How well

do you
know your
 What do you
think is the
importance of
knowing
Knowing
oneself
promotes
wellbeing.
Well-being is the
experience
of health, happiness,
and prosperity. It
includes having good
mental health, high life
What is the role
of wellbeing in
achieving one’s
optimal
development?
Knowing oneself is critical
to being an effective team
member as well as being
successful in life, work,
and relationships. Your
personal identity
influences everything you
The purpose of this
course:
help you deepen your
understanding and
appreciation for who
you are as a person
explore how you see
yourself through the
lenses of personal
identity, your skills and
talents, roles, values,
personal core, and how
you meet your
examine how you
respond to the
pressures of
changes and
transitions in your
You will be invited and
encouraged:

 to take risks
 to step outside your comfort
zone

 to challenge your thinking and

You will be engaged
in:
 reflection
 partner activities
 Storytelling
 discussion groups
 self-assessment
Activity No.
1
(Tree of Hearts)
Activity No.
2
(Pie Awareness)
 Where have
you taken What are
your you
responsibiliti hoping to
es in your
life? learn?

How would
you describe
yourself in one
sentence?
Learning Objectives:
 Discuss the different representations and
conceptualizations of the self from various
disciplinal perspectives

 Examine the different influences, factors,

and forces that shape the self

 Examine the different influences, factors,

and forces that shape the self;
 The Philosophical
 Socrates View
 Sigmund
 Plato Freud
 Immanuel  Gilbert Ryle
Kant  Merleau-
 Rene Ponty
Descartes  John Lock
 David Hume
The Philosophical View

SOCRATES: (“ know yourself”

a. first philosopher who engaged in
systematic questioning.. “Socratic
method”
b. The true task of the philosopher is
toknow oneself
c. The unexamined life is not worth
living
d. Every man is composed of body and
The Philosophical View

SOCRATES:
a. The core of Socratic ethics is the
concept of virtue and knowledge
b. Virtue – the deepest and most basic
propensity of man.
c. Every man is composed of body and
soul
The Philosophical View

SOCRATES:

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 one’s
own master through knowledge.
The Philosophical View

PLATO: (“ the ideal self and the Perfect Self”

a. Supported the idea that man is a dual
nature of the body and soul.
b. He proposed the there are three
components to the soul: the rational soul,
the spirited, and the appetitive soul.
The Philosophical View

PLATO:
a. Rational self – composed by
reason and intellect
b. Spirited part – in-charged of
emotions
c. Appetitive soul – in charge of
base desires, like eating, drinking,
sleeping and having sexual
The Philosophical View

PLATO:
a. the true self of human beings is
the reason or the intellect that
constitutes their soul and that is
separable from their body.
The Philosophical View

PLATO:

a.human being is a
composite of body and
soul and that the soul
cannot be separated
from the body.
The Philosophical View

ARISTOTLE:
a. Aristotle’s philosophy of self was
constructed in terms of hylomorphism in
which the soul of a human being is the
form or the structure of the human body
or the human matter, i.e., the functional
organization in virtue of which human
beings are able to perform their
characteristic activities of life, including
growth, nutrition, reproduction,
The Philosophical View

IMMANUEL KANT: (“respect for self”)

a. Believes that 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.

b. Every man is thus an end in himself and

should never be treated merely as a means.
The Philosophical View

IMMANUEL KANT:
c. A person should not be used as a
tool, instrument, or device to
accomplish another’s private ends.

d. All men are persons gifted with the

same basic rights and should be treat
each other as equals.
The Philosophical View

RENE DESCARTES: (I think, therefore I am”)

a. States that the self is

thinking entity distinction
from the body.

a. “Cogito, ergo sum” “I

think, therefore I am.”
The Philosophical View

RENE DESCARTES:

c. Although the mind and the body

are independent from each other
and serve their own function, man
must use his own and thinking
abilities to investigate, analyze,
experiment, and develop himself.
The Philosophical View

