Republic of the Philippines

University of Rizal System

Province of Rizal
2X2 Picture
Graduate Studies
SY 2024 - 2025

NAME: JOHN LEROY MIXTO OGANIA

SCHOOL: MARIANO C. SAN JUAN ELEMENTARYSCHOOL
SCHOOL ADDRESS: Rodriguez St. Brgy. San roque, Cardona, Rizal
CELL PHONE NUMBER: 0991-868-4192
EMAIL ADDRESS: [email protected]

I. SUBJECT:
COURSE CODE: EDUC 202
COURSE TITLE: Psycho-Socio Foundations of Education

II. TITLE OF THE REPORT

SOGIE (Sexual Orientation, Gender Identity Expression)

III. INTRODUCTION

SOGIE Overview

Introduction to SOGIE

SOGIE, an acronym for Sexual Orientation, Gender Identity, and Gender

Expression, encapsulates crucial components of human identity that play
significant roles in shaping individuals' experiences and interactions in society.
To truly understand the spectrum of human identity, it is essential to explore
these dimensions.

Sexual Orientation refers to the emotional, romantic, and sexual

attraction one feels toward others, encompassing diverse orientations such as
heterosexuality, homosexuality, bisexuality, and more. Gender Identity, on the
other hand, is an individual’s internal sense of self in relation to gender—
whether one identifies as a man, woman, both, neither, or somewhere along
the gender spectrum. Finally, Gender Expression manifests in how individuals
present their gender through clothing, behavior, and other external attributes,
which may or may not conform to societal norms.

Recognizing and understanding SOGIE is vital in fostering an inclusive and

respectful environment for all, particularly for those within the LGBTQIA+
community, as it helps combat prejudice, misconceptions, and discrimination
while promoting acceptance and equality.

IV. OBJECTIVES

OBJECTIVES

The objectives related to SOGIE (Sexual Orientation, Gