Republic of the Philippines
CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes
G
E
C
1
PAGE 2
UNDERSTANDING
THE SELF
DISCLAIMER
This learning material is used in compliance with the flexible teaching-learning approach espoused by
CHED in response to the pandemic that has globally affected educational institutions. Authors and
publishers of the contents are well acknowledged. As such the college and its faculty do not claim
ownership of all sourced information. This learning material will solely be used for instructional
purposes not for commercialization.
CatSU College of Arts and Sciences
PAGE 3
FACULTY PROFILE
ELEANOR G. OSIDO
Assistant Professor II
Address: Rawis, Virac, Catanduanes
Contact Number: 0947865640
Email Address: eleanorgosido@[Link]
OMARTHONY B. LLAVE
Instructor I
Address: Cabcab, San Andres, Catanduanes
Contact Number: 09473059277
Email Address: tony.llave82@[Link]
KRISTINE BABIE M. REYES
Instructor I
Address: Calatagan, Virac Catanduanes
Contact Number: 09082292459
Email Address: kristinebabiereyes@[Link]
FLORYMAE L. EUBRA
Instructor I
Address: Del Sur, Pandan, Catanduanes
Contact Number: 09493009652
Email Address: mhie06@[Link]
ROSE ANN M. ARCILLA
Instructor I
Address: Calatagan Tibang, Virac, Catanduanes
Contact Number: 09301945250
PAGE 4
Email Address: lantis_ben@[Link]
OVERVIEW OF THE MODULE
This learning material is designed for the course GEC 1. The purpose of this module is to provide you
with basic and fundamental ideas and significant understanding of the different concepts in
Psychology.
For you to be able to acquire significant understanding of the course concepts, the content of this
course is divided into several modules for you to learn even at your own pace. For the midterm period,
the modules are:
Module 1 – THE SELF FROM VARIOUS PERSPECTIVES
Module 2 – THE SELF IN THE ADOLESCENCE STAGE
Module 3 – THE SELF IN THE SOCIAL SETTING
Module 1 provides information about knowing one’s self. In this module you will be able to learn how
selves is seen in different perspectives. It will also tackle different aspect and relations of humanity
which is an important aspect in every well-being.
Module 2 is all about the different representations of the self. This module dealt with the physical
aspect primarily an adolescent's brain and sexuality. It also tackles the importance of each milestones
or developmental tasks on the maturity during adolescence as well as the essence of material and
digital self.
Module 3 presents a discussion of the self in different social set ups. Specifically Bio ecological
Systems, individualism and collectivism, Looking Glass Self, Joharis window of the self.
For the final coverage, the modules are:
Module 4 – THE SELF IN THE LEARNING PROCESS
Module 5 – THE SELF IN THE EMOTIONAL EXPERIENCE
Module 6 – THE SELF IN THE SUCCESS AND HAPPINESS
Module 7 – THE SELF IN FACING CHALLENGES
Module 4 discusses about learning; its basic elements and theories. You will gain information on the
various stages of memory and certain techniques to improve memory. This module furthermore
represents the nature of intelligence and its theories.
PAGE 5
Module 5 examines the process of emotional development, the significance of emotional regulation
and the common emotion regulation strategies.
Module 6 focuses on an individual's personality domains, types and determinants. This module also
concentrates with Big Five Personality Factors, Dweck's Core Attitudes, Duckworth's Grit and
Success, Seligman's Positive Psychology and Harvard's Life Satisfaction associating with
adolescents' view of success and happiness.
Module 7 follows on how the selves face challenges. This final unit of the module include types of
stress and how to manage it.
The module is self-instructional. You can read, analyze concepts and ideas presented and reflect on
them. To facilitate easy understanding of the course, each module consists of:
Overview that provides you with a general information on the module content;
Key terms that you need to know to understand the lessons;
Module outline/map for you to see the sequence of lessons covered by the module
Read me section/discussion of the different lessons consisting the module;
Exercises for every end of the lessons;
Synthesis to conclude or generalize the main ideas presented;
References which contains the list of all sources used in developing the module.
