Understanding the self

Albert Dela Cruz

COHM Adviser
 The Philosophical View of Self
Socrates: “Know yourself”
Socrates is principally concerned with man. He
considers man from the point of view of his
inner life. The famous line of Socrates, “Know
Yourself,’ tells each man to bring his inner self
to light. A bad man is not virtuous through
ignorance; the man who does 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 he had.
However, by constant remembering through
contemplation and doing good, he can regain
his former perfections. Happiness, which is
the fruit of virtue, is attained by the constant
imitation of the divine exemplar of virtue,
embodied in man’s former perfect self.
 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.
Respect others as you would respect yourself.
 Rene 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.
David Hume: “The Self is the Bundle Theory of
Mind”
Hume is skeptical about the existence of the self,
specifically, on whatever there is a simple, unified
self that exists over time. For him, man has no “clear
and intelligible” idea of the self. Moreover, even if
there were such an impression of the self, it would
have to remain constant over time to constitute
identity. Even attempts to have impression of the self
must fail for all these attempts are really just
occasions for one to notice perceptions. Hume
asserts that what we call the “self is really just” a
bundle or collection of different perceptions which
succeed each other with an inconceivable rapidity.”
 The Christian or Biblical View of Self
The Holy Bible
“God created man in His image; in the
divine image He created him; male and female
He created them. God blessed them,, saying,
“Be fertile and multiply; fill the earth and
subdue it. Have dominion over the fish of the
sea, the birds in the air, and all the living things
that move on the earth.”
Genesis 1:24-28
The Self as a Crown of Creation
1. Physical
2. Intellectual
3. Moral
4. Religious
5. Social
6. Political
7. Economic
8. Emotional
9. Sentiment
10. Aesthetic
11. Rational
12. Sensual and Sexual
 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) is 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 parts of the brain. Although each part
comprises unique features and 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. Ego (reality). It is the “I” part of the individual that give 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 idea. 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 opposites 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.
5. 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. 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”. Accordingly , individuals develop a healthy personality by mastering “life’s
outer and inner dangers.”

This module presented three major lenses – philosophical, biblical, and

psychological – through which one can understand the self. In the first
perspective, which is focused on the abstract self, philosophers believe that a
person is more than his/her physical aspect. Meanwhile, in the biblical view, one
can conclude that a person, as a creation of God, is destined for greater things
through the grace of God and by living a virtuous life. Finally, psychologists use
stages or phases to explain that the self is a product of life’s development5 in its
different aspects. It is important for you to explore yourself and not limit your
understanding to those that are given to you.
The Path Traveled by the Egg
1. The egg travels through the ____________ after being
released from the ___________.
2. The fertilized egg contains ____ from both parents.
3. The egg is surrounded by the cloud of _______.
4. These hairs, called _____, move the egg along towards
the uterus.
5. It takes the egg ____ days to travel _____ inches along
the fallopian tube.
6. The egg must join with a sperm within ______ hours in
order for conception to take place. If no sperm is present,
the egg ___________.
When Sperm Enters the Female Body
1. Nearly ____% of the sperm will die almost
immediately after entering the woman’s body.
2. Sperm will remain viable (able to survive) only
for ____ to ____ hours.
3. The sperm has one goal: _________________.
4. There are many barriers (things to overcome) for
a sperm to reach the egg. Some of these include:
a. _________ b. __________ c. ____________
d. _____________ e. __________
When Sperm Enters the Fallopian Tube
1. The fallopian tube has ____ openings; one leads to the
_______ and the other to the _________.
2. Of the 200 million sperms that enter, only about ______
ever reach the egg.
3. Only ____ sperm will enter and fertilize the egg.
4. Once inside the egg, the sperm undergoes a big change, it
_____________.
5. The genetic material is released from the ____________.
6. Within ____ hours, the new cell begins to divide.
 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 or
characteristics from parents to offspring. It provides the
raw materials of which the individual is made up. Through
the genes, hereditary potentials like physical, mental,
social, emotional., and 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
are developed in the reproductive organs called
gonads. The male sex cells called spermatozoa 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 chromosomes to the offspring. A
male parent may pass either an X or a Y chromosomes 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 hereditary. 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.
Stages of Human Development
Development Stage Age
Pre-natal period Conception to birth
Infancy Birth to end of the second week
Babyhood End of the second week to end of the second year
Early childhood or pre-school age Two to six years
Late childhood or elementary age Six to ten or twelve years
Puberty or preadolescence Twelve to thirteen or fourteen years
Adolescence Thirteen or fourteen to 18 years
Early adulthood Eighteen to forty years
Middle age Forty to sixty years
Old age or senescence Sixty years to death
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 balanced diet.
Eating a balanced diet means consuming the right kind of
food at the right time and in 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.
Essential Food Nutrients
Carbohydrates Functions: For supplying heat and energy to the body. Sources:
Starchy food, bread rice tubers, cereals and their products. Amount of Serving per
Meal: 1 to ¼ cup of rice, 1 to 2 pieces of corn in cob.
Protein Functions: For building and repairing broken or worn-out tissues.
Sources: Legumes and by-products; meat, fish, poultry, and by-products; milk and
milk products. Amount of Serving per Meal: ½ to ¾ cup, 2 to 3 pieces of meat, 1
glass of milk.
Fats Functions: For maintaining heat and energy for the body. Sources:
Margarine, nuts, oil, butter, cheese, and by-products. Amount of Serving per
Meal: 1 tablespoon of vegetables oil and its equivalent.
Vitamins and Minerals Functions: For healthy skin and hair, as well as for aiding
the normal functioning of the body. Sources: All kinds of fruits and vegetables;
internal organs like liver, gizzard, spleen, etc. Amount of Serving per Meal: ¾ to 1
cup of vegetables, 1 slice of big fruit, 1 piece of small fruit.
Water an individual should drink at least eight glasses of water everyday.
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 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 lumpy mattress should be
replaced with a firmer one. Another way to improve the bed is to raise
the lower part of the mattress so as to elevate the feet. It is an ideal
position because the blood flows back towards the heart and away
from the feet. Moreover, sleeping on one’s stomach can help prevent
varicose veins from developing as well as other circulatory problems.
 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.
The following are 14 intelligent behaviors indicative of an efficient and effective
problem-solver, many of which were originally compiled.
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
utilize 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.
Possessing many of these intelligent behaviors is an advantage in the
corporate world. Business firms look not only for knowledge and
experience, but also for efficiency and effectiveness. The global
war for talents is likely to intensify. Many firms and companies are
already struggling to find enough well-trained, and inventive
professionals. Which of the 14 qualities characterize your
behaviors? Which do you need to start working on?
Diagnose Your Study Habits
Read the following questions carefully and answer them honestly by writing YES or NO on the space
provided.
__________ 1. Do you have a definite place for studying?
__________ 2. Do you have a definite time for studying?
__________ 3. Do you read under a colored light?
__________ 4. Are you neat and orderly in your work?
__________ 5. Do you keep all necessary materials together?
__________ 6. Do you study when you are fresh and clean?
__________ 7. Do you concentrate when you study and relax when you play?
__________ 8. Do you make it a point to get off to a good start in each new lesson?
__________ 9. Do you do the hardest or least interesting job first?
__________ 10. Do you complete one job before going to another?
__________ 11. Do you complete what you have started?
__________ 12. Do you generally take down notes during a lecture, recitation, etc.?
__________ 13. Do you study late into the night or even all night long?
__________ 14. Do you read more than what you are required to read for a subjects?
__________ 15. Are you attentive in class?
__________ 16. When you find a new word, do you immediately look it up in the dictionary?
__________ 17. Do you always go to class well-prepared?
__________ 18. Do you do your daily assignments yourself?
__________ 19. Do you review often?
__________ 20. Do you evaluate your progress from time to time and act accordingly?
My Commitments
Commit yourself to further improve your study habits. Write your commitments below using the format,
“From now on,__________________.”
1. ____________________________________________________
____________________________________________________
____________________________________________________
2. ____________________________________________________
____________________________________________________
____________________________________________________
3. ____________________________________________________
____________________________________________________
____________________________________________________
4. ____________________________________________________
____________________________________________________
____________________________________________________
5. ____________________________________________________
____________________________________________________
____________________________________________________
 A person’s behavior can do so much for
his/her future performance. The possession
of intelligent characteristics is one way to
become successful in life. One can develop
these traits by practice. Every day, you must
preserve to become the best that you can be,
however hard it is at times. As a student, you
may start developing intelligent behaviors in
relation to your study habits.
 Emotional Self
Achieving My Emotional Competencies
Film Showing
Watch the film titled “Inside Out” produced by Pixar Animation Studios. Then answer the following
questions.
1. Describe each human character in the story.

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2. How do the characters show their positive and negative feelings?

________________________________________________________________________________
__________________________________________________
3. What feelings are dominant in the characters?

________________________________________________________________________________
__________________________________________________
4. Which characters attempt to block the expression of particular feelings? How do they do so? Do you
find yourself blocking feelings consistently?

________________________________________________________________________________
________________________________________________________________________________
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____________________
Fundamentals of Emotion
Based on Plutchik’s configuration of emotion, there are
eight fundamental emotions namely:
1. Joy
2. Trust
3. Fear
4. Surprise
5. Sadness
6. Disgust
7. Anger and
8. 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 outburst and negative feelings towards others? Langley 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 tensions. 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.
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 consider and label his/her emotion as well.
He / She may respond with “Yes, I feel angry,” or “No, I am not
angry; I am annoyed.”
Managing Emotions
The following are questions that will help you see how well you manage your
emotions. Write your honest answers on the space provide:
1. Cite at least three experiences that were brought about by your feelings of anger, grief,
love, jealousy, guilt, or fear.

_____________________________________________________________________________
___________________________________________________________________
________________________________________________________________________
2. How did you overcome these difficult experiences?

_____________________________________________________________________________
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3. Do you agree that love, despite being a positive emotion, can also cause problems?
Describe an experience which can justify your answer.

