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G SELF Understanding the Self

Secondary Education (University of the Visayas)

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Course study guide contents

Week Module Topic Page

INTRODUCTION TO UNDERSTANDING THE SELF

1 The Principles, Concepts, & Factors of the Self

Self-Awareness

THE SELF FROM VARIOUS PERSPECTIVES

2 The Philosophical Perspectives of the Self

The Psychological and Cultural Perspectives of the Self

UNPACKING THE SELF

3 The Physical Self & Ecological Self

The Social Self and the Digital Self

MANAGING AND CARING FOR THE SELF

4 Mental Health and Wellbeing

The Future Self

Editorial OFFICE
Course Developer Ms. Camielle A. Sarausad

Ms. Camielle A. Sarausad

Content Experts Ms. Jedidiah K. Singco

Dr. Ramie L. Bulaybulay Jr.

Language Editor
Dr. Aileen C. Costas

Design and Media Specialist Ms. Jedidiah K. Singco

Disclaimer Statement:
This Course Study Guide is not intended to be presented as the original work of the module
compiler. It is meant to be the primary reference material for the course composed of the
flexible learning syllabus, learning plans, course content, and assessments compiled from
various sources. Accordingly, the sale and distribution of such outside the University of the
Visayas is strictly prohibited.

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Flexible Learning Course

Syllabus
Flexible Learning Course Syllabus
College of Arts and Sciences
General Education
First Semester, Academic Year 2020-2021
I. Course Information
Course Code G SELF Course This course deals with the nature of identity, as well as the
Description factors and forces that affect the development and
Course Title Understanding the Self maintenance of the Self. This course also aims to develop
Critical and reflective thinking to improve a better quality of
life.
Prerequisite(s) Course 1. Facilitate the exploration of concepts, issues and concerns
Learning regarding self and identity;
Outcomes 2. Explain the various perspectives that contribute to the
Credit Unit 3 Units understanding and development of the Self;
3. Evaluate the different aspects of the Self that impact one’s
Self development ; and
4. Develop skills and create tactics/methods in managing and
caring for the Self to improve a better quality of Life.
II. Instructor's Information
Instructor Name Camielle A. Sarausad Corporate csarausad@[Link]
Email
Title: Instructor I Phone +63 917-130-0086

III. Course Syllabus

Week No. of Module Topic Intended Learning Learning Materials and Mode of Assessment
No. Hours Outcomes Resources Instructi Task/
on/ Graded Output
Required Suggested Delivery
Tools
Introduction to Describe the nature Lesson 1. Bailey 2nd, J. A. (2003).  Course 1. Weekly Journal
13.5 total Course Module Self-image, self-concept, 1
Understanding and elements of the Packet
hours on and self-identity
the Self Self. revisited. Journal of the  Printe 2. Theories,
Understanding Concepts and
12 hours the Self National Medical d principles of the
Sub-topic 1: Identify the concepts, Association, 95(5), 383.  Digital
self- College of Arts Self Activity
The principles, principles and theories  Microsof 3.
directed and Sciences. Self-Concept
of the self, including Chafee, J. (2013) Who
learning concepts and University of are you? Consciousness,
t Teams Activity: A
1 & factors of the Self. the factors that the Visayas portrait of
Identity and the Sef. In
1.5 hours contribute to its myself
the Philosopher’s way:
of development. Thinking Critically about
Sub-topic 2:
assess- profound ideas. Pearson
ment
Self-awareness Appreciate the 106-169.
tasks importance of
Understanding the Self Supplementary Video:
[Link]
and Develop Self
m/watch?v=zGv1Nay2z-
Awareness. U
[Link]
m/watch?v=HIhEMk7CZ-
A
[Link]
m/watch?v=tGdsOXZpy
WE

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Understanding  Explain how the self is Lesson 2.  Course 4. Weekly Journal 2

13.5 total viewed from various Course Module Pajares, F., & Schunk, D. 5. The Philosophical
the Self from H. (2002). Self and self- Packet
hours perspectives most on Perspective
Various belief in psychology and  Printe
specifically the Understanding 6. The Psychological
Perspectives education: A historical d
2 12 hours philosophical, the Self perspective. Perspective
self- psychological and College of Arts  Digital 7. Mind Map about
In Improving academic
directed Sub-topic 1: eastern vs. western and Sciences. achievement (pp. 3-21).  Microsof the Self From
learning The Philosophical perspectives, and University of Academic Press. t Teams Various
& Perspectives of  Compare and contrast the Visayas Perspectives.
1.5 hours how the Self is Mahdi, M. (Ed.).
the Self (1962). Philosophy of
of presented across
assess- different disciplines Plato and Aristotle.
ment
Sub-topic 2:  Create a representation
Cornell University Press.
tasks The Psychological which showcases the Page, R. C., & Berkow,
and cultural interconnection of all D. N. (1991). Concepts
perspectives of perspectives of the self. of the self: Western and
the Self Eastern
perspectives. Journal of
Multicultural Counseling
and Development.

Supplementary Videos:

[Link]
m/watch?v=1gdHZ3wDiZ
c

[Link]
m/watch?v=lcIqoN9oRgo
&t=187s
13.5 total Unpacking the Lesson 3. Wood, M. A., Bukowski,  Course 8. Weekly Journal 3
hours  Explore and identify the Course Module W. M., & Lis, E. (2016). 9. The Socio-Digital
Self different aspects and
Packet
on The digital self: How Self
forces of the Self that social media serves as a  Printe
12 hours Understanding 10. Unpacking the
self-
Sub-topic 1: contribute to the the Self setting that shapes d Self
directed The Physical Self development of one’s College of Arts youth’s emotional  Digital
and the Ecological self Identity. experiences. Adolescent  Microsof
learning and Sciences.
3 & Self.  Develop further University of
Research Review, 1(2),
t Teams
awareness to improve 163-173.
1.5 hours the Visayas
of the different aspects of
Sub-topic 2: the self.
Belk (2013). Extended
assess- Self in a digital World.
The Social and  Relate and reflect all
ment Journal of Consumer
tasks
Digital Self aspects of the self to the Research. 40.3.477-500.
current human condition
and current issues being Demello, M. (2014).
dealt with one’s self. Beautiful Bodies. Pp173-
188. And Fat and Thin
Bodies. 189-205. In
Body Studies:
Introduction Routledge.

Supplementary Video:
[Link]
m/watch?v=8cYTKA0jxN
0
13.5 Managing and  Understand the Lesson 4. Neff, K. D., & Faso, D. J.  Course 11. Weekly Journal 4
total theoretical Course Module (2015). Self-compassion 12. Mental Health
Caring for the Packet
hours underpinnings for how on and well-being in parents Poster
Self of children with  Printe
to manage and care for Understanding 13. Dream Board
12 hours different aspects of the the Self autism. Mindfulness, 6(4 d
self- Sub-topic 1: self. College of Arts
), 938-947.  Digital
directed Mental Health and  Acquire and hone new and Sciences.  Microsof
Locke, E. (2002). Setting
learning Well-being skills and learnings for University of Goals for life and t Teams
4 & better managing of the Visayas Happiness. In Snyder &
1.5 hours Sub-topic 2: one’s self and Lopez (eds.) Handbook
of behaviours. of Positive Psychology.
The Future Self
assess-  Apply learnings through Oxford University Press.
ment creating clear, coherent 299-312.
tasks and effective strategies
appropriate to improve Supplementary Videos:
better quality of life. [Link]
[Link]/goal-setting-
theory/
[Link]
student/resources/ssc/st
udy_guides/study_skills/
502_study_goals.html
[Link]
om/pages/article/newHT

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E_90.htm

IV-A. Points for Graded Output IV-B. Grade Equivalent Based on the percentage below
Course Module Topic Output Points Percentage Grade Percentage Grade
Week
1 Minor Task 65 100% 1.0 86% 2.1
99% 1.1 85% 2.2
98% 1.2 84% 2.3
2 Minor Task 25 97% 1.2 83% 2.4
96% 1.3 82% 2.4
95% 1.4 81% 2.5
3 Minor Task 80 94% 1.5 80% 2.6
93% 1.6 79% 2.7
92% 1.6 78% 2.7
4 Minor Task 80 91% 1.7 77% 2.8
90% 1.8 76% 2.9
89% 1.9 75% 3.0
Major Tasks 580 88% 2.0 74% and INC
below
87% 2.0
TOTAL 835
INC is given if the final grade is 2.5 or lower but missing any two of the course requirements listed above. INC should be complied
within 365 days immediately after the close of the Semester.

IV-A. Points for Graded Output IV-B. Grade Equivalent Based on Points Earned
Course Week Module Topic Output Points Points Earned Grade
1 Minor Task 100 97%-100% 1.00
94%-96% 1.25
2 Minor Task 70 90%-93% 1.50
86%-89% 1.75
3 Minor Task 100 82%-85% 2.00
78%-81% 2.25
4 Major Task 150 74%-77% 2.50
71%-73% 2.75
Total 420 70% 3.00
69% below 5.00
INC is given if the final grade is 2.5 or better but missing any two of the course requirements listed above. INC should be complied
within 365 days immediately after the close of the Semester.

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LESSON 1
Introduction to Understanding
the Self

Google Image

At the end of the lesson, the student should be able to:

1. Describe the nature and elements of the self

2. Identify the concepts, principles and theories of the self, including the
factors that contribute to its development.
3. Appreciate the importance of understanding the self and at the same
time develop self-awareness.

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College COLLEGE OF ARTS & SCIENCES (CAS)

Program GENERAL EDUCATION
Course Code UNDERSTANDING THE SELF
Course Title GSELF
Credit Unit 3
Lesson 1 Week 1

Module Topic Introduction to Understanding the Self

At the end of the lesson, the student should be able to:
1. Describe the nature and elements of the Self
Intended Learning
2. Identify the concepts, principles and theories of the self, including the factors that
Outcomes
contribute to its development.
3. Appreciate the importance of Understanding the Self and Develop Self Awareness.
Number of Hours 13.5 Hours (12 hours Self-directed learning and 1.5 hours Assessment Tasks)
1. What is nature of the Self and what are the elements that surround it?
2. What are the different concepts, theories and principles regarding the understanding
Study Questions
of the self?
3. What is Self-awareness and how is it important in developing the self?
Required Suggested
 Bailey 2nd, J. A. (2003). Self-image, self-concept, and
Lesson 1. Course Module on self-identity revisited. Journal of the National Medical
Association, 95(5), 383.
Understanding the Self. College of Arts
 Chafee, J. (2013) Who are you? Consciousness, Identity
and Sciences. University of the Visayas
Learning Resources and the Self. In the Philosopher’s way: Thinking
Critically about profound ideas. Pearson 106-169.

Supplementary Videos:
 [Link]
 [Link]
 [Link]
1. Student shall study and learn Lesson 1 on the nature and elements of the self and its
different theories and principles. Student may refer to the suggested and other
recommended learning materials indicated in this Course Study Guide as additional
Learning Activity reading resources.
2. While studying and learning the topics in Lesson 1, the student can now start writing
entry one of the Weekly Student Journal based from the given concept “Who am I.”
3. After studying and learning the topics in Lesson 1, the student shall accomplish
Assessment Task 2 (Theories, concepts and principles of the self), Assessment Task 3
(A portrait of myself).
1. Student Journal Entry 1
Required Output 2. Activity on Self-Concept: “A Portrait of Myself”
1. Weekly Student Journal
Assessment Tasks 2. Activity on Theories, Concepts and Principles of the Self
1. Student Journal Rubric
Assessment Tool 2. Art Piece Rubric
Creativity & Innovation, Critical & Analytical Thinking, Effective Communication,
Target Competency Collaboration, Confidence & Self-directed Lifelong Learning

Prepared by: Reviewed by: Approved for use:

MS. CAMIELLE A. SARAUSAD MS. CAMIELLE A. SARAUSAD DR. RAMIE L. BULAYBULAY

Faculty Program Coordinator Dean

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LET’S GET TO KNOW YOU…

Directions: Complete the sentence pertaining to yourself. (15points)

I am _______________________________________________________________.
My favorite color is _______________________________.
I do my best when
___________________________________________________________________

I struggle when
___________________________________________________________________

One of the most important things I learned was

___________________________________________________________________

One thing I regret is

___________________________________________________________________

I am motivated by
___________________________________________________________________

One of my favorite memories is

___________________________________________________________________

My toughest decisions involve

___________________________________________________________________

Being myself is hard because

___________________________________________________________________

The thing I value most is

___________________________________________________________________

I wish I were more

___________________________________________________________________

Life should be about

___________________________________________________________________

Love is
___________________________________________________________________

Process Question: How did you feel trying to complete the sentence? Was it easy or was it
difficult? Why? (5points)

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Diagnostic Checkpoint
Directions: If you think the statement is correct write AGREE and if incorrect, write
DISAGREE on the space provided before each number.

_______________1. I can be whoever and whatever I want to be.

_______________2. Understanding the self is a quick and easy process.
_______________3. I know who I am already.
_______________4. How others view me has nothing to do with who I am.
_______________5. Who I am right now is due to my own decisions.

The self
“WHO AM I?” often a very easy question to answer, given you know your name, age and
address, but what if you are asked to rate from a scale of 1 to 10 how well do you “fully”
know yourself, your strengths, your weaknesses, your likes and viewpoints, how would you
answer? _______ (Rate yourself from 1 being the lowest to 10 being the highest meaning
you are confident you already know yourself and place your rating on the blank.)

Very little attention is given to the understanding of one’s self, oftentimes it is just a thought
that passes by in a day or before you sleep. Instinctively, people would just say, I am who I
am, or I am like this because I am this way, but the interesting thing is the Self is one of the
most complex notions there is. There is more to you than what it seems. The Self can be
viewed differently from different perspectives, it is dynamic and ever changing. The self is
one of the most interesting topics that people talk about every day and a journey that will
last a lifetime.

So what really then, is the Self?

Nature of the Self

Have you ever asked yourself, ‘Who am I really?’ Am I a friend, a lover, a professional,
a good son/daughter, a student, a passenger or a patient? The truth is you can be all that.
You can be a son-a daughter, can be a friend, you can be a successful professional and or
the other way around, it all depends. All your identities, everything you believe
yourself to be, are practically true in itself. But how do we really know which is
true and which is just a play of personas?

In this world, many people surround us. We show different sides of ourselves depending on
who we are with. Though we all apparently look similar, yet we all are unique in our own
ways. The uniqueness gives us an identity. Your Personal Identity or the understanding of
who you are, influences everything you do. Understanding the self is an exploration that
does not merely end by the end of the semester, it is a lifetime process. The concept/identity
of the self has a dynamic characteristic which means that it often changes and evolves over
time.

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According to Dr. Paul Thagard (2014), “The Self is a system of social, psychological, neutral,
and molecular mechanisms”. In his article he explained that the Self is a product of a
complex process of combinations and integration of traits and characteristics from various
possible sources. Some of these traits/aspects are acquired consciously and voluntarily, while
others are acquired unconsciously and involuntarily.

The Self is a key construct in several schools of psychology (the systematic study of human
behaviour and mental process), referring either the cognitive and affective representation of
one’s identity or the subject of experience. The earliest formulation of the self in modern
psychology is from the distinction between the self as “I” (Self-Concept), the subjective
knower, and the self as “ME” (Self-Awareness), the object that is known. The known
consists of thoughts and beliefs about ourselves (i.e. the self-concept; who we are). The
knower on the other hand is the processor of information (i.e. what we are becoming) this
nature is called the Duality of the Self, a concept introduced by American philosopher and
psychologist, and the first educator to offer a psychology course in the United States, William
James.

Human infants have a rudimentary or undeveloped self-concept, developing at about age 2

years. This paves the concept of Tabula Rasa or Blank slate by John Locke. He believed that
at a young age, individuals rapidly develop the different aspects of physical, mental and
psychological qualities, implying that the best way to train up a child is when they are of
younger age, this way it is easier for them to carry on specific behaviors when they get
older, because as they grow older the self-concept becomes more complex. Studies show
that the concept of self evolves from being concrete and focused on observable
characteristics, to being more abstract and focused on psychological characteristics during
the course of childhood and adolescence. The Self-Concept Evolves.

Humans are not the only species that has a sense of the self. Chimps and Orangutans also
have a rudimentary self-concept. Some people have a clearer self-concept than others. Self-
concept clarity is defined as the extent to which knowledge about the self is clearly, or
consistently defined. People who are low in self-concept clarity are more likely to be neurotic,
have low self-esteem, and less likely to be aware of their internal state (Campbell [Link],
1996).

The definition of the self is complex, this is because it serves a number of adaptive functions.
It has a managerial function, an organizational function and an emotional function.
Managerial function: Informing us of our relationship to the physical and social world,
organizing our behaviour, and helping us to plan for the future.
Organizational function: Acting as a schema that helps us interpret and recall information
about ourselves and the social world.
Emotional function: Helping to determine our emotional responses.

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ELEMENTS OF THE SELF

Based on the Self Theory

The Self Theory emphasizes on the set of perceptions an individual has for himself and the
perceptions of the relationships he has with others and the other aspects of life. Carl Rogers
has contributed significantly towards the Self theory.

The Self theory comprises of four factors that are explained below:

Self-Image can be characterized as a set of beliefs about one’s self. It is the impression you
have of yourself that forms a collective representation of your assets and liabilities. In other
words, your self-image is how you see yourself based on your strengths and weaknesses.
One’s self-image is not something that is based on reality; in fact, it is actuality, built upon
your perception of reality and that is influenced by how you believe you’re being viewed by
society and other people.

