Module 2

Unpacking the Self

Time Frame
Week 10 to 15

Desired Learning Outcomes

❖ Identify the various aspects of the self that make up the holistic individual.
❖ Explore the different aspects of self and identity.
❖ Demonstrate critical, reflective thought in integrating the various aspects of self and identity.
❖ Identify the different forces and institutions that impact the development of various aspects of self and identity.
❖ Examine oneself against the different aspects of Self discussed in class.

Lesson Coverage

❖ Lesson 6 - Physical Self

❖ Lesson 7 - Sexual Self
❖ Lesson 8 - Material Self
❖ Lesson 9 - Spiritual Self
❖ Lesson 10 - Political Self
❖ Lesson 10 - Digital Self

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 Setting the atmosphere

Congratulations, DeNS-C Explorers! You made it this far; you deserve a pat on your back! You were able to
conquer that 75-item mid-term exam. WOW! This time, we will continue our 4As with weekly journals. Choose two
days in a week as your reference for your diary. Utilize the format found at the bottom of this module.

The concept of self-identity comes from the influence of the different aspects of the self, constituting the
holistic human person. This holistic person is a complex union of the physical, sexual, material/economic, spiritual,
political, and digital selves. Each aspect shapes and influences the complex and unique sense of being, reflecting the
individual's values, experiences, and aspirations.

Differences primarily influence these aspects in norms, beliefs, values, social trends, cultures, and religious
views. While in the Philippines, our unique cultural and historical contexts add depth and complexity to understanding
the self through its various aspects. Recognizing and embracing the diversity within each dimension of the self can
foster a more inclusive and harmonious society where individuals are celebrated for their multifaceted identities.
William James, the father of Psychology, in his book “The Principle of Psychology” (1890), suggests that we should
investigate the aspects of the “Self” to understand one’s nature better.

As you discuss this module’s scope of lessons, you will be able to learn what aspects of yourself you are well
acquainted with, which aspects influence your behavior the most, and which aspects you are yet to discover. So now,
DeNS-C Explorers, we will continue the discovery, and it is right to start with setting the atmosphere.

My Parts, Your Parts, Our Parts

Objective
This activity encourages students to find similar qualities from their peers. It boosts their self-exploration
through mirroring out.

Materials
Pen & Paper

Instructions
1. Explore with your classmates by listing the similarities you share with them.
Specific Quality Name of your Classmate/s
a. eyes
b. cheeks
c. hair
d. height
e. weight
f. abilities
g. personality
3. For each identified parts, write the name of your classmates beside it.
4. Prepare to share your discovery with the class.

Facilitating Questions
1. What is the significance of this activity?
2. How does it help you explore yourself?
3. What are the new qualities you found interesting about you and others?

YOU ARE NOW READY TO START THE EXPLORATION, DeNS-C!

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 Lesson 6
Physical Self

Time Frame
Week 10

Desired Learning Outcomes

At the end of the lesson, the learner should be able to:
❖ Explore the different aspects of physical self;
❖ Explain the importance of physical self and its development;
❖ Compare self-identity, self-image, self-concept, and self-esteem;
❖ Discuss in detail the factors that influence the development of physical self; and
❖ Assess the self against the different aspects of physical self.

ACTIVITY
Class Activity # 6: This Is the Way I Do It

“Your body holds deep wisdom. Trust in it. Learn from it. Nourish it. Watch your life transform and be healthy.”
– Bella Bleue

Objective
This activity allows students to craft a personalized exercise encouraging an individualized healthy lifestyle
considering individual health profiles and fitness goals.

Materials
Camera Phone
Speaker

Instruction
1. Form a group with 7 members.
2. Identify the health profiles of your members such as current health status, including medical history, fitness
level, and any existing health conditions or limitations.
3. Customize an exercise plan targeting two aspects: mental and physical exercise.
4. Write the details of the routine with time allotment.
5. Demonstrate and record your routine.
6. The routine should only last for five minutes maximum and three minutes minimum.
7. Prepare the video to be presented in the class and submit your detailed routine on a long bond paper.

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 ANALYSIS
Class Recitation #6

After doing the activity, you can walk through the following questions and briefly answer them based on your
personal experiences and opinions.
1. What part of the activity you find interesting?
2. How does this activity shapes your understanding about personalizing approach to a healthy lifestyle?
3. What are the things you want to discover more about your physical self?

ABSTRACTION
Discussion: Physical Self

Man’s standard of beauty is most commonly link to physical attributes, as it is what’s easily observed in a
person’s characteristics. Thus, outward appearance can and may largely influence an individual’s perception of the
self.

Physical Self and the Concept of Beauty

The image that you see every day when you gaze in the mirror reflects the
tangible part of your “self” – the physical self. As you intently examine the details of
yourself, you notice your hair, skin tone, your body figure, height, and many other
features. all these make up your personal appearance or personal characteristics;
only you have these features. They are unique to you ONLY and no other. thus, this
is what makes you different from all others.

Our physical self is the first aspect that is noticed in a person. As such, many
would like to enhance their physical appearance. Man gives value to the physical
self because it is the seat of all other selves: material/economic self, spiritual self,
political self, sexual self, and digital self. As we mature, our
idea of beauty changes as we interact with
our surrounding. We hear different preferences of how people define “beauty”
is. These different preferences as influenced by different cultures, social
exposures, beliefs, and values, has later become a shared understanding of
what beauty is. This shared understanding leads into the society’s accepted
standard of beauty.

Western culture has also influenced largely Asian women’s standard of

beauty. To many, a beautiful woman has a pointy nose, fairer skin, blond or light-colored hair, and slimmer body
shape, among other features of a “mestiza” woman.

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The Importance of Physical Health

It is perfectly acceptable to enhance one's physical appearance for

reasons such as boosting self-confidence or for necessary medical procedures.
However, there are instances where such enhancements may lead to negative
side effects. Therefore, it is crucial to prioritize taking care of one's physical
health from the inside-out. This involves examining one's lifestyle and making
improvements to daily routines and habits. Although we may overlook the
significance of routine activities such as sleep, eating, and hygiene, they have a
significant impact on our overall health and well-being. To help improve daily
routines and establish healthier habits, below are some tips and suggestions.

1. Regularize sleeping pattern.

Human beings cannot survive without sleep. It seems like an obvious
truth, but still, many people undervalue sleep. Our body has its own natural
alarm called body clock. Our body clock or circadian rhythm dictates our natural
sleep schedule. It sets the mood of our body and commands when it is time to
sleep and when it is time to wake up. The lack of sleep or poor sleep patterns
can have significant impacts on a variety of essential day to day functions.
Memory consolidation, body healing, and metabolic regulation occur during the
sleep cycle. This sleep-wake cycle can influence eating habits, digestion, body
temperature, hormone release, and other bodily functions. Having eight hours
of sleep every day though, is not enough to say that you have a healthy
sleeping habit. When our body’s circadian rhythms are disrupted, detrimental
effects may result to various chronic health conditions including obesity,
depression, bipolar disorder, seasonal affective disorder, and other sleep
disorder. A regularized sleeping pattern is much better than an irregular eight-hour sleep. While a combination
of both is best if practice.

2. Observe proper eating habit.

Getting the right amount of nutrients for the body to absorb is not
on the volume of food we eat, but more essentially on the choices of
foods we intake. Many people nowadays, chooses fast food over whole
food, soft drinks over tap water, or instant fruit juices than extracted fresh
ones. School and work rush causes people to miss and enjoy the best
meal of the day, breakfast. Instead of breaking the night fasting into
feasting, breakfast has become fast break. Little to non-consumption of
the much-needed carbohydrates, protein, and unsaturated fats due to
skipping of breakfast, can have major negative effects on daily
functioning, mood, and behavior. While overeating during dinner
fellowship, as one of the Filipino cultures, have also become a poor
eating habit. At night, light meal intake is advised thirty minutes to an
hour before bedtime to avoid overwork of the digestive system. Our digestive system also requires rest as our
body is also in a state of rest during sleep.