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 This module examined how emotions are
related to each other. It also taught you how
to manage your emotions especially when
you interact with other people. It argued as
well that suppression of feelings is not
helpful as it builds up tension in your
physical body. Thus, you must always
recognize and acknowledge you emotions as
well as release them in a way that will not
hurt others.
 Social Self
Relating Harmoniously and Properly with Everyone

Social Units
A. Accomplish the following task.
1. name and age of your parents
2. activities that occupy your parent’s time
3. number of siblings, and if they are male or female
4. your original position in the family
5. if there are other relatives living with your family
6. language/s spoken at home
7. if there are situations or opportunities to talk and exchange ideas among
family members
8. activities done together (like games, trips, outings, picnics, parties, and
movies)
9. volunteer work, community involvement, or church activities
10. interests, hobbies, talents, skills, or special abilities of your family members
B. Recollect your childhood experiences at home and answer the following:
1. Whom did you first play with?
2. Outside of the home, who were you first playmates?
3. Did you enjoy playing with your siblings, neighbors, friends, or relatives?
4. Were there times when you were involved in fights with your playmates? How
did you feel about these instances?
C. Recall your first day in college and answer the following:
1. What experiences particularly come to mind?
2. Can you remember the name of the classmate you first talked with? Were there
others?
3.What did you talk about? In what language did you communicate?
4. Who made the first move in striking a conversation?
5. What did you feel at that time?
D. Go to YouTube and look for the song, “No Man is an Island” by Joan Whitney
and Alex Kramer. Reflect on the meaning of the song.
Social Psychology
Many things may come to mind when you hear the word “social.” Generally , this
term has something to do with relating well or interacting with others. The study
of social relationships or interactions is called social psychology. Social
psychology as the branch of psychology that studies individuals they interact
with others. Plotnik and Kouyoumdjian state that social psychology is a broad
field whose goal is to understand explain how thoughts, feelings, perceptions,
and behaviors are 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, social psychology is the study of the effect of social factors on
individual behaviors, 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 blind 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 the parties to
develop and maintain the relationship. More often, the participants in a
relationship agree to do something similar to each other or even allow the same
rights, privileges, or benefits arising from any action that they both undertake.
Interaction and relationship can be represented along a continuum-from a simple
and brief exchange between individuals or groups to a continuing
communication and
 investments to sustain the connection.
After going through the discussion on social psychology, you have acquired some
useful insights that may serve as guides in social interactions. Vital to
establishing social relationships at a personal or professional level are time,
effort, and commitment. In your daily life, you always experience interactions
with people of different characteristics, status, positions, gender, race, creed,
culture, religious faith, and language, among others. While these interactions
may not necessarily evolve into a deeper relationship;, good interactions serve as
a foundation for a good connection. Once relationship with other people or
groups is established, it is important to maintain and nurture that association.
Person Perception
In psychology, person perception refers to forming impressions and making
judgments about another person’s likability after seeing or meeting hi/her. The
assessment invoices as well what kind of person one is. Including his/her
intentions, traits, and behaviors. First impressions which are formed within a
very short time with little conscious thought and biased by past experiences, are
part of person perception.
 Several other factors influence one’s judgment or perception of
another person. One important aspect is physical appearance. A person
who rarely smiles may be thought of as a arrogant or unfriendly.
Sometimes, when an individual forms an opinion on a person based on
perception, he/she tries to justify or explain the said judgment. For
instance, rather than simply looking at the person, the observer tries to
explain or looks for reason why the other person dresses or behaves in a
certain way.
People usually use external appearance as immediate basis for
assessing, judging, or evaluating others. However, it is wrong to judge the
character of a person on the basis of first impressions because biases and
errors may occur. It is advisable to always validate one’s perception
through further observations, gathering of feedback and reports, and
interaction, among others, before making judgments. To avoid
misperceptions, it is prudent to behave, talk, or dress appropriately and in
accordance with societal, cultural, or institutional rules, policies, or
guidelines.
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 overtime. 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 to regulate the manner in which
people conduct themselves. Behaviors have to be controlled or regulate because
of social consequences. It is one’s responsibility to make sure that his/her
behavior does not hurt, offend, or disturb other people.
Observing norms in social behavior is expected of members of a group and the
larger society in general. Doing to ensures and maintains good relationships
within the group.
Everyday, people engage in social situations which require interaction with others
from different walks of life and for many reasons. In these instances, people are
expected to behave based on defined and establish norms. It is advisable for a
person to always practice appropriate behaviors especially in social situations so
as not to disturb or offend others. He/She should make sure that interactions with
others enhance or improve relationships. Every effort should be exerted to
maintain and enjoy harmonious and good relationships.
Conformity
Conformity refers to yielding to group pressures to act a everyone does, even
when no direct request has been made. 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:
1. Size of group. The more people there are in a group, the more likely a member
tends to conform.
2. Unanimous group. 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.

In social groups, the likelihood of conformity among members is very high.

However, individual members are not expected to always yield to the pressure to
conform. An individual member can decide for himself/herself whether or not to
conform and to what extent.
Social Roles and Social Norms
People are social animals and are almost always in the company of others. Being in
a group can be both advantageous and disadvantageous. For example, support
groups can provide emotional help and comport. Moreover, the effects of stress
can be reduced considerably by strong social support. While groups have both
negative and positive effects on behaviors, individual should not avoid groups,
but instead make the best out of being in them. As a member of society, each
person has a role to play, which may support or complement the roles of other
people he\she interacts with.
Social roles specify the part or position of a person in society. It is also specifies
behavior expected to be exhibited by an individual in practicing his/her role.
Whether aware or not, a person may play several roles, each of which influences
the behavior of another individual. A father, for example, may play the role of a
parent, a spouse, a middle age- man, a person of Filipino ancestry, a brother, a
son, a mathematics professor, and the like. An individual’s behavior undergoes
change so as to meet the expected behavior of every role he/she plays in
particular circumstances. Thus, when a mother is at home, she plays the role of a
parent; if she is in the office as the manager, then she plays the role of a boss.
It is important to note that social roles play an important and positive role in society.
Without these delineated roles, a student, for example, will not know what to
expect from his/her teacher. Understanding the roles of others, as well as those of
one’s own, facilitate people’s ability to work together towards the common good.
When people work together in groups, the efforts of the different members need
to be coordinated with those of others to prevent chaos. This scenario is where
the social roles come in.
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 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. One person maybe 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 is a special attachment of 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 an intermingling 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 high caring affectionate for a person
and desires to have him/her near constantly.
3. Consummate Love. It is the strongest and fullest type of love. 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 of three components:
passion, intimacy, and commitment. Passion has something to do with physical
and sexual attraction to another.
Intimacy is characterized by the emotional feelings of warmth, closeness, and
sharing of the relationship. 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-liking feeling.
Liking
Intimacy

Romantic Love Companionate

Passion + Intimacy Intimacy + Commitment

Consummate
Love
Intimacy + Passion +
Infatuation Commitment Empty Love
Passion Passion + Commitment Commitment

Sternberg’s Triangular Theory of Love

Some interpretations on the illustration are as follows:
• If passion is the only ingredient present, the feeling is infatuation, as in a fling or
an affair.
• Intimacy and commitment without passion show affectionate love.
• The combination of passion and commitment without intimacy results in fatuous
love.
• Consummate love is achieved if all three components are present.
Every person is capable of loving. Without love, people become lonely and social
relationships suffer. There are many ways of showing love, and they could vary
in form and in depth. People who freely share and give love, and are loved in
return, are happy people.
 Activity: Poetry Reading
Recite the poem “How Do I Love Thee?” as if you were expressing your feelings
to the object of your love. The accomplish the given tasks.
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day’s
Most quite need, by sun and candlelight.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old grief’s, and with my childhood’s faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and if God choose
I shall be love thee better after death.
What does the poem mean? Describe the feelings expressed in the poem.
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Create your own poem with love as the theme. Read and share it with your
classmates.
Pick a song that expresses love and sing it. Determine the message of the song.
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, negative attitude is associated with pessimism or a general feeling of
dislike. The three distinct features of an attitude include belief, feelings, and
disposition.
How Attitudes Originate
Generally, attitudes of a person develop over time and have emotional components.
However, they are normally acquired from two sources- first hand experience
and accounts by others.
People develop positive or negative attitudes towards certain an object because of a
direct experience with it. For instance, a child who was severely bitten by a cat
will perhaps be traumatized and will develop a phobia or dislike for cats which
may persist until adulthood. Likewise, a person who has had many enjoyable
experiences in school will tend to have a positive attitude towards school.
Attitudes are also learned from others through modeling and reinforcement. If parents
show positive attitudes towards certain ethnic groups by socializing with them, their
children will develop the same attitudes towards these groups. The same thing
happens when parents discriminate against certain groups. This attitude reinforces or
strengthens children’s prejudices or biases.
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, he/she is more
likely to persuade a person to change or modify his/her attitude. The more
credible the speaker is, the more persuasive the message becomes. Moreover,
speakers tend to be less persuasive if their intention to change a person’s
views is obvious, more so if the speaker will gain something by changing
one’s opinion. An attractive speaker is also more effective in changing
opinions than an unattractive speaker, but, it seems to be limited to trivial or
unimportant issues. Certain characteristics of the message also lead to attitude
change. Messages that contain the element of fear seem more able to persuade
changes in attitude or thoughts.
Stereotypes
Stereotypes are generalizations in which the same traits or characteristics are
assumed to be possessed by all members of a group. Stereotypes affect people’s
day-to-day interactions and decisions. Some stereotypes are based on an
outsider’s experience with a number of people in a group, which were concluded
as encompassing of all members of the group and oftentimes proven inaccurate.
Some examples include the following statements: Ilocanos are tightwards;
Visayans are fun-loving; Kapampangan women cook better than other groups of
women; Asians are the worst drivers in the world.
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, An employer refusing to
hire women because of their gender is an example of discrimination.

Activity: Watch “Inspiring Video on Positive Attitude” by AKP Studios on YouTube.

