UNIT 1.

THE SELF FROM THE VARIOUS PERSPECTIVES

LESSON 1: PHILOSOPHY

PERSONAL PHILOSOPHY
➢ A personal philosophy can help you align your mental processes with your values,
objectives, and overarching life vision.
➢ It’s the first step to being your highest self and living in accordance with your truth.
➢ It affects everything you do and say, including the words you use, your actions, and what
you buy and don’t buy at the store.
➢ People have different methods of conceptualizing philosophies.

● There are no failures - just results to learn from.

● Leave it can and you're halfway there. by Theodore Roosevelt.
● Be the change you want to see in the world by Mahatma Gandhi.
● You only live once but if you do it right once is enough by Mae West.
● The only way to do great work is to love what you do by Steve Jobs.

SOCRATES
● “Know Thyself”
➢ The examining life is considered as not worth living, humans must try to seek
their purpose and value.
➢ Definition of the self: the self is an immortal soul which exists over time.
➢ The self is also the source of all knowledge. Individual experience is important
when you want to know yourself. Hence to truly know about something you must
understand its essence.
➢ View of reality: reality is dualistic
1. PHYSICAL REALM
➢ It is constantly changing, transient and imperfect. (ex.the physical
body)
2. IDEAL REALM
➢ It is considered as unchanging, eternal and immortal (ex. the soul
true goodness and beauty).

PLATO
● “The three parts self: genuine happiness can be achieved when REASON is in control of
SPIRIT and APPETTIES”
➢ The Three part self:
1. REASON
➢ It enables the individual to think deeply, make choices and
achieve true understanding.
 2. PHYSICAL APPETITE
➢ This refers to basic biological needs such as thirst, hunger and
sexual desire.
3. SPIRIT OR PASSION
➢ This refers to basic emotions like love, anger, aggressiveness and
empathy.

ST. AGUSTIN
● “The self is an immortal soul which exists over time”
➢ Relationship of body and the soul.
➔ He considers the body as a slave to the soul.
➔ Then he alter his view that “the soul makes war with the body”
➔ He changed it again into “the body as the spouse of the soul” with both
attached to one another by a natural appetite.
➔ He finally concluded that “the body is united with the soul so that man
maybe entire and complete”.

DESCARTES
● “I think therefore i am”
➢ To arrive at knowledge, human must use their thinking abilities( investigate,
analyze, experiment and develop well-reasoned conclusions).
➢ Relationship of body and the soul.
➔ Definition of the self: the self is a thinking thing, distinct from the body.
➔ dualistic view of the self.
➔ The thinking self( or soul):The physical body is a material, mortal, non-
thinking entity governed by the physical laws of nature.
● RATIONALIST VIEW
➢ Reasoning ability provides the origin of knowledge.
● RATIONALISM
➢ the view that reason is the primary source of all knowledge
and that only our reasoning abilities can enable us to
understand Sense experience and reach accurate
conclusions.

JOHN LOCKE
● “Personal identity is made possible by self-consciousness”
➢ Knowledge and reason
➔ Knowledge is based on the careful observation of sense experience/ or
more of experiences.
➔ Reason is a vital element in making meaning out of the sense experience
of a person.
 ● EMPIRICISM
➢ The view that sense experience is the primary source of all
knowledge and that only a careful attention to sense
experience can enable us to understand the world and
achieve accurate conclusions.
● EMPIRICIST VIEW
➢ All knowledge originates in our direct SENSE
EXPERIENCE.

HUME
● “There is no self!”
➢ there is no self, only a bundle of constantly changing perceptions passing through
the theater of our minds.
1. IMPRESSIONS
➢ The basic sensation of our experience, the elementalData of our
minds: pain, pleasure, heat, cold, happiness, grief, fear etc. these
impressions are “lively” and “vivid”.
2. IDEAS
➢ Ideas include thoughts and images that are built up from our
primary impressions through a variety of relationships.

KANT
● “We construct the self”
➢ The self is a unifying subject, an organizing consciousness that makes
understandable experience possible.
➔ The main activity sorts, organizes, relates and synthesizes the raw data.
➔ it is yourself that is actively organizing all your sensations and thoughts
into a picture that makes sense to you.
➔ your world according to your terms! ergo, we construct the self!.

FREUD
● “The self is multi-layered”
➢ The three layers of Self:
1. ID
➢ It is motivated entirely by the PLEASURE PRINCIPLE.
➢ it has no sense of logic, time, or self-preservation.
➢ Its only resource is to form wish-fulfilling mental images of
desired objects.
2. EGO
➢ It begins to develop out of the ID at about 6 to 8 months.
 ➢ it operates in accordance with the logical and self-preservative
secondary process.
➢ The ego is motivated by the REALITY PRINCIPLE.
➢ The ego is the locus of all emotions, including anxiety and tries to
keep the ID under control by using various defense mechanism
( repression, denial, rationalization, displacement etc.)
3. SUPEREGO
➢ It begins to developOut of the ego at about age 3 to 5 years.
➢ It is partly conscious and unconscious.
➢ it includes standards or right and wrong.
➢ The superego results from parental standards.
➢ it operates under the MORALITY PRINCIPLE.

RYLE
● “The self is the way people behave”
➢ Concrete evidence of how the mind works and functions.
➢ The self is defined in terms of what is presented to the world.
➢ what the mind wills,It is the body that executes it.
➢ The self is better understood as a pattern of behavior, the Tendency for a person
to behave in a certain way.

CHURCHLAND
● “ the self is the brain”
➢ Mental states will be superseded by the brain states.
➢ The physical states ( health of our bodies, the food we ingest, the experiences we
endure)Have an impact on our mental and emotional functioning.
➢ the emotional and mental states likewise impact on our physical conditions (ex.
stress, depression, psychosomatic disorder)
➢ To understand the nature of the mind, we have to fully understand the nature of
the brain.

MERLUAU-PONTY
● “The self is embodied subjectivity”
➢ “I live in my body”
➔ Everything that we are aware of is contained within our own
consciousness.
➔ consciousness is a dynamic form responsible for actively structuring our
conscious ideas and physical behavior.
➔ For him, perception was the source of knowledge and has to be studied
before the conventional sciences.
LESSON 2: SOCIOLOGY

SOCIOLOGY
➢ Is the study of form norms, beliefs and values exist within person to a degree where these
become natural and normal, thus, developing the person's identity (Elweell,2003).
➢ Is the study of social life, social change, and the social Causes and consequences Of
human behavior.

MODERNIZATION
➢ Has significantly changed society and this has affected how individual builds and
develops his/ her “identity”.
➢ Has improved people's living conditions; a person in the modern society is free to choose
where to live, what to do, and who to be with.
➢ The self is dislocated and deracinated from its traditional attachment to the community.
❖ DELOCALIZATION
➢ The self is released from time honored traditions and communal
attachments and faces infinite possibilities (i.e. free to seek its own
identity).

KEY CHARACTERISTICS OF MODERNITY

1. INDUSTRIALISM
➢ The social relations implied in the extensive use of material power and machinery
in all processes of production. (ex. people are more and more dependent on
machines)
2. CAPITALISM
➢ A production system involving both competitive product markets and the
commodification of labor power.
3. INSTITUTIONS OF SURVEILLANCE
➢ The massive increase of power and wish by institutions, especially in government.
4. DYNAMISM
➢ The most evident characteristic of modern society.
➢ dynamism is characterized as having vigorous activity and progress.
➢ In modern society, it is a society that is full of possibilities, everything subject to
change.
WHAT IS A SOCIAL GROUP?
➢ This is described as having two or more interacting with one another, sharing character
characteristics, and whose members identify themselves as part of the group. (ex.Family,
barkada, classmates)
● ORGANIC GROUPS
➢ It is naturally occurring and it is highly influenced by your family.
 ➢ This is usually formed in traditional societies.
➢ you join the groups because your family is also a part of it.
● RATIONAL GROUPS
➢ It occurs in modern societies.
➢ Modern societies are made up of different people coming from different
places.
➢ rational groups are formed as a matter of shared self-interest; people join
the groups out of their own free will.

SOCIAL NETWORK
➢ Refers to the ties or connection that link you to your social group.
➢ Example: the connection you have with your family is your blood relation, the connection
you have with your barkada is your friendship.

THE SOCIAL SELF ACCORDING TO GEORGE HERBERT MEAD

➢ Mead was a sociologist from the late 1800s. He is well known for his theory of “the
social self”.
➢ Mead’s work focused on how the “self" is developed. History is based on the perspective
that the self is a product of social interactions and internalizing the external(i.e, other
people’s) views along with one's personal view about oneself.
➢ Mead believed the “self” is not present at birth; rather to social Experiences and
activities.

DEVELOPING THE SELF

➢ Mead developed a concept that proposed different stages of self development.These
pages are:
1. LANGUAGE
➢ Through shared understanding of symbols,Guesstures and sound,
language gives the individual the capacity to express himself or
herself while at the same time comprehending what other people
are conveying.
➢ Language sets the stage for self-development.
2. PLAY
➢ At this level, individuals role play or assume that perspective of
others.
➢ role-playing enables the person to internalize some other people's
perspective.
3. GAME
➢ The level where the individual not only internalized the other
people's perspectives, he/she is also able to take into account
societal rules and adheres to it.
 ➢ According to mead, the self is developed by understanding the
rule, and one must abide by it to win the game or be successful at
an activity.