Your answers on Exercises should be written on a long coupon bond attached on a colored folder
(portfolio). You may submit it through email or messenger.
PAGE 6
BRIEF CONTENTS
UNIT 1 THE SELF IN DIFFERENT PERSPECTIVE
TOOL NO.1 Rationalism and Empiricism
TOOL NO.2 Mentalism, Behaviorism, and Humanism
TOOL NO.3 Nature and Nurture
TOOL NO.4 The 3 Domains of Human Development
UNIT 2 THE SELF IN THE ADOLESCENT STAGE
TOOL NO.1 The Physical Aspects of the Self
TOOL NO.2 The Sexual Aspects of the Self
TOOL NO.3 Developmental Tasks of Adolescence
TOOL NO.4 Material Self and Digital Self
UNIT 3 THE SELF IN THE SOCIAL SETTING
TOOL NO.1 Bronfenbrenner’s Bio-ecological Systems
TOOL NO.2 Individualism and Collectivism
TOOL NO.3 Cooley’s The Looking Glass Self
TOOL NO.4 Johari’s Window of the Self
UNIT 4 SELF IN THE LEARNING PROCESS
TOOL NO.1 Learning, Memory and Intelligence
TOOL NO.2 Bandura’s Social Learning Theory
TOOL NO.3 Gardner’s Multiple Intelligence
PAGE 7
UNIT 5 THE SELF IN THE EMOTIONAL
EXPERIENCES
TOOL NO.1 Emotions and Emotional Regulations
TOOL NO.2 Emotional Intelligence
UNIT 6 THE SELF IN THE SUCCESS AND
HAPINESS
TOOL NO.1 Personality
TOOL NO.2 Dweck’s Core Attitudes
TOOL NO.3 Duckworth’s Grit and Success
TOOL NO.4 Seligman’s Positive Psychology
TOOL NO.5 Harvard’s Study on Life Satisfaction
UNIT 7 THE SELF IN FACING CHALLENGES
TOOL NO.1 Managing Stress
TOOL NO.2 Self-efficacy and Social Support
PAGE 8
Tools in Understanding the Se
for filipino college students
Psychology- is the science of human behavior and mental processes.
| Social Sciences Department | June 10, 2020
PAGE 9
Orientation
College is a journey. To some of you, a small happy journey is called a “road trip” or a
“joyride”. Before we ride our bikes or cars, we make sure that our vehicle can last the long road and
that our driving skills will keep us safe on the road. Just like a joyride, college life requires you to have
the right positioning or orientation about your trip even as you are yet to discover the exciting things
along the way. Let us take a 360-roadtrip in the world of college, a joyride for your future.
As a college student, you must know that entering the university means choosing a course
which will train you to master the knowledge and the skills required to realize your professional
dreams and lifelong plans. While there are various courses and subjects taught in the university,
remember that the approaches of education in dealing with knowledge and skills can be categorized
into four major disciplines. When we say discipline, that means a teaching by which a student or a
follower live by; as in disciples which means followers. You, as a student of the university, shall follow
the instructions of the school and the teachings of your course in order to master the tasks of your
industry. If you are an engineering student, for example, you shall live by the skills and standards you
learn from the science of engineering in order to be recognized and registered as a professional
engineer.
Most often, having a discipline means an adherence to the teachings as a way of life.
The Disciplines of Knowledge in Education
Let us understand now which discipline your chosen course belongs to. The four major
disciplines of knowledge are Arts, Religion, Philosophy, and Science. All these disciplines are “bodies
of knowledge” or organized collection and presentation of information. They have their own principles
and approaches in dealing with knowledge and reality.
Arts is an expression of human experiences projected or told in creative ways like painting,
sculpture, architecture, designs, acting, dance act, storytelling, etc. It requires from its students the
skills in what the human body and intellect can do to express or immortalize the human spirit and
imagination. The purpose of artistic expression is to show an idea or experience in a way that is
unique, pleasing, and appreciable to oneself or to other people. Literature, Fine Arts, Interior Design,
and Creative Writing are examples of Arts courses in college.