It is a video on one facet of the life of American President Abraham Lincoln.
1. Identify the significant failures in the life of President Abraham Lincoln.
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2. What did he do to overcome his failures?
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3. Describe the personality of President Lincoln relative to the failures he
experienced.
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Moral Self Living with Purpose – Personal Value and Philosophy of Life
Quotations on Morality
Read all of them and pick one that appeals to you the most. In a short paragraph,
explain your ideas or interpretation of the quotation.
“The perfecting of oneself is the fundamental base of all progress and all moral
development.” - Confucius
“Family and moral values are so central to everything that I am.” -Marian
Wright Edelman
“Try not to become a man of success, but rather try to become a man of value.” –
Albert Einstein
“Wisdom, compassion, and courage are the three universally-recognized moral
qualities of man.” - Confucuis
“Morality is the basis of things and truth is the substance of all morality.” –
Mahatma Gandhi
“Only a life lived for others, is the life worthwhile.” – Albert Einstein
“Great values are built on strong moral foundations. Men become great when
they allow these values to take root within their souls and live by them.” –
Lincoln Patts
“We are all born as empty vessels which can be shaped by moral values.’ – Jerry
Springer
“Morality is the judgment to distinguish right and wrong, vision to see the truth,
courage to act upon it, dedication to that which is good, integrity to stand by the
good at any price.” – Anonymous
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Morality
Every day, people are confronted with dilemmas. Solving them requires one to
decide on what kind of action or response to make. In some instances, it is easy
for one to respond to a difficult situation, while in some cases, choosing the best
response is difficult.
A dilemma is problematic situation in which a difficult choice must be made. Most
of the time, the consequences of any of the choices or options are perceived to be
negative and unappealing to the person involved. The kind of responses or
actions taken or made when one is in a quandary serves as a good test of a
person’s level of moral development.
Moral is related to the sense or a standard that determines what is right and what is
wrong. It distinguishes correct from incorrect, or appropriate from inappropriate.
Morality refers to the system of beliefs and values that ensures that individuals
will keep their obligations to others in the society and behave in ways that do not
interfere with the rights and interests of others.
Moral Reasoning
Moral reasoning refers to the judgments people make about what courses of action
are correct or incorrect in particular situations. Reasoning is a cognitive skill, but
influences moral development.
Lawrence Kohlberg (1985) came up with the theory of moral development by
studying the concept of moral reasoning. This theory is shaped by and tied up to
Piaget’s stages of intellectual development. Piaget’s theory asserts that
intellectual development proceeds in stages or levels. The first is the
sensorimotor stage in which the child learns and develops knowledge about
his/her environment by relating sensory experiences to motor actions. It is
fallowed by the preoperational stage in which the child learns to use symbols like
words or mental images to solve simple problems. The third level is the concrete
operations stage in which the child develops the ability to perform a number of
logical operations on concrete objects that are present. The final level is the
formal operations stage in which the individual acquires the ability to solve
abstract problems in a logical manner.
This progression is related to the development of moral reasoning. Thus, the
evolution of one’s sense of right and wrong in making decisions depends on
his/her level of intellectual development. This connection implies that advanced
levels of intellectual development are associated with higher stages of moral
development. In the same way, lower stages of intellectual development are
associated with earlier stages of moral development. A child cannot exhibit
advanced levels of moral development if he/she is still at an early stage of
intellectual development.
Parenting Styles and Practices
In raising their children, parents use different strategies, called parenting styles. An
expert on parenting, Diana Baumrind, came up with three parenting styles,
namely authoritarian, authoritative, and permissive.
Authoritarian parents attempt to shape, control and evaluate the behavior and
attitudes of their children in accordance with an absolute set of conduct standards
that usually comes from religious or respected authorities.
They use harsh discipline and punishment. Obedience becomes a virtue. These
parents do not communicate well with their children, and do not explain the
rationale behind the rules and the consequences of their actions. They do not
listen to the view points of their children and may use force to ensure
compliance.
On the other hand, authoritative parents direct their children’s activities in a rational
and intelligent way. They are supportive, loving, and committed; support a give-
and-take relationship; discuss their rules and policies with their children; and
encourage children to present their viewpoints. They offer explanations for rules
and consequences.
Permissive parents are less controlling and behave with an accepting and non-
punishing attitude towards their children’s desires, actions, and impulses. They
use reason rather than direct power. They are warm and supportive, but tend not
to enforce rules. Because discipline is lacking, children tend to make their own
rules even if they can benefit from parental rules.
A fourth parenting style was introduced by Maccoby and Martin in 1983. They
coined the term uninvolved or neglectful parents who take on a “hands-off”
The following classification describes the dominant behaviors parents use in dealing
with their children. However, most parents combine different styles in child-
rearing.
Effects of Parenting Styles
Parenting styles influence the development of children’s personality. Children
exhibit distinct characteristics which they imbibe from the way their parents raise
them.
1. Authoritarian parents are demanding, and their children have less behavioral
problems which are easily prevented. However, studies show that children
reared under autocratic parents tend to become withdrawn, fearful, and
dependent. These children may suffer from low self-esteem. They may carry
these traits until adolescence or adulthood.
2. Authoritative parents have children who are independent, reliable, rationale, and
confident. These children generally feel go about themselves.
3. Permissive parents rarely impose rules and are non-punishing. Thus, they tend to
have children who do not put structure and order in things that they do. For these
children, anything goes.
4. Uninvolved parents are detached and indifferent to the needs of their children. As
such, children grow up feeling unloved and cannot follow instructions. Some
also fall prey or resort to substance abuse as a form of distraction or a way to get
attention.

It must be noted that the kinds of parenting styles represent the dominant practices
applied by parents in dealing with their children. When you become parents
yourselves, strive to adopt the authoritative parenting style. However, depending
on certain situations, you can also practice the authoritarian or permissive
parenting styles.
It is important that when children misbehave, they are made to realize the
consequences of their behavior. On the other hand, if they behave well, the
corresponding reward or motivation should be given.
Concept of Self:
Understanding and Enhancing One’s Self-image
Concepts Related to the Self
Carl Rogers, a psychologist, was the proponent of the self theory. This theory is
regarded as humanistic and is a move towards recognizing human potential for
psychological growth.
The self is made up of many self-perceptions, abilities, and personality
characteristics that are organized and consistent with one another, Rogers (1953)
contends that self-concept plays an important role in personality because it
influences human behaviors, feelings, and thoughts. Self-concept refers to how
people see or describe themselves (Plotnik & Kouyoumdjan, 2014). It is the
subjective perception of who people are and what they are like, or “the person I
think I am or the person I wish to be” (Rogers,1953). People with a positive self-
concept tend to act, feel, and think constructively and optimistically. Overall,
they think of themselves in a good light. On the other hand, people who have a
negative self-concept will behave, think, and act with pessimism, they do not
believe in their ability to do things or carry out certain task.
 A positive or negative self-concept reflects a dominant or prevailing trend of
positivism negativism in the self. Hence, if a person is labeled as having a
positive self-concept, it means that his/her prevailing behavior and general
outlook of himself/herself are on the positive side. It does not mean, however,
that the person does not have any low or negative thoughts or ideas about
oneself.
It is just the prevailing positive outlook that characterizes a person as having a
positive self-image or self-concept. In like manner, a person who has a negative
self-concept may also have positive or high points in his/her self-concept.
There are two kinds of selves: the real self and the ideal self.
The real self is the image or picture of the self based on a person’s actual
experiences and represents how he/she really or actually sees himself/herself. It
is what one thinks he/she is in terms of personal characteristics and abilities. In
contrast, the ideal self is the self based on one’s hopes and wishes. It reflects how
one likes to see himself/herself to be.
The person who knows you best – your abilities, talents, personality, and
characteristics – is you. You know your positive or high points as well as your
negative or low points.
 Make sure to maintain or sustain your strengths. Likewise, strive to improve and
change your weaknesses or negative points into something positive.
See to it that what you wish or desire to be will further develop your own
personality. Your abilities and positive aspects of your personality should be put
to good use in helping improve the lives of others and the community at large.
Be sure that your dreams and desire to enhance your personality and abilities are
rooted in your purpose to help other people and will, in the long run, contribute
to developing good relationships.
Activity 1: Self-identification
A. Following are statements about “pictures” of oneself.
Determine if the statement reflects a real self or an ideal self.
Write your answer on the blank.
_________ 1. I am good at mathematics.
_________ 2. I am slow to criticize people.
_________ 3. I wish I were a good singer.
_________ 4. I have a good sense of humor.
_________ 5. I dream of becoming a scientist in the future.
_________ 6. I wish I were a punctual person.
_________ 7. I worry a lot over small things.
_________ 8. I like to be a politician someday.
_________ 9. I wish to be a good father to my children.
_________ 10. I want to be a successful accountant.
_________ 11. I am an honest businessman.
_________ 12. I wish I were good in mathematics.
_________ 13. I am able to perform well in science.
_________ 14. I am a person with a pleasant disposition.
_________ 15. I want to be one of the best athletes of the country.
B. Write an essay about your real self and ideal self. Use the following items as guide.
1. Paint a picture of yourself in terms of what you think of yourself and your personality
characteristics or abilities.
2. Highlight what you believe are your significant and positive personality
characteristics or abilities.
3. Also identify your low or negative characteristics. Be realistic as much as you can.
4. Describe yourself in terms of what you wish or desire to become in the future (or your
ideal self).

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Discrepancy in Self-concept

Rogers (1953) states that there is usually a contradiction or discrepancy between the real self and
the ideal self. This difference may result in discomfort and personality problems which can be
resolved by paying more attention to one’s actual experiences, working more at positive
experiences, and paying less attention to the expectations of others.

Take the example of John who likes science. His grades in science are considered as “average”
and many of his classmates in fact have higher grades than he has. However, he hopes and
dreams of making scientific discoveries and becoming an eminent scientist in the future. To
work out the discrepancy between John’s actual science performance and his dream to become
a scientist, he has to work at positive experiences. It means that he has to put in more hours of
study, visit scientific facilities, or participate in activities like science fairs and exhibits. That
way, the difference between his actual performance in science and his desired performance
becomes smaller. It is alright if the ideal self is slightly out of reach, as it is just enough to
stimulate the person to improve himself/herself. However, if the ideal self is unrealistically
difficult to reach, then it could lead to feelings of failure.

An obscure view of the self may also result due to a wide discrepancy between the real self and
ideal self. Failure to achieve the ideal self may lead to a “drop” in self-concept. Eventually, the
individual might even develop a negative self-concept.
Positive regard is believed to be important for the healthy development of one’s self-
concept and for successful interpersonal relationships. Positive regard includes
love, sympathy, warmth, acceptance, and respect which people crave from
family, friends, and other significant people. Conditional positive regard refers to
positive regard received as a result of acceptable behavior or living up to the
expectations and standards of others. For example, a teacher may reward
students for passing the test. Unconditional positive regard, on the other hand,
refers to the love and acceptance received by a person regardless of who he/she
is or what he/she does. For instance, parents may still love and respect their child
even if the child flunks an exam.
It is normally expected for people to have discrepancies between their real selves
and what they dream or wish to become. Sometimes, this variation results in
dissonance and may lead to increased anxiety levels and discomfort. It also has
implications for setting unrealistic goals. A more objective view and assessment
of the available options and factors that enable one to achieve the ideal self is
advised.
The development of self-concept starts from the home. You will soon become
parents. Thus, it is very important that you provide your children with the
environment and opportunities that will enable them to develop good self-
concepts. You should make use of available support mechanisms, as well as give
and show them love, support, and respect so that they will grow up with positive
self-concepts.
Activity 2: Achieving Your Ideal Self
Answer the following questions briefly.
1. What do you want to be? You may use the essay you wrote in Activity 1 as reference.