TWO SIDE OF SELF- ”I” &”ME”

➢ The “i” and “me” have a relationship, which is like a system of checks and balances.
● ME
➢ “Me” is the product of what the person has learned while interacting with
others and with the environment.
➢ learned behaviors, attitudes and expectations comprise the “me”.
➢ dummy exercises control over the self, it sees To it that rules are not
broke.
● I
➢ The “I” is that part of the cell that is unsocialized and spontaneous.
➢ It is the individual's response to the community's attitude toward the
person.
➢ The “I” presents impulses and drives.
➢ The eye enables the person to express individualism it does blindly follow
rules.

BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY

➢ The ecological theory focuses on the impact that environment on the growth and
development of an individual.
● MICROSYSTEM
➢ The microsystem refers to the environment in which an individual lives.
➢ this system include family members peers religious communities
neighborhoods and other whom the individual has regular interaction and
direct contact with.
➢ The interactions within microsystem are often very personal and are
crucial for fostering and supporting the child's development. If a child has
a strong nurturing relationship with their parents, this is said to have a
positive effect on the child. whereas, distant and an affectionate parents
will have a negative effect on the child.
● MESOSYSTEM
➢ The mesosystem is described as the interactions between the
microsystems.
➢ The mesosystem could include experience at home related to experiences
at school or experiences at school related to experience at church.
➢ The mesosystem is where a person's individual microsystems do not
function independently, but are interconnected and assert influence upon
one another. For instance, if a child's parents communicate with the child's
 teacher, this interaction may influence the child's development is
Essentially, a mesosystem is system of microsystem.
● EXOSYSTEM
➢ The exosystem is a system in which the individual plays no role in the
construction of experiences, but these experiences have a direct impact on
the microsystems the individual is part of.
➢ An example of an ecosystem could include a husband being weight of an
this lack of employment having a direct impact on the family's financial
state that could affect their day-to-day lifestyle and the stress level in the
home.
● MACROSYSTEM
➢ The macro system is influenced greatly by the culture and society in which
a person lives.
➢ the belief system and ideology of the individual's culture influence the
person directly, However, the individual does not necessarily have as
much freedom in determining his or her surroundings.
➢ The microsystem differs from the previous ecosystem as it does not refer
to the pacific environment of one developing child but the already is dabi
society and culture which the child is developing in. This can also include
the socioeconomic status, ethnicity, geographic location and ideologies of
the culture. for example, a child living in a third world country would
experience a different development than a child living in a wealthier
country.
● CHRONOSYSTEM
➢ The chronosystem reflects the cumulative experience a person has over the
course of their lifetime.
➢ These experiences include environmental events, as well as major
transitions in life. Some notable transitions include divorce, marriage or
the birth of a baby.
➢ these transitions are major experiences in an individual's lifetime.
➢ This system consists of all the environmental changes that occur over the
lifetime which influence development, including major life transitions and
historical events. This can include normal life transition such as starting
school but can also include non-Normative life transitions such as parents
getting a divorce or having to move to a new house.

LESSON 3:ANTHROPOLOGY

ANTHROPOLOGY
 ➢ Anthropology is the systematic study of humanity, with the goal of understanding our
evolutionary origins, are distinctiveness as a species, and the great diversity in our form
of social existence across the world and through time.
➢ The focus of anthropology is on understanding both our shared humanity and diversity
and engage with diverse ways of being in the world.

THE SELF EMBEDDED IN CULTURE

➢ Cultural anthropologist have idea that the self is culturally shaped and infinitely variable
(e.g. cultural traditions and social practices regulate, express and transform the human
psyche resulting less and psychic unity for humankind).

TWO WAYS OF HOW THE SELF IS CONSTRUCTED

1. INDEPENDENT CONSTRUCTS
➢ The characteristic of individualistic culture such as North America. Individualistic
culture represents the self as separate, distinct, with emphasis on internal
attributes, skill and values.
2. INTERDEPENDENT CONSTRUCT
➢ It is typical of the collectivist culture in east asia which stresses the essential
connection between the individual to other people. (ex. Strong family ties)

DEVELOPMENTAL PSYCHOLOGIST CATHERINE RAEFF (2010),

➢ Believed that culture can influence how you view: relationship personality traits,
achievement and expressing emotions.
● RELATIONSHIP
➢ May be seen as voluntary or duty based; eastern societies practice
arranged marriage while western societies are free to choose whom they
will marry.
● PERSONAL TRAITS
➢ Culture influences whether and how you value traits like humility, self-
esteem and the like.
● ACHIEVEMENT
➢ Culture influences how you define success and whether you value certain
types of individual and group achievements.
● EXPRESSING EMOTION
➢ Culture influences what will affect you emotionally as well as how you
express yourself (example showing your feelings in public or keeping it
private).

2 BASIS COMPONENT OF CULTURE

1. NONMATERIAL CULTURE
➢ Include the values, beliefs, symbols and language that define a society.
 2. MATERIAL CULTURE
➢ Include all the society's physical objects such as its tools, technology, clothing,
eating utensils and means of transportation.

ELEMENTS OF CULTURE
1. SYMBOLS
➢ Every culture is filled with symbols or things that stand for something else and
that often evolved various reactions nonverbal communication (Guesstures and
movements), while other symbols are in fact material objects.
2. LANGUAGE
➢ The most important set of symbols is language. It is crucial to communication and
thus to any society's culture.
3. NORM
➢ Cultures differ widely in their norms or standards and expectations for behaving.
A. FORMAL NORMS
➢ Also called mores(MOOR-ayz) and laws refers to the standards of
behavior considered the most important in any society.
B. INFORMAL NORMS
➢ also called folkways and customs, refer to standards of behavior
that are considered less important but still influence how we
behave.
4. RITUALS
➢ different cultures also have different rituals, or established procedures and
ceremonies . often mark transitions in the life course. as such rituals both reflect
and transmit a culture's norms and other elements from one generation to the next.
5. VALUES
➢ Values are another important element of culture and involve judgment of what is
good or bad and desirable or undesirable. A culture’s values shape its norms.
6. ARTIFACTS
➢ The last element of culture is the artifacts or material objects that constitute a
society's material culture.

DIFFERENT CULTURE’S DEFINITIONS OF BEAUTY

1. Face tattoos
2. Henna
3. Foot Binding
4. Heart shapes faces
5. Full Figures
6. Neck Stretching
LESSON 4:PSYCHOLOGICAL PERSPECTIVE

PSYCHOLOGICAL PERSPECTIVE
1. Cognitive Theory
2. Harter’s self Development Concept
3. Me-self, I-self
4. Personality Development and the Self concept
5. The Ego State

PSYCHOLOGY
➢ Is the scientific study of how people behave, think and feel.
➢ Some of the focus of psychology are how the brain works, how the memory is organized
how people interact with groups and how children learn about the world.

JEAN PIAGET
➢ He pioneered the “theory of cognitive development”.
➢ COGNITIVE DEVELOPMENT
➔ Is a progressive reorganization and mental processes resulting from biological
maturation and environmental experience.
➢ 3 basic components of Piaget’s cognitive theory.
● SCHEMA
➢ The building blocks of knowledge.
➢ schemas are mental organizations that individuals use to understand their
environment and designate action.
➢ For example a child may have a scheme about a type of animal such as a dog if
the children soul experience has been with small dogs a child might believe that
all dogs are small airway and have four legs suppose then that the child
encounters an enormous dog the child will take in this new information modifying
the previously existing schema to include these new observations.

● ADAPTATION
A. ASSIMILATION
➢ The process of taking in new information into our already existing
schemas is known as assimilation.
➢ The process is somewhat subjective because we tend to modify
experiences and information slightly to fit in with our pre-existing beliefs.
B. ACCOMMODATION
➢ Another part of adaptation is the ability to change existing schemas in
light of new information; this process is also known as accommodation.
➢ new schemas may also be developed during this process.
● STAGES OF COGNITIVE DEVELOPMENT
➢ They reflect the increasing sophistication of the child's thought process.
1. SENSORIMOTOR (0-2 YRS OLD)
➢ The child learns by doing: looking, sucking , touching. object
performance emerges.
➢ In Piaget's theory, the sensorimotor stage occurs first, and is
defined as the period when infants ”think” by means of their senses
and motor actions.
➢ As every new parent will at test infants continually manipulate,
look, listen to and even bright and chew objects.
➢ According to Piaget, this Action allows children to learn about the
world and are crucial to their early cognitive development.
2. PREOPERATIONAL (2-7 YRS OLD)
➢ The child uses language and symbols.
➢ In the preoperational stage, children use their new ability to
represent objects in a wide variety of activities, but they do not yet
do it in ways that are organized or fully logical.
➢ One of the most obvious examples of this kind of cognitive is
dramatic play or the improvised make-believe of preschool
children.
➢ if you have ever had responsibility for children of this age you
have likely weakness such play.
3. CONCRETE OPERATIONS(7-11 YRS OLD)
➢ The child demonstrates conservation, reversibility, serial Ordering,
understanding of cause and effect.
➢ As children continue into elementary school they become able to
represent ideas and events more flexibly and logically.
➢ The rules of thinking still seem very basic by adult standards and
usually operate unconsciously but they allow children to solve
problems more systematically than before and therefore to be
successful with many academic tasks.
➢ In the concrete operational stage for example a child me and
consciously follow the rule “if nothing is added or taken away then
the amount of something stays the same”.
4. FORMAL OPERATIONS (12+)
➢ The individual demonstrates abstract thinking (ex.ability to
understand hypothetical situations).
➢ In the last stage, the child becomes able to reason not only about
tangible objects and events, but also about hypothetical or abstract
ones. Hence, it has the name formal operational stage-The period
when the individual can “operate” on “forms” or representations.
 ➢ Which students at this level the teacher can post hypothetical
problems: “what if the world had never discovered oil?: or “what if
the sea wasn't blue?” to answer such questions student must use
hypothetical reasoning meaning that they must manipulated ideas
that vary in several ways at once and do so entirely in their minds.

