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MODULE 1

Meet and Greet

My Home, My school

INTENDED LEARNING OUTCOMES

At the end of this module, you will be able to:

1. explain the program and your institution’s vision-mission statements and objectives;
2. focus your attention as well as listen wholeheartedly and openly to each member of the class
during sharing sessions; and
3. demonstrate self-understanding and self-acceptance.

What is it all about?

Why are you in this subject?

Ask yourself these questions:

1. What is “Understanding the Self”?

2. Is it important in the curriculum?
3. How will it help me as a student and as a person?

ACTIVITY 1: Sharing Oneself

Share yourself with others by providing the following information:

 your name
 your positive attribute or characteristic that begins with the first letter of your surname (e.g.,
Santos “sweet”)
 the school where you came from
 your reason for studying in this institution
 your feeling to be in this class

ACTIVITY 2: ZIP-ZAP-ZOP Game

1. The class should seat in a circle.

2. The IT chants ZIP,ZAP,ZOP,ZIP,ZAP,ZOP…..and stops and points to someone.

3. If the IT stops at ZIP, the chosen person will say the name of the person to the right and a word
to describe him/her.

If the IT stops at ZAP, the chosen person will say the name of the person to the left and a word
to describe him/her.

If the IT stops at ZOP, the participants will change places and start the game again.

4. If a participant fails to respond after 3 seconds, he/she becomes the IT.

5. The game ends after 15-20 minutes. Process the experience afterwards.

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a. Whose names in the classroom do you remember the most? Why?

b. How many person remembered you? Who are they?
c. How did you feel when your classmates remember your name? Why?

ACTIVITY 3: The Boat is Sinking

Mill around singing “Row, row, row, your boat.” The gamemaster will say: “The boat is sinking; rescue
boats form (any number).” Participants should group themselves according to the number stated by the
gamemaster. Those who cannot find their rescue boats are eliminated. Play the game for 20 minutes
and then sit on the floor to process the experience. (Use 1 whole sheet of paper for this activity.)

1. Cognitive Processing

a. Who have you met?

b. Who attracted your attention?
c. What did you notice about some participants?

2. Affective Processing

a. How did you feel being in contact with people you were not acquainted with till now?
b. How did you feel when you were being eliminated?
c. How do you feel now?

ACTIVITY 4: Your Role in the Community

In college, each of you is expected to do something for the whole community. You are now a freshman
student. Can you identify the things that you expect to do for the community?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

It may be a good start to sing your alma mater song. Then, you can add more things in the list you
already made.

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MODULE 2

Concept and Nature of Self

Who Am I?

INTENDED LEARNING OUTCOMES

At the end of this module, you will be able to:

1. explain the nature, concept, and meaning of the self;

2. describe the nature of the self from your own point of view;
3. discuss the conceptualization and representation of the self from various disciplines and
perspectives; and
4. develop a pleasant and wholesome attitude towards oneself.

Group Singing

Find the following songs on the internet and make the class sing them. Also reflect on the
songs’ lyrics. Then, answer the questions that follow.

“Sino Ako” by Jamie Rivera

“Who am I” by Casting Crowns

Questions: (Answer Activity 1: Self-examination; p. 4)

1. Who are you?

2. How would you describe yourself?
3. Do you love yourself? Why or why not?
4. What are you most grateful for in life?
5. What are the biggest and most important things you have learned in life so far?

The Philosophical View of Self

SOCRATES: Know Yourself

 Socrates is principally concerned with man.

 He considers man from the point of view of his inner life.
 The famous line of Socrates, “Know yourself,” tells each man to bring his inner self to light.
 A bad man is not virtuous through ignorance; the man who does not follow the good fails to do
so because he does not recognize it.
 The core of Socratic ethics is the concept of virtue and knowledge.
 Virtue is the deepest and most basic propensity of man.
 Knowing one’s own virtue is necessary and can be learned.
 Since virtue is innate in the mind and self-knowledge is the source of all wisdom, an individual
may gain possession of oneself and be one’s own master through knowledge.

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Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 1: Self-examination

Look at yourself in the mirror and answer the following questions.

1. How can you describe yourself based on your own perspective or point of view?

“I am _______________________________________.”

2. What aspect of yourself do you feel good about? Why?

3. What aspect of yourself do you believe you have to improve? Why?

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PLATO: The Ideal Self, the Perfect Self

 According to Plato, man was omniscient or all-knowing before he came to be born into this
world.
 With his separation from the paradise of truth and knowledge and his long exile on earth, he
forgot most of the knowledge he had.
 However, by constant remembering through contemplation and doing good, he can regain his
former perfections.
 Man who is now an exile on earth has a guiding star, a model, or a divine exemplar which he
must follow to reach and attain his destiny.
 In practical terms, this means that man in this life should imitate his former self; more
specifically, he should live a life of virtue in which true human perfection exists.
 Happiness, which is the fruit of virtue, embodied in man’s former perfect self.

IMMANUEL KANT: Respect for self

 Man is the only creature who governs and directs himself and his actions, who sets up ends for
himself and his purpose, and who freely orders means for the attainment of his aims.
 Every man is thus the end in himself and should never be treated merely as a means – as per
the order of the Creator and the natural order of things.
 This rule is a plain dictum of reason and justice: Respect others as you would respect yourself.
 A person should not be used as a tool, instrument, or device to accomplish another’s private
ends.
 Thus, all men are persons gifted with the same basic rights and should treat each other equals.

RENE DESCARTES: “I think, therefore I am”

 Descartes states that the self is a thinking entity distinct from the body.
 His first famous principle was “Cogito, ergo sum,” which means “I think, therefore I am.”
 Although the mind and the body are independent from each other and serve their own function,
man must use his own mind and thinking abilities to investigate, analyze, experiment, and
develop himself.

JOHN LOCKE: Personal Identity

 John Locke holds that personal identity (the self) is a matter of psychological continuity.
 For him, personal identity is founded on consciousness (memory), and not on the substance of
either the soul or the body.
 Personal identity is the concept about oneself that evolves over the course of an individual’s life.
 It may include aspects of life that man has no control over, such as where he grew up or the
color of his skin, as well as the choices he makes, like how he spends his time and what he
believes.

DAVID HUME: The self is the Bundle Theory of Mind

 Hume is skeptical about the existence of the self, specifically, on whether there is a simple,
unified self that exists over time.
 For him, man has no “clear and intelligible” idea of the self.
 He posits that no single impression of the self exists; rather, the self is just the thing to which all
perceptions of a man is ascribed.
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 Moreover, even if there were such an impression of the self, it would have to remain constant
over time to constitute identity.
 However, man’s impressions vary and always change.
 Even attempts to have impressions of the self must fall for all these attempts are really just
occasions for one to notice perceptions.
 Put simply, a person can never observe oneself without some other perceptions.
 Thus, Hume asserts that what we call the “self” is really just “a bundle or collection of different
perceptions which succeed each other with an inconceivable rapidity.”

THE CHRISTIAN or BIBLICAL VIEW of SELF

The Holy Bible

“God created man in His image; in the divine image He created him; male and female He
created them. God blessed them, saying, “Be fertile and multiply; fill the earth and subdue it. Have
dominion over the fish of the sea, the birds in the air, and all the living things that move on the earth.”

Genesis 1:24-28

 According to the Holy Writ, man, following his redemption by the Savior from eternal bondage,
now shares in the infinite merits of his Redeemer and has become not only the inheritor of the
new earth but also the heir of heavenly kingdom.
 Thus, it is appropriate to think of the “self” as the multi-bejeweled crown of creation – the many
gems thereof representing and radiating the glorious facets of man’s self that include the
physical, intellectual, moral, religious, social, political, economic, emotional, sentiment,
aesthetic, sensual and sexual aspects.

Religious
Emotional Aesthetic

Physical
Sentiment

Rational
THE CROWN CREATION Moral
OF SELF
Spiritual

Sensual
and Sexual
Political

Economic
Intellectual
Social

Figure 1

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ST. AUGUSTINE: Love and Justice as the Foundation of the Individual Self

 St. Augustine believes that a virtuous life is a dynamism of love.

 It is a constant following of and turning towards love while a wicked life is a constant turning
away from love.
 Loving God means loving one’s fellowmen; and loving one’s fellowmen denotes never doing any
harm to another or, as the golden principle of justice states, doing unto others as you would
have them do unto you.

THE PSYCHOLOGICAL VIEW OF SELF

SIGMUND FREUD: The Psychoanalytic Theory of Self

 Freud’s asserts that the human psyche (personality) is structured into three parts (tripartite).
 These structures – the id, ego, and super ego – all develop at different stages in a person’s life.
 These three structures are systems and not physical parts of the brain.
 Although each parts comprises unique features and contributes to an individual’s behavior, they
interact to form a whole.

Parts of Personality

1. Id (Internal Desires)

 Also called internal drives or instinctive drives, it consists of the body’s primitive
biological drives and urges which are concerned only with achieving pleasure and self-
satisfaction.
 Id lives completely in the unconscious.

2. Ego (Reality)

 It is the “I” part of the individual that gives him/her the sense of his/her own identity.
 The ego is the rational part of the personality.

3. Superego (Conscience)

 It is the part of the personality concerned with morals, precepts, standards, and ideas.
 The superego is also the critical faculty of the personality.

Freudian Stages of Psychosexual Development

 Freud also argues that the development of an individual can be divided into distinct stages
characterized by sexual drives.
 As a person grows, certain areas become sources of pleasure, frustration or both.

1. Oral
 From birth to the end of the first year, the mouth becomes the part of the body through
which gratification is secured.

2. Anal (Expulsive Phase)

 From the age of 2 to 3 years, the child derives the feelings of pleasure or pain from
defecating.
 It covers the toilet-training period.
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3. Phallic
 From the age of 3 to 6 years, the child gets curious about his/her genitals and becomes
attached to the parent of the opposite sex.
 The attraction of a boy to his mother is called Oedipus complex, while that of a girl is
called Electra complex.

4. Latency
 From the age of 10 to 12 years, sexual motivations presumably recede in importance as
the child becomes preoccupied with developing skills and other activities,

5. Genital
 After puberty, the deepest feelings of pleasure presumably come from heterosexual
relations.

ERIK ERIKSON: The Psychosocial Stages of Self-development

 Erikson was primarily concerned with how both psychological and social factors affect
the development of individuals.
 He has formulated eight major stages of development, each posing a unique
developmental task and simultaneously presenting the individual with a crisis that he/she
must overcome.
 As defined by Erikson, a crisis is not “a threat of catastrophe but a turning point, a crucial
period of increased vulnerability and heightened potential”.
 Accordingly, individuals develop a healthy personality by mastering “life’s outer and inner
dangers,”

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ACTIVITY 2: Self-description Essay

Write an essay about anything that you wish to share about yourself. You may use these suggested
topics: (use 1 whole sheet of paper for this activity)

 Me as I see me
 How other people see me
 How I would like other people to see me

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

SUMMARY

 This module presented three major lenses --- philosophical, biblical, and psychological ---
through which one can understand the self.
 In the first perspective, which is focused on the abstract self, philosophers believe that a person
is more than his/her physical aspect.
 Meanwhile in the biblical view, one can conclude that a person, as a creation of God, is destined
for greater things through the grace of God and by living a virtuous life.
 Finally, psychologists use stages or phases to explain that the self is a product of life’s
development in its different aspects.
 It is important for you to explore yourself and not limit your understanding to those that are given
to you.

MODULE 3

Physical Self

The Beautiful Me

INTENDED LEARNING OUTCOMES

At the end of this module, you will be able to:

1. determine the condition of your physical self;

2. classify the physiological needs of the self in each stage of life;
3. identify the forces and institutions that impact the development of the various aspects of identity
and the self; and
4. explain the importance of a good health.

THE YOUNG ME (for the instructor)

 Bring a close up picture of yourself in your grade-school years.

 Be sure not to show your picture to any of your classmates before the session.
 Your professor will collect all your pictures and randomly distribute them back to class.
 Study the features of the person in photo.
 Try to identify whose picture it is.
 Check if your guess is right by returning it to the owner.

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Factors in the development of the Physical Self

 The development of the individual is caused by two interacting forces: heredity and
environment.

Heredity (nature)

 Is the transmission of traits or characteristics from parents to offspring.

 It provides the raw materials of which the individual is made up. Through the gene, hereditary
potentials like physical, mental, social, emotional and moral traits are passed down to
generations.

Environment (nurture)

 Is the sum total of the forces or experiences that a person undergoes from conception to old
age.
 It also includes family, friends, school, nutrition, and other agencies one is in contact with.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 1: Characterizing Myself

1. Fill out the chart below. Your professor may ask some of you to write your answer on a bigger
chart on the board.
My characteristics or My characteristics or
My characteristics or traits most traits most similar to traits not similar to
similar to those of my father those of my mother those of my father or
my mother
P
O
S
I
T
I
V
E

N
E
G
A
T
I
V
E

2. Analyze the chart by answering the following questions:

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a. Are there more positive traits than negative traits written on your chart?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

b. What type of traits have you written on the chart? Which traits are observable and which are
not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

c. Compare the traits written on the first two columns with those on the third column. Are there
more physical traits than non-physical traits that have been recorded?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

d. Are you happy for having those traits? Have you ever expressed your gratitude to your
parents for passing those traits to you?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 2: Film Showing (Answer while watching the video “Miracle of Life”)

 Watch the video titled “The Miracle of Life” by Rendering CG (Computer Graphics) on YouTube.
 Fill out the text below as you are watching.
 If you miss something, get back to it after viewing the film.

The Path Traveled by the Egg

1. The egg travels through the ____________________ after being released from ____________.
2. The fertilized egg contains _______________________________________ from both parents.
3. The egg is surrounded by a cloud of ______________________________________________.
4. These hairs, called ___________________________, move the egg along towards the uterus.
5. It takes the egg __________________ days to travel ____________ inches along the fallopian
tube.
6. The egg must join with a sperm within ________________ hours in order for conception to take
place. If no sperm is present, the egg _____________________________________________.

When Sperm Enters the Female Body

1. Nearly _________ % of the sperm will die almost immediately after entering the woman’s body.
2. Sperm will remain viable (able to survive) only for ______________ to ______________ hours.
3. The sperm has one goal: ______________________________________________________.

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4. There are many barriers (things to overcome) for a sperm to reach the egg. Some of these
include:
a. ________________________________ d. ________________________________
b. ________________________________ e. ________________________________
c. ________________________________

When Sperm Enters the Fallopian Tube

1. The fallopian tube has _________________ openings; one leads to the ___________________
and the other to the ___________________.
2. Of the 200 million sperms that enter, only about ______________________ ever reach the egg.
3. Only ___________________________ sperm will enter and fertilize the egg.
4. Once inside the egg, the sperm undergoes a big change, it ____________________________.
5. The genetic material is released from the ____________________________.
6. Within ___________________________ hours, the new cell begins to divide.

Name ____________________________________ Date _________ Dept./Yr. level ______________

The Embryo Develops into a Fetus

Number of Weeks since Fertilization Appearance of Embryo / Fetus

1. _______________________ It is elongated (grown long).

It is barely 1/10th of an inch long.

2. _______________________ It has arm buds, and is curled.

It has the beginning of eyes.

3. _______________________ The nose begins to take shape.

Leg buds appear.

4. _______________________ The embryo is less than _______ inch long.
It floats inside the fluid-filled amniotic sac.
Its _________ is clearly visible.

The embryo is ¾ of an inch long.

5. _______________________ It can move its hands and clearly defined fingers.
Its ____________________ are visible.
The eye lenses are formed.

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6. _______________________ Fingers are clearly seen.

The ______________ of the feet are clearly visible.

7. _______________________ The embryo is 2 ½ inch long

8. _______________________ It can bring its hands together and suck its thumb.

9. _______________________ Organs of senses are nearly formed.

10. _______________________ It is turning inside the mother.

The fetus is 5 ½ inches long.

11. _______________________ Its eyes are closed, but the fetus can see.
The _______________ is the fetus’ link to its mother, the
source of its life.

12. _______________________ All of its important features have been developed, but it will
take another _______ weeks before it can survive outside
its mother.

The Beginning of Life

 Life begins at fertilization.

 Fertilization refers to the meeting of the female sex cell and the male sex cell.
 These sex cells are developed in the reproductive organs called gonads.
 The male sex cells called spermatozoa (singular: spermatozoon) are produced in the male
gonads called testes.
 On the other hand, the female sex cells called ova are produced in the female gonads known as
ovaries.
 The fertilized egg cell known as zygote contains all the hereditary potentials from the parents.
 This zygote goes to the uterus and continues to grow during the gestation period about 280
days or 36 weeks or 9 calendar months.
 Each parent contributes one sex chromosome to the offspring.
 A male parent may pass either an X or a Y chromosome while a female always gives the X
chromosomes.
 When the X chromosomes comes from the father and meets the X chromosome from the
mother, the resulting combination is XX which indicates a female offspring.
 However, when the father produces a Y chromosome which pairs with the X chromosome from
the mother, the resulting combination is XY, signifying a male offspring.
 Both male and female chromosomes contain several thousands of genes.
 Genes are small particles in a string-like formation.
 They are the true carriers of hereditary characteristics of the parents.
 Within the gene is a substance called deoxyribonucleic acid (DNA) which is the code of
heredity.
 It contains information and instructions about the newly created organism, and programs the
traits that should be inherited.
 Maturation is the unfolding of the inherent traits.

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Stages in the Life Span

 An individual undergoes definite stages of development.

 In each phase, the child experiences certain developmental characteristics to prepare him/her
for the next.