According to Erik Erikson, identity is formed through a lifelong development usually

unconscious to the individual and his society, i.e. an individual forms perception about
himself unconsciously, according to the social circumstances.

So what does a healthy self-image look like? What about an unhealthy self-image? What’s
the difference? And what impact do both have on your life? Let’s answer these questions by
breaking down what it means to live with a healthy and an unhealthy self-image.

HEALTHY SELF-IMAGE UNHEALTHY SELF IMAGE

 Based on own individual’s personal  Consistently focus on their flaws and
feelings and perspectives. limitations
 Not based on or influenced by other  Heavily influenced by other people’s
people’s opinions or by societal opinions of them
expectations.
 More optimistic outlook on life and  Persistently criticize themselves and tend
thereby more confidence in themselves to judge most of their decisions and
and in their own ability actions
 A healthy self-image is built upon a high  An unhealthy self-image is much defined
level of self-worth by societal standards, norms, and
expectations

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Ideal-Self is defined as the way an individual would like to be. It is very much different from
the self-image, as it shows the ideal position perceived by an individual, whereas the self-
image is the reality that an individual perceives. Thus, there could be a gap between these
two. It is an idealized image that we have developed over time, based on what we have
learned and experienced. The ideal self could include components of what our parents have
taught us, what we admire in others, what our society promotes, and what we think is in our
best interest.

Looking-Glass-Self is characterized as an individual’s perception of how others are

perceiving his qualities or feeling about him. Simply, it is the perception of other’s
perception, i.e. being viewed as a happy go lucky person, but actually you prefer being alone
and being home. The Looking Glass Self is perceiving what others perceive about yourself
and not see what actually you are.

Real-Self is what others show you with respect to your self-image. An individual’s self-
image is confirmed when others responses to him and shares their beliefs or perception,
about what they actually feel about him. The real self is who we actually are. It is how we
think, how we feel, look, and act. This is taken as feedback from the environment that helps
an individual to adjusts his self-image accordingly and be in line with the cues he had
received.

Thus, according to Carl Rogers, the Self theory is composed of several perceptions of “I” or
“me” and the perception of relationships of “I” and “me” to others.

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MAGNIFYING LENS
Directions: Reflect and describe how you would perceive YOURSELF through the different
elements of the Self (based on the Self Theory). Write one or two Paragraphs that can
describe each element on the boxes provided below with its corresponding label. Each
element is worth 5 points. Answer as sincerely as you can—there are no right or wrong
answers!

SELF IMAGE REAL SELF

IDEAL SELF LOOKING-GLASS SELF

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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, and
perceptions unique to them. It is closely related to Self-esteem or how much people value
themselves and their worth as persons.

Generally What Is Self-Esteem?

In psychology, the term self-esteem is used to describe a person's overall sense of self-worth
or personal value. In other words, how much you appreciate and like yourself.
 Self-esteem is often seen as a personality trait, which means that it tends to be stable
and enduring.
 Self-esteem can involve a variety of beliefs about yourself, such as the appraisal of
your own appearance, beliefs, emotions, and behaviors.

Why is Self-Esteem Important?

Self-esteem can play a significant role in your motivation and success throughout your life.
Low self-esteem may hold you back from succeeding at school or work because you don't
believe yourself to be capable of success.

By contrast, having a healthy self-esteem can help you achieve because you navigate life
with a positive, assertive attitude and believe you can accomplish your goals.

The need for self-esteem plays an important role in psychologist Abraham Maslow's hierarchy
of needs, which depicts self-esteem as one of the basic human
motivations. Maslow suggested that people need both esteem from other people as well as
inner self-respect. Both of these needs must be fulfilled in order for an individual to grow as
a person and achieve self-actualization.

It is important to note that self-esteem is a concept distinct from self-efficacy, which involves
how well you believe you'll handle future actions, performance, or abilities.

MASLOW’S HIERARCHY OF NEEDS

Maslow's hierarchy of needs is a motivational theory in psychology comprising a five-tier

model of human needs, often depicted as hierarchical levels within a pyramid. Needs lower
down in the hierarchy must be satisfied before individuals can attend to needs higher up.
From the bottom of the hierarchy upwards, the needs are: physiological, safety, love and
belonging, esteem, and self-actualization.

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Factors That Influence Self-Esteem

As you might imagine, there are different factors that can influence self-esteem. Genetic
factors that help shape overall personality can play a role, but it is often our experiences that
form the basis for overall self-esteem. Those who consistently receive overly critical or
negative assessments from caregivers, family members, and friends, for example, will likely
experience problems with low self-esteem. Additionally, your inner thinking, age, any
potential illnesses, disabilities, or physical limitations, and your job can affect your self-
esteem.

Signs of Healthy Self-Esteem Signs of Low Self-Esteem

You probably have a good sense of who you You may need to work on how you perceive
are if you exhibit the following signs: yourself if you exhibit any of these signs of
poor self-esteem:
 Confidence  Lack of confidence
 Belief that others are better than
you
 Ability to say no  Trouble accepting positive feedback
 Positive outlook  Negative outlook
 Ability to see overall strengths and  Focus on your weaknesses
weaknesses and accept them
 Negative experiences don't impact  Excessive feelings of shame,
overall perspective depression, or anxiety
 Intense fear of failure
 Ability to express your needs  Inability to express your needs

Self-efficacy involves how well you believe you'll handle future actions, performance, or
abilities.

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TRY THIS!
Directions: Let’s try a quick self-awareness activity. Name a famous person who you think
has the same strengths and weaknesses that you do. On the Space provided below, Write 5
strengths and 5 weakness. (10pts)

NAME OF FAMOUS PERSON: ____________________

STRENGTHS WEAKNESSES

PROCESS QUESTIONS: (5points each)

1. How do you think the famous person deals with his strengths and weaknesses?

2. Do you agree and handle yours the same way? Please explain.

3. Why is it important to know your strengths and weaknesses?

SELF-AWARENESS
Self-awareness is the ability to focus on yourself and how your actions, thoughts, or
emotions do or don't align with your internal standards. If you're highly self-aware, you can
objectively evaluate yourself, manage your emotions, align your behavior with your values,
and understand correctly how others perceive you. This can be done, through introspection,
through observation of our own behaviour and through understanding Self Schemas.

A. INTROSPECTION

A method that can be used to know yourself is through Introspection. Intuitively, we

recognize that introspection is one basis of self-knowledge, although people do not spend as
much time as one would think introspecting, and when they do, they may not always

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understand the reasons for their thoughts and behaviour. Introspection is the process
whereby people look inward and examine their own thoughts, feelings, and motives.

Self-Awareness Theory

What happens when we suddenly focus on

ourselves, our attitudes, traits, etc.? We think we
are more transparent to others, not just to
ourselves. When we identify our traits, we assume
that others also can easily identify these traits.
This is especially the case for those high in
collectivism. However, research shows that this
assumed transparency does not hold (Vorauer &
Ross, 1999). When we focus on ourselves, we
compare our current behaviour against internal
standards and values, according to self-awareness
theory. This can lead to positive or negative
thoughts, feelings and behaviour.

Negative Thoughts

Introspection can lead to negative thoughts

because it can be painful, and possibly can make
you feel anxious and angry when you don’t live up to our internal standards. Take for
instance a discrepancy between your behaviour and your moral standards. For example, you
present yourself as an honest and noble person yet sometimes you tend to cheat and lie, this
creates chaos in your perception of the self. There is a contradiction and when this happens
it often results to confusion. Often times when it’s too hard to understand, people are often
geared towards avoiding the thought themselves by engaging in distracting activities (e.g.,
watching TV, reading a book), or escaping (e.g., getting drunk, or in the extreme case
committing suicide).

Positive Thoughts

Introspection may also lead to positive thoughts, feelings and behaviour, as in the case of
satisfaction at achieving a life goal (receiving a university degree), or experiencing a major
success (e.g., winning an Olympic gold medal).

Rumination & Reflection

Whether self-awareness has positive or negative effects also depends on the kind of self-
awareness one is experiencing: rumination or reflection. Rumination is an involuntary,
neurotic form of self- focus associated with threat or uncertainty. Reflection is an emotionally
positive form of self- focus that involves an openness to self-exploration and an intellectual
curiosity about the self.

Whether we engage in reflection or rumination has important implications for how we handle
negative life events. When self-awareness takes the form of reflection people are open to
exploring their negative feelings and often develop strategies for alleviating these feelings
(e.g., cheer themselves up by remembering positive events in their life); When people

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engage in rumination they are not able to cheer themselves up; instead they dredge up
memories that match their bad mood (e.g., failures, unhappy times, unpleasant interactions
with family and friends)

B. OBSERVATION OF ONE’S OWN BEHAVIOR

Self-Perception Theory

Another source of self-knowledge is observations of our own behaviour described by self-

perception theory. According to Bem’s self-perception theory, we find out how we feel by
observing what we do.

Bem’s (1972) self-perception theory argues that when our attitudes and feelings are
uncertain or ambiguous, we infer these states by observing our behaviour and the situation
in which it occurs. It should be noted that we infer our inner feelings from behaviour only
when we are not sure how we feel.

This theory is closely linked to Intrinsic & Extrinsic Motivation. Intrinsic motivation is the
desire to engage in an activity because we enjoy it, or find it interesting. Extrinsic motivation
is the desire to engage in an activity because of external rewards or pressures. Whether the
behaviour is motivated by intrinsic or extrinsic factors has far-reaching implications.

Studies show that when people are intrinsically motivated to do something—sports,

academics, politics, or remain in a relationship— they are more likely to enjoy the activity
and are more likely to persist in it (see Vallerand et al, 1997; Pelletier et al, 1996, 1997;
Losier & Koestner, 1999; Koestner & Losier,2002; Blais et al, 1990).

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What happens when people receive extrinsic rewards for performing activities that they are
intrinsically motivated to perform? Research shows that replacing intrinsic motivation with
extrinsic motivation makes people lose interest in the activity they initially enjoyed. This is
called the over-justification effect. The over-justification effect occurs when people view their
behaviour as caused by compelling extrinsic reasons, making them underestimate the extent
to which their behaviour was caused by intrinsic reasons.

C. SELF SCHEMAS

We organize our self-knowledge in much the same way that we organize our knowledge
about the external world—into schemas. Self-schemas are organized knowledge structures
about ourselves, based on past experience, which help us understand, explain, and predict
our own behaviour. Self-schemas influence how we interpret new things that happen to us.
Self-schemas help us organize our pasts, by influencing what we remember about
ourselves—our autobiographical memories. There is evidence that our memories can be
reconstructive; we view the past not as it really was but in ways consistent with our current
theories and schemas (Ross et al, 1988, 1989 Waterloo studies).

Motivational factors such as the desire to see ourselves in a positive light affect the kinds of
memories about the self we are likely to access and recall (Kunda & Fong, 1990). We are
more likely to recall that we possess desirable traits than undesirable ones. The way in which
we are asked questions about ourselves can influence which memories we access, and our
present view of ourselves (Kunda et al, 1993). Take for instance when you are asked if you
are happy, tendency is you will talk about what makes you happy rather than sharing what
makes you feel unhappy. But research has shown that these schemas are not always correct,
leading to distortions in memory. -ie, attitudes toward social issues sometimes do change,
but because our schema says they do not, this leads to an underestimate of the amount of
change that occurs.

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Assessment Task No. 1

My Weekly Student Journal #1

Directions: Write a minimum of 250-word reflective essay on your personal understanding
of what the Self is all about, try to introspect and relate it to the question “WHO AM I?” Write
your journal entry on the space provided below. You may also write your own title. Kindly
refer to the Student Journal Rubric in the succeeding page for you to know and understand
what the instructor’s expectation for the journal entry is and how you will be graded.

____________________________
(Title)

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Weekly Student Journal Rubric

NOTE: This rubric will be rated by your Instructor only!

Exemplary Accomplished Developing Beginning Points

Content 20-16 15-11 10-6 5-1
Journal Journal Journal Journal lacks
demonstrates a demonstrates demonstrates critical thinking.
high degree of some degree of limited critical Superficial
critical thinking in critical thinking thinking in connections are
applying, in applying, applying, made with key
analyzing, and analyzing, analyzing, course concepts
evaluating key and/or and/or and course /20
course concepts evaluating key evaluating key materials,
and theories from course concepts course concepts activities, and/or
readings, and theories and theories assignments
lectures, media, from readings, from readings,
discussions lectures, media, lectures, media,
activities, and/or discussions discussions,
assignments. activities, and/or activities, and/or
assignments. assignments.
Personal 20-16 15-11 10-6 5-1
Growth Demonstrates Demonstrates Demonstrates Personal growth
significant satisfactory less than and awareness are
personal growth personal growth adequate not evident and/or
and awareness of and awareness personal growth demonstrates a
deeper meaning through some and awareness neutral experience
through inferences through few or with negligible
inferences made, made, simplistic personal impact. /20
examples, well examples, inferences
developed insights, and made,
insights, and challenges. examples,
substantial depth insights, and/or
in perceptions challenges that
and challenges. are not well
developed.
Writing 10-8 7-5 4-2 1
Quality Well written and Above average Average and/or Poor writing style
clearly organized writing style and casual writing lacking in standard
using standard logically style that is English, clarity,
English, organized using sometimes language used,
characterized by standard English unclear and/or and/or frequent
elements of a with minor with some errors errors in grammar,
strong writing errors in in grammar, punctuation, /10
style and basically grammar, punctuation, usage, and
free from punctuation, usage, and spelling. Needs
grammar, usage, and spelling work.
punctuation, spelling.
usage, and
spelling errors.
Total Points /50
Rubric adapted from Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 4/2014

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Assessment Task No. 2

Theories, Concepts and Principles

of the Self
Directions: Identify the answers for the statements below by filling in the spaces provided
before each number. Each correct answer is one point.

______________1. This deals with the nature of identity, as well as the factors and forces
that affect the development and maintenance of the Self.

______________2. A motivational theory in psychology comprising a five-tier model of

human needs, often depicted as hierarchical levels within a pyramid.

______________3. According to this psychologist, identity is formed through a lifelong

development usually unconscious to the individual and his society.

______________4. This concept of the Self involves how well you believe you'll handle
future actions, performance, or abilities.

______________5. According to this theory, we find out how we feel by observing what we
do, inferring Who We Are from How We Behave.

______________6. A type of motivation which expresses the desire to do an activity

because it is enjoyable and or interesting.

______________7. According to this Psychologist, the Self theory is composed of several

perceptions of “I” or “me” and the perception of relationships of “I” and “me” to others.

______________8. It is a process whereby people look inward and examine their own
thoughts, feelings, and motives.

______________9. This concept of the self is often seen as a personality trait, which means
that it tends to be stable and enduring.

______________10. This Element is characterized by perceiving what others perceive about

the one’s self and not see what actually the one’s self is.

______________11. This is described as achieving one’s full potential, including creative

activities and self-fulfillment needs.

______________12. This is the ability to focus on yourself and how your actions, thoughts,
or emotions do or don't align with your internal standards.

______________13. It is an idealized image that we have developed over time, based on

what we have learned and experienced.

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______________14. This function acts as a schema that helps us interpret and recall
information about ourselves and the social world.

______________15. This concept helps us organize our pasts, by influencing what we

remember about ourselves—our autobiographical memories.

______________16. This type of self-esteem may hold you back from succeeding at school
or work because you don't believe yourself to be capable of success.

______________17. This is an involuntary, neurotic form of self- focus associated with

threat or uncertainty.

______________18. This type of Self-esteem includes having the Ability to say NO, having a
positive outlook in life and the ability to express needs.

______________19. According to this theory: When one focuses on one’s self, one can
compare their current behaviour against internal standards and values.

______________20. An example of a self-awareness activity.

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Assessment Task No. 3

SELF-CONCEPT: A Portrait
Directions: Create an art piece provided the space below, it can be a collage, a drawing or a
of Myself
painting, that represents “WHO YOU ARE” or how you view yourself (Self-concept). Provide a
one paragraph explanation about your drawing and how this reflects to your Self-Concept.
You may also write your own title. Kindly refer to the Art Piece rubric on the succeeding page
for you to know and understand what the instructor’s expectation for the entry is and how
you will be graded.

____________________________
(TITLE)

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Art Piece Rubric

NOTE: This rubric will be rated by your Instructor only!

Exemplary Accomplished Developing Beginning Points

Creative 20-16 15-11 10-6 5-1
Process Expresses original Expresses Expresses Lacks original
and and highly unique original idea and original ideas ideas and few
workma idea and genuine insightful but has few details, lacks effort
nship reflection of the perspective with details, made in art delivery.
self with definitive an appropriate with effort.
details and art amount of detail
work is beautifully and /20
made. appropriately
made.
Udersta 20-16 15-11 10-6 5-1
nding of Expresses Insight and Some depth of Lack content
Content genuine reflection Depth of content content understanding.
and depth of understanding is understanding is
content evident. evident.
understanding.

/20
Reflecti 10-8 7-5 4-2 1
ve Conclusions/ Conclusions/ Some Unclear or
Stateme Reflections were Reflections were Conclusions/Refl inaccurate
nts accurate, detailed consistent with ections did not understanding of
and consistent the art work. match the art the topic and how
with the artwork. work. to communicate
artwork.
/10
Total Points /50

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LESSON 2
Understanding the Self from
Various Perspectives
n2

At the end of the lesson, the student

should be able to:

1. Identify the different concepts and theories of the self from various
perspectives, specifically the philosophical, psychological and eastern
vs. western perspectives, and
2. Compare and contrast how the Self is presented across different
disciplines
3. Demonstrate critical and reflective thought in analyzing the
development of one’s self and identity.

