UNDERSTANDING THE SELF

LESSON 3: The Self as Cognitive Construct

Activity

This activity has two parts that try to compare how we look to ourselves against how people
perceive us depending on how we present ourselves to them. For the first part, list ten to fifteen (10-15)
qualities or things or things that you think define who you are the human figure representing you.

“You" Through Others Eyes

For the second part, in the space below, write " I am____________ (your name). Who do you think I am
based on what you see me do or hear me say?"

ANALYSIS

Compare what you wrote about yourself to those written by yourself to those written by your classmates.
What aspects are similar and which are not? What aspects are always true to you? What aspects are
sometimes true or circumstantial? What aspects do you? What aspects do you think are not really part of
your personality? Write your answer below.

ABSTRACTION

There are various definition of the "self" and similar are interchangeable concept in psychology. Simply put,
"self" is the sense of personal identity and of who we are as individuals. The "me" on the other hand, is the
physical characteristics as well as psychological capabilities that makes who you are.

Other concepts similar to self are identity and self-concept. Identity is composed of personal characteristics,
social roles, and responsibilities, as well as affiliation that define that define who one is. Self-concept is
what basically comes to your mind when you are asked about who you are.

Self, identity, and self-concept are not fix in one time frame. They are not also fixed for life nor are
responsibilities, as well as affiliation that define who one is. Self-concept is what basically comes to your
mind when you are asked about who are.

As you grow and adapt to the changes around you, they also change. But they are things. Theories
generally see the self and identity as mental constructss, created and recreated in memory. Current
researches point to the frontal lobe of the brain as the specific area in the brain associated with the
processes, and ones behavior as the results of the Interaction between the ID, the ego and the superego

LESSON 4: The Self in Western and Eastern Thoughts

Introduction

Different cultures and varying environment tend to create different perceptions of the "self" and one the
most common distinction between cultures and people in Eastern-vs-Western dichotomy wherein Eastern
represents Asia and Western represents Europe and Northern America. In the Philippines alone, each
region may have a similar or varying perception regarding the "self".

ACTIVITY: Two Sides of the Same Planet

Direction: Write top five (5) differences between Western and Eastern society, culture, and individual s in
the table below. Cite your sources.

ANALYSIS

Do you agree with the differentiation between the West and East? Where can you find the Philippines in
distinction? What are the factors that make the Philippines similar or different from Asia. Neighbors? Is
there also a difference between regions or ethnoliguistic groups in the Philippines?

Activity

 Discuss the following:

 Confucianism
 Taoism
 Buddhism

ABSTRACTION

In this lesson, we will look at religious beliefs and political philosophies that greatly influenced the mindset
of each nation or culture.

APPLICATION AND ASSESSMENT

Direction: Create a representation, diagram, or concept map of the SELF according to a Filipino culture.
Provide a brief explanation of you output. You can also cite books researches about Filipino culture, self,
and identity to further elaborate on the topic.

CHAPTER II UNLOCKING THE SELF

Lesson 1: The Physical and Sexual Self

Introduction

It has been believed that the sex chromosomes of human define the sex (female or male) and their
secondary sexual characteristics. From childhood, we are controlled by our genetic makeup. It influences
the way we treat ourselves and others. This lesson helps us better understand ourselves through a
discussion on the development of our sexual characteristics and behavior.

ACTIVITY:

Defining the Beauty

Direction: Complete the sentences below

1. For me beauty means_______________

2. A beautiful person is______________

3. I am beautiful because____________

4. List down names of people you know who are beautiful______________

Direction: Fill out the table below by listing the common secondary sexual make and female characteristics.

Male Secondary Sexual Characteristics Female Secondary Characteristics

ANALYSIS

1. When we do usually observe the changes listed above for male and female?

2. We're do you able to expert the same changes? When?

3. If you were not able to experience the above listed changes, what might have caused such difference?

4. How does the society shape the sexual behavior of an individual?

5. Can we really change our natural it in ate sexual organ and sexual response?
ABSTRACTION

Marieb, E.N. (2001) explains that during the early stages of human development, the embryonic
reproductive structures of males and females are alike and are said to embryonic reproductive structures of
female and female are alike and are so said to be in indifferent stage. The formation of female or male
structures depend on the presence of testosterone. Usually, once formed, the embryonic testes release
testosterone, and the formation of the duct system and external genitalia follows.