Stages of Human development

Development Stage Age

Pre-natal period Conception to birth
Infancy Birth to end of the second week
Babyhood End of the second week to end of the second
year
Early childhood or preschool age Two to six years
Late childhood or elementary age Six to ten or twelve years
Puberty or preadolescence Twelve to thirteen or fourteen years
Adolescence Thirteen or fourteen to eighteen years
Early adulthood Eighteen to forty years
Middle age Forty to sixty years
Old age or senescence Sixty years to death

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 3: Family Tree

 Construct your family tree as far back as you can, using any materials that you have.
 Be creative.
 Indicate the physical and non-physical traits that you can identify among the members of your
family.

Taking Care of My Physical Self

 Since the self is inseparable from the body, you should take very good care of your physical
self.
 Whether you plan to lose, gain, or maintain weight, the most important thing to do is to keep
yourself fit.
 To achieve this goal, a rigid plan has to be made.

Balanced Diet

 To keep fit and healthy, one needs to have a balanced diet.

 Eating a balanced diet means consuming the right kind of food at the right time and in the right
proportion.
 One’s food intake should contain the necessary nutrients essential for growth and survival.
 This practice prevents malnutrition and diseases.
 It is also important to keep mealtimes pleasant and enjoyable.
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 Thus, an individual should be encouraged and motivated to eat more nutritious food.
 It should also be remembered that junk food must be avoided.

Essential Food Nutrients

Nutrient Functions Sources Amount of serving

per Meal
For supplying heat and Starchy food, bread, 1 to 1 ¼ cup of rice
Carbohydrates energy to the body rice, tubers, cereals, 1 to 2 pieces of corn in
and their products. cob

Legumes and by-

For building and products; meat, fish, ½ to ¾ cup
Protein repairing broken or poultry, and by- 2 to 3 pieces of meat
worn-out tissues products; milk and milk 1 glass of milk
products

For maintaining heat Margarine, nuts, oil, 1 tablespoon of

Fats and energy for the butter, cheese, and by- vegetable oil and its
body products equivalent

For healthy skin and All kinds of fruits and ¾ to 1 cup of

Vitamins and hair, as well as for vegetables; internal vegetables
Minerals aiding the normal organs like liver, 1 slice of big fruit
functioning of the body gizzard, spleen, etc. 1 piece of small fruit

Water
 An individual should drink at least eight glasses of water every day.
 It allows the body to function efficiently.
 It also washes away wastes to keep the skin clear and healthy.
 With a high protein diet, the body utilizes the water properly and avoids water retention.
 Liquids such as coffee, tea, or milk should not be counted as water.
 Although they contain lots of water, there is also a build-up of caffeine, acid, or fat.

Sleep
 Sleep gives the bones, muscles, and the mind time to recover.
 An individual needs eight or more hours of sleep a day.
 One very important requirement for a refreshing sleep is a firm mattress.
 If one sleeps in a slumped, uncomfortable position in a mattress that is too soft, body aches
may develop.
 A soft and lumpy mattress should be replaced with a firmer one.
 Another way to improve the bed is to raise the lower part of the mattress so as to elevate the
feet.
 It is an ideal position because the blood flows back towards the heart and away from the feet.
 Moreover, sleeping on one’s stomach can help prevent varicose veins from developing as well
as other circulatory problems.

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Summary

 As a vessel of the self, the physical well-being of a person must be maintained.

 This module explained the stages of development of the physical self, starting from its creation.
 Each person must undergo these stages as time goes by.
 Regardless of age, one can take care of his/her body by consuming the right amount of
nutrients, water, and sleep, among others.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 4: Small Group Discussion

 Try to answer the questions below individually.

 Then form the class into groups of five members.
 Discuss within the group your answers to the questions below for 15 minutes.
 Assign a reporter who will share the group’s answers with the class.

1. What habit of yours contribute to a healthy living?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Are there things that you consider unhealthy but you cannot stop yourself from doing? Give
some examples.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. What do you plan to do to become physically fit?

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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ACTIVITY 5: Diet Planning

Prepare an ideal balanced diet for your breakfast, lunch, and dinner.

Breakfast Lunch Dinner

MODULE 4

Intelligent Behaviors

Seeing My Natural Ability

INTENDED LEARNING OUTCOMES

At the end of this module, you will be able to:

1. conduct yourself effectively in different situations as well as convey ideas habits and thoughts to
others;
2. identify your natural qualities and behavior; and
3. assess and improve your study habits.

Magic Coins

 Form yourselves into groups of three or four members.

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 Your teacher will provide each team with a one-peso coin and a bond paper with a 25-centavo
coin-sized hole in the center.
 Your goal as a group is to get the one-peso coin through the hole without tearing the paper.
 The first team to complete the exercise will be the winner.

Discussion points:

1. What made it easier to accomplish this task?

2. What made it harder?
3. Why is it easier for some teams to solve problems?
4. How can this knowledge be applied in the workplace?

Fourteen Intelligent Behaviors

 Performance can be greatly influenced by one’s behavior.

 Behavior is defined as the manner in which a person conducts himself/herself in various
circumstances.
 When a person is behaving intelligently, he/she is said to manifest 14 behaviors or dispositions
(Costa, 2000)>

The following are 14 intelligent behaviors indicative of an efficient and effective problem-solver,
many of which were originally compiled by Costa (2000).

1. Persistence
 It means not giving up when the answer to a problem is not immediately known.

2. Overcoming impulsiveness
 It involves planning, clarifying goals, exploring alternative strategies, and considering
consequences before one begins a task.

3. Listening to others
 Some cognitive psychologists think that the ability to listen to another person and
understand their point of view is one of the highest forms of intelligent behavior.

4. Flexibility in teaching
 It is when one considers other points of view rather than running with the first thought
that comes to mind.
5. Metacognition
 It refers to the awareness of how one is thinking or the knowledge of what is going on in
one’s head.

6. Checking for accuracy and precision

 It is the behavior of not letting speed surpass the desire for craftsmanship.

7. Questioning and problem-posing

 It means asking questions and finding out problems for oneself.

8. Applying past knowledge to new situations

 It refers to the act of calling upon one’s store of knowledge and experience as a source
of data, theories, or processes to solve each new challenge.

9. Precision of language and thought

 A person with this behavior uses descriptive terms to distinguish objects, and provide
criteria for value judgments.
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10. Using all the senses

 The senses of feeling, seeing, hearing, or even tasting are utilized to solve problems
more effectively.

11. Creativity
 It means applying ingenuity, originality, and insight.
 Creativity develops one’s capacity to generate original, unique, clever, or useful
products, solutions, and techniques.

12. Living with a sense of wonderment

 Involved in this behavior are inquisitiveness, curiosity, and openness to beauty, intricacy,
complexity, and simplicity.

13. Cooperation
 It refers to taking advantage of the knowledge and insights that can only come as a
result of social relationships.

14. Sense of humor

 It refers to being able to look at situations, opportunities, problems, and relationships
with nonchalance and fun

 Processing many of these intelligent behaviors is an advantage in the corporate world.

 Business firms look not only for knowledge and experience, but also for efficiency and
effectiveness.
 The global war for talent is likely to intensify.
 Many firms and companies are already struggling to find enough well-trained, and inventive
professionals.
 Which of the fourteen qualities characterize your behaviors?
 Which do you need to start working on?

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 1: Diagnose Your Study Habits

Read the following questions carefully and answer them honestly by writing YES or NO on the space
provided.

________ 1. Do you have a definite place for studying?

________ 2. Do you have a definite time for studying?
________ 3. Do you read under a colored light?
________ 4. Are you neat and orderly in your work?
________ 5. Do you keep all necessary materials together?
________ 6. Do you study when you are fresh and clean?
________ 7. Do you concentrate when you study and relax when you play?
________ 8. Do you make it a point to get off to a good start in each new lesson?
________ 9. Do you do the hardest or least interesting job first?
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________ 10. Do you complete one job before going to another?

________ 11. Do you complete what you have started?
________ 12. Do you generally take down notes during a lecture, recitation, etc.?
________ 13. Do you study late into the night or even all night long?
________ 14. Do you read more than what you are required to read for a subject?
________ 15. When you find a new word, do you immediately look it up in the dictionary?
________ 16. Are you attentive in class?
________ 17. Do you always go to class well-prepared?
________ 18. Do you do your daily assignments yourself?
________ 19. Do you review often?
________ 20. Do you evaluate your progress from time to time and act accordingly?

Note: Interpretation for activity 1

ACTIVITY 2: My Commitments

Commit yourself to further improve your study habits. Write your commitments below using the format,
“From now on, ____________________________.”

1.

2.

3.

4.

5.

(ACTIVITY 1) Check if your answers corresponds to the answers that will be given by your professor.
Count your correct answers and interpret your score using the guide below.

Points Interpretation
20 If you scored 20, take the test again in a critical mood. No one has entirely perfect
study habits.
18-19 Look over the points where you went wrong and work to improve in those areas.
16-17 Take some time and energy to improve some items you missed.
14-15 Re-check the points you missed and work to improve in those areas.
12-13 You need concentrated effort to improve your study habits and attitude. Begin with
the serious faults first.
10-11 You need to immediately begin breaking your bad study habits and substitute them
with good ones.
9 and below This score indicates extremely bad study habits and attitude. Check your vocational

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interest or if you have personal problems or any other factor that might be
responsible for the score.

Summary:

A person’s behavior can do so much for his/her future performance. The possession of
intelligent characteristics is one way to become successful in life. One can develop these traits by
practice. Every day, you must persevere to become the best that you can be, however hard it is at
times. As a student, you may start developing intelligent behaviors in relation to your study habits.

MODULE 5

Emotional Self

Achieving My Emotional Competencies

INTENDED LEARNING OUTCOMES:

At the end of this module, you will be able to:

1. discuss the nature and kinds of emotions;

2. identify the physiological reactions to emotions;
3. enumerate ways of controlling and managing emotions; and
4. explain the primary emotional responses of the self to achieve emotional maturity.

Sharing of Feelings

Share your feelings today by checking your dominant emotion and explain why you feel that
way. (Write the reason in a ¼ sheet of paper.)

😀 ☹😠 😓
Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 1:

Watch the film titled “Inside out” produced by Pixar Animation Studios. Then answer the following
questions.

1. Describe each human character in the story.

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

3. What feelings are dominant in the characters?

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

Fundamentals of Emotion

Based on Plutchik’s (1980) configuration of emotion, there are eight fundamental emotions,
namely joy, trust, fear, surprise, sadness, disgust, anger and anticipation.

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Wheel of Emotion

– Plutchik’s wheel of emotion demonstrates how emotions are related to one another.
– Emotions adjacent to one another in the wheel are closely related and can be combined.
– The combinations can be found on the outer part of the wheel; for instance, love is the
combination of joy and trust.
– Meanwhile, emotions across each other are conceptual opposites. For example, sadness is the
opposite of surprise.
– The eight fundamental emotions also come in a variety of intensities.
– Those nearest to the center signify the most intense forms while of those farthest from the
center are the weaker forms.

Emotion Management Strategies

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 In any social interaction, feelings may arise. These emotions may be positive or negative and may
affect relationships as well.
 Thus, people should always keep their emotions in check to avoid misunderstanding and
miscommunication.

What are the best strategies for managing emotions? How can you avoid outbursts and negative
feelings towards others? Langley (2012) lays out some tips on managing emotions:

1. Smile to make yourself feel good

 Face a mirror and smile.
 After sometime, your mood will be better and you might even laugh naturally.
 Do it for at least 30 seconds.

2. Smile to make others feel good

 Smiling opens up your connection with others.
 It also leads to experiencing empathy.

3. Get up and move

 Exercise activates happy hormones that include endorphin, dopamine, and serotonin,
among others.
 Movement is also important for the lymphatic system to get the toxins out of your body.
 Get up from your desk and jump and bounce regularly.

4. Check in with your body

 Scan your body by feeling the tensions building up.
 Learn to relate these tensions with the emotion you feel to understand how your feelings
affect your physiology.

5. Physically remove the tension

 If you feel tense in your arms, shake them.
 Likewise, if there is tension in your chest, stretch and breathe deeply.

6. Breathe
 Perform diaphragmatic or deep breathing by contracting your diaphragm.
 Let your lower lungs fill with oxygen to pass around your body and brain.
 You will feel a tingly sensation and your belly will expand.
 Do this exercise for at least 60 seconds.
 The body cannot sustain anger when you are breathing deeply.

7. Talk to someone
 It is healthier to vent your anger and frustrations to a friend rather that to suppress them.
 Express your feelings so you can start to resolve the situation.

8. Disengage and re-engage emotions

 Learn to park your emotions to deal with a later time, but do not avoid them.
 You must acknowledge your feelings then utilize your emotional intelligence to improve
them.

9. Label your emotions

 After acknowledging your emotions, label them.
 This activity reduces the intensity of your emotions.
 The part of the brain that feels the emotion is the same part that names it.

10. Label emotions for others

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 You can often defuse a tense situation by acknowledging the feelings of others.
 When you ask, “I sense that you are angry. Can you tell me how you feel?” the other person
will be encouraged to consider and label his/her emotion as well.
 He/she may respons with “Yes, I feel angry,” or “No, I am not angry; I am annoyed.”

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 2: Managing Emotions

The following are questions that will help you see how well you manage your emotions. Write your
honest answers on the space provided:

1. Cite at least three experiences that were brought about by your feelings of anger, grief, love,
jealousy, guilt, or fear.

2. How did you overcome these difficult experiences?

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

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Summary

 This module examined how emotions are related to each other.

 It also taught you how to manage your emotions especially when you interact with other people.
 It argued as well that suppression of feelings is not helpful as it builds up tension in your
physical body.
 Thus, you must always recognize and acknowledge your emotions as well as release them in a
way that will not hurt others.

MODULE 6

Social Self

Relating Harmoniously and Properly with Everyone

INTENDED LEARNING OUTCOMES

At the end of this module, you will be able to:

1. explain the basic concepts of social relationships;

2. discuss how relationships with others could be enhanced and improved by applying the ideas
on social relationships;
3. identify and evaluate critical factors for meaningful social relationships;
4. differentiate behaviors that make for acceptable social relationships from those behaviors that
are not acceptable; and
5. analyze your behaviors to achieve harmonious relationships with others.

Social Units

A. Form yourselves into groups of five members. Then accomplish the following tasks. (use one whole
sheet of paper for this activity)

1. Bring digital or printed photos of your family. Share with the others certain details about your
family, including:
a. name and age of your parents
b. activities that occupy your parent’s time
c. number of siblings, and if they are male or female
d. your ordinal position in the family
e. if there are other relatives living with your family
f. language/s spoken at home
g. if there are situations or opportunities to talk and exchange ideas among family members
h. activities done together (like games, trips, outings, picnics, parties, and movies)
i. volunteer work, community involvement, or church activities
j. interests, hobbies, talents, skills, or special abilities of your family members

2. recollect your childhood experiences at home and answer the following:

a. Whom did you first play with?
b. Outside of the home, who were your first playmates?
c. Did you enjoy playing with your siblings, neighbors, friends, or relatives?

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d. Were there times when you were involved in fights with your playmates? How did you feel
about these instances?
3. Recall your first day in college and answer the following:
a. What experiences particularly come to mind?
b. Can you remember the name of the classmate you first talked with? Were there others?
c. What did you talk about? In what language did you communicate?
d. Who made the first move in striking a conversation?
e. What did you feel at that time?

4. From each group, choose one member who will share (for three minutes) with the whole class
information on his/her family or school experiences.

B. Go to the YouTube and look for the song, “No Man is an Island” by Joan Whitney and Alex Kramer.
Reflect on the meaning of the song. You may also sing along.

1
No man is an island
No man stands alone
Each man’s joy is joy to me
Each man’s grief is my own
We need one another,
So I will defend
Each man as my brother
Each one as my friend

2
I saw the people gather
I heard the music start
The song that they were singing
Is ringing in my heart

(Repeat 1)

The following are insights gleaned from this exercise. Add your own insights to this list.
1. The family is the basic social unit.
2. We need people in our lives.
3. We feel happy if we relate well with other people.

Social Psychology

 Many things may come to mind when you hear the word “social.”
 Generally, this term has something to do with relating well or interacting with others.
 The study of social relationships or interactions is called social psychology.

Lahey (2007) - defines social psychology as the branch of psychology that studies individuals as
they interact with others.

Plotnik and Kouyoumdjian (2014) - state that social psychology is a broad field whose goal is to
understand and explain how thoughts, feelings, perceptions, and behaviors are influenced by
the presence of, or interactions with others.

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 People interact and behave in certain ways when they are at home with their family, when they
are in school with their classmates and teachers, or when they are at work with their superiors
or fellow workers.
Gerrig and Zimbardo (2002) - social psychology is the study of the effect of social factors on
individual behavior, attitudes, perceptions, and motives.

 It is likewise the study of behaviors as influenced by interactions and transactions between

persons.
 Social psychology is the study of group and intergroup phenomena.
 The key words in the various aforementioned definitions are interactions and relationships.

Interaction refers to the mutual and reciprocal exchange of communication or action between
two or more persons or groups.

On the other hand, relationship refers to a particular way in which two or more individuals,
groups, or even countries talk to, behave toward, or deal with each other.

 There is an established connection, kinship, or attachment between persons or groups

attributable to several factors --- interests, philosophy of life, goals, or ways of thinking --- that
bind them together.
 These two terms imply two-way exchanges.
 There is a fine line between interaction and relationship.
 Interaction is always a component of a relationship.
 On the other hand, a relationship includes not only the kind of interaction between the members
of the group, but also the intellectual, psychological, or even emotional investments made by the
parties to develop and maintain the relationship.
 More often, the participants in a relationship agree to do something similar to each other or even
allow the same rights, privileges, or benefits arising from any action that they both undertake.
 Interaction and relationship can be represented along a continuum --- from a simple and brief
exchange between individuals or groups to a continuing communication and investments to
sustain the connection.