Philosophy literally means love of wisdom. Based from observation and speculation about
things and events, philosophers were able to explain human experiences and beliefs with the use of
reason. To them, the knowledge of reality is validated by our innate ability to grasp the truth.
(Although not anymore under Philosophy and now an independent discipline, Mathematics or our
mathematical ability is one of the functions of reason that is abstract—a reality that is purely
intellectual and immaterial.) Logic and Ethics are some of the subjects in college that are under the
discipline of Philosophy.
Religion is the human attempt to reconnect to the divine or the Creator. It uses faith, or a
strong belief that is supported by reason, in grasping the idea of the unseen power. (Religious
subjects are taught in some private and sectarian schools. Public schools and State Universities and
Colleges (SUCs) are legally bound by the principle of the Separation of Church and State contained in
the 1987 Constitution of the Philippines so they do not offer religious courses.)
Science is the systematized body of knowledge based on observation and
experimentation. It is the discipline that separated from Philosophy and Religion in order to establish
a definite understanding of reality based on experience acquired and verified by the human
senses. A student of Science must be able to explain or prove the reality of a matter or an event
PAGE 10
based on observable evidences and from the scientific laws already established in the field of
Science.
As a discipline, Science aims to describe, explain, predict, and modify the matters and
events of the universe, living or non-living, in promoting progress. It uses the Scientific Method as
the only process of investigating matters and phenomena (natural or social events). Most courses in
college belong to Science like engineering, nursing, biology, technical-vocational or technological
courses, economics, political science, etc.
For this particular subject, Understanding the Self, using the book “Tools in Understanding the
Self”, our approach will mostly use the discipline of Science and some teachings from Arts and
Philosophy in enriching your knowledge of your “Self” and, therefore, in developing yourself into the
person you want to be.
Tools in Understanding the Self
The topics in this book are designed according to the developmental characteristics of late
adolescence, or the college age. They are presented in an order that will help you discover your
“Self”. We start by understanding the concept of the “Self” and then delve into the basic knowledge of
the characteristic traits of adolescence, or what you are today, and later we advance to learning the
skills in improving or “reinventing” yourself.
Our main objective is to know our strengths and weaknesses, and to find opportunities to
learn from them and improve. Simply put, you must aim to have a more effective control of your
thoughts, emotions, and actions to bring yourself into a personal transformation leading to success,
happiness, and wholeness.
Here in this book, we emphasize the importance of tools. When what the human body can do
reached its limits, we humans invented tools. Unable to see the tiniest living organism, Leeuwenhoek
created his own microscope and discovered bacteria. Unable to see the farthest object, Galileo used
the telescope to explore the stellar and planetary movements of the universe.
In this book, each module is labeled as a tool so that we remember that what we learn from
each module must be utilized or applied in real life. You may be the best surgeon in town, but without
your medical tools, you can do nothing. You may be a good sculptor, but without your hammer and
chisel, you can do nothing.
What are the intellectual tools we need in order to understand and change our lives?
Remember, tools are extensions of our capabilities and, in life, we have to use tools to make things
work.
PAGE 11
Unit The Self in the Emotional
5
Experiences
_______________________________________________
Module Overview:
The most fundamental emotions, known as the basic emotions, are those of anger, disgust,
fear, happiness, sadness, and surprise. The basic emotions have a long history in human evolution,
and they have developed in large part to help us make rapid judgments about stimuli and to quickly
guide appropriate behaviour (LeDoux, 2000). The basic emotions are determined in large part by one
of the oldest parts of our brain, the limbic system, including the amygdala, the hypothalamus, and the
thalamus. Because they are primarily evolutionarily determined, the basic emotions are experienced
and displayed in much the same way across cultures (Ekman, 1992; Elfenbein & Ambady, 2002;
Fridland, Ekman, & Oster, 1987), and people are quite accurate at judging the facial expressions of
people from different cultures.