HARTER’S SELF DEVELOPMENT CONCEPT

➢ Dr. Susan Harter -Detail the emergence of the self concept.
➢ The development of self-concept according to Harter is As follows:
● EARLY CHILDHOOD
➢ The child describes the self in terms of concrete observational
characteristics such as physical attributes(ex. i am pretty/ ugly/strong)
material possessions(ex. i have lots of toys.)
● MIDDLE TO LATER CHILDHOOD
➢ The self is described in terms of trade like constructions (e.g honest,
friendly,smart)
● ADOLESCENCE
➢ This is the emergence of more abstract self-definition such as inner
thoughts, emotions, attitudes and motives.
● EMERGING ADULTS
➢ The mark characteristics of “self” for emerging adults is having a vision of
a “possible self”; ”the age of possibilities”.

WILLIAM JAMES AND THE ME-SELF; I-SELF

➢ William James Is the father of American Psychology.
➢ According to James the self has two elements:
1. I-SELF
➢ Is the pure ego it is the subjective self, it is the self that is aware of its own
actions.
➢ 4 features
● A sense of being the agent or initiator of behavior - I believe my
actions have an impact.
● a sense of being unique.
● A sense of continuity - I am the same person from day to day.
● a sense of awareness about being aware - i understand what is
going on in me and around me.
2. ME-SELF
➢ It is the self that you can describe such as your physical characteristics,
personality, social role or relationship thoughts, feelings.
➢ The dimension of the me-self of include:
 ● MATERIAL -Physical appearance and extension of it such as
clothing, immediate family and home.
● SOCIAL - Social skills and significant interpersonal relationships.
● SPIRITUAL - Personality, character, defining values.

PERSONALITY DEVELOPMENT AND SELF CONCEPT

➢ Carl Rogers Was an American psychologist and among the founders of humanistic
psychology. this a light individual individuals in actual actualization and the process of
realizing and expressing one's own capabilities and creativity.
● IDEAL SELF
➢ The person you would like yourself to be.
➢ the concept of the best me who is worthy of admiration.
● REAL SELF
➢ The person you actually are, it is how you behave right at the moment.
❖ CONGRUENCE
➢ When your real self and ideal self are very similar.
❖ INCONGRUENCE
➢ When there is a great inconsistency between your ideal and real selves.
➢ According to allport, at “trait” is your essential characteristic that never ever changes
and sticks with you all your life.
➢ Carl Rogers view the child of having two basic needs positive regard from other people
and self-worth.
● SELF-WORTH
➢ Maybe seen as a continuum from very high to very low.
➢ A person who has high self word that is has confident and positive
feelings about him or herself faces challenge in life except failure and
unhappiness at times and it open with people.
➢ A person with low self-worth may avoid challenges in life, not accept that
life can be painful and unhappy at times and will be defensive and guarded
with other people.
➢ Rogers believes feelings of self-worth develop in early childhood and
we're formed from the interactions of the child with the mother and father.
as a child girls all their interactions with significant others will affect
feeling of self worth. he believed that we need to be regarded positively by
others; we need to feel valued, respected treated with affection and love.

—------------------------------------------------------------------------------------------------------------------
MIDTERM

THE SELF IN WESTERN/ EASTERN THOUGHT

EASTERN CULTURE
➔ The eastern world refers to countries in Asia and the middle east.
➔ The people in eastern countries are more traditional than people in the west when we
consider their rituals, customs, clothing, etc.
➔ For example, Indians spare respect to their elders by touching their feet; is asians use both
as greetings, apologizing and thanking.
➔ people in the east are we get in their ideologies and beliefs; they are often reluctant to
challenge and question the long practice traditions and customs.
➔ In eastern countries, elders are considered as the head of the home, and children respect
and obey them in all decisions.
➔ The important decisions regarding children's future are usually taken by elders when
parent grow all the children are expected to look after them.

WESTERN CULTURE
➔ People in the west are more open minded than those in the east.
➔ The westerns are more open and forthright.
➔ For example, topics such as the birth of a child and sex are still taboo in some eastern
countries.
➔ People in the west are also more open about their feelings.
➔ if they are angry they might express themselves but people in the east might cover it for
the sake of diplomacy and politeness.
➔ westerners may also display their feelings and emotions in public.
➔ Moreover, the individual is given preference over family, so a person has more freedom
and power to take decisions on his own, unlike those in the east.
➔ therefore, Concepts like arranged marriage are not common in the west; they marry for
love.

WESTERN CONCEPT OF THE SELF

➔ Frank Johnson (1985) outlined four categories on how the term ‘self’ is used in
contemporary western discussion.
1. ANALYTICAL
➔ The tendency to see reality as an aggregate of parts.
➔ The ‘self’ is an observer separate and distinct from external objects.
2. MONOTHEISTIC
➔ The tendency to why unitary explanation of phenomena and a closed-
system view of ‘self’ as modeled after a unitary, omnipotent power (“ man
was created by god, in his image”)
3. INDIVIDUALISTIC
➔ Equality of western thinking where self- expression and self-actualization
are important ways of establishing who one is.
 4. MATERIALISTIC / RATIONALISTIC
➔ Western thinking tends to discredit explanations that do not use analytical-
deductive modes of thinking.

EASTERN CONCEPT OF THE SELF

● HINDUISM
➔ The earliest religious writings in the East are the Vedas.
➔ It formed the hindu philosophy and dharma ( the principle of cosmic order).
➔ The chance and hymns in the Vedas illustrate the eastern mind set of a nondual
universe but rather a creation that is completely with the creator, with no
distinction.
➔ According to this act within the texts, the true nature of humans is described as
“Brahman” which is the divine universal consciousness encompassing the
universe.
➔ The Brahman is the self that is all within us.
➔ Thus, the main points of hinduism is “change your perception of the world to
perceive the Brahman in oneself and others”.
➔ The world's oldest religion, according to many scholars, with roots and customs
dating back more than 4,000 years. Today, with about 900 million followers,
hinduism is the third largest religions behind christianity and islam.
● BUDDHISM
➔ Is composed of the teaching of Buddha.
➔ In Buddhist traditions, the self is not an entity, a substance, or an essence. rather,
the self is a dynamic process.
➔ it is interdependent and ever-changing.
➔ The doctrine is called anatta which is defined as “no self” or “no soul”.
➔ Anatta is a concept that The sense of being a permanent, autonomous ‘self’ is an
illusion.
➔ It is the teaching that there is no eternal, internal, unchanging ‘self /soul’ inhabit
in our bodies are living our lives.
➔ Now the Buddha (“ the enlightened or awakened one”) began to teach others
these truths of compassion for their suffering.
➔ the eightfold path often pictorially represented an eight spoked wheel (The will
of Dhamma) includes: right views (The four noble truths),Right intention, right
speech, right action, right livelihood/ occupation, right endeavor, right
mindfulness ( total concentration in activity), and right concentration
(meditation).

HINDUISM & BUDDHISM COMPARED

 Similarities Differences

HINDUISM & ❖ Karma Buddhism rejects the priest of

BUDDHISM ❖ Dharma Hinduism, the formal rituals,
❖ Moksha and the caste system. Buddha
❖ Reincarnation urged people to seek
enlightenment through
meditation.

● CONFUCIANISM
➔ The quest for the self in terms of the substance of spirit, of body, or exist ( the
qualities that form a person's character are not something that exist inherently, it
is something that is formed through upbringing and the environment).
➔ Personality ( in the confucian perception) is an achieved date of moral excellence
rather than a given human condition.
➔ the confucian concept embedded within the family and society, and it is only in
the context that the self comes to be what it is.

CONFUCIAN PHILOSOPHY PRESENTED THE IDEA THAT EVERY PERSON IS BORN

WITH FOUR BEGINNINGS.
1. Heart of compassion that leads to Jen:
➔ Jen means goodwill, sympathy towards others, politeness and generosity.
2. Heart of righteousness that leads to Yi:
➔ Yi rightness and the respect of duty (you must respect your position as a
guardian toward nature and humanity).
3. Heart of propriety that leads to Li:
➔ Li means having the right to practice propriety in all that you do.
4. Heart of wisdom that leads to Chih:
➔ Chih means wisdom; this wisdom is expressed by putting jen, yi and li
into practice.

