond to us.
*It is an assessment based in your self image.
SELF ESTEEM
Humanist psychologist, Carl Rogers
When people respond positively to our behavior,

we are more likely to develop positive self-
esteem. When we compare ourselves to others
and find ourselves lacking, it can have a
negative impact on our self-esteem.
SELF ESTEEM
How you feel about
yourself.........
Harter’s Five Domains
1.Scholastic competence
2.Athletic competence
3.Social acceptance
4.Behavior conduct
5.Physical appearance
SELF ESTEEM
Self-Esteem change as We Develop?
Self-esteem is at its peak in the preschool years
between 2 and 6 develop very favorable impressions
of themselves, in fact they overestimate their abilities!
Research suggests that children with relatively high

self-esteem tend to be more accepted by peers over
the years (Verschueren, 2001).
SELF ESTEEM
Self-esteem somewhat drops when they enter
elementary-school years when they begin to compare
themselves with their peers.
Self-esteem has usually stabilized by adolescence.
It neither increases nor decreases in these
years....
SELF ESTEEM
Social comparison - tendency to assess one’s abilities,
achievements, social status and attributes by
measuring them against those of their peers.
Children compare themselves against peers even

when no one else explicitly makes the
comparison.
SELF ESTEEM
Social Contributions to Self-Esteem
Peer acceptance is important to self-esteem
Rejection by peers is a serious precursor to later
problems, including juvenile delinquency, depression
and drug abuse.
The “Looking-Glass Self” is the concept that
people’s self-esteem is a reflection of what others
think of them.
SELF ESTEEM
Sources of Self-Worth?
Appearance and Competence
*Harter found, American children judge themselves
more by good looks and popularity.
*Attractive individuals are more likely to report high
self-esteem than those who are less attractive.
SELF ESTEEM
Sources of Self-Worth?
Appearance and Competence
Children who are academically successful
tend to have higher self-esteem with respect to
their intellectual and academic competence
than do their less successful peers
Self Awareness & Esteem
evolves…
The self concept or self awareness
turns from factual to evaluative,
becoming self esteem.
Self esteem is “self pride”

Self Confidence
Self Confidence- trust in yourself

and in your abilities and aptitudes.
Connected with self image and
esteem.
Self Efficacy
Self Efficacy- Belief about your

capability you can perform
the action required to manage
specific situations or produce
certain results.
Self Concept
Self concept- basically comes

from your mind about yourself.
Set of knowledge about
yourself. Is derived from self
efficacy and esteem.
Self Concept
Self-concept is generally thought of as

our individual perceptions of our behavior,
abilities, and unique characteristics. It is
essentially a mental picture of who you are
as a person. ... The individual self consists
of attributes and personality traits that
differentiate us from other individuals.
Self Concept
Psychologist Dr. Bruce A. Bracken
suggested in 1992
Six specific domains related to self-concept:
*Social: the ability to interact with others
*Competence: the ability to meet basic needs
*Affect: the awareness of emotional states
*Physical: feelings about looks, health, physical
condition, and overall appearance
*Academic: success or failure in school
*Family: how well one functions within the family
unit
Self Concept
Humanist psychologist,
Carl Rogers believed that there are
three different parts of self-concept:
1. Self-image
2. Self-esteem
3. Ideal self
Developmental Change in
Self-Concept
Preschoolers School-Age Adolescents
Possessions Emotions Attitudes
Physical
Social Groups Personality Traits
Characteristics
Comparisons with Beliefs vary with the

Preferences
Peers Setting
Future-oriented
Referring to the
Developmental Change in
Self Concept
Two general changes in self-concept occur from preschool to
adolescence:
1.Self-concept becomes richer as children grow. Adolescents
simply know much more about themselves than preschoolers.
2.Types of knowledge that children have of themselves changes.
Preschoolers’ understanding is linked to the concrete, the real,
and the here and now. Adolescents’ understanding is more
abstract, more psychological, and sees the self as evolving
over time.
Self Concept
Characteristics:
1.Displays uniquely with each person.
2.Vary from very positive to very negative.
3.Carries emotional, intellectual, and functional
dimensions.
4.Changes with the context.
5.Changes over time.
6.Influence the individual’s life (Delmar Learning, n.d.)
Self Construct
Self Construct-collection of thoughts,

feelings and perceptions you have
created about yourself. Formed collections
of who you believe you are, includes:
self awareness, identity, image, esteem,
efficacy, confidence and concept.
Point of Awareness
• We do not create ourselves out of
nothing.
• We need others to affirm and reinforce who we
think we are. (social media interaction)
• What we think is important to us and have been
influenced by what is important in our society.
Education, money, etc.,
• Social interaction is important in shaping our
SELF MODEL
PHILOSOPHY
A
S N
O T
SELF in C
I
H
R
SELF Various O
L
SELF
SELF O
P
O
Constructs O
G
L
O
Y G
Y
PSYCHOLOGY
END
See attached readings and video/s
Reference
FOR
THE
WEEK
Title: “
FRUITS OF FAITH”
James 2: 14
“What is it my brothers
and sisters, if someone
claims to have faith but
has no deeds?”
Prayer:
Heavenly Father, You had
blessed us with relationship with
You, an abundant life, and future
hope. But what good in all of
these if we don’t reach out and
help those who are in need. One
small step, one kindness is what
is needed to share our faith in
action.
Self in
Various
Constructs
& Different
Perspectives
SELF MODEL
PHILOSOP[HY
A
S N
T
SELF O
C H
R
SELF
I
O
SELF in Various O
L P
O O
Constructs G
Y
L
O
G
Y
PSYCHOLOGY
Definition of SELF
• 1a(1): an individual's typical