This unit focuses on the ways in which the human ability to self-reflect affects emotional
experience. As we have shown, possessing a self allows people to experience emotions from
imagining self-relevant events, to react to representations of themselves in their own minds, to think
about the causes of emotion-eliciting events and their reactions to them, to respond to how they are
perceived by other people, and to regulate their emotional experiences. It also covers discussions on
emotional intelligence and emotional regulation.
Intended Learning Outcomes
_
At the end of this unit, the students must be able to:
_ o Describe and explain their emotional development as adolescents;
_
_ _
o Examine specific mechanisms of emotional expression and regulation; and
_ _
_ o Identify appropriate situations in which emotional regulation should be practiced. _
_ _
_____________________________________________________
PAGE 12
Module Map:
SELF
DEFINITION OF KEY TERMS
EMOTION- a natural instinctive state of mind deriving from one’s circumstances, mood or
relationships with others.
EMOTIONAL REGULATION- is the ability to respond to the ongoing demands of experience with the
range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous
reaction as well as the ability to delay spontaneous reactions as needed.
LIMBIC SYSTEM- a complex system of nerves and networks in the brain, involving several areas
near the edge of the cortex concerned with instinct and mood.
STIMULI/STIMULUS- a thing or event that evokes a specific functional reaction in an organ or tissue.
AMYGLADA- region of the brain primarily associated with emotional processes.
HYPOTHALAMUS- is a portion of the brain which contains a number of small nuclei with a variety of
functions.
THALAMUS- either of two masses of gray matter lying between the cerebral hemispheres on either
side of the third ventricle, relaying sensory information and acting as a center for pain perception.
COGNITIVE APPRAISAL- is the subjective interpretation made by an individual to stimuli in the
environment. It is a component in a variety of theories relating to stress, mental health, coping and
emotion.
ADOLESCENCE- the period following the onset of puberty during which a young person develops
from a child into an adult.
BEHAVIOR- the way in which one acts or conducts oneself, especially toward others.
PAGE 13
RUMINATION- a deep or considered thought about something.
EMOTIONAL INTELLEGENCE- the capacity to be aware of, control, and express one’s emotions,
and to handle interpersonal relationships judiciously and empathetically
TOOL NO. 1: Emotions and Emotional Regulation
ALL OF US FEEL AND EXPERIENCE EMOTIONS – negative and positive – each and every
day. Emotions are a normal part of our everyday lives. Everyone experiences them. For some
though, feeling these emotions can seem overwhelming, like an out-of-control roller coaster. It is
common for one or more strong emotions to occur before an individual engages in self-injury. These
often include: guilt, sadness, feeling overwhelmed or frustrated, anger, self-blame, and low self-worth.
This feeling of being overwhelmed emotionally can lead to a deep need to do something that will stop
the intensity. Self-injury can serve as a short-term fix to stop the overwhelming-ness of the feeling – at
least for a little while. The purpose of our conversation here is to discuss how to help ourselves – and
others – with managing or regulating strong emotions when they feel overwhelming.
Not all of our emotions come from the old parts of our brain; we also interpret our experiences
to create a more complex array of emotional experiences. As we discussed on Unit 2 with the topic
about Brain Processing Emotions, for instance, the amygdala may sense fear when it senses that the
body is falling, but that fear may be interpreted completely differently (perhaps even as excitement)
when we are falling on a roller-coaster ride than when we are falling from the sky in an airplane that
has lost power. The cognitive interpretations that accompany emotions — known as cognitive
appraisal — allow us to experience a much larger and more complex set of secondary emotions, as
shown in Figure “The Secondary Emotions.” Although they are in large part cognitive, our experiences
of the secondary emotions are determined in part by arousal (on the vertical axis of Figure, “The
Secondary Emotions”) and in part by their valence — that is, whether they are pleasant or unpleasant
feelings (on the horizontal axis of Figure, “The Secondary Emotions”).
When you succeed in reaching an important goal, you might spend some time enjoying your
secondary emotions, perhaps the experience of joy, satisfaction, and contentment. But when your
close friend wins a prize that you thought you had deserved, you might also experience a variety of
secondary emotions (in this case, the negative ones) — for instance, feeling angry, sad, resentful, and
PAGE 14
ashamed. You might mull over the event for weeks or even months, experiencing these negative
emotions each time you think about it (Martin & Tesser, 2006).