➔ Confucianism is a philosophy and belief system from ancient China, which laid
the foundation for much of Chinese culture. Confucius was a philosopher and
teacher who lived from 551 to 479 B.C.E. His thoughts on ethics, good behavior,
and moral character were written down by his disciples in several books.
➔ Confucianism believes in ancestor worship and human-centered virtues for living
a peaceful life. The golden rule of Confucianism is "Do not do unto others what
you would not want others to do unto you."
● TAOISM
➔ rejects a hierarchical view of the self, society or cosmos.
➔ Unlike Confucianism, Taosim does not regard the 'self' as an extension of social
 relationship.
➔ Rather, the 'self' is but one of the countless manifestation of the Tao.
➔ It is an extension of the cosmos (or the universe seen as a well- ordered whole).
➔ According to Chuang-tzu, "The perfect man has no self; the spiritual man has no
achievement; the true sage has no name." The ideal is SELFLESSNESS.
➔ Meaning of Yin Yang Symbol
❖ YANG
➢ male energy active
➢ Light
➢ Dominating
➢ Strong
➢ Movement
➢ Hot
➢ expanding
❖ YIN
➢ female energy
➢ Passive
➢ intuitive
➢ Creative
➢ dark
➢ stillness
➢ Cold
➢ contracting
➔ Taoism (also spelled Daoism) is a religion and a philosophy from ancient China
that has influenced folk and national belief.
➔ Taoism has been connected to the philosopher Lao Tzu, who around 500 B.C.E.
wrote the main book of Taoism, the Tao Te Ching.
➔ Taoism holds that humans and animals should live in balance with the Tao, or the
universe.
➔ Taoists believe in spiritual immortality, where the spirit of the body joins the
universe after death.
● ISLAM
➔ The Arabic word for the word 'self' is Nafs written in the Holy Qu'ran.
➔ It pertains to the psyche (the totality of the conscious and unconscious human
mind) or the soul.
➔ The Qu'ran does not ascribe any property of goodness or evil to the 'nafs/self'.
➔ Instead, the 'nafs' is something that has to be nurtured and self-regulated so that it
can progress into becoming "good" through its thoughts and actions.
➔ Islam, major world religion promulgated by the Prophet Muhammad in Arabia in
the 7th century CE.
➔ The Arabic term islām, literally"surrender," illuminates the fundamental religious
idea of Islam-that the believer (called a Muslim, from the active particle of islām)
accepts surrender to the will of Allah (in Arabic, Allah: God).
 ➔ Allah is viewed as the sole God-creator, sustainer, and restorer of the world. The
will of Allah, to which human beings must submit, is made known through the
sacred scriptures, the Qur'an (often spelled Koran in English), which Allah
revealed to his messenger, Muhammad.

A. COLLECTIVISM
➔ Collectivism refers to the extent that we value our duty to groups to which we
belong, and to group harmony.
➔ Highly collectivist people define themselves by their group membership and value
harmonious relationships within those groups.
B. INDIVIDUALISM
➔ Individualism refers to the extent that you value independence and personal
uniqueness.
➔ Highly individualist people value personal freedom, self-sufficiency, control over
their lives, and appreciation of the unique qualities that distinguish them from
others.

THE TWO DOMINANT SELF-CONCEPTS

1. Individualistic Self
➔ Individualistic cultures emphasize the moral worth of the individual.
➔ Individualists encourage asserting one's goals and desires.
➔ Individualistic culture is oriented around the individual.
2. Collective Self
➔ People in collectivistic culture emphasize interdependence and harmonious
relatedness with one another.
➔ To the Filipino, one's family is the source of personal identity, the source of
emotional and material support.

THE PHYSICAL SELF

THE PHYSICAL SELF

➔ Is the tangible aspect of the person which can be directly observed and examined refers
to the physical structure and material substances of the human being physical
development rapidly happens when fertilization has occurred.
➔ Prenatal development is divided into three stages: stage, embryonic stage, and the fetal
stage.

PRENATAL STAGES
● Stages:
1.
 ➔ begins when the ovum is penetrated by a sperm in the fallopian tube and
begins its journey, as a zygote (the single-celled organism formed from the
union of the egg and sperm).
➔ zygote travels down to the uterus where it gets implanted, happens during
the 1st two weeks together with the formation of the placenta (the sac
which envelopes the developing baby allows nutrients, oxygen, and waste
materials to pass from the mother to baby via the umbilical cord).
2. Embryonic
➔ occurs during the 2nd-8th week of pregnancy and the developing cell is
now called an embryo.
➔ major organs and body systems begin to develop: respiratory, digestive,
and nervous system.
➔ This is a critical stage in prenatal development because teratogens can
harm the developing embryo.
➔ teratogens are external agents such as radiation and drugs which can harm
the embryo.
3. Fetal
➔ covers the 9th week to the 38th week of pregnancy.
➔ End of 12th week all are already formed and in proportion to the fetus,
though some organ systems are still not fully functional.
➔ 12th week: increased activity in the womb such as a slight kicking and
fluttering of the infant known as quickening.
➔ vision is the last to develop during this stage. On average, babies acquire
full sense of sight around six months after birth.

TERATOGEN
➔ is any agent that causes an abnormality following fetal exposure during
pregnancy.
➔ Common teratogens include some medications, recreational drugs,
tobacco products, chemicals, alcohol, certain infections, and in some
cases, uncontrolled health problems in the birthing parent. Alcohol is a
well-known teratogen that can cause harmful effects on the fetus after
exposure at any time during pregnancy.

PRENATAL DEVELOPMENT
● Stage 1: Zygote
➔ First 2 Weeks
➔ First week- 100 cells
➔ Specialization of cells begin
➔ Placenta begins to form
 ● Stage 2: Embryo
➔ 2-8 weeks
➔ Heart starts to beat
➔ Most vulnerable to teratogens
● Stage 3: Fetus
➔ 8-40 weeks
➔ Feet, hands have formed
➔ Facial features are forming

RISK FACTORS DURING PREGNANCY

1. MOTHER’S AGE
➔ More than enough studies have revealed that the age of a mother
impacts an infant's well-being during pregnancy.
➔ Too young and the mother is most likely to have a difficult birth
because the bodies of teenagers are still not mature enough to
nurture an infant.
➔ Too old and the mother is most likely to suffer from prenatal.
complications such as gestational diabetes and pregnancy-
induced hypertension.
➔ Pregnancy during adolescence and after 35 increases significantly
the risk of atypical prenatal development, and both younger and
older women are more likely to give birth prematurely.
2. FETAL MALNUTRITION
➔ a diet of 2,700 to 3,000 calories a day that contains adequate
amounts of vitamins and minerals to ensure the development of a
healthy child.
➔ fetal malnourishment produces infants who are often lethargic,
have aversive cries, and are slow to develop
3. MATERNAL STRESS
➔ Stress decreases nutrients and oxygen going to the placenta and
results in premature birth and low birth-weight.
➔ Maternal stress prevents nutrients to pass from the baby to the
mother.
➔ The mother's weakened immune system and hormonal
fluctuations make the fetus vulnerable as well.
4. ENVIRONMENTAL RISK FACTORS
➔ Birth defects occur in 3% to 5% of all newborns, and about 10% of
those are caused by teratogens, substances that come into contact
 with the fetus through the mother that interfere with typical
development.
➔ Potential results of exposure to teratogens: Miscarriage, Low infant
birth weight, Premature birth, Physical malformations (internal: for
example, brain; and external, for example, limbs) Damage to visual
and/or audition systems, Delay or damage of physical development
(for example, slow growth), Delay or damage of cognitive
development (for example, mental retardation) Higher vulnerability
of regulatory systems (for example, attention, arousal level, mood).

GENES
➔ The basic biochemical units of heredity. Genes are reproduced and
passed along from parents to their children.

CHROMOSOMES
➔ are threadlike structures found in every cell of your body, except in red
blood cells. All chromosomes contain strands of the molecule
deoxyribonucleic acid, or DNA.

CHANGES DURING PHYSICAL DEVELOPMENT

● Changes in the Brain and Body Size
➔ Not all parts of the body grow at the same rate. o Height: sharp increase during
infancy and adolescence.
➔ Brain and Head: rapid growth during the prenatal period until the preschool years.
➔ Reproductive organs: no change during childhood, but rapid changes happened
again during puberty
● Skeletal and Dental Changes
➔ The skeleton starts out as soft cartilage which eventually undergoes ossification
(bone tissue formation).
➔ Skeletal development reaches a maximum usually in late adolescence or early
adulthood.
➔ Gaps between bones get smaller as children age. The disappearance of growth
plates signals the end of skeletal development.
➔ From 7 months onwards, primary teeth appear; 6th year: secondary teeth appear,
complete loss of primary teeth happens until the 12th year.
● Changes in Proportion
➔ Cephalocaudal development begins during the prenatal stage, in humans, large
brains relative to body size must continually develop to promote survival.
➔ Proximodistal development is focused toward the center of the body (from the
chest to arms and legs)
PSYCHOLOGICAL CONSEQUENCE OF PHYSICAL GROWTH DURING
ADOLESCENCE
● Definition: it refers to one's mental picture of one's physical body as well as one's attitude
towards the physical body
● Body image is influenced by culture, media, and interactions with family members
● Each culture develops social ideals or standards in relation to body image and these often
have a profound impact on an adolescent
● Looking good and being beautiful is simply not limited by physical looks but also
inherent personal characteristics.