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 To observe proper eating habit, one may start by practicing a no-to-breakfast-skipping rule. Enough
volume of energy source kinds of food to sustain the day’s activities may be obtained from wheat breads,
grains, nuts and legumes; protein and unsaturated fats rich foods too such as olive, peanuts, avocados and
other fruits, seaweeds, fish, and other clean sea foods. It’s also best to have light with no meat for the evening
meals. Fresh fruit juices have incredible health benefits. This includes improves digestion,
detoxification, reduce inflammation, aids in weight loss, clarity of mind, and many more.

3. Make an exercise plan.

Four main categories of exercises that are very essential for physical
health are: endurance, strength, flexibility, and balance exercises.
Each have its own important benefits when executed regularly.

Endurance, often known as aerobic exercise, raises your heart rate

and breathing rate. Endurance activities help to maintain your heart,
lungs, and circulatory system healthy while also boosting your overall
fitness. Your endurance level will improve with time, making daily
activities appear easier. Examples of endurance activities includes
dancing, swimming, playing tennis, swift walking or jogging, and biking.
If you want to tone up your muscles, then strength exercises are right
for you!

Strength exercises are also called

“strength training” or “resistance training.” Examples
of strength exercises are lifting weights and using a
resistance band. Flexibility exercises are designed
to stretch your muscles and keep your body limber.
This gives you additional mobility of movement for
other exercises and daily tasks.

Flexibility exercises can also help you

enhance your range of motion, posture, breathing
capacity, and circulation. It also relieves the muscle
tension induced by stress. Examples of flexibility
exercises are shoulder and upper arm stretches,
yoga, and calf stretches.

Lastly, balance exercises such as

sidestepping, one-leg stand, heel-to-toe standing or
walking, and standing up without using your hands
among many others, can help improve physical
balance and prevent falls. These activities are
especially useful for older people since they help
them maintain their independence. Most useful
balancing exercises for maintaining balance involve
you constantly moving with your feet on the ground.
Also, several lower-body strength exercises can
help you improve your balance.

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 Most people who want to get physically fit, does cardio-exercise at the gym or do Zumba dance at
home or outdoor jog without fully knowing the type/s of exercise their body needs most at a point of time. For
someone who deals with scoliosis or coronary heart disease, weightlifting as a type of cardiovascular exercise
may not be safe to practice. While balance exercises on the other hand may best to be practiced by older
adults to help them stay independent and prevent them from incidents of falls.

4. Boost self-confidence with proper hygiene.

Feeling good about oneself is one step in boosting one’s confidence. But
feeling good about our body must be accompanied with doing good for our body.
Maintaining proper hygiene is one best way of taking good care of our
outward and inward health. Daily taking a bath, choosing the right deodorant
that suits your body scent, proper hair grooming and having regular dental
check and cleaning, are among those basic health maintenance that if given
importance, will have a positive impact on one’s holistic wellbeing.

Self-identity, Self-image, Self-concept, Self-esteem

We all have a set of information we tend to use when asked to identify ourselves with other people. We may give
information such as our proper name, the place where we dwell, how many members we have in our family and what
rank we are among our siblings. We may also provide information such as our school and the course we are taking if
we are a student or the type of job we have if we are working. All these information reflect our self-identity.

Self-image on the other hand, refers to the way an individual sees themselves, both physically and mentally. An
individual’s self-image is developed over time and influenced by the experiences they have encountered.

There are a number of characteristics of a positive and negative self-image.

Characteristics of a positive self-image Characteristics of a negative self-image

● Feels confident ● Doubts own ability
● Compares themselves positively with peers ● Compares themselves negatively with peers and
● Content with how they look and has belief in their images on social media/TV/magazines
own ability ● Received negative comments from friends and
● Positive feedback received from friends and family family on physical appearance or mental ability
on looks and abilities

Factors Affecting Self-image

● Early childhood experiences and social interactions of parents who
pass positive comments to a child can help contribute to a positive self-
image.
● Life events or roles (ex: a kid who is captain of the school varsity team
is more likely to have a positive self-image than a kid who is bullied at
school)

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 Self-concept also known as self-perception is the collection and construction of thoughts, feelings, and beliefs
we have of ourselves. It is influenced by many forces, including our interaction with important people in our lives. It is
how we perceive our behaviors, abilities, and unique characteristics. 1 For example, beliefs such as "I am a good
friend" or "I am a kind person"; or having the thoughts of what we think we can do and/or becoming, are all part of an
overall self-concept.

Our self-concept or perception of the self is important because it affects our motivations, attitudes, and behaviors.
It also affects how we feel about the person we think we are, including whether we are competent or have self-worth.
This self-concept also tends to be more malleable when we're younger and still going through self-discovery and
identity formation. As we age and learn who we are and what's important to us, these self-perceptions become much
more detailed and organized.

Rogers' Three Parts of Self-Concept

According to Carl Rogers (1951), the self-concept is made up of three different parts:
● Ideal self: The person you want to be. It's who you envision yourself to be if you were exactly as you wanted.
● Self-image: How you see yourself at this moment in time. Attributes like physical characteristics, personality
traits, and social roles all play a role in your self-image.
● Self-esteem: How much you like, accept, and value yourself all contribute to your self-concept. Self-esteem
can be affected by several factors—including how others see you, how you think you compare to others, and
your role in society.

ASSESSMENT

Study well for the face-to-face assessment! You can do this!

Self-Review Questions:

1. What is beauty?
______________________________________________________________________________
______________________________________________________________________________
2. How does the Western culture affect Asian women?
______________________________________________________________________________
______________________________________________________________________________
3. Why is it important to advocate physical health?
______________________________________________________________________________
______________________________________________________________________________
4. Differentiate self-esteem, self-image, self-identity, and ideal self.
______________________________________________________________________________
______________________________________________________________________________
5. How does self-image affect people’s behavior?
______________________________________________________________________________

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 ______________________________________________________________________________

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 Lesson 7
Sexual Self

Time Frame
Week 11

Desired Learning Outcomes

❖ Discuss sexual self, based on the dynamic interplay between biological and psychological factor; and
❖ discuss the broader implications of their sexual self in terms of social relationships, intimacy and
attachments, sexual behaviors and sexual health.

ACTIVITY
Class Activity # 7: Representations Matter

Objective
This activity enhances the ability of students to identify their sexual selves through representation.

Materials
Long-bond Paper
Magazine, newspaper, or any printouts
Scissors
Art Materials

Instructions
1. Using the magazine/newspaper/printouts students will cut four pictures that they think would represent the
following:
a. sexual identity
b. preferences
c. dislikes
d. presentation
2. Write the rationale beside each picture on how it represents the sexual self.
3. Prepare to present to the class.

ANALYSIS
Class Recitation #7

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After doing the activity, you can walk through the following questions and briefly answer them based on your personal
experiences and opinions.

1. How do you view your sexuality?

2. How consistent is your view of your sexual self when compared to other students?
3. What factors do you think contradict your views about your sexuality?

ABSTRACTION .

Discussion: Sexual Self

Our sexuality is an integral aspect of who we are. Whether we feel comfortable discussing it or not, it is
undeniably an aspect of our “self” that the earlier we properly learn about, the better we can understand who we are
and who we can become. In this chapter, we will attempt to address sexuality from an academic and scientific
standpoint pertinent to knowing who we are so that we can better care for and protect ourselves and those who are
dear to us.