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2. List down the things that are available to you (e.g., money, parental support, opportunities, abilities, and the like) which
you think and believe will enable you to become what you want to be.

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3. Enumerate the good and positive things given and shown to you by your family and friends, which make you feel good
about yourself.

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4. List down the things that you do not have which you think hinder you from becoming what you want to be.

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5. What do you plan to do with those things that you do not have so that you can still become what you want to be?

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Self-esteem
Personality and social development refer to how a person’s sense of self or self-
identity, relationships with others, and skills necessary for social interactions
evolve. Personal or self-identity explains how people describe themselves in
terms of values, goals, traits, perceptions unique to them. It is closely related to
self-esteem or how much people value themselves and their worth as persons.
Self-esteem is the level of importance attributed to oneself and one’s abilities.
One may put a high value or low value on his/her worth as a person. In many
ways, self-esteem relates to a person’s attractiveness and social competence. It is
likewise associated with important positive or negative outcomes. For example,
a high self-esteem is correlated with healthy social relationships, being
emotionally and socially adjusted, cheerfulness, and overall happiness. On the
other hand, a low self-esteem is associated with negative outcomes like
depression, anxiety, antisocial behavior, and poor personal adjustment.
(Murray,2005; Trzesniewski,2006).
Self-esteem is distinct from self-concept as the latter refers to the knowledge of
oneself or the image of a person’s view’s, perceptions, or descriptions of
himself/herself in terms of certain characteristics.
One should strive to develop a high self-esteem because it determines his/her
kind of personal and social relationships. Holding good feelings about oneself
results in flexibility and adaptability to situations and people. On the other hand,
a low self-esteem may lead to poor social relationships.
Activity 3: Self-concept and Self-esteem
Determine if the situation denotes self-concept (SC) or self-esteem (SE). Write
your answer on the blank.
______ 1. I have a beautiful face.
______ 2. I am friendly.
______ 3. I feel bad when my mother scolds me.
______ 4. I am able to solve crossword puzzles at fast pace.
______ 5. I am easily disturbed when people talk about me.
______ 6. I feel I am being talked about when people talk to each other.
______ 7. I can easily get perfect scores in the different tests.
______ 8. I am easily hurt when people criticize my work.
______ 9. I feel good all the time even if work is difficult.
______ 10. I am a tall person.
______ 11. I have a nice singing voice.
______ 12. My project in the exhibit is better than that of the others.
______ 13. I am fair-skinned.
______ 14. I am the best student in my mathematics class.
______ 15. I am physically healthy.
Self-actualization
Humans possess an inner drive to grow, improve, and use their potential to the
fullest (Plotnik, 2014). The final stage in completed growth is known as self-
actualization or self-fulfillment, a major tenet in humanistic psychology.
According to Abraham Maslow (1943), a self-actualizing person has reached the
highest level or peak of his/her personal development and has fully realized
his/her potential as a human being. The self-fulfilled person is generally happy,
generous with his/her time and effort to help others. And strives for the common
good for his/her family, community, country, and even humanity.
 self-actualization
morality, creativity, spontaneity,
acceptance,
experience purpose, meaning,
and inner potential

self-esteem
confidence, achievement, respect from others,
and the need to be a unique individual
love and belonging
friendship, family, intimacy, and sense of connection
safety and security
health, employment, property, family, and social stability
physiological needs
breathing, food, water, shelter, clothing, and sleep

Maslow’s Hierarchy of Needs

In 1943, Abraham Maslow formulated the hierarchy of needs. It explains that
individuals’ actions are directed towards goal attainment. The hierarchy is
composed of five stages of human needs and usually illustrated in a
pyramid. The levels are sequentially satisfied according to the most basic
needs found at the bottom of the pyramid, progressing onto higher-level
needs.
Maslow’s hierarchy of needs contends that people have to satisfy first their
basic needs (biological and physiological) before moving towards satisfying
their social and personal needs. The rate of achieving higher-level needs
may vary among individuals. However, it is possible for one to proceed to
the next higher-level need even if he/she is still in the process of fully
satisfying a lower-level need.
At the first level are the physiological needs for survival comprised of food,
water, shelter, clothing, and sleep. People would first be concerned with
satisfying these needs over the others. After satisfying these needs, they can
advance to the second level or safety and security needs. This stage involves
health and well-being, property, social stability, and protection
from harm, among others. It is necessary for everyone, but more especially for those
who live in dangerous areas. Addressing love and belongingness needs make up
the third stage. Adults and adolescents who are starting to look for serious
relationships are particularly concerned with satisfying the needs at this level. It
is also includes the need for friendship, intimacy, and a sense of connection with
others. During middle and late adulthood, people are especially concerned with
achieving their goal and establishing their careers, thus the needs at the fourth
level focus on esteem needs. It contains items such as achievement, competency,
approval, recognition, and respect from others. The final level or the highest
needs, as mentioned earlier, are self-actualization needs. Included in this level are
morality, realization of the purpose in life, meaning, inner potential, and the like.
This level aims for the full development of one’s unique potentials. Only a few
individuals reach this level because the process of achieving self-actualization is
difficult and challenging.
Maslow also classified these needs into two general categories: deficiency needs and
growth needs. Deficiency needs refer to the physiological (sleep, food) and
psychological (safety, love, esteem) needs. On the other hand, Growth needs are
those at the higher levels (desire for truth, beauty, and justice).
Characteristics of Self-actualized Persons
Studying highly productive and exceptional personalities, Maslow (1971)
described the characteristics of self-actualizing or self-actualized individuals.
Some of the personalities he studied include Martin Luther King, Jr., Eleanor
Roosevelt, and Albert Einstein. A number of his findings on the traits of self-
actualizing persons are as follows:
a. They have reached a high level of moral development and are more concerned
with the welfare of loved ones, friends, and humanity in general than
themselves. They are usually committed to some cause or task rather than
working for fame or money. They focus as well on accomplishing their goals.
b. They are open, honest, and have the courage to act on their convictions, even if it
makes them unpopular. Not particularly interested in fads, fashion, or social
customs, these people enjoy friends but are not dependent on their company or
approval. They enjoy privacy, independence, and autonomy, and their feelings
for close friends are intensely positive and caring. They prefer deep, loving
relationship with only a few persons.
c. They have an accurate, concrete, and realistic – rather than a romanticized –
view of people and life, and yet, they are positive about life.
d. Life is always challenging and fresh to self-actualizing individuals. They are
natural and spontaneous in their actions and feelings. They likewise experience
moments of great joy satisfaction.

Using the term “self-actualizing” rather than “self-actualized” means that attaining
self- actualization is a continuous and lifelong process of improvement. While
only a few individuals reach this level, everyone has a self-actualizing
tendency. It is important that any level or stage in the hierarchy of needs,
individuals strive to move towards self-actualization.
As students your age, you are expected to be at a particular level in Maslow’s
hierarchy of needs. Most probably, you are still working to satisfy your
physiological needs, and to some extent, your need for love and belonging is
emerging. Be sure to satisfy these needs only through socially acceptable ways.
One key action to fully satisfy your needs at each stage and to achieve self-
actualization is to study hard. In the process, you acquire a big stock of
knowledge, as well as develop the necessary life skills w/c will help you
achieve your goals.
While you have not yet reached the level of self-actualization at this point in your
life, as it may take a lifetime to do so, you can already create a plan or target to
attain self-actualization. As a result, you will be able to focus your work and
efforts towards attaining self-actualization.
Activity 4: Hierarchy of Needs
Answer the following questions briefly based on your understanding of the preceding section.
1. What are the significant points that should be remembered regarding Maslow’s hierarchy
of needs?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________
2. At your age at this time of your life, what is your best estimate as to your current level in
Maslow’s hierarchy of needs? Why do you think so?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________

Activity 5: Self-actualized Persons

Identify one person who you think or believe is self-actualized or approaching self-
actualization. He/she may be a well-known local or foreign personality. Take a look at the
recipients of the Noble Peace Prize and the Ramon Magsaysay Award, great inventors,
peacemakers, civic workers, and the like. Explain why you think he/she is self-actualized
or self-actualizing, and cite his/her contribution/s to society in general. Present your output
in class.
This module defined and differentiated the various concepts related
to the self: self-concept, self-image, real self, ideal self, self-
esteem, and self-actualization. Discussions about these concepts
pointed to the importance of individuals having a positive image
and concept about themselves, because in many ways, their self-
concept might explain their behavior. The module also
emphasized the importance of self-esteem which is the kind and
the amount of value and worth attributed to oneself. Maslow’s
hierarchy of need’s posited that self-actualization is the goal of
every human being. To achieve this, needs at every level have to
be satisfied first. The characteristics and behavior of people who
are self-actualized were also described and clarified.
 Responsible Self My Commitment to Lifelong Growth