Some cultural standards of beauty:

Example:
● USA - emphasizes thinness as the ideal body image for women
● French - take pride in their fashion style of having well-made, well- tailored attire.
● Japan - being told that one has a small face (kogo) is considered high praise among
women
● England - (during the Renaissance), women believed in having large pupils, thus they
squeezed Belladonna extract into their eyes to increase pupil dilation
● Africa - women are forcibly fed so that they gain weight, the bigger the body, the more
beautiful the Woman
● Modeling industry - "size 0" among models was initially the most ideal body image

Some findings:
● Body image dissatisfaction is correlated with eating disorders such Anorexia
(characterized by self-induced weight loss) and Bulimia (eating excessively and then
forcing oneself to vomit)
● Filipino youth have a healthy body image.
● Smell is an important part of the attraction to certain women.

A healthy body image starts with:

● an awareness about the good things about one's body
● acceptance that bodies come in different shapes and sizes
● feeling good about the body by engaging in a healthy lifestyle: exercise, balanced diet,
enough sleep, and maintaining a positive attitude towards the body

POSITIVE BODY IMAGE

➔ When a person has a positive body image, they feel comfortable in their body and have a
healthy relationship with how their body looks and feels.
➔ Having a positive body image includes:
 ● accepting and appreciating one's body.
● having a broad concept of beauty.
● taking steps to care for one's body and appearance in ways that feel healthy and
fulfilling.
● striving for a good relationship with your body, independent of outside influences
or societal messages.

BODY IMAGE AND SELF-ESTEEM

➔ Body image and self- esteem directly influence each other-and your feelings, thoughts,
and behaviors. If you don't like your body (or a part of your body), it's hard to feel good
about your whole self.
➔ The reverse is also true: if you don't value yourself, it's hard to notice the good things and
give your body the respect it deserves.
● Mental health
➢ I make time to take care of myself, even when I'm dealing with difficult
feelings or situations I know that I can start working to solve problems.
➢ I can handle disappointments or difficult feelings, and I know they don't
reflect my worth.
➢ Things may not be 100% perfect all the time, and that's okay.
● Body image
➔ I'm comfortable with the way I look.
➔ I'm in tune with what my body needs.
➔ I know that looks have nothing to do with worth or abilities
● Self-esteem
➔ I'm feel confident and capable
➔ I place realistic expectations on myself and others
➔ I respect myself

THE SEXUAL SELF

PUBERTY
➔ During the childhood years, physical growth slowly progresses but by the time young
people reach the adolescence stage, rapid growth and development begin to take place.
➔ In adolescents, this happens during the onset of puberty - the physical process that
happens from 10 to 18 years old.
➔ Puberty is derived from the Latin word "pubescere" which means "to grow hairy."
➔ During adolescence, a rapid growth spurt happens: rapid increments in height, weight
gain and sexual maturity are observed.
➔ Thus, it is the endocrine system which figures prominently during adolescence stage.
➔ The endocrine system is responsible for hormone production in the body.
Puberty is marked by the activation of the hypothalamus-pituitary- gonadal system thus a
biological revolution is taking place:
● LEPTIN
➔ a hormone produced by fat cells in the body triggers the hypothalamus to produce
Gonadotrophin - a hormone responsible for pubertal changes.
● PITUITARY GLAND
➔ , also known as the master gland, is responsible for growth.
● Significantly, hormone levels begin to rise during adolescence
A. Females:
➔ Estrogens are especially important, for the maturation of the uterus,
ovaries, and fallopian tubes.
➔ Progesterone plays an important role in regulating menstruation and
preparing the uterus for a fertilized egg.
B. Males:
➔ Androgens, especially testosterone, are important in the maturation of the
penis and testes, and they enhance sexual feelings.

PUBERTAL CHANGES IN MALES AND FEMALES

Primary Sexual Characteristics Primary Sexual Characteristics

● Growth of testicles and scrotal sac ● Maturation of the uterus, ovaries and
Nocturnal emissions/spermarche fallopian tubes Onset of
menstruation/menarche

Secondary Sexual Characteristics in Males Secondary Sexual Characteristics in

Females

● Pubic, axillary (under arm), and facial ● Breast development

hair Increase in muscle mass ● Public and axillary (under arm) hair
● Increase in size of the larynx with ● Increase in body fat mass
deepening of the voice ● Stimulation of skeletal growth
● Acceleration of linear growth
● Stimulation of libido

Sequence of Pubertal Events in Males Sequence of Pubertal Events in Females

 Primary Sexual Characteristics Primary Sexual Characteristics

● Growth of testicles and scrotal sac ● Maturation of the uterus, ovaries and
Nocturnal emissions/spermarche fallopian tubes Onset of
menstruation/menarche

Secondary Sexual Characteristics in Males Secondary Sexual Characteristics in

Females

● Initial testicular growth (age 11.75) ● Initial breast development (age 11)
● Early growth of pubic hair (age 12) ● First wisps of pubic hair (age 11.25)
Development of penis begins (age 13) ● Growth spurt (age 12.25)
● Temporary breast development (age ● Breast growth midway (age 12.25)
13) Voice cracking begins (age 13) ● Breast growth mostly completed (age
● Growth spurt (age 13.5) 13)
● Hair in armpits (age 14) ● First menstruation (menarche) (age 13)
● Nocturnal emissions (age 14) ● Pubic hair adult distribution (age
● Adult voice attained (age 15) 14.25)
● Mustache begins to appear (age 15) ● Skeletal growth completed (age 14.25)
● Whiskers appear (age 16) ● Final breast development (age 15.25)

DELAYED ONSET PUBERTY

A. An inherited tendency (late puberty may run in your family)
B. Having a long-term illness, such as cystic fibrosis (a hereditary disorder associated
with lung congestion and malabsorption of nutrients by the pancreas), diabetes, or
kidney disease.
C. Malnutrition, possibly from an eating disorder, or a chronic illness such as cystic fibrosis
D. Over-exercising, such as in the case of professional athletes and gymnasts
E. Tumors or other internal damage to your glands
F. Hormonal conditions, such as an underactive thyroid gland
G. Genetic condition that affects sexual development, such as androgen insensitivity
syndrome (a rare condition where a person is genetically male, but their body is
insensitive to male sex hormones)

WHAT IS THE DIFFERENCE OF SEX AND GENDER

● SEX
➔ refers to the biological categories of female and male, categories distinguished
by genes, chromosomes, and hormones.
● GENDER
➔ , by contrast, is a much more fluid category. It refers to the social categories of
male and female.
● GENDER ROLE
➔ refers to the expectations that go along with being male versus female.
ONE’S ATTITUDES TOWARD GENDER CAN BE CLASSIFIED AS:
A. TRADITIONAL
➔ men's sphere is work and a women's sphere is the home.
B. EGALITARIAN
➔ power is distributed equally between women and men, and women and men
identify equally with the same spheres.
C. TRANSITIONAL
➔ it is acceptable for women to devote energy to both work and family domains.

Gender role attitudes determine the distribution of males and females into social roles in
society, and consequently impact individuals' occupational choice, type of role as a worker,
spouse, or parent, and many other aspects in life; on the macro- level they affect work-family
relations and labor force patterns. Gender role ideology falls into three types: traditional,
transitional, and egalitarian. The first reflects the expected differences in roles for men and
women: men should be responsible for livelihood, therefore are more likely to be assigned work-
related roles; women should be responsible for the family, therefore are more likely to be
assigned domestic roles. Egalitarian perceptions hold that roles should not be segregated by
gender. Men and women might hold equal roles at work as well as at home. Transitional
perceptions lie midway between traditional role segregation and egalitarian attitudes.

WHAT IS LOVE?
Robert Sternberg's Triangular Theory and The 7 Types of Love
➔ Love can be understood into three components that interact with each other:
A. Passion - refers to the drives that lead to romance, sexual consummation, strong
liking or desire.
B. Intimacy - refers to feelings of familiarity, "bondedness" or connectedness with
another.
C. Commitment - refers to the decision to love another to maintain that love;
connotes responsibility.

NON- LOVE
➔ The kind of relationship where the 3 components are absent.

LIKING
➔ This type of love is when the intimacy or liking component is present, but feelings of
passion or commitment in the romantic sense are missing.
➔ Friendship love can be the root of other forms of love.

INFATUATION
➔ is characterized by feelings of lust and physical passion without liking and commitment.
➔ There has not been enough time for a deeper sense of intimacy, romantic love, or
consummate love to develop.
 ➔ These may eventually arise after the infatuation phase.

EMPTY LOVE
➔ Empty love is characterized by commitment without passion or intimacy.
➔ At times, a strong love deteriorates into empty love.
➔ The reverse may occur as well.
➔ For instance, an arranged marriage may start out empty but flourish into another form of
love over time.

ROMANTIC LOVE
➔ This bonds people emotionally through intimacy and physical passion.
➔ Partners in this type of relationship have deep conversations that help them know
intimate details about each other.
➔ They enjoy sexual passion and affection.
➔ These couples may be at the point where long-term commitment or future plans are still
undecided.

FATUOUS LOVE
➔ In this type of love, commitment and passion are present while intimacy or liking is
absent.
➔ A whirlwind courtship and marriage that later faces compatibility problems because of
the existence of passion and commitment but without genuine intimacy.