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College COLLEGE OF ARTS & SCIENCES (CAS)

Program GENERAL EDUCATION
Course Code UNDERSTANDING THE SELF
Course Title GSELF
Credit Unit 3
Lesson 2 Week 2
Module Topic Understanding the Self from Various Perspectives
At the end of the lesson, the student should be able to:

Intended Learning 1. Identify the different concepts and theories of the self from various perspectives,
Outcomes 2. Compare and contrast how the Self is presented across different disciplines
3. Demonstrate critical and reflective thought in analyzing the development of one’s self and
identity.
Number of Hours 13.5 Hours (12 hours Self-directed learning and 1.5 hours Assessment Tasks)
1. What are the different concepts and theories about the Self through Various Philosophical,
Psychological and Cultural Perspectives?
2. How are the similar and different from one another? Is there a link between the different
Study Questions perspectives in understanding the self?
3. What realizations can I get in viewing the self from various perspectives and how does this
develop my own self-understanding?
Required Suggested
 Pajares, F., & Schunk, D. H. (2002). Self and self-
belief in psychology and education: A historical
perspective. In Improving academic achievement (pp.
Lesson 2. Course Module on 3-21). Academic Press.
Learning Resources Understanding the Self. College of Arts  Mahdi, M. (Ed.). (1962). Philosophy of Plato and
Aristotle. Cornell University Press.
and Sciences. University of the Visayas  Page, R. C., & Berkow, D. N. (1991). Concepts of the
self: Western and Eastern perspectives. Journal of
Multicultural Counseling and Development.
Supplementary Videos:
[Link]
[Link]
1. Student shall study and learn Lesson 2 on Understanding the Self from Various perspectives.
Student may refer to the suggested and other recommended learning materials indicated in this
Course Study Guide as additional reading resources.
Learning Activity
2. While studying and learning the topics in Lesson 2, the student can now start writing entry two of
the Weekly Student Journal based from the given concept “The Self from various perspectives.”

[Link] studying and learning the topics in Lesson 2, the student should accomplish Assessment
Task 5 (The Philosophical Perspective), Assessment Task 6 (The Psychological Perspective) and
Assessment Task 7 (Mind Map).
1. Student Journal Entry 2
2. The Philosophical Perspective (Evaluative Reflection on Empiricism and Rationalism)
Required Output 3. Mind Map on the Different Perspectives of the Self

1. Weekly Student Journal

Assessment Tasks 3. The Psychological and Socio-cultural perspectives of the Self

1. Student Journal Rubric

2. Mind Map Rubric
Assessment Tool 3. Short Answer Rubric
Creativity & Innovation, Critical & Analytical Thinking, Effective Communication, Collaboration,
Target Competency Confidence & Self-directed Lifelong Learning

Prepared by: Reviewed by: Approved for use:

CAMIELLE A. SARAUSAD CAMIELLE A. SARAUSAD DR. RAMIE L. BULAYBULAY

Faculty Program Coordinator Dean

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Introduction

This section seeks to understand the construct of the self from various disciplinal
perspectives specifically the philosophical perspective, the psychological perspective
and the socio-cultural (East vs. West) Perspective- each seeking to provide answers
to the difficult but essential question of “What is the Self?.”

------------------------------------------------
Diagnostic Checkpoint
Directions: If you think the statement is correct, write AGREE, otherwise write
DISAGREE.

____________1. Different Philosophers hold the same views about the self.
____________2. Philosophers have used empirical and rational lens in explaining
the self.
____________3. The various philosophical perspectives of the self are useful guides
to a better life.
----------------------------------------------------------------------------------------

PHILOSOPHICAL PERSPECTIVES
Philosophy is often called the mother of all disciplines, this is because all fields of study
began as philosophical discourses. The Greeks were the ones who seriously questioned
myths and moved away from them this was a move that led them to understand reality and
respond to perpetual questions of curiosity, including the question of self. Ancient
Philosophers have striven to explain natural and social phenomena, coming with their own
definitions of how the world works and what factors contribute to such phenomena.

The Self has been defined as “as a unified being, essentially connected to consciousness,
awareness, and agency (or, at least with the faculty of rational choice).”The different
perspectives and view on the self can be best seen and understood then by revisiting its
prime movers and identify the most important conjectures made by philosophers from the
ancient times to contemporary period.

The ancient philosophy of the self can be traced back from the ancient Greek Aphorism,
KNOW THY SELF. This Aphorism was used by Socrates as his guiding principle that he passed
on to his students. Since Socrates as a guru preferred to engage his students in endless
discussions, it is said that he had never written down any of his ideas but instead untiringly
discussed concepts and principles with his students. Socrates believed that the real self is
not the physical body, but rather the psyche (or soul).

Socrates believed that the “self” exists in two parts.

One part is the physical, tangible aspect of us. This is the part that is mortal and can be/is
constantly changing. Earth also belongs to this physical realm that our bodies belong in,
because just as us in terms of physicality, the Earth is constantly being modified.

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The second part is the soul, which he believed to be immortal. The soul is the part that is
unvarying across all realms (it is unchanging while it is attached to your body and thus in the
physical realm, but is also unmodified once you die and your soul leaves the body to travel to
the ideal realm).

To expand on this slightly, Socrates believed that when we are in the physical realm, we are
alive and our body and soul are attached, therefore making both parts of our “self” present
in the physical realm. When we die however, our body stays in the physical realm while our
soul travels to the ideal realm, therefore making our soul immortal.

Later on, Plato went on to not only preserve, but expand upon the thinking of his teacher.
Plato, at least in many of his dialogues, held that the true self of human beings is the reason
or the intellect that constitutes their soul and that is separable from their body. Plato also
added that there were three components of the soul. The rational soul which is composed of
reason and intellect, the Spirited Soul which governed emotions and the Appetitive Soul
which manages basic desires such as eating, drinking and sexual urges.

Aristotle, for his part, insisted that the human being is a composite of body and soul and that
the soul cannot be separated from the body. Aristotle’s philosophy of self was constructed in
terms of hylomorphism in which the soul of a human being is the form or the structure of the
human body or the human matter, i.e., the functional organization in virtue of which human
beings are able to perform their characteristic activities of life, including growth, nutrition,
reproduction, perception, imagination, desire, and thinking

Philosophy of the self has been defined through two distinct philosophical lenses: empiricism
and rationalism. In empiricism, there is no such things as innate knowledge, and that
instead, knowledge is derived from experience. Empiricism derives the explanations of the
self from sensory and bodily responses. In Rationalism, there is innate knowledge; they
differ in that they choose different objects of innate knowledge. Rationalism explains self
from the standpoint of what is “ideal” and the “truth”, not rooted in what is felt by the senses
nor our body. We arrive at conclusions through logic and reasoning.

There is an abundance in literature that highlights the similarities and contrasting

standpoints of the self. The varying philosophical standpoints can be summarized, as follows:

PHILOSOPHICAL VIEWS OF THE SELF

SOCRATES  The first philosopher to engage in a systematic questioning
about the self. He emphasized that the true task of the
philosopher is to know “oneself”.
 A life unexamined, is a life not worth living.
 During his trial, he believed that most men who indicted him
“were not fully aware of who they were and the virtues that
they were supposed to attain in order to preserve their souls
for the afterlife”.
 To live but die inside – worst that can happen to anyone.
 “Know yourself” – tells each man to bring his inner self to
light.
 A bad man is not virtuous through ignorance; the man who
does not follow the good, fails to do so because he does not

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recognize it.
 Core Socratic ethic: Virtue and Knowledge.
 Virtue: the deepest and most basic propensity of man. – it is
necessary and can be learned.
 Knowledge: source of all wisdom
 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 vs The Perfect Self
 Man was omniscient or all-knowing before he came to be born
into this world.
 Being on exile here on earth, he was separated from truth and
forgetting most of the knowledge he had.
 Through constant remembering, contemplation and doing
good, he can regain his former perfections.
 Man in exile on earth – has a guiding star, a model, or a
divine exemplar (must be followed to attain his destiny)
 Man in this life should imitate his former self; more
specifically, live a life of virtue in which true human perfection
exists.
 Happiness, which is the fruit of virtue, is attained by the
constant imitation of the divine exemplar of virtue, embodied
in man’s perfect self.
IMMANUEL  Respect for self
KANT  Man is the only creature who governs and directs himself and
his actions, who sets up ends for himself and his purpose, and
who freely orders means for the attainment of his aims.
 Every man is an end in himself --- should never be treated
merely as a means.
 Respect others as you would respect yourself.
 A person should not be used as a tool, instrument, or device
to accomplish another’s private ends.
 All men are persons gifted with the same basic human rights
and should be treated each other as equals.
RENE  Father of modern Philosophy
DESCARTES  Human person as having a body and mind --- Dualism.
 The only thing that one cannot doubt is the existence of the
self.
 A thing that thinks and therefore, that cannot be doubted.
 The fact that one thinks should lead one to conclude without a
trace of doubt that he exists.
 “I think, therefore I am” or Cogito Ergo Sum
 2 distinct entities of the Self: Cogito --- the thing that thinks
(the mind); Extenza --- extension of the mind (the body)
 Although mind and 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.

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JOHN  Personal Identity

LOCKE  Personal identity (the self) is a matter of psychological
continuity.
 Personality is found in the consciousness (memory), and not
on the soul or body.
 Personal Identity is the concept about oneself that evolves
over the course of an individual’s life.
 It may include aspects of life that man has no control over,
such as where he grew up or the color of his skin, as well as
choices he make, like how he spends his time, and what he
believes in.
DAVID  The self is the bundle theory of mind
HUME  Hume was sceptical about the existence of the self,
specifically, on whether there is a simple, unified self that
exists over time.
 Man has no “clear and intelligible” idea of self
 No single expression of the self exists, rather the self id just
the thing to which all perceptions of a man is ascribed.
 Impressions of the self would have to remain constant over
time to constitute identity.
 What we call the “self” is really just “a bundle or collection of
different perceptions which succeed each other with an
inconceivable rapidity”.

We can see from the above table how the philosophy of the self has evolved from ancient to
modern times. From conceptual hypotheses of the self, modern times have seen the self
from scientific and biological standpoints.

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Philosophy and the Self

The concept of a self serves a central function in Western philosophy and other main customs. There are three
differentiated types of views about the self. These views include one move from the homo-economics theory of
Aristotelian descent and Kant’s idea of sensibly autonomous self. Independency of the first person from its social
and biological atmosphere was theorized by Kant and Aristotelian’s view (Sihvola, 2008). There has been a proposal
that is in contrast to these views, a perception that views the self biologically developing in a specific atmosphere.
According to Organ (1987), the concept of the self-took central position in the Western customs with the Descartes
in the 17thC. Descartes emphasized the independence of the first individual because an individual can comprehend
that he is in existence regardless of the type of the world in which he is living. That is, according to Descartes, the
cognitive base of an individual’s thinking is autonomous on its environmental factors. Hence, factors like social
status, upbringing, gender, race, among others are all extraneous to capture the concept of the self.
Splane (2004) asserts that Kant developed the Cartesian viewpoint in the most essential and attractive manner. Kant
held the view that every individual is an independent being with ability of imagining courses of action that surpassed
any environmental association including emotional condition, race, customs, social status, upbringing, social,
gender, among others. This type of notion of the independence of the self will afterward serve an essential function
in the formulation of human rights. This is because every person is entitled to these types of rights specifically
because of the respect that every human self values in as much as it is an independent agent (Splane, 2004).
However, many different accounts have declined Kantian viewpoints over the past two centuries. They comprise one
of the powerful and most appealing theoretical cores attributing a central function to the self. Every person is viewed
by homo-economicus as an individual agent whose sole function for action is self-interest. Under this viewpoint,
independence of humans is expressed better in the pursuit to accomplish one’s self desires (Sihvola, 2008). The
center of theories of the self whose basis is on homo-economicus view each agent as a secluded system of partiality
instead of one incorporated with its surroundings even though analysis in this case of origin of desires may promote
the deliberation of environmental factors.

In general, self is a development process that occurs in a specific environmental space. Hence, factors like social
status, sex, formal education, gender, upbringing, emotional history, race, among others serves a function in shaping
up a self. In addition, the self is dynamic, a body that is continuously in the making.

Published on: December 20th, 2016

SOURCE: [Link]

READING QUESTION!

Based from the reading above, what significant learnings did you grasp? Write your answer
on the space provided below, in at least 3 to 4 sentences. (5 points)

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Diagnostic Checkpoint
Directions: If you think the statement is correct, write AGREE, otherwise write
DISAGREE.

____________1. Different Psychologists believe that there is only one correct way
of studying the way people think and behave.
____________2. A glimpse of the Self can be viewed through introspection.
____________3. Different psychologists have the same views about the self.

PSYCHOLOGICAL PERSPECTIVES
Psychologists today do not believe there is one “right” way to study the way people think or
behave. There are, however, various schools of thought that evolved throughout the
development of psychology that continue to shape the way psychologists investigate human
behavior. For example, some psychologists might attribute a certain behavior to biological
factors such as genetics while another psychologist might consider early childhood
experiences to be a more likely explanation for the behavior. Because psychologists might
emphasize various points within psychology in their research and analysis of behavior, there
are different viewpoints in psychology. These schools of thought are known as approaches,
or perspectives.

A. The Psychodynamic Perspective

Psychodynamic theory is an approach to psychology that studies the psychological forces

underlying human behavior, feelings, and emotions, and how they may relate to early
childhood experience. This theory is especially interested in the dynamic relations between
conscious and unconscious motivation, and asserts that behavior is the product of underlying
conflicts over which people often have little awareness.

From Right to Left:

Josef Breuer, Anna

O., and Sigmund
Freud

The case which is

attributed to as the
start of
psychoanalysis

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Psychodynamic theory was born in 1874 with the works of German scientist Ernst von
Brucke, who supposed that all living organisms are energy systems governed by the principle
of the conservation of energy. During the same year, medical student Sigmund Freud
adopted this new “dynamic” physiology and expanded it to create the original concept of
“psychodynamics,” in which he suggested that psychological processes are flows of
psychosexual energy (libido) in a complex brain. Freud also coined the term
“psychoanalysis.” Later, these theories were developed further by Carl Jung, Alfred Adler,
Melanie Klein, and others. By the mid-1940s and into the 1950s, the general application of
the “psychodynamic theory” had been well established.

The Id, Ego, and Superego

Freud’s structural model of personality divides the personality into three parts—the id, the
ego, and the superego. The id is the unconscious part that is the cauldron of raw drives, such
as for sex or aggression. The ego,
which has conscious and
unconscious elements, is the
rational and reasonable part of
personality. Its role is to maintain
contact with the outside world to
keep the individual in touch with
society, and to do this it mediates
between the conflicting tendencies
of the id and the superego. The
superego is a person’s conscience,
which develops early in life and is
learned from parents, teachers,
and others. Like the ego, the
superego has conscious and
unconscious elements. When all
three parts of the personality are in
dynamic equilibrium, the individual is thought to be mentally healthy. However, if the ego is
unable to mediate between the id and the superego, an imbalance is believed to occur in the
form of psychological distress.

Psychosexual Theory of Development

Freud’s theories also placed a great deal of emphasis on sexual development. Freud believed
that each of us must pass through a series of stages during childhood, and that if we lack
proper nurturing during a particular stage, we may become stuck or fixated in that stage.
Freud’s psychosexual model of development includes five stages: oral, anal, phallic, latency,
and genital. According to Freud, children’s pleasure-seeking urges are focused on a different
area of the body, called an erogenous zone, at each of these five stages. Psychologists today
dispute that Freud’s psychosexual stages provide a legitimate explanation for how

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personality develops, but what we can take away from Freud’s theory is that personality is
shaped, in some part, by experiences we have in childhood.

At present, psychodynamics is an evolving multidisciplinary field that analyzes and studies

human thought processes, response patterns, and influences. Psychodynamic therapy, in
which patients become increasingly aware of dynamic conflicts and tensions that are
manifesting as a symptom or challenge in their lives, is an approach to therapy that is still
commonly used today.

B. The Behavioral Perspective

Behaviorism is an approach to psychology that emerged in the early 20th century as a

reaction to the psychoanalytic theory of the time. Psychoanalytic theory often had difficulty
making predictions that could be tested using rigorous experimental methods. The
behaviorist school of thought maintains that behaviors can be described scientifically without
recourse either to internal physiological events or to hypothetical constructs such as
thoughts and beliefs. Rather than focusing on underlying conflicts, behaviorism focuses on
observable, overt behaviors that are learned from the environment. Its application to the
treatment of mental problems is known as behavior modification. Learning is seen as
behavior change molded by experience; it is accomplished largely through either classical or
operant conditioning (described below). The primary developments in behaviorism came
from the work of Ivan Pavlov, John B. Watson, Edward Lee Thorndike, and B. F. Skinner.

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Ivan Pavlov and Classical Conditioning

The Russian physiologist Ivan Pavlov was widely known for describing the phenomenon now
known as classical conditioning. In his famous 1890s experiment, he trained his dogs to
salivate on command by associating the ringing of a bell with the delivery of food. As
Pavlov’s work became known in the West, particularly through the writings of John B.
Watson, the idea of conditioning as an automatic form of learning became a key concept in
the development of behaviorism.