The distinction between the primary and the secondary emotions is paralleled by two brain
pathways: a fast pathway and a slow pathway (Damasio, 2000; LeDoux, 2000; Ochsner, Bunge,
Gross, & Gabrieli, 2002). The thalamus acts as the major gatekeeper in this process. Our response
to the basic emotion of fear, for instance, is primarily determined by the fast pathway through the
limbic system. When a car pulls out in front of us on the highway, the thalamus activates and sends
an immediate message to the amygdala. We quickly move our foot to the brake pedal. Secondary
emotions are more determined by the slow pathway through the frontal lobes in the cortex. When we
stew in jealousy over the loss of a partner to a rival or recollect our win in the big tennis match, the
process is more complex. Information moves from the thalamus to the frontal lobes for cognitive
analysis and integration, and then from there to the amygdala. We experience the arousal of emotion,
but it is accompanied by a more complex cognitive appraisal, producing more refined emotions and
behavioural responses.
Emotional Regulation
Adolescence is considered a turbulent time of development due to the biological,
psychological, and social changes that adolescents experience and encounter. Part of the reason why
this is a crucial point of development is the emotional issues that teenagers are confronted with. In the
midst of exploring their self and identity, adolescents begin to develop values, cognitions, and engage
in risk-taking behavior that have both positive and negative consequences, which is underlined by
fluctuating, rapidly changing emotions. The same can be attributed to the millennial generation, who
are known to be inquisitive, active in learning, egocentric, and dislike delay of gratification. It is
important that at this stage, adolescents begin to curb their impulsivity, develop emotional efficacy,
and ultimately, acquire emotional maturity. This will enable them to make viable future plans and long-
term goals.
Meta-analytic Research has outlined ten (10) common strategies employed in emotional
regulation, namely, rumination, distraction, acceptance, problem solving, behavioral avoidance,
experiential avoidance, expressive suppression, reappraisal, mindfulness, and worry. However,
employing these strategies are dependent on a number of factors, including person characteristics,
external stimuli, specific emotional regulation goals, nature of the emotion to be regulated, long-term
goals, and available cognitive resources. Thus, emotional regulation varies from person to person,
from context to context.
However, there are common characteristics shared by individual who have achieved
emotional maturity and efficacy. These individual manifest the following qualities that enable effective
emotional regulation:
1. Self-control. Managing disruptive impulses.
2. Trustworthiness. Maintaining standards of honesty and integrity.
3. Conscientiousness. Taking responsibility for one’s performance.
4. Adaptability. Handling change with flexibility.
5. Innovation. Being open to new ideas.
6. Empathy. Understanding other people and putting yourself in their shoes.
In a cultural aspect, emotional regulation is defined as “all the processes that help to attain
culturally appropriate or functional emotional experiences”. This definition underlies the importance of
PAGE 15
culture in our emotional behavior. We need to contextualize how we manage our emotions in an
appropriate manner; we need to adopt strategies that would fit the cultural context we live in. In the
Asian context, emotional regulation is influenced by “culturally valued relationship frameworks”. This
will ensure our social competence in a variety of situations; within our homes, our school
environments, and society at large.
How do we develop emotional regulation abilities? We learn to regulate emotions primarily
through observational learning, and social referencing, particularly on the basis of family.
Examples of Common Emotion Regulation Strategies:
HEALTHY UNHEALTHY
Talking with friends Abusing alcohol or other
Exercising substances
Writing in a journal Self-Injury
Meditation Avoiding or withdrawing from
Therapy difficult situations
Taking care of self when Physical or verbal aggression
physically ill Excessive social media use, to
Getting adequate sleep the exclusion of other
Paying attention to negative responsibilities
thoughts that occur before or
after strong emotions
Noticing when you need a
break – and taking it!
Do women and men differ in their ability to regulate their emotions?