Biology of Sex

The World Health Organization (WHO) refers to sex as different biological and physiological characteristics of
males and females, such as reproductive organs, chromosomes, hormones, etc.” Moreover, the European Institute
for Gender Equality, an autonomous European Union body, provides extensive definitions of sex. In its definition,
“Sex refers to the biological and physiological characteristics that define humans as female or male. These sets of
biological characteristics are not mutually exclusive, as there are individuals who possess both, but these
characteristics tend to differentiate humans as females or males.”

Biological characteristics specifically sexual genitals differentiate male and female, penis and testes for males
and vagina and ovary for females. Biological and physiological change occurs during the puberty stage. This change

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leads to the development of secondary sex characteristics such as occurrence of the female menstrual cycle, changes
in body shape and breast enlargement for women, and Adam’s apple among men, releasing of hormones,
testosterone among men and estrogen for women which both lead adolescents to experience sexual attractions and
urges, become to be more sensitive to sexual stimuli, and feel sexual arousal.

Sex and Romantic Attraction

Think of the last time you ran into someone you find attractive. You may have stammered; your palms may
have sweated; you may have said something incredibly silly and tripped spectacularly while trying to walk away. And
chances are, your heart was thudding in your chest. It’s no surprise that, for centuries, people thought love (and most
other emotions, for that matter) arose from the heart. As it turns out, love is all about the brain – which, in turn, makes
the rest of your body go haywire.
Meanwhile, many themes regarding sex, lust, and desire are depicted in the media, whether openly or
implicitly, in advertisements, periodicals, films, television series, radio programs, games, and so on. If the audience
lacks media literacy, ideas such as healthy-safe sex, morality, and even love may become confused and become
double-standard.
According to a team of scientists led by Dr. Helen Fisher at Rutgers, romantic love can be broken down
into three categories: lust, attraction, and attachment. Each category is characterized by its own set of hormones
stemming from the brain (Table 1).

Figure 1

Figure 1: Love can be distilled into three categories: lust, attraction, and attachment. Though there are overlaps and subtleties to each, each
type is characterized by its own set of hormones. Testosterone and estrogen drive lust; dopamine, norepinephrine, and serotonin create
attraction; and oxytocin and vasopressin mediate attachment.

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Sex Chemistry

Lust is driven by the desire for sexual gratification. The evolutionary basis for this stems from our need to
reproduce, a need shared among all living things. Through reproduction, organisms pass on their genes, and thus
contribute to the perpetuation of their species.

The hypothalamus of the brain plays a big role in this, stimulating the production of the sex hormones
testosterone and estrogen from the testes and ovaries (Figure 1). While these chemicals are often stereotyped as
being “male” and “female,” respectively, both play a role in men and women. As it turns out, testosterone increases
libido in just about everyone. The effects are less pronounced with estrogen, but some women report being more
sexually motivated around the time they ovulate, when estrogen levels are highest.

Figure 2

Figure 2: A: The testes and ovaries secrete the sex hormones testosterone and estrogen, driving sexual desire. B and C: Dopamine, oxytocin,
and vasopressin are all made in the hypothalamus, a region of the brain that controls many vital
functions as well as emotion. D: Several of the regions of the brain that affect love. Lust and attraction shut off
the prefrontal cortex of the brain, which includes rational behavior.

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Sexual Response Cycle

Early Models

Masters and Johnson’s four-stage linear model

In 1966, William Masters and Virginia Johnson proposed a four-stage “linear” model of human sexual
response based on some 10,000 recordings of changes in participants’ physiology. From these data, they identified
four successive (hence, linear) stages: (1) excitement, (2) plateau, (3) orgasm, and (4) resolution.

(1) Excitement - The first phase, excitement, refers to the initial physiological sexual arousal response as
characterized by increased heart rate, respiration, and blood pressure. In addition, myotonia (an increase in muscle
tension), Vaso congestion (engorgement of blood vessels), and nipple hardening, or erection occur. Vaginal lubrication
also begins with this stage. In men, the rush of blood causes penile erection and enlargement of the testes.

(2) Plateau - The plateau phase intensifies the responses from the excitement phase—breathing, blood flow,
and heart rate continue to increase and stabilize. In women, the Bartholin glands produce additional lubrication in and
around the vagina. In men, the testicles are drawn further into the scrotal sac and pre-seminal fluid from Cowper’s
glands may be secreted at the penile opening.

(3) Orgasm - The orgasm phase represents the peak or sexual climax of excitement, though not all men and
women necessarily reach this stage. Orgasm is marked by involuntary, rhythmic muscle contractions throughout the
body as well as a sense of euphoria and a feeling of tension relief.

(4) Resolution - The last phase is resolution, marked by a return to baseline. Muscles relax, blood pressure
drops, and respiration returns to the pre-arousal state. Blood flow to the genital region decreases, and erectile tissues
return to normal. Masters and Johnson note a typically more significant refractory period in men, such that they are
incapable of achieving an immediately successive orgasm. Women typically have a shorter refractory period, being
capable of successive orgasms in a short period of time.

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Kaplan’s three-stage linear model

Helen Kaplan proposed a triphasic model in 1979

—consisting of (1) desire, (2) excitement, and (3) orgasm
—the most significant contributions being the critical
addition of “sexual desire” and recognizing the importance
of psychological factors in sexual response. Desire was
viewed by Kaplan as a precondition for subsequent sexual
excitement/arousal and orgasm, thereby maintaining the
linearity of the sexual response cycle. An interest in sex
was essential for the body to become physiologically
aroused. But the concept of desire was also intended to
encapsulate a range of psychological, emotional, and
cognitive aspects of human sexual response. The desire
stage required subjective enjoyment or a want for
becoming aroused and represented a cognitive and
emotional state of motivation to seek and respond to
sexual stimulation. The remaining two phases of Kaplan’s
triphasic model essentially represented an amalgamation
of the excitement, plateau, orgasm, and resolution phases
delineated by Masters and Johnson.

Early Model Limitations

The traditional models of sexual response have been criticized as being male biased—that is, effective in
explaining the male sexual experience but inadequate to explain female sexual experience. Four major criticisms have
been leveled at these traditional models:
(1) the assumption that sexual desire is a spontaneous, automatic drive;
(2) the idea that desire and arousal are separate entities;
(3) the sequencing of stages in a linear fashion; and
(4) the idea that the psychological, relational, and contextual aspects are secondary to the physiological
aspects of sexual response.

The final criticism of the traditional model, mentioned earlier, is the emphasis on the physiological components
of sexual response. Although these changes are necessary and offer clear delineation of stages, they overlook critical
psychological, emotional, and contextual aspects of sexual response. In other words, these early models—valued for
their parsimony and easy explanation to clients—failed to capture the complex biopsychosocial interactions involved in
sexual response.

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 Recent Developments

Incentive motivation model

The incentive motivation model as proposed by Clark Hull and Kenneth Spence in the mid-20th century, does
not view desire as a spontaneous drive; rather, sexual drive is a result of the arousal response, often unconscious,
to sexual stimuli. That is, desire is the recognition of the psychological changes associated with arousal, which
then gives rise to sexual action. In this model, the motivation to act is preceded by the incentivizing stimuli, with
the cognitive experience of desire driving sexual action. This model is better able to accommodate the
psychological, neurological, and cultural differences inherent in sexual experience both among individuals and
across sexes.

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Rosemary Basson’s circular model

With a primary focus on women’s sexual response, Rosemary Basson proposed a “circular” (vs. linear) model
for human sexual response, noting—as mentioned previously—that many women do not experience sexual desire
spontaneously. Rather, desire is a response to sexual stimuli, creating arousal and the desire to continue the said
arousal. Nonsexual stimuli can also produce desire and arousal, with intimacy, love, and other emotional and relational
factors becoming the impetus for them. The circular model resists defining sexual response as an either-or dichotomy
between the physical and the psychological. Instead, it begins with the individual in a state of sexual neutrality, who
then may seek or respond to sexual stimuli and thus activate sexual arousal and desire. This pattern can feed into
itself from different stages—that is, desire can increase arousal or, just as likely, increase seeking of sexual stimuli,
which further increases desire and arousal. The final aspect of the circular model is its focal point—psychological and
physical satisfaction leading to emotional intimacy.