Watson’s “Little Albert” Experiment

John B. Watson was an American psychologist who is best known for his controversial “Little
Albert” experiment. In this experiment, he used classical conditioning to teach a nine-month-
old boy to be afraid of a white toy rat by associating the rat with a sudden loud noise. This
study demonstrated how emotions could become conditioned responses.

Thorndike’s Law of Effect

Edward Lee Thorndike was an American psychologist whose work on animal behavior and the
learning process led to the “law of effect.” The law of effect states that responses that create
a satisfying effect are more likely to occur again, while responses that produce a
discomforting effect become less likely to occur.

Skinner’s Operant Conditioning

“Operant conditioning,” a term coined by psychologist B. F.

Skinner, describes a form of learning in which a voluntary
response is strengthened or weakened depending on its
association with either positive or negative consequences.
The strengthening of a response occurs through

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reinforcement. Skinner described two types of reinforcement: positive reinforcement, which

is the introduction of a positive consequence such as food, pleasurable activities, or attention
from others, and negative reinforcement, which is the removal of a negative consequence
such as pain or a loud noise. Skinner saw human behavior as shaped by trial and error
through reinforcement and punishment, without any reference to inner conflicts or
perceptions. In his theory, mental disorders represented maladaptive behaviors that were
learned and could be unlearned through behavior modification.

Today, some behavior therapies employ Skinner’s theories of operant conditioning: by not
reinforcing certain behaviors, these behaviors can be extinguished. Skinner’s radical
behaviorism advanced a “triple contingency” model, which explored the links between the
environment, behavior, and the mind. This later gave rise to applied behavior analysis (ABA),
in which operant conditioning techniques are used to reinforce positive behaviors and punish
unwanted behaviors. This approach to treatment has been an effective tool to help children
on the autism spectrum; however, it is considered controversial by many who see it as
attempting to change or “normalize” autistic behaviors (Lovaas, 1987, 2003; Sallows &
Graupner, 2005; Wolf & Risley, 1967).

C. The Cognitive Perspective

Cognitive psychology is the school of psychology that examines internal mental processes
such as problem solving, memory, and language. “Cognition” refers to thinking and memory
processes, and “cognitive development” refers to long-term changes in these processes.
Much of the work derived from cognitive psychology has been integrated into various other
modern disciplines of psychological study, including social psychology, personality
psychology, abnormal psychology, developmental psychology, educational psychology, and
behavioral economics.

Cognitive psychology is radically different from previous psychological approaches in that it is

characterized by both of the following:

1. It accepts the use of the scientific method and generally rejects introspection as a
valid method of investigation, unlike phenomenological methods such as Freudian
psychoanalysis.

2. It explicitly acknowledges the existence of internal mental states (such as belief,

desire, and motivation), unlike behaviorist psychology.

Cognitive theory contends that solutions to problems take the form of algorithms, heuristics,
or insights. Major areas of research in cognitive psychology include perception, memory,
categorization, knowledge representation, numerical cognition, language, and thinking.

Early Roots

In 1958, Donald Broadbent integrated concepts from human-performance research and the
recently developed information theory in his book Perception and Communication, which
paved the way for the information-processing model of cognition. Ulric Neisser is credited

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with formally having coined the term “cognitive psychology” in his book of the same name,
published in 1967. The perspective had its foundations in the Gestalt psychology of Max
Wertheimer, Wolfgang Köhler, and Kurt Koffka, and in the work of Jean Piaget, who studied
intellectual development in children.

Although no one person is entirely responsible for starting the cognitive revolution, Noam
Chomsky was very influential in the early days of this movement. Chomsky (1928–), an
American linguist, was dissatisfied with the influence that behaviorism had had on
psychology. He believed that psychology’s focus on behavior was short-sighted and that the
field had to reincorporate mental functioning into its purview if it were to offer any
meaningful contributions to understanding behavior (Miller, 2003).

Jean Piaget’s Theory of Cognitive Development

Instead of approaching development from a psychoanalytic or psychosocial perspective,

Piaget focused on children’s cognitive growth. He is most widely known for his stage theory
of cognitive development, which outlines how children become able to think logically and
scientifically over time. As they progress to a new stage, there is a distinct shift in how they
think and reason.

D. The Humanistic Perspective

Humanistic psychology is a psychological perspective that rose to prominence in the mid-

20th century, drawing on the philosophies of existentialism and phenomenology, as well as
Eastern philosophy. It adopts a holistic approach to human existence through investigations
of concepts such as meaning, values, freedom, tragedy, personal responsibility, human
potential, spirituality, and self-actualization.

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Basic Principles of the Humanistic Perspective

The humanistic perspective is a holistic psychological perspective that attributes human

characteristics and actions to free will and an innate drive for self-actualization. This
approach focuses on maximum human potential and achievement rather than psychoses and
symptoms of disorder. It emphasizes that people are inherently good and pays special
attention to personal experiences and creativity. This perspective has led to advances in
positive, educational, and industrial psychology, and has been applauded for its successful
application to psychotherapy and social issues. Despite its great influence, humanistic
psychology has also been criticized for its subjectivity and lack of evidence.

Maslow’s Hierarchy of Needs

Abraham Maslow (1908–1970) is considered the founder of humanistic psychology, and is

noted for his conceptualization of a hierarchy of human needs. He believed that every person
has a strong desire to realize his or her full potential—or to reach what he called “self-
actualization.” Unlike many of his predecessors, Maslow studied mentally healthy individuals
instead of people with serious psychological issues. Through his research he coined the term
“peak experiences,” which he defined as “high points” in which people feel at harmony with
themselves and their surroundings. Self-actualized people, he believed, have more of these
peak experiences throughout a given day than others.

Rogers’ Person-Centered Therapy

Carl Rogers (1902–1987) is best known for his person-centered approach, in which the
relationship between therapist and client is used to help the patient reach a state of
realization, so that they can then help themselves. His non-directive approach focuses more

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on the present than the past and centers on clients’ capacity for self-direction and
understanding of their own development. The therapist encourages the patient to express
their feelings and does not suggest how the person might wish to change. Instead, the
therapist uses the skills of active listening and mirroring to help patients explore and
understand their feelings for themselves.

Rogers is also known for practicing “unconditional positive regard,” which is defined as
accepting a person in their entirety with no negative judgment of their essential worth. He
believed that those raised in an environment of unconditional positive regard have the
opportunity to fully actualize themselves, while those raised in an environment
of conditional positive regard only feel worthy if they match conditions that have been laid
down by others.

May’s Existentialism

Rollo May (1909–1994) was the best known American existential psychologist, and differed
from other humanistic psychologists by showing a sharper awareness of the tragic
dimensions of human existence. May was influenced by American humanism, and
emphasized the importance of human choice.

E. The Biological Perspective

Biopsychology—also known as biological psychology or psychobiology—is the application of

the principles of biology to the study of mental processes and behavior. The fields of
behavioral neuroscience, cognitive neuroscience, and neuropsychology are all subfields of
biological psychology.

Overview of Biopsychology

Biopsychologists are interested in measuring biological, physiological, and/or genetic

variables and attempting to relate them to psychological or behavioral variables. Because all
behavior is controlled by the central nervous system, biopsychologists seek to understand
how the brain functions in order to understand behavior. Key areas of focus include
sensation and perception, motivated behavior (such as hunger, thirst, and sex), control of
movement, learning and memory, sleep and biological rhythms, and emotion. As technical

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sophistication leads to advancements in research methods, more advanced topics, such as

language, reasoning, decision-making, and consciousness, are now being studied.

History

Biopsychology as a scientific discipline emerged from a variety of scientific and philosophical

traditions in the 18th and 19th centuries. Philosophers like Rene Descartes proposed physical
models to explain animal and human behavior. Descartes suggested, for example, that the
pineal gland, a midline unpaired structure in the brain of many organisms, was the point of
contact between mind and body. In The Principles of Psychology (1890), William James
argued that the scientific study of psychology should be grounded in an understanding of
biology. The emergence of both psychology and behavioral neuroscience as legitimate
sciences can be traced to the emergence of physiology during the 18th and 19th centuries;
however, it was not until 1914 that the term “psychobiology” was first used in its modern
sense by Knight Dunlap in An Outline of Psychobiology.

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MAGNIFYING LENS:
DIRECTIONS: Answer the following questions below relating to the different psychological
perspectives of the self. (5points each question)

1. Which among the different psychological perspectives did you relate to the most? And
why?

2. How does this perspective explain who you are?

3. Which among the different perspectives did you most likely disagree with and why?

4. How does knowing the different perspectives help you in understanding the self?

EASTERN VS.
WESTERN
PERSPECTIVEs
Different cultures and varying environment tend
to create different perceptions of the “self” and
one of the most common distinctions between
cultures and people is the Eastern vs. Western
dichotomy. When we say the “East”, this
represents cultures from Asia, such as Chinese,
Japanese, Korean, Indian, and our own Filipino

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culture. We are therefore Easterners. When we say the “West”, this represents cultures
from Europe and Northern America, such as the Americans, British, Germans, Italians, and
the French. These people are the Westerners.

Diagnostic Checkpoint
DIRECTIONS: List down 5 characteristics, traits, practices, and or behaviors you know or
have observed between Americans and Filipinos. Use the table below for your answers.
AMERICANS FILIPINOS
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

The Socio-Cultural Perspective

Sociocultural factors are the larger-scale forces within cultures and societies that affect the
thoughts, feelings, and behaviors of individuals. These include forces such as attitudes, child-
rearing practices, discrimination and prejudice, ethnic and racial identity, gender roles and
norms, family and kinship structures, power dynamics, regional differences, religious beliefs
and practices, rituals, and taboos. Several subfields within psychology seek to examine these
sociocultural factors that influence human mental states and behavior; among these are
social psychology, cultural psychology, and cultural-historical psychology.

Cultural Psychology

Cultural psychology is the study of how psychological and behavioral tendencies are rooted
and embedded within culture. The main tenet of cultural psychology is that mind and culture
are inseparable and mutually constitutive, meaning that people are shaped by their culture
and their culture is also shaped by them.

A major goal of cultural psychology is to expand the number and variation of cultures that
contribute to basic psychological theories, so that these theories become more relevant to
the predictions, descriptions, and explanations of all human behaviors—not just Western
ones. Populations that are Western, educated, and industrialized tend to be overrepresented
in psychological research, yet findings from this research tend to be labeled “universal” and
inaccurately applied to other cultures. The evidence that social values, logical reasoning, and
basic cognitive and motivational processes vary across populations has become increasingly
difficult to ignore. By studying only a narrow range of culture within human populations,
psychologists fail to account for a substantial amount of diversity.

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Cultural psychology is often confused with cross-cultural psychology; however, it is distinct in

that cross-cultural psychologists generally use culture as a means of testing the universality
of psychological processes, rather than determining how local cultural practices shape
psychological processes. So while a cross-cultural psychologist might ask whether Jean
Piaget’s stages of development are universal across a variety of cultures, a cultural
psychologist would be interested in how the social practices of a particular set of cultures
shape the development of cognitive processes in different ways.

Below, we show selected posters designed by artist Yang Liu, who comes from a Chinese
family but grew up in Germany. Because she was able to experience both Eastern and
Western cultures, she created an art series wherein the blue side represents typical Western
behavior and the red side represents typical Eastern behavior. We can clearly see in the
posters that culture matters a lot in how we think and behave.

For Westerners like Americans, their concept of themselves is huge and important. But for
Eastern cultures like us Filipinos, we have a tendency to look down on ourselves.

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When dealing with problems, Westerners are more likely to face the problem directly.
Easterners, on the other hand, sometimes prefer to ignore the problem or “tiptoe around the
problem” in order to avoid trouble.

Westerners are not afraid to show that they are angry. For Easterners however, it is
expected to keep a smile on one’s face even though you feel angry or frustrated inside.

When trying to express one’s opinions, Westerners tend to be direct to the point. However,
Easterners prefer to use a roundabout manner, which in Filipino we call “paikot-ikot”.

Vygotsky and Cultural-Historical Psychology

Cultural-historical psychology is a psychological theory formed by Lev Vygotsky in the late

1920s and further developed by his students and followers in Eastern Europe and worldwide.
This theory focuses on how aspects of culture, such as values, beliefs, customs, and skills,
are transmitted from one generation to the next. According to Vygotsky, social interaction—
especially involvement with knowledgeable community or family members—helps children to

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acquire the thought processes and behaviors specific to their culture and/or society. The
growth that children experience as a result of these interactions differs greatly between
cultures; this variance allows children to become competent in tasks that are considered
important or necessary in their particular society.

Social Psychology

Social psychology is the scientific study of how people’s thoughts, feelings, and behaviors are
influenced by the actual, imagined, or implied presence of others. This subfield of psychology
is concerned with the way such feelings, thoughts, beliefs, intentions, and goals are
constructed, and how these psychological factors, in turn, influence our interactions with
others.

Focus of Social Psychology

Social psychology typically explains human behavior as a result of the interaction of mental
states and immediate social situations. Social psychologists, therefore, examine the factors
that lead us to behave in a given way in the presence of others, as well as the conditions
under which certain behaviors, actions, and feelings occur. They focus on how people
construe or interpret situations and how these interpretations influence their thoughts,
feelings, and behaviors (Ross & Nisbett, 1991). Thus, social psychology studies individuals in
a social context and how situational variables interact to influence behavior.

Social psychologists assert that an individual’s thoughts, feelings, and behaviors are very
much influenced by social situations. Essentially, people will change their behavior to align
with the social situation at hand. If we are in a new situation or are unsure how to behave,
we will take our cues from other individuals.

The field of social psychology studies topics at both the intrapersonal level (pertaining to the
individual), such as emotions and attitudes, and the interpersonal level (pertaining to
groups), such as aggression and attraction. The field is also concerned with common
cognitive biases—such as the fundamental attribution error, the actor-observer bias, the self-
serving bias, and the just-world hypothesis—that influence our behavior and our perceptions
of events.

History of Social Psychology

The discipline of social psychology began in the United States in the early 20th century. The
first published study in this area was an experiment in 1898 by Norman Triplett on the
phenomenon of social facilitation. During the 1930s, Gestalt psychologists such as Kurt Lewin
were instrumental in developing the field as something separate from the behavioral and
psychoanalytic schools that were dominant during that time.

During World War II, social psychologists studied the concepts of persuasion and propaganda
for the U.S. military. After the war, researchers became interested in a variety of social
problems including gender issues, racial prejudice, cognitive dissonance, bystander
intervention, aggression, and obedience to authority. During the years immediately following

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World War II there was frequent collaboration between psychologists and sociologists;
however, the two disciplines have become increasingly specialized and isolated from each
other in recent years, with sociologists focusing more on macro-level variables (such as
social structure).

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Assessment Task No. 4

My Weekly Student
Journal #2
Directions: Write a minimum of 250-word reflective essay on your personal learnings of the
different concepts about “The Self from Various Perspectives”. Share how you can relate
these concepts to the improvement and development of your self-concept. Write your journal
entry on the space provided below. You may also write your own title. Kindly refer to the
Student Journal Rubric in the succeeding page for you to know and understand what the
instructor’s expectation for the journal entry is and how you will be graded.

____________________________
(Title)

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Weekly Student Journal Rubric

NOTE: This rubric will be rated by your Instructor only!

Exemplary Accomplished Developing Beginning Points

Content 20-16 15-11 10-6 5-1
Journal Journal Journal Journal lacks
demonstrates a demonstrates demonstrates critical thinking.
high degree of some degree of limited critical Superficial
critical thinking in critical thinking thinking in connections are
applying, in applying, applying, made with key
analyzing, and analyzing, analyzing, course concepts
evaluating key and/or and/or and course /20
course concepts evaluating key evaluating key materials,
and theories from course concepts course concepts activities, and/or
readings, and theories and theories assignments
lectures, media, from readings, from readings,
discussions lectures, media, lectures, media,
activities, and/or discussions discussions,
assignments. activities, and/or activities, and/or
assignments. assignments.
Personal 20-16 15-11 10-6 5-1
Growth Demonstrates Demonstrates Demonstrates Personal growth
significant satisfactory less than and awareness are
personal growth personal growth adequate not evident and/or
and awareness of and awareness personal growth demonstrates a
deeper meaning through some and awareness neutral experience
through inferences through few or with negligible
inferences made, made, simplistic personal impact. /20
examples, well examples, inferences
developed insights, and made,
insights, and challenges. examples,
substantial depth insights, and/or
in perceptions challenges that
and challenges. are not well
developed.
Writing 10-8 7-5 4-2 1
Quality Well written and Above average Average and/or Poor writing style
clearly organized writing style and casual writing lacking in standard
using standard logically style that is English, clarity,
English, organized using sometimes language used,
characterized by standard English unclear and/or and/or frequent
elements of a with minor with some errors errors in grammar,
strong writing errors in in grammar, punctuation, /10
style and basically grammar, punctuation, usage, and
free from punctuation, usage, and spelling. Needs
grammar, usage, and spelling work.
punctuation, spelling.
usage, and
spelling errors.
Total Points /50
Rubric adapted from Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 4/2014

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Assessment Task No. 5

The Philosophical
Perspectives
Directions: For each statement, indicate whether you agree or disagree by placing a check
mark on the column of your choice.

AGREE DISAGREE
1. My life choices are based on what I have actually experienced.
2. My views about the world are dependent on what I have
actually witnessed.
3. I am likely to buy a brand that I have already used, and not
based on referrals.
4. I would rather remain in my comfort zone than try something
new.
5. Most of the time, I make choices based on the present rather
than the future.
6. I am likely to hold on to what I have now, even if there is a
greater option in the future.
7. For me, happiness is tangible.
Scoring Key: If majority of your answer is “agree”, then you are empiricist. If majority of
your answers is “disagree”, then you are a rationalist.