COMPANIONATE LOVE
➔ Companionate love is an intimate, but non- passionate sort of love.
➔ It includes the intimacy or liking component and the commitment component of the
triangle.
➔ It is stronger than friendship, because there is a long-term commitment, but there is
minimal or no sexual desire.
➔ This type of love is often found in marriages where the passion has died, but the couple
continues to have deep affection or a strong bond.
➔ This may also be viewed as the love between very close friends and family members.
CONSUMMATE LOVE
➔ Consummate love is made up of all three components and is the total form of love.
➔ It represents an ideal and encompassing relationship.
➔ Couples who experience this kind of love have great sex several years into their
relationship.
➔ They cannot imagine themselves with anyone else.
They also cannot see themselves truly happy without their partners.
➔ They manage to overcome differences and face stressors together.
The LOVE LANGUAGES by Dr. Gray Chapman
➔ No matter your situation, the five love languages are a highly effective set of tools to
have in your relational toolkit.
➔ When we know what another person's love language is, we can choose the gestures that
will most resonate with our partner, friend, parent, or child.
➔ When we know which actions speak to us and make us feel loved, we can ask other
people for exactly what we need.
1. WORDS OF AFFIRMATION
➔ Those of us whose love language is words of affirmation prize verbal
connection.
➔ They want to hear you say precisely what you appreciate or admire about
them.
➔ For example: "I really loved it when you made dinner last night"; "Wow,
it was so nice of you to organize that neighborhood bonfire"; or just "I
love you."
❖ Try
● leaving encouraging notes
● creating a playlist of songs that remind you of them
● sharing sentiments for your partners successes and
struggles complimenting them
● words of appreciation
❖ Avoid:
● assuming that they know how loved they are
● assuming that they know you are proud of them
emotionally harsh words
● not recognizing or appreciating their efforts
2. QUALITY TIME
➔ Having another person's undivided, dedicated attention is precious
currency for the people whose love language is quality time.
➔ Make an intentional effort to have Zoom coffee dates or go on distanced
walks.
➔ Put a goo old fashioned phone call each week on the calendar or schedule
an in-house date night - no phones or "I'm just going to turn on the TV for
a second" distractions allowed.
➔ Nothing says "I love you" in quality time language better than them being
the only thing on your agenda.
❖ Try:
● being mentally present. when you are with them
● making plans to explore new places
● uninterrupted time (ex: putting away your phone)
● creating small moments to connect
 ● quality and deep conversation
❖ Avoid:
● being distracted when you are with them
● viewing your partner as needy
● complaining about time spent together
● preparing for other engagements when you're together
3. RECEIVING GIFTS
➔ Those of us whose love language is gifts aren't necessarily materialistic.
➔ Instead, their tanks are filled when someone presents them with a specific
thing, tangible or intangible, that helps them feel special. Yes, truly, it's
the thought that counts.
4. ACTS OF SERVICE
➔ People whose primary love language is Acts of Service feel your adoration
by the things you do.
➔ Actions that go above and beyond help them feel your love towards them.
➔ Anything that can make your partner feel appreciated or that can help
make their life easier.
➔ The most powerful acts are those that are done spontaneously or without
asking.
➔ Acts that supersede expectations.
❖ Try:
● showing, rather than telling
● following through with what you say you will do assisting
with stressful or time consuming tasks
● looking for small ways to help them (ex: cooking for them,
running a bath, paying for gas)
● being spontaneous (ex: surprising them at work with
flowers)
❖ Avoid:
● ignoring requests for help
● not following through
● being close-minded, like feeding into gender- based
stereotypes when it comes to tasks
5. PHYSICAL TOUCH
➔ The Physical Touch love language is more about intimacy.
➔ It could be holding hands, laying your head on your partner's shoulder, or
simply a hug.
➔ Just like someone might feel loved after reading a note from their partner,
another person may get that same feeling when their partner runs his or
her hand through their hair.
❖ Try:
 ● offering massages
● initiating intimacy
● making hugs a habit
● non-sexual touch that reminds them of your presence
● putting your arm around them or embracing them
❖ Avoid:
● long periods without intimacy
● coldly giving affection
● waiting for your partner to express their
● desire for physical affection

Reproductive Health Care Program of the Philippines

● The Adolescents Health Program of the Philippines is guided by various international
laws such as the United Nations (UN) Convention on the Rights of Children and the UN
Action for the Promotion and Protection of the Health of Adolescents. Locally,
counterpart laws have also been created to complement the international laws to ensure
that young people grow up in healthy environments and are informed about their
reproductive rights. The Adolescent Health Program is anchored on the principle that
making informed choices is necessary to achieve a healthy lifestyle.
—----------------------------------------------------------------------------------------------------------------------------

FINALS

THE DIGITAL AND POLITICAL SELF

DIGITAL SELF
➢ The self that is constructed online.
➢ The term online identity implies that there is a distinction between how people present
themselves online and how they do offline.
➢ Your online identity is not the same as your real-world identity because the
characteristics you represent online differ from the characteristics you represent in the
physical world.

SELF-PRESENTATION
➢ Self-presentation refers to how people attempt to present themselves to control or shape
how others view them.
➢ Impression management refers to the controlled presentation of information about all
sorts of things, including information about other people or events.
➢ It is the attempt to control or influence other people’s perceptions.
● There are two main motive for attempting to manage the impression of others:
A. INSTRUMENTAL
 ➢ This motive is to basically gain rewards and increase one’s self-esteem.
B. EXPRESSIVE
➢ This motivation is about attempting to be in control of one’s
personal behavior identity.

IMPRESSION MANAGEMENT STRATEGIES

1. SELF-PROMOTION
➢ Process in which a person actively says things or takes action to
show their competence to an audience.
2. INGRATIATION
➢ Process by which someone tries to win the approval or acceptance
of another.
3. EXEMPLIFICATION
➢ An exemplifier often wants other people to know how hard they
have been working because of the need to advertise their behavior.
4. INTIMIDATION
➢ A strategy that involves showing off authority, power, or the
potential to punish in order to be seen by observers as someone
who could be or is dangerous.
5. SUPPLICATION
➢ An approach where the individual exploits their weaknesses or
shortcomings to receive help or benefits.
IMPACT OF SOCIAL MEDIA
1. SELF AND SOCIAL DEVELOPMENT
➢ Belongingness, identity, community engagement.
2. ACCESS TO INFORMATION
➢ Resources, information, and support for schoolwork.
3. RISKS
➢ Privacy issues, cyberbullying, depression, body image issues,
sexualization.
4. FOMO
➢ The uneasy and sometimes all-consuming feeling that you are
missing out.

THE GOLDILOCKS HYPOTHESIS

● “TOO LITTLE”
➢ Deprive youth of benefits of technology and social media use.
● “JUST RIGHT”
➢ Derive benefits without the ill effects.
● “TOO MUCH”
 ➢ Mental, health/ well-being suffer; increase exposure to risks.

DIFFERENT APPROACHES
1. DIGITAL LIMITERS
➢ Minimize the use of the internet, inflexible
2. DIGITAL ENABLERS
➢ Allow youth to use as much internet/ technology use.
3. DIGITAL MENTORS
➢ Play an ACTIVE role in guiding the youth’s use of technology and
internet.

ARE YOU TRULY A PINOY?

TRIVIA
● Fertilized duck embryo is the national street snack! The positioning of
the Filipino flag indicates whether the country is at war
● There are between 120-187 languages spoken in the Philippines
● Many Tagalog words are the same as the Spanish equivalent
● The Philippines has an LGBT political party
● When Pacquiao fights, there is no street crime in Manila
● San Miguel is not a Spanish beer - it's Filipino

WHAT DOES IT MEAN TO BE FILIPINO?

FILIPINO BY BIRTH
A. Jus soli (right of soil)
➢ is the legal principle that a person's nationality at birth is
determined by the place of birth (e.g. the territory of a given state)
B. Jus sanguinis (right of blood)
➢ which is the legal principle that, at birth, an individual acquires
the nationality of his/her natural parent/s. The Philippines
adheres to this principle.

WHAT DOES IT MEAN TO BE FILIPINO?

1. Individual attitude and traits
2. Institutional Factors
3. Macro-factors at the Societal Level:
➢ Pakikisangkot (active involvement), pakikilahok (participation) as a
Means of Developing a Political Identity

ROGER HART’S LADDER OF YOUNG PEOPLE’S PARTICIPATION

Rung 8: Young people & adults share decision- making
 ➢ This happens when projects or programs are initiated by young people
and decision-making is shared between young people and adults. These
projects empower young people while at the same time enabling them to
access and learn from the life experience and expertise of adults. This
rung of the ladder can be embodied by youth/adult partnerships.
Rung 7: Young people lead & initiate action
➢ This step is when young people initiate and direct a project or program.
Adults are involved only in a supportive role. This rung of the ladder can
be embodied by youth-led activism.
Rung 6: Adult-initiated, shared decisions with young people
➢ Occurs when projects or programs are initiated by adults but the
decision-making is shared with the young people. This rung of the ladder
can be embodied by participatory action research.
Rung 5: Young people consulted and informed
➢ Happens when young people give advice on projects or programs
designed and run by adults. The young people are informed about how
their input will be used and the outcomes of the decisions made by
adults. This rung of the ladder can be embodied by youth advisory
councils.
Rung 4: Young people assigned and informed
➢ This is where young people are assigned a specific role and informed
about how and why they are being involved. This rung of the ladder can
be embodied by community youth boards.
Rung 3: Young people tokenized*
➢ When young people appear to be given a voice, but in fact have little or
no choice about what they do or how they participate. This rung of the
ladder reflects adultism.
Rung 2: Young people are decoration*
➢ Happens when young people are used to help or "bolster" a cause in a
relatively indirect way, although adults do not pretend that the cause is
inspired by young people. This rung of the ladder reflects adultism.
Rung 1: Young people are manipulated"
➢ Happens where adults use young people to support causes and pretend
that the causes are inspired by young people. This rung of the ladder
reflects adultism.