Although Basson’s model was originally proposed to address traditional shortcomings related to female sexual
experience, its major elements can be applied to either sex. The model provides a means to account for individuals
who either have or lack spontaneous sexual desire by demonstrating multiple ways as to how desire feeds into the
stimuli-arousal loop. The circular model is not so much a rejection of the existing models as it is a combination of an
elaborated traditional model with greater recognition of the importance of the emotional and relational aspects inherent
in partnered sexual response.

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Consequences of Poor Sexual Choices and Early Engagement

Early Pregnancy

Teenage pregnancy is a global health issue that adversely affects birth outcomes and can lead to
intergenerational cycles of poverty and ill-health. The social and health implications of teenage pregnancies include
increased exposure to domestic violence (which may be exacerbated by the pregnancy), mental health disorders,
substance use, sexually transmissible infections (STIs), financial stress and homelessness (Mann et al., 2020).
Importantly, an individual’s education and training can be disrupted by teenage pregnancy, with variable opportunity
for resumption. While adolescent mothers are often motivated to do their best for their babies and continue to develop
themselves as parents and into adult life. However, they may be particularly susceptible to breaches of their rights to
healthcare and education.

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Risk of Acquiring Sexually Transmitted Diseases (STDs)

Syphilis- is a bacterial infection usually spread by sexual contact. The disease starts as a painless sore —
typically on your genitals, rectum, or mouth. Syphilis spreads from person to person via skin or mucous membrane
contact with these sores.

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 Gonorrhea- is an infection caused by a sexually transmitted bacterium that infects both males and females.
Gonorrhea most often affects the urethra, rectum, or throat. In females, gonorrhea can also infect the cervix. It is most
commonly spread during vaginal, oral, or anal sex.

Chlamydia- is a sexually transmitted infection (STI) caused by bacteria called chlamydia trachomatis. Usually,
it doesn't cause any symptoms and can be easily treated with antibiotics. However, if it isn't treated early it can spread
to other parts of your body and lead to long-term health problems.

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 Genital Warts - are one of the most common types of sexually transmitted infections. Nearly all sexually
active people will become infected with at least one type of human papillomavirus (HPV), the virus that causes genital
warts, at some point during their lives. It affects the moist tissues of the genital area.

AIDS/HIV- acquired immunodeficiency syndrome (AIDS) is a chronic, potentially life-threatening condition

caused by the human immunodeficiency virus (HIV). By damaging your immune system, HIV interferes with your
body's ability to fight infection and disease. HIV is a sexually transmitted infection (STI).

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Responsible Sexual Behavior

Sexual well-being covers much more than birth control and infection screening. It actively
acknowledges the need for the inclusion of consent, comfort, and pleasure. Like most things in our lifetime,
sexuality will change over time and our needs will as well.

People who practice and experience positive sexuality:

Appreciate and respect their sexuality and that of others
✔ Appreciate their own bodies and those of their partners (if they choose to have partnered sex).
✔ Enjoy sexual feelings without necessarily acting upon them.
✔ Strive to understand the complexities of sexual and gender identities, orientations, and
expressions.
✔ Identify and understand their values as they evolve.
✔ Decide what values fit for themselves and use these values in action.
✔ Demonstrate acceptance for people with differing identities, values and experiences.
✔ Understand the impact of cultural, societal and media messages on thoughts, feelings, values,
and behaviors related to sexuality.
✔ Respect the rights of people to engage in and enjoy a full range of safe, consensual,
nonexploitative and pleasurable sexual behaviors.

Communicate effectively in relationships

✔ Interact with others in appropriate and respectful ways.
✔ Work together for equality in relationships.
✔ Communicate with partners about sexual activity continuously.
✔ Negotiate boundaries.
✔ Discuss physical and emotional results (positive and negative) of sexual activity, safer sex
methods, contraception (if desired and/or applicable), and meaning in the relationship(s).
✔ Practice and uphold intentional and meaningful consent in all partnered sexual activities.
✔ Have opportunities to communicate the desire not to have sex and have that accepted.
✔ Can accept boundary setting and refusals to sex.

Learn about sexual health

✔ Understand the benefits and risks of sexual activity.
✔ Ask questions about sexual issues.
✔ Seek further information about sexuality as needed.
✔ Are aware of sexual health resources in their communities.

Take responsibility for sex safety and health

✔ Take responsibility for their own behavior, actions, bodies and experiences.
✔ Communicate effectively with family, friends and health care professionals.
✔ Practice health-promoting behaviors such as:
● regular check-ups,breast and/or testicular self-awareness
● if having partnered sex:
o practicing safer sex to limit transmitting and/or contracting or transmitting a
sexually transmitted infection
o practicing steps to limit unintentional pregnancies (if applicable)

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 o sexually transmitted infection screening
Sex and Gender

Different terms are regularly used in theories of sexuality and gender, for example, sex, gender,
gender identity, gender expressions, gender roles, and sexual orientation. It is essential to be clear about
the meanings of such terms. While sex can be commonly linked to biological attributes of the person,
usually based on the appearance of external genitalia or other physical factors such as chromosomes,
gender, on the other hand, is a social, psychological, and cultural construct and it is developed in the
process of socialization. Societies create norms and expectations related to gender, which are learned
throughout people’s lives – including in the family, at school, through the media. All these influences impose
specific roles and patterns of behavior on everyone within society.

Table 2: General Differences Between Sex and Gender

Sex ● Sex refers to biological differences between males and females (e.g., gonads,
sexual organs, chromosomes, hormones).
● Sex is usually assigned at birth (there are examples when it is assigned later,
when sex characteristics do not clearly indicate the sex of the baby, for example in
the case of ‘intersex’ people).
● Sex can be changed: in the case of transsexual people, who are born with the sex
characteristics of one sex and gender identity of the other, sex reassignment
surgeries are performed. This includes a change of sex organs and the
administration of hormones.

Gender ● Gender is both an analytical category – a way of thinking about how identities are
constructed – and a political idea that addresses the distribution of power in
society.
● Gender norms are learned and internalized by all members of society.
● Gender norms vary across different cultures and over time.
● Traditional gender norms are hierarchical: they presuppose an unequal power
structure related to gender that disadvantages mostly women.
● Gender is not necessarily defined by biological sex: a person’s gender may or
may not correspond to their biological sex. Gender is more about identity and how
we feel about ourselves. People may self-identify as male, female, transgender,
other or none (indeterminate/unspecified). People that do not identify as male or
female are often grouped under the umbrella terms ‘non-binary’ or ‘genderqueer’,
but the range of gender identifications is unlimited.
● Gender is deeply personal to every individual: some people recognize their
gender identity early in childhood, and some only later.
● Gender intersects with other categories, such as class, skin color, ethnicity,
religion, or disability.
● Gender is something we express (gender expression), sometimes intentionally,
and sometimes without thinking. We communicate our gender in a number of ways,
for example by the way we dress, the way we move, our hair style, and the way we
interact with others.

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Definition of Gender- Related Concepts

Sex: the traits that distinguish between males and females. It refers especially to physical and
biological traits, typically assigned at birth (before or during ultrasound) based on the appearance of
external genitalia.

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 Gender: the condition of being male, female, or neuter. It implies the psychological, behavioral,
social, and cultural aspects of being male or female (i.e., masculinity or femininity.)

Gender Identity: refers to one's sense of oneself as male, female, or something else (APA, 2011).
When one's gender identity and biological sex are not congruent, the individual may identify along the
transgender spectrum (APA, 2012; Gainor, 2000).