Process Questions:

Instructions: Based on your answers above, answer the following questions and kindly refer to
Short Answer Rubric in the succeeding page for you to know and understand what the instructor’s
expectation for your answer is and how you will be graded.
1. How do you differentiate empiricism and rationalism?

2. Do you agree with you classification? Why or why not?

3. To which branch of philosophy do you adhere more? Why?

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Short Answer Rubric

NOTE: This rubric will be rated by your Instructor only!

Excellent Very Good Good Need Points

Improvement
10-8 7-5 4-2 1
Question It provides clear It provides It provides It provides
Number 1 and well-stated sufficient answer. somehow sufficient insufficient answer.
answer. answer.
/10
15-12 11-8 7-4 3-1
Question It provides clear It provides It provides It provides
Number 2 & 3 and well-stated sufficient answer somehow sufficient insufficient answer
answer including a including a specific answer including a with no example
citation of a personal general example. given.
personal experience or
experience/ example.
example.
/15
15-12 11-8 7-4 3-1
It provides clear It provides It provides It provides
and well-stated sufficient answer somehow sufficient insufficient answer.
answer with an with significant answer but not
elaborate reasoning on the clearly answers the
explanation of the why. why.
why.
/15
TOTAL /40

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Assessment Task No. 6

The Psychological
Perspectives
Directions: Identify and fill in the missing information in the table provided below based on
the given clues, it can either be a specific school of thought/perspective, a proponent and or
the theory or concept. Each correct answer is one point.

School of thought/ Proponent/

Theory, Concept and or Description
Perspective Psychologist
1. 2. His structural model of personality divides the
personality into three parts—the id, the ego, and
the superego

3. Abraham Maslow 4.

5. 6. This philosopher suggested that the pineal gland,

a midline unpaired structure in the brain of many
organisms, was the point of contact between mind
and body
Cultural- Historical 7. 8.
Psychology

9. 10. Existentialism

11. 12. He saw human behavior as shaped by trial and

error through reinforcement and punishment,
without any reference to inner conflicts or
perceptions.
13. Jean Piaget 14.

Social Psychology/ 15. 16.

Gestalt Psychology

17. 18. The person-centered approach, in which the

relationship between therapist and client is used to
help the patient reach a state of realization, so
that they can then help themselves.
19. Carl Jung 20.

21. 22. He integrated concepts from human-performance

research and the recently developed information

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theory in his book Perception and

Communication, which paved the way for the
information-processing model of cognition.
23. Edward Lee 24.
Thorndike
25. 26. His theory was based on his investigations of
patients suffering from “hysteria” and neurosis.
Hysteria was an ancient diagnosis that was
primarily used for women with a wide variety of
symptoms, including physical symptoms and
emotional disturbances with no apparent physical
cause.
27. 28. Operant Conditioning & Classical Conditioning

29. Alfred Adler 30.

TOTAL SCORE: / 30

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Assessment Task No. 7

MIND MAP
Directions: Create a mind map using the space provided below, showcasing the connections
between the self and how it is viewed from the different perspectives; the philosophical
perspective, the psychological perspective and the cultural perspective. Write at least a two
paragraph statement to conclude, your mind map and its different properties. Please refer to
the Mind map Rubric located in the next page, to know the criterion on how you will be
graded.

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Mind Map Rubric

NOTE: This rubric will be rated by your Instructor only!

Excellent Very Good Good Needs Point
Improvement s
NEATNESS & 20-16 15-11 10-6 5-1
PRESENTATION The mind map The mind map The mind map The mind map
was well was well was mostly well was not neat
presented and presented and presented but enough to
all the most of the some of the understand
information is information is information was most concepts.
easy to easy to difficult to
understand. understand. understand.
/20
ATTRACTIVENESS 20-16 15-11 10-6 5-1
Excellently Very Creative Makes use of Lacks effort in
unique and and unique. font, color, the use of
Creative. Student makes graphics and different fonts,
Student Makes good use of etc. but colors,
excellent use of font, color, occasionally graphics and
font, color, graphics and these detract etc.
graphics, etc. to enhance from the
effects, [Link] presentation. presentation
enhance the content.
presentation.
/20
CONCLUDING 10-8 7-5 4-2 1
STATEMENT The statement The statement The statement The statement
is is is is confusing
understandable understandable understandable and does not
and well and presented but lacked reflect the
presented with with substantial details. output.
complete and details.
definitive
details.
/10

TOTAL /50

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LESSON 3
Unpacking the Self

[Link]

At the end of the lesson, the student should be able to:

1. Explore and identify the different aspects and forces of the Self that
contribute to the development of one’s self Identity.
2. Demonstrate critical, reflective thought in integrating the various
aspects of self and identity.
3. Develop further awareness to improve the different aspects of the self.

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College COLLEGE OF ARTS & SCIENCES (CAS)

Program GENERAL EDUCATION
Course Code UNDERSTANDING THE SELF
Course Title GSELF
Credit Unit 3
Lesson 3 Week 3

Module Topic Unpacking the Self

At the end of the lesson, the student should be able to:
1. Explore and identify the different aspects and forces of the Self that contribute to the
Intended Learning development of one’s self Identity.
Outcomes 2. Demonstrate critical, reflective thought in integrating the various aspects of self and
identity.
3. Develop further awareness to improve the different aspects of the self.
Number of Hours 13.5 Hours (12 hours Self-directed learning and 1.5 hours Assessment Tasks)
1. What are the different aspects and forces of the Self that contribute to the
development of one’s self-identity?
Study Questions 2. How can I relate the knowledge about the different aspects of the self to my
current self-identity?
3. How can I improve these different parts/ aspects of the self?
Required Suggested
Lesson 3. Course Module on  Wood, M. A., Bukowski, W. M., & Lis, E. (2016). The digital
Understanding the Self. College of self: How social media serves as a setting that shapes youth’s
Arts and Sciences. University of the emotional experiences. Adolescent Research Review, 1(2),
163-173.
Visayas
Learning Resources  Belk (2013). Extended Self in a digital World. Journal of
Consumer Research. 40.3.477-500.
 Demello, M. (2014). Beautiful Bodies. Pp173-188. And Fat and
Thin Bodies. 189-205. In Body Studies: Introduction Routledge.
Supplementary Video:
 [Link]
1. Student shall study and learn Lesson 3 on Unpacking the Self. Student may refer to the
suggested and other recommended learning materials indicated in this Course Study Guide as
Learning Activity additional reading resources.
2. While studying and learning the topics in Lesson 3, the student can now start writing entry three
of the Weekly Student Journal based from the given concept “Who I am is the product of what I
went through”.
[Link] studying and learning the topics in Lesson 3, the student shall answer Assessment Task 9
(The socio-digital self), Assessment Task 10 (Theories & Concepts of the different aspects of the
Self).
1. Student Journal Entry 3
Required Output 2. My Socio-Digital Self
1. Weekly Student Journal
Assessment Tasks 2. Theories & Concepts of the Different Aspects of the Self
1. Student Journal Rubric
Assessment Tool 2. Short Answer Rubric
Creativity & Innovation, Critical & Analytical Thinking, Effective Communication,
Target Competency Collaboration, Confidence & Self-directed Lifelong Learning

Prepared by: Reviewed by: Approved for use:

CAMIELLE A. SARAUSAD CAMIELLE A. SARAUSAD DR. RAMIE L. BULAYBULAY

Faculty Program Coordinator Dean

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TRY THIS!
Directions: Take 5 minutes of your time and listen to the song “SCARS” by I AM THEY, here
is a link: [Link] Try to take time and
understand the lyrics behind the song and answer the following questions: (5points each)

1. How did you feel after listening to the song?

2. What did the song talk about?

3. How can you relate the song to your current self?

4. How did you deal with it? And how did it contribute to your self-development?

Introduction

This section is all about UNPACKING the Self, it explores some of the various aspects
that make up the self. Such as the Biological/ Physical Self, the Spiritual, and the
Socio-Digital Self. This lesson is geared towards understanding the different forces
and institutions that shapes the development of various aspects the self and
identity.

MAGNIFYING LENS
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Directions: In the space provided, create a collage using your own pictures to show how
you developed from the time you were born/ young up to the present. For each picture, write
a caption to tell a story about your own evolution. Focus on the physical changes manifested
while you were growing up. Then Answer the process questions on the next page. (25points)

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PROCESS QUESTIONS:
Directions: Based on your collage, answer the following questions with the space provided
below. (5points each)

1. What significant changes have you seen in yourself while growing up? What
makes these changes significant? Please Explain.

2. In your opinion, what factors contributed to those significant changes while

growing up? Explain.

3. Considering how you look now, is there anything you wish to change? Why or
why not?

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THE PHYSICAL SELF

A crucial aspect of self is one’s physical features. People are often perceived initially by their
physical features, including one’s face, bodily structure, height, weight, and fitness.
However, more than the physical attributes a person processes, people should also consider
their physical competencies, their valuation of physical worth, and perception of beauty.

Google Image

THE PHYSICAL SELF: The Biological Blueprint

How do I look? Do people find me attractive? Am I beautiful/handsome? Do I need to
enhance my features, if so how? These questions underlie our physical self, which embodies
our physical appearance, what we see in the mirror, and what often triggers people’s first
impressions of others. However, our physical self is not only limited to what can be directly
observed by the naked eye; underneath our skin is a dynamic system of biological and
chemical processes that contribute to our physical features. The shape of our bodies, our
height, weight, skin color, hair color, and other physical characteristics do not just develop at
random; these are triggered by genetic transformations and biological development, which
are embodied in the concept of Heredity.

Heredity refers to the genetic heritage passed down by our biological parents. It’s why we
look like them! More specifically, it is the transmission of traits from one generation to the
next. These traits can be physical, such as eye color, blood type or a disease, or behavioral.
For example, the hygienic behavior of honeybees that drives them to remove sick larvae
from the nest is inherited behavior.

Hereditary traits are determined by genes, and a single gene can have several variants
called alleles. There are two copies of each gene in our cells (with the exception of genes
located on sex chromosomes). One of the copies comes from the sperm, the other from the

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egg. In an individual, these two copies (or alleles) are not necessarily identical. If the two
copies of a gene are identical, we say that the individual is homozygous for that gene. If the
two copies are different, the gene is heterozygous.

The alleles of the same gene can have a dominant or recessive relationship with one another.
If both alleles are different (heterozygous) and at least one of these two alleles is dominant,
it is the dominant one that will be expressed (i.e., that we will observe as a trait in an
individual). Conversely, a recessive allele (non-dominant) will not be expressed in an
individual if both parents pass down the same allele (homozygote). As a result, even if a
recessive allele is present in a genotype (the genetic constitution of an individual), it will not
be observable in the phenotype (the set of observable traits of an individual) if the other
copy of the gene is a dominant allele. During reproduction, the genes of biological parents
combine to form a new unique individual. This shuffling of genes is the reason all of us are
different!

Genotype refers to the specific information embedded within genes; not all genotypes
translate to an observed physical characteristic. Phenotype is the physical expression of a
particular trait. Genotype can only be determined through blood testing but one’s phenotype
can be directly observed.

In short, the Genotype is the part

that is invisible to our eye, it is the
code written in our DNA. However,
this code is expressed as the
Phenotype, which is the part that
we can see with our eyes.

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For example, a man with very white skin and a woman who has brown skin had a baby with
brown skin. While one can assume that the newborn only took the skin color of his mom, a
close examination of his genotype may reveal that he inherited the gene for white skin from
his dad. What explains this particular phenomenon? This is attributed to the concept of
dominant and recessive genes.

Each individual carries 23 pairs of chromosomes, threadlike bodies in the nucleus of the cell
and the storage unit of genes. The 23rd pair, also known as sex chromosomes, determines
the sex of the individual. The XX is for males while the XY is for females. Within each
chromosome is the deoxyribonucleic acid (DNA), which is a nucleus acid that contains the
genetic instructions specifying the biological development of every individual. The DNA is
often the unique blueprint of an individual’s physical features; thus no two individuals have
the same DNA. This is the reason on why in some cases when paternity or maternity needs
to be established, or identifying a suspect in a crime situation, DNA is the most crucial
genetic information to be gathered. These cellular components trigger the physical growth
and maturation that our bodies go through, from birth to adulthood. Maturation is known as
the completion of growth of genetic character within the organism or the unfolding of an
individual’s inherent traits or potential. Maturation enables us to walk, run, talk, and
eventually, result in physical changes that are evident in the adolescent stage.

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THE PHYSICAL SELF: Environmental Conditioning

While our genetic formation determines the extent of our physical features, it is not the only
factor that influences our physical self. As we grow up, we are exposed to environmental
influences that shape the physical self, including those from our social networks, societal
expectations and cultural practices.

Family, being our first social group, forms a crucial foundation of our development, including
that our physical self. Aside from factors of heredity, our family is also primarily responsible
for how we take care of our bodies. Our nutrition and sustenance was initially established by
what was cooked at home. Aside from food, practices on hygiene were first transmitted by
our parents. As we grow older, we become exposed to a larger social group and thus, new
practices and standards. We become more conscious of our physical appearances as time
goes on; we begin to take note of height, weight, facial features, and other physical
characteristics in comparison to our peers.

We start being conscious of our appearances, especially during the period of adolescence. As
a result, we begin engaging in acts that would make us attractive and acceptable to others.
For some girls, choosing the right outfit, having the right make-up, acting more feminine and
demure are some of the observable practices during this stage. For boys, beginning to have
facial hair, learning how to shave, going to the gym and other similar physical activities like
engaging in sports start when they are in their teenage years. Have you ever wondered why
you ever do these things? One reason could be to meet society’s standard of physical
beauty.

One aspect of beauty is the body type. Contemporary media has portrayed thin bodies as the
ideal body type for women and muscular bodies for men. Thus, adolescents indulge in
activities that would enable them to achieve ideal body types. For some, having a healthy
lifestyle, eating the right food, and engaging in exercise are the steps in achieving the ideal
body. However there are some adolescents who would resort to unhealthy habits just to
achieve the right body type. Hence, there has been a steady rise of teenagers who have
eating disorders, including bulimia and anorexia nervosa; the increase in this phenomenon
has been attributed to the observation of being thin, and may also be triggered by family,
peers, and significant role models. Majority of the victims have been identified as females,
but a significant number is also represented by males.

Aside from eating problems, a substantial number has been resorting to cosmetic surgery to
alter certain facial features and surgical procedures to be thinner, even among adolescents.
There are those who have already made it a habit of undergoing surgery that it is no longer
healthy. It is important to remember that physical beauty is only skin-deep; that what
matters is feeling good about ourselves and embracing a healthy perception of our physical
worth.

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THE PHYSICAL SELF:

Achieving Physical Well-being

There is nothing wrong with enhancing our

physical self. What is problematic is when we
focus too much on physical beauty and disregard
everything else.

Tips for achieving Physical Well-being:

1. Enrich your mind.

Keep challenging yourself to learn new things. By doing this, you will gain more knowledge
about things around you, and you will learn how to utilize things in a better way. Don’t let
yourself get stuck in one place, either mentally or physically. Be proactive, curious,
conscious, and informed about the world.
2. Use your brain more often by doing brain exercises.
Exercising your brain means using it more. Generally, the brain takes part in everything we
do, but there are some types of activities which can specifically exercise our brains. Activities
like doing puzzles, playing games like Chess or Scrabble, solving numerical problems,
studying difficult topics, and challenging your dexterity, spatial reasoning, and logic. Doing
these mental exercises daily can sharpen your mind, and it can be an excellent way to
strengthens neural links in your brain.
3. Eat Healthy foods and Consume nutrients that are good for the brain.
Spend some time to examine which kinds of foods bring you up and which foods bring down.
Creating a diet plan can make you feel good, and gives you a sense of self-development.
This will boost your sense of success. Take in nutrients which are good for your brain. Foods
that have antioxidants like vitamin C, E, B, etc. are good for the brain. Consuming almonds
and apple juice is also good for sharpening the brain.
4. Learn something you want to learn.
There is strong indication that education and learning yield positive changes in the brain. If
you continue to learn and experiment, your brain continues to grow, whether it is knitting,
baking, or computer programming, marketing, etc. Learn something you’ve always wanted
to learn, but have never found the time for because of your daily concerns. Absorb a little
information slowly each day.
5. Think critically.
When we hear, read, or work on something, it is very important that we question everything
and pay attention to details. Such an approach can improve our thinking ability because it
requires more brain work than mere observation.
6. Do physical exercises.
A healthy body means a healthy mind; regular exercise has a positive influence our brain
function. The brain takes in nutrients from the blood, and physical exercise increases blood

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flow to the brain, which makes the brain healthier. Physical exercise is essential for
enhancing mental power.
7. Having the right Hygiene.
Taking care of our body by maintaining a hygiene regimen can also help in making us feel
good about ourselves.
8. Get better sleep and take naps.
Get as much sleep as you need, around seven or eight hours, every night. While sleeping
well does not guarantee good health, it does help you to maintain many vital functions.
Perhaps most importantly, sleep helps you recover from the wear and tear of daily life. Major
healing functions in the body such as tissue repair, muscle and mental growth occur almost
exclusively during sleep.
9. Spend time with people.
Build a good support system with the people around you. Whether it’s your family, friends,
or something else, find a group of people who are willing to support you in any
circumstances. This increases flexibility and helps to provide perspective in the midst of
stress and discomfort.
10. Confidence in ourselves is our bet make-up.
Being secure in ourselves, embracing positive outlook toward various situations and
problems, and loving and accepting who we are will surely result in optimal physical well-
being.

