MODULE 1

Meet and Greet

My Home, My School
MODULE 2
Concept and Nature of Self
Who Am I?

The Philosophical View of Self

Socrates: Know Yourself

Socrates is principally concerned with man. He considers m from the point of view of his
inner life. The famous line of Socrates man light. A “Know yourself,” tells each man to bring
his inner self to bad man is not virtuous through ignorance; the man who does not follow the
good fails to do so because he does not recognize it.
The core of Socratic ethics is the concept of virtue and knowledge. Virtue is the deepest and
most basic propensity of man. Knowing one’s own virtue is necessary and can be learned
Since virtue is innate in the mind and self-knowledge is the source of all wisdom, an
individual may gain possession of oneself and be one’s own master through knowledge.

Plato: The Ideal Self, the Perfect Self

According to Plato, man was omniscient or all-knowing before he came to be born into this
world. With his separation from the paradise of truth and knowledge and his long exile on
earth, he forgot most of the knowledge he had. However, by constant remembering through
contemplation and doing good, he can regain his former perfections.

Immanuel Kant: Respect for Self

Man is the only creature who governs and directs himself and his actions, who sets up ends
for himself and his purpose, and who freely orders means for the attainment of his aims.
Every man is thus an end in himself and should never be treated merely as a means as per
the order of the Creator and the natural order of things. This rule is a plain dictum of reason
and justice: Respect others as you would respect yourself. A person should not be used as a
tool, instrument, or device to accomplish another’s private ends. Thus, all men are persons
gifted with the same basic rights and should treat each other as equals.

René Descartes: “I think, therefore I am”

Descartes states that the self is a thinking entity distinct from the body. His first famous
principle was “Cogito, ergo sum,” which means “I think, therefore I am.” Although the mind
and the body are independent from each other and serve their own function, man must use
his own mind and thinking abilities to investigate, analyze, experiment, and develop himself.
John Locke: Personal Identity
John Locke holds that personal identity (the self) is a matter of psychological continuity. For
him, personal identity is founded on consciousness (memory), and not on the substance of
either the soul or the body.
Personal identity is the concept about oneself that evolves over the course of an individual’s
life. It may include aspects of life that man has no control over, such as where he grew up or
the color of his skin, as well as the choices he makes, like how he spends his time and what
he believes.

David Hume: The Self is the Bundle Theory of Mind

Hume is skeptical about the existence of the self, specifically, on whether there is a simple,
unified self that exists over time. For him, man has no “clear and intelligible” idea of the self.
He posits that no single impression of the self exists; rather, the self is just the thing to which
all perceptions of a man is ascribed. Moreover, even if there were such an impression of the
self.

St. Augustine: Love and Justice as the Foundation of the Individual Self
St. Augustine believes that a virtuous life is a dynamism of love. It is a constant following of
and turning towards love while a wicked life is a constant turning away from love. Loving
God means loving one’s fellowmen; and loving one’s fellowmen denotes never doing any
harm to another or, as the golden principle of justice states, doing unto others as you would
have them do unto you.
The Psychological View of Self

Sigmund Freud: The Psychoanalytic Theory of Self Freud’s asserts that the human psyche
(personality) structured into three parts (tripartite). These structures-the id ego, and
superego-all develop at different stages in a person’s life These three structures are systems
and not physical of the brain. Although each part comprises unique features and parts

Contributes to an individual’s behavior, they interact to form a Whole.

Parts of Personality
1. Id (internal desires). Also called internal drives or instinctive drives, it consist of the
body’s primitive biological drives and urges which are concerned only with achieving
pleasure and self-satisfaction. Id lives completely in the unconscious.
2. 2. Ego (reality). It is the “I” part of the individual that gives him/Her the sense of
his/her own identity. The ego is the rational Part of the personality.

3. Superego (conscience). It is the part of the personality concerned with morals,

precepts, standards, and ideas. The superego is also the critical faculty of the
personality.
 Freudian Stages of Psychosexual Development

Freud also argues that the development of an individual can be divided into distinct
stages characterized by sexual drives. As a person grows, certain areas become sources
of pleasure, frustration or both.

1. Oral. From birth to the end of the first year, the mouth becomes the part of the body
through which gratification is secured.

2. Anal (expulsive phase). From the age of 2 to 3 years, the child derives the feelings of
pleasure or pain from defecating. It covers the toilet-training period.