Gender Expression: refers to an individual's presentation — including physical appearance, clothing

choice, and accessories — and behavior that communicate aspects of gender or gender role. Gender
expression may or may not conform to a person's gender identity.
Examples:
• Transvestites
• Crossdressers
• Drag Queens (female impersonators)
• Drag Kings (male impersonators)

Sexual orientation: is a term used to refer to a person's pattern of emotional, romantic, and sexual
attraction to people of a particular gender (male or female). Sexual orientation is usually categorized as
follow:

Heterosexual: Attracted to people of the opposite gender

Bisexual: Attracted to genders the same as themselves or different than themselves".
Homosexual: Attracted to people of one's own gender
Pansexual: Attracted to people of any gender identity
Asexual: Not sexually attracted to other people

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Table 3: Gender Identity Terminologies

ASSESSMENT

Study well for the face-to-face assessment! You can do this!

Self-Review Questions:

1. How does WHO define sex?

______________________________________________________________________________
______________________________________________________________________________
2. What are the stages of sex according to each discussed proponent?
______________________________________________________________________________
______________________________________________________________________________
3. What part of the brain influences sexual activity?
______________________________________________________________________________
______________________________________________________________________________
4. Differentiate the symptoms of STI, STD, and HIV. What are the best practices to avoid them?
______________________________________________________________________________
______________________________________________________________________________
5. What available assistance and help are there for people suffering from sexually transmitted diseases?
______________________________________________________________________________
______________________________________________________________________________

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 Lesson 8
Material Self

Time Frame
Week 12

Desired Learning Outcomes

❖ Explain the different aspects of the material and economic self;
❖ Illustrate the value of material possession and having an economic sense on one’s self-development; and
❖ Become a responsible buyer-consumer.

ACTIVITY

Class Activity #8: Add to Cart

Objective
The purpose of this activity is to encourage students to reflect on and articulate the significance of their
choices and their underlying motivations.

Materials
Art materials

Instructions
1. Each student will draw a shopping cart on a long white bond paper.
2. Using cutouts from magazines or printed materials, students will select pictures that represent the following:
a. for physical enhancements
b. clothing preferences
c. family needs
d. places you want to go.
3. Students will write a reflection on the things found in their cart.

ANALYSIS
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 Class Recitation #8

After doing the activity, you can walk through the following questions and briefly answer them based on your personal
experiences and opinions.
1. Which part of the activity you like the most?
2. What are your realizations after adding items to your cart?
3. How does this activity yield to the understanding of the material self?

ABSTRACTION
Discussion: Material Self

Material self refers to our body and the tangible objects, places, and things that we describe as “My” or “Mine”. It
has two sub-classes as termed by Rosenberg (1979) as the body self – referring to our body and all its parts, and the
extra-corporeal self – beyond the body, which refers to our extended self that consists of the people, places, and
things that we regard as OURS. In other words, those we consider as our possessions. All components of objects we
possess are our instinctive preferences coupled with the most essential interests in life.

The Empirical Self or Me

The Empirical Self of each of us is what William James is tempted to

call by the name of me (James, 1890). We feel and act very much about
certain things that are ours as we think and act about ourselves. Our fame,
our children, the work of our hands, maybe as dear to us as our bodies are
and arouse the same feelings and acts of reprisal if attacked. And our
bodies themselves, are they ours, or are they us? Indeed, men have been
ready to disown their very bodies and to regard them as mere vestures, or
even as prisons of clay from which they should someday be glad to
escape.

We see then that we are dealing with a fluctuating material. The same
object being sometimes treated as a part of me, at other times as simply
mine, and then again as if I had nothing to do with it at all. In its widest
possible sense, however, a man's Self is the sum of all that he CAN call
his, not only his body and his psychic powers, but his clothes and his
house, his wife and children, his ancestors and friends, his reputation and
works, his lands and horses, and yacht and bank-account. All these things
give him the same emotions. If they wax and prosper, he feels triumphant;
if they dwindle and die away, he feels cast down, - not necessarily in the
same degree for each thing, but in much the same way for all. Belk in his
work on “Are We What We Own?”, suggests that material possession act
as an objective manifestation of the self (Belk, 1988).

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 Aspects of the Material /Economic Self

BODY
● William James identified the body as the innermost aspect and the most basic
component of the Material Self. While all body parts are important to you, you
perceive certain body parts as more private or intimately yours as compared to the
others.

● Perceptions about what makes a body beautiful are usually influenced by media as
shown in television and internet.

● One of the tasks of adolescents is that of accepting and appreciating the physical
characteristics of their body.

CLOTHING
● Another component of the material self is the clothes that people wear. Clothes
in one way or another, represent the self. James believed that a person's
clothes were a method for them to express who they feel they are or that
clothes were a way to show status, thereby contributing to the formation and
maintenance of one's self-image.

● For example, your clothes may reflect your personality characteristics and be
designated as "my wardrobe." Their peer groups heavily impact adolescents'
clothing. A peer group's members significantly influence purchasing decisions
and sense of style.

3. FAMILY
● The material component of the self also includes people the person feels
psychologically related to, such as immediate and extended family members
(my family) and close friends (my friends).

● Our family is a huge part of who we are. What they DO or BECOME has an
impact on us. When a family member dies, a piece of us dies with them. We
experience their triumphs when they accomplish success. We are
embarrassed or guilty because of their failures. We feel compelled to
volunteer and assist them when they are in need, as if we were saving
someone's life.

● These individuals are more likely to shape and affect the development of self
and identity. We even see them as the nearest replica of ourselves.

4. PLACES

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 ● The material component of the self also includes locations like your home
or workplace. It is the first nest of our Selfhood, where many aspects of
our life have evolved, where we feel most comfortable, and it is intimately
related to our identity.

● Our experiences inside the home were recorded and marked on specific
sections and things in our home, as the saying goes. It is an extension of
self, to which we can relate immediately.

Materialism

The importance people give to material possessions is called materialism. While someone with a high level of
materialism is called materialistic, sometimes, the desire for material possessions can have negative effects on
people.

Positive Effect of Materialism

Material Possessions can be a reflection of hard

work and success.
-By our hard work and success, we may be able to
acquire properties and possessions
that that we needed or wanted.
-Owning material possessions becomes a driving
force, urging the person to seek high
level of achievement.
-Defining the self by material possession can also
contribute to feelings of well-beings,
including a sense of personal growth and purpose
or meaning in life.
● Material possessions can reflect hard work and success.
By our hard work and success, we may be able to
acquire properties and possessions that we need or
want.

● Owning material possessions becomes a driving force,

urging the person to seek high achievement.

● Defining the self by material possessions can also

contribute to feelings of well-being, including a sense of
personal growth and purpose or meaning in life.

● People tend to appraise other people through their

material possessions. Thus, the greater the material
possessions, the more one is likely to attain acceptance,
approval, and esteem from other people. That is why,
some people strive very hard to acquire material things.

Negative Effect of Materialism

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 ● Our desires are highly influenced by our exposure to the media. Marketers can utilize social media advertising
to guide users from the "awareness" stage all the way to the "buy" step. People who have compulsive
shopping disorder (sometimes called compulsive buying disorder) are often struck with an irresistible and
overpowering urge to purchase goods despite negative consequences. Characteristics of compulsive shopping
disorder include difficulty resisting the purchase of unneeded items.

● Lack of material possessions can cause worry, insecurity, and despair. The loss of material belongings can
have a negative impact on our mental health.

● People who have lost their homes, businesses, loved ones, pets, and other possessions during disasters, for
example, may endure emotional and psychological problems. Moreover, even in the absence of disasters, we
are emotionally agitated whenever we lose something significant to us.

Tips on Managing Compulsive Buying Behavior

● Identify your triggers

● Track your money
● Make a shopping list
● Bring an amount corresponding to your needed buying.

