Unfolding the Biological Self

The Physical Self

➔ The Biological Blueprint

◆ The physical self is shaped by biological and environmental factors

◆ Heredity is defined as the transmission of traits from parents to offspring. The traits are made up
of specific information embedded within one’s gene.
◆ Genotype refers to the specific information embedded within one’s genes; not all genotypes
translate to an observed physical characteristic.
◆ Phenotype is the physical expression of a particular trait.
◆ Each individual carries 23 pairs of chromosomes, which are threadlike bodies in the nucleus of
the cell and the storage unit of genes. The 23rd pair, also known as sex chromosomes,
determines the sex of an individual.
◆ Within each chromosome is the deoxyribonucleic acid (DNA), which is a nucleic acid that
contains the genetic instructions specifying the biological development of every individual.
◆ Maturation is known as the completion of growth of a genetic character within an organism or
the unfolding of an individual’s inherent traits or potential.
➔ Environmental Conditioning
◆ As you grow up, you are exposed to environmental influences that shape yoir physical self,
including those from your social networks, societal expectations, and cultural practices.
◆ Family, being your first social group, forms a crucial foundation of your development, including
that of your physical self.
◆ As you grow older, you get exposed to a larger social group with new practices and standards.
As a result, you may begin engaging in acts that would make you attractive and acceptable to
others.
◆ One aspect of physical beauty is a person’s body type. Contemporary media has portrayed slim
bodies as the ideal body type for women and muscular bodies for men. Thus, adolescents
indulge in activities that would enable them to achieve these ideal body types.
◆ However, some adolescents may resort to unhealthy habits just to achieve the ideal body type.
It is important to remember that physical beauty is only skin-deep; that what matters is feeling
good about oneself and embracing a healthy perception of one’s physical worth.
➔ Achieving Physical Well-being
◆ Healthy eating. Following a healthy diet results in healthy skin, ideal weight, and better stamina.
◆ Embracing a healthy lifestyle. Physical activities such as walking, running, going to the gym, and
engaging in sports also contribute to a healthier body.
◆ Maintaining proper hygiene. Taking care of your body by consistently following a hygiene
regimen can also help you feel good about yourself.
◆ Being confident. Be secure in yourself, embrace a positive outlook toward various situations and
problems, and love and accept who you are.
The Sexual Self
➔ The Biology of Self
◆ At birth, the sexual genital (penis for male, vagina for female) is a biological feature that
distinguishes males from females. Moreover, during puberty, observable changes in the human
body also known as secondary sexual characteristics begin.
◆ When physiological changes are trigerred within the adolescent’s reproductive system, he or
she is likely to experience sexual urges, become more sensitive to sexual stimuli, and feel
sexual arousal.
◆ Humans are likely to engage in sexual activities to satisfy sexual urges. However, the kind of
sexual activities they engage in may vary.
◆ A person should be aware of his/her sexuality and sexual attributes in order to make
responsible decisions. Adolescents need to realize the importance of having informed choices.
➔ Sexual Identity and Gender Orientation
◆ Biological sex is one’s assignment upon birth and is dependent on physical feature. On the
other hand, Gender is an identity that is learned and embraced by individual.
◆ Gender roles refer to societal expectations of how men and women should act. Everyone has a
basic idea of gender roles: men are assumed to be strong and dominant while women are
perceived to be submissive and demure.
◆ Sexual identity and gender orientation underlie one’s concept of self. A person expresses his or
her sexuality through individuality; one’s belief and behavioral lifestyle are based on his or her
own perceptions of sexuality.
➔ The Consequences of Sexual Choices
◆ Sexual intercourse (copulation) is the reproductive act in which the male organ (penis) enters
the female’s reproductive tract (vagina). Adolescents couples who engage in sexual intercourse
are usually overwhelmed by the sensations they feel during the act.
◆ However, if the woman is fertile during the time of intercourse, pregnancy is likely to occur and it
lasts approximately nine months before the birth of the child. Having a child entails a big
responsibility and should not merely be a consequence of an impulsive moment. Physical risks
 to having an early pregnancy may impact an adolescent’s development, including miscarriage,
emotional stress, and health risks to both mother and infant.
◆ Aside from pregnancy, another Consequence of impulsive and careless sexual intercourse is
the risk of acquring sexually-transmitted diseases (STDs). Among common STDs are:
● Syphilis
● Gonorrhea
● Chlamydia
● Genital Warts
◆ The most alarming sexually transmitted disease is the acquired immune deficiency syndrome
(AIDS) caused by the human immunodeficiency virus (HIV). It can be transmitted by contact
between broken skin, wounds, or mucous membranes and HIV-infected blood or blood-
contaminated body fluids.
◆ It is important that everyone makes responsible decisions with regard to sexuality and sexual
behavior. Responsible sexual behavior entails the following:
● Respect for one’s body. It means taking care of one’s body and avoiding activities that
undermine one’s worth and respect.
● Maturity in thoughts and deeds. It refers to being objective, rational, and calm, instead of
being swept by one’s emotion.
● Being guided by one’s personal beliefs and core values. Everyone, especially an
adolescent, should always be grounded by his/her personal principles and self-worth.
● Being future-oriented. Instead of focusing on the present, a person should always weigh
his or her present actions with possible consequences in the future.