character or behavior
*her true self was revealed
• (2): an individual's temporary
SELF behavior or character
*his better self
• 1b: a person in prime condition
*feel like my old self today
*merriam-webster.com
Definition of SELF
• 2 : the union of elements (such as

body, emotions, thoughts, and
sensations) that constitute the
individuality and identity of a person
SELF • 3: a: the entire person of an
individual
• b: the realization or embodiment
of an abstraction
Definition of SELF
*5: material that is part of an

individual organism
SELF *ability of the immune
system to distinguish self
from nonself
Definition of SELF
• * The set of someone's

characteristics, such as
personality and ability, that
SELF are not physical and make
that person different from
other people.
* dictionary.cambridge.org
Definition of SELF
• *Your self is your basic

personality or nature, especially
considered in terms of what you
are really like as a person..
SELF • *A person's self is the essential
part of their nature which makes
them different from everyone
and everything else.
*collin dictionary ,com
SELF
1. According to William
James- self has two aspects:
“I” – thinking, acting,
feeling self
SELF as “Me” – is the physical
Cognitive characteristics and
psychological capabilities
Construct that makes who you are.
SELF
1. According to William
James- further more a
person have Four Self's:
SELF as 1. Material- things you own
Cognitive 2. Social- public self
Construct 3. Spiritual- emotions &
views on things
https://www.google.com/url?sa=i&url=https
%3A%2F%2Fwww.slideshare.net%2 4. Pure Ego- “I” self like your
Fmsgsalada%2Fwilliam-james-
soul
SELF
2. Carl Rogers
*I is the one who acts and
decides and the
*Me is what you think or feel
about yourself as an object.
https://www.google.com/url?sa=i&url=http%3A%2F%2Fhuman
a.social%2Fteoria-geral-de-carl-rogers
SELF
Figure 1- uploaded by Mustafa Tekke
Content may be subject to copyright.
Rogers' Self Theory. Shaded area represents the congruency between real-self and ideal-self
TRUE SELF “SOUL” FALSE SELF “EGO”
WE ME
Altruism Egoism
Being Doing
Happiness Anger
Simplicity Accumulation
Understanding Blame
Sympathy Coldness
Cooperation Competition
Gratitude Complain
Friendliness. Hostility
Co-happiness Jealousy
Wisdom madness
Spirituality Materialism
Now Focus Past /Future Focus
Love' Pride
Humility Power
Source: Flickr/Salvador Dali (1934)/Public Domain

END
See continuation
at the next folder.
MODULE 1
Reference
ViBe ViBe
Teaser Challenge
Guess what are they?