Puberty is the period of life, generally between the ages of 10 and 15 years old, when the reproductive
organs grow to their adult size and become functional under the influence of rising levels of gonadal
hormones (testosterone in males and estrogen in females). After this time, reproductive capability continues
until old age in males and menopause in female.

Diseases Associated with the Reproductive System

The usual infections, include those caused by Escherichia coli which spread through digestive tract; the
sexually transmitted microorganism such as syphilis, gonorrhea and herpes virus; and yeast (type of
fungus). In males, the most common inflammatory conditions are prostatitis, urethritis, and epididymitis, all
of which may follow sexual contract in which sexually transmitted disease ( STD) microorganisms are
transmitted. Orchiditis, or inflammation of the testes, is rather uncommon but is serious because it can
cause sterility. Orchiditis most commonly follows mumps in an adult male.

EROGENOUS ZONES

EROGENOUS zones refers to the parts of the body that are primarily receptive and increase sexual arousal
when touches in a sexual manner. Some of the commonly known erogenous zones are the mouth, breast,
genitals, and anus.

HUMAN SEXUAL BEHAVIOR

Human sexual behavior is defined as any activity-solitary, between two persons, or in a group-that induces
sexual arousal.

Types of Behavior

The various type of human behavior are usually classified according to the gender and number of
participants. There is solitary behavior involving more than one individual, and there is sociosexual behavior
involving more than one person.

1. Solitary Behavior – self-gratification means self-stimulation that leads to sexual arousal and
generally, sexual climax. Usually, most self-gratification takes place in private as an end in itself,
but can also be done in a sociosexual relationship. Majority of males and females have fantacies
while they gratify themselves. The fantasies frequently involves idealized sexual partners and
activities that the individual has not experienced and even might avoid in real life.
 2. Sociosexual Behavior- Heterosexual behavior is the greatest amount of sociosexual behavior that
occurs between only one male and female. It usually begins in childhood and may be motivated by
curiosity, such as showing or examining genitalia. There is varying degree of sexual impulse and
responsiveness among children. Physical contact involving necking and petting is considered as
an ingredient of the learning process and eventually of courtship and the selection of a marriage
partner.

Physiology of Human Sexual Response

Sexual response follows a pattern of sequential stages or phases when sexual activity is continued

1. Excitement Phase- it is caused by increase in pulse and blood pressure; sudden rise in blood supply to
the surface of the body resulting in increased skin temperature, flushing, and swelling of all distensible body
parts (particularly noticeable in the male reproductive structure and female breasts), more rapid breathing,
the secretion of genital increase to a near maximal physiological level that leads to the next stage.

2. Plateau Phase- it is generally of brief duration. If stimulation is continued, orgasm usually occurs.

3. Sexual Climax- it is marked by a feeling of abrupt, intense pleasure, a rapid increase in pulse rate and
blood pressure, and spasm of the pelvic muscles causing contractions of the female reproductive organ and
ejaculation by the male. It is also characterized by involuntary vocalizations. Sexual climax may last for a
few seconds (normally not over ten), after which the individual enters the resolution phase.

4. Resolution Phase- it is the last stage that refers to the return to a normal or subnormal physiologic state.
Males and females are similar in their response sequence. Whereas males return to normal even if
stimulation continues, but continued stimulation can produce additional orgasms females. Females are
physically capable of repeated orgasms without the intervening “rest period” required by males.

NERVOUS SYSTEM FACTORS

The entire nervous system plays a significant role during sexual response. The autonomic system is
involved in controlling the involuntary responses. In the presence of stimulus capable enough of initiating a
sexual response, the different celebrospinal nerves transmit the sensory message and dictate what will be
the immediate and interpret the sensory message of the body.