MODULE 3: UNFOLDING THE SOCIAL SELF

THE SOCIAL SELF
This section discusses the social and environmental factors that shape oneself. This includes
environmental systems, cultural orientations, and other social factors that play a crucial role to one’s social self.
Family
An individual's contribution to society is judged in the context of his or her contribution to the society, as
well as how he or she has touched lives. Human development is largely influenced by membership in crucial
social groups that shape various aspects of the self, from belief systems to behaviors.
The views one holds about the world, values upheld in making choices and decisions, and habits and
persistent behavior one carries have been formed in the context of one's family and home environment.
As a child, one's relationship with his or her parents is crucial in shaping one's social self. Schools and
the Academic Environment
Worldviews expand as one gets exposed to more people in different social learning environments.
One's knowledge of the world is shaped by collaborative learning conditions, as one is exposed to the insights
of his or her learning peers.
Community
From an anthropological and sociological perspective, one’s cultural beliefs and practices influenced by
what communities and societies dictate.
Values such as respect for the elderly, persistence and dedication for tasks, and love for one's country
are often the products of communal setting one belongs to and societal expectations.
The social self inevitably changes one accommodates and eventually assimilates beliefs promoted by
the society as he or she thinks, appreciates, and behaves according standards set by micro and
macrosystems.
Culture
According to Edward Tylor (1871), "culture is the complex whole which includes knowledge, belief, law,
art, moral, custom and other capabilities and habits acquired by man as a member society."
A dominant characteristic of culture is that it is socially transmitted and learned by groups of people,
bound by ethnicity, geography, and personal orientations.
Bioecological Systems Theory
In the past, the population thought that the reason why people ended up poor was a matter of biology,
then, Urie Bronfenbrenner stepped up and proposed that in order to help those who were less fortunate, you
would need to change their environment. He concludes that a child’s environment also matters. With that, he
introduced his theory—the Bioecological Systems of Development which has five systems that explain an
individual's social development.
Microsystem refers to the institutions and social groups that the individual has direct contact and
interaction with such as a parent or a friend which influences the individual directly. This also includes schools,
religious institutions, and the immediate community. The child’s social development would be severely
impacted if the child’s relationship with his or her parents isn’t exactly a good one.
Mesosystem refers to the interconnections among aspects of the microsystems affecting the individual.
Examples of this would include the interaction between people whom you have a direct relationship with such
as the interaction between your parent and your teacher, the interaction between your parent and your peer,
and many more.
Ecosystem refers to the social setting where an individual is not an active participant but nevertheless
affects a person’s development. It will have a significant impact on the child if either of his or her parents loses
their job as a result of a major company decision. Simply, a child’s experience at home would be affected by
the parent’s experiences at work.
Macrosystem describes how the cultural environment in which the individual resides can affect his or
her development and behavior in society. This includes the socioeconomic status of his or her country, issues
of ethnicity, societal values, cultural beliefs, and generational practices. An example of a macrosystem would
be the Philippines as a third-world country where there is a notion that life can be better when one works
abroad.
Chronosystems. This system focuses on patterns of environmental events, including sociohistorical
events from a specific to a general context. Simply, this system refers to the changes in an individual’s
environment over time. For example, one's graduation from college would introduce changes in his or her
social self as he or she is expected to work to contribute to his or her family and contribute to society.
I VS ME
 One's behavior when he or she is alone differs from his or her behavior when he or she is with others.
Different situations trigger particular behaviors because of different social expectations.
 The self is divided into two parts: the "I" which is known as the unsocialized self, and the "Me" which is
known as the "socialized" self.
 The "I" is who an individual really is. It is one's opinion of himself or herself as a whole. The "I" is
manifested when one acts naturally for his or her own motivations and not because of others.
 The "Me" is the awareness of how others expect one to behave. This is also known as the social self.
According to Mead, this part of the self is the careful and conscious.
The Socio-Digital Self
Social media is defined as the websites and applications that focus on community-based input and
interaction. Social media has features that allow people to communicate with specific groups, share common
interests (through chat, video call, or posting of status and photos), and become members of local or global
virtual communities. Social Media paved the way for more efficient ways of socializing and communication
which enabled communities to impact thoughts and behavior.
Digital Identity
People have a "role identity." These are roles that people can develop when they are a member of a
social group. Following this, the "self" is made up of identities in order of importance. The more they dedicate
to a specific identity, the more the identity is important to them. When a person is involved in an online
environment, they create a "digital identity." This identity allows them to be part of a virtual community. It is
generally created through chatting and posting to the internet.
ONLINE DISINHIBITION EFFECT
`` Online Disinhibition Effect has two categories, with both categories are about the difference between In-
Real-Life and Online-Life, in which every person can have the same behavior, contrasting behavior, or a
different behavior.
There are two categories of Online Disinhibition Effect:
Benign Disinhibition - Which points out how a person can have a different behavior, in a positive way in the
Online World compared to Real Life.
Toxic Disinhibition - On the other hand, talks more about how one's behavior can be different in a negative way
or more onto the negative side online than what they really behave like in Real Life.

Managing Responsible Online Behavior

It’s important to be mindful of not just what we say offline but also while we are on the internet. We
must be responsible and should regulate our online behavior. Cyberbullying is very common and it is because
of people who display irresponsible and inappropriate behavior.
Things you can do:
 Do not post or send anything that will embarrass you.
 Avoid posting statements when experiencing strong emotions.
 Do not hang out with the "wrong crowd" online.
 Do not hang out with the wrong crowd" offline.
 Be careful with oversharing, especially confidential information that may be used Irresponsibly

UNFOLDING THE MENTAL SELF

COGNITION
Comes from the word Latin “cognoscere” – get to know. - Covers all higher-order processes - A
complex array of mental processes remembering, perceiving, thinking, and how theses processes are
employed (Ashcraft & Radvansky, 2010) Thinking, also known as ‘cognition’ , refers to the ability to process
information, hold attention, store and retrieve memories and select appropriate responses and actions. The
ability to understand other people, and express oneself to others can also be categorized under thinking.
MEMORY
 Memory is learning that has persisted over time. It is stored and can be recalled.
 It is the faculty of the mind that acquire and retained information.
  Human memory is limited within specific conditions, and can also be corrupted by various factors, both
internal and external factors.
Memory functions in three-levels:
Sensory memory
It is a person’s ability to perceive information from their environment through their senses, typically in
the form of chemical and physical stimulation, and frequently with intention and focus. However, sensory
memory does not perceive every stimulus. When knowledge is determined to be immediately beneficial, it is
then moved to short term memory
Short-term or Working Memory
Is where information is temporarily stored, where information is simultaneously remembered and is in a
readily-available state, typically from 10-15 seconds up to one minute. Short-term memory often absorbs cues
that enable the brain to process readily available information. When there is deliberate effort to store
information and it is done consistently and with practice, then the information is transferred to long-term
memory.
Long-term Memory
Is where information can be held indefinitely. The transfer of information from short-term to long-term
memory can be pushed by having the motivation to recall and retrieve information for the situation. Long-term
memory covers both explicit and implicit memory, declarative and procedural memory, and episodic and
semantic memory. Thus, the amount of information that can be stored at this level is limitless and
immeasurable.

Memory and Self - Memory helps us in different ways in expressing or defining us within the society. Either by
helping us remember our love ones or learn new things. It keeps the self as a whole structure capable of
accepting the present with the help of the past memory. Otherwise, the self is left untethered for the future.

INTELLIGENCE
Intelligence is defined in a number of ways. The term is referred to as an individual's capacity for
understanding, learning, planning, and problem solving with logic, creativity, and self-awareness. It is
characterized as the application of knowledge to be able to adjust to the environment. It is the process of
applying knowledge in the proper context whenever the need arises. Intelligence is often thought of as
hereditary rather than environmental.

LEARNING
Learning is defined as a permanent change in a person's knowledge or behavior as a result of
experience. This definition connotes three things: first, the change is long-term; second, the source of change
comes from within the external structures of memory or knowledge of the individual; and third, the change is
attributed to the personal experiences of the learner in his or her environment.

WHAT IS SELF - EFFICACY? Self-efficacy is defined as the extent to which people believe that they can
confidently learn and master a particular skill. People with low self-efficacy are likely to avoid difficult tasks
because they lack confidence which further contributes to them having low self-esteem. Thus, self-efficacy is a
crucial factor in one's learning process.

WHAT IS HUMAN AGENCY? refers to the capability of a human person to influence one's functioning and
course of events. According to Bandura, people are proactive, self-reflective, self-organizing, and are capable
of regulating our own behaviors to produce desired outcomes.

MODULE 5: UNFOLDING THE EMOTIONAL SELF

Differences Between Emotions and Feelings We might use these terms interchangeably because they are
related but they are actually distinctions between them.
So first off, emotions are lower-level responses occurring in the brain (Hampton, 2015); the chemical
reactions in response to stimuli. This makes emotions a physiological reaction which can alter one's state of
being
Feelings, on the other hand, are subjective interpretation of emotions. What this means is that feelings
are our way of describing the emotions.

Emotional Intelligence
intelligence, or, what is commonly referred to as ‘emotion quotient’ (EQ), is an aggregate result of both
innate individual characteristics and skills people acquire and develop throughout their lifetime.
Emotional intelligence can be found everywhere, and without it, we would be missing out on an important
aspect of the human experience.

Three (3) Models of Emotional Intelligence

1. The first model (Mayer, Salovey, & Caruso, 2004) has outlined four (4) branches:
• Emotional Perception and Expression – Ability to identify emotion in one’s physical and psychological states.
• Emotional Facilitation as aids to make sound judgement –Ability to capitalize on mood changes to appreciate
multiple points of view.
• Emotional Understanding and Analysis – Ability to understand complex feelings, emotional blends, and
contradictory states.
• Reflective Emotional Regulation – Ability to stay open to feelings, both those that are pleasant and those that
are unpleasant.
2. Goleman (2005) came up with his own clusters of emotional intelligence, namely:
• Self-awareness – Ability to take an honest look at your life without attachment to it being right or wrong.
• Self-management – Ability to manage our behaviors, thoughts, and emotions in a conscious and productive
way.
• Social awareness – Ability to accurately notice the emotions of others and “read” situations appropriately.
• Relationship management – Ability to take one’s own emotions, the emotions of others, and the context to
manage social interactions successfully.
3. Bar-On’s Model (1997) is made up of five (5) composites:
• Self-perception – is the conclusions that people create about their attitudes and feelings based on their
behaviors.
• Self-expression – allows us to understand ourselves and process our emotions.
• Interpersonal – it is a trait you rely on when you interact and communicate with others.
• Decision-making – the process of making choices by identifying a decision, gathering information, and
assessing alternative resolutions.
• Stress management – a range of strategies to help you better deal with stress and difficulty (adversity) in your
life.
These three (3) models seem to underlie two (2) general aspects of emotional intelligence:
Intrapersonal and Interpersonal.
• Intrapersonal – connections within one’s own mind, this includes self-directed thoughts and self-directed
emotions.
• Interpersonal – the connections and interactions between two or more people.
Emotional intelligence has been shown to have a positive impact in a variety of settings, according to
research. People with high emotional intelligence demonstrate high social competence when dealing with
various types of people. The findings of various studies have highlighted the significance of emotional
intelligence for all individuals. Emotional intelligence can be seen in a variety of aspects of daily life.