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 ● Bring only cash and cut up your credit cards.
● Unsubscribe from online stores you are following.
● Plan your spending relevant to your income level.
● Commit to developing other hobbies that are healthier and do not require spending so much.
● Join a support group

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 ASSESSMENT

Study well for the face-to-face assessment! You can do this!

Self-Review Questions:
1. What is material self as defined in this lesson?
______________________________________________________________________________
______________________________________________________________________________
2. What are the different aspects of the material self?
______________________________________________________________________________
______________________________________________________________________________
3. What are the positive effects of materialism?
______________________________________________________________________________
______________________________________________________________________________
4. What are the negative effects of being materialistic?
______________________________________________________________________________
______________________________________________________________________________
5. How to manage compulsive buying behavior?
______________________________________________________________________________
______________________________________________________________________________

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 Lesson 9
Spiritual Self

Time Frame
Week 13

Desired Learning Outcomes

❖ Explain the nature of spiritual self;
❖ Distinguish spirituality from religiosity; and
❖ Examine one’s level of spirituality.

ACTIVITY
Class Activity # 9: Power of Prayer

Objective
The main goal of this activity is to give students a creative outlet for expressing their feelings, ideas, and
spiritual reflections through the creation of a unique prayer that includes thanksgiving, ambitions, regrets, and vows.

Materials
Long bond paper

Instructions
1. Students will create a personalized prayer targeting to:
a. things to be thankful;
b. dreams, aspirations, wish;
c. regrets, sorrow, apologies; and
d. promises.
2. Prayer should be divided into four paragraphs that highlights each of the above targets.

ANALYSIS
Class Recitation # 9

After doing the activity, you can walk through the following questions and briefly answer them based on your personal
experiences and opinions.
1. How is your religious and spiritual life?
2. What have you discovered from the prayer you created?
3. What is the impact of the prayer to your life?

ABSTRACTION
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 Discussion: Spiritual Self

In his book “The Principles of Psychology” (1890) William James identified the spiritual self as the most
intimate, inner subjective part of the self. This is the only part of our self that is able and can experience
how to argue and discriminate, have moral sensibility and conscience, and the unconquerable will.

Embarking on a journey of self-discovery that focuses on the spiritual self requires a thorough
understanding of the intricate interconnectedness of the mind, body, and spirit. This expedition is highly
individualized, and it requires a deep exploration of personal beliefs in a higher power, cultural influences,
relationships, the natural world, and the ultimate purpose of one's existence. By delving into what provides
significance and purpose beyond the material possessions, we can gain a clearer understanding of our
inner selves and attain a deeper sense of fulfillment and contentment.

Spirituality

By etymology, Spirituality is
spirituality comes developed through
from the Latin word interaction,
spiritus which observation, and
means breath or imitation. As a
life force. It is a result, the family,
search for the school, and church
sacred, a process all play a vital part
through which in spiritual
people seek to development.
discover, hold on One of the
to, and when practices in
necessary, Spirituality is
transform whatever worship. Worship is
they hold sacred in regarded as an
their lives (Hill & essential act to
Pargament, 2003). realize the ultimate
It refers to finding meaning of
meaning and transcendence and
purpose in one’s human life. Acts of
life, a search for worship may
wholeness, and a relationship with a transcendent include prayer, reading the scripture (e.g., the
being (higher being). Bible or the Quran), attending sacraments (e.g.
mass), and doing sacrifices (e.g., fasting).

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Spirituality and Religion

Spirituality and religion are two terms that we often

used interchangeably. According to Rebecca Stein
(2011), religion is a set of cultural beliefs and practices. It
is an organized system of ideas about the spiritual sphere
or supernatural, and to know God is its central function;
thus, making it connected with spirituality. The table below
shows the distinct differences between the two terms.

Differences between Religiosity and Spirituality

Aspects Religiosity Spirituality

Definition It is a personal set or institutionalized system Connotes an experience of connection to something
of religious attitudes, beliefs, and practices; larger than you; living everyday life in a reverent
the service and worship of God or the and sacred manner.
supernatural.
Origin Religions are most often based upon the Spirituality is more often based upon the practical
lives, teachings, and beliefs of a historical or application of the founder’s teachings. Spiritual
archetypal figure (e.g. Christ, Buddha, aspirants heed the advice of Japanese poet Matsuo
Moses, Muhammad) Basho, “Do not seek to follow in the footsteps of the
wise. Seek what they sought.”
Experienc Objective Experience: Formal religion is Subjective Experience: Leans more toward self-
e usually put a greater focus on the externals: referral or the internalization of your awareness of
houses of worship (e.g., a church), books of your soul.
scripture, eternal rituals, and observances
Form Structured: It is a structured, frequently rule- Unstructured: It breaks free from the restrictions and
based construct that to some degree rigid structure. The spiritual aspirant recognizes that
governs the behavior of its members. he or she is on a “pathless path” of self-discovery.
Approach Traditional: Due to their centuries- to Evolutionary: Spirituality refers to both a more
millennia-old histories, religions are by flexible and adaptive mindset toward core teachings
nature often deeply rooted in tradition, ritual, of the great wisdom traditions but also reflects the
creed, and doctrine. understanding that, as the name implies, spiritual
growth is an evolutionary process.
Emotions Fear: Despite the best of intentions, religions Love: Spirituality typically discards the vestiges of
can sometimes contain a subtle (or not so fear and worry in favor of a more loving,
subtle) undercurrent of fear woven into their compassionate approach to life—and death.
teachings.

Logotherapy is a term derived from “logos,” a Greek word that translates as “meaning,” and
therapy, which is defined as treatment of a condition, illness, or maladjustment. Thus, logotherapy is the
pursuit of human existence as well as man’s search for such meaning. This approach was proposed by Dr.

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Viktor Frankl, who by the age of sixteen, became a young socialist. Viktor Frankl’s personal experiences in
the Nazi concentration camps during World War II led him to develop the principle of logotherapy.

In Logotherapy, man can discover meaning in three ways:

● Doing a deed – this is by finding meaning in life through
work, achievements, and accomplishments. This way
differs from man to man, and from moment to moment.

● Experiencing a value – it is by experiencing something,

or someone,
such as loving a person. During Frankl’s time in the
concentration camp, he observed that the transcendental
power of love helped the prisoners stay alive. He also
defines love as: “Love is the only way to grasp another
human being in the innermost core of his personality. No
one can become fully aware of the very essence of
another human being unless he loves him.”

● Suffering – Frankl once said, “To live is to suffer, to

survive is to find the meaning in the suffering.” There is a
purpose and meaning for each suffering. It is when the
person can use the unconquerable will to find and
discover that meaning.

Important aspects of this therapy are known as the “Tragic Triad” which are:

● Pain – turning suffering into an achievement.

● Guilt – drive to use it as an opportunity to change oneself for the
better.
● Death – a reminder that life is impermanent, so make and take
responsible actions.

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 ASSESSMENT

Study well for the face-to-face assessment! You can do this!

Self-Review Questions:
1. How does William James discuss the spiritual self?
______________________________________________________________________________
______________________________________________________________________________
2. How does spirituality differ from religion?
______________________________________________________________________________
______________________________________________________________________________
3. What are the ways to develop spiritually?
______________________________________________________________________________
______________________________________________________________________________
4. What is logotherapy and how is it relevant to spirituality?
______________________________________________________________________________
______________________________________________________________________________
5. What are the lessons learned from the experiences of Viktor Frankl?
______________________________________________________________________________
______________________________________________________________________________

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 Lesson 10
Political Self

Time Frame
Week 14

Desired Learning Outcomes

❖ Internalize one’s political self
❖ Demonstrate active citizenship

ACTIVITY
Class Activity # 10: Vote Yourself

Objective
Encourage students to reflect on themselves by identifying and expressing their feelings and thoughts about
how they connect with others and with themselves. Encourage self-awareness as well by assisting people in
identifying their personal growth areas, areas of strength, and areas of weakness.