DEMOCRACY
1. Helps prevent cruel and vicious autocrats from ruling;
2. Fosters human development (i.e., health, education, personal income,
and any indicators) more fully than do other forms of government;
 3. Helps protect fundamental individual human rights;
4. Provides the maximum opportunity to take moral responsibility for
choices and decisions;
5. Offers a relatively high chance of political equality.

THE MATERIAL SELF

WANTS AND NEEDS?
WANTS
➢ A want something that can improve your quality of life.
NEED
➢ A need is something necessary to live and function.

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

a five-tier model of human needs, often depicted as hierarchical levels within a
pyramid.
● SELF-ACTUALIZATION
➢ desire to become the most that one can be.
➢ are the highest level in Maslow's hierarchy, and refer to the
realization of a person's potential, self-fulfillment, seeking personal
growth and peak experiences. This level as the desire to
accomplish everything that one can, to become the most that one
can be.
● ESTEEM
➢ respect, self-esteem, status, recognition, strength, freedom.
➢ are the fourth level in Maslow's hierarchy and include self-worth,
accomplishment and respect. Maslow classified esteem needs into
two categories: (1) esteem for oneself (dignity, achievement,
mastery, independence) and (2) the desire for reputation or respect
from others (e.g., status, prestige).
➢ Maslow indicated that the need for respect or reputation is most
important for children and adolescents and precedes real self-
esteem or dignity.
● LOVE AND BELONGING
➢ friendship, intimacy, family, sense of connection.
➢ After physiological and safety needs have been fulfilled, the third
level of human needs is social and involves feelings of
belongingness. Belongingness, refers to a human emotional need
for interpersonal relationships, affiliating, connectedness, and
being part of a group.
 ➢ Examples of belongingness needs include friendship, intimacy,
trust, and acceptance, receiving and giving affection, and love.
● SAFETY NEEDS
➢ personal security, employment, resources, health, property.
➢ Once an individual's physiological needs are satisfied, the needs
for security and safety become salient. People want to experience
order, predictability and control in their lives. These needs can be
fulfilled by the family and society (e.g. police, schools, business
and medical care).
➢ For example, emotional security, financial security (e.g.
employment, social welfare), law and order, freedom from fear,
social stability, property, health and wellbeing (e.g. safety against
accidents and injury).
● PHYSIOLOGICAL NEEDS
➢ air, water, food, shelter, sleep, clothing, reproduction.
➢ These are biological requirements for human survival, e.g. air,
food, drink, shelter, clothing, warmth, sleep.
➢ If these needs are not satisfied the human body cannot function
optimally. Maslow considered physiological needs the most
important as all the other needs become secondary until these
needs are met.

THE MATERIAL SELF

➢ A material self is made up of everything that a person owns like his or
her car, house, clothes, even her family and friends. As stated by William
James, the self is all things a person believe to be his or hers and
contribute to his or her material self.

MATERIALISM
➢ is when you put more importance to material possessions than
intangible values. Materialistic people are those who are obsessed with
having material possessions and this is considered as a psychological
disorder which is called as compulsive buying disorder or COD.

CONSUMERISM
➢ is the consumption of material goods and services in excess of one's
basic needs. It is closely tied to materialism. People thought that when
you buy something he or she will be happier. The negative thing about
consumerism is that it encourages people to buy things that they do not
really need.
COMPOSITION O0F MATERIAL SELF
➢ The material self is comprised of our body, clothes, immediate family,
and home.
● BODY
➢ The body is the innermost part of the material Self in each of us,
and certain parts of the body seem more intimately ours than the
rest.
● CLOTHES
➢ The clothes come next. The old saying is that the human person is
composed of three parts - soul, body, and clothes.
➢ Style is symbolic.
● FAMILY
➢ is a part of us. Our father and mother, loved ones, are bone of our
bone and flesh of our flesh. When they die, a part of our very selves
is gone. If they do anything wrong, it is our shame. If they are
insulted, our anger flashes forth as readily as if we stood in their
place.
● HOME
➢ Its scenes are part of our life; its aspects awaken the tenderest
feelings of affection; and we do not easily forgive the stranger who,
in visiting it, finds fault with its arrangements or treats it with
contempt.

ATTACHMENT
➢ Material possession attachment is a multi-faceted property of the
relationship between an individual or group of individuals and a specific
material object that has been psychologically appropriated, de-
commodified, and singularized through person-object interaction.

CHARACTERISTICS OF MATERIAL POSSESSION

1. SPECIFIC MATERIAL OBJECT
➢ Material possession attachment forms with specific material
possessions, not with product classes or brands.
➢ The material objects are acquired through exchange, received as
gifts, self- produced, or found.
➢ Most often attachment possessions are ordinary objects that have
special meaning formed through experiences involving the object.
2. PSYCHOLOGICALLY APPROPRIATED SPECIFIC MATERIAL OBJECT
 ➢ Attachment does not require legal or physical possession only
psychological appropriation; that is, a sense the object is "mine."
Through consumption, people extract cultural meaning from, give
meaning to, and claim goods as theirs.
➢ Examples of psychological appropriation include students taking
possession of "their" chair in a classroom for the term.
3. TYPE OF SELF-EXTENSION
➢ We extend ourselves into things such as people, places,
experiences, ideas, beliefs and material possession objects.
➢ Four levels of the extended self:
A. Individual level: personal possessions; jewelry, car, clothes
B. Family level: residence, furnishings house as body for family
C. Community level: in terms of your neighborhood, town, city,
D. Group Level; social groups, landmarks; monuments, sports
teams
4. SINGULAR POSSESSIONS
➢ Perceived singularity often is associated with an unwillingness to
sell the possession for market value.
➢ A singular, irreplaceable possession becomes non-substitutable. It
is one that a consumer resists replacing, even with an exact
replica, because the consumer feels that the replica cannot sustain
the same meaning as the original.
➢ Example: Concept “LIMITED EDITION” or “COLLECTOR'S ITEM”
5. PERSONAL HISTORY
➢ Over time, particular goods become irreplaceable via possession
rituals (e.g., using, displaying, cleaning, storing, discussing,
comparing) that extract meaning from, and give meaning to, the
goods.
➢ Example: A toddler becomes attached to a special object (e.g., baby
blanket, stuffed animal) over many, many repeated uses.
6. ATTACHMENT HAS STRENGTH
➢ The strength of attachment may be indicated by behavioral
tendencies such as unwillingness to sell possessions for market
value or to discard objects after their functional use is gone.
➢ Generally, strong attachment possessions include those regarded
as "most difficult to part with and most cherished," "attached to,"
or "irreplaceable."
7. ATTACHMENT IS MULTI-FACETED
➢ Special possession objects vary in their symbolic purposes and
identification.
 ➢ Various motivations for attachments, suggesting multi- faceted
person-possession ties.
➢ Each self is associated with different kinds of possession
attachments that reflect particular self- developmental tasks
8. ATTACHMENT IS EMOTIONALLY COMPLEX
➢ Attachment is emotional in experience quality, recorded in a
cognitive-emotive understanding of the possession's symbolic,
autobiographical, personalized meaning formed via a history
between self and object.
9. ATTACHMENT IS DYNAMIC
➢ Autobiographical Value - Viewed as an autobiography, a person's
self- concept is a narrative construction told and retold based on
selected life events.
➢ The meaning associated with possession and the intensity of
attachment to it does not remain static but evolves as the person's
self evolves and the autobiographical function of the object
changes.

SPIRITUAL SELF

SPIRITUALITY, RELIGION AND THE SUPERNATURAL

➢ The spiritual self has a direct connection with the spiritual dimension.
People of faith believe that each person's soul communicates with a
divine spirit.

SPIRITUAL VS RELIGIOUS
SPIRITUAL
➢ Relating to or affecting the human spirit or soul as opposed to material
or physical things.
➢ It leads individuals to a deeper connection with the Divine. It is a path of
direct and personal connection.
➢ A growing body of evidence indicating that spiritual practices are
associated with better health and well-being.
1. Meditation
➢ Mental exercise to reach a heightened level of spiritual awareness.
2. Prayer
➢ Spiritual communion with God (or an object of worship) as in
supplication, thanksgiving, adoration, or confession.
3. Yoga
➢ Hindu: Suppression of all mind and body activity.
 ➢ Western: System of physical postures, breathing techniques, and
sometimes meditation to promote physical and emotional well-
being
4. Journaling
➢ Contemplative practice that can help you become more aware of
your inner life and feel more connected to your experience

RELIGIOUS
➢ A religious person is someone who believes in a god or group of gods and
consciously adheres to the beliefs of his/her religion.
➢ It is people's way of connecting themselves to God as they search for the
meaning of life.