EMOTIONAL REGULATION
Emotional regulation is defined as an attempt to influence emotion. Emotional regulation can occur for
both positive and negative emotions, it is often used to negate the impacts of unpleasant emotions. According
to Gross (1987) emotional regulation may take two forms: cognitive reappraisal and suppression.
Cognitive reappraisal involves the evaluation of the situation prior to making personal, subjective
valuations about it. This approach allows for the logical evaluation of the situation instead of letting our
emotions rule over rationality.
Suppression involves denial and masking of facial expressions to hide one’s current emotional state. Despite
its negative connotation it also has positive consequences. When there is an attempt to hide pain, the feeling is
less likely to be painful. In certain situations where expressing feelings will not always have positive outcomes,
suppression may be the practical option.
Another approach in explaining emotional regulation is through the use of cognitive/covert strategies
and behavioral/overt strategies.
Cognitive/covert strategies include experiential avoidance, rumination, acceptance, and distraction.
These strategies happen within one’s mind and not directly observable. The advantage with these strategies is
that they provide the ability to alter negative impacts of unpleasant emotions.
Behavioral/overt strategies entail engagement in observable activities, such as behavioral avoidance,
substance abuse, exercise, eating, and getting involved on social activities. An advantage of behavioral
regulation is that its observable nature allows them to be monitored directly.

SECTION 1: THE INNER SOUL

SPIRITUALITY
“whole person” is usually associated to the idea of human beings as having physical as psychological
aspects. However, there is third aspect of being human.

SPIRITUAL SELF - is an ongoing, personal life journey, contextualize by the belief in a higher being, culture,
relationships, nature, and the discovery of meaning in one’s life.
 Spirituality talks about meaning and purpose that go beyond the physical realities of life.
 Spirituality is focused on a person’s connections to different aspects of his/her existence: to other
people, to nature, and to sacredness and divinity.
 Spirituality talks about the sacred and transcendent.
 Religiosity is defined as the adherence to a belief system and practices associated with a tradition in
which there is agreement about what is believed and practiced. It is a formal attachment to the set of
beliefs, values, and practices of a particular religious sect.
SPIRITUALITY VS. RELIGIOSITY
  If religiosity is communal, then spirituality is individual.
 In religiosity, beliefs and practices are within religious groups, and religious commitment, conservatism,
and skepticism are manifested. Spiritual attributes include the need for spiritual quest, ecumenical
worldviews, compassion, service, and inner peace.
 A person can possess spirituality even his/she does not subscribe to any religion. Spiritual models are
present everywhere.

SECTION 2: CONNECTIONS WITH NATURE

THE SELF AND THE NATURAL ENVIRONMENT
 The spiritual self is not only tied in one’s connection with a higher being and other people.
 A significant number of people have made a serious commitment to nature by taking care of animals,
pledging advocacy for environmental issues and practicing daily behaviors that manifest a growing
concern for the world.

AFFINITY WITH NATURE AND ECOPSYCHOLOGY

 Affinity with nature can be defined as the ties that bind people and nature together.
 Ecopsychology is based on a transpersonal and philosophical relationship with nature.

How can affinity with nature and ecopsychology be developed?

 These are brought about by experiences with nature and observations about the environment.
 Locations are also account for the environmental values and attitudes an individual has

SECTION 3: DISCOVERING LIFE’S MEANING

WELL-BEING AND LIFE SATISFACTION
 Well-being, being intrinsic in nature, is an inner, personal construct, associate with self-esteem, as self-
understanding. It is how good one feels about himself/herself.
 Life satisfaction is also intrinsic but, in this case, it is the general attitude towards life. When well-being
and life satisfaction are present, happiness naturally flow.

How well-being and life satisfaction achieved?

 Personal factors
 Environmental conditions
 Socio-economic status, home and social environment, interpersonal relationships, and education

What are the characteristics of people who have a high level of well-being and life satisfaction?
 Effective self-perception.
 Realistic self-esteem and self-acceptance.
 Control of behavior.
 True perception of the world
 Sustaining relationships and affection
 Self-direction and productivity

UNFOLDING THE EMERGING FACETS OF THE SELF

This module discusses the facets of the self, other than the commonly known ones which are the
biological, social, mental, emotional, and spiritual. It particularly covers two of the emerging facts of the self-
rooted personal development: the political and the digital self.