START ME UP:
Try at least 3 out of the 10 tips we gave you this week and share how it helped you. Use the
space below for your answers. (10pts)

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THE SOCIO-DIGITAL SELF

This section examines the role of technology and the internet in shaping an individual’s social
self, with emphasis on the use of social media platforms and membership in virtual
communities. This section highlights the crucial role of the internet in forming the self and
identity of millennial learners.

DIAGNOSTIC CHECKPOINT
Instructions: Agree or Disagree. If you think the statement is correct, write AGREE,
otherwise DISAGREE.

___________1. Our Personality can be manifested through social media.

___________2. It is important to establish meaningful relationships in social media.
___________3. How we present ourselves in social media is the same with how we present
ourselves to the real world.
___________4. Technology influences how we relate to other people.
___________5. People can develop a digital identity.

THE CONCEPT OF THE DIGITAL SELF

The digital self is the persona you use when you’re online. Some people maintain one or
more online identities that are distinct from their “real world” selves; others have a single
online self, that’s more or less the same as the one they inhabit in the real world.

The Self in the Age of Technology

 Social media is defined as the websites and applications that make it easier to
create and share information, ideas, and interests. It also allows people to create
other forms of self-expression via virtual communities and networks.
 Through the use of social media, people may act differently since interaction in social
media do not happen face-to-face and there is no physical presence required. This is
called online disembodiment. With this, people are less likely to display their real
“selves” to others, especially to strangers.

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Digital Identity
 People generally have role identities. These are the characters and roles an individual
creates as a member of a particular social group. Following this definition, “self” is
composed of identities ranked by importance. The greater the commitment of an
individual to a particular identity, the greater the importance of this identity.
 In an online environment, one’s role identity is vitally important in order for him/her
to project himself/herself in the said environment. Amidst the technological tools and
channels surrounding individuals and online activities that people engage in, one’s
online identity enables him/her to participate in a virtual society.
 However, participation in virtual environments may entail changes that may affect a
person’s sense of self. In some cases, people present themselves differently in online
interactions as compared to the face-to-face interactions they engage in.

Online Disinhibition Effect

When people adapt fake identities, they are likely to engage in behaviors that they would not
do in real life interactions, known as online disinhibition.

There are 2 main categories of behaviors that fall under online disinhibition:
Benign disinhibition. It occurs when people tend to self-disclose more on the internet than
they would in real life or go out of their way to help someone or show kindness.
Toxic disinhibition. People take part of this when they use rude language, bully or threaten
others on online platforms, and go to websites with contents of violence, crime, and
pornography.

It is easier for us to share more through our online persona/digital self, but at the same time
it also easier for us to be violent, aggressive, and cruel online because of the anonymity.

Why is the digital self so important? The simple reason is that once you go online as your
real self, using your own name or appearance, you have an online presence that can be
traced back to you in the real world. Your online presence is hard to hide, difficult to control,
and easy for recruiters and hiring managers to find. Because of this, it’s important to

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manage your online identity carefully, to ensure that your public image—your brand—is
presented in the best possible light.

By doing so, you reap a number of advantages:

 You have more control over your digital identity. It’s not possible to have 100%
control, but by building your own online presence you’ll always maintain the lion’s
share.
 You can build a consistent identity, and reduce the impact of problems that might put
hirers or recruiters off contacting you. Think of the damage control that celebrities do
when salacious stories start circulating—it’s this kind of approach, but on a much
smaller scale.
 You have the chance to develop your own reputation as an expert or thought leader in
your industry. This can mitigate the negative effects of issues such as employment
gaps or an otherwise spotty work history.

ELEMENTS OF THE DIGITAL SELF

Your online identity is like an investment. You start out with a small amount of capital, and
the way you use it over time determines how much you end up with later on. The difference
is, it’s actually a lot easier to control your online identity than it is to predict the stock or real
estate markets.

What goes into building your digital self? It can and does include everything you say and do
under your own name. Some elements of your digital self-include:

Managing Responsible Online Behavior

 How can one behave responsibly online? The following are some suggestions:
1. Do not post or send anything that will embarrass you.
2. Avoid posting statements when experiencing strong emotions.
3. Do not hang out with the “wrong crowd” online.
4. Do not hang out with the “wrong crowd” offline.

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5. Be careful with oversharing, especially confidential information that may be used irresponsibly.
6. Respect other people in the online community.

MAGNIFYING LENS:
On the space provided below, paste a “full- face” picture of yourself, one that you use as a
profile picture on any social media platform on the right side and on the left paste a natural,
bare-faced, no-filtered picture of yourself. (10 points)

PROFILE PICTURE BARE FACE PICTURE

(Can be filtered or enhanced) (totally clean, no make-up and no filters)

THE SPIRITUAL SELF

This section discusses the nature of spirituality, how it is different from religiosity, the factors
that shape one’s spirituality, and its impact on oneself.

Spirituality

Spirituality is the concept of the “whole person”, is usually associated to the idea of human
beings as having physical and psychological aspects. However, there is third aspect of being
human that is as important as the 2 precedents: the spiritual aspect. Highlighting the mind-
body-spirit connection, the spiritual self is an ongoing, personal life journey, contextualized
by the belief in a higher being, culture, relationships, nature, and the discovery of meaning
in one’s life.

There are several definitions that have been formulated regarding spirituality.

 Puchalski (2014), spirituality is the aspect of tbe self that is associated to an

individual’s process of seeking and expressiny meaning and how he or she is
connected to the self, to others, to the moment and to everything else that
composes his/her environment, including the sacred and significant.

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 Beauregard and O’Leary (2007), spirituality is any experience that is thought to

bring the experiencer in contact with the divine; it is not just any experience that
feels meaningful.
 Sinnott (2002), spirituality is also posited as the indivudual’s personal relation to the
sacred or transcendent, a relation that then informs other relationships and the
meaning of one’s own life.
 Myers and his colleagues (2000), spirituality is the “personal and private beliefs that
transcend the material aspects of life and give a deep sense of wholeness,
connectedness, and openness to the infinite.”

What do these definitions have in common with regard to spirituality?

Spirituality talks about meaning and purpose that go beyond the physical realities of life.
Going through development, people are inevitably programmed to make realizations about
life, and those insights are not always about observable phenomena or environmental
experiences.

Spirituality is focused on a person’s connections to different aspects of his/her existence: to

other people, to nature, and to sacredness and divinity. In the pursuit of and applying
meaning to one’s life, relationships are created and sustained not only with people but with
other life forms or with a higher being.

Spirituality talks about the sacred and transcendent. It is a general belief that in this vast
universe, there is a force higher than the self.

However, people are not born with innate spirituality. It is something acquired as a result of
various personal, social, and environmental factors present throughout one’s lifetime. In this
regard, spirituality is related to religiosity, which is often used interchangeably with the
former. There are, however, distinct differences between the 2.

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Religiosity

Religiosity is defined as the adherence to a belief system and practices associated with a
tradition in which there is agreement about what is believed and practiced. It is a formal
attachment to the set of beliefs, values, and practices of a particular religious sect. It
includes specific practices, proscriptions (what should not be done and avoided), and
participation in a specific community that shares the same beliefs and practices.

However, as one grows older, he/she begins to form questions that are rooted in religious
orientations, slowly making realizations and insights until his/her search for meaning and
transcendence goes beyond his/her religious orientation.

There are distinctions between religiosity and spirituality:

 If religiosity is communal, then spirituality is individual.

 In religiosity, beliefs and practices are within religious groups, and religious
commitment, conservatism, and skepticism are manifested. Spiritual attributes
include the need for spiritual quest, ecumenical worldviews, compassion, service,
and inner peace.
 A person can possess spirituality even his/she does not subscribe to any religion.
Spiritual models are present everywhere. They function for respondents as
exemplars or spiritual qualities, such as compassion, self-control, or faith. Thus, q
person can be spiritual without being religious.

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What does spirituality bring to one’s life?

For many people, the search for
sacredness and transcendence can bring
positive consequences to life. A spiritual
person finds contentment and serenity in
his/her life circumstances. Through
spirituality, questions such as “am I a
good person?” and “how can I live my life
to the fullest?” are answered. Most
importantly, spirituality allows one to
become resilient amidst challenges and
roadblocks that occur in daily life.

How is spirituality enhanced? The best way

of enhancing spirituality lies within the
self. Constant reflection and meditation of
life choices and decisions, developing
empathy and compassion toward other
people, and having faith in a higher being
can enhance spiritual intelligence. It is not
about finding meaning in life, but rather,
how meaning is applied to life.

Connections with Nature

The Self and the Natural Environment

The spiritual self is not only tied in one’s connection
with a higher being and other people; it is also related
to how people relates to nature. Religiosity aside, a
significant number of people have made a serious
commitment to nature by taking care of animals,
pledging advocacy for environmental issues, and
practicing daily behaviors that manifest a growing
concern for the world. These are embodied in the
concepts of affinity with nature and Eco-
psychology.

Affinity with nature can be defined as the ties that

bind people and nature together. It can also mean
nature connectedness, defined as the extent to which
individuals include nature as part of their identity. If
people feel that they are one with nature, then
destroying it can mean self-destruction and vice
versa.

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Eco-psychology shares many similarities with the concept of having affinity with nature. It
is concerned with the fundamental interconnections between humans and the natural world
through a phenomenological and sensorial link, and the integration of practices based on the
notion that direct contact with the natural world has healing potential.

While it is fairly obvious that both concepts focus on the connection of man to nature, their
distinction lies on the nature of the connection they are referring to. Affinity with
nature highlights the emotional connection with nature, anchored on positive affective
experiences and authentic love for nature. Ecopsychology is based on a transpersonal and
philosophical relationship with nature, highlighting beliefs and practices that promote and
enhance ecological, personal, and community sustainability.

MAGNIFYING LENS
Write one of your favorite memory verses, and share to us how and why, this is relevant to
your life. Use the space provided below for your answer. (5points)

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Assessment Task No. 8

My Weekly Student
Journal #3
Directions: Write a minimum of 250-word reflective essay on your personal experiences
sharing the things or trials/challenges you have conquered, that contributed to who you are
now. “WHO I AM IS THE PRODUCT OF WHAT I WENT THROUGH”, include the different
aspects of the self that had changed because of this experiences. Write your journal entry on
the space provided below. You may also write your own title. Kindly refer to the Student
Journal Rubric in the succeeding page for you to know and understand what the instructor’s
expectation for the journal entry is and how you will be graded.

____________________________
(Title)

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Weekly Student Journal Rubric

NOTE: This rubric will be rated by your Instructor only!

Exemplary Accomplished Developing Beginning Points

Content 20-16 15-11 10-6 5-1
Journal Journal Journal Journal lacks
demonstrates a demonstrates demonstrates critical thinking.
high degree of some degree of limited critical Superficial
critical thinking in critical thinking thinking in connections are
applying, in applying, applying, made with key
analyzing, and analyzing, analyzing, course concepts
evaluating key and/or and/or and course /20
course concepts evaluating key evaluating key materials,
and theories from course concepts course concepts activities, and/or
readings, and theories and theories assignments
lectures, media, from readings, from readings,
discussions lectures, media, lectures, media,
activities, and/or discussions discussions,
assignments. activities, and/or activities, and/or
assignments. assignments.
Personal 20-16 15-11 10-6 5-1
Growth Demonstrates Demonstrates Demonstrates Personal growth
significant satisfactory less than and awareness are
personal growth personal growth adequate not evident and/or
and awareness of and awareness personal growth demonstrates a
deeper meaning through some and awareness neutral experience
through inferences through few or with negligible
inferences made, made, simplistic personal impact. /20
examples, well examples, inferences
developed insights, and made,
insights, and challenges. examples,
substantial depth insights, and/or
in perceptions challenges that
and challenges. are not well
developed.
Writing 10-8 7-5 4-2 1
Quality Well written and Above average Average and/or Poor writing style
clearly organized writing style and casual writing lacking in standard
using standard logically style that is English, clarity,
English, organized using sometimes language used,
characterized by standard English unclear and/or and/or frequent
elements of a with minor with some errors errors in grammar,
strong writing errors in in grammar, punctuation, /10
style and basically grammar, punctuation, usage, and
free from punctuation, usage, and spelling. Needs
grammar, usage, and spelling work.
punctuation, spelling.
usage, and
spelling errors.
Total Points /50
Rubric adapted from Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 4/2014

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Assessment Task No. 9

The Socio-Digital Self

Directions: Open any of your social media accounts. Please review your timeline and
screenshot/ screen capture at least 5 of your posts that show the following: Benign and
Toxic Online Disinhibitions. Place a check mark on the column of your choice, if it is
benign or toxic. Why do you think they are benign or toxic? Use the table below to plot your
answers. Kindly refer to Short Answer Rubric to know and understand what the instructor’s
expectation for this activity is and how you will be graded.

Posts Benign Toxic Explanation

RATING
VERY GOOD (10-8) GOOD (7-4) NEEDS IMPROVEMENT
It provides sufficient answer It provides somehow (3-1)
including a specific example sufficient answer including a It provides insufficient answer
with 1 grammatical error. general example with less with no example given and
grammatical errors. with grammatical errors.
P1

P2
P3
P4
P5

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PROCESS QUESTIONS:
Directions: Based on the first activity, answer the following questions: Kindly refer to Short Answer
Rubric in the succeeding page for you to know and understand what the instructor’s expectation for the
entry is and how you will be graded.

1. Which of the posts reflect your real persona? Please explain

2. How do you feel about your posts?

3. How does your posts affect you and your relationships? Was it good or bad?
Explain.

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Short Answer Rubric

NOTE: This rubric will be rated by your Instructor only!

Excellent Very Good Good Need Points

Improvement
15-12 11-8 7-4 3-1
Question It provides clear and It provides It provides somehow It provides insufficient
Number 1 well-stated answer sufficient answer sufficient answer answer with no
including a specific including a specific including a general example given and
example with no example with 1 example with less with grammatical
grammatical error. grammatical error. grammatical errors. errors.
/15
10-8 7-5 4-3 1
Question It provides clear and It provides It provides somehow It provides insufficient
Number 2 well-stated answer sufficient answer sufficient answer answer with no
&3 including a specific including a specific including a general example given and
example with no example with 1 example with less with grammatical
grammatical error. grammatical error. grammatical errors. errors.
/10
15-12 11-8 7-4 3-1
It provides clear and It provides It provides somehow It provides insufficient
well-stated answer sufficient answer sufficient answer answer with no
including a specific including a specific including a general example given and
example with no example with 1 example with less with grammatical
grammatical error. grammatical error. grammatical errors. errors. /15
TOTAL /40

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Assessment Task No. 10

Unpacking the Self Aspects, Theories, and

Concepts
Directions: Identify the answers for the statements below by filling in the spaces provided
before each number. Each correct answer is one point.

_______________1. It is a nucleus acid that contains the genetic instructions specifying

the biological development of every individual.

_________________2. The two factors that contribute to the understanding of the Physical
Self.

_________________3. How many pairs of chromosomes does and individual have?

_________________4. Refers to the specific information embedded within genes; not all
genotypes translate to an observed physical characteristic.
_________________5. Is based on a transpersonal and philosophical relationship with
nature, highlighting beliefs and practices that promote and enhance ecological, personal, and
community sustainability.
_________________6. It occurs when people tend to self-disclose more on the internet than
they would in real life or go out of their way to help someone or show kindness.
_________________7. These are the characters and roles an individual creates as a
member of a particular social group.
_________________8. Can be defined as the ties that bind people and nature together. It
can also mean nature connectedness, defined as the extent to which individuals include
nature as part of their identity.
_________________9. What are the elements of the Digital Self?

_________________10. It is an aspect of the self, characterized to be an ongoing, personal

life journey, contextualized by the belief in a higher being, culture, relationships, nature, and
the discovery of meaning in one’s life.
_______________11. He defined Spirituality as a “personal and private beliefs that
transcend the material aspects of life and give a deep sense of wholeness, connectedness,
and openness to the infinite.”
_________________12. It is concerned with the fundamental interconnections between
humans and the natural world through a phenomenological and sensorial link, and the
integration of practices based on the notion that direct contact with the natural world has
healing potential.
13. Religiosity is to ____________, while 14. Spirituality is to ______________.
_________________15. Is any experience that is thought to bring the experiencer in
contact with the divine; it is not just any experience that feels meaningful.

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LESSON 4
Managing and Caring for
the Self

[Link]

At the end of the lesson, the student should be able to:

1. Understand the theoretical underpinnings for how to manage and care

for different aspects of the self.
2. Acquire and hone new skills and learnings for better managing of one’s
self and behaviors.
3. Apply learnings through creating clear, coherent and effective
strategies appropriate to improve better quality of life.