Preparation for the Culminating Activity

This course will end a few weeks from now. One idea for the class is to organize a
culminating activity that will showcase students’ talents, skills, competencies,
and understanding acquired and developed in this course. Starting today, agree
among yourselves on how you are going to organized and implement this
activity.
Divide yourselves into committees that might include programs, awards, and
logistics. Note the specific strengths of each member of the class to achieve the
best result. Then, come up with a plan of action detailing the specific activities
that will be undertaken, the people directly responsible for specific tasks and
responsibilities, materials needed, facilities and equipment, and schedules of
practice, among others. The culminating activity will be held in a venue on the
last day of class or any day agreed upon by the class. Also plan the awards to be
given.
Gardner’s Theory of Multiple Intelligences
In an earlier module, it was mentioned that general mental or cognitive abilities
contribute to the kind of person one is and one can be. Charles Spearman (1904)
believed that intelligence consists of a general mental ability or intelligence
quotient (IQ also called g factor) and domain-specific abilities. IQ is a
standardized measure that represents a person’s reasoning skills.
It has been accepted in the psychological community that intelligence is not
necessarily a single and generalized characteristic, but is comprised of different
specific traits. Thus, researchers have attempted to identify and measure further
the different components of intelligence. One of the most famous works in this
field is Howard Gardner’s theory of eight intelligences Gardner’s theory asserts
that each person possesses a certain specific intelligence where he/she is most
probably good or skilled at. Following are the specific intelligences espoused by
Gardner (1983):
1. Verbal – linguistic intelligence. It is characterized by the ability to think in words
and use language to express meaning. Usually, people with this kind of
intelligence have occupations as authors, journalists, speakers, or poets.
2. Logical – mathematical intelligence. It refers to the ability to carry out
mathematical operations; the ability to handle long chains of reasoning; and the
sensitivity and capacity to discern logical or numerical patterns. Most people
with this skill become scientists, engineers, accountants, or mathematicians.
3. Spatial – visual intelligence. It implies the ability to think in images, pictures, or
three-dimensional figures, as well as the capacity to perceive the visual – spatial
world accurately and perform transformations on one’s initial perceptions.
People with this skill often work as architects, artists, sailors/navigators, or
sculptors.
4. Bodily – kinesthetic intelligence. It is the ability to be physically adept at
manipulating objects, controlling one’s bodily movements, and handling objects
skillfully. Most people with this type of intelligence include surgeons, crafts
people, artisans, or athletes.
5. Musical – rhythmic intelligence. It refers to the sensitivity to pitch, melody,
rhythm, and tone; the ability to produce and appreciate rhythm, pitch, and
timbre; and the appreciation of the forms of musical expressiveness. People with
musical intelligence usually end up as composers, musicians, or sensitive
listeners.
6. Interpersonal intelligence. It refers to the ability to understand and interact
effectively with others, as well as the capacity to discern and respond
appropriately to the moods, temperaments, motivations, and desires of others.
People with this type of intelligence often work as teachers or mental health
professionals.
7. Intrapersonal intelligence. It is characterized by the ability to understand oneself;
the knowledge of one’s own strengths, weaknesses, desires, and intelligences; as
well as the understanding of one’s own feelings and the ability to discriminate
among them and draw upon them to guide behavior. People with this
intelligence eventually become theologians, psychologists, or persons with
detailed and accurate self-concepts.
8. Naturalist intelligence. It is described as the ability to observe patterns in nature
and understand natural and human-made systems; sensitivity to the differences
among diverse species; and ability to interact subtly with living creatures. Most
often people with naturalist intelligence work as farmers, botanists, ecologists,
landscapers, or environmentalists.
Activity 1: Eight Intelligences
A. Below is a list of professionals or workers. Identify Gardner’s specific
intelligence or skill associated with the occupation of the professional/worker.
Write your answer on the blank.
1. Nurse ________________________ 2. Doctor ________________________
3. Lawyer _______________________ 4. Teacher _______________________
5. Agriculturist __________________ 6. Farmer ________________________
7. Office Mngr. ___________________8. Physicist ______________________
9. Journalist _____________________10. Insurance Agent _____________
11. Guidance counselor __________ 12. Biologist ____________________
13. Medical Tech. ________________ 14. Salesperson _________________
15. P. E. Teacher _________________ 16. Caregiver ___________________
17. Church pastor ________________ 18. Motivational speaker _________
B. Add one more example of occupation or profession vis-a –vis each ability by
Gardner.
1. Verbal – linguistic ______________________________________
2. Logical – mathematical ______________________________________
3. Spatial – visual ______________________________________
4. Bodily – kinesthetic ______________________________________
5. Musical – rhythmic ______________________________________
6. Interpersonal ______________________________________
7. Intrapersonal ______________________________________
8. Naturalist ______________________________________

C. Identify as many skills or abilities that you possess and write them on a sheet of
paper. For example, you might be good at solving mathematical problems, or
you have artistic and aesthetic skills in painting. Think also of what you want to
be or what kind of work you want to do in the future. Then, determine if there is
a good match between your abilities and the job or the profession you want for
yourself later in life.
D. Based on your listing, is it possible for an individual to possess more that one of
Gardner’s multiple intelligence? Why or Why not?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
The preceding activity attempted to identify a person’s particular skills as a starting
point to determine his/her future career or occupation. This exercise may not be a
very scientific process. One has to go through various assessments to determine
accurately what specific intelligence he/she may possess. However, these types
of assessment may not be available to everybody. Nevertheless, there are certain
behavioral manifestation in people, especially children, which may indicate
specific abilities. For example, if a boy is able to build blocks successfully and
creatively, it may mean that he possesses spatial skills. There is a very high
chance that this boy will become a good engineer or an architect. Likewise, if a
girl likes to play teacher, there is a big probability that she may have the skills or
specific intelligence to engage in the service area, like teaching, nursing, or care
giving. In the absence of valid assessment tools for measuring intelligence, it is
important for parents to be particularly keen at observing the kinds of activities
done skillfully by their children, as well as the activities they like or are
interested in doing.
For you, it is advisable to try different ways of doing things so you can discover or
get a feel of what area or specific intelligence you are good at. Make it a point to
identify the things you can do very well. Recognizing your specific abilities will
help you determine what areas you might be good at in the future. More
importantly, make sure of your specific skills and abilities as tools to contribute
to the betterment of your family and community.
 Contributors to Intelligence
Two factors, heredity and the environment, contribute to intelligence and
personality. Heredity refers to the genes one inherits from his/her parents,
which provide the upper and lower limits of his/her intelligence quotient. This
is the raw biological material of intelligence. The environment involves the
experiences and the psychological and physical exposure of the individual to
the various influences around him/her. The home, school, and community as
well as the things happening therein are examples of one’s environment.
One cannot say that heredity is more important factor than environment, or that
environment is more important than heredity. It has been resolved that heredity
and environment both interact to contribute to intelligence and personality.
Whether you inherit high-or low-intelligence genes, make use of the positive
things in the environment which will enhance or improve your inherited
intelligence. Since you have more control of what is happening in the
environment, select the best things that will compliment and further develop
your innate characteristics.
While you may be low or poor on a certain skill or ability, there might be other
capabilities that you have. Discover and develop them further.
Activity 2: Effects of the Environment
A. Read the situations carefully and answer the questions that follow.
1. Marilyn inherited her intelligence from her parents. However, she does not study her lessons well. Moreover,
she does not do her assignments because she would rather play games on her computer during her free time. Do
you think she will perform well in school? Justify your answer.

__________________________________________________________________________________________
________________________________________________________________________
2. Joey inherited intelligent genes from his parents. He values learning and thus studies his lessons regularly. His
parents supervise him and get involved in his school activities. He also participates in academic organizations in
school. Do you think he will perform well in school? Justify your answer.

__________________________________________________________________________________________
________________________________________________________________________
B. Carry out the following tasks:
1. The examples above present cases of two individuals inheriting similar intelligent genes from their parents.
However, the manifestations of intelligence differ between Marilyn and Joey. Identify what could have made the
difference. Explain what this shows as regards the role of heredity and environment in the intelligence and
personality of the individual.

__________________________________________________________________________________________
________________________________________________________________________
2. Identify members of the class who graduated with honors in high school. Ask them to share what they think
are the significant factors or conditions that have contributed to their level of academic performance. Expound
on their answers in 1 or 2 sentences.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Motivation
Motivation is the force that moves people to behave, think, and feel the way they
do. Motivated behavior is energized, directed, and sustained (Gerrig &
Zimbardo,2002). It may be said that aside from heredity and environment,
motivation is also a significant influence in personality development.
Psychologists approach the concept of motivation by putting forward theories
that seek to explain the levels of motivations of individuals, some of which are
as follows:
a. Evolutionary theory. According to this theory, the motivation for sex,
achievement, aggression, and other behaviors is rooted in the organisms’
evolutionary past (Buss,2000). Thus, if a species is highly competitive, it is
because such competitiveness has improved its chances of survival, and it is
then passed down through genes from generation to generation.
b. Drive reduction theory. This theory explains that organisms are driven by
physiological needs. A need energizes one’s drive to eliminate or reduce the
deprivation. For example, if one feels hungry, hunger the motivation for
him/her to look for food and eat it to reduce the drive and satisfy the need.
This theory stresses the idea that as drive becomes stronger, the individual
becomes more motivated to reduced it.
 However, people tend to behave in ways that increase, rather than reduce, the
drive; thus, this theory did not hold much for a comprehensive framework.
c. Optimum arousal theory. The Yerkes-Dodson Law states that performance is at
its highest under conditions of moderate arousal rather than high or low
arousal. With a low arousal, one might be too lazy or unwilling to perform the
task. With a high arousal, one might not be able to concentrate on performing
the task. For example, when taking an exam with a very high arousal, a student
may not be able to concentrate. On the other hand, if the arousal is too low,
he/she may not work fast enough to finish the test. Thus, moderate arousal is
often the best in dealing with tasks. At times, the level of arousal may also
depend on the kind of task on hand. For example, in solving a mathematics
problem, a lower level of arousal is preferred because one spends more time to
solve it even if the process take longer. In contrast, a task to push a button
exactly at a specified time requires a high level of arousal.
The personal characteristics of an individual may also influence level of
motivation. Some individuals seek stimulation in their lives and
enjoy the thrill of engaging in risky behaviors. Sensation-seeking is the
motivation to experience varied, novel, complex, and intense feelings and
experiences. The characteristics of high-sensation seekers (more than low-
sensation seekers) as found by Zuckerman et al. (1972) include the following:
1. motivated to engage in sports like mountain climbing, parachuting, hang
gliding, scuba diving, car and motorcycle racing, and downhill skiing.
2. attracted to vocations or occupations involving exciting experiences like
firefighting, emergency room work, or air traffic control; desk jobs are
dissatisfying to them
3. drink heavily, smoke, use illicit drugs
4. have a short-term hedonistic attitude towards intimate relationships
d. Cognitive approach. The contemporary view of motivation emphasizes that
cognitive factors determine motivation level. An example is a student’s
motivation to do well in class. One’s confidence in his/her ability to do
well and the expectations for success may help the person relax,
concentrate, and study better. Thinking too much about not performing in
class and the fear of failure may lead to anxiety, and consequently, not
performing well. One’s conscious effort and ability to control
 his/her behavior like setting a study plan or avoiding going to parties will
improve performance, as well as the ability to use the information-processing
abilities of attention, memory, and problem-solving.
The two aspects of cognitive approach to motivation are intrinsic and extrinsic
motivations. The former refers to internal factors like self-determination,
curiosity, challenge, and effort. The latter involves outside factors such as
rewards and punishment. As such, some students study hard because they are
internally motivated to exert a considerable amount of effort and achieve a high
quality of work. Other students study hard because they want to have a good
grades or avoid parental disapproval. Some psychologists contend that many
successful individuals are both intrinsically and extrinsically motivated
(Santrock,2003).
Individuals have a choice to be highly motivated, especially when it comes to
school performance. Select which sources will you help sustain and maintain
your motivation level. Likewise, you should be able to enjoy the activities that
you do, but avoid engaging in risky behaviors like taking illegal drugs, drinking
liquor, or smoking.
Activity 3: Motivation
A. Determine if the following cases indicate high or low motivation.
Write your answer on the blank.
______ 1. Dave makes it a point to study his lessons three hours every night because he wants to
rank first in his class.
______ 2. Wilma aims to bag the Best Project Award so she keeps on reading materials about her
project to further enhance and improve it.
______ 3. Nestor wants to be among the top 10 passers in the medical doctor’s licensure
examination so he reads his books 15 hours a day.
______ 4. William’s rank in his mathematics class is somewhere in the middle. He feels satisfied
with this position. He studies his lessons only he feels like doing it.
______ 5. Angelo never studies his lessons even if he is failing in two of his subjects. He tells
himself, “It doesn’t matter to me if I pass or fail my subjects”.
______ 6. Girlie wants to finish first in completing jigsaw puzzles in a competition, and she
prepares and trains for it.
______ 7. Arnel receives a scholarship grant to finish a course in science. Coming from a poor
family, he believes the scholarship is the only hope for him to be able to get a degree. He
promises to work hard and do his best until he finishes the course.
______ 8. Jayson wants to drink liquor again when he feels good after taking his first drink.
______ 9. Joyce has been asked to join a spelling competition. But deep inside her, it does not
matter whether she wins the competition or not, even if she knows that there is a prize for the
winner.
______ 10. Some people in the depressed area leave early morning to work so that they can earn
money to buy food to satisfy their hunger.
B. Answer the following questions briefly.
1. Identify behaviors that show a person is highly motivated to attain or achieve his/her objective.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________
2. What behaviors show that person is poorly motivated or not motivated at all to work at something?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________
3. Is there anything common among the individuals in the situations described in Test A? How about
differences?