Some research suggests that men and women experience emotions differently, which
may ultimately lead to different reasons for self-injury. Women in general report experiencing
both positive and negative emotions more intensely than men, which might explain why
females report greater difficulties with emotion regulation skills compared to males (Robinson
et al., 2014). Also, females tend to report more depressive symptoms, and have more
difficulty controlling ruminating behaviors (e.g., thinking over and over again about something)
than males. Compared to males who self-injure, females who self-injure repetitively think
about negative thoughts, and have difficulty thinking in healthy ways (Macklem, 2008).
It is interesting to note that “rumination” is conceptualized on a continuum –
rumination at one end, and reflection at the other end. With reflection, thoughts are
considered over and over and effectively used to gain insight or to make change. The upside
of the tendency to be more emotionally inclined is that while women are more prone than men
to rumination, women are also more prone to reflection, meaning they are more likely to
understand and deal with emotions in effective ways. Although men and women experience
the same emotions, they may have different internal experiences of the intensity and different
ways of regulating and expressing them. One source of this difference may be due to
socialization, cultural norms, and learned behaviors. Men in many cultures are taught that
they have to be tough, and not to express their emotions, while women learn that it is ok to
talk about their feelings and express themselves.
PAGE 16
The adolescent years may be particularly precarious. Men and women also
experience different emotions at different times in their lives, specifically during adolescent
years. Adolescence itself is often a difficult time, and emotion regulation during adolescence
is even more difficult than it is at other times in life. Internal distress and sensitivity may be
difficult for some females to cope with, and they may choose to cope by self-injuring, abusing
alcohol or other substances, or other unhealthy strategies. Adolescent females seem to
experience more interpersonal stress than males. Specifically, females tend to report more
stress relating to friends, while males tend to report more stress related to school (Hilt et al.,
2011).
TIPS FOR REGULATING EMOTIONS:
• Take Care of Your Physical Needs: Getting a good night’s rest, eating healthfully, and
exercising your body are all essential to being able to feel satisfaction in life. We’ve all noticed
how much better we can feel after having a good night of restful sleep or after eating a diet of
healthy foods. It can be as though we have an entirely fresh perspective on life and it is much
easier to overlook the little things that might have annoyed or upset us otherwise.
• Engage in activities that build a sense of achievement: Doing one positive thing every
day can lead to a sense of achievement and contentment. We can each benefit from paying
more attention to the positive events in our lives. The things that bring us joy have been
shown to decrease negative moods and increase positive moods.
• Changing thoughts is easier than changing feelings: Thoughts play a critical role in how
we experience a situation. When you notice yourself first becoming upset, try to evaluate what
you are thinking that is causing that emotion. Here are some questions to ask yourself:
• What is it that’s really pushing my buttons here?
• Why am I reacting so strongly?
• What’s the worst (or best) that could happen?
• How important will this be tomorrow? Next week? Next month?
TOOL NO. 2: Emotional Intelligence
This unit will delve into understanding of one’s emotional self through the lens of emotional
intelligence theories, particularly in the aspects of emotional awareness and emotional management.
Learning Checkpoint
Do you AGREE or DISAGREE?
Emotions are as important as logic and reasoning.
Emotions cannot be managed.
Emotions do not influence our interpersonal relationships.
PAGE 17
Every individual has the same level and expression of emotionality.
There are universal ways of expressing emotions.
An important aspect of our Self is acknowledging that we have emotions. Emotions serve as a
driving force in many of our behaviors; we use it as one of the basis in making a decision, embracing
certain lifestyles, and relating to others. However, while we can immediately recognize our emotions,
there is difficulty in defining it and for some people, difficulty in controlling it. However, it is not to say
that our emotions rule us and become the basis of our decisions; an important point to remember is
every individual has the capacity to manage them.
Emotions is defined as the “lower level responses occurring in the brain, creating biochemical
reactions in the body, which results in changes of one’s physical state” (Hampton, 2015). Thus,
emotions serve a critical survival function in making us aware of threats coming from the environment
that affect our inner consciousness.
Emotional intelligence with its specific components has been outlined by 3 models to explain
its importance.