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College COLLEGE OF ARTS & SCIENCES (CAS)

Program GENERAL EDUCATION
Course Code UNDERSTANDING THE SELF
Course Title GSELF
Credit Unit 3
Lesson 4 Week 4

Module Topic Managing and Caring for the Self

At the end of the lesson, the student should be able to:
1. Understand the theoretical underpinnings for how to manage and care for
different aspects of the self.
Intended Learning
2. Acquire and hone new skills and learnings for better managing of one’s self and
Outcomes
behaviors.
3. Apply learnings through creating clear, coherent and effective strategies
appropriate to improve better quality of life.
Number of Hours 13.5 Hours (12 hours Self-directed learning and 1.5 hours Assessment Tasks)
1. What are the different theoretical underpinnings that help develop self-
management and goal-setting?
Study Questions
2. How can these learnings be applied to develop my current self for better quality
of life?
Required Suggested
Lesson 4. Course Module on Neff, K. D., & Faso, D. J. (2015). Self-compassion and well-being in
parents of children with autism. Mindfulness, 6(4), 938-947.
Understanding the Self. College of Arts
and Sciences. University of the Visayas Locke, E. (2002). Setting Goals for life and Happiness. In Snyder &
Lopez (eds.) Handbook of Positive Psychology. Oxford University
Learning Resources
Press. 299-312.

Supplementary Videos:
[Link]
[Link]
kills/502_study_goals.html
 [Link]
1. Student shall study and learn Lesson 4 on Managing and Caring for the Self which is
the last part of your Course Module. Student may refer to the suggested and other
recommended learning materials indicated in this Course Study Guide as additional
reading resources.
Learning Activity
[Link] studying and learning the topics in Lesson 4, the student can now start writing
entry four of the Weekly Student Journal.

3. After studying and learning the topics in Lesson 4, the student shall answer
Assessment Task 12 (Mental health poster) and Assessment Task 13 (Dream Board).
1. Student Journal Entry 4
2. Mental health poster
Required Output 3. Dream Board
1. Weekly Student Journal
Assessment Tasks 2. Process Questions Activity
1. Student Journal Rubric
2. Short Answer Rubric
3. Mental Health Poster Rubric
Assessment Tool 4. Dream Board Rubric
Creativity & Innovation, Critical & Analytical Thinking, Effective Communication, Self-
Target Competency awareness, Confidence & Self-directed Lifelong Learning, Better Quality of life.

Prepared by: Reviewed by: Approved for use:

CAMIELLE A. SARAUSAD CAMIELLE A. SARAUSAD DR. RAMIE L. BULAYBULAY

Faculty Program Coordinator Dean

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Diagnostic Checkpoint
DIRECTIONS: If you perceive the statement to be true then write AGREE, if you think
otherwise, write DISAGREE on the space before each number.

______________1. It’s okay not to be okay.

______________2. There is no health, without mental health.
______________3. Wellbeing is not so important.
______________4. Problems with mental health are only for adults.
______________5. There is no cure for mental illnesses.

INTRODUCTION

Human beings like certainty. We are hard-wired to want to know what is happening when
and to notice things that feel threatening to us. When things feel uncertain or when we don’t
generally feel safe, it’s normal to feel stressed. This very reaction, while there to protect us,
can cause all sorts of havoc when there is a sense of uncertainty and conflicting information
around us. A large part of anxiety comes from a sense of what we think we should be able to
control, but can’t. Right now, many of us are worried about COVID-19, known as the
“Coronavirus”. We may feel helpless about what will happen or what we can do to prevent
further stress. The uncertainty might also connect to our uncertainty about other aspects of
our lives, or remind us of past times when we didn’t feel safe and the immediate future was
uncertain.

In times like these, our mental health can suffer. We don’t always know what’s happening.
You might feel more on edge than usual, angry, helpless or sad. You might notice that you
are more frustrated with others or want to completely avoid any reminders of what is
happening. For those of us who already struggle with our mental wellness, we might feel
more depressed or less motivated to carry out our daily activities. Being mentally healthy
and living well is important to every single one of us – whether we are living with a mental
illness or not. It’s important to note that we are not helpless in light of current news events.
We can always choose our response. “IT IS OKAY, NOT TO BE OKAY”.

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The purpose of this section is to help you deepen your understanding on mental health and
wellbeing, what factors tip the scale of your current wellbeing and how to cope with issues
hammering on your mental health.

MENTAL HEALTH
Mental health includes our emotional, psychological, and social well-being. It affects how we
think, feel, and act. It also helps determine how we handle stress, relate to others, and make
choices. Mental health is important at every stage of life, from childhood and adolescence
through adulthood. Mental health is an integral and essential component of health. The WHO
constitution states: "Health is a state of complete physical, mental and social well-being and
not merely the absence of disease or infirmity." (WHO, 2017). An important implication of
this definition is that mental health is more than just the absence of mental disorders or
disabilities. Mental health is a state of well-being in which an individual realizes his or her
own abilities, can cope with the normal stresses of life, can work productively and is able to
make a contribution to his or her community. Frankish, Boyce and Horton (2018) suggests
that Mental health is used positively to indicate a state of psychological wellbeing, negatively
to indicate its opposite (specifically mental health problems) or indirectly to indicate facilities
used by, or imposed upon, people with mental health problems such as mental health
services.

There are a number of factors in life that can have an impact on our mental health. These
factors can either pose a risk to, or protect, your mental health and wellbeing. Everyone is
different and we all live in varying circumstances. Risk and protective factors are also
different for everyone and change over your lifespan e.g. child, teenager, adult or older
adult.

Mental health is influenced by several biological, psychological, social and environmental

factors which interact in complex ways. These include:

 Structural factors such as safe living environments, employment, education, freedom

from discrimination and violence, and access to economic resources

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 Community factors such as a positive sense of belonging, community connectedness,

activities to highlight and embrace diversity, social support, and participation in
society
 Individual factors such as the ability to manage thoughts and cope with stressors and
having communication and social skills to support connection with others.

Early Warning Signs: Experiencing one or more of the following feelings or behaviours can
be an early warning sign of a problem:

 Eating or sleeping too much or too little

 Pulling away from people and usual activities
 Having low or no energy
 Feeling numb or like nothing matters
 Having unexplained aches and pains
 Feeling helpless or hopeless
 Smoking, drinking, or using drugs more than usual
 Feeling unusually confused, forgetful, on edge, angry, upset, worried, or scared
 Yelling or fighting with family and friends
 Experiencing severe mood swings that cause problems in relationships
 Having persistent thoughts and memories you can't get out of your head
 Hearing voices or believing things that are not true
 Thinking of harming yourself or others
 Inability to perform daily tasks like taking care of your kids or getting to work or school

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Mental Health Break!

Directions: Use the Bingo Card below and “honestly” mark the things you did this week that helped
your mental health. Answer the process questions that follow below.

PROCESS QUESTIONS: (5 points each)

1. Did the activity help you? Please explain.

2. Among the things you marked from the Bingo Card above which was the most helpful thing
for you? And why?

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WELLBEING
Wellbeing model by Mary Jo Kreitzer, RN, PhD, FAAN
Director, Center for Spirituality & Healing

What is Wellbeing?

Do you feel: Content? Energized? Connected? Balanced? Are you able to put the bad days in
perspective and live with a sense of purpose?

If you answered yes, then you are experiencing wellbeing, a state of general contentment
with life and the way things are. In this state we experience balance in body, mind, and spirit
and feel connected to purpose, people, and community.

But many of us aren’t there. Our lifestyle is causing us pain, whether we are tired or stressed
or overweight. We feel disconnected from others or stuck in a routine that hold no meaning.
We are dissatisfied with our daily lives. We live in worry. The good news is that—with
practice, we can enhance our wellbeing and achieve a state of balance and contentment.
We can flourish!

Cultivating wellbeing isn’t difficult- it’s something that you can begin doing immediately!
Begin by developing awareness, being mindful of your decisions and creating an intention or
goal, and putting together a personal plan to take charge of your health and wellbeing.

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Start me up:
Directions: Click on the link provided to assess your current state of well-being, use the
space provided below to copy your results and answer the follow up questions:
[Link]

Results: (5points)

Process Questions: (5points each)

1. Do you agree with the results that you got? Why or Why not?

2. What do you think are the factors that contributed to your results? (Share a little bit
of what you are going through).

3. What are your plans to improve your wellbeing?

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FACTORS AFFECTING WELLBEING

Tips for Your mental health and Wellbeing

It can be so easy for us to take our mental health for granted; to prioritize other things; to
put it off until next week. It can also seem too big and too hard. But it’s not. There are some
things everyone can do. The following are some tips to get you started:

1. Get enough sleep and rest. Sleep affects our physical and mental health, but can be
the first thing we trade in when we get busy or stressed

2. Take time out for things you enjoy. Balance in life is important, so taking time out for
things you enjoy can make a difference to how you think and feel

3. Be active and eat well. Our physical and mental health is closely linked, so adding
exercise and nutritious food every day can make us feel better

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4. Nurture relationships and connect with others. Our connection to others is what builds
us up and keeps us strong

5. Learn to manage stress. If you have trouble winding down or managing thoughts you
may find relaxation, yoga or writing your feelings down helpful

6. Get involved and join in. Being part of a group with common interests provides a
sense of belonging so find out about sporting, music, volunteer or community groups
locally

7. Build your confidence. Learning improves your mental fitness and taking on a new
challenge can build confidence and give you a sense of achievement

8. Be comfortable in your own skin. Everyone is unique and should be celebrated. Know
who you are and what makes you happy.

9. Set realistic goals and deal with tasks one at a time. It is good to be specific when
you set a goal to help keep you on track

10. Reach out for help when you need it. Everyone needs support from time to time.
Talking to a family member, a friend, your doctor or one of the many services
available can make all the difference.

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TRY THIS!
WELLBEING PICTURE ALBUM
Directions:

Attach a picture of someone or something (can be an activity, a memory, an experience or a

place), that relates to the different factors of wellbeing. Use the table provided below and
share the story behind each picture and how do they affect your wellbeing, is it good or bad?
Why? Answer the follow up questions on the next page. (5pts each)

HEALTH PURPOSE

RELATIONSHIPS COMMUNNITY

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SAFETY & SECURITY ENVIRONMENT

PROCESS QUESTIONS:
Directions: Answer the following process questions. (5points each)

1. What did you feel while making this activity?

2. Was the activity helpful in determining factors that affect your mental
health and wellbeing? How? Please explain.

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GOAL SETTING
Many people feel as if they're adrift in the world. They work hard, but they don't seem to get
anywhere worthwhile. Some take a path but eventually get lost along the way. A key reason
that they feel this way is that they haven't spent enough time thinking about what they want
from life, and haven't set themselves formal goals. After all, would you set out on a major
journey with no real idea of your destination? Probably not!

Have you thought about what you want to be doing in five years' time? Are you clear about
what your main objective at work is at the moment? Do you know what you want to have
achieved by the end of today?

If you want to succeed, you may want to set goals. Goal-setting can be theoretically defines
as the process of establishing clear and usable targets, or objectives, for learning (Moeller,
Theiler, & Wu, 2012). Goal setting is a powerful process for thinking about your ideal future,
and for motivating yourself to turn your vision of this future into reality. The process of
setting goals helps you choose where you want to go in life. By knowing precisely what you
want to achieve, you know where you have to concentrate your efforts. You'll also quickly
spot the distractions that can, so easily, lead you astray.

Without goals you lack focus and direction. Goal setting not only allows you to take control of
your life's direction; it also provides you a benchmark for determining whether you are
actually succeeding. Think about it: having a million dollars in the bank is only proof of
success if one of your goals is to amass riches. If your goal is to practice acts of charity, then
keeping the money for yourself is suddenly contrary to how you would define success.

According to [Link] there are (5) Five Golden Rules for Goal Setting.

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The Five Golden Rules

1. Set Goals That Motivate You

When you set goals for yourself, it is important that they motivate you: this means making
sure that they are important to you, and that there is value in achieving them. If you have
little interest in the outcome, or they are irrelevant given the larger picture, then the chances
of you putting in the work to make them happen are slim. Motivation is key to achieving
goals.

Studies by Edwin A. Locke and his colleagues have shown that more specific and ambitious
goals lead to more performance improvement than easy or general goals. The goals should
be specific, time constrained and difficult. Difficult goals should be set ideally at the 90th
percentile of performance assuming that motivation and not ability is limiting attainment of
that level of performance. As long as the person accepts the goal, has the ability to attain it,
and does not have conflicting goals, there is a positive linear relationship between goal
difficulty and task performance.

According to Edwin Locke’s famous quote, “When it is obvious that the goals cannot be
reached, don’t adjust the goals, adjust the action steps.”

Set goals that relate to the high priorities in your life. Without this type of focus, you can end
up with far too many goals, leaving you too little time to devote to each one. Goal
achievement requires commitment, so to maximize the likelihood of success, you need to
feel a sense of urgency and have an "I must do this" attitude. When you don't have this, you
risk putting off what you need to do to make the goal a reality. This in turn leaves you
feeling disappointed and frustrated with yourself, both of which are de-motivating. And you
can end up in a very destructive "I can't do anything or be successful at anything" frame of
mind.

2. Set SMART Goals

Have you heard of SMART goals? Most people in all different fields apply SMART in goal
setting, this is because if they are guided by SMART there is a higher chance or possibility of
it to be achieved. There are many variations of SMART but generally it stands for:

 Specific.

 Measurable.

 Attainable.

 Relevant.

 Time Bound.

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Set Specific Goals

Your goal must be clear and well defined. Vague or generalized goals are unhelpful because
they don't provide sufficient direction. Remember, you need goals to show you the way.
Make it as easy as you can to get where you want to go by defining precisely where you
want to end up.

Set Measurable Goals

Include precise amounts, dates, and so on in your goals so you can measure your degree of
success. If your goal is simply defined as "To reduce expenses" how will you know when you
have been successful? In one month's time if you have a 1 percent reduction or in two years'
time when you have a 10 percent reduction? Without a way to measure your success you
miss out on the celebration that comes with knowing you have actually achieved something.

Set Attainable Goals

Make sure that it's possible to achieve the goals you set. If you set a goal that you have no
hope of achieving, you will only demoralize yourself and erode your confidence.

However, resist the urge to set goals that are too easy. Accomplishing a goal that you didn't
have to work hard for can be anticlimactic at best, and can also make you fear setting future
goals that carry a risk of non-achievement. By setting realistic yet challenging goals, you hit
the balance you need. These are the types of goals that require you to "raise the bar" and
they bring the greatest personal satisfaction.

Set Relevant Goals

Goals should be relevant to the direction you want your life and career to take. By keeping
goals aligned with this, you'll develop the focus you need to get ahead and do what you
want. Set widely scattered and inconsistent goals, and you'll fritter your time – and your life
– away.

Set Time-Bound Goals

Your goals must have a deadline. Again, this means that you know when you can celebrate
success. When you are working on a deadline, your sense of urgency increases and
achievement will come that much quicker.

3. Set Goals in Writing

The physical act of writing down a goal makes it real and tangible. You have no excuse for
forgetting about it. As you write, use the word "will" instead of "would like to" or "might." For
example, "I will reduce my operating expenses by 10 percent this year," not "I would like to
reduce my operating expenses by 10 percent this year." The first goal statement has power
and you can "see" yourself reducing expenses, the second lacks passion and gives you an
excuse if you get sidetracked.

Tip 1:

Frame your goal statement positively. If you want to improve your retention rates say, "I will
hold on to all existing employees for the next quarter" rather than "I will reduce employee
turnover." The first one is motivating; the second one still has a get-out clause "allowing"
you to succeed even if some employees leave.

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Tip 2:

If you use a To-Do List , make yourself a To-Do List template that has your goals at the top
of it. If you use an Action Program , then your goals should be at the top of your Project
Catalog.

Post your goals in visible places to remind yourself every day of what it is you intend to do.
Put them on your walls, desk, computer monitor, bathroom mirror or refrigerator as a
constant reminder.

4. Make an Action Plan

This step is often missed in the process of goal setting. You get so focused on the outcome
that you forget to plan all of the steps that are needed along the way. By writing out the
individual steps, and then crossing each one off as you complete it, you'll realize that you are
making progress towards your ultimate goal. This is especially important if your goal is big
and demanding, or long-term.

5. Stick With It!

Remember, goal setting is an ongoing activity, not just a means to an end. Build in
reminders to keep yourself on track, and make regular time-slots available to review your
goals. Your end destination may remain quite similar over the long term, but the action plan
you set for yourself along the way can change significantly. Make sure the relevance, value,
and necessity remain high.

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TRY THIS!

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Assessment Task No. 11

My Weekly Student
Journal #4
Directions: Write a minimum of 250-word reflective essay on your personal experience on
the implementation of Modular Learning Mode of the University of the Visayas particularly in
your subject Understanding the Self for the First Semester, Academic Year 2020-2021. Write
your journal entry on the space provided below. You may also write your own title. Kindly
refer to the Student Journal Rubric in the succeeding page for you to know and understand
what the instructor’s expectation for the journal entry is and how you will be graded.

____________________________
(Title)

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Weekly Student Journal Rubric

NOTE: This rubric will be rated by your Instructor only!