After going through the discussion on social psychology, you have acquired some useful
insights that may serve as guides in social interaction. Vital to establishing social relationships at a
personal or professional level are time, effort, and commitment. In your daily life, you always
experience interactions with people of different characteristics, status, positions, gender, race, creed,
culture, religious faith, and language, among others. While these interactions may not necessarily
evolve into a deeper relationship, good interactions serve as a foundation for a good connection.
Once a relationship with other people or groups is established, it is important to maintain and nurture
that association.

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Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 1: Differentiating between Interactions and Relationships

A. The following items are examples of social situations. Determine whether each is a characteristic of
a simple exchange or interaction (I) or a relationship (R) by ticking the appropriate box.

1. In an afternoon workshop session of a two-day seminar, six students from I R

different schools who met one another only during this activity were asked
to discuss and exchange views about the topic “effective student leadership.”
They elected a leader to steer the discussion.

2. Three schools entered into an agreement as “sister-schools” for five years.

These schools entered into an agreed that they will share library facilities,
Science laboratories, computer labs, and other instructional materials for the
Use of their students. They entered into this negotiation because they want
To improve the academic performance of their students.

3. Four students were seated in the bleachers watching a basketball game.

While the game was going on, they discussed with one another the
Strategies of the most valuable player. After the game, they went home.

4. A group of medical doctors are members of an organization. Every end of

the month, they come together to report what they have accomplished in
their assigned projects. The other members of the group would help by
giving suggestions or possible solutions to their problems.

5. The alumni of Pag-asa High School, Class of 1975, come together to attend
the annual grand reunion every December. They have become a closely-knit
group, such that even outside of the December grand reunion, they meet,
plan, and implement projects for their school. On certain occasions, they get
together in parties where they sing, dance, and exchange stories.

6. There is a long line of people waiting to be served by the bank. Two persons
who were classmates many years ago recognized and greeted each other:
“Are you Melissa? We were classmates 20 years ago in high school.” Melissa
Answered, “Yes, I am. Are you Rosine?” After the first exchange of greetings,
They shared with each other many things about their jobs, families, and what
Keeps them busy. After 30 minutes, they were served by the bank staff, and
Later, they went their separate ways.

B. From the situations given, what are the conditions that differentiate a simple interaction from
a relation relationship?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Person Perception

 In psychology, person perception refers to forming impressions and making judgments about
another person’s likability after seeing or meeting him/her.
 The assessment involves as well what kind of person one is, including his/her intentions, traits, and
behaviors (Plotnick & Kuoyoumdjian, 2014).

First impressions - which are formed within a very short time with little conscious thought and
biased by past experiences, are part of person perception (Macrae and Quadflieg,2010).

 Several other factors influence one’s judgment or perception of another person.

 One important aspect is physical appearance.
 A person who rarely smiles may be thought of as arrogant or unfriendly.
 Sometimes, when an individual forms an opinion on a person based on perception, he/she tries to
justify or explain the said judgment.
 For instance, rather than simply looking at the other person, the observer tries to explain or looks
for reasons why the other person dresses or behaves in a certain way.
 People usually use external appearance as immediate basis for assessing, judging, or evaluating
others.
 However, it is wrong to judge the character of a person on the basis of first impressions because
biases and errors may occur.
 It is advisable to always validate one’s perception through further observations, gathering of
feedback and reports, and interaction, among others, before making judgments.
 To avoid misperceptions, it is prudent to behave, talk, or dress appropriately and in accordance with
societal, cultural, or institutional rules, policies, or guidelines.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 2: First Impression

Two different pictures of teachers inside the classroom are presented. Answer the questions that follow.

Note: to insert picture of two types of teacher.

1. Which picture do you like better? Justify your answer.

2. What are your initial thoughts or ideas about the teacher on the left?

3. How about the teacher on the right?

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4. If you were the teacher in the pictures, how would you want to be dressed?

5. Apart from what you see in these pictures, are there other ways you would want to be dressed?
Describe it and explain your reason for your choice.

SOCIAL NORMS

Norms
 are patterns or traits characterized as typical or usual for a group.
 Other terms associated with norms are “average” and “normal”.
 For example, an individual’s mathematics score may be considered above the norm if it is more
than the average score or below the norm if it is less than average.
 Norms change over time
 Many years ago, mothers stay at home to care for their children; women wear only dresses and
skirts in attending church services, or couples raise big families.
 Today, these are no longer the norms due to changes in many factors such as the financial, moral,
social, or psychological aspects of society.

Social Norms
 Refer to spoken and unspoken rules for behaving in particular situations.
 One example is covering one’s mouth when sneezing or coughing.
 Most people conform to the social norms of the culture in which they exist.
 Norms in social behavior serve to guide or regulate the manner in which people conduct
themselves.
 Behaviors have to be controlled or regulated because of social consequences.
 It is one’s responsibility to make sure that his/her behavior does not hurt, offend, or disturb other
people.
 Observing norms in social behavior is expected of members of a group and the larger society in
general.
 Doing so ensures and maintains good relationships within the group.

Every day, people engage in social situations which require interaction with others from different
walks of life and for many reasons. In these instances, people are expected to behave based on
defined and established norms. It is advisable for a person to always practice appropriate behaviors
especially in social situations so as not to disturb or offend others. He/she should make sure that
interactions with others enhance or improve relationships. Every effort should be exerted to maintain
and enjoy harmonious and good relationships.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 3: Determining Appropriate Behavior

A. Describe how you are expected to behave and interact with other people in each of these
situations. You may consider the following factors: volume of your voice, dress code, general
behavior.

1. Attending a formal party

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2. Studying in the library

3. Eating lunch in a restaurant

4. Attending a picnic outdoor

5. Attending a class

6. Meeting a new friend

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7. Watching a basketball game

8. Participating in a game

9. Attending church services

10. Cheering for a team in a game

Name ____________________________________ Date _________ Dept./Yr. level ______________

B. Determine if the behavior is appropriate (A) or (I) inappropriate in the given social situation
considering societal, cultural, or institutional guidelines.

_____ 1. Sharing stories with friends in the library.

_____ 2. Laughing during a religious service.
_____ 3. Joking with friends in a picnic.
_____ 4. Keeping quite inside the church.
_____ 5. Listening quietly during a piano recital.
_____ 6. Speaking in soft tones during a party.
_____ 7. Speaking in modulated voice while attending a conference.
_____ 8. Laughing loudly while waiting at the doctor’s office.
_____ 9. Wearing short pants for an interview with an employer.
_____ 10. Wearing the required uniform in the office.
_____ 11. Laughing loudly in the classroom.
_____ 12. Talking softly with family members at the dinner table.
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_____ 13. Cheering for one’s team in a basketball game.

_____ 14. Arguing loudly with an officemate.
_____ 15. While queuing, complaining that service is taking too long.

C. Answer the following questions to process your understanding of the previous exercises:

1. In social situation where students are attending a seminar, are there behaviors or interactions
which are pleasing or irritating to others? Explain your answer.

2. How do you think the other students in the library would feel or think if you talk at the top of your
voice? How about if you speak in a low tones.

3. When cheering for your volleyball team, is it alright to talk in loud tones? Why or why not?

4. When is a social behavior appropriate? When is it inappropriate?

Together as a Group

 On many occasions, people work in groups.

 Students organize into study groups to solve problems together when reviewing for an exam.
 Teachers meet with each other to discuss methods to improve teaching and learning strategies.
 Farmers work together during the planting and harvesting of palay.
 Employees in an office work as a team.
 Given these situations, it may be said that people work together for a purpose.
 In many cases, the task becomes easier to accomplish because more people contribute to solve
the problem as compared to only one person doing the task.
 In social situations where people work and do things together for a purpose, two things may
happen.
 First, the performance of each individual member of the group is improved.
– This is also referred to as social facilitation (Levine, Resnick, & Higgins, 1993).
– Take for example two groups with five members each in a javelin throw competition.
– The rule is to add the individual distances traveled by the javelin for each group.
– As such, each group will garner a “total distance traveled” score.
– The group with the higher “total distance traveled” score wins.
– In this situation, each member will exert his/her best effort to throw the javelin to the farthest
point possible.

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 Second, working or being with a group may also reduce individual effort, a phenomenon known as
social loafing.
– For instance, if a group of students is asked to solve a problem, some members of the group
may no longer try their best to contribute to the solution because they feel that there are others
who can do it better.
– Likewise, individual members may not contribute as much in doing the task because they think it
should be left to the more able members of the group.
– Another example of social loafing may happen in a tug-of-war game.
– Participants in the group will most likely exert less individual effort in pulling the rope compared
to a situation where one participant pulls the rope singlehandedly.
 The diminished individual effort in a group activity can be attributed to many reasons.
 For example, if the size of the group is very large, individual members may think slackening will not
be noticed or felt at all.
 One has to bear in mind that in a group work, it is important that each member exerts his/her best
effort to facilitate the attainment of the objectives of the group as a whole.
 This is regardless of the number of participants in the group (few or many) or the variation in their
abilities (bright or slow members).

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 4: Naming Opposites

Form yourselves in groups of five members. In 10 minutes, list as many pairs of antonyms as you can.
Each member is given two minutes. There should be no repetition of antonyms within the group. The
group with the highest number of antonyms listed will be the winner.

Answer the following questions:

1. What are your thoughts while playing?

2. Did you try your best to come up with as many antonyms as you can? Why or why not?

3. What did you feel when you found it difficult to come up with more antonyms? Did you feel
pressured?

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ACTIVITY 5: Tug-of-War

Form two equal groups. If done outdoors, everyone can participate in the game. If done indoors, limit
the number to 5 per group or a total of 10 participants. Take note of the amount of effort you will exert in
playing the game. Each of the 2 groups pulls the rope from the opposite ends.

Round 1: Equal number of players in Groups A and B

Round 2: All players in Group A versus Player X from Group B.
Round 3: All players in Group A versus Player Y from Group B.

Discuss in class your answers to the following questions:

1. What did you feel while pulling the rope? How much effort did you exert during the game?
2. To player X and Y, compare the amount of strength you exerted in Round 1 with that in Round
2, (Player X) and Round 3 (Player Y).

Conformity
 Refers to yielding to group pressure to act as everyone does, even when no direct request has
been made (Lahey, 2009). It is the tendency to behave like others in the group do.
 Conformity is brought about by two motivations: to gain reward (approval) or avoid punishment
(disapproval); and to gain information.

Some factors make conformity more likely to exist in a group (Lahey, 2009):

1. Size of the group

 The more people there are in a group, the more likely a member tends to conform.

2. Unanimous groups
 Conformity is highest when an individual faces a group in which all members feel the
same way about a topic, a problem, or an issue.

3. Culture
 Conformity occurs in all cultures.
 However, some cultures emphasize the welfare of the individual; thus, people are less
conforming.
 Others focus on collective welfare so people tend to be more conforming.
 A high degree of conformity leads to faster accomplishment of a task or work.

4. Gender
 In the past, females were more likely to conform than males, but research has shown
that is no longer the case (Eagly, 1978; Eagly & Johnson, 1990).

In social groups, the likelihood of conformity among members is very high. However, individual
members are not expected to always yield to the pressure to conform. However, individual members
are not expected to always yield to the pressure to conform. An individual member can decide for
himself/herself whether or not to conform and to what extent. The decision to yield to group pressure
should be based on the answers to any of the following questions:

1. Will conforming do you good? What advantages or rewards will you get from it?
2. Will conforming put at stake or endanger your integrity and that of your family?
3. Will it cost much on your part if you conform?
4. Will you be penalized or punished if you do not conform?
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5. Will things change if you yield/do not yield to social pressure?

As member of a social group, one has to subscribe to basic and established rules, policies, or
guidelines for him/her to truly belong. If all members of the group live by these institutionalized
requirements, then order, discipline, system, peace, and harmony will be sustained.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 6: School Rules

Try to recall as many school rules, policies, or guidelines that pertain to student life and welfare
discussed during your freshman orientation. Write down the rules and regulation you recall. Reflect on
them and write an essay guided by the questions below. Submit the essay to your teacher.

a. What did you think about these rules, policies, or guidelines?

b. How did you feel when you were asked to follow the rules, policies, or guidelines of the school?
c. Are you complying with these requirements now?
d. Are there certain rules that you are not comfortable with? What are these?
e. If your answer to item d is yes, in what ways are you coping with such situation?

Social Roles and Social Norms

 People are social animals and are almost always in the company of others.
 Being in a group can be both advantageous and disadvantageous.
 For example, support groups can provide emotional help and comfort.
 Moreover, the effects of stress can be reduced considerably by strong social support.
 While groups have both negative and positive effects on behaviors, individuals should not avoid
groups, but instead make the best of being in them.
 As a member of society, each person has a role to play, which may support or complement the
roles of other people he/she interacts with.

Social Roles
– Specify the part or position of a person in society.
– It also specifies behavior expected to be exhibited by an individual in practicing his/her role.
– Whether aware or not, a person may play several roles, each of which influences the behavior
of another individual.
– A father, for example, may play the role of a parent, a spouse, a middle-age man, a person of
Filipino ancestry, a brother, a son, a mathematics professor, and the like.
– An individual’s behavior undergoes changes so as to meet the expected behavior of every role
he/she plays in particular circumstances.
– Thus, when a mother is at home, she plays the role of a parent; if she is in the office as the
manager, then she plays the role of a boss.
– It is important to note that social roles play an important and positive role in society.
– Without these delineated roles, a student, for example, will not know what to expect from his/her
teacher.
– Understanding the roles of others, as well as of those of one’s own, facilitate people’s ability to
work together towards the common good.
– When people work together in groups, the efforts of the different members need to be
coordinated with those of others to prevent chaos.
– This scenario is where the social roles come in.

Sociogram
– Indicates the social structure of a group and the relationship of people within that group.
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– It show who are popular, isolates, islands, and mutual friends.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 7: Sociogram

On a ¼ sheet of paper, write down your name and the name of your classmate whom you most
like to work with in a school project. Pass all your papers to your teacher. Pick one classmate to read
the names written on the papers. Ask the help of your teacher in plotting the sociogram. Choose
another classmate to plot a sociogram for the class. A sociogram charts the relationship of people
within the group.

Nature and Depth of Relationships

 Relationships are among the most important aspects of our lives.

 They can be positive or conflicted, but the lack of relationships could be the worst of all, as it
creates loneliness.

Familiarity
– Refers to being comfortable with another person and is a necessary condition for a close
relationship to develop.
– Friends and lovers are those who have been around together for so long; who have grown up
together; who have gone to school together.
– Research has shown that people like to associate with others who are similar to them in terms
of the following: attitudes, behavior patterns, personal characteristics, taste in fashion or clothes,
intelligence, personality, and the like.

Attraction
– What attracts someone to another person?
– What makes people spend more time with each other or with one another?
– Is physical attraction important at the early stages of a relationship?
– May lead to deeper relationships (Santrock, 2003.)
– One person may drawn or attracted to another due to reasons like similarities or differences in
interests, personality characteristics, life goals, and lifestyles, to name a few.
– Attraction paves the way for enjoying the company and being comfortable with the other person,
and for feelings of ease and confidence.

Love
– Is a special attachment one has for himself/herself or for somebody else.
– It is an intense feeling of deep or constant affection and emotion in which a person always sees
to the good, happiness, and welfare of the other.
– The person is willing to sacrifice or to give up something for the good of the object of is/her love.
– It can manifest as love of God, spouse, children, family, or country, among others.

Three of the most common kinds of love are as follows:

1. Romantic Love
– Also called passionate love, it includes an intermingling of different emotions: fear, anger,
sexual desire, joy, and jealousy, among others.
– Poets and musicians laud the fiery passion of romantic love and the pathos and pain when it
fails.
– It is one of the major reasons for getting married.

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– In a study by Berscheid, Snyder, and Omoto in 1989, college students chose a romantic
partner, rather than a parent or a sibling, as their closest relationship.
– This result suggests that college students put a higher premium on romantic relationships.

2. Affectionate Love
– Also referred to as companionate love
– It is the type of love that occurs when someone has deep and caring affection for a person and
desires to have him/her near constantly

3. Consummate Love
– It is the strongest and fullest type of love (Sternberg, 1985).
– This ideal form of love involves passion, intimacy, and commitment.

The Triangular Theory of Love

 In 1985, Robert Sternberg postulated that love is made up of three compponents: passion, intimacy,
and commitment.

Passion
– Has something to do with physical and sexual attraction to another.

Intimacy
– Is characterized by the emotional feelings of warmth, closeness, and sharing of the relationship.

Commitment
– Is the cognitive appraisal of the relationship and the intent to maintain it even in the face of the
problems.
– One or a combination of these ingredients forms a kind of love or love-like feeling.

Liking
Intimacy

Romantic Love Companionate

Passion + Intimacy Intimacy + Commitment
consummate

Consummate Love
Intimacy+Passion+Commitment

Infatuation Empty Love

Passion Passion + Commitment Commitment

Sternberg’s Triangular Theory of Love

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Some interpretations on the illustration are as follows:

 If passion is the only ingredient present, the feeling is infatuation, as in a fling or an affair.
 Intimacy and commitment without passion show affectionate love.
 The combination of passion and commitment without intimacy results in fatuous love.
 Consummate love is achieved if all three components are present.

Every person is capable of loving. Without love, people become lonely and social relationships
suffer. There are many ways of showing love, and they could vary in form and in depth. People who
freely share and give love, and are loved in return, are happy people.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 8: Poetry Reading

A. Recite the poem “How Do I Love Thee?” (Sonnet 43) by Elizabeth Barrett Browning as if you were
expressing your feelings to the object of your love. Then, accomplish the given tasks.
How do I love thee? Let me count the ways.
I love thee to the depth and breath and height
My soul can reach, when feeling out of site
For the ends of being and ideal grace.
I love thee to the level of every day’s
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood’s faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life, and, if God choose
I shall but love thee better after death.