Note: Send the M 6, 7 and 8 Activities during synchronous, M6 Self Check, the M7Teaser Challenge answers
and the Short Film Review, should be in one file at the Dropbox folder M 6, 7, 8 w/ M6 Self Check, M7 TC
Activity & Short Film Review. The Due Date is on March 10, 2022.
1st TC
2nd TC
3rd TC
4th TC
5th TC
KINDS OF KISSES
Kiss on the hand I adore you.
Kiss on forehead I care.
Kiss on the cheek I just want to be friends.
Kiss on the neck I want you.
Kiss on the lips I love you.
Kiss on the ears Let's have some fun.
Kiss on the nose Let's get silly.
Kiss on the chin You are cute.
Kiss anywhere else You're the best.
Symptoms of sexual dysfunction
Men:
• Inability to achieve or maintain an erection
suitable for intercourse (erectile dysfunction)
• Absent or delayed ejaculation despite
adequate sexual stimulation (retarded
ejaculation)
• Inability to control the timing of ejaculation
(early or premature ejaculation)
Women:
• Inability to achieve orgasm
• Inadequate vaginal lubrication
before and during intercourse
• Inability to relax the vaginal
muscles enough to allow
intercourse
In Men and Women:
• Lack of interest in or
desire for sex
• Inability to become
aroused
• Pain with intercourse
Causes of Sexual Dysfunction
• Physical causes — Many physical and/or
medical conditions can cause problems with sexual
function. Conditions includes diabetes, heart and
vacular (blood vessel) disease, neurological
disorders, hormonal imbalances, chronic diseases
such as kidney or liver failure, and alcoholism and
drug abuse More so, the side effects of some
medications, including some antidepressant drugs,
can affect sexual function.
Causes of Sexual Dysfunction
• Psychological causes
Includes work-related stress and anxiety,
concern about sexual performance, marital
or relationship problems, depression,
feelings of guilt, concerns about body image,
and the effects of a past sexual trauma.
Sexual Deviations
◉ Known as Paraphilia, it’s the
experience of intense sexual arousal to
atypical objects, situations, fantasies,
behaviors, or individuals
◉ Most paraphilias are rare and are about
20 times more common among males
than among females.
Paraphilia
• How is it treated?
It is not clear what causes Most cases of paraphilia are
paraphilia. Some experts treated with counseling and therapy
believe it is caused by a to help the person modify his or her
childhood trauma, such as behavior. Medications may help to
sexual abuse. Others suggest decrease the compulsiveness
that objects or situations can associated with paraphilia and
become sexually arousing if reduce the number of deviant
they are frequently and sexual fantasies and behaviors.
Many of these medications work by
repeatedly associated with a
reducing the individual's sex drive.
pleasurable sexual activity.
8 Paraphilic Disorders
1. Exhibitionist Disorder
2. Fetishistic Disorder
3. Frotteuristic Disorder
4. Pedophilic Disorder
8 Paraphilic Disorders
5. Sexual Masochism Disorder
6. Sexual Sadism Disorder
7. Transvestic Disorder
8. Voyeuristic Disorder
Gender Differences and Issues
Gender differences play a significant role in sexuality,
in typical heterosexual interactions. Men, on average,
tend to be attracted to women who have a youthful
appearance and exhibit features such as a symmetrical
face, full breasts, full lips, and a low waist-hip ratio.
Women, on average, tend to be attracted to men who
are taller than they are and who display a high degree
of facial symmetry, masculine facial dimorphism, upper
body strength, broad shoulders, a relatively narrow
waist, among others.
Gender Differences and Issues
A person's physical characteristics can signal
cues to fertility and health, with statistical
modeling studies showing that the facial shape
variables that reflect aspects of physiological
health, including body fat and blood pressure,
also influence observers' perceptions of health.
People are attracted to healthy mates who can
create healthy offspring.
Gender Differences
Gender Differences
◉ Gender: A social • Asexual (Ace): ◉ Bisexual:
construct used to A person who
classify a person A person who
experiences
as a man, woman, does not
sexual attraction
or another experience sexual to people of two
identity. attraction to or more
Fundamentally others. genders.
different from the
sex one is
assigned at birth.
Gender Differences
Cisgender: • Coming Out: The
◉ ◉ Gay: A man who
A person whose process of revealing is attracted to
gender identity your sexuality or
men, but often
gender identity to
and sex used and
individuals in your
assigned at birth life. Often incorrectly embraced by
align. Often thought to be a one- women to
shortened to cis, time event, this is a describe their
the opposite of lifelong and same-sex sexual
trans. sometimes daily
attraction as well.
process. Not to be
confused with outing.
Gender Differences
◉ Gender: A social • Gender ◉ Intersex:
construct used Identity: A person whose
to classify a The internal sexual anatomy
person as a man, that doesn’t fit
perception of
woman, or within the
another identity.
an individual’s medical confines
Fundamentally gender, and of female or
different from how they label male.
the sex one is themselves.
assigned at birth.
Gender Differences Queer: Historically, this
• Non-
◉
◉ Lesbian: was a derogatory slang
A woman Binary: Ide term used to identify
attracted to ntifying LGBTQ+ people. It has
people of outside the been embraced and
gender reclaimed by the LGBTQ+
the same
binary. community as a symbol of
gender. pride, representing all
individuals who fall out of
the gender and sexuality
norms.
◉
Gender Differences
Straight: A person • Trans*: An umbrella term that refers to all
who is attracted to of the identities within the gender identity
people of a spectrum. Trans (without the asterisk) is
different gender best applied to trans men and trans
than themselves; women. The asterisk is added to include all
often referred to non-cisgender gender identities, including
as heterosexual. transgender, transsexual, transvestite,
genderqueer, genderfluid, non-binary,
genderfuck, genderless, agender, non-
gendered, third gender, two-spirit,
bigender, and trans man and trans woman.
***END***
***END***
***END***
***END***
***END***
***END***
Reference
Source: Boundless. “Defining Sex, Gender, and Sexuality.” Boundless Psychology. Boundless, 15 Aug.
2016. Retrieved 15 Oct. 2016 from https://www.boundless.com/psychology/textbooks/boundless-
psychology-textbook/gender-and-sexuality-15/introduction-to-gender-and-sexuality-75/defining-sex-
gender-and-sexuality-294-12829/
https://www.verywellmind.com/freuds-stages-of-psychosexual-development-2795962
https://link.springer.com/article/10.1007/BF00289173?fbclid=IwAR0h88JFqpei7UTnuxCQ1BzGfPHQj1bIJ
OawuTEVDPj-ZLL8R2Z9U9w0hxw
https://www.psychologytoday.com/intl/blog/dating-and-mating/201701/why-physical-attraction-
matters-and-when-it-might-not?fbclid=IwAR1houdFVIX4gn60ghHE14dkUx0Sdu4BqUd9jhrFaTM3Jub-
xGO7BSsi7B8
https://www.gaiam.com/blogs/discover/4-things-you-need-to-know-about-
attraction?fbclid=IwAR17LOghskzW07NAB4sYFnSdRTDdO0k1oyb3SDswSqVWK9vmTBl3IbDCcu0
https://www.theguardian.com/theguardian/2004/jan/17/weekend7.weekend2
https://alphabetsoup.blog/
Refer to the UNDSELF syllabus
SICAL
•M &
MAT
ERIAL
OD GLOBAL DIGITAL
UL SELF
E 7
REFLECTION
FOR THE
WEEK
“GOD'S WORDS
ARE GOOD FOR YOU ”
Psalm 119:68
You are good and what

you do is good: teach
me your decrees.
“GOD'S WORDS
ARE GOOD FOR YOU ”
Psalm 119:103
How sweet are your words

to my taste, sweeter than
honey to my mouth.
Prayer:
God thank You for leaving as Your
inspired Word. Help us to read it
carefully, interpret it correctly, and
apply it enthusiastically in our lives.
Your word is the only sure
foundation for life.
ViBe ViBe
defined as an
individual's
evaluation of
his own
sexual
feelings and
actions
*Described as a part of
the identity of an
individual that reflects
their personal sexual
concept that can be
changed throughout life
and
*may or may not align
with biological sexuality,
sexual behavior or
actual sexual orientation
/ behavior.
“Unlabeled Sexuality"
is when an individual
chooses not to apply identity
of their sexual identity
• Human sexuality / Being from
sexual refers to the internal
sexual interest and attraction
to others, as well as their
ability to have an erotic
experience (desire) and
response actions in desire.
*SEX
• refers to biological
characteristics or
Reproductive
physiological differences
between men, women, and
System
intersexes bodies, including