SEXUAL PROBLEMS

Sexual problems may be classified as physiological, psychological and social in origin. Psychological
problems comprise by far induced inhibitions, maladaptive attitudes, ignorance and sexual myths held by
society.
Premature emission of semen is a common problem, especially for young males. Sometimes this is not the
consequence of any psychological problem but the natural result of excessive tension in a male who has
been sexually deprived.

Erectile impotence, is almost always psychological origin in males under 40; in older males, physical
causes are more often involved.

Ejaculatory impotence, which results from the inability to ejaculate in coitus, is uncommon and is usually
psychogenic origin. It appears to be associated with ideas of contamination or with memories of traumatic
experiences. Occasionally ejaculatory inability can be possibly expected in older men or in any male who
has exceeded his sexually capacity.

Vaginismus is a strong spasm of the pelvic musculature constricting the female reproductive organ so that
the penetration is painful or impossible. It can be due to anti-sexual conditioning or psychological trauma
that serves as an unconscious defense against coitus. It can be treated psychotherapy and gradually
dilating the female reproductive organ with increasing large cylinders.

ACTIVITY

1. Specify the three major categories of sexual problem.

2. Least at least 7 sexual transmitted disease.

NATURAL AND ARTIFICIAL METHODS OF CONTRACEPTION

Natural Method
The natural family planning methods do not involve any chemical or foreign body introduction into the
human body. People who are very conscious of their religious beliefs are more inclined to use the natural
way of birth control and others follow such natural methods because they are most cost-effective.
ACTIVITY
*Define the Natural and Artificial methods of contraception.
Natural Method
a. Abstinence
b. Calendar Method
c. Basal Body Temperature
d. Cervical Mucus Method
e. Symptothermal Method
f. Ovulation Detection
g. Coitus Interruptions
Artificial Method
a. Oral Contraceptives
b. Transdermal Patch
c. Vaginal Ring
d. Subdermal Implants
 e. Hormonal Injections
f. Intrauterine Device
g. Chemical Barriers
h. Diaphragm
i. Cervical Cap
j. Male Condoms
k. Female Condoms
l. Surgical Method
APPLICATION AND ASSESSMENT
1. Creative Work.
Propose a program in school or community that will raise the awareness of the students and to help
eliminate sexually transmitted diseases especially among all the youth.
2. Agree or Disagree.
Are you in favor of legalizing marriage among homosexuals and transgender?

LESSON 2: To Buy or Not to Buy? That is the Question!

Introduction
We are living in a world of sale and shopping spree. We are given a wide array to products to purchase
from a simple set of spoon and fork to owning a restaurant. Almost everywhere, including the digital solace,
we can find promotions and product surface.
ACTIVITY: Debit Card Challenge
Direction: A very wealthy person gave you a debit card and told you to use it as much as you want to make
yourself happy. What are you going to do with it? Make a list of what you want to have. Write as many as
you want!
ANALYSIS
Direction: Answer the following questions;
1. How do you feel as you do the Debit Card Challenge?
2. Which among the items in your list you like the most? Why?
3. If you were given the chance in real life to have among the list, which would you choose? Why?
4. Does your choice different from what you answer in a question number 2? Why or why not?
5. Let your classmate read your list. Ask her/him to give or write a quick impression of yourself based in the
list you showed him/her.
6. Is the quick impression of your classmate has some truth about who you are?

ABSTRACTION
Material Self
A Harvard psychologist in the late 19th century, William James, wrote in his books, The Principles of
Phycology in 1890 that understanding the self can be examined through the different components. He
described these components as:
(1) Its constituents;
(2) The feeling and emotions they arouse-self-feelings,
(3) the actions to which they prompt-self-seeking and preservation. The constituents of self are composed
of the material self, the social self, the spiritual self sand our ego.
The material self, according to James primarily is about our bodies, clothes, immediate family, and home.
We are deeply affected by these things because we have put much investment of our self to them.
The innermost of our material self is body. Next to our body are clothes we use. Third in the hierarchy is our
immediate family. The fourth component of our material self is our home.
Having investment of self to things, made us attached to those things. The more investment of self –given
to the particular thing, the more we identify ourselvea to it.

ACTIVITY
Illustrate the Material Self Investment Diagram.