B. What does the poem mean? Describe the feelings expressed in the poem.

C. Create your own poem with love as the theme. Read and share it with your classmates.

D. Pick a song that expresses love and sing it. Determine the message of the song.

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Attitudes
– Are beliefs that predispose people to act and feel in certain ways towards people, objects, or
ideas.
– They can either be positive or negative.

Positive attitude – is reflected in a happy, pleasant, or optimistic disposition.

Negative attitude – is associated with pessimism or a general feeling of dislike.

– The three distinct features of an attitude include belief, feelings, and disposition.

For example, the negative attitude of a person towards sidewalk vendors can be described by:

a. a belief that sidewalk vendors are dishonest;

b. a strong dislike for sidewalk vendors; and
c. a refusal to buy from sidewalk vendors.

How Attitudes Originates

– Generally, attitudes of a person develop over time and have emotional components. However,
they are normally acquired from two sources --- first-hand experience and accounts by others.
– Attitudes are also learned from others through modeling and reinforcement.
– If parents show positive attitudes towards certain ethnic groups by socializing with them, their
children will develop the same attitudes towards these groups.
– The same thing happens when parents discriminate against certain groups.
– This attitude reinforces or strengthens children’s prejudices or biases.

Persuasion and Attitude Change

– Attitudes are not permanent.
– They can be changed or modified even after they have been formed.
– Persuasive communication plays a big part in this process.
– The extent of change in the attitude depends on the speaker, the message, and the listener.
– If the speaker is credible source of information, he/she is more likely to persuade a person to
change or modify his/her attitude.
– The more credible the speaker is, the more persuasive the message becomes.
– An attractive speaker is also more effective in changing opinions than unattractive speaker, but
it seems to be limited to trivial or unimportant issues.
– Certain characteristics of the message also lead to attitude change.
– Messages that contain the element of fear seem more able to persuade changes in attitude or
thoughts.

Stereotypes
– Are generalization in which the same traits or characteristics are assumed to be possessed by
all members of a group (Gerrig & Zimbardo,2002).
– Stereotypes affect people’s day-to-day interactions and decisions.
– Some stereotypes are based on an outsider’s experience with a number of people in a group,
which were concluded as encompassing of all members of the group and oftentimes proven
inaccurate.
– Some examples include the following statements:
 Ilocanos are tightwads
 Visayans are fun-loving

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 Kapampangan women cook better than other groups of women

 Asians are the worst drivers in the world

Negative Stereotypes
– Are accompanied by prejudice and discrimination.

Prejudice
– Is an unfair, biased, or intolerant attitude or opinion towards the members of a group.
– An example is the opinion that overweight women are not as intelligent as women of normal
weight.
– Acting on prejudice leads to discrimination.

Discrimination
– Is the specific unfair behavior or treatment towards the members of a group.
– An employer refusing to hire women because of their gender is an example of discrimination.

Racism – discrimination against people based on their skin color or ethnic heritage

Sexism – discrimination against people because of their gender

– Challenges in life are inevitable.

– They can result in two things:
1. Either a person comes out stronger to face another challenge or
2. He/she feels defeated or discouraged
– The outcome boils down to the person’s attitude, which determines how one looks at life events,
people, and reality.
– Thus, a person should strive to develop positive attitudes rather than negative ones.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 9: Film Showing

Watch “inspiring Video on Positive Attitude” by AKP Studios on YouTube. It is a video on one facet of
the life of American President Abraham Lincoln.

1. Identify the significant failures in the life of President Abraham Lincoln.

2. What did he do to overcome his failures?

3. Describe the personality of President Lincoln relative to the failures he experienced.

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Summary:

This module tackled the field of social psychology. It particularly discussed the central of social
relationships. The different conditions and factors related to social relationships, namely perceptions,
social norms, attitudes, stereotypes, group effort, and cooperation, were also presented. It was shown
that these factors affect a person’s relationship with others. This module also defined love and
differentiated the kinds of love. Finally, it emphasized the importance of maintaining good social
relationships, as well as the guidelines and rules on how to go about it so that people can live
harmoniously with one another.

MODULE 7

Moral Self

Living with
Purpose---
Personal Value and
Philosophy of Life

INTENDED LEARNING OUTCOMES:

At the end of this module, you will be able to:

1. explain the basic concepts related to morality and moral self;

2. identify behaviors characteristics of the different stages of moral development;
3. relate the development of personal values to the development of a philosophy of life;
4. state the different influences or factors related to the moral self;
5. evaluate practices that lead to the development of desirable moral values; and
6. apply concepts on morality in particular situations to develop a philosophy of life.

Quotations on Morality:

The following are quotations on morality. Read all of them and pick one that appeals to you the most. In
a short paragraph, explain your ideas or interpretation of the quotation.

“The perfecting of oneself is the fundamental base of all progress and all moral development.” –
Confucius

“Family and moral values are so central to everything that I am.” – Marian Wright Edelman

“Try not to become a man of success, but rather try to become a man of value.” – Albert Einstein

“Wisdom, compassion, and courage are the three universally-recognized moral qualities of man.” –
Confucius

“Morality is the basis of things and truth is the substance of all morality.” – Mahatma Gandhi

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“Only a life lived for others, is the life worthwhile.” – Albert Einstein

“Great values are built on strong moral foundations. Men become great when they allow these values
to take root within their souls and live by them.” – Lincoln Patts

“We are all born as empty vessels which can be shaped by moral values.” – Jerry Springer

“Morality is the judgment to distinguish right and wrong, vision to see the truth, courage to act upon it,
dedication to that which is good, integrity to stand by the good at any price.” – Anonymous

__________________________________________________________________________________
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__________________________________________________________________________________

Morality

– Every day, people are confronted with one to decide dilemmas.

– Solving them requires to decide on what kind of action or response to make.
– In some instances, it is easy for one to respond to a difficult situation, while in some cases,
choosing the best response is difficult.

Dilemma
– Is a problematic situation in which difficult choice must be made
– Most of the time, the consequences of any of the choices or options are perceived to be
negative and unappealing to the person involved.
– The kind of responses or actions taken or made when one is in a quandary serves as a good
test of a person’s level of moral development

Moral
– Is related to the sense or a standard that determines what is right and what is wrong.
– It distinguishes correct from incorrect, or appropriate from inappropriate.

Morality
– Refers to the system of beliefs and values that ensures that individuals will keep their
obligations to others in the society and behave in ways that do not interfere with the rights and
interests of others (Gerrig & Zimbardo, 2002).

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Decision-making is understandably difficult, the degree of which depending on the situation. When
faced with a predicament, exercise your best judgment on the good or appropriate action to take. Make
it a point to always choose the right actions even if the situation is not “problematic.” It takes constant
practice to make appropriate decisions. It is also better to start doing it at an early age so when you
reached adulthood, you have already internalized and developed a good sense of what is right or
wrong. This way, it will be easy for you to practice moral actions as a mature and responsible adult. An
individual who has a good sense of what is right and wrong will be an honest and upright member of
the community.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 1: Measuring Morals

Choose your course of action in the given situation and answer the questions that follow.

You found in a department store a purse containing cash, ID’s, credit cards, debit cards, and other
documents.

a. Return the purse and its contents to the owner even if you need money to pay your board and
lodging fees for the month.
b. Return the purse to the owner, but keep the cash. You believe this is alright because you need
cash to buy some necessities.
c. Return the purse and all its contents, but ask the owner for the cash as your reward for returning
the lost items.
d. Give the purse, minus the cash, to the department store manager, and request him/her to return
the purse to the owner. Ou need the cash to buy your books.
e. Keep the purse and all its contents. You need the cash badly. You believe the owner is rich and
does not need money as you do.

Questions:

1. What are your reasons for deciding to take that course of action?

2. Compare your reasons with those of your classmates. How similar or different is your course of
action from that of your classmates?

3. Are you satisfied with your decision? Why or why not?

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Moral Reasoning
– Refers to the judgments people make about what courses of action are correct or incorrect in
particular situations.
– Reasoning is a cognitive skill, but influences moral development.

Theory of Moral Development

– by Lawrence Kohlberg (1958)
– by studying the concept of moral reasoning
– this theory is shaped by and tied up to Piaget’s stages of intellectual development.

Piaget’s Theory
– asserts that intellectual development proceeds in stages or levels

1. Sensorimotor stage
 The child learns and develops knowledge about his/her environment by relating
sensory experiences to motor actions.
2. Preoperational stage
 The child learns to use symbols like words or mental images to solve simple
problems.
3. Concrete Operational stage
 The child develops the ability to perform a number of logical operations on concrete
objects that are present.
4. Formal Operation stage
 The individual acquires the ability to solve abstract problems in a logical manner.

This progression is related to the development of moral reasoning. Thus, the evolution of
one’s sense of right and wrong in making decisions depends on his/her level of intellectual
development. In the same way, lower stages of intellectual development are associated with
earlier stages of moral development. A child cannot exhibit advanced levels of moral
development if he/she is still at an early stage of intellectual development.

Kohlberg’s Stages of Moral Reasoning

The table below presents the levels of one’s moral development along with the reasons for
his/her moral behavior.

The Stages of Moral Reasoning

Level Stage Reason for Moral Behavior

1. Pleasure/pain To avoid pain, punishment, or getting
Pre-conventional morality orientation caught
2. Cost-benefit orientation; To get rewards
reciprocity
3. Good child orientation To gain acceptance and avoid
Conventional morality disapproval
4. Law and order To follow rules and avoid censure by
orientation authorities
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5. Social contract To promote the welfare of society

Principled or post- orientation
conventional morality 6. Ethical principle To achieve justice and avoid self-
orientation condemnation
To be true to universal principles and
7. Cosmic orientation feel oneself part of a cosmic direction
that transcends social norms.

– Early in life, at the lowest level of development, self-preservation and self-interest are the main
reasons for one’s actions and decisions.
– From there, moral development proceeds to the next level guided by a more social- or other-
oriented motivation, like avoidance of criticism or censure from others, or simply for reasons of
gaining social acceptance.
– At this level, the child first conforms with the values of the people he/she personally connects
with, then gradually starts to conform with the laws of society.
– The highest level of moral development goes much beyond the self and social reasons.
– At this point, decision-making considers social justice and the good of the society at large.
– Moral reasoning tries to strike a balance between individual rights and the laws of society.
– An even more ultimate reason for one’s actions or decisions is observance of and adherence to
universal principles and values

Since moral reasoning depends on intellectual development, its different levels can progress as
well. Hence, skills in decision-making, prioritization, reasoning, and logical thinking will help the
individual in making the best position or option, especially out of a conflict situation. These skills can be
developed through exposure to experience, making observations, active engagement in different
situations, solving problems, and the like.

When you are at the crossroads of making a decision, always go back to your goals and your
philosophy of life as your guide.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 2: Making a Moral Decision

Following is a hypothetical example illustrating how people think or behave in the face of a dilemma.
Read the text and accomplish the tasks that follow.

Allan is dying of cancer and is in extreme pain. His brother, Dr. Frank, knows the agony that he
is going through and feels so much pity for him. Dr. Frank is aware that there is no hope for his brother
to live much longer, and that any time at any day, he will go. One day, Dr. Frank has witnessed Allan’s
great discomfort and struggle. Wanting to end Allan’s suffering, he is tempted to remove his brother’s
life support. Dr. Frank is torn between his role as a brother and as a doctor. He loves Allan and wishes
that his suffering would end. On the other hand. Dr. Frank faithfully adheres to medical ethics.

A. Answer the following questions:

1. If you were Dr. Frank, what would you have done?

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2. Cite your reasons for your decision and identify the corresponding orientation according to
Kohlberg’s theory.

B. State the level of reasoning of the following hypothetical reasons for Dr. Frank’s decision.

1. He could not have removed the life support because he believes in the value of human life.

2. He could have removed the life support because he loves his brother and pities him.

3. He could not have removed the life support because he just wants to let things happen as they
come.

4. He could not have removed the life support because he is afraid he might be stripped of his
license to practice.

5. He could not have removed the life support because he is aware of society’s values.

C. Write your philosophy of life by considering the following points and share your output with
someone close to you:

 Goal in life
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 What you hold dear and important in your life

 What you expect to happen in your life in about 10 years
 What ways, mechanisms, or strategies you should do to achieve your goal

Parenting Styles and Practices

The physiological or biological basis of moral and intellectual development has been discussed
earlier. One other factor which affects the individual’s development is environmental influence.

Environmental Influence
– It is characterized by forces outside of the individual like how he/she has been raised or reared
by his/her parents.

The foundations of moral reasoning and development are laid at home. The home is where
children first learn to distinguish right/appropriate behaviors from wrong/inappropriate behaviors. What
happens at home, especially the growing-up years, is critical to personality development.

Parenting Styles
– In raising their children, parents use different strategies, called parenting styles.
– An expert on parenting, Diana Baumrind (1967), came up with three parenting styles, namely
authoritarian, authoritative, and permissive.

1. Authoritarian
 Parents attempt to shape, control, and evaluate the behavior and attotudes of their
children in accordance with an absolute set of conduct standards that usually comes
from religious or respected authorities.
 They use harsh discipline and punishment.
 Obedience becomes a virtue.
 These parents do not communicate well with their children, and do not explain the
rationale behind the rules and the consequences of their actions.
 They do not listen to the viewpoints of their children and may use force to ensure
compliance.

2. Authoritative
 On the other hand, authoritative parents direct their children’s activities in a rational and
intelligent way.
 They are supportive, loving, and committed; support a give-and-take relationship;
discuss their rules and policies with their children; and encourage children to present
their viewpoints.
 They offer explanations for rules and consequences.

3. Permissive
 Parents are less controlling and behave with an accepting and non-punishing attitude
towards their children’s desires, actions, and impulses.
 They use reason rather than direct power.
 They are warm and supportive, but tend not to enforce rules.
 Because discipline is lacking, children to make their own rules even if they can benefit
from parental rules.

4. *Uninvolved or Neglectful
– A fourth parenting style introduced by Maccoby and Martin in 1983.
– It refers to the parents who take on a “hands-off” stand in the affairs of their children.

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Effects of Parenting Styles

– Parenting styles influence the development of children’s personality.
– Children exhibit distinct characteristics which they imbibe from the way their parents raise them.

1. Authoritarian parents
– are demanding, and their children have less behavioral problems which are easily
prevented.
– However, studies show that children reared under the autocratic parents tend to become
withdrawn, fearful, and dependent.
– These children may suffer from low self-esteem.
– They may carry these traits until adolescence or adulthood.

2. Authoritative parents
– have children who are independent, reliable, rationale, and confident.
– These children generally feel good about themselves.

3. Permissive parents
– rarely impose rules and are non-punishing.
– Thus, they tend to have children who do not put structure and order in things that they
do.
– For these children, anything goes.

4. Uninvolved parents
– are detached and indifferent to the needs of their children.
– As such, children grow up feeling unloved and cannot follow instructions.
– Some also fall prey or resort to substance abuse as a form of distraction or a way to get
attention.

It must be noted that the kinds of parenting styles represent the dominant practices applied by
parents in dealing with their children. When you become parents yourselves, strive to adopt the
authoritative parenting style. However, depending on certain situations, you can also practice the
authoritarian or permissive parenting styles.

It is important that when children misbehave, they are made to realize the consequences of their
behavior. On the other hand, if they behave well, the corresponding reward or motivation should be
given.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 3: Parenting Styles

Answer the following items.

A. Identify the parenting style associated with the parental behavior in each item.

____________________ 1. I always scold my child when he/she misbehaves.

____________________ 2. When my child misbehaves, I tell him/her the consequences of his/her
misbehavior.
____________________ 3. When my child shouts at the top of his/her voice during meal time, I just let
him/her be.
____________________ 4. I see to it that I supervise my child when studying his/her lessons and
doing his/her homework.
____________________ 5. I let my child do anything that he/she wants to do.
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____________________ 6. I teach my child to be orderly and clean.

____________________ 7. I always remind my child about house rules.
____________________ 8. When it is time for meals, I make sure that my child eats.
____________________ 9. I shout at my child when he/she does not obey what I tell him/her to do.
____________________ 10. When we talk, I allow my child to give his/her ideas or viewpoints.

B. Examine each of the parenting styles. Discuss with a partner which among these styles will enable
a child to differentiate appropriate from inappropriate behaviors.

Summary:

This module primarily defined “moral” and “morality” as having to do with right and wrong in the
context of societal norms and expectations. The module went on to say that one’s level of morality is
tested especially when one is placed in a dilemma in which he/she has to make a decision on what
“best” course of action to take while taking into account that his/her decision does not disturb, offend, or
hurt other people. It was also pointed out that the process of moral development, which progresses in
stages, is in sync with intellectual development. This implies that moral development has cognitive or
intellectual foundations. As one goes through each stage of moral development (as espoused by
Kohlberg), he/she also experiences the corresponding stage of intellectual development (as espoused
by Piaget).

The importance of teaching children the ability and skill to determine what is right or wrong was
likewise emphasized. Parenting styles or practices are considered a significant factor in developing
moral reasoning. The four styles of parenting were also described.

MODULE 8

CONCEPT OF SELF

Understanding and Enhancing One’s Self-image

INTENDED LEARNING OUTCOMES:

At the end of this module, you will be able to:

1. define self-image and discuss other related concepts;

2. analyze one’s characteristics and abilities and explain how these could be used to enhance self-
image;
3. identify the ‘low” or “negative” aspects of the self and determine how these can be improved;
4. discuss the different ways to enhance one’s self-image; and
5. explain how one’s abilities and an enhance self will lead to self-fulfillment.