• *primary sex characteristics
(the reproductive system)
*secondary properties from
sexual (such as breast and
hair (facial hair ).
Level of definition Female Male
Biological levels (Sex)
Primary sexual characteristics (Sex)
Usual sex chromosomes XX in humans XY in humans
Usual gonads ovaries testes
Usual level of sex hormones estrogen, gestagen testosterone
clitoral corpora
Usual anatomy of internalgenitalia crura, vagina, uterus, fallopian cavernosa, urethra, prostate, semi
tubes nal vesicles
glans glans
Usual anatomy of
clitoridis, labia, vulva, clitoral hood penis, scrotum, phallus, foreskin
external genitalia
perineal urethra fused perineum
Secondary sexual characteristics (Sex)

Breasts, menstrual cycle, Facial and body hair, development
development of "hourglass" body of "triangular" body form, relatively
Usually
form, relatively shorter height, higher height, relatively less body
relatively more body fat fat
Usually both sexes Pubic hair, underarm hair
Sexual Desire
*a state of motivation and an interest in "sexual objects
or activity, or as an imagination, necessity, or intensity to
get the sexual desire for things or to engage in sexual
activity".
Synonyms for sexual desires libido, sexual desire, and
lust.
All transformation of our bodies and sex.
Freud’s Psychosexual Stages
Stage Age Range Erogenous Zone What happens at this stage?
1. Oral Stage Birth to 1 year old Mouth Children derive pleasure from oral activities, including sucking and tasting. They
like to put things in their mouths.
2. Anal Stage 2-3 years old Bowel and bladder control Children begin potty training.
3. Phallic Stage 3-6 years old Genitals Boys are more attached to their mother, while girls are more attached to their
father.
4. Latency Stage 6 years old to puberty Sexual feelings are inactive Children spend more time and interact mostly with same sex peers.
5. Genital Stage Beyond puberty Maturing sexual interests Individuals are attracted to opposite sex peers.
Physiology & Sexual Response
FEMALE: 1st MENSTRUATION:
Identification of Pubescent experience of
being a Woman.
-the cyclical bleeding that stems from the
shedding of the uterine lining
-humans ~ averages 28 days
-regulated by estrogen & progesterone
-ovulation may not occur each time -
follows ovulation by 14 days
Physiology & Sexual Response
MENOPAUSE:
✓ -the cessation of menstruation
✓ -commonly occurs between the ages
of 45 & 50 and lasts 2 years
✓ -estrogen levels drop producing many
unpleasant side effects (ex. night sweats,
hot flashes)
Male Sexual Functions
ERECTION:
✓ -the enlargement and stiffening of the penis as a
consequence of filling with blood (a spinal reflex)
✓ -can double in length and become firm in a matter of
10-15 seconds
✓ -bladder closes off during arousal
Identification of Pubescent experience of being a
Man counterpart with Woman.
NOCTURNAL EMISSION or First Wet Dream
experience of the boys usually during pubescent
stage.
Male Sexual Functions
EJACULATION:
✓ -expulsion of semen from tip of penis
✓ -a spinal reflex triggered when sexual stimulation reaches the
threshold
✓ -often, but not always, occurs together with orgasm (subjective
sensations)
MASTURBATION
✓ -sexual self-stimulation either manual or with the aid of an
artificial device such as a vibrator
✓ -physically & psychologically harmless
✓ -negative attitudes may be associated
✓ -reasons: relieve sexual tension, for physical pleasure, to relax,
partner unavailable, to get to sleep…
Men can experience also of lessening of
sperm cell counts known as Andropause,
counterpart of Women as Menopause.
The Senses and Sexual Arousal
• All sensory systems can contribute to arousal
• Touch is the dominant “sexual sense”
– Primary erogenous zones
– Secondary erogenous zones
• Vision usually next in dominance
• Men self-report higher arousal than women
• Women and men have similar physiological
responses
Others are:
• Smell may arouse or offend
• Hearing plays a variable role
The Senses and Sexual Arousal
Aphrodisiacs
• Substances believed to arouse sexual desire or increase
capacity for sexual activity
– Food, Drugs and alcohol also Yohimbine
• No clear evidence of genuine aphrodisiac qualities
Anaphrodisiacs
• Inhibits sexual behavior
– Drugs (e.g. opiates, tranquilizers)
– Antihypertensives, antidepressants & antipsychotics
– Birth control pills & Nicotine
• Constricts blood flow
• Possibly reduces circulating testosterone
The Role of Hormones in
Sexual Behavior
• Steroid hormones
– Androgens (including testosterone)
• Produced by testes, adrenal glands, and
ovaries
– Estrogens
• Produced by ovaries and testes
– Women and men produce both types
• Neuropeptide hormones
– Oxytocin
The Role of Hormones in Sexual Behavior
Sex Hormones in Male Sexual Behavior
• Testosterone
– Linked to sexual desire and genital sensitivity
– Castration leads to reduced sexual desire
– Antiandrogen drugs
– Hypogonadism
Sex Hormones in Female Sexual Behavior
• Estrogens
– Overall link between estrogen and female
sexual behavior is unclear
– Estrogen Therapy (ET)
The Role of Hormones
in Sexual Behavior
Testosterone
– Role as major libido hormone in females
How Much Testosterone Is Necessary?
• Two forms of testosterone (free and bound)
– Free testosterone linked to libido
– Although women have less free testosterone, their cells are
more sensitive to it than men’s
• Too much testosterone is linked to adverse effects
• Testosterone levels decrease with age
– Fairly rapid decrease for women at menopause; more gradual
decline for men
The Role of Hormones
in Sexual Behavior
• Testosterone Replacement Therapy
*While in most respects the sexes experience this process
similarly, men go through a refractory period during which they
cannot experience another orgasm
Aging and the Response Cycle
• Function continues but intensity declines
• Older women – longer for lubrication
Occasional decreases in desire, sensitivity, and capacity
• Older men – longer for erection/orgasm, greater control &
longer refractory period
Sexual Sexual Problems/
response/Sekswal problemang
na Tugon sekwals
•
• Excitement Erectile Dysfunction
• Premature
• Plateau Ejaculation
• Orgasm • Inhibited Ejaculation