__________________________________________________________________________________
__________________________________________________________________________________
________________________________________
4. From the examples, which is the most appealing situation to you? Explain your answer.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________
C. Form yourselves into groups of four members. Role-play a scenario illustrating a
high level of motivation in schoolwork.
D. Think of a school or community activity you can participate in and come up with
a plan of action on how you can contribute to the attainment of the objectives of
that activity.
Emotional Intelligence
Emotional Intelligence, measured by emotional quotient (EQ), is the type of
intelligence that refers to the abilities to perceive, appraise, understand, and
express emotions accurately and appropriately; the use of emotions and
emotional knowledge to facilitate thinking; and regulation of one’s emotions to
promote both emotional and intellectual growth. EQ is the emotional
counterpart of IQ.
From the aforementioned definition, it may be noted that emotional intelligence has
an intellectual component, especially in using emotions to facilitate thinking or
logical reasoning. As an example, consider the following scenario. In a class, the
teacher asks the question, “In which geographical region is the Philippines
located?” Paul sees Jane raising her hand but he blurts out, “Southeast Asia!”
One will readily think that Jane might be angry because Paul gets the credit. It
may thus be said that Paul has a high IQ but a law EQ.
Reasoning
People make decisions every day. Some decisions have important and critical
consequences, like choosing a course, a job, or even a spouse. On the other
hand, there are also decisions with less critical consequences such as what food
to cook for lunch, or what brand of ice cream to buy. Making a decision
involves picking
 or selecting the best option that will give the “best” consequences.
Reasoning, a cognitive or intellectual skill, is one way to determine if a choice is the “best” from among several options. Reasoning
is a mental process that involves using and applying knowledge to solve problems, make plans or decisions, and achieve one’s
goals. People should be able to develop this skill as it is helpful in many ways, especially in the quest of life goals. Reasoning is of
two types: deductive and inductive.

Deductive reasoning begins with making a general assumption that is known or believed to be
true, and then drawing specific conclusions based on this assumption. It is reasoning that
helps one make a particular conclusion from a general assumption. For example, a general
assumption is that only a person who is drunk will gleefully walk under a strong rain even if
he\she is dressed in expensive suit and shoes. Thus, if you see a man doing this you will
conclude that he must be drunk. The formula is: if an assumption or statement is true, there
is only one conclusion to make.

Inductive reasoning is the process in which a conclusion is determined based on a number of

true facts or premises. Given the same example above, instead of assuming that the man is
walking under the rain because he is drunk, asking him some specific questions such as,
“Did you have a drink today?” Do you have a job?” Do you children?” “Are you married?”
“Are you sick?” “Did you have lunch today?” will minimize the possible reasons for his
manner, and possibly lead to the correct conclusion. This means that one has to know all the
facts first before coming up with conclusions. Researchers use inductive reasoning when
they use past experiences or observations to form a general hypothesis.
 A hypothesis is a statement that must be tested by gathering data. It is an expectation of what is going
to happen. The data will confirm or negate the hypothesis or expectation. Take this case as an
example: A male patient has been referred by Doctor A to Doctor B. The patient mentions that he
experiences pains in the stomach, and that the food he eats is tasteless; thus, Doctor A recommends
that the patient be treated for a liver infection. Since these are symptoms of a liver problem, Doctor B
concludes that Doctor A has the correct diagnosis. However, Doctor B overlooks the fact that these
are also the same symptoms of a gall bladder problem.

Biased reasoning refers to the act of jumping to conclusion before even knowing all the facts.
Sometimes, people tend to look for information that confirms their decisions and beliefs. It
is because they want to prove to themselves and to others that they are correct.
Confirmation bias is the tendency to look for information that supports one’s decisions and
beliefs while ignoring disconfirming information.

At some point in your life, you have to make decisions. Normally you will opt for
the choice that will give you satisfaction, address your needs, and prove to be the
most beneficial. Day – in and day – out, everyone is confronted with big and
small decision – making activities. Exposures to varied experiences and
situations that call for decision – making sharpens the individuals ability to arrive
at the “best” decisions, both intellectual and emotional abilities are necessarily
tapped in decision – making.
Activity 4: EQ and IQ
A. Determine if the statements relate to emotional quotient or intellectual quotient
by writing EQ and IQ on the space provided.
______ 1. I ate three apples and two oranges. I ate five fruits all in all.
______ 2. My friend has a problem with her mother. She looks very sad.
______ 3. All men 50 years old and above in Santo Domingo town are strong. My
father is 52 years old and we live in Santo Domingo. Therefore, my father is
strong.
______ 4. I should control my anxiety so I will understand the lesson more clearly.
______ 5. The first woman president of the Philippines is Corazon Aquino.
______ 6. Monina is a very happy person. She must have come from a loving
family.
______ 7. Rey says he should be courteous so that other people will like him.
______ 8. I am able to memorize the colors of the rainbow.
B. Figure out if the following items present critical or less critical consequences. Write
you answer on the blank.
____________ 1. choosing what course to take in college
____________ 2. choosing the doctor to consult for a health problem
____________ 3. deciding what brand of soda to buy
____________ 4. deciding where to invest one’s money
____________ 5. choosing what type of pasta to buy
____________ 6. choosing what school to enroll in
____________ 7. deciding what tract to take in college, like academic, vocational, or
entrepreneurship
____________ 8. deciding what size of soft drinks to serve

C. Answer the following questions briefly:

1. What kind of help would you want to receive to ensure that you make the best
decisions in life with the best consequences?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____________________________________________________
 2. Suppose you want to take a course in nursing. Unfortunately, your family does
not have the means to support your studies. Knowing that you have a big
problem to hurdle, what steps will you take so that you can successfully pursue
your dream?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____

D. Write a journal describing a situation in which you have encountered difficulty in

making a decision. What were the choices or alternatives available to you? What
enabled you to come up with a decision in favor of one option? What course of
action or processes did you undertake? (Be sure to maintain anonymity in the
characters.)
This module presented the critical factors in developing oneself to
function effectively as a responsible contributing member to his/her
family, community, and society. These variables include intelligence,
emotional, quotient, motivation, and decision-making ability. The
module also explained Garner’s theory that intelligence is not a general
ability, but rather, it is comprised of several specific areas of
intelligences. The role of two broad contributory factors, namely heredity
(nature) and environmental (nurture), on intelligence was illustrated.
Emotional quotient was cited as critical to developing responsibility
because it affects social relationships. Motivational level, likewise,
serves as underlying drive for an individual to act, perform, or move to
produce an output or perform a task. Decision-making was also included
as a key factor in developing one’s responsibility, in which inductive
reasoning and deductive reasoning were differentiated as an approach to
arriving at a decision.
Assessing for Self-improvement
Directing My Destiny
Assessment
Perhaps one of the closest experiences you have with assessments
is taking a written test and going through interviews with academic
officials before enrolling in the school of your choice. You had to
go through these processes for the school to your future
performance in the course you have chosen to know how
successful you will be in that course. Perhaps, you were also given
feedback on how you fared in the test or interview.
Assessment is a process that determines the presence or absence, as
well as the extent or level, of a characteristic or behavior in a
person. With an assessment, open gets a better view or
understanding of people’s behavior, including that oneself.
Assessment takes place as early as the beginning of life in the womb. Using some
tests, the doctors are able to determine how “normal” the unborn baby is and if
the baby has genetic or chromosomal defects. As a result of the assessment, the
doctors may suggest interventions to correct the defects or mitigate their effects.
When a baby is born, he/she is subjected to the Apgar test, considered to be the
most important assessment in one’s life. The Apgar score, rated on a scale along
5 critical behavior components, is used to determine a baby’s general health and
overall wellness.
In doing an assessment, tools are used. They are also called measures or data –
gathering tools. Tests are a type of tools. The data or information derived from a
tool provides the basis for knowing or determining the presence or absence of a
behavior or characteristic. It should be noted, however, that a tool measures only
a sample of the behaviors or characteristics being studied, thus, it is important
that care be exercised in interpreting the data or information gathered from these
tools.
Measurement deals only with the administration of the tool and determining the
numerical values of the data gathered from a tool. An example of this is
assigning scores to test papers after checking the answers and classifying them
according to some set of criteria.
 Assessment, in contrast, includes the processes of measurement, analyzing and
interpreting the scores or the numerical values of the data, and deducing
meanings out of the gathered data.
Psychological assessment refers to the use of specified testing procedures to
evaluate the abilities, behaviors, and personal qualities of people (Bernstein et
al.,1991). It describes the extent to which a person is similar to or different from
others. Examples include how many more test questions they can answer
correctly than other people of the same age; or if they are more anxious than
others; or whether their performance is similar to that of a scientist or a pianist.
Result psychological assessments contribute to a better understanding of a
person.
Assessment tools are important in getting information about the behaviors of
people. Feedbacks, reports, or narratives from others are not enough to
determine someone’s behavior. Assessments contribute to building profiles,
determining interventions, developing programs, and making personal and
professional decisions.
Answer the following questions briefly:
1. What are the purposes of giving tests?