THE POLITICAL SELF: DEVELOPING ACTIVE CITIZENSHIP

This section discusses the nature of politics, elements of active citizenship, and how they shape one’s
political self. It details how one can become actively involved in political and communal affairs, and how they
are significant to the shaping of the self.
As members of the society, people are naturally obligated to participate in a political system as social
citizens, people become aware of their duties and responsibilities that should empower them to participate in
state and political affairs. Politics refers to the actions or activities concerned with achieving and using power in
a nation or society. It is also defined as the ways that power is shared in an organization and the ways it is
affected by personal relationships between people who work together.
Aristotle stated that “man is, by nature, a political animal.” This is because man is a social being and
that people naturally drawn to various political involvements in order to satisfy their social needs.

Politics as imbibed by man implies several things:

 Politics is concerned with power. Power inequalities can be observed within societies. The one who
holds power holds influence.
 Political functions based on a particular social economic and cultural context. The nature of politics and
political systems is dependent on the culture of the state. Political claims made by advocates are
influenced by their geographical location and ideology.
  The political is also personal. One’s personal choices reflect his/her personal politics; both are
indistinguishable.
 Politics goes hand in hand with the society. Politics pervades the structure of society, and thus
influences inhabitants in their beliefs, ethics, and behavior.

Active Citizenship
It refers to the structured forms of engagement with political processes and everyday forms of
participation in society. It is also defined as the process of sharing decisions which affect one’s life and the life
of a community in which one lives. Participation is the fundamental right of citizenship.
1. Active citizenship is anchored on one’s cognitive and behavioral engagement to participate in
formal and informal political activities. Different people manifest different levels of active citizenship;
some, they take a more active approach in making their voices heard. (rallies, public assemblies,
mobilizations, and demonstrations which are rooted to a particular cause).
2. Active citizenship is a practice of democracy. Democracy should not only be thought of as a
form of government. It is a communal system that allows volitional freedom of citizens to make
informed choices that allow them to be heard.
3. Active citizenship is a social construct. It fosters social relatedness and belongingness.
Advocacies are not only anchored on personal standpoint’s; it also affects other people within
defined boundaries.
4. Active citizenship is a practice of democracy. Democracy should not only be thought of as a
form of government. It is a communal system that allows volitional freedom of citizens to make
informed choices that allow them to be heard.
5. The most important goal of active citizenship is to instill change and influence society at large.

IMPORTANCE OF ACTIVE CITIZENSHIP TO THE YOUTH

For the younger generation, active citizenship can contribute to their social development. Engaging in
such activities can also enhance efficacy and competence of the younger generation, as they are considered
to be the “future leaders” of society. The participation of the youth in nation-building activities enhances their
value orientation and fosters integrity, compassion, and the sense of justice, which are crucial to the holistic
development of a citizen of a nation. Together with active citizenship, awareness of community concerns may
lead to optimal development of strong, intelligent, and passionate community leaders and youth participants.
These social discourse and social activities can then result to cultural and political paradigm shifts that may be
felt even by future generations. Thus, the future begins now.

THE DIGITAL SELF: UNCOVERING DIGITAL CITIZENSHIP

The advent use of technology comes with a corresponding challenge: to ensure that technology is used
properly. This is the essence of digital citizenship, which refers to the norms of appropriate and responsible
behavior towards technology use. Digital citizenship is anchored on three general principles: respecting,
educating, and protecting oneself and others. Digital citizenship serves the purpose of regulating human
behavior in a highly-technological and digital world.
A major concern in the digital era is how technology shapes one’s sense of self and identity. One
concept that is related to the concept of the digital self is online disinhibition. It is defined as the lack of restraint
one feels when communicating online in comparison to communicating in person.
Some individuals lose their inhibition in social interactions because there is an aspect of being present
only in the virtual, a sort of anonymity. Anonymity may serve as an option for individuals who are naturally shy
and introverted to express their thoughts, without threat to their self-esteem.