• Refractory • Anorgasmia
• Resolution
FEMALE SEXUAL RESPONSE
MALE SEXUAL RESPONSE
Progress Before Birth: PRENATAL DEVELOPMENT
• 1)prenatal period: Conception to birth
*Conception occurs when fertilization creates a ZYGOTE- from
single cell organism formed a union of the sperm and egg cell, to
complete organism with complex brain and nervous system
capable to variety of behaviors.
Extends from conception to birth encompassing 9 months of
pregnancy.
Though sexual development is typically associated with the teen
years, in reality young kids develop an emotional and physical
foundation for sexuality in many subtle ways from infancy.
Prenatal Development
***END***
***END***
***END***
ENJOY ! ! !
***END***
***END***
Reference
• Source: Boundless. “Defining Sex, Gender, and Sexuality.” Boundless
Psychology. Boundless, 15 Aug. 2016. Retrieved 15 Oct. 2016
from https://www.boundless.com/psychology/textbooks/boundless-psychology-
textbook/gender-and-sexuality-15/introduction-to-gender-and-sexuality-75/defining-
sex-gender-and-sexuality-294-12829/
• https://www.verywellmind.com/freuds-stages-of-psychosexual-development-
2795962
• https://link.springer.com/article/10.1007/BF00289173?fbclid=IwAR0h88JFqpei7U
TnuxCQ1BzGfPHQj1bIJOawuTEVDPj-ZLL8R2Z9U9w0hxw
• https://www.psychologytoday.com/intl/blog/dating-and-mating/201701/why-
physical-attraction-matters-and-when-it-might-
not?fbclid=IwAR1houdFVIX4gn60ghHE14dkUx0Sdu4BqUd9jhrFaTM3Jub-
xGO7BSsi7B8
• https://www.gaiam.com/blogs/discover/4-things-you-need-to-know-about-
attraction?fbclid=IwAR17LOghskzW07NAB4sYFnSdRTDdO0k1oyb3SDswSqVWK9v
mTBl3IbDCcu0
• https://www.theguardian.com/theguardian/2004/jan/17/weekend7.weekend2
• https://alphabetsoup.blog/
• Refer to the UNDSELF syllabus
***SEXUAL SELF ***
I. Reflection for the Week
II. Synchronous Pre-Exercise –”The Kisses” & Discussions
S III.Part 1: O
A. Sexual Introduction and Definition
E S B. Physiology and Sexual Response U
X E C. The Prenatal Development T
IV. Part 2
U *Unfreezer Exercise – “The Titillating Photos” L
L A. Symptoms of Sexual Dysfunctions I
A F B. Sexual Deviations
*Post activity “Knowledge Awareness Activity” N
L C. Gender Differences Discussions
V. Closing Prayer
E
SICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
THE DIGITAL SELF:
ViBe
THE DIGITAL SELF:
Self and other in cyberspace
Note:
MOBILE INTERNET USERS across SEA
I googleD myself, to find out
IDENTITY about my digital footprint, and
online identities.
Anonymity on the web is hard
to achieve when you have a
digital presence
Accounts that I had created
and forgotten had appeared,
posts that I have written in
the past, photos of me
AS much as I can google
myself, as can anyone else.
POSSIBLE– Online activities I may
have... SHOPEE
ACCOUNT
YOUR ONLINE GOOGLE
FACEBOOK IDENTITY /YAHOO MAIL
(FACTS
ABOUT YOU
INSTAGRAM LAZADA
AND YOUR
ACTIONS) ACCOUNT
TWITTER
Online Identity
The sum of your characteristics
and your interactions. I am who I am
and what I do.
A subset of characteristics
that make up your identity.
Online Identity
Partial Identity
Partial Identity
Partial Identity Partial Identity

Partial identity created by you to
represent yourself in a specific situation.
Facebook Persona
Likes and
Groups you are reactions
a member of
Photos you
Comments are tagged
and replies in
from others
Will be given in
our 7th synchronous meeting.
YOUR ONLINE IDENTITY AS A