Self-description

On a ¼ sheet of paper, write three adjectives that describe your physical self (e.g. tall, fair-
skinned, has curly hair, etc.). Afterwards, roll the paper and drop it in the box on the teacher’s table.
Take turns in picking a rolled paper from the box. Read the qualities written and identify the classmate
who has written the self-description.

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Will you be able to guess accurately who among your classmates is being described?

Concepts Related to the Self

– Carl Rogers, a psychologist, was the proponent of the self theory.
– This theory is regarded as humanistic and is move towards recognizing human potential for
psychological growth.

Self
– The self is made up of many self-perceptions, abilities, and personality characteristics that are
organized and consistent with one another.
– Rogers (1953) contends that self-concept plays an important role in personality because it
influences human behaviors, feelings, and thoughts.

Self-concept
– Refers to how people see or describe themselves (Plotnik & Kouyoumdjan, 2014).
– It is the subjective perception of who people are and what they are like, or “the person I think I
am or the person I wish to be” (Rogers, 1953).
– People with a positive self-concept tend to act, feel, and think constructively and optimistically.
– Overall, they think of themselves in a good light.
– On the other hand, people who have a negative self-concept will behave, think, and act with
pessimism.
– They do not believe in their ability to do things or carry out certain tasks.

A positive or negative self-concept reflects a dominant or prevailing trend of positivism or

Negativism in the self. Hence, if a person is labeled as having a positive self-concept, it means that
his/her prevailing behavior and general outlook of himself/herself are on the positive side. It does not
mean, however, that the person does not have any low or negative thoughts or ideas about oneself. It
is just the prevailing positive outlook that characterizes a person as having a positive self-image or self-
concept. In like manner, a person who has negative self-concept may also have positive or high points
in his/her self-concept.

Two kinds of selves:

1. Real self
 Is the image or picture of the self based on a person’s actual experiences and represents
how he/she really or actually sees himself/herself.
 It is what one thinks he/she is in terms of personal characteristics and abilities.

2. Ideal self
 Is the self based on one’s hopes and wishes.
 It reflects how one likes to see himself/herself to be.

The person who knows you best --- your abilities, talents, personality, and characteristics --- is
you. You know your positive or high points as well as your negative or low points. Make sure to
maintain or sustain your strengths. Likewise, strive to improve and change your weaknesses or
negative points into something positive.

See to it that what you wish or desire to be will further develop your own personality. Your
abilities and the positive aspects of your personality should be put to good use in helping improve the
lives of others and the community at large. Be sure that your dreams and desire to enhance your
personality and abilities are rooted in your purpose to help other people and will, in the long run,
contribute to developing good relationships.

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Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 1: Self-identification

A. Following are statements about “pictures” of oneself. Determine if the statement reflects a real self
or an ideal self. Write your answer on the blank.

_____________________ 1. I am good at mathematics.

_____________________ 2. I am slow to criticize people.
_____________________ 3. I wish I were a good singer.
_____________________ 4. I have a good sense of humor.
_____________________ 5. I dream of becoming a scientist in the future.
_____________________ 6. I wish I were a punctual person.
_____________________ 7. I worry a lot over small things.
_____________________ 8. I like to be a politician someday.
_____________________ 9. I wish to be a good father to my children.
_____________________ 10. I want to be a successful accountant.
_____________________ 11. I am honest businessman.
_____________________ 12. I wish I were good in mathematics.
_____________________ 13. I am able to perform well in science.
_____________________ 14. I am a person with a pleasant disposition.
_____________________ 15. I want to be one of the best athletes of the country.

B. Write an essay about your real self and ideal self. Use the following items as guide.

1. Paint a picture of yourself in terms of what you think of yourself and your personality
characteristics or abilities.
2. Highlight what you believe are your significant and positive personality characteristics or
abilities.
3. Also identify your low or negative characteristics. Be realistic as much as you can.
4. Describe yourself in terms of what you wish or desire to become in the future (or your ideal self).

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

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

An obscure view of the self may also result due to a wide discrepancy between the real self and
ideal self. Failure to achieve the ideal self may lead to a “drop” in self-concept. Eventually, the individual
might even develop a negative self-concept.
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Positive Regard
– Is believed to be important for the healthy development of one’s self-concept and for successful
interpersonal relationships (Liebert & Spiegler, 1994).
– Positive regard includes love, sympathy, warmth, acceptance, and respect which people crave
from family, friends, and other significant people.

Conditional Positive Regard

– Refers to positive regard received as a result of acceptable behavior or living up to the
expectations and standards of others.
– For example, a teacher may reward students for passing the test.

Unconditional Positive Regard

– On the other hand, refers to love and acceptance received by a person regardless of who
he/she is or what he/she does.
– For instance, parents may still love and respect their children even if the child flunks an exam.

It is normally expected for people to have discrepancies between their real selves and what they
dream or wish to become. Sometimes, this variation results in dissonance and may lead to increased
anxiety levels and discomfort. It also has implications for setting unrealistic goals. A more objective
view and assessment of the available options and factors that enable one to achieve the i9deal self is
advised.

The development of self-concept starts from the home. You will soon become parents. Thus, it
is very important that you provide your children with the environment and opportunities that will enable
them to develop good self-concepts. You should make use of available support mechanisms, as well as
give and show them love, support, and respect so that they will grow up with positive self-concepts.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 2: Achieving Your Ideal Self

Answer the following questions briefly.

1. What do you want to be? You may use the essay you wrote in Activity 1 as reference.

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

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

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

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

Self-esteem

Personality and Social Development

– Refer to how a person’s sense of self or self-identity, relationships with others, and skills
necessary for social interactions evolve.

Personality or Self-identity
– Explains how people describe themselves in terms of values, goals, traits and perceptions
unique to them.
– It is closely related to self-esteem or how much people value themselves and their worth as
persons.

Self-esteem
– Is the level of importance attributed to oneself and one’s abilities.
– One may put a high or a low value on his/her worth as persons.
– In many ways, self-esteem relates to a person’s attractiveness and social competence.
– It is likewise associated with important positive or negative outcomes,
– For example, a high self-esteem is correlated with healthy social relationships, being
emotionally and socially adjusted, cheerfulness, and overall happiness. On the other hand, a
low self-esteem is associated with negative outcomes like depression, anxiety, antisocial
behavior, and poor personal adjustment (Murray, 2005; Trzesniewski et al., 2006).

Self-esteem is distinct from self-concept as the latter refers to the knowledge of oneself or the
image of a person’s views, perceptions, or descriptions of himself/herself in terms of certain
characteristics.

One should strive to develop a high self-esteem because it determines his/her kind of personal
and social relationships. Holding good feelings about oneself results in flexibility and adaptability to
situations and people. On the other hand, a low self-esteem may lead to poor social relationships.

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Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 3: Self-concept and Self-esteem

Determine if the situation denotes self-concept (SC) or self-esteem (SE). Write your answer on the
blank.

____________________ 1. I have a beautiful face.

____________________ 2. I am friendly.
____________________ 3. I feel bad when my mother scolds me.
____________________ 4. I am able to solve crossword puzzles at a fast pace.
____________________ 5. I am easily disturbed when people talk about me.
____________________ 6. I feel I am being talked about when people talk to each other.
____________________ 7. I can easily get perfect scores in the different tests.
____________________ 8. I am easily hurt when people criticize my work.
____________________ 9. I feel good all the time even if work is difficult.
____________________ 10. I am a tall person.
____________________ 11. I have a nice singing voice.
____________________ 12. My project in the exhibit is better than that of the others.
____________________ 13. I am fair-skinned.
____________________ 14. I am the best student in my mathematics class.
____________________ 15. I am physically healthy.

Self-actualization
– Human possess an inner drive to grow, improve, and use their potential to the fullest (Plotnik,
2014).
– The final stage in completed growth is known as self-actualization or self-fulfillment, a major
tenet in humanistic psychology.
– According to Abraham Maslow (1943), a self-actualizing person has reached the highest level or
peak of his/her personal development and has fully realized his/her potential as a human being.
– The self-fulfilled person is generally happy, generous with his/her time and effort to help others,
and strives for the common good for his/her family, community, country, and even humanity.

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Maslow’s Hierarchy of Needs

In 1943, Abraham Maslow formulated the hierarchy of needs. It explains that individual’s
actions are directed towards goal attainment. The hierarchy is composed of five stages of human needs
and usually illustrated in a pyramid. The levels are sequentially satisfied according to the most basic
needs found at the bottom of the pyramid, progressing onto higher-level needs.

Maslow’s hierarchy of needs contends that people have to satisfy first their basic needs
(biological and physiological) before moving towards satisfying their social personal needs. The rate of
achieving higher-level needs may vary among individuals. However, it is possible for one to proceed to
the next higher-level need even if he/she is still in the process of fully satisfying a lower-level need.

At the first level are the physiological needs for survival comprised of food, water, shelter,
clothing and sleep. People would first be concerned with satisfying these needs over the others. After
satisfying these needs, they can advance to the second level or safety and security needs. This stage
involves health and well-being, property, social stability, and protection from harm, among others. It is
necessary for everyone, but more especially for those who live in dangerous areas. Addressing love
and belongingness needs make up the third stage. Adults and adolescence who are starting to look
for serious relationships are particularly concerned with satisfying the needs at this level. It also
includes the need for friendship, intimacy, and a sense of connection with others. During middle and
late adulthood, people are especially concerned with achieving their goals and establishing their
careers, thus the needs at the fourth level focus on esteem needs. Included in this level are morality,
realization of the purpose in life, meaning, inner potential, and the like. This level aims for the full
development of one’s unique potentials. Only a few individuals reach this level because the process of
achieving self-actualization is difficult and challenging.

Maslow also classified these needs into two general categories: deficiency needs and growth
needs (Plotnik, 2014).

1. Deficiency Needs
– Refer to the physiological (sleep, food) and [sychological (safety, love, esteem) needs.

2. Growth Needs
– Are those at the higher levels (desire for truth, beauty, and justice).

Characteristics of Self-actualized Persons

Studying highly productive and exceptional personalities, Maslow (1971) described the
characteristics of self-actualizing or self-actualized individuals. Some of the personalities he studied
include Martin Luther King, Jr., Eleanor Roosevelt, and Albert Einstein. A number of his findings on the
traits of self-actualizing persons are as follows:

a. They have reached a high level of moral development and are more concerned with the welfare
of loved ones, friends, and humanity in general than themselves. They are usually committed to
some cause or task rather than working for fame or money. They focus as well on
accomplishing their goals.

b. They are open, honest, and have the courage to act on their convictions, even if it makes them
unpopular. Not particularly interested in fads, fashion, or social customs, these people enjoy
friends but are not dependent on their company or approval. They enjoy privacy, independence,

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and autonomy, and their feelings for close friends are intensely positive and caring. They prefer
deep, loving relationship with only a few persons.

c. They have an accurate, concrete, and realistic --- rather than a romanticized --- view of people
and life, and yet, they are positive about life.

d. Life is always challenging and fresh to self-actualizing individuals. They are natural and
spontaneous in their actions and feelings. They likewise experience moments of great joy and
satisfaction.

Using the term “self-actualizing” rather than “self-actualized” means that attaining self
-actualization is a continuous and lifelong process of improvement. While only a few individuals reach
this level, everyone has a self-actualizing tendency. It is important that at any level or stage in the
hierarchy of needs, individuals strive to move towards self-actualization.

As students your age, you are expected to be at a particular level in Maslow’s hierarchy of
needs. Most probably, you are still working to satisfy your physiological and psychological needs, and
to some extent, your need for love and belonging is emerging. Be sure to satisfy these needs only
through socially acceptable ways.

One key action to fully satisfy your needs at each stage and to achieve self-actualization is to
study hard. In the process, you acquire a big stock of knowledge, as well as develop the necessary life
skills which will help you achieve your goals.

While you have not reached the level of self-actualization at this point in your life, as it may take
a lifetime to do so, you can already create a plan or target to attain self-actualization. As a result, you
will be able to focus your work and efforts towards attaining self-actualization.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 4: Hierarchy of Needs

Answer the following questions briefly based on your understanding of the preceding section.

1. What are the significant points that should be remembered regarding Maslow’s hierarchy of
needs?

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

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ACTIVITY 5: Self-actualized Persons

Identify one person who you think or believe is self-actualized or approaching self-actualization. He/she
may be a well-known local or foreign personality. Take a look at the recipients of the Nobel Peace Prize
and the Ramon Magsaysay Award, great inventors, peacemakers, civic workers, and the like. Explain
why you think he/she is self-actualized or self-actualizing, and cite his/her contribution/s to society in
general. Present your output in class.

SUMMARY:
This module defined and differentiated the various concepts related to the self: self-concept,
self-image, real self, ideal self, self-esteem, and self-actualization. Discussions about this concepts
pointed to the importance of individuals having a positive image and concept about themselves,
because in many ways, their self-concept might explain their behavior. The module also emphasized
the importance of self-esteem which is the kind and the amount of value and worth attributed to oneself.
Maslow’s hierarchy of needs posited that self-actualization is the goal of every human being. To
achieve this, needs at every level have to be satisfied first. The characteristics and behavior of people
who are self-actualized were also described and clarified.

MODULE 9

RESPONSIBLE SELF

My Commitment to Lifelong Growth

INTENDED LEARNING OUTCOMES:

At the end of this module, you will be able to:

1. identify the specific intelligences that one can develop to be successful;

2. determine the critical factors that contribute to growth and personality development;
3. explain the principles in making critical decisions in one’s life.
4. fully use your talents, abilities and decision-making skills to become responsible citizens; and
5. explain the role of motivation in facilitating academic success.

Preparation for the Culminating Activity

This course will end a few weeks from now. One idea for the class is to organize a culminating
activity that will showcase students’ talents, skills, competencies, and understanding acquired and
developed in this course. Starting today, agree among yourselves on how you are going to organize
and implement this activity.

Divide yourselves into committees that might include programs, awards, and logistics. Note the
specific strengths of each member of the class to achieve the best result. Then, come up with a plan of
action detailing the specific activities that will be undertaken, the police directly responsible for specific
activities that will undertaken, the people directly responsible for specific tasks and responsibilities,
materials needed, facilities and equipment, and schedules of practice, among others. The culminating
activity will be held in a venue on the last day of class or any day agreed upon by the class. Also plan
the awards to be given.

Gardner’s Theory of Multiple Intelligence

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In an earlier module, it was mentioned that general mental or cognitive abilities contribute to the
kind of person one is and one can be. Charles Spearman (1904) believed that intelligence consists of
a general mental ability or intelligence quotient (IQ, also called g factor) and domain-specific
abilities.

IQ – is a standardized measure that represents a person’s reasoning skills.

It has been accepted in the psychological community that intelligence is not necessarily a single
and generalized characteristic, but is comprised of different specific traits. Thus, researchers have
attempted to identify and measure further the different components of intelligence. One of the most
famous works in this field in Howard Gardner’s theory of eight intelligences. Gardner’s theory asserts
that each person possesses a certain specific intelligence where he/she is most probably good or
skilled at. Following are the specific intelligences espoused by Gardner (1983):
1. Verbal-linguistic intelligence
– It is characterized by the ability to think in words and use language to express meaning.
– Usually, people with this kind of intelligence have occupations as authors, journalists,
speakers, or poets.

2. Logical-mathematical intelligence
– It refers to the ability to carry out mathematical operations; the ability to handle long
chains of reasoning; and the sensitivity and capacity to discern logical or numerical
patterns.
– Most people with this skill become scientists, engineers, accountants, or
mathematicians.

3. Spatial-visual intelligence
– It implies the ability to think in images, pictures, or three-dimensional figures, as well as
the capacity to perceive the visual-spatial world accurately and perform transformations
on one’s initial perceptions.
– People with this skill often work as architects, artists, sailors/navigators, or scuptors.

4. Bodily-kinesthetic intelligence
– It is the ability to be physically adept at manipulating objects, controlling one’s bodily
movements, and handling objects skillfully.
– Most people with this type of intelligence include surgeons, crafts people, artisans,
dancers or athletes.

5. Musical-rhythmic intelligence
– It refers to the sensitivity to pitch, melody, rhythm, and tone; the ability to produce and
appreciate rhythm, pitch, and timbre; and the appreciation of the forms of musical
expressiveness.
– People with musical intelligence usually end up as composers, musicians, or sensitive
listeners.

6. Interpersonal intelligence
– It refers to the ability to understand and interact effectively with others, as well as the
capacity to discern and respond appropriately to moods, temperaments, motivations,
and desires of others.
– People with this type of intelligence often work as teachers or mental health
professionals.

7. Intrapersonal intelligence
– It is characterized by the ability to understand oneself; the knowledge of one’s own
strengths, weaknesses, desires, and intelligences; as well as the understanding of one’s
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own feelings and the ability to discriminate among them and draw upon them to guide
behavior.
– People with this intelligence eventually become theologians, psychologists, or persons
with detailed and accurate self-concepts.

8. Naturalist intelligence
– It is described as the ability to observe patterns in nature and understand natural and
human-made systems; sensitivity to the differences among diverse species; and ability
to interact subtly with living creature.
– Most often, people with naturalist intelligence work as farmers, botanists, ecologists,
landscapers, or environmentalists.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 1: Eight Intelligence

A. Below is a list of professionals or workers. Identify Gardner’s specific intelligence or skill associated
with the occupation of the professional/worker. Write your answer on the blank.