Materials
Long bond paper
Art materials

Instructions
1. Using one long bond paper, divide it by four quarters.
2. Write in each quadrant the following:
a. things you like about yourself;
b. things you think others like about you;
c. things you want to change for yourself; and
d. things you don’t want others to do unto you.
3. Make the presentation creative as possible.

ANALYSIS
Class Recitation #10

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After doing the activity, you can walk through the following questions and briefly answer them based on your personal
experiences:
1. What did you learn about yourself as a result of completing the quadrants pertaining to your positive traits
and areas you wish to improve?
2. How did the process of physically writing these thoughts down impact your understanding of yourself and
self-awareness?
3. Was it difficult for you to list the qualities you enjoy about yourself? Justify further.
4. What new understandings did you acquire by thinking about the things you want to alter for yourself? and
viewpoints.

ABSTRACTION
Discussion: Political Self

Political Self refers to the innate obligation to participate in the political activities in the society and help and care
for the community where the individual belongs. Such civic responsibility closely links to one's self as it gives also
meaning and identity. Hence, this lesson will explore political self-concepts like politics and active citizenship. It also
will show you the importance of active citizenship.

Theories on Political Self

Albert Bandura (1977)

● A person can acquire learning through observation and imitation.

● Observation and imitation are important in a process known as political

socialization.

● Political socialization is the lifelong process by which individuals gain

knowledge about politics.

Kendall (1998)
● Defines politics as a social institution through which power is acquired and
exercised by people in the groups “man in nature is a political animal”

● It serves as a mechanism by which individuals develop power and

understand proper functioning of a democratic.

Ma. Serena Diokno (1997)

● Political self and identity are developed through socialization, through the
ways of people, the knowledge, norms, values, motives, and roles appropriate to their positions in a group or
community is learned.

● The political self is influenced and modified by the opinions, comments and suggestions of other people.
Jussim et al. (2016)
● Politics is a central component of man’s identity.

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 ● Organizes one’s beliefs, attitudes, and affiliations and aids the processing of politically relevant information.

● It constitutes knowledge about the Constitution, government, and governance.

● Exemplifies the ideals and aspirations of the people, embodies the rules and principles of the States, and
determines the status and power of the people.

● Often defined by Citizenship.

Active Citizenship

Active citizenship is an umbrella concept regarding the rights and

responsibilities of citizens. Its core values include participation and belonging
to a caring community.

Examples: Actively participating in the following activities:

✔ Petitioning
✔ Protesting
✔ Campaigning
✔ Voting
✔ Volunteering for charitable groups
✔ Promoting advocacies for reforms
✔ Any action that promotes and sustains
democracy

Why is Active Citizenship critical?

The goal of active citizenship is to inculcate and influence society at large.

But why is it important to be active citizen for a youth like you?

1. Participating activities make you

aware of issues, challenges, and
concerns within your community,
leading you to support and uphold
advocacies for reforms.
2. It will help you develop efficacy and
competence, as you are "future
leaders" in society.
3. It helps you embrace individuality.
4. Exposure to political activities will help
you develop your sense of self, foster
critical thinking, advocacy formation, comprehension, and awareness of
social issues.
Your participation in any political and social activities can result in
radical change culturally and politically, which can be felt even in future
generations.

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Origin Of Political Self

Family
The family has a hierarchical structure through hierarchy of positions, status and power.

Example: Father acts as a leader and establishes rules to

maintain order in the family This shows that authority is necessary
in the development of political self and identity.

School
The school's responsibility is to teach moral, spiritual, and political values that will help the students to become
patriotic and morally upright citizen.

Example: UTS subject, GMRC, ROTC The school is similar to

family, where the teacher acts as the leader in classroom that
sets the rules and regulation to maintain order in class.

Church
Helps to shape ideals of citizenship and democracy through the religious teachings, values and tradition.

Example: In the medieval kingdom of Luminaria, the church

instilled in its adherents a deep sense of justice and compassion
that eventually served as the cornerstone of their democratic
values and feeling of civic duty. People were motivated to fight
for a more equitable and inclusive political structure by the
church's teachings on equality and mutual respect.

Peers
Interaction with the peers encompasses and emphasizes the equal distribution of power, rights, and privileges
among members of the group.

Example: Interactions between peers are firmly established in the

Filipino culture of "bayanihan" (community solidarity) inside the
dynamic student groups at the University of Manila in the Philippines.
This idea emphasizes the equitable sharing of authority, privileges,
and rights among all group members. The Philippines' dedication to

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 inclusivity and democratic values is seen in the high consideration accorded to each student's voice and the
collaborative decision-making process.

Mass Media
Key to the source of information on politics Family, School, Church, Peers and moral behaviors’that influence
political behavior and political self.

Example: Informing the public about politics, influencing

political conduct, and forming political identities are all major
functions of the media in the Philippines. Families, schools,
churches, peers, and moral ideals come together through
the media to jointly influence the country's political
knowledge and civic engagement.

Democracy

A government in which the supreme is vested in and exercised by the people directly or indirectly through a
system of presentation, usually involving periodical held free elections. Although democracy has several flaws it also
uniquely possesses a number of features that most people — whatever their basic political beliefs, would consider
desirable.

Examples:
1. Democracy helps prevent cruel and vicious autocrats from ruling.
2. It fosters human development (i.e., health education, personal income and any other indicators more fully
than do other forms of government).
3. Democracy helps protect fundamental individual rights and interest.
4. Democratic societies provide people the maximum opportunity to take moral responsibility for their choices
and decisions.
5. Democratic societies offer a relatively high chance of political equality.

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 ASSESSMENT

Study well for the face-to-face

assessment! You can do this!

Self-Review Questions:
1. What is active
citizenship?

______________________________________________________________________________
______________________________________________________________________________
2. What is the importance of exercising the right to suffrage?
______________________________________________________________________________
______________________________________________________________________________
3. How to maintain public interest and boost community involvement?
______________________________________________________________________________
______________________________________________________________________________
4. Why is it important to be kept informed about the government?
______________________________________________________________________________
______________________________________________________________________________
5. What are the contributions we can offer to better our society?
______________________________________________________________________________
______________________________________________________________________________

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 Lesson 11
Digital Self

Time Frame
Week 15

Desired Learning Outcomes

❖ Understand digital identities and technoference;
❖ Identify various effects of online identities to one’s self; and
❖ Demonstrate responsible online behavior.

ACTIVITY
Class Activity # 11: Status Update

Objective
This activity aims to enhance their digital literacy skills and cultivate responsible online behavior by fostering
awareness of the content they choose to share on social media platforms.

Materials
Camera
Art Materials

Instructions
1. Form a group with 3 students each.
2. Explore the surroundings and take a selfie or groupie.
3. Find three scenes that represents the following:
a. things you should upload;
b. things you cannot upload; and
c. things you need careful deliberation.
4. Print the pictures and attach on a long bond paper with explanation.

ANALYSIS

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 Class Recitation #11

After doing the activity, you can walk through the following questions and briefly answer them based on your personal
experiences and opinions.
1. What new knowledge about digital literacy and appropriate online sharing did this activity give you?
2. Can you give an example of a scene that you first classified differently but then after thinking about the
repercussions of publishing it online, you change your mind about? What caused that classification to change?
3. What ethical principles can you derive from this activity, and how can you apply the lessons you gained to
your real-life online interactions?

ABSTRACTION
Discussion: Digital Self

Digital World

We are now living in a digital world. During the COVID 19 pandemic

more than three years ago, we were more compelled to shift digitally. Most
of our daily activities have been done online – work or study. Even some
forms of leisure such as online gaming, live-streamed concerts and
performances, online shopping can already be done digitally. Everything is
happening in the digital world and perhaps, it makes our lives comfortable
and easy especially if you have connectivity and finances to spend on
internet load.