Exemplary Accomplished Developing Beginning Points

Content 20-16 15-11 10-6 5-1
Journal Journal Journal Journal lacks
demonstrates a demonstrates demonstrates critical thinking.
high degree of some degree of limited critical Superficial
critical thinking in critical thinking thinking in connections are
applying, in applying, applying, made with key
analyzing, and analyzing, analyzing, course concepts
evaluating key and/or and/or and course /20
course concepts evaluating key evaluating key materials,
and theories from course concepts course concepts activities, and/or
readings, and theories and theories assignments
lectures, media, from readings, from readings,
discussions lectures, media, lectures, media,
activities, and/or discussions discussions,
assignments. activities, and/or activities, and/or
assignments. assignments.
Personal 20-16 15-11 10-6 5-1
Growth Demonstrates Demonstrates Demonstrates Personal growth
significant satisfactory less than and awareness are
personal growth personal growth adequate not evident and/or
and awareness of and awareness personal growth demonstrates a
deeper meaning through some and awareness neutral experience
through inferences through few or with negligible
inferences made, made, simplistic personal impact. /20
examples, well examples, inferences
developed insights, and made,
insights, and challenges. examples,
substantial depth insights, and/or
in perceptions challenges that
and challenges. are not well
developed.
Writing 10-8 7-5 4-2 1
Quality Well written and Above average Average and/or Poor writing style
clearly organized writing style and casual writing lacking in standard
using standard logically style that is English, clarity,
English, organized using sometimes language used,
characterized by standard English unclear and/or and/or frequent
elements of a with minor with some errors errors in grammar,
strong writing errors in in grammar, punctuation, /10
style and basically grammar, punctuation, usage, and
free from punctuation, usage, and spelling. Needs
grammar, usage, and spelling work.
punctuation, spelling.
usage, and
spelling errors.
Total Points /50
Rubric adapted from Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 4/2014

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Assessment Task No. 12

MENTAL HEALTH
POSTER
Directions: Create a mental health poster that showcases your thoughts, ideas, perceptions
and or experiences about Mental Health. Refer to the rubric on the next page to know your
teacher’s expectations and how you will be graded.

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PROCESS QUESTIONS:

Answer the following questions using the space provided below, refer to the short answer
rubric to know the criteria for grading.

1. How does your poster make you feel? Explain.

2. What message do you want your audience to understand when they see your poster?

3. What realizations came in to mind, while making or doing this activity?

RATING
VERY GOOD (10-8) GOOD (7-4) NEEDS IMPROVEMENT
It provides sufficient answer It provides somehow (3-1)
including a specific example sufficient answer including a It provides insufficient answer
with 1 grammatical error. general example with less with no example given and
grammatical errors. with grammatical errors.
Q1

Q2
Q3

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Mental Health Poster

NOTE: This rubric will be rated by your Instructor only!

Excellent Good Fair Poor Points

Graphics 20-16 15-11 10-6 5-1

Several graphics Graphics were Some Graphics were

used on the poster related to the Graphics not related and
reflect an topic and it were not so art work did
exceptional degree reflects student related to the not showcase
of student creativity. But topic and any relevance
creativity and not so lacks in to the topic,
attention to detail. sophisticated in details. but a little
All graphics were details. effort was
relevant and there.
related to the
topic. /20

Content 20-16 15-11 10-6 5-1

Expresses genuine Insight and Some depth Lack content

reflection and Depth of content of content understanding.
depth of content understanding is understandin /20
understanding. evident. g is evident.

Attractive 10-8 7-5 4-2 1

ness
The poster is The poster is The poster is The poster is
exceptionally attractive in acceptably distractingly
attractive in terms terms of design, attractive messy or very
of design, layout, layout and though it poorly
and neatness. neatness. may be a bit designed.
messy. /10

Total Points

/50

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Assessment Task No. 13

DREAM BOARD
Directions: For your final output create a Dream Board. A dream board or otherwise known
as a Vision board is a collage of images from newspapers, magazines, comics, and etc.
reflecting your goals for the near future. In your case create a dream board which reflects
who you will be or how you want to be after 10 years from now. You can go all out and be
creative! Use a 1/8 illustration board or a Long folder as the base for this final output. Refer
to the Dream Board Rubrics to know your teacher’s expectation of your output and how it
will be graded.

DREAM BOARD RUBRIC

Note: This Rubric will be rated by your Instructor only.
Excellent Good Fair Poor Point
Content 40-35 34-25 24-11 10-1
Contains Contains Contains Goals are
required goals and unclear goals missing,
visions, visions, and visions, vision is not
represented represented pictures and represented
clearly in words in pictures words do not . Pictures
and pictures, and words clearly and words
with a lot of with thought represent a do not
thought put into put into the vision, little represent
the goals and goals and thought put goals or
visions visions into goals and vision.
visions /40
Creativity and Student used Student uses Student only Student
Display of color, a variety of has a few only has a
Vision magazine/intern pictures that pictures few pictures
et clippings, relate to their and/or drew and/or drew
and used their passions and pictures to pictures to
imagination to goals. receive a receive a
create their minimal minimal
collage to the grade. grade.
best of their Unrelated to Unrelated to
ability. their goals. their goals. /40
Words/Quotes 20-16 15-11 10-6 5-1
that inspire you Student has 8 Student has 5 Student has 4 Student
or more to 7 words/phrase only has 1
words/phrases words/phrase s that or 2 words/
that represent s that represent phrases that
them represent them represent
them them
/20
TOTAL POINTS /100

References
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Ayers, M. (n.d.). John Locke (1632-1704). In Routledge Encyclopedia of Philosophy.

Benson, N., Ginsburg, J., Grand, V., Lazyan, M., & Weeks, M. (2012). The psychology book: Big
ideas simply explained. Gabal.
Blaisdell, A. (2009). A Biological Definition of Self Psychology. Principles of Gestalt psychology.
[Link]
Brawner, D., 2018. Understanding The Self. South Triangle, Q.C.: C & E Publishing, Inc.
Chafee, J. (2013) Who are you? Consciousness, Identity and the Self. In the Philosopher’s way:
Thinking Critically about profound ideas. Pearson 106-169.
Crisp, R.J., & Turner, R.N. (2014). Psychological Perspectives on the Self and Identity. Essential
Social Psychology. School of psychology, University of Sussex.
Erikson, E. (1968). Identity, youth, and crisis. New York:[Link] Company.
Ghallager, S. (2000). Philosophical conceptions of the Self: implications for cognitive science.
Trends in Cognitive Sciences, pp.14-21.
Gonzales, F.J. (2012). Socrates on philosophy and politics: Ancient and contemporary
interpretations. Ideas Y Valores, 61(149), 103-123.
Locke, E. (2002). Setting Goals for life and Happiness. In Snyder & Lopez (eds.) Handbook of
Positive Psychology. Oxford University Press. 299-312
Macayan, J., Pinugu, J. and Castillo, C., 2018. Understanding The Self. Quezon City: C & E
Publishing, Inc.
Mahdi, M. (Ed.). (1962). Philosophy of Plato and Aristotle. Cornell University Press.
Maslow, A. H. (1970). Motivation and personality (rev. ed). New York: Harper & Row.
McCrae, R. R., & Costa, P. T., Jr. (1988). Age, personality, and the spontaneous self-concept.
Journal of Gerontology, 43, S177-S185.
Neff, K. D., & Faso, D. J. (2015). Self-compassion and well-being in parents of children with
autism. Mindfulness, 6(4), 938-947.
Orsborne, A., & Singh, S. S. (2012). The Psychology Book: Big Ideas Simply Explained.
Page, R. C., & Berkow, D. N. (1991). Concepts of the self: Western and Eastern
perspectives. Journal of Multicultural Counseling and Development.
Plotnik, R. and Kouyoumdjian, H., 2013. Introduction To Psychology, International Edition.
Andover, UK: CENGAGE [Link].
Plotnik, R., Kouyoumdjian, H., Enos, M. and Thissen, J., 2011. Introduction To Psychology.
Australia:
Singh (n.d). The concept of Physical self in psychology. Retrieved August 2017 from [Link]-
[Link]/[Link].
Stevens, R., 2004. Understanding The Self. London: SAGE Publications in association with the
Open University.
Tomley, S., Hobbs, M., Todd, M., & Weeks, M. (2015). The Sociology Book: Big Ideas Simply
Explained. Penguin.
Woodworth, R. S. (1948). Contemporary schools of psychology (2nd ed.). New York: Ronald
Press
Wundt, W., 2013. Introduction To Psychology. Read Books Ltd.
Zhao, S. (2005). The Digital Self: Through the Looking Glass of Telecopresent Others. Symbolic
interaction, 28(3), 387-405.

INTERNET SOURCES:
Physical Self:
[Link]
[Link]

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Goal Setting:
[Link]
[Link]

Psychological Perspective:
[Link]
[Link]

Spiritual Self:
[Link]
[Link]

Mental Health:
[Link]
[Link]
[Link]
[Link]

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GRADE SHEET

LESSON 1: Understanding the SELF

Page Activity Total Score Student’s Raw
Score
08 Let’s get to know you Activity 20 pts
13 Magnifying Lens Exercise 20 pts
16 Try this! Activity 25 pts
19 A1: Weekly student journal #1 50 pts
21 A2: Theories, concepts and principles of 20 pts
the Self
23 A3: A portrait of Myself 50 pts
LESSON 2: The Self from Various Perspectives
Page Activity Total Score Student’s Raw
Score
31 Extra Reading Question 5 pts
41 Magnifying Lens Exercise 20 pts
45 A4: Weekly Student Journal #2 50 pts
47 A5: The Philosophical Perspective 40 pts
49 A6: Psychological Perspective 30 pts
51 A7: Mind map 50 pts
LESSON 3: Unpacking the Self
Page Activity Total Score Student’s Raw
Score
55 Try this! Activity 20 pts
56 Magnifying Lens Exercise 40 pts
62 Start me up Practice 10 pts
64 Magnifying Lens Exercise 10 pts
67 Magnifying Lens Exercise 5 pts
68 A8: Weekly Student Journal #3 50 pts
70 A9: The Socio-Digital Self 90 pts
73 A10: Unpacking the Self, concepts, 15 pts
theories and principles
LESSON 4: MANAGING AND TAKING CARE OF THE SELF
Page Activity Total Score Student’s Raw
Score
78 Mental Health Break 10 pts
80 Start me up! 20 pts
83 Magnifying Lens: Wellbeing Picture 40 pts
Album
88 Try this! Activity 10 pts
89 A11: Weekly student Journal #4 50 pts
91 A12: Mental Health Poster 80 pts
94 A13: Dream Board 100 pts
TOTAL 880 pts

This will only serve as a guide for teachers and should only be filled in by the teacher of the subject.

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APPENDIX A

WHAT IS THE SELF?

By Dr. Paul Thagard (2014)

Philosophers, psychologists, and ordinary people are all interested in one pressing question:
Who are you?
The traditional philosophical answer, found in the writings of Plato, Kant, and many religious
thinkers, is that the self is an immortal soul that transcends the physical being. However,
some philosophers who don't subscribe to this metaphysical view have swung in the other
direction and rejected the idea of the self altogether. David Hume, for instance, said that the
self is nothing more than a bundle of perceptions, and Daniel Dennett dismissed the self as
merely a “center of negative gravity."
In contrast, many psychologists have taken the self very seriously, and discussed at length a
huge number of important phenomena surrounding it—including self-identity, self-
esteem, self-regulation, and self-improvement. Is it possible to have a psychologically
interesting view of the self that is also consistent with the scientific understanding of minds
and brains?
In a new article, I argue that the self is a complex system operating at four different levels.
To explain more than 80 phenomena about the self, we need to look at several mechanisms
(interacting parts) working in tandem: molecular, neural, psychological, and social.
Most familiar is the psychological level, where we can talk about self-concepts that people
apply to themselves—for example, thinking of themselves as being extroverted or
introverted, conscientious or irresponsible, and the like. Self-concepts also include other
dimensions such as gender, ethnicity, and nationality.
The psychological level is important, but a deeper understanding requires us to also
consider both the neural and the molecular levels. At the neural level, we can think of
each of these psychological concepts as patterns of firing occurring within groups of
neurons. A sufficiently complex account of neural representations can explain how it is that
people apply concepts to themselves and others and also use them for explanatory
purposes. We use concepts not only to categorize people but also to explain their
behaviors—for example, saying that someone did not go to a party (behavior) because they
are an introvert (category).
Moving down another level, we can look at the relevance of molecular mechanisms to
understand what makes people who they are. Personality and physical makeup are affected
by genetics as well as epigenetics, or changes to inherited genes that are mediated by
chemical attachments that can go back one or more generations. Evidence is mounting that
both epigenetics and genetics are important for explaining various aspects of personality
and mental illness.

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Finally, at the molecular level, understanding why people are who they are requires looking
at ways in which neural operations depend on molecular processes, such as the operations
of neurotransmitters and hormones.
My new account of the self might sound ruthlessly reductionist, captured by some inane
slogan like “you are your genes.” But in keeping with much contemporary work in social
psychology, I think it's also important to appreciate the role of social mechanisms in making
you who you are. Your self-concepts and behaviors all depend, in part, on the interactions
you have with other people, including the ones who influence you and the ones from whom
you want to differentiate yourself.
Experiments in social psychology have established that behavior depends not only on
innate and learned factors, but also on situations—including people's expectations about
what other people are going to do. Therefore, we need to understand selves as operating at
a social level, in addition to psychological, neural, and molecular levels. As Hazel Rose
Marcus says, "You can’t be a self by yourself."
Hence, the self is a multilevel system—not simply reducible to genes or neurons—that
emerges from multifaceted interactions of mechanisms operating at neural, psychological,
and social levels. Hume was right to note that we cannot directly observe the self, but he
was wrong in supposing that reality has to be directly observable.
The self is a theoretical entity that can be hypothesized in order to explain a huge array of
important psychological phenomena. The self is very different from the atomic,
transcendental, perfectly autonomous self assumed by dualist philosophers, but it is far
richer and more explanatory than the skeptical view of philosophers who want to dispose of
the self altogether. The self does exist—but as a highly complex, multilevel system of
interacting mechanisms.

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APPEDIX B:

The Looking-Glass Self: Our Sense

of Self is influenced by Others’
Views of Us
The concept of the looking-glass self, states that part of how we see ourselves comes from
our perception of how others see us (Cooley, 1902). We might feel that we have a great
sense of humor, for example, because others have told us, and often laugh (apparently
sincerely) at our jokes. Many studies have supported a basic prediction derived from the
notion of the looking-glass self, namely that our self-concepts are often quite similar to the
views that others have of us (Beer, Watson, & McDade-Montez, 2013). This may be
particularly so with people from our own families and culture. Perkins, Wiley, and Deaux
(2014), for example, found that, in the United States, how members of ethnic minority
groups believed other members of the same culture perceived them significantly correlated
with their self-esteem scores. In contrast, their perceived appraisal of European Americans
toward them was only weakly related to their self-esteem.
This evidence is merely correlational, though, so we cannot be sure which way the influence
is working. Maybe we develop our self-concept quite independently of others, and they then
base their views of us on how we see ourselves. The work of Mark Baldwin and colleagues
has been particularly important in demonstrating that how we think we are being perceived
by others really can affect how we see ourselves.
For example, Baldwin and Holmes (1987) conducted two experiments to test the hypothesis
that our self-concepts derive partly from the way we imagine that we would be perceived by
significant others. In the first study, 40 women were instructed to visualize the faces of
either two acquaintances or two older members of their own family. Later they were asked
to rate their perceived enjoyableness of a piece of fiction with sexual content, and they
typically responded in keeping with the responses they perceived the people they had
visualized would have had. This effect was more pronounced when they sat in front of a
mirror (remember the earlier discussion of self-awareness theory). In the second study, 60
men were exposed to a situation involving failure, and their self-evaluations to this setback
were then measured. As with the women’s study, the men’s self-evaluations matched those
they perceived that the people they were asked to visualize would have made, particularly
when they were more self-aware. At least some of the time, then, we end up evaluating
ourselves as we imagine others would. Of course, it can work both ways, too. Over time, the
people around us may come to accept the self-concept that we present to others (Yeung &
Martin, 2003).

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Sometimes, the influence of other people’s appraisals of ourselves on our self-concept may
be so strong that we end up internalizing them. For example, we are often labeled in
particular ways by others, perhaps informally in terms of our ethnic background, or more
formally in terms of a physical or psychological diagnosis. The labeling bias occurs when we
are labeled, and others’ views and expectations of us are affected by that labeling (Fox &
Stinnett, 1996). For example, if a teacher knows that a child has been diagnosed with a
particular psychological disorder, that teacher may have different expectations and
explanations of the child’s behavior than he or she would if not aware of that label. Where
things get really interesting for our present discussion is when those expectations start to
become self-fulfilling prophecies, and our self-concept and even our behavior start to align
with them. For example, when children are labeled in special education contexts, these
labels can then impact their self-esteem (Taylor, Hume, & Welsh, 2010).
If we are repeatedly labeled and evaluated by others, then self-labeling may occur, which
happens when we adopt others’ labels explicitly into our self-concept. The effects of this
self-labeling on our self-esteem appear to depend very much on the nature of the labels.
Labels used in relation to diagnosis of psychological disorders can be detrimental to people
whom then internalize them. For example, Moses (2009) found that adolescents who self-
labeled according to diagnoses they had received were found to have higher levels of self-
stigma in their self-concepts compared with those who described their challenges in non-
pathological terms. In these types of situation, those who self-label may come to
experience internalized prejudice, which occurs when individuals turn prejudice directed
toward them by others onto themselves. Internalized prejudice has been found to predict
more negative self-concept and poorer psychological adjustment in members of various
groups, including sexual minorities (Carter, 2012) and racial minorities (Szymanski & Obiri,
2011).
In other cases, labels used by wider society to describe people negatively can be positively
reclaimed by those being labeled. Galinsky and colleagues (2013) explored this use of self-
labeling by members of oppressed groups to reclaim derogatory terms, including “queer”
and “bitch,” used by dominant groups. After self-labeling, minority group
members evaluated these terms less negatively, reported feeling more powerful, and were
also perceived by observers as more powerful. Overall, these results indicate that
individuals who incorporate a formerly negative label into their self-concept in order to
reclaim it can sometimes undermine the stigma attached to the label.

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