1. Nurse ______________________________
2. Doctor ______________________________
3. Lawyer ______________________________
4. Teacher ______________________________
5. Agriculturists ______________________________
6. Farmer ______________________________
7. Office manager ______________________________
8. Physicist ______________________________
9. Journalist ______________________________
10. Insurance agent ______________________________
11. Guidance counselor ______________________________
12. Biologist ______________________________
13. Medical technologist ______________________________
14. Salesperson ______________________________
15. Physical education teacher ______________________________
16. Caregiver ______________________________
17. Church pastor ______________________________
18. Motivational speaker ______________________________

B. Add one more example of occupation or profession vis-à-vis each ability by Gardner.

1. Verbal-linguistic ______________________________
2. Logical-mathematical ______________________________
3. Spatial-visual ______________________________
4. Bodily-kinesthetic ______________________________
5. Musical-rhythmic ______________________________
6. Interpersonal ______________________________
7. Intrapersonal ______________________________
8. Naturalist ______________________________

C. Identify as many skills or abilities that you possess and write them on a sheet of paper. For
example, you might be good at solving mathematical problems, or you have artistic and aesthetic
skills in painting. Think also of what you want to be or what kind of work you want to do in the
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future. Then, determine if there is a good match between your abilities and the job or the profession
you want for yourself later in life.

D. Based on your listing, is it possible for an individual to possess more than one of Gardner’s multiple
intelligences? Why or why not?

The preceding activity attempted to identify a person’s particular skills as a starting point to
Determine his/her future career or occupation. This exercise may not be a very scientific process. One
has to go through various assessments to determine accurately what specific intelligence he/she may
possess. However, these types of assessment may not be available to everybody. Nevertheless, there
are certain behavioral manifestations in people, especially children, which may indicate specific
abilities. For example, if a boy is able to build blocks successfully and creatively, it may mean that he
possesses spatial skills. There is a very high chance that this boy will become a good engineer or an
architech. Likewise, if a girl likes to play teacher, there is a big probability that she may have the skills
or the specific intelligence to engage in the service area, like teaching, nursing, or caregiving. In the
absence of valid assessment tools for measuring intelligence, it is important for parents to be
particularly keen at observing the kinds of activities they like or are interested in doing.
For you, it is advisable to try different ways of doing things so you can discover or get a feel of
what area or specific intelligence you are good at. Make it a point to identify the things you can do very
well. Recognizing your specific abilities will help you determine what areas you might be good at in the
future. More importantly, make use of your specific skills and abilities as tools to contribute to the
betterment of your family and community.

Contributors to Intelligence

Two factors, heredity and the environment, contribute to intelligence and personality.

Heredity
– Refers to the genes one inherits from his/her parents, which provide the upper and lower limits
of his/her intelligence quotient.
– This is the raw biological material of intelligence.

Environment
– Involves the experiences and the psychological and physical exposure of the individual to the
various influences around him/her. The home, school, and community as well as the things
happening therein are examples of one’s environment.

One cannot say that heredity is more important factor than environment, or that environment is
more important than heredity. It has been resolved that heredity and environment both interact to
contribute to intelligence and personality.

Whatever you inherit high- or low-intelligence genes, make use of the positive things in the
environment which will enhance or improve your inherited intelligence. Since you have more control of
what is happening in the environment, select the best things that will complement and further develop
your innate characteristics.

While you may be low or poor on a certain skill ar ability, there might be other capabilities that
you have. Discover and develop them further.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 2: Effects of the Environment

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A. Read the situations carefully and answer the questions that follow.

1. Marilyn inherited her intelligence from her parents. However, she does not study her lessons
well. Moreover, she does not do her assignments because she would rather play games on her
computer during her free time. Do you think she will perform well in school? Justify your answer.

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

B. Carry out the following tasks:

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

2. Identify members of the class who graduated with honors in high school. Ask them to share
what they think are the significant factors or conditions that have contributed to their level of
academic performance. Expound on their answers in 1 or 2 sentences.

Motivation
– Is the force that moves people to behave, think, and feel the way they do.
– Motivated behavior is energized, directed, and sustained (Gerrig & Zimbardo, 2002).

It may be said that aside from heredity and environment, motivation is also significant influence
in personality development.

Psychologist approach the concept of motivation by putting forward theories that seek to explain the
levels of motivations of individuals, some of which are as follows:

a. Evolutionary theory

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– According to this theory, the motivation for sex, achievement, aggression, and other
behaviors is rooted in the organisms’ evolutionary past (Buss, 200). Thus, if a species is
highly competitive, it is because such competitiveness has improved its chances of survival,
and it is then passed down through genes from generation to generation.

b. Drive reduction theory

– This theory explains that organisms are driven by physiological needs.
– A need energizes one’s drive to eliminate or reduce the deprivation.
– For example, if one feels hungry, hunger is the motivator for him/her to look for food and eat
it to reduce the drive and satisfy the need.
– This theory stresses the idea that as drive becomes stronger, the individual becomes more
motivated to reduce it. However, people tend to behave in ways that increase rather than
reduce the drive, thus; this theory did not hold much for a comprehensive framework.

c. Optimum arousal theory

– The Yerkes-Dodson Law states that performance is at its highest under conditions of
moderate arousal rather than high or low arousal.
– With a low arousal, one might be too lazy or unwilling to perform the task.
– With a high arousal, one might not be able to concentrate on performing the task.
– For example, when taking an exam with a very high arousal, a student may not be able to
concentrate.
– On the other hand, if the arousal is too low, he/she may not work fast enough to finish the
test.
– Thus, moderate arousal is often the best in dealing with tasks.
– At times, the level of arousal may also depend on the kind of task on hand.
– For example, in solving a mathematics problem, a lower level of arousal is preferred
because one spends more time to solve it even if the process takes longer.
– In contrast, a task to push a button exactly at a specified time requires a high level of
arousal.

Personal characteristics
– of an individual may also influence level of motivation.
– Some individuals seek stimulation in their lives and enjoy the thrill of engaging in risky
behaviors.

Sensation seeking
– is the motivation to experience varied, novel, complex, and intense feelings and
experiences.
– The characteristics of high-sensation seekers (more than low-sensation seekers) as found
by Zuckerman et al. (1972) include the following:

1. Motivated to engage in sports like mountain climbing, parachuting, hang gliding, scuba
diving, car and motorcycle racing, and downhill skiing.
2. Attracted to vocations or occupations involving exciting experiences like firefighting,
emergency room work, or air traffic control; desk jobs are dissatisfying to them
3. Drink heavily, smoke, use illicit drugs
4. Have a short-term hedonistic attitude towards intimate relationships.

d. Cognitive approach
– The contemporary view of motivation emphasizes that cognitive factors determine
motivation level.
– An example is a student’s motivation to do well and the expectations for success may help
the person relax, concentrate, and study better.

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– Thinking too much about not performing in class and the fear of failure may lead for anxiety,
and consequently, not performing well.
– One’s conscious effort and ability to control his/her behavior like setting a study plan or
avoiding going to parties will improve performance, as well as the ability to use the
information-processing abilities of attention, memory, and problem-solving.

The two aspects of cognitive approach to motivation are:

1. intrinsic
2. extrinsic motivations

Intrinsic Motivation
– refers to internal factors like self-determination, curiosity, challenge and effort.

Extrinsic Motivation
– involves outside factors such as rewards and punishment.

Some students study hard because they are internally motivated to exert a considerable amount
of effort and achieve a high quality of work. Other students study hard because they want to have good
grades or avoid parental disapproval. Some psychologists contend that many successful individuals are
both intrinsically and extrinsically motivated (Santrock, 2003).

Individuals have a choice to be highly motivated, especially when it comes to school

performance. Select which sources will you help sustain and maintain your motivation level. Likewise,
you should be able to enjoy the activities that you do, but avoid engaging in risky behaviors like taking
illegal drugs, drinking liquor, or smoking.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 3: Motivation

A. Determine if the following cases indicate high or low motivation. Write your answer on the blank.

________ 1. Michael makes it a point to study his lessons three hours every night because he wants to
rank first in his class.
________ 2. Wilma aims to bag the Best Project Award so she keeps on reading materials about her
project to further enhance and improve it.
________ 3. Dennis wants to be among the top 10 passers in the medical doctors’ licensure
examination so he reads his books 15 hours a day.
________ 4. William’s rank in his mathematics class is somewhere in the middle. He feels satisfied with
this position. He studies his lessons only when he feels like doing it.
________ 5. Henry never studies his lessons even if he is failing in two of his subjects. He tells himself,
“It doesn’t matter to me if I pass or fail my courses.”
________ 6. Mary Ann wants to finish first in completing jigsaw puzzles in a competition, and she
prepares and trains for it.
________ 7. Gerald receives a scholarship grant to finish a course in science. Coming from a poor
family, he believes the scholarship is the only hope for him to be able to get a degree. He
promises to work hard and do his best until he finishes the course.
________ 8. Lito wants to drink liquor again when he feels good after taking his first drink.
________ 9. Marie has been asked to join a spelling competition. But deep inside her, it does not
matter whether she wins the competition or not, even if she knows that there is a prize for
the winner.
________ 10. Some people in the depressed area leave early morning to work so that they can earn
money to buy food to satisfy their hunger.
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B. Answer the following questions briefly.

1. Identify behaviors that show a person is highly motivated to attain or achieve his/her objective.

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

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

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

C. Form yourselves into groups of four members. Role-play a scenario illustrating a high level of
motivation in school work.

D. Think of a school or community activity you can participate in and come up with a plan of action on
how you can contribute to the attainment of the objectives of that activity.

Emotional Intelligence
– Measured by emotional quotient (EQ), is the type of intelligence that refers to the abilities to
perceive, appraise, understand, and express emotions and emotional knowledge to facilitate
thinking; and the regulation of one’s emotions to promote both emotional and intellectual growth.
– EQ is the emotional counterpart of IQ

From the aforementioned definition, it may be noted that emotional intelligence has an
intellectual component, especially in using emotions to facilitate thinking or logical reasoning. As an
example, consider the following scenario: In a class, the teacher asks the question, “In which
geographical region is the Philippines located?” Paul sees Jane raising her hand but he blurts out,
“Southeast Asia!” One will readily think that Jane might be angry because Paul gets the credit. It may
does be said that Paul has a high IQ but a low EQ.

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Reasoning
– People make decisions every day.
– Some decisions have important and critical consequences, like choosing a course, a job, or
even a spouse.
– On the other hand, there are also decisions with less critical consequences such as what food
to cook for lunch, or what brand of ice cream to buy.
– Making a decision involves picking or selecting the best option that will give the “best”
consequences.
– Reasoning, a cognitive or intellectual skill, is one way to determine if a choice is the “best” from
among several options.
– Reasoning is a mental process that involves using and applying knowledge to solve problems,
make plans or decisions, and achieve one’s goals.
– People should be able to develop this skill as it is helpful in many ways especially in the quest of
life goals.
– Reasoning is of two types:

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

2. Inductive reasoning
 Is the process in which a conclusion is determined based on a number of true facts
or premises.
 Given the same example above, instead of assuming that the man is walking under
the rain because he is drunk, asking him some specific questions such as, “Did you
have a drink today?” “Do you have a job?” “Do you have children?” “Are you
married?” “Are you sick?” “Did you have lunch today?” will minimize the possible
reasons for his manner, and possibly lead to the correct conclusion.
 This means that one has to know all the facts first before coming up with
conclusions.
 Researchers use inductive reasoning when they use past experiences or
observations to form a general hypothesis.

Hypothesis
– Is a statement that must be tested by gathering data.
– It is an expectation of what is going to happen.
– The data will confirm or negate the hypothesis or the expectation.
– Take this case as an example: A male patient has been referred by doctor A to doctor B. the
patient mentions that he experiences pains in the stomach, and that the food he eats is
tasteless; thus, doctor A recommends that the patient be treated for a liver infection. Since
these are symptoms of a liver problem, doctor B concludes that doctor A has the correct
diagnosis. However, doctor B overlooks the fact that these are also the same symptoms of a
gall bladder problem.

Biased Reasoning
– Refers to the act of jumping to conclusion before even knowing all the facts (Levy, 1997).
– Sometimes, people tend to look for information that confirms their decisions and beliefs.
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– It is because they want to prove to themselves and to others that they are correct.

Confirmation Bias
– Is the tendency to look for information that supports one’s decisions and beliefs while ignoring
disconfirming information.

At some point in your life, you have to make decisions. Normally, you will opt for the choice that
will give you satisfaction, address your needs, and prove to be the most beneficial. Day-in and day-out,
everyone is confronted with big and small decision-making activities. Exposure to varied experiences
and situations that call for decision-making sharpens the individual’s ability to arrive at the “best”
decisions. Both intellectual and emotional abilities are necessarily tapped in decision-making.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 4: EQ and IQ

A. Determine if the statements relate to emotional quotient or intellectual quotient by writing EQ or IQ

on the space provided.

______ 1. I ate three apples and two oranges. I ate five fruits all in all.
______ 2. My friend has a problem with her mother. She looks very sad.
______ 3. All men 50 years old and above in Santo Domingo town are strong. My father is 52
years old and we live in Santo Domingo. Therefore, my father is strong.
______ 4. I should control my anxiety so I will understand the lesson more clearly.
______ 5. The first woman president of the Philippines is Corazon Aquino.
______ 6. Monina is a very happy person. She must have come from a loving family.
______ 7. Rey says he should be courteous so that other people will like him.
______ 8. I am able to memorize the colors of the rainbow.

B. Figure out if the following items present critical or less critical consequences. Write your answer on
the blank.

_______________ 1. choosing what course to take in college

_______________ 2. choosing the doctor to consult for a health problem
_______________ 3. deciding what brand of soda to buy
_______________ 4. deciding where to invest one’s money
_______________ 5. choosing of what pasta to buy
_______________ 6. choosing school to enroll in
_______________ 7. deciding what track to take in college, like academic, vocational, or
Entrepreneurship
_______________ 8. deciding what size of soft drinks to serve

C. Answer the following questions briefly:

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

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

D. Write a journal describing a situation in which you have encountered difficulty in making a decision.
What were the choices or alternatives available to you? What enabled you to come up with a
decision in favor of one option? What course of action or process did you undertake? (Be sure to
maintain anonymity in the characters.)

Summary

This module presented the critical factors in developing oneself to function effectively as a
responsible contributing member to his/her family, community, and society. These variables include
intelligence, emotional quotient, motivation, and decision-making ability. The module also explained
Gardner’s theory that intelligence is not a general ability, but rather, it is comprised of several specific
areas of intelligences. The role of two broad contributory factors, namely heredity (nature) and
environment (nurture), on intelligence was illustrated. Emotional quotient was cited as critical to
developing responsibility because it affects social relationships. Motivational level, likewise, serves as
underlying drive for an individual to act, perform, or move to produce an output or perform a task.
Decision-making was also included as a key factor in developing one’s responsibility, in which inductive
reasoning and deductive reasoning were differentiated as an approach to arriving at a decision.

MODULE 10

ASSESSING FOR SELF-IMPROVEMENT

Directing My Destiny

INTENDED LEARNING OUTCOMES:

At the end of this module, you will be able to:

1. identify the tools or measures used for the assessment process;

2. discuss the ways of assessing the various aspects of personality;
3. differentiate a formal assessment from an informal one; and
4. explain how the results of assessments help improve one’s personality.

Assessment Tools

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Gather sample of assessment tools or tests that measure behavior. The assessment tools can
come in different forms: observation schedules, interview schedules, personality tests, achievement
tests, rating scales, questionnaires, among others. These can be gathered from the library or from the
internet.

Examine the tests and describe how they look like, and share your observation with your
seatmate (in dyads). Cite data-gathering tools in terms of physical appearance, mode of answering,
and areas covered.

Assessment
– Perhaps one of the closest experiences you have with assessments is taking a written test and
going through interviews with academic officials before enrolling in the school of your choice.
You had to go through these processes for the school to evaluate your future performance in
the course you have chosen to know how successful you will be in that course. Perhaps, you
were also given feedback on how you fared in the test or interview.
– Is a process that determines the presence or absence, as well as the extent or level, of a
characteristic or behavior in person.
– With an assessment, one gets a better view or understanding of people’s behavior, including
that of oneself.

Assessment takes place as early as the beginning of life in the womb. Using some tests, the
doctors are able to determine how “normal” the unborn baby is and if the baby has genetic or
chromosomal defects. As a result of the assessment, the doctors may suggests interventions to correct
the defects or mitigate their effects. When a baby is born, he/she is subjected to the Apgar test,
considered to be the most important assessment in one’s life. The Apgar score, rated on a scale along
5 critical behavior components, is used to determine a baby’s general health and overall wellness.

Tools
– Are used in doing an assessment.
– They are also called measures or data-gathering tools.

Tests
– Are type of tools.
– The data or information derived from a tool provides the basis for knowing or determining the
presence or absence of a behavior or characteristic.
– It should be noted however, that a tool measures only a sample of the behaviors or
characteristics being studied.
– Thus, it is important that care be exercised in interpreting the data or information gathered from
these tools.
– Hence, for example, if one wants to study and determine students’ attitudes toward schooling,
then a tool that measures another characteristic such as, for example, self-concept.

Measurement
– Deals only with the administration of the tool and determining the numerical values of the data
gathered from a tool.
– An example of this is assigning scores to test papers after checking the answers and classifying
them according to some set of criteria. Assessment, in contrast, includes the processes of
measurement, analyzing and interpreting the scores or numerical values of the data, and
deducing meanings out of the gathered data.
– In some cases, interventions may even be recommended if necessary.
– Assessment gives a broader picture of the behavior or characteristic of an individual under the
study.

Psychological Assessment
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– Refers to the use of specified testing procedures to evaluate the abilities, behaviors, and
personal qualities of people (Bernstein et al., 1991).
– It describes the extent to which a person is similar to or different from others.
– Examples include how many more test questions they can answer correctly than other people of
the same age; or if they are more anxious than others; or whether their performance is similar to
that of a scientist or a pianist.
– Results from psychological assessments contribute to a better understanding of a person.