JOHN LOCKE: (“personal Identity”)

a. Holds that personal

9 identity (the self)
is a matter of psychological
continuity.

b. Personal identity is founded on

consciousness (memory), and not on
the substance of either the soul or the
body.
The Philosophical View

JOHN LOCKE:

c. Personal 9 identity is the

concept that evolves over the
course of a individual’s life.
The Philosophical View

DAVID HUME: (The Self is the Bundle theory

of Mind”)
a. Don’t believe in9 a “unified concept
of the self that exists over time”

b. Man has “no clear and intelligible

idea of the self”
The Philosophical View

DAVID HUME: (The Self is the Bundle theory

of Mind”)
a. Don’t believe in a “unified concept
of the self that 9exists over time”
b. Man has “no clear and intelligible
idea of the self”
c. Man’s impression of the self vary
and always change.
The Philosophical View

GILBERT RYLE: (“The concept of mind”)

a. Argued that the mind does not exist

and therefore 9can’t be the seat of
self.
b. Believed that the self comes from
our behavior
c. Human beings are made up of
bundle of behaviors caused by the
physical workings of the body.
The Philosophical View

GILBERT RYLE: (“The self is how you

behave”)
a. No more inner selves, immortal
9
souls, states of consciousness, or
unconsciousness entities:
instead, the self is defined lin
terms of the behavior that is
presented to the world, a view
that is known in Psychology as
The Philosophical View

MAURICE MERLEAU-PONTY

a. asserts that self and perception

9
are encompassed in a physical
body. The physical body is part
of self. The perceptions of the
mind and the actions of the
body are interconnected.
The Philosophical View

MAURICE MERLEAU-PONTY: (Empiricism

and Rationalism)
9
a. believed the physical body to
be an important part of what
makes up the subjective self.
The Philosophical View

MAURICE MERLEAU-PONTY: (Empiricism

and Rationalism)
9
a. rationalism – reason and mental
perception, rather than physical
senses and experience, are the
basis of knowledge and self
b. -the mind is the seat of all
consciousness
The Philosophical View

MAURICE MERLEAU-PONTY: (Empiricism

and Rationalism)
9
a. empiricism - physical senses
and experience are the basis of
knowledge and self
The Philosophical View

SIGMUND FREUD:

9
a. the self--one's person as the object
of one's narcissistic or aggressive
cathectic investment: the person
one believes, wishes, or hopes
oneself to be, as distinct from the
actual object, one's (or another's)
actual person.
The Philosophical View

SIGMUND FREUD:

9
Structures of the Self:

a. Id – governs the pleasure principle

b. Ego – governs the reality principle
c. Superego – governs the do’s and
don’ts of the society
 The Sociological
View
 Herbert Mead

 Lev Vygotsky

 Urie Bronfenbrenner
 The Sociological
Lev VygotskyView
Urie Bronfenbrenner
The Sociological
View
The self as a
product of modern
society among
other
 The Psychological
 The self as aView
cognitive
o
construction: William James

 The Me and I Self

 Real and Ideal self concepts

THE SEXUAL SELF
 Chapter Objectives:
 To look ways in which adolescents
construct a sexual identity by examining
sexuality with the more general context of
identity formation.
 Chapter Objectives:
 To examine the ways in which geneder
roles and sexual scripts contribute to
adolescents’ sexual identity.
 Chapter Objectives:
 To look at factors contributing to the ways
adolescents make sexual decisions, and at
the sexual behaviors in which they
engage.
 Sexual Identity
 What it means to be masculine or feminine
Gender stereotypes: the cultural
expectations concerning which behaviors are
appropriate for each sex.
 Sexual Identity

Stereotypes plays a role in self-definition as

adolescents question their sexuality and
develop a sense of self
 Creating a Sexual Self
Sexual self-esteem – perception of their
worth as sexual beings