WHOLE?
Self-Presentation
Self-presentation is the “process of
by other
people” and is the key to relationship
inception and development. In order to
construct positive images, individuals
selectively provide information about
themselves and carefully cater this
information in response to other’s
feedback.
Sender Selectively self-
present, revealed in a
controlled and socially
desirable fashion
Feedback Channel
The exaggerated expectancies Computer mediated Facilitates editing,
are confirmed and reciprocated communication discretion and convenience
thru mutual interaction to further enhance
composition
Receiver
Suggest minimal similarity or
desirability
CMC
• Editable
• Amount of time one can spend constructing and refining a
message
• Compose and exchange in physical isolation from receiver,

masking involuntary clues.
• Reallocation of cognitive resources from scanning toward

message composition
• Self-presentation is size
• Disclose the lowest common denominator
• Celebrity culture
rs
• Predicted that people would behave in ways that

were more positively represented when seen by
others. (Hyun Ju Jeong and Mira Lee (2013))
Self- Decreasing
confidence in pressure of
social feeling of
interaction being
Shy Control of self-
evaluated
people description and
feel more embarrassment
secure reduction
CORFing Subjective
and well-being
BIRGing Self- increasing
tactics presentation
& Audience
BIRGing and CORFing or What It Means
To Be A Sports Fan In The Modern Era
BIRGing means basking in reflected
glory. It's a social identity theory that
is exclusive to sports, but it certainly
applicable. Basically, when an
individual engages in BIRGing they Australian Open
Case Study
associate themself with succesful

others, such that another's success
becomes their own. CORFing is the
flipside of that coin; cutting off
reflected failure. Which means an
individual disassociates themself Posted April 9, 2012 by
Hogan Assessments
from the failure of another.
Cartilage Free Captain
Anything that is posted online, you
should consider no matter
what your settings are.
interpersonal level of self which
let’s say a student wrote about how differentiates the individual as
much they hated another student unique from others,
and started bullying them level of self
online. Does it matter if the student whereby the individual is
said, “well this is my personal identified by his or her group
account”? Even if the student wrote
memberships.
it in a “private” email, it can
become public with a quick screen
capture and shared with the world.
• Gender & sexuality studies NOTE:
are mainly concerned with Internet abuse the ability of
gender identity and gender being able to completely
representation in society. change and hide who they
– Preference
– Culture representation are.
– FAKE IDENTITY
– MULTIPLE IDENTITIES
• Self Check Exercise :
• Is this post/story necessary?
• Is there a real benefit to this post—is it funny, warm-hearted,
teachable—or am I just making noise online without purpose?
• Have we (as a family or parent/child) resolved this issue? An
issue still being worked out in the home, or one that is either
vulnerable or highly emotional, should not be made public.
• Is it appropriate? Does it stay within the boundaries of our
family values?
• Will this seem as funny in 5, 10, or 15 years? Or is this post
better suited for sharing with a small group of family members?
Or maybe not at all?
– Note: Self Check Exercise in any post encountered online.
Online anonymity sometimes allows people to push limits and act in ways
they wouldn’t act As a result, some people especially teenagers report that
it’s a cruel, cruel online world.
Cruelty, harassment and bullying are closely tied with questions of online
identity- like how we choose to express ourselves, how we establish positive
community norms, and how we stand up against behavior that’s offensive,
demeaning, or upsetting.
Although most negative behaviors online don’t rise to the level of bullying, online
interactions are often fraught with misunderstanding because they don’t come
with cues like body language or changes in tone of voice we get face-to-face.
• Make a short comments, insights and learnings about the short film
by considering the following guide questions.
&
GOD B ESS ! ! !
Reference websites to read/browse
• https://www.commonsensemedia.org/educators/lesson/my-online-self-6-8
• http://www.internetsociety.org/sites/default/files/Online%20Identity-
An%20Overview.pdf
• http://www.internetsociety.org/sites/default/files/Understanding%20your%2
0Online%20Identity%20An%20Overview%20of%20Identity.pdf
• http://kidshealth.org/en/kids/online-id.html
• http://wearesocial.sg
• http://www.tandfonline.com/doi/citedby/10.1080/13691058.2013.809609?s
croll=top&needAccess=true
• Cartilage Free CaptainBIRGing and CORFing or What It Means To Be A
Sports Fan In The Modern Era - Cartilage Free Captain,Images may be
subject to copyright. Learn More
• BIRGing and CORFing: How Sport Can Affect Self-esteem-Posted on June
5, 2014by
SICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
R
E
F
L
E
C
TI
O
N
THE DIGITAL SELF:
ViBe
*SEE NEXT FILE FOR DIGITAL SELF MODULE
&
GOD B ESS ! ! !
SICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
Material/
ViBe
Economic Self
Material/
I shop therefore I am: I have therefore I am?
Shaping the way we see ourselves: The role
of consumer culture on our sense of self
and identity
Economic Self
Material Self
• Mr. William James, pertains to
such possessions are viewed
as extensions of individuals'
identities in such objects,
places, or even people which
have the label “mine”.
Material Self
• Mr. William James, identified the body as the
innermost aspect of the material self. The other
aspect are: 1st Clothing; the garments which
protect as well as project your body and reflects a
certain aspects of one's personality, 2nd Family
connected by blood and share glory as well as
shame, 3rd Home is where many aspects of life had
developed and feel most comfortable that greatly
linked to the identity and Lastly are other
possessions such as gadgets, cars, collections,
Economic Self
• Economic self-sufficiency - the ability of
individuals and families to maintain
sufficient income to consistently meet their
basic needs that includes food, housing,
utilities, health care, transportation, taxes,
dependent care, and clothing, without
minimal financial assistance or subsidies
from private or public
Senior’s Socials!
are cordially invited.
What will
I wear?
GO SHOPPING
t
M5 Activity A: Title: “Let us Spend”
Objective:
To differentiate between A wants and A needs.
Case Instruction:
Visualize and internalize your in a place where you would
like to spend a certain amount. Ready your timer.
Now you are to have P25,000.00 to spend in anyway you
wish. The restrictions are that you cannot bank any money
and if you do not use any of the money you lose it. Should
spent within 30 minutes only. Go to next slide please.
M5 Activity A: “Let us Spend”
Case Instruction:
Get a pen and paper. Internalize that you are in
a place where you will spend the 25,000.00
given amount. Then list down what to buy or
what to do with the given amount? Time
yourself using cellphone. ARE YOU READY?
Reminder: Cheating is a major offense.
As the saying: “Honesty is the best policy.”
“The True self is in watch of yourself.” See next slide to start.
M5 Activity A:
Case Instruction:
YOUR TIME STARTS NOW!
If finished, proceed to answer the