Technology that helps us connect into our digital world which includes:
physical devices, applications (apps), and websites is no surprise to have a
big impact in our daily lives especially since we spend so much of our time
on screen. This reliance on the use of technology has led to some potential
consequences towards the self and one's well-being.

The Concept of Digital Self

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 Identity has many definitions, but without getting too metaphysical,
we can sum it up in a few words: you are who you are and what you
do. Simply put, your identity is the sum of your characteristics,
including your birthplace and birthday, the schools you attended, your
shoe size, and so on. Some of those characteristics never change,
such as your birthday, and some change over time, such as your hair
color. Similarly, when you are using the Internet, your online identity is
the sum of digital characteristics and interactions in the digital world.
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 the same as
the one they inhabit in the real world. Because you interact differently
with each website you visit, each of those websites will have a different picture of who you are and what you do.
Sometimes, the different representations of you are referred to as partial identities because none of them has the full
and true picture of who you are. Your online identity is not the same as your real-world identity because the
characteristics you represent online differ from the characteristics you represent in the physical world.

Digital technologies allow us to reinvent ourselves creatively. We tend to feel that we have a certain control to
construct our personal identity more in the online environment than in physical. Who don’t know “selfie” nowadays? In
selfie, you can do anything about how you want to look like. You can focus on your best angle, filter or alter, or do
tricks like cropping for better composition. Evening out skin tone, removing wisps of hair, altering jawlines, re-sizing
eyes and mouth – all can be done on your phone. Just like the meme beside.

Negative Impact of Digital Advancement to Identity

1. Disconnectedness
The increasing use of gadgets and presence in the social media results in being
disconnected from people around us. As we rush to check and connect to the online world we

Disconnectedness
The increasing use of gadgets and presence in the social media results in being disconnected from people
around us. As we rush to check and connect to the online world, we neglect to interact face-to-face with those who
demand attention from us. Often, we prefer to stay stuck on social media creating recent posts or stalking someone
else for hours for being mentally insensitive to the happenings around us.

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Developing Superficial Relationship
The progressive development in the features of social networking sites
allows individuals to gain thousands of friends and even millions of followers. This
eventually leads to creating virtual relationships and intimacy. However, as this
can provide a positive impact on individual the same also cause an inability to
maintain face-to-face relationships which demands more personal adjustments
and understanding of differences. Hence it can be concluded that relationships
have become superficial as we tend to nurture the relationship only within the
confines of the digital environment which demands simple duties such as ‘liking’
or ‘sharing’ a friend's recent online post.

3. Online Recklessness
The online world has provided its users the opportunity to express themselves by
communicating their thoughts and responses whether in the form of emoticon, emoji, animated
gif, meme or through traditional words. These are the ways to express positive or negative
feedback on a react post seen on a random feed in a social networking site. The digital world
provides us with chance of expressing our thoughts and viewpoints from the confines and
comforts of our room, but do we use this freedom with a sense of responsibility? If we state
unconventional response that can trigger public outrage or collective reactions from all of those
who can see our raw reaction, are willing to stand for the consequences?
Online Recklessness
The online world has provided its users the opportunity to express
themselves by communicating their thoughts and responses whether in the form of
emoticon, emoji, animated gif, meme or through traditional words. These are the ways to
express positive or negative feedback on a react post seen on a random feed in a social
networking site. The digital world provides us with chance of expressing our thoughts and
viewpoints from the confines and comforts of our room, but do we use this freedom with a
sense of responsibility? If we state unconventional response that can trigger public
outrage or collective reactions from all of those who can see our raw reaction, are willing
to stand for the consequences?

Distorted Identity Formation

The digital world offers the opportunity to create several identities according to our
hearts desire. An individual can change his citizenship, gender, look, character, and status
in the online world. The desire to be someone else or to create an ideal ‘self’ in this realm
can be achieved instantly through the advanced features offered in the social networking
site as enhanced by open-sourced application (Apps). The identity that we project online
may either reflect our true self or our ideal self.

A Significant Portion of Our Lives is Being Broadcasted

The online world gives its users the chance that ‘celebrity feel’. As a form of
expressing awe n a new gadget, we post its image online; in trying to share the joy of

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consuming a well-plated meal, we post it online; to show how we feel about a recent event, we post it online; to
express our emotions about a heated argument with our parents, we post it online.

Digital Self-Harm
Almost similar degree to mutilating oneself, we show how sad and problematic we are through the online
space. We tend to demean ourselves in public as we tend to validate our insecurities and weaknesses among our
online friends and followers. We call it ‘digital self-harm’. A 2016 study that surveyed 5,500 people ages 12-17 found
that up to 6% of adolescents between the said age bracket, are practicing this so-called “digital self-harm,” and they
have done so using smartphones. The loneliness, emptiness, and anxiety digital technology produce in the declining
mental health and increasing rate of adolescent suicide.

Digital self-harm can affect your sense of self-esteem and self-worth. In some cases, it can lay the groundwork for
other conditions like depression and anxiety. In other cases, a person’s depression or anxiety may actually cause
them to post hateful comments.

Contribute to a Declining Mental Health

Severe exposure and engagement in the digital world can result to extreme
loneliness and anxiety especially among teens. The inability to gain attention from
the significant others results to sadness and frustration. This contributing a lot to a
declining mental health as the individual is unable to overcome stress.

Self-Obsession
Constant exposure to the online world has evidently increased the incidence
of ‘narcissism’. Many have become self-obsessed and self-absorbed as facilitated
and promoted by the social media. As social networking sites allow escape from the
daily woes of life, expectations consequently arise. Users expect that there will be
following and responses to their posts whether there is an image, quote, an
emotional post evident through ‘likes’ ‘shares’ and ‘tweets.’ Individuals who submit
themselves to the mentally propagated by the social networking sites have become
preoccupied by trying to produce their best photos and images; detailed account of

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their recent activities as well as the best image of the cup of coffee they have bought from that high-end café with a
location posted on their Facebook, Instagram or Tweeter accounts.

Responsible Digital Citizenship

Digital citizenship is when a person uses the internet in a legal, safe, ethical and responsible way. Teenagers with
social media, online education, gaming or other accounts are digital citizens. Responsible digital citizenship means:
● Taking part in online community life safely, ethically and respectfully.
● Behaving respectfully and lawfully – for example, it’s a crime to hack, steal, illegally download or cause
damage to other people’s work, identity or property online
● Protecting your privacy, managing your reputation, and think critically.
● Taking accountability of your actions, considering how your online activities affect yourself, other people you
know, and the wider online community.

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 ASSESSMENT

Study well for the face-to-face assessment! You can do this!

Self-Review Questions:

1. What is digital self?

______________________________________________________________________________
______________________________________________________________________________
2. How can we protect our information from the digital world?
______________________________________________________________________________
______________________________________________________________________________
3. Why is it important to always exercise caution when dealing with the digital world?
______________________________________________________________________________
______________________________________________________________________________
4. In what ways can online identities influence self-perception and self-esteem?
______________________________________________________________________________
______________________________________________________________________________
5. How can individuals mitigate irresponsible online behavior consequences through responsible
conduct?
______________________________________________________________________________
______________________________________________________________________________

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The Australian Parenting (2023). Digital citizenship: teens being responsible online. Retrieved:
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NAME:_____________________________________________________ SECTION:__________________

MY WEEKLY JOURNAL

WEEK# ______

DATE:
LOCATIONS I WENT TO:

EVENTS I ATTENDED:

PEAK EXPERIENCE:

REALIZATIONS:

WEEK# ______

DATE:
LOCATIONS I WENT TO:

EVENTS I ATTENDED:

PEAK EXPERIENCE:

REALIZATIONS:

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