3. Phallic. From the age of 3 to 6 years, the child gets curious about his/her genitals .
and becomes attached to the parent of the opposite sex. The attraction of a boy to his mother
is called Oedipus complex, while that of a girl to her father is called Electra complex.

4. Latency. From the age of 10 to 12 years, sexual motivations presumably recede in

importance as the child becomes preoccupied with developing skills and other activities.

4. Genital. After puberty, the deepest feelings of pleasure presumably come from
heterosexual relations.

Erik Erikson: The Psychosocial Stages of Self-development

Erikson was primarily concerned with how both psychological and social factors affect
the development of individuals. He has formulated eight major stages of development,
each posing a unique developmental task and simultaneously presenting the individual
with a crisis that he/she must overcome (Table 1). As defined by Erikson, a crisis is not
“a threat of catastrophe but a turning point, a crucial period of increased vulnerability
and heightened potential” (Erikson, 1968, p. 96). Accordingly. Individuals develop a
healthy personality by mastering “life’s outer and inner dangers.”
MODULE 3

Physical Self
The Beautiful Me

Factors in the Development of the Physical Self

The development of the individual is caused by two interacting forces: heredity and
environment.

Heredity (nature) is the transmission of traits characteristics from parents to offspring.

It provides the raw materials of which the individual is made up. Through the hereditary
potentials like physical, mental, social, emotional, and genes, or Moral traits are passed
down to generations.

Environment (nurture) is the sum total of the forces or experiences that a person
undergoes from conception to old age. It also includes family, friends, school, nutrition,
and other agencies one is in contact with.

The Beginning of Life

Life begins at fertilization. Fertilization refers to the meeting of the female sex cell and
the male sex cell. These sex cells are developed in the reproductive organs called
gonads. The male sex cells called spermatozoa (singular: spermatozoon) are produced
in the male gonads called testes. On the other hand, the female sex cells called ova are
produced in the female gonads known as ovaries. The fertilized egg cell known as zygote
contains all the hereditary potentials from the parents. This zygote goes to the uterus
and continues to grow during the gestation period of about 280 days or 36 weeks or 9
calendar months.

Each parent contributes one sex chromosome to the offspring. A male parent may pass
either an X or a Y chromosome while a female always gives the X chromosome. When
an X chromosome comes from the father and meets the X chromosome from the
mother, the resulting combination is XX which indicates a female offspring. However,
when the father produces a Y chromosome which pairs with the X chromosome from
the mother, the resulting combination is XY, signifying a male offspring.
Both male and female chromosomes contain several thousands of genes. Genes are
small particles in a string-like formation. They are the true carriers of hereditary
characteristics of the parents. Within the gene is a substance called deoxyribonucleic
acid (DNA) which is the code of heredity. It contains information and instructions about
the newly created organism, and programs the traits that should be inherited.
Maturation is the unfolding of the inherent traits.
Taking Care of My Physical Self

Since the self is inseparable from the body, you should take very good care of your
physical self. Whether you plan to lose, gain, or maintain weight, the most important
thing to do is to keep yourself fit. To achieve this goal, a rigid plan has to be made.

Balanced Diet

To keep fit and healthy, one needs to have a balanced diet. Eating a balanced diet means
consuming the right kind of food at the right time and in the right proportion. One’s
food intake should contain the necessary nutrients essential for growth and survival.
This practice prevents malnutrition and diseases. It is also important to keep mealtimes
pleasant and enjoyable. Thus an individual should be encouraged and motivated to eat
more nutritious food. It should also be remembered that junk food must be avoided.

Water

An individual should drink at least eight glasses of water every day. It allows the body
to function efficiently. It also washes away wastes to keep the skin clear and healthy.
With a high-protein diet, the body utilizes the water properly and avoids water
retention. Liquids such as coffee, tea, or milk should not be counted as water. Although
they contain lots of water, there is also a build-up of caffeine, acid, or fat.

Sleep

Sleep gives the bones, muscles, and the mind time to recover. An individual needs eight
or more hours of sleep a day. One very important requirement for a refreshing sleep is
a firm mattress. If one sleeps in a slumped, uncomfortable position in a mattress. That
is too soft, body aches may develop. A soft and lumpy mattress
MODULE 4

Intelligent Behaviors
Seeing My Natural Ability

Fourteen Intelligent Behaviors

Performance can be greatly influenced by one's behavior. Behavior is defined as the

manner in which a person conducts himself/herself in various circumstances. When a
person is behaving intelligently, he/she is said to manifest 14 behaviors or dispositions
(Costa, 2000).