questions at the next slide.
M5 Activity A: QUESTIONS:
• Who spent all of your money
• How many item did you purchase?
• Why did you buy and why you did?
• What do you plan to do with your left-over money?
• Did you have a checklist or plan what you would like to buy?
• Did you look to see what your friends or others were
buying, or did you make your own decisions?
• Do you think you did a good job of spending your money?
M5 Activity A:
Students, the importance of

having a plan for spending
money and differentiating
between A wants and A needs.
The Difference
Wants are Needs are
things people things people
would like to must have to
have, such as… live, such as…
The Difference & Samples
NEEDS WANTS
food toys
shelter CD player
clothes bicycle
medical care television set
Good Internet Connection car
Family Gym equipment
spiritual support junk foods
(Memory is your Image of Perfection)
Interpretation:
The artist is trying to
communicate that in
today’s society that
beauty and perfection
has become more than
skin deep and it
consumes us and
becomes us.
Initiated by Barbara Kruger
Descartes’ I think therefore I am
A person is defined not by what they think,

but what they own (through shopping)
Shopping is an expressive and constitutive existential act

(Kruger)
Understanding shopping is important in determining

race, culture, gender, class, family, and community
(Belk, 2016)
ONIOMANIA
Onios – for sale
Mania – insanity
Emil Kraeplin
How did we get consumerism at this point?
Design : Cool
Child and Parent
• Born to Buy, by Julie B. Schor. The High Price of
Materialism by Kasser
– Kids and teens are the target of consumerism
“When I was a little girl, there were real prices and Mom prices. Real
prices got you shiny, sparkly things that lasted three weeks, and Mom
prices got you brown things. But when I looked into shop windows, I saw
another world. A dreamy world full of perfect things. A world where
grown-up girls got what they wanted. They were beautiful. Like fairies or
princesses. They didn’t even need any money, they had magic cards.
I wanted one. Little did I know, I would end up with 12.”
As a Lover
As a Lover
“A man will never love you or treat you as

well as a store. If a man doesn't fit, you can't
exchange him seven days later for a gorgeous
cashmere sweater. And a store always smells
good. A store can awaken a lust for things
you never even knew you needed.”
Interpersonal Relationship and
Consumerism
• At the expense of relationship
–Busy feeding ourselves
• Evolutionary Psychology by Jeffrey Miller
–Narcissism plays
• Objectification of People
–I = IT / I - Thou
• Physiological
–Positive feelings
The point about this scarf is that it
Structuralism would become part of a definition of
your psyche.
• Green Scarf
……………
– Signifiers You would walk into that interview
– Signified with confident and poised. The girl in
• Jeffrey Miller the green scarf.
– True motivation is
survival and
attracting a mate
• Social Status
• Sexual Status
Religions of Consumerism
“Vast numbers of us have been seduced into believing that having more
wealth and material possessions is essential to a good life. We have
swallowed the idea that, to be well, one first must be well off.” and many of
us, consciously and unconsciously, have learned to evaluate our own well-
being and accomplishment not by looking inward at our spirit or integrity,
but by looking outward at what we have and what we can buy. Similarly,
we have adopted a world view in which the worth and success of others is
judged not by their apparent wisdom, kindness or community contributions,
but in terms of whether they possess the right clothes, the right car and more
generally, the right "stuff ”.
- Richard M. Ryan. University of Rochester
TIPS: How to disconnect ?
• Wisdom from various people
• Stop shopping on some level
• Treat children as children, not as
consumers
• Love your family, friends and
yourself more than your stuff.
• Spend time in your core humanity
rather than in stuff to place around
your core humanity
• Strengthen personal spiritual life
M5 Activity B. Define and Relate
INSTRUCTIONS:
1. Get a Paper and Pen
2. Watch the film in youtube, netflix
others for approximately 1.5 hours.
3.Take note of the following as
mentioned on the next slides.
ENJOY WATCHING.....
M5 Activity B.
Post Viewing Activity
1. Write the quotes in each as noted on the next
slide and relate to your notes focusing on the
gathered quotations. Use those to make a brief
assessment of the life of Rebecca in the movie.
2. What did you feel about the life experiences
of Rebecca and Why?
3. What are your personal learning's and
insights relating to the character of Rebecca.
M5 Activity B. “Let’s Relate”
•Quotes from the movies
– Shopping
–As a child
–As a lover
–Society
Reminder : Submit the documents together, the M5 Activity A and B
in one file through the drop box. Thank you
* END *
NEXT IS
ENJOY ..........
Reference:
• http://star.spsk12.net/socialscience/1/ss01_1.7_needsandwants.pptSearch Results
Web results
• Wants and Needsstar.spsk12.net › ss01_1.7_needsandwants.ppt
• PPTModules on General Psychology, Edgar L. Bautista, Miriam Grace B. Aquino, Cipriano
R. Magnaye
• Introduction to Psychology, Lourde L. Evangelista, Ed.D. Copyright 1984 Revise 2000, 2004
• A work Book for the Course in General Psychology, Jose A. Fadul
• Refer to UNDSELF syllabus
• Material Self definition | Psychology Glossary | alleydog.comwww.alleydog.com › glossary ›
definition › term=Mate...Psychology definition for Material Self in normal everyday language,
edited by psychologists, professors and leading students. Help us get better.
• Economic Self-Sufficiency - Live Healthy Fairfax
SICAL
&
MAT
ERIAL
GLOBAL DIGITAL
SELF
Material/
ViBe
Economic Self
REFLECTION
FOR THE
WEEK
“STEADFAST LOVED”
Title:
Psalm 136:1
Give thanks to the

Lord, for He is good.
His love endures
forever.
PRAYER:
Heavenly Father, we praise You for
Your steadfast love to us! Even when
we’re faithless, You’re faithful. Though
sometimes I forget to listen to you and
respond. I forget to be grateful. Your
love for me remains to be steadfast. A
sure foundation for all of my life
* SEE *
ENJOY ..........