The first model (Mayer, Salovey, & Caruso, 2004) as outlined 4 branches:
Emotional Perception and Expression
Emotional Facilitation as aids to make sound judgment
Emotional Understanding and Analysis
Reflective Emotional Regulation
Goleman (2005) came up with his own clusters of emotional intelligence, namely:
Self-awareness
Self-management
Social awareness
Relationship management
Bar-On’s model (1997) is made up of 5 composites:
Self-perception
Self-expression
Interpersonal
PAGE 18
Decision-making
Stress management
These 3 models seem to underlie 2 general aspects of emotional
intelligence: Intrapersonal and Interpersonal.
Research has supported the positive impact of emotional intelligence in a variety of settings. It
has been seen to have positive effects on thinking abilities during anxiety-provoking testing conditions
and enable students to obtain good scores.
In the workplace, emotional intelligence, EQ, is said to be more important than IQ. Employees
with high EQ achieve corporate success and exhibit flexibility skills in dealing with superiors,
colleagues, and subordinates.
The results of various research have highlighted the importance of emotional intelligence for
all individuals. The application of emotional intelligence can be seen in different aspects of daily life.
Emotional intelligence research has also produced a number of self-reports and assessment tools to
measure EQ levels in specific individuals.
SYNTHESIS
This chapter addresses one of the most fundamental aspects of the human experience. As
we mature and continually grow cognitively more complex, we begin to experience an even wider
array of emotions. The adult human, as compared to other animals, is a highly emotional being. We
experience joy, boredom, surprise, rage, peace, thrill, disgust, and a list of emotions that is well over
300 words. Before we are establishing an identity, however the development of our sense of self is in
full swing quite early in life. This chapter fully highlighted how we come to understand others, not just
ourselves.
EXERCISE 5:
1. Why it is important to manage your emotions?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
2. What is your most intense emotion? Do you experience it often? How do you manage this emotion
when it gets more intense than you like?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
PAGE 19
_________________________________________________________________________________
________________________________________________________________________________
References:
Alata, Eden Joy P., et al., (2018) Understanding the Self. Manila, Philippines: Rex
Book Store.
Chapman, A.L., Gratz, K.L., & Brown, M.Z. (2006) Solving the puzzle of deliberate
self- harm: The experiential avoidance model. Behaviour Research and Therapy, 44,
371- 394.
Corpuz, R. M., et al., (2019) Understanding the Self. Manila, Philippines: C & E
Publishing, Inc.
Duggan, J.M.,Toste, J.R., & Heath, N.L. (2013) An examination of the relationship
between body image factors and non-suicidal self-injury in young adults: The
mediating influence of emotion [Link] Research, 206, 256-264.
Gratz, K.L., & Chapman, A.L. (2007).The Role of Emotional Responding and
Childhood Maltreatment in the Development and Maintenance of Deliberate Self-
Harm Among Male Undergraduates, Psychology of Men & Masculinity, 8, 1-14.
Hilt, L.M., Hanson, J.L., & Pollak, S.D. (2011). Emotion Dysregulation, Encyclopedia
of Adolescence, 3, 160-169.
[Link]
emotion/
[Link]
[Link]
Macayan, Jonathan V., (2018) et al., (2019) Understanding the Self. Manila,
Philippines: C & E Publishing, Inc.
Macklem, G.L. (2008). Emotion dysregulation, Practitioners Guide to Emotion
Regulation in School-Aged Children, 13-24.
Polk, E., & Liss, M. (2009). Exploring the motivations behind self injury, Counseling
Psychology Quarterly, 22, 233-241.
Robinson, A.L., Mansfield-Green, S., & Lafrance, G. (2014). Disordered eating
behaviours in an undergraduate sample: Associations among gender, body mass
index, and difficulties in emotion regulation, Canadian Journal of Behavioural Science,
46, 320-326.
Young, R., Van Beinum, M., Sweeting, H., & West, P. (2007).Young people who self
harm, The British Journal of Psychiatry, 191, 44-49.
PAGE 20