The following are 14 intelligent behaviors indicative of an efficient and effective

problem-solver, many of which were originally compiled by Costa (2000):

1. Persistence. It means not giving up when the answer to a problem is not immediately
known.

2. Overcoming impulsiveness. It involves planning, clarifying goals, exploring alternative

strategies, and considering consequences before one begins a task.

3. Listening to others. Some cognitive psychologists think that the ability to listen to
another person and understand their point of view is one of the highest forms of
intelligent behavior.

4. Flexibility in thinking. It is when one considers other points of view rather than
running with the first thought that comes to mind.

5. Metacognition. It refers to the awareness of how one is thinking or the knowledge of

what is going on in one's head.

6. Checking for accuracy and precision. It is the behavior of not letting speed surpass the
desire for craftsmanship.

7. Questioning and problem-posing. It means asking questions and finding out problems
for oneself.

8. Applying past knowledge to new situations. It refers to the act of calling upon one's
store of knowledge and experience as a source of data, theories, or processes to solve
each new challenge.
 9. Precision of language and thought. A person with this behavior uses descriptive terms
to distinguish objects, and provide criteria for value judgments.

10. Using all the senses. The senses of feeling, seeing, hearing, Or even tasting are
utilized to solve problems more Effectively.

11. Creativity. It means applying ingenuity, originality, and insight. Creativity develops
one’s capacity to generate original, unique, clever, or useful products, solutions, and
Techniques.

12. Living with a sense of wonderment. Involved in this behavior are inquisitiveness,
curiosity, and openness to beauty, intricacy, complexity, and simplicity.

13. Cooperation. It refers to taking advantage of the knowledge and insights that can
only come as a result of social relationships.

14. Sense of humor. It refers to being able to look at situations, opportunities, problems,
and relationships with nonchalance and fun.

MODULE 5
Emotional Self
Achieving My Emotional Competencies

Fundamentals of Emotion

Based on Plutchik’s (1980) configuration of emotion, ther are eight fundamental

emotions, namely joy, trust, fear, surprise sadness, disgust, anger, and anticipation.
Emotion Management Strategies In any social interaction, feelings may arise. These emotions
May be positive or negative and may affect relationships as well.

Thus, people should always keep their emotions in check to avoid misunderstanding and
miscommunication. What are the best strategies for managing emotions? How can you avoid
outbursts and negative feelings towards others? Langley (2012) lays out some tips on
managing emotions:

1. Smile to make yourself feel good. Face a mirror and smile. After some time, your mood
will be better and you might even laugh naturally. Do it for at least 30 seconds.

2. Smile to make others feel good. Smiling opens up your connection with others. It also
leads to experiencing Empathy.

3. Get up and move. Exercise activates happy hormones that include endorphin,
dopamine, and serotonin, among others. Movement is also important for the
lymphatic system to get the toxins out of your body. Get up from your desk and Jump
and bounce regularly.
4. Check in with your body Scan your body by feeling the tensions building up. Learn to
relate these tensions with The emotion you feel to understand how your feelings
affect Your physiology.

5. Physically remove the tension. If you feel tense in your arms, shake them. Likewise,
if there is tension in your chest, stretch and breathe deeply.

6. Breathe. Perform diaphragmatic or deep breathing by contracting your diaphragm.

Let your lower lungs fill with oxygen to pass around your body and brain. You will
feel a tingly sensation and your belly will expand. Do this exercise for at least 60
seconds. The body cannot sustain anger when you are breathing deeply.s
7. Talk to someone. It is healthier to vent your anger and frustrations to a friend rather
than to suppress them Express your feelings so you can start to resolve the Situation.

8. Disengage and re-engage emotions. Learn to park your emotions to deal with at a
later time, but do not avoid them. You must acknowledge your feelings then utilize
your emotional intelligence to improve them.

9. Label your emotions. After acknowledging your emotions label them. This activity
reduces the intensity of your emotions. The part of the brain that feels the emotion
is the same part that names it.