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UNPACKING PHYTHE SELF

BEAUTY OF THE SELF

• Inner Beauty – Tips to Staying Beautiful

2. Try to Listen to People

are felt in the heart. ~ Helen Keller (Tweet this)

1. Portray Yourself. It is important to show people who you are. ...

No w, it ’s y ou r tu rn t o imp lement some of t hese, so let ’s d iv e in.

1 . Es tablis h a Mo rni ng Ro utine that c re ate s Mo tiv ation an d

W hen you wak e up , y ou r bo dy is d ehyd ra ted an d you r co rt isol ( i. e.

st ress lev el) is a t it s p ea k. So what yo u dev ote you r ene rg y to

h av e 2 gla sses of wa rm wat er, followed by a gla ss o f wa rm wat er

t hat ha s a p in ch of pink sa lt an d f resh lemon ju ice (o r ap ple cid er

with hyd ra tio n and digest ion.

I ’m a h u ge co ff ee lov er, so I then hav e a cup o f bu lletp roo f o r

a f ew min u tes and thin k abou t all the things I ’m grate fu l fo r. I

p ra y fo r t he peo p le an d thin gs t hat a re impo rtan t to me. Mo st

mo rn in gs t his is fo llowed by so me kind o f exercise – either an hou r

at th e g ym o r a half a n hou r to a n hou r walk on the be ach near my

I avoid so ci al medi a fo r at le as t the fi rs t ho ur upo n waking up.

W e a ll kno w social med ia can be t oxic, bu t if you ’re lik e me and

yo u r busin ess is heav ily link ed to you r in sta gra m a ccou nt fo r

exa mp le, t hen it ’s ha rd not to wa nt to check it upo n wak in g.

by a sk in g myself , “wi ll it con tro l me , o r wi ll I be in con tro l of

what I ex pose myse lf to and when ?”

Th is wa y , I ’m not p ulled int o ev eryon e else’s lif e and a gen da on lin e

u pon wak in g up. I choo se when t o en ga g e an d ho w to en ga ge on

my o wn t erms, and choo se to p rio rit ise more mean ingf ul a nd

impo rta nt t hings befo reha nd.

I fo und tha t this ha bit ha s ben ef it ed my ment al and emot ion al

h ea lth great ly.

I ’m go in g to a chiev e t hem, a nd se t an i nten tio n fo r my day. This

in clud es do in g hig h -v alu e tas ks earlier in t he day , creat in g a

ment al o ut line o f wha t ’s impo rtant to me p ersona lly an d

p ro fessiona lly a nd ho w I ’m go in g to mak e su re I get tho se high

p rio rity t ask s done id eally before noon .

W hilst mu lt i -ta sk in g is go od in so me way s ( exercisin g whilst

f eed in g my min d thro u gh a po d ca st o r up lif ting music) , I t ry

to avoid mu lti -tas ki ng in genera l, so t hat I can rea lly be pres en t

fo r pro du ct iv ity an d f eelin g lik e you ’re a chiev in g thin gs f ully a s

yo u mak e yo ur way throu gh the d ay!

I li ke to fin ish off m y morning rou tin e wi th g rati tu de an d

af fi rmations . These can be q uiet ly rehea rsed in yo ur mind , p ra y e d

o r writ ten do wn. If you ’re st ru ggling wit h so methin g

if yo u ’re o ut of you r co mfo rt zon e at wo rk , yo u co uld reaf firm: “I

do is learn and gro w.”

Or remin d you rself o f a t ime you ’v e been out o f you r d ep th but

st ill ma na ged to su rv iv e an d ev en do well. Then jou rna l so me

po ssible so lut ion s.

h ea lthy a nd po sit iv e belief s. W hat we believ e, we be come . As the

f amo us quo te goes , we don ’t attract what we wan t, we attrac t

what we are . So le t’s be g re at.

2. Us e foo d as literal “fue l” to nou ris h you r bo dy.

fo od , d rink a nd sup plement s, a nd a lso t imin g a roun d my mea ls. I

t ill 10 o r 11a m. I t ry to tak e a mo ment t o assess ho w I ’m f eeling

p hy sically , men ta lly a nd emot iona lly befo re I eat. I f we tak e a

mo ment to beco me se lf -aware , ou r bod ies a re v ery int uitiv e a bou t

wha t ’s needed at an y giv en point in t ime.

sma ll bo wl of po rrid ge in wint er when my bod y want s so methin g

wa rm, versu s a cold , green smo othie in su mmer. What wo rk s fo r

me, may no t wo rk fo r you , so it ’s impo rtant t o exp eriment a nd a lso

beco me self - awa re a s mu ch a s po ssible.

I be liev e that no di e t boo k o r die t plan c an g ive the u lti mate be -

wha t wo rk s fo r me, rather t han p utt in g my needs in my bo x o r wa y