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2. What are the similarities and differences between measurement and assessment?

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3. What is the importance of measuring and assessing behaviors?

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Kind of Assessment
Following are the kinds of tests or measures according to purpose, i.e., in terms
of the behavior or characteristic they intend to measure:
a. Achievement test. This test measures what has been learned within a specific
period of time. Hence, if a teacher gives students a mathematics test at the end
of the semesters, it means that he/she wants to know how much the students
learned for one semester.
b. Mental ability test. It measures one’s level of mental ability. Such tests are also
known as IQ tests.
c. Aptitude test. This measures the inclination of individuals towards certain
specific areas. It determines what particular field or work an individual would
most possibly be successful at.
d. Personality test. It measures facets of personality, some of which are attitudes,
perceptions, interests, psychological aberrations, personality disorders, and the
like. If a person wants to know, for example, the extent to which he/she regards
or views education, then he/she can take a personality test of attitude.
Comparatively, tests of personality measure a much broader range of
characteristics or behaviors.
The kind of test to use or apply is determined by its purpose. Using inappropriate
assessment tools invalidates the results. To avoid rendering the results of a test
useless, be sure to understand the instructions and procedure before
administering the test, and to familiarize yourself with how test results are
interpreted.
Activity: Kinds of Assessment

A. Classify the given tests according to purpose. Write your answer on the blank.
_____________ 1. To determine one’s overall intelligence level or ability
_____________ 2. To determine if a person would most probably become a pianist
_____________ 3. To determine the vocational interest of high school students
_____________ 4. To find out how much Communication Arts students learned after
one year
_____________ 5. To determine the attitudes of a group of students towards schooling
_____________ 6. To know if John will be successful as a fashion designer
_____________ 7. To find out if Marlon is failing or passing his course in mathematics
_____________ 8. To know if Bert has a bipolar disorder
_____________ 9. To find out if Emily is interested to take a course in the health
sciences
_____________ 10. To determine if institutionalized children have a low self-concept
_____________ 11. To determine if graduating high school students are capable of
abstract thinking
B. From the test situations above, group the tests that measure the same characteristic. Give your reasons for
your classification.

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C. Answer the following questions:
1. What test do you remember taking in the past or at present?
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2. Which of these tests did you take in your school? Outside of your school?
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3. What was your purpose in taking non-academic tests?
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4. Did you get a feedback on how you fared in the tests? What kind of information did you learn about
yourself from the tests?
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5. Did you benefit from taking these tests?
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General Methods of Assessment
There are two general methods of assessment: formal and informal. Formal
Assessments are standardized and generally carried out in professional settings
by experts in the behavior or characteristic being measured. Many, if not all, of
the assessments earlier discussed are formal procedures of assessment. They
are done in an orderly and systematic manner. The tools used for assessment
have undergone tedious processes to ensure objectivity and effectiveness.
Formal assessments utilize statistics in the interpretation of data and ultimately
come up with a conclusion. The bases for the assessment of a person are
his/her responses or scores on a test.

Informal Assessments are everyday assessments people make about themselves or

about others. These assessments do not have to observe for processes. The
bases for assessing a person are unstructured or simple observations of his/her
behaviors in informal settings and occasions. For example, if a mother
observes that her son in high school studies his lessons only once in a while,
she may state that he will not be successful in college. Or if a teacher observes
that his/her pupils make a lot of noise and do not attend to the lessons inside
the classroom, he/she may immediately claim or conclude that the students are
attention-deficit. In some instances, the basis for assessment is the kind of
responses to exchanges and interactions with other people. Hence, for example,
 if the parents tell their daughter to study her lessons, but she responds that she is
not interested to do so, then the parents may say that she has negative attitudes
towards education, and may further think that she has low chances of
succeeding in school. Nevertheless, an informal assessment serves many
purposes. Based on feedback from an informal assessment, one may get a fairly
good idea of his/her standing in school, or the kinds of attitudes he/she has
towards certain persons or objects. An individual may also suspect whether or
not he/she is suffering from an emotional problem. Informal assessments give a
clue to what might be happening with the behavior or characteristic being
studied or described.
Application of Assessment
Assessments provide many advantages, foremost of which is to gain a better
understanding of oneself. Thus, one will know exactly what areas are to be
improved or enhanced, and more importantly, what to do to overcome his/her
weaknesses and turn them into strengths. At this stage, it can be said that the
ultimate purpose of assessment is attained. The following are some examples of
using assessments in improving oneself:
Activity: Methods of Assessment
A. Determine whether each situation applies a formal or an informal assessment. Write your answer on the blank.
________ 1. Marilyn could not understand Mrs. Santos’ instructions on cooking “tinola”. Because of this Mrs. Santos says that
Marilyn has a low intellectual quotient.
________ 2. Three hundred high school graduates were seeking admission to University of XYZ. They were first required to take
the entrance exam before they could enroll. They were promised that the results of the exams would be released after three
weeks.
________ 3. Dr. Lopez suggests that this patient, Jun, see a psychologist so that he could be subjected to a test measuring his level
of anxiety. He wants to make sure that the high blood pressure level of the patient is not due to stress and anxiety.
________ 4. Mr. Cruz labels his workers as inefficient because he observes them to be lazy, loud-mouthed, and not doing their jobs
fast enough.
________ 5. At the end of the semester, the Prof. Manuel gave a test to determine what knowledge and skills his students have
acquired and developed in his science class.
________ 6. Mrs. Legazpi, a Grade 7 teacher, tells her co-teachers that her students have low self-concepts. When asked why she
thinks so, Mrs. Legazpi states that her students are shy and do not talk as much.
________ 7. Ms. Tito concludes that Ronnie, one of her students, will be a scientist in the future. She believes so because she
observes that Ronnie shows much interest in doing experiments and coming up with inventions.
________ 8. In a class of 30 students, the teacher observes that one student, Pete, always picks a fight with his classmates. Pete
also seems to enjoy teasing and hurting his seatmates. One day, the teacher asked Pete, “Why are you doing bad things to
your classmates?” Pete replied, “Because I do not like them”.
________ 9. A company requires its employees to have a positive attitude toward work. Hence, as part of the screening and
selection process, the human resource personnel administer a test that measures work ethic, work habits, and work attitudes.
Results of the test serve as basis for the decision to accept the applicant or not.
________ 10. Marlon can correctly solve mathematics problems in class at a faster rate than his classmates can. Marlon himself is
very much aware of his skill. Because of this, he believes that he has a very high IQ. He also thinks that in the future, he
will be a successful engineer.
B. Answer the following questions based on the situations given in the first part of the
activity.

1. How many people are being assessed in the sample scenarios? What does this tell
you?

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2. Which situations show the person assessing his/her own self?

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3. What conditions are present in a Formal assessment? How about in an Informal one?

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This module emphasized the role of assessment in understanding oneself. An
individual goes through assessment for various reasons and purposes.
Irrespective of the tool used or the purpose of assessment, the assessment should
result in a more objective way of looking at oneself. More importantly, the end
goal of assessment is self-improvement.

The module further explained the various tools or measures available. However, you
are encouraged to do research on other tests or measures relevant to your needs.
In the use of tools, two general approaches to measurement, namely formal and
informal, were presented.
Maslow’s Hierarchy of Needs
In module 8, you have learned about Maslow’s hierarchy of needs. To emphasize,
the theory contends that people go through stages and levels of personal
development, the highest of which is self-actualization or self-fulfillment.
Further, each stage is characterized by the kind of need which the person should
strive to satisfy first before he/she can successfully satisfy the next level. The
needs are broadly categorized into two: deficiency and growth needs. They
progress from something basic like food to the more abstract and complex such
as truth, beauty, and justice.
Individuals in the process off self-actualizing or are self-actualized manifest certain
characteristics and behaviors. Foremost, they are generally happy and feel
contented. They do not get upset or angry over trivial matters, or even failures.
They also focus more on the good or positive side of other people rather than on
their negative points. Moreover, they are generous with their time and effort in
helping others. These people are optimists who look at the bright side of life.
They do not easily brood nor worry about day-to day problems. They have broad
perspective about life in general. Finally, they deeply care for their community,
country, and the humanity as a whole by doing things that redound to the general
good.
Maslow says that only a few people reach the level of self-actualization. Why is this
so? For one, people possess different traits that include their level of motivation,
intellectual capacity, abilities, and emotional maturity. For example, a person
with low motivation levels would just be contented with his/her present status,
while a person who is highly motivated would maximize his/her time, effort, and
opportunity to propel himself/herself towards his/her goals.
Another reason is the differences in life goals and ways of attaining one’s purpose in
life. Somebody who is more focused, more strategic in thinking, and more
persevering will have more chances to attain his/her goal, compared to one who
is not.
Likewise, worldview or the perspective of what life is all about can create a
difference in attaining self-actualization. Thus, one who is well-informed, well-
traveled, and well-exposed has greater chances of becoming self-actualized than
someone who is not.
At this point in your life where you are looking forward to finishing a course, it is
best to focus and always be conscious of what you want to be in the future. That
way, you can concentrate your time and efforts towards finishing a course to
prepare you for a career.
Once you graduate from college, attaining self-actualization is not guaranteed. In
fact, your quest for self-actualization may just be starting after you are granted an
academic degree. Surely, you will still feel that something is lacking because you
want to get a job and build a career around it. Once you get a job, focus
relentlessly on improving your ways and habits of working, as well as your ways
of dealing with people. Develop a good work ethic. Continuously enhance your
personal habits. Do away with vices and avoid illegal substances and activities.
Form good relationships with people. In the process, advance your emotional
maturity for this is important when you start your own family. Once you have a
family, be sure that you raise and train your children to be peace-and God-loving.
Achieving self-actualization is a lifelong process. Thus, planning and setting goals
and directions as early as you are able will give you the advantage of having a
better chance of achieving self-realization.
Activity 1: Self-introspection
Ask yourselves as to what level of Maslow’s hierarchy of needs you identify
yourself with. What are your plans to move on the next levels? How are you
going to go about it? Share your reflections and plans with a trusted friend or
classmate.
Goal-setting and Success
Success is defined as the state of accomplishment or achievement resulting from an
endeavor. To King (2004), success is relative, and the term means different things
to various people. Thus, for some, success means having material possessions like a
car or a house. On the other hand, some people think of success as having a good
family life, a happy home, a feeling of contentment or ease, or always being in
love. King further believes that success means not only being able to achieve or
fulfill one’s goals, but also having positive feelings of happiness, joy, love, peace of
mind, self-respect, greatness, and freedom from worry, anxiety, guilt, or failure. He
states that many people associate success with the acquisition or possession of
tangible or material things; but the very root of success is the positive feelings that
come with accomplishment and achievement.