10.Label emotions for others. You can often defuse a tense situation by acknowledging
the feelings of others. When you ask, “I sense that you are angry. Can you tell me
how you feel?” the other person will be encouraged to considerAnd label his/her
emotion as well. He/She may respond with “Yes, I feel angry,” or “No, I am not angry;
I am annoyed

MODULE 6
Social Self
Relating to Harmoniously and Properly with Everyone
Social Psychology Many things may come to mind when you hear the To do with Word
relating “social.” Generally, this term has something well or interacting with others. The
study of social relationships of interactions is called social psychology. Lahey (2007)
defines social psychology as the branch of psychology that studies individuals they
interact with others. Plotnik and Kouyoumdjian (2014) state that social psychology is a
broad field whose goal is to understand and explain how thoughts, feelings,
perceptions, and behaviors ar influenced by the presence of, or interactions with,
others. People interact and behave in certain ways when they are at home with their
family, when they are in school with their classmates and teachers, or when they are at
work with their superiors or fellow workers. Additionally, for Gerrig and Zimbardo
(2002), social psychology is the study of the effect of social factors on individual
behavior, attitudes, perceptions, and motives. It is likewise the study of behaviors as
influenced by interactions and transactions between persons. Social psychology is the
study of group and intergroup phenomena.
The key words In the various aforementioned definitions are interactions and
relationships. Interaction refers to the mutual and reciprocal exchange of
communication or action between two or more persons or groups. On the other hand,
relationship refers to a particular way in which two or more individuals, groups, or even
countries talk to, behave toward, or deal with each other. There is an established
connection, kinship, or attachment between persons or groups attributable to several
factors- interests, philosophy of life, goals, or ways of thinking-that bind them together.
These two terms imply two-way exchanges.

There is a fine line between interaction and relationship. Interaction is always a

component of a relationship. On the other hand, a relationship includes not only the
kind of interaction between the members of the group, but also the intellectual,
psychological, or even emotional investments made by

Person Perception

In psychology, person perception refers to forming impressions and making judgments

about another person’s likability after seeing or meeting him/her. The assessment
involves as well what kind of person one is, including his/her intentions, traits, and
behaviors (Plotnick & Kouyoumdjian, 2014). First impressions, which are formed within
a very short time with little conscious thought and biased by past experiences, are part
of person perception (Macrae and Quadflieg, 2010).

Social Norms

Norms are patterns or traits characterized as typical or usual for a group. Other terms
associated with norms are “average” and “normal.” For example, an individual’s
mathematics score may be considered above the norm if it is more than the average
score or below the norm if it is less than average.

Norms change over time. Many years ago, mothers stay at home to care for their
children; women wear only dresses and skirts in attending church services; or couples
raise big families. Today, these are no longer the norms due to changes in many factors
such as the financial, moral, social, or psychological aspects of society.

Social norms refer to spoken and unspoken rules for behaving in particular situations.
One example is covering one’s mouth when sneezing or coughing. Most people conform
to the social norms of the culture in which they exist.

Norms in social behavior serve to guide or regulate the manner in which people conduct
themselves. Behaviors have to be controlled or regulated because of social
consequences. It is one’s responsibility to make sure that his/her behavior does not
hurt, offend, or disturb other people.
Together as a Group

On many occasions, people work in groups. Students organize into study groups to solve
problems together when reviewing for an exam. Teachers meet with each other to
discuss methods to improve teaching and learning strategies. Farmers work together
during the planting and harvesting of palay. Employees in an office work as a team.
Given these situations, it may be said that people work together for a purpose. In many
cases, the task becomes easier to accomplish because more people contribute to solve
the problem as compared to only one person doing the task.

In social situations where people work and do things together for a purpose, two things
may happen. First, the performance of each individual member of the group is
improved. This is also referred to as social facilitation (Levine, Resnick, & Higgins, 1993).
Take for example two groups with five members each in a javelin
Second, working or being with a group may also reduce individual effort, a phenomenon
known as social loafing.

Conformity

Conformity refers to yielding to group pressure to act as everyone does, even when no
direct request has been made (Lahey, 2009). It is the tendency to behave like others in
the group do.

Conformity is brought about by two motivations: to gain reward (approval) or avoid

punishment (disapproval); and to gain information. Some factors make conformity more
likely to exist in a group

(Lahey, 2009):

1. Size of the group. The more people there are in a group, the more likely a member
tends to conform.
2. Unanimous groups. Conformity is highest when an individual faces a group in
which all members feel the same Way about a topic, a problem, or an issue.

3. Culture. Conformity occurs in all cultures. However, some cultures emphasize the
welfare of the individual; thus, people are less conforming. Others focus on collective
welfare so people tend to be more conforming. A high degree of conformity leads to
faster accomplishment of a task or work.