THE PRACTICE OF RELIGION

● Much of religion's value comes from organized activities which results in
feelings of closeness to participants.
● Ceremonial practices and beliefs vary from one religion to another - some
"outsiders" may even find certain religions' practices bizarre
● Example: In the Philippines, self-flagellation is considered taboo, but to
the locals, this is a practice necessary as penance for sins committed
● Prayer - is the recognition, acknowledgment, and acceptance of the
personal relatedness with the divine

CATEGORIES
● GODS AND GODDESSES
➢ Great and remote beings who control the universe.
● RELIGIOUS SPECIALISTS
➢ Individuals who supplement the religious practices.
● ANCESTRAL SPIRITS
➢ Former human beings who have been freed from their bodies
because of death.
● SHAMANS
➢ Originally referred to as medical-religious specialists or spiritual
guides; they are also known as traditional healers.

ROLES OF RITUALS AND CEREMONIES IN RELIGION

● Rituals are patterned forms of behavior that have something to do with
the supernatural realm.
● Purpose:
 A. Religious ritual is the means through which people relate to the
supernatural, it is religion in action
B. Serves to relieve special tensions and reinforce a group's collective
bonds
C. Serves as a means of marking important events and lessening
social disruption such as personal suffering, crisis and even death
● Rites of Passage - is a type of ritual which marks important stages in an
individual's life cycle such as birth, marriage, and death.

FUNCTIONS OF RELIGION
1. It provides social cohesion to help maintain social solidarity through
shared rituals and beliefs
2. A means of social control to enforce religious-based morals and norms to
help maintain conformity and control in society
3. Offers meaning and purpose to answer any existential questions

MAGIC AND WITCHCRAFT

MAGIC
➢ The belief that supernatural powers can be compelled to act in certain
ways for good and evil purposes: lighting votive candles, believing in
horoscopes, treasuring things touched by special people.
WITCHCRAFT
➢ Belief that certain individuals possess innate psychic powers.

THE FILIPINO UNDERSTANDING OF THE SOUL

➢ The spirit and the soul are used interchangeably but Filipinos believe in
the dual existence of the soul: one that is physically connected to the
human body and one that is spiritual and exists on its own. It is the
attached companion of the living person. Some local terms for the soul:
kadkadua; kararwa (Ilokano); kaluluwa (Tagalog); dungan (Ilonggo).

MAN'S SEARCH FOR MEANING

● Viktor Frankl developed Logotherapy, he believed that humans are
motivated by the desire to find meaning in life. He also argued that life
can have meaning even in the most miserable circumstances.
● According to Frankl, meaning can be found through:
➢ Experiencing reality by interacting authentically with the
environment and with others
➢ Giving something back to the world through creativity and self-
expression
 ➢ Changing our attitude when faced with a situation or circumstance
that we cannot change.

THREE WAYS TO DISCOVERING MEANING IN LIFE

1. EXPERIENTIAL VALUES
➢ Experiencing something or someone we value. Example of
experiential values is the love we feel towards another.
2. CREATIVE VALUES
➢ Providing oneself with meaning by becoming involved in one's
projects. It includes the creativity and passion involved in art,
music, writing, invention and work.
3. ATTITUDINAL VALUES
➢ Practicing virtues such as compassion, bravery and a good sense
of humor.

ENNUI
➢ The dreadful feeling of bitter disillusionment from the loss of meaning of
their life.

GOAL SETTING AND STRESS MANAGEMENT

THE IMPORTANCE OF A GOAL

1. Goals serves a directive function
➢ Direct attention and effort toward goal.
2. Goals have an energizing function
➢ High goals lead to great effort.
3. Goals affect persistence
➢ Faced with a difficult goal, it is possible to work faster and more
intensely for a short period or to work more slowly and less
intensely for a long period.
4. Goals affect action indirectly
➢ By leading you to relevant knowledge and strategies

SELF-EFFICACY
➢ Was developed by Albert Bandura
➢ To believe in one's capabilities to organize and execute the courses of
action required to manage prospective situations. More simply, self-
 efficacy is what an individual believes he or she can accomplish using his
or her skills under certain circumstances.

FOUR MAIN SOURCES OF EFFICACY BELIEFS

● MASTERY EXPERIENCES
➢ It is also known as personalperformance accomplishments; are
the most effective way to create a strong sense of efficacy.
➢ Positive example: If an individual performed well in a previous job
assignment, then they are more likely to feel confident and have
high self-efficacy in performing the task when their manager
assigns them a similar task. The individual's self-efficacy will be
high in the particular area, and since he or she has a high self-
efficacy, he or she is more likely to try harder and complete the
task with much better results.
➢ Negative example: If an individual experiences a failure, he/she
will most likely experience a reduction in self-efficacy. However, if
these failures are later overcome by conviction, it can serve to
increase self-motivated persistence when the situation is viewed as
an achievable challenge
● VICARIOUS EXPERIENCES
➢ These are done through observance of social models that also
influence one's perception of self-efficacy.
➢ Increase in self-efficacy example: Mentoring programs, where an
individual is paired with someone on a similar career path who will
be successful at raising the individual's self-efficacy beliefs. This is
even further strengthened if both have a similar skill set, so a
person can see firsthand what they may achieve.
➢ Decrease in self-efficacy example: Smoking cessation program, in
which, individuals witnessing several people's failure to quit, may
worry about their own chances of success.
● VERBAL OR SOCIAL PERSUASION
➢ It is a "way of strengthening people's belief that they have what it
takes to succeed." It is influenced by encouragement and
discouragement pertaining to an individual's performance or ability
to perform.
➢ Positive example: A teacher telling a student: "You can do it; I have
confidence in you." Using verbal persuasion in a positive light
generally leads individuals to put forth more effort; therefore, they
have a greater chance of succeeding.
 ➢ Negative example: A teacher saying to a student; “This is
unacceptable! I thought you could handle this task", can lead to
doubts about oneself resulting in lower chances of success.
● EMOTIONAL AND PHYSIOLOGICAL STATES
➢ The state a person is in will influence how he or she judges self-
efficacy. Stress reactions or tension are interpreted as signs of
vulnerability to poor performance whereas positive emotions can
boost confidence in skills.
➢ Some examples of physiological feedback are: giving a speech in
front of a large group of people, making a presentation to an
important client, taking an exam, etc. All of these tasks can cause
agitation, anxiety, sweaty palms, and/or a racing heart.

❖ Carol Dweck's Mindset: Mindset is a simple idea discovered by world-

renowned Stanford University psychologist Carol Dweck in decades of
research on achievement and success.

MINDSET
1. Fixed mindset:
➢ people believe their qualities are fixed traits and therefore cannot
change. These people document their intelligence and talents
rather than working to develop and improve them. They also
believe that talent alone leads to success, and effort is not
required.
2. Growth mindset:
➢ see their qualities as things that can be developed through their
dedication and effort. They are brainy and talented, but that is just
the starting point. They understand that no one has ever
accomplished great things without years of passionate practice and
learning.

❖ Your fixed beliefs about you will hold you back from making positive
change. If you have a trait that you believe cannot be changed, such as
your intelligence, your weight, or your bad habits, you will avoid
situations that could possibly be uncomfortable or that you think that
are useless.
❖ Four (4) Simple Steps to Begin Changing Mindset:
1. Learn to hear your fixed mindset "voice."
2. Recognize that you have a choice.
3. Talk back to it with a growth mindset voice.
 4. Take the growth mindset action.
❖ Angela Duckworth: Grit
➢ A Psychologist from the University of Pennsylvania and is the
world's leading expert on Grit; she devoted her research on the
qualities that lead to success.
➢ Grit is passion and sustained persistence applied toward long-
term achievement, with no particular concern for rewards or
recognition along the way. It combines resilience, ambition, and
self-control in the pursuit of goals.

MAIN PROPOSITION
● Showing up
● Efforts count twice
● Interest -Do something you enjoy.
● Practice - Improve your weakness.
● Purpose - Desire and aim to help others.
● Hope - Optimistic growth mindset.

STRESSORS
➢ Events or conditions that put a strain on the individual.

A. Physiological (or physical) stressors

➢ are those that put strain on the body.
B. Psychological Stressors
➢ are events, situations, individuals, comments, or anything we
interpret as negative or threatening.
C. Absolute Stressors
➢ those to which everyone exposed would interpret as being
stressful.
D. Relative Stressors
➢ Those to which only some persons exposed would interpret as
being stressful.

SOURCES OF COPING
● Optimism
● Personal Control
● Self-Esteem
● Social Support

TYPES OF COPING
 ● Task Oriented
➢ Consists of efforts aimed at solving the problem.
● Emotion Oriented
➢ Coping that involves emotional reactions.
● Avoidance Oriented
➢ Coping that involves activities and cognitions aimed at avoiding the
stressful situation and can be of a distraction or social diversion
nature.

WAYS TO ENGAGE IN SELF-CARE

● Physical self-care
➢ Eating well, exercising regularly, prioritizing sleep and taking care
of health.
● Spiritual self-care
➢ Volunteering, connecting with nature, meditation, mindfulness.
● Emotional self-care
➢ Managing anxiety, anger, sadness, and other emotions. Setting
boundaries with people who are not positive or supportive.
● Compassion
➢ Compassion is when those feelings and thoughts include the desire
to help others.

REASONS WHY SELF-CARE IS NECESSARY

● It increases sense of self-love, allowing appreciation and acceptance of
who a person is
● It promotes feelings of calm and relaxation, serving as a way to refocus
and come back to daily life refreshed and ready to take on anything
● It improves both physical and mental health by reducing the effects of
prolonged stress on mind and body.