King (2004) raises three important questions you can ask yourself to help you
understand life itself.
1. What is my life for? This question requires you to have a long and thorough look
within yourself, your abilities, your characteristics, you interests, and the like, as
well as your weaknesses.
2. What do I want to happen to my life? This question requires you to have a clear
picture of your goals-both short-range and long-range.
3. How can I achieve it? This question requires you to know how to accomplish your
goals. Do you have the resources and the support to achieve your goals?
A personal mission statement presents one’s own personal philosophy or belief that
states his/her objectives in life and how he/she want to accomplish them. It
focuses on what one wants to be and to do, and on the values or principles upon
which they are based. There are no hard and fast rules in writing one’s personal
mission statement. It can be a list of declarations or a paragraph.
Having clear-cut goals is the key to achieving anything in life successfully. A goal is
a result towards which effort is directed, or a point, end, or place that one is
striving to reach. Goals must be realistic but, at the same time, attractive so as to
excite one into achieving them.
If your goals are not clear in your mind, you may “divide” or “chop” them into
smaller pieces to make them more attainable. Think of a cake. It might be
difficult for you to eat the whole cake as it is. Besides, if you eat the cake without
finishing it in one sitting, what is left will not look palatable or attractive. Thus, it
is better to divide the cake into slices, the same way you should do with your
goals.
King adds that there are specific goals which, when combined together, make one big
goal called success.
1. Mental / Emotional Success. Having a good grasp of your mind, feelings, and
emotions
2. Spiritual Success. Balancing the needs of the body and spirit
3. Personal Success. Overcoming a weakness or disability
4. Career Success. Accomplishing work objectives
5. Financial Success. Earning enough for one’s needs or more
6. Social Success. Getting well along with and being held in respect by others
7. Physical Success. Having a healthy and sound body
8. Family Success. Maintaining harmony and achieving fulfillment as a family

Some guidelines in setting specific goals are as follows.

1. Know the Timeframe of your Goals. Some goals can take a lifetime to achieve, but
some are intermediate or short-term. Break long-range goals into smaller ones to make
them more achievable.
2. Set Expressive Goals. Be precise and make positive statements. Say, for example, “I
will speak well of my associate” rather than “I will avoid gossiping about my
associates.”
3. Prioritize your Goals. When you have many goals, give each a priority number.
Prioritizing your goals will help you attain them more neatly and easily, rather than
dealing with all of them simultaneously.
 4. Base your Goals on Performance, not just Outcomes. Set goals which you have
the power and the ability to achieve.
5. Set Specific Goals. Be as specific as possible but not too detailed. For example,
if your goal is to avoid getting fat in the future, say, “I want to avoid getting too fat
by refraining from eating in between meals”.
6. Make Goals Realistic. Set goals that are based on your expectations, not those of
others.
7. Think Beyond your Goals. Think or visualize other things you want to achieve
upon accomplishing one goal.
Another motivational author, William Gracian gives the following advice in pursuing
one’s goals.
1. Have a Clear Purpose. For a dream to become a goal, it must always be specific.
You have to write down exactly what you want in life.
2. Be Totally Committed. Once you have identified and clarified your goal,
emotionally commit to it.
3. Reiterate your Goals. Review your goals as often as possible. You might need to
repeat them at certain times. Talk about your goals so people may help you attain
them.
4. Write Down you Goals. Keep journals, though old-fashioned they may be, on
which to write and review your goals. The journals help you to always be aware or
conscious of your goals.
 5. Record your Achievement. Documenting an achievement makes you feel
empowered. It is a reminder that motivates you to achieve more.
6. Create a Well-defined Plan. A plan acts as some kind of a blueprint to turn
your goals into reality. Set dates, devise techniques, formulate habits, and
prioritize your steps.
7. Work on your Goal, Step by Step, Day by Day. Spend time and energy in
achieving goals on a regular basis. Goals cannot be achieved in an instant.
8. Review and Evaluate. Set aside time to review your accomplishments and
achievements. By doing this, you can also avoid and anticipate failure.
One’s attitude towards learning is a factor to success. King suggests guidelines in
making the mind a repository of knowledge. According to him, learning does not
only give you facts, ideas, and other information. It also provides you with the
power to think. Thus, you can achieve your goals and turn your dreams into
reality with learning. You should not be content with what you know now, but
strive to gain and acquire more knowledge.
1. Desire for Nothing but Knowledge. Information comes in different forms.
Develop the motivation for gaining long-term knowledge for its benefits.
2. Assess the Information you Really Need. Use only the information you think
will help you in the future.
3. Know where to get the best information. Many sources of information are
available. However, always consider the quality of the information you gather.
4. Create mental database which you ca utilize for practical recall. You can do
this technique by memorizing significant and important materials.
5. Recall the specific information periodically. Use the knowledge which
enhances your learning skills.
6. Do not spare time on managing your knowledge. You must have a way of
assuring yourself that only the material you have chosen and selected to learn
is worth the time you put in it. It must be updated, useful, and properly
formulated.
7. Develop your writing skills. Writing is one of the best ways to develop your
mental skills. For a start, you can keep a diary or journal for your thoughts,
ideas, insights, and the like. You can also opt to write letters so you can share
and exchange views with other people.
The following are guidelines in developing a positive attitude towards learning (King, 2004):

1. Always be reachable. Keep your mind open because a closed mind slows down the learning process.
2. Self-development, not self-fulfillment. Self-development is the process of trying to raise yourself to a much higher level. On the
other hand, self-fulfillment is trying to please yourself continuously and being happy and content with what you have achieved.
3. Be a consistent learner. Make each experience a learning experience. Surround yourself with learning moments, people, and
anything or anybody you could gain insights from.
4. Develop a plan for growth. It is schedule of the constructive things you can do that can expand your mental ability.

Goal-setting is not just about reaching one’s destination. It also implies going for another goal after one has been achieved. If you
successfully attained one goal, aspire for another. Never stop learning, so you will keep growing. It is important that you stay
focused, optimistic, and have a positive attitude that gives you an edge over others. Never stop learning because success is just
around the corner.

Failure
At some point your life, you may experience failure. It is the inability to achieve one’s goals. It is said that an experience of failure
makes one stronger, provided that he/she knows how to apply the lessons gained from that episode. Thus, you should not avoid
failure, rather, embrace it and look at it as a learning experience. King (2004) provides guidelines on how to deal with failure
gracefully.

1. Zero in on failure. Separate the concept of failing at a task and failing as a person. Failure in one area does not make one a total
failure. Keep it in its proper perspective and context. It should be taken as part of life’s reality. For some, failure serves as a
motivation to work or strive harder.
2. Find out where you exactly went wrong. Study your limitations objectively. In determining the problem, look at yourself first
rather than at other people or what’s wrong with the world. Strive to maintain objectivity in analyzing the cause/s of the failure.
3. Change you attitude or mindset towards failure. The corresponding change in your ideas about failure will follow.
The experience should not be seen as a failure per se, because there are many things both within and outside of
your control that can explain it.
4. Come up with a failure strategy. Do not expect failure, but be sure to anticipate courses of action in case it happens.
5. Lock for good alternatives to what you are doing. In case you are not doing well with your present position, you
should have a fallback or an alternative in which you will feel happier.
6. Make effective decisions to avoid repeating the same mistakes. Do not ask others to make decisions for you. You may
ask for comments and suggestions from them, but the final decision rests on you.
7. Visualize the effects of your decision. Be realistic about what will happen after you make a decision. Avoid going into
a debate or argument with regard to its effects. Anticipate the pros and cons of your choices.

The Need for Spirituality

Spirituality most refers to an individual practice related to a sense of peace and purpose. It is also associated with
process of developing beliefs around the meaning of life. Most people believe in a higher force-called God, Allah,
Yahweh, Enlightened One, Higher Being, etc. – but the fact remains that when you are aware of that force, you
realize that it is the main source of your inspiration to excel or succeed. The vehicle for realizing this force is faith.
Faith is a firm belief or conviction not based on external evidence or proof. It is the confidence on what you do not
see, but rather feel. When you say you have faith, you acknowledge the force that guides, motivates, and propels
you to reach your goals. Faith energizes the mind and the body as well as enables people to perceive possibilities,
improve their powers of discernment, and leads them to excel (King, 2004).
King (2004) and Gracian (2005) lay out some Guidelines for Spiritual Success:
1. Minimize materialistic thoughts. Materialistic thoughts are associated with self-centered
perceptions like pride, power, fame, dominion, and the like. Many of these ideas dominate
because of the of faith.
2. Generate peaceful, serene thoughts. Regularly spend time each day in quite moments
when you can feel and think more deeply about your mission in life.
3. Create a spiritual image. Project a happy image even without the trappings of material
things like a house or a car.
4. Face reality with faith. Facing especially your worst fears will enable you to cope better
with challenges and problems.
5. Live for a higher purpose. People need to earn money to eat and sustain the physical
selves, but it must always be remembered that the chief goal of life is happiness.
6. Find a spiritual role model. Find people you look up to with attributes that you idealize
and draw inspiration from them. Emulate a great person.
7. Think of your world as a battle between good and evil. Your life is meant to raise the
standard of goodness to a higher level.
8. Realize that your presence or influence will outlast your life. Death is a reality. How
would you want others to remember you? Is it through the good times and the good things
you did?
 Be True to Yourself!

Have a Better Future in

Life!