4. Gender. In the past, females were more likely to conform than males, but research
has shown that it is no longer the case (Eagly, 1978; Eagly & Johnson, 1990).

Social roles specify the part or position of a person in society. It also specifies
behavior expected to be exhibited by an individual in practicing his/her role
A sociogram indicates the social structure of a group and the relationship of people
within that group. It shows who are popular. Isolates, islands, and mutual friends
 Nature and Depth of Relationships

Relationships are among the most important aspects of our lives. They can be positive
or conflicted, but the lack of relationships could be the worst of all, as it creates
loneliness.

Familiarity

Familiarity refers to being comfortable with another person and is a necessary condition
for a close relationship to develop. Friends and lovers are those who have been around
together for so long; who have grown up together, who have gone to school together.
Research has shown that people like to associate with others who are similar to them
in terms of the following: attitudes, behavior patterns, personal characteristics, taste in
fashion or clothes, intelligence, personality, and the like.

Attraction

What attracts someone to another person? What makes people spend more time with
each other or with one another? Is physical attraction important at the early stages of a
relationship?

Attraction may lead to deeper relationships (Santrock, 2003). One person may be drawn
or attracted to another due to reasons like similarities or differences in interests,
personality characteristics, life goals, and lifestyles, to name a few. Attraction paves the
way for enjoying the company and being comfortable with the other person, and for
feelings of ease and confidence

Love

Love is a special attachment one has for himself/herself or for somebody else. It is an
intense feeling of deep or constant affection and emotion in which a person always sees
to the good, happiness and welfare of the other. The person is willing to sacrifice or to
give up something for the good of the object of his/her love. It can manifest as love for
God, spouse, children, family, or country, among others.

Three of the most common kinds of love are as follows:

1. Romantic Love. Also called passionate love, it includes anIntermingling of different

emotions: fear, anger, sexual desire, joy, and jealousy, among others. Poets and
musicians laud the fiery passion of romantic love and the pathos and pain when it fails.
It is one of the major reasons for getting married. In a study by Berscheid, Snyder, and
Omoto in 1989, college students chose a romantic partner, rather than a parent or a
sibling, as their closest relationship. This result suggests that college students put a
higher premium on romantic relationships.

2. Affectionate Love. Also referred to as companionate love, it is the type of love that
occurs when someone has deep and caring affection for a person and desires to have
him/her near constantly.
3. Consummate Love. It is the strongest and fullest type of love (Sternberg, 1985). This
ideal form of love involves passion, intimacy, and commitment.

The Triangular Theory of Love

In 1985, Robert Sternberg postulated that love is made up three components: passion,
intimacy, and commitment. Passion of has something to do with physical and sexual
attraction to another. Intimacy is characterized by the emotional feelings of warmth,

Commitment is the cognitive appraisal of the relationship and the intent to maintain it
even in the face of problems. One or a combination of these ingredients forms a kind of
love or love-like feeling.

Attitudes

Attitudes are beliefs that predispose people to act and feel in certain ways towards
people, objects, or ideas. They can either be positive or negative. A positive attitude is
reflected in a happy. Pleasant, or optimistic disposition. On the other hand, a negative
attitude is associated with pessimism or a general feeling of dislike. The three distinct
features of an attitude include belief, feelings. And disposition.

Persuasion and Attitude Change

Attitudes are not permanent. They can be changed or modified even after they have
been formed. Persuasive communication plays a big part in this process. The extent of
change in the attitude depends on the speaker, the message, and the listener. If the
speaker is a credible source of information

Stereotypes are generalizations in which the same traits or characteristics are assumed
to be possessed by all members of a group (Gerrig & Zimbardo, 2002).

Negative stereotypes are accompanied by prejudice and discrimination. Prejudice is an

unfair, biased, or intolerant attitude or opinion towards the members of a group. An
example is the opinion that overweight women are not as intelligent as women of
normal weight. Acting on prejudice leads to discrimination. Discrimination is the specific
unfair behavior or treatment towards the members of a group. An employer refusing to
hire women because of their gender is an example of discrimination. Discrimination
against people based on their skin color or ethnic heritage is called racism, while
discrimination against people because of their gender is referred to as sexism.

Challenges in life are inevitable. They can result in two things: either the person comes
out stronger to face another challenge or he/she feels defeated or discouraged. The
outcome boils down to the person’s attitude, which determines how one looks at life
events, people, and reality. Thus, a person should strive to develop positive attitudes
rather than negative ones.