Sexual self-efficacy – perception of control

over sexual experiences
Sexual self-image – beliefs about sexual
needs
 Five Sexual Styles
Sexual naïve - have little confidence in sexual
attractiveness, feel no control over sexual
situations
Sexual unassured - low self-esteem and
little sense of control in sexual encounters,
but interested in exploring their sexuality.
 Five Sexual Styles
Sexual competent- confident of sex appeal
and ability to control sexual situations,
interested in exploring sexuality and were
sexually experienced

Sexual driven – similar to above style, unable

to say no to sex, mostly boys
 Sexual Scripts
 Are a set of guidelines concerning
expected patters of behaviors in a sexual
situation

 Inform adolescents of what they should

do, feel, and what the person they are
with is likely to do and feel
 Sexual Scripts

 Reflect masculine and feminine gender

stereotypes
 Making Sexual Decisions
 Avoidance and denial of sexual
perceptions may cause engagement in sex
without planning and no responsibility

 Attitudes surrounding sexuality usually

are not discussed with parents
 Making Sexual Decisions

 Adolescents who talk with their parents

tend to become sexually active later and
responsibility
 Stages of Sexual Activity
 Kissing
 Petting
 Intercourse and oral-genital sex

**boys begin sexual experiences earlier and

are more positive about their first
experience than girls
 Delay of Sexual Activity
 Biological: late maturation, being female
 Psychological: strong religious beliefs,
involvement in school
 Social: parental monitoring, family
religious beliefs, not dating steadily, not
using alcohol or grugs
 Sexual Orientation
 Homosexual orientation – attracted to
member of the same sex over an
extended period of time in their lives.
Referred to as gay or lesbian
 Sexual Orientation
 Bisexual orientation – attracted to
individual of both sexes.
 An isolated same-sex sexual
experience does not mean a person is
homosexual.
 Sexual Response Cycle
1. Excitement
2. Plateau
3. Orgasm
4. Resolution
** similarities in the sexual response for
each gender exist for all phases
 Risks and Responsibilities
 Majority of adolescents do not use
contraceptives due to the lack of
adequate information
 Many do not practice responsible sex
because they are unable to accept
their own sexuality
 Risks and Responsibilities

 Teens engage in unprotected sex due

to their cognitive and emotional
immaturity.
 Teen Pregnancy
 Pregnancy and child rearing present
challenges for adolescents parent
 Teen Pregnancy
 Adolescents are less likely to receive
regular prenatal care and experience
more medical complications during
pregnancy such as:
a. Premature babies
b. Low birth weight
c. Neurological behavioral problems
 Teen Parenting
 30% of teenage pregnancies end in
abortion
 Decision to abort or carry to term are
related to:
a. Socioeconomic status
b. Race
c. Personal attitudes
d. Parent’s and friend’s attitudes
 Teen Parenting
 Programs that target teenage others for
prenatal care can be successful in
reducing many prenatal risks

 Most teenage fathers remain

psychologically involved with the mother
through pregnancy and for some time
following birth
 Teen Parenting
 Teen parents have less education and
lower income than those who postpone
parenting and find it difficult to provide
support for the mother and infant
 Sexually Transmitted
Diseases
 If not treated promptly, STD’s can have
serious health consequences
 Sexually Transmitted
Diseases
 Gonorrhea is a bacterial infection
can cause:
a. Infertility
b. Joint problems
c. Heart problems
d. Cervical cancer
 Sexually Transmitted
Diseases
 Genital warts are caused by human
papilloma virus and can lead to cervical
cancer
 Sexually Transmitted
Diseases
 Genital herpes is called by a herpes virus
and no cure exist
 Sexually Transmitted
Diseases
 Syphillis is a bacterial infection that
progresses through different stages
 HIV

 Attacks immune system

 Disease progresses to AIDS
 There is no cure for this disease,
individuals die when the immune system
fails
 HIV

 Prevention includes:
a. Avoiding exchange of body fluids
b. Using condoms
c. Being discriminating in sexual
relationship