Assessment tools are important in getting information about the behaviors of people.
Feedbacks, reports, or narratives from others are not enough to determine someone’s behavior.
Rather, these data should be backed by test results. Assessments contribute to building profiles,
determining interventions, developing programs, and making personal and professional decisions.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 1: Assessments

A. Given are some examples of assessment of activities. State in your own words the purpose of the
assessment and the kind of behavior or characteristic being measured using the table below. The
first item has been answered as an example.

Number Purpose/reason of Assessment Characteristic Measured

To determine if the students learned What students have learned in history for
1 under the professor’s guidance the semester

10

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1. At the end of the academic term, the professor gave a long history exam to the students.

2. Mr. Santos had been coughing in the past two months. He visited a physician for a medical exam.
The doctor recommended that he undergo an X-ray of the lungs.

3. Melissa studied to be a teacher. After graduation, she took the licensure exam for teachers.

4. School XYZ is a special school for the arts where students are taught and trained in music, drama,
and painting. At the start of the school year, applicants are subjected to a talent test before they can
finally admitted to the school.

5. Albert has been having sleepless nights for a long time now. He has been feeling anxious and
fearful for reasons he does not know. A friend recommended that he see a psychiatrist. The
psychiatrist who gave him a series of tests, one of which is a set of 15 incomplete sentences which
he was asked to complete.

6. Ms. De la Cruz noticed that one of her pupils in grade school, Alex, is always restless in class and
does not listen to the teacher. Even while the lesson is going on, he runs around the room and
teases his classmates. Ms. De la Cruz referred Alex to the guidance counselor who gave him a test.
After looking at the responses to and results of the test, Ms. De la Cruz suspects that Alex is at risk
for attention-deficit/hyperactivity disorder (ADHD).

7. Lynette studied to become a nurse. After graduation, she took the licensure examination for nurses
given by the Professional Regulation Commission.

8. Every end of the week, the teacher of Mathematics 101 gives the class a 10-item test which
includes the subject matter covered for the week.

9. Ms. Santos teaches a group of Grade 6 students who have problems in reading. She is wondering if
the students’ reading difficulty is due to their innate or inborn mental ability or due to learning
difficulties. She gives a test to make sure their reading problem is not due to any learning difficulty
they might have.

10. School ABC has a science and math-oriented curriculum. As such, the school applies very strict
admission procedures to make sure that its prospective students are indeed inclined to the sciences
and mathematics, and will be successful in these subject areas. Thus, students go through a
battery of tests before final admission.

B. Answer the following question briefly:

1. What are the purposes of giving tests?

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

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

Kinds of Assessments

Following are the kinds of tests or measures according to purpose, i.e., in terms of the behavior
or characteristic they intend to measure:

a. Achievement test
– This test measures what has been learned within a specific period of time.
– Hence, if a teacher gives students a mathematics test at the end of the semester, it means
that he/she wants to know how much the students learned from one semester.

b. Mental Ability test

– It measures one’s level of mental ability.
– Such tests are also known as IQ tests.

c. Aptitude test
– This test measures the inclination of individuals towards certain specific areas.
– It determines what particular field or work an individual would most possibly be successful
at.
– If a person wants to know if he/she will be successful in a job requiring high scientific
knowledge and ability, then he/she can take an aptitude test in science.

d. Personality test
– It measures facets of personality, some of which are attitudes, perceptions, interests,
psychological aberrations, personality disorders, and the like.
– If a person wants to know, for example, the extent to which he/she regards or views
education, then he/she can take a personality measure a much broader range of
characteristics or behaviors.

This kind of test to use or apply is determined by its purpose. Using inappropriate assessment
tools invalidates the results. To avoid rendering the results of a test useless, be sure to understand the
instructions and procedures before administering the test, and to familiarize yourself with how test
results are interpreted.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 2: Kinds of Assessment

A. Classify the given tests according to purpose. Write your answer on the blank.

_______________ 1. To determine one’s overall intelligence level or ability

_______________ 2. To determine if a person would most probably become a pianist
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_______________ 3. To determine the vocational interest of high school students

_______________ 4. To find out how much communication Arts students learned after one year
_______________ 5. To determine the attitudes of a group of students towards schooling
_______________ 6. To know if John will be successful as a fashion designer
_______________ 7. To find out if Marlon is failing or passing his course in mathematics
_______________ 8. To know if Bert has a bipolar disorder
_______________ 9. To find out if Emily is interested to take course in the health sciences
_______________ 10. To determine if institutionalized children have a low self-concept
_______________ 11. To determine if graduating high school students are capable of abstract
thinking

B. From the test situations above, group the tests that measure the same caharacteristic. Give your
reasons for your classification.

C. Answer the following questions:

1. What tests do you remember taking in the past or at present?

2. Which of these tests did you take in your school? Outside of your school?

3. What was your purpose in taking non-academic tests?

4. Did you get a feedback on how you fared in the tests? What kind of information did you learn
about yourself from the tests?

5. Did you benefit from taking these tests?

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General Methods of Assessments

There are two general methods of assessment:

1. Formal assessments
– Are standardized and generally carried out in professional settings by experts in the
behavior or characteristic being measured.
– Many, if not all, of the assessments earlier discussed are formal procedures of assessment.
– They are done in an orderly and systematic manner.
– The tools used for assessment have undergone tedious processes to ensure objectivity and
effectiveness.
– Formal assessments utilize statistics in the interpretation of data and ultimately come up
with a conclusion.
– The bases for assessment of a person are his/her responses or scores on the test.

2. Informal assessments
– Are everyday assessments people make about themselves or about others.
– These assessments do not have to observe formal processes.
– The bases for assessing a person are unstructured or simple observations of his/her
behaviors in informal settings and occasions.
– For example, if a mother observes that her son in high school studies his lessons only once
in a while, she may state that he will not be successful in college.
– Or if the teacher observes that his/her pupils make a lot of noise and do not attend to the
lessons inside the classroom, he/she may immediately claim or conclude that the students
are attention deficit.
– In some instances, the basis for assessment is the kind of responses to exchanges and
interactions with other people.
– Hence, for example, if the parents tell their daughter to study her lessons, but she responds
that she is not interested to do so, then the parents may say that she has negative attitudes
towards education, and mat further think that she has low chances of succeeding in school.
– Informal assessments give a clue to what might be happening with the behavior or
characteristic being studied or described.

Application of Assessment

Assessments provide many advantages, foremost of which is to gain a better understanding of

oneself. Thus, one will know exactly what areas are to be improved or enhanced, and more importantly,
what to do to overcome his/her weaknesses and turn them into strengths. At this stage, it can be said
that the ultimate purpose of assessment is attained.

The following are some examples of using assessments in improving oneself:

1. The results of an achievement test at the middle of the semester showed that Bernie did not
correctly answer the items that measure computation skills. It means that she is weak in that
area. As a result, she thinks that she should study harder, engage the help of a tutor, and do

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more practice exercises. This way, she can improve her performance in mathematics, especially
computation.

2. Amy has been feeling very nervous and worried lately. She does not know why. Her hands and
feet are always sweaty, and her mouth is dry. She avoids social situations. She consulted a
guidance counselor who referred her to a psychiatrist. The latter subjected her to a medical
exam. Nothing serious was seen in her physical health. Thus, the psychiatrist gave her a
personality test. From the results, Bernie was diagnosed with a high level of anxiety. Since she
could not handle the situation by herself, she sought professional help, so she will learn to
manage her emotions better.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 3: Methods of Assessments

A. Determine whether each situation applies formal or an informal assessment. Write your answer on
the blank.

_______________ 1. Marilyn could not understand Mrs. Santos’ instructions on cooking “tinola.”
Because of this, Mrs. Santos says that Marilyn has low intellectual quotient.

_______________ 2. Three hundred high school graduates were seeking admission to University of
XYZ. They were first required to take the entrance exam before they could
enroll. They were promised that the results of the exams would be released
after three weeks.

_______________ 3. Dr. Lopez suggests that his patient, Jun, see a psychologist so that he could
be subjected to a test measuring his level of anxiety. He wants to make sure
that the high blood pressure level of the patient is not due to stress anxiety.

_______________ 4. Mr. Cruz labels his workers as inefficient because he observes them to be
lazy, loud-mouthed, and not doing their jobs fast enough.

_______________ 5. At the end of the semester, the Prof. Manuel gave a test to determine what
knowledge and skills his students have acquired and developed in his science
class.

_______________ 6. Mrs. Legazpi, a Grade 7 teacher, tells her co-teachers that her students have
low self-concepts. When asked why she thinks so, Mrs, Legazpi states that her
students are shy and do not talk as much.

_______________ 7. Ms. Tito concludes that Ronnie, one of her students, will be a scientist in the
future. She believes so because she observes that Ronnie shows much
interest in doing experiments and coming up with inventions.

_______________ 8. In a class of 30 students, the teacher observes that one student, Pete, always
picks a fight with his classmates. Pete also seems to enjoy teasing and hurting
his seatmates. One day, the teacher asked Pete, “Why are you doing bad
things to your classmates?” Pete replied, “Because I do not like them.”

_______________ 9. Accompany requires its employees to have a positive attitude towards work.
Hence, as part of the screening and selection process, the human resource
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personnel administer a test that measures work ethic, work habits, and work
attitudes. Results of the test serve as basis for the decision to accept the
applicant or not.

_______________ 10. Marlon can correctly solve mathematics problems in class at a faster rate
than his classmates can. Marlon himself is very much aware of his skill.
Because of this, he believes that he has a very high IQ. He also thinks that in
the future, he will be a successful engineer.

B. Answer the following questions based on the situations given in the first part of the activity.

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

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

3. What conditions are present in a formal assessment? How about in an informal one?

Summary

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

The module further explained the various tools or measures available. However, you are
encouraged to do research on other tests or measures relevant to your needs. In the use of tools, two
general approaches to measurement, namely formal and informal, were presented.

MODULE 11

THE BEST OF ME

Outstanding Awards Day

INTENDED LEARNING OUTCOMES:

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At the end of this module, you will be able to:

1. identify the factors that contribute to becoming the best you can become;
2. describe the characteristic of one who has reached his/her peak of personal, social, emotional
and spiritual development;
3. apply the different ways toward achieving the peak of one’s development;
4. draw up plans and steps in your quest to be the best that you can become; and
5. demonstrate understanding from the course through a culminating activity.

Jonathan Livingston Seagull

by Richard Bach

Jonathan Livingston seagull belonged to a flock of gulls who just sit on the ocean shore
throughout the day waiting for the food. Whenever fishermen leave fish on their boats, the gulls would
scramble and fight for their share of the leftovers. There came a time that Jonathan felt bored and tired
watching this scene every day. Feeling disinterested and restless, he strayed away from the rest of the
Flock. He likes being alone better than sitting down with the gulls, waiting and fighting for food on the
shore. During those times that he was alone and away from the Flock, he would explore and try flying
techniques different from what he and the rest of the flock know. He wanted to fly faster and higher with
skill and grace. He would try diving techniques to catch fish from the water. There were times when he
felt disappointed over his errors in flying but his initial successes made him realize that a gull like him
can fly longer distances and see greater heights. He also realized that the life of a gull is more than just
scrambling for food and eating.

One day, Jonathan explored and tried catching fish directly from the water. After some trials,
and to his amazement, he succeeded using a particular technique. He discovered that a streamlined
high-speed dive enabled him to catch rare and tasty fish found 10 feet below the ocean’s surface. In
this instance, he felt empowered because from then on, he would no longer need to fight for fish
left-overs on the boats. After this successful experience, he practiced rigorously to perfection. Every
time he executed a technique correctly, he felt proud, joyful, and victorious. He got excited with the
thought of going back to his flock to show them what he has learned about flying and catching fish.

When the day came for Jonathan o go back, true enough as he feared, the Elders ostracized
him and no longer accepted him to the circle. The elders reprimanded him for what they claimed was
his reckless irresponsibility and for violating the tradition and dignity of the gull family. He couldn’t
believe his ears! He told them that he did not come back to take away the leadership from them; but
just simply to share with the gull members what he has learned. However, his explanation fell on deaf
ears. He was treated like an outcast, which made him uncomfortable, so he decided to leave the Flock
for the Far Cliffs. He felt sad leaving them, but at the same time joyful, because on his own now, he
can exercise freedom ---especially the freedom to learn. He was sad not because he was alone now,
but because the other gulls refused to see the glory of flight that awaited them.

He went to the Far Cliffs near the ocean and for a long time kept practicing and discovering new
techniques in high-speed flying, and continued on improving them. He was able to fly higher and see
more places than before. He just kept on practicing other techniques of flying from sunrise to sundown.
At the end of each day, he felt so exhausted and would just drift off to sleep. In spite of his fatigue, he
was bent on continuing his practice, he enjoyed the successes he made, and for a time forgot the gulls
on Earth.

One day, Jonathan met Chiang, an Elder. Chiang observed Jonathan to be a good flier and a
fast learner, and praised him for that. Jonathan was so amazed with the way Chiang did his flying
strokes and wanted to learn more of them. Chiang gladly obliged. One of Chiang’s flying strokes which
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Jonathan wished to learn was flying a distance and back in milliseconds! In this flying lesson, Chiang
told Jonathan that to fly as fast as thought, the trick was to stop seeing himself trapped inside a limited
body whose performance can be plotted in a chart, and to know that his true nature lived as perfect as
an unwritten number everywhere at once across time and space.

So the following days from sunrise until past midnight, Jonathan practice flying, bearing in mind
what Chiang told him. But at some point, he felt disappointed and discouraged because for all his effort,
he didn’t move a bit from his spot. And again, Chiang told Jonathan that he did not need faith to fly, but
he needed to understand flying. Jonathan kept trying, and one day, while he was concentrating, he
realized he was an unlimited gull, and when he opened his eyes, he was in a place very different from
where he came from. Jonathan cried with delight, “It works!” Chiang told him it really works if he knows
what he is doing, but they have to work further on his control.

The day came when Chiang had to leave. Jonathan nervously asked Chiang, “This world isn’t
heaven at all, is it?” to which the latter replied, “NO, Jonathan, there is no place as heaven. It is not a
place. It is not a time. Heaven is being perfect.” Chiang continued, “You are a fast flier.” Jonathan
replied, “I enjoy speed.” And the Elder countered, “You will touch heaven the moment you touch perfect
speed. A thousand or million miles per hour has a limit, but perfection doesn’t have limits.” Chiang had
been exhorting the rest of the gulls to never stop learning, practicing, and striving to understand more of
the perfect invisible principle of all life. And as he spoke, his feathers went higher and brighter, and so
brilliant that the gulls could not look at him. He left Jonathan these words, “Keep working on love.”

When Chiang left, Jonathan, together with Sully, took it upon himself to teach the new birds who
just came in. sully had so much admiration for Jonathan because of his unusual flying strokes and his
smooth landings, which he has never seen before. As days passes by, Jonathan kept thinking about
the Earth from where he came. The more Jonathan practiced his lessons on kindness and the nature of
love, the more he wanted to go back to Earth. He thought that there might be some gulls there who
were rendered outcasts by their flock; or gulls who are also wanting to break their limits. In spite of his
lonely past, he simply wanted to teach the other gulls where he is now. His own way of showing love
was giving something of the truth that he has seen to a gull who asked only a chance to see truth for
himself.

When sully learned that Jonathan wanted to go back to Earth to teach the gulls there, he
prevailed upon him to stay. He discouraged him from returning, saying that by this time, the gulls there
are just squawking and quarreling among themselves, and probably won’t even listen to or believe him,
having been an outcast before. Sully told him, “The gull sees farthest who flies the highest. And,
therefore, the gulls on Earth don’t see beyond their immediate horizon and will never understand what
heaven is all about.” He persuaded Jonathan to focus his efforts on the gulls who are with him at the
moment and who are already high enough to see what they are being taught. So Jonathan stayed and
worked for some more time especially with the new gulls coming in. They were bright and quick to learn
their lessons. But all the while, he was thinking of the gulls on earth who would be able to learn, too. So
one day, he had to say goodbye to Sully and explained to him that that he has to go back to Earth. And
as he flew to Earth, he knew that he was not simply bone and feather, but a perfect idea of freedom
and flight, limited by nothing.

While journeying to Earth, he met Fletcher. Fletcher is a young gull was talking to himself,
making Jonathan believe he was also an outcast. “I don’t care what they say. They can call me an
outlaw, I don’t care. Don’t they know the glory of learning how to fly? There’s much more than flapping
one’s wings here and there. A mosquito can do that!” Then he heard a voice from within, “Don’t be
harsh on them, Fletch. In casting you out, they only hurt themselves and one day, they will know this.
One day, they will see what you see. Forgive them and help them understand.” Just then, close to the
tip of his right wing, flew the most brilliant white gull in the world gliding gracefully and effortlessly not
moving a feather. What Fletch saw disoriented him and for a moment, the young bird felt disturbed.
Then a voice from within asked, “Fletch, do you want to fly?” “Yes I want to fly!” he almost shouted with
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excitement. Then Jonathan asked, “Fletch, do you want to fly o much that you will forgive the Flock, go
back to them someday, and work to help them know?” “Yes, I do,” he answered softly, to which
Jonathan, the magnificent skillful and bright creature, said with a voice so kind, “Let’s begin with level
flight.”

Fletch was a fast learner, too. But at times when he could not follow, he would berate himself for
being stupid and dumb. And Jonathan would patiently teach him again and again. After six months,
Jonathan had six other students, all outcasts. But they were all curious about this idea of flight for the
joy of flying. They practiced regularly and rigorously and they like it because it was fast and exciting.
Together with the drills and practice, Jonathan would always remind them that their whole body is
nothing more than their thought itself, in a form they can see. If they break the chains of their thought,
they break the chains of their body, too.

After some time, Jonathan said the time had come to return to the Flock. But the other gulls, his
students, told him they were not yet ready to go back. They had misgivings of being outcasts and not
being welcome. Jonathan told them, “We are free to go where we wish and to be what we are.” From
there, Jonathan lifted from the sand and headed East toward the home grounds of the Flock. There
was anguish among the student gulls and they did not know what to do. Most of all, they thought of the
Law that an outcast never returns. In the end, they realized that they had to join Jonathan, who by now
is a mile away; otherwise, he would be arriving there alone. Besides, if there will be a fight, it is better if
they had the numbers. And so they flew and joined Jonathan, all eight of them in a double-diamond
formation, wingtips, almost overlapping, Jonathan on the lead.

As they were approaching the Flock, thousands of eyes focused on the flight formation. Many in
the Flock cried that the outcasts have returned and this should not happen. Another group though
countered, “Yes, they are outcasts but where did they learn to fly like that?” the Elder issued a stern
warning for the gulls in the Flock not to talk to them. Anybody who talks to them will also be considered
outcast.

During the day, Jonathan continued to teach his students. Every hour, he would fly beside his
students demonstrating, suggesting, pressuring, and guiding. He taught them through night, cloud, and
storm. During evenings, on the beach, the students circled around him while he gave lectures and new
ideas on flying.

It did not take long for the circles to keep expanding. More and more gulls from the Flock, all
curious, came to listen to Jonathan’s lectures, and left before daybreak so they won’t be found out. The
crowd grew every day, coming to question, idolize, or scorn.

Then, one by one, new gulls came and broke into the circle, wanting to learn how to fly. One,
Maynard Gull, came in wobbling and told Jonathan that he wanted to learn how to fly but his wing was
broken. Nevertheless, Jonathan assured him that he had the freedom to be himself. And Maynard
asked, “Are you saying I can fly?” To which Jonathan said that he is free. As Maynard spread his wings,
he lifted himself from the ground, and the members of the Flock were aroused from their sleep with his
cry, “I can fly! Listen! I can fly!” By sunrise, there were nearly a thousand birds looking at Maynard and
listening to and trying to understand Jonathan, not caring whether they were seen or not. Jonathan
spoke of simple things like it is right for a gull to fly; that freedom is the very nature of his being; that
whatever stands against freedom must be set aside, be it a ritual, superstition, or limitation in any form.
One from the crowd asked even if it should be the law of the Flock. Jonathan emphasized that the only
true law is that which leads to freedom.

But still, the gulls were not confident of themselves and asked how should they fly, and asserted
that the reason Jonathan could fly magnificently was because he is gifted, special, and divine over the
other gulls. But Jonathan assured them that Fletcher and the others were not different from them. The

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only distinction was that they have started to understand what they really are, and have begun to
practice it.

Jonathan continued teaching the gulls who came to him. There were almost accidents, too.
Fletch almost crushed to death against a rock in one of his lessons. Everybody thought he was dead.
But he seemed to hear what Jonathan has told him before that they have to overcome their limitations,
in order, patiently.

All the while, the Flock didn’t look kindly at Jonathan and Fletcher. Seeing Fletch still alive, they
thought he was a devil. The crowd showed they hated Fletcher. Then a mob ensued. It came to a point
when Fletch though it would be better to leave. But Jonathan said, “The hardest thing in the world is to
convince a bird that he is free, and that he can prove it for himself if he just spends a little time for
practice.”

One morning, Fletch asked Jonathan, “How do you manage to love a mob of birds that just tried
to hurt you?” Jonathan answered, “You don’t love evil or hatred. You have to practice to see the real
gull, the good in every one of them, and help them see for themselves. That is what I mean by love.”

Jonathan considered Fletch as building his own heaven now, even if he has been an outcast
before. Jonathan told Fletch that he can now continue leading the Flock. Fletch was frightened, “Me
leading the Flock? You can’t leave! I am just a plain seagull, and you’re the only Son of the Great Gull.”
Jonathan said, “You don’t need me anymore. You need to keep finding yourself each day, that
unlimited Fletcher Seagull. Remember, no limits to what one can be. There are other Flocks out there
who need me. I want to go teach and help them, too.”

Poor Fletch felt so alone with a flock to lead. He sat down for a while and recalled all the
important lessons that Jonathan taught him about going beyond one’s limitations, looking with
understanding, and finding out what one already knows to enable him to see the way to fly. Jonathan
admonished Fletch not to allow the Flock to spread rumors about him, or even considered him as a
god. “I am a gull and I like to fly.” And moments later, Jonathan vanished in the air. “Jonathan!” was all
Fletch could say.

Thus started Fletcher’s turn to teach a brand-new set of students eager to learn their first
lesson. When he looked at his students, he loved what he saw. He remembered Jonathan. “no limits,
Jonathan?” he thought. His race to learn had begun.

Discuss with your seatmate your answers to the following questions.

1. Give as many descriptions as you can about the personality of Jonathan Livingston Seagull.
What is he like?

2. Which quotes or sentences in the story do you like best? Cite your reasons why you like them.

3. What seems to be the life goal of Jonathan Livingston seagull?

4. What characteristics do you think made Jonathan’s wings shine brilliantly after teaching many
seagulls how to fly?

5. Based on the definition and characteristics of a self-actualized person, can you say that
Jonathan Livingston seagull has reached this level? Why or why not?

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6. What do you believe to be the factors that enabled Jonathan to achieve his goal? When
Jonathan was describe later in his life as a bird that is magnificent, dazzling, and bright, what
does it mean? What does this show?

7. Are there things that Jonathan has done which you have also done? How about those that you
haven’t done yet?

Jonathan Livingston Seagull is a model of one who achieved his life goals in spite of difficulties
and constraints. He was able to do it because of a mix of several factors: clear-cut life goals,
persistence and perseverance in pursuing his dreams, adherence to a philosophy of loving and helping
others, practice of skills to perfection, positive attitude, and recognition of limitless possibilities.
What lessons from Jonathan Livingston seagull’s story can guide you in your life? Are there
parallel circumstances in your own life? How did you overcome them?

The following are some points to ponder:

1. Pursue your life goals with determination. In the process, do not allow failure or errors to
discourage you from seeing your goals to the finish.
2. Once you learned something new, make sure to share it with others. Show helpfulness, love
and generosity to others.
3. Don’t be satisfied with the typical. Strive to go beyond the ordinary.
4. Always have a humble heart when dealing with people.
5. Be a model as to influence other people.
6. Be creative in the ways of pursuing your goals.
7. Be the best of what you can be and influence other people to do the same.
8. Patience is a virtue in pursuing your goals.

Maslow’s Hierarchy of needs

– Maslow says that only a few people reach the level of self-actualization. Why is this so?
– For one, people possess different traits that include their level of motivation, intellectual
capacity, abilities, and emotional maturity.
– For example, a person with low motivation levels would just be contented with his/her present
status, while a person who is highly motivated would maximize his/her time, effort, and
opportunity to propel himself/herself towards his/her goals.
– Another reasons is the differences in life goals and ways of attaining one’s purpose in life.
– Somebody who is more focused, more strategic in thinking, and more persevering will have
more chances to attain his/her goal, compared to one who is not.
– Likewise, worldview or the perspective of what life is all about can create a difference in
attaining self-actualization.
– Thus, one who is well-informed, well-traveled, and well-exposed has greater chances of
becoming self-actualized than someone who is not.
– Achieving self-actualization is a lifelong process.
– Thus, planning and setting goals and directions as early as you are able will give you the
advantage of having a better chance of achieving self-realization.

Name ____________________________________ Date _________ Dept./Yr. level ______________

ACTIVITY 1: Self-introspection

Ask yourselves as to what level of Maslow’s hierarchy of needs you identify yourself with. What are
your plans to move on to the next levels? How are you going to go about it? Share your reflections and
plans with a trusted friend or classmate.
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Goal-setting and Success

Success
– Is defined as the state of accomplishment or achievement resulting from an endeavor
– To King (2004), success is relative, and the term means different things to various people.
– Thus, for some, success means having material possessions like a as having a car or a house.
– On the other hand, some people think of success as having a good family life, a happy home, a
feeling of contentment or ease, or always being in love.
– King further believes that success means not only being able to achieve or fulfill one’s goals, but
also having positive feelings of happiness, joy, love, peace of mind, self-respect, greatness, and
freedom from worry, anxiety, guilt, or failure.

King (2004) raises three important questions you can ask yourself to help you understand life
itself.

1. What is my life for?

– This questions requires you to have a long and thorough look within yourself, your
abilities, your characteristics, your interest, and the like, as well as your weaknesses.

2. What do I want to happen in my life?

– This questions requires you to have a clear picture of your goals---both short-range and
long-range.

3. How can I achieve it?

– This question requires you to know how to accomplish your goals.
– Do you have the resources and the support to achieve your goals?

Personal Mission Statement

– Presents one’s own personal philosophy or belief that states his/her objectives in life and how
he/she want to accomplish them.
– It focuses on what one wants to be and to do, and on the values or principles upon which they
are based (Covey, 2004).
– There are no hard and fast rules in writing one’s personal mission statement.
– It can be a list of declarations or a paragraph
– If your goals are not clear in your mind, you may “divide” or “chop” them into smaller pieces to
make them more attainable.

King (2004) adds that there are specific goals which, when combined together, make one big goal
called success.

1. Mental and emotional success

– Having a good grasp of your mind, feelings, and emotions

2. Spiritual success
– Balancing the needs of the body and spirit

3. Personal success
– Overcoming a weakness or disability

4. Career success
– Accomplishing work objectives
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5. Financial success
– Earning enough for one’s needs or more

6. Social success
– getting well along with and being held in respect by others

7. Physical success
– Having a healthy and sound body

8. Family success
– Maintaining harmony and achieving fulfillment as a family

Some guidelines in setting specific goals are as follows (King, 2001):

1. Know the timeframe of your goals

– Some goals can take a lifetime to achieve, but some are intermediate or short-term.
– Break long-term goals into smaller ones to make them more achievable

2. Set expressive goals

– Be precise and make positive statements.
– Say, for example, “I will speak well of my associates” rather than “I will avoid gossiping
about my associates.”

3. Prioritize your goals

– When you have many goals, give each a priority number.
– Prioritizing your goals will help you attain them more neatly an easily, rather than dealing
with all of them simultaneously.

4. Because your goals on performance, not just outcomes

– Set goals which you have the power and the ability to achieve.

5. Set specific goals

– Be as specific as possible but not too detailed.
– For example, if your goal is to avoid getting fat in the future, say, “I want to avoid getting
too fat by refraining from eating in between meals.”

6. Make your goals realistic

– Set goals that are based on your expectations, not those of others.

7. Think beyond your goals

– Think or visualized other things you want to achieve upon accomplishing one goal.

Another motivational author, William Gracian (2005) gives the following advice in pursuing one’s
goals.

1. Have a clear purpose

– For a dream to become a goal, it must always be specific.
– You have to write down exactly what you want in life.

2. Be totally committed
– Once you have identified and clarified your goal, emotionally commit to it.

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3. Reiterate your goals

– Review your goals as often as possible.
– You might need to repeat them at certain times.
– Talk about your goals so people may help you attain them.

4. Write down your goals

– Keep journals, though old-fashioned they may be, on which to write and review your
goals.
– The journals help you to always be aware or conscious of your goals.

5. Record your achievement

– Documenting an achievement makes you feel empowered.
– It is a reminder that motivates you to achieve more

6. Create a well-defined plan

– A plan acts as some kind of a blueprint to turn your goals into a reality.
– Set dates, devise, techniques, formulate habits, and prioritize your steps.

7. Work on your goal, step by step, day by day

– Spend time and energy in achieving goals on a regular basis.
– Goals cannot be achieved in an instant.

8. Review and evaluate

– Set aside time to review your accomplishments and achievements.
– By doing this, you can also avoid and anticipate failure.

King (2004) suggests guidelines in making the mind a repository of knowledge:

1. Desire for nothing but knowledge

– Information comes in different forms.
– Develop the motivation for gaining long-term knowledge for its benefits.

2. Assess the information you really need

– Use only the information you think will help you in the future.

3. Know where to get the best information

– Many sources of information are available.
– However, always consider the quality of information you gather.

4. Create mental databases which you can utilize for practical recall
– You can do this technique by memorizing significant and important materials.

5. Recall the specific information periodically

– Use the knowledge which enhances your learning skills.

6. Do not spare time in managing your knowledge

– You must have a way of assuring yourself that only the material you have chosen and
selected to learn is worth the time you put in it.
– It must be updated, useful, and properly formulated.

7. Develop your writing skills

– Writing is one of the best ways to develop your mental skills.

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– For a start, you can keep a diary or journal for your thoughts, ideas, insights, and the
like.
– You can also opt to write letters so you can share and exchange views with other
people.

The following are guidelines in developing a positive attitude towards learning (King, 2004):

1. Always be teachable
– Keep your mind open because a closed mind slows down the learning process.

2. Self-development, not self-fulfillment

– Self-development
 Is the process of trying to raise yourself to a much higher level.
– Self-fulfillment
 Is trying to please yourself continuously and being happy and content with what
you have achieved.

3. Be a consistent learner
– Make each experience a learning experience.
– Surround yourself with learning moments, people, and anything or anybody you could
gain insights from.

4. Develop a plan for growth

– It is a schedule of the constructive things you can do that can expand your mental ability.

Goal-setting
– Is not just about reaching one’s destination.
– It also implies going for another goal after one has been achieved.

Failure
– It is the inability to achieve one’s goals.
– It is said that an experience of failure makes one stronger, provided that he/she knows how to
apply the lessons gained from that episode.
– Thus, you should not avoid failure, rather, embrace it and look at it as a learning experience.

King (2004) provides guidelines on how to deal with failure gracefully:

1. Zero in on failure. Separate the concepts of failing at a task and failing as a person.
– Failure in one area does not make one a total failure.
– Keep it in its proper perspective and context.
– It should be taken as part of life’s reality.
– For some, failure serves as a motivation to work or strive harder.

2. Find out where you exactly went wrong

– Study your limitations objectively
– In determining the problem, look at yourself first rather than at other people or what’s
wrong with the world.
– Strive to maintain objectivity in analyzing the cause/s of the failure.

3. Change your attitude or mindset towards failure

– The corresponding change in your ideas about the failure will follow.
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– The experience should not be seen as a failure per se, because there are many things
both within and outside of your control that can explain it.

4. Come up with a failure strategy

– Do not expect failure, but be sure to anticipate courses of action in case it happens.

5. Look for good alternatives to what you are doing

– In case you are not doing well with your present position, you should have a fallback or
an alternative in which you will feel happier.

6. Make effective decisions to avoid repeating the same mistakes

– Do not ask others to make decisions for you.
– You may ask for comments and suggestions from them, but the final decision rests on
you.

7. Visualize the effects of your decision

– Be realistic about what will happen after you make a decision
– Avoid going into a debate or argument with regard to its effects.
– Anticipate the pros and cons of your choices.

The Need for Spirituality

Spirituality
– Mostly refers to an individual practice related to a sense of peace and purpose.
– It is also associated with the process of developing beliefs around the meaning of life.
– Most people believe in a higher force---called God, Allah, Yahweh, Enlightened One, Higher
Being, etc.---but the fact remains that when you are aware of that force, you realize that it is the
main source of your inspiration to excel or succeed.
– The vehicle for realizing this force is called faith.

Faith
– Is a firm belief or conviction not based on external evidence or proof.
– It is the confidence on what you do not see, but rather feel.
– When you say you have faith, you acknowledge the force that guides, motivates, and propels
you to reach your goals.
– Faith energize the mind and the body as well as enables people to perceive possibilities,
improve their powers of discernment, and leads them to excel (King, 2004).

King (2004) and Gracian (2005) lay out some guidelines for spiritual success:

1. Minimize materialistic thoughts

– Materialistic thoughts are associated with self-centered perceptions like pride, power,
fame, dominion, and the like.
– Many of these ideas dominate because of the lack of faith.

2. Generate peaceful, serene thoughts

– Regularly spend time each day in quiet moments when you can feel and think more
deeply about your mission in life.

3. Create a spiritual image

– Project a happy image even without the trappings of material things like a house or a
car.
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4. Face reality with faith

– Facing especially your worst fears will enable you to cope better with challenges and
problems.

5. Live for a higher purpose

– People need to earn money to eat and sustain the physical selves, but it must always be
remembered that the chief goal of life is happiness.

6. Find a spiritual role model

– Find people you look up to with attributes that you idealize and draw inspiration from
them.
– Emulate a great person

7. Think of your world as a battle between good and evil

– Your life is meant to raise the standard of goodness to a higher level.
8. Realize that your presence or influence will outlast your life
– Death is a reality.
– How would you want others to remember you?
– Is it through the good times and the good things you did?

9. Emphasize rejoicing in life rather than surviving in life.

– The more meaning you see in life, the easier you will find it good.
– This advice does not necessarily require one to be very religious, but just to believe that
there is a plan, point, or purpose of life.

10. Read inspiring literature

– Read stories of achievement, success, and faith.
– Watch programs that teach life lessons.

The Role of Prayer: Communicating with the Source

The key to successful living is learning to communicate and to commune with the Source.
Praying or communing with the Higher Power is the highest form of channeling power to one’s soul. In
prayer, you recharged your body and feel relaxed. Think of prayer not as talking to God, however you
may conceive Him to be, but talking with God. It is a companionship, a walk in the park, or watching the
lovely sunset.

Reflection for the Course

1. Make a list of what you want to achieve in life. What are your goals?
2. Classify each goal according to the eight specific successes by King.
3. Choose one goal. Come up with the steps on how you can attain that goal.
4. What personality traits of yours would most likely lead to the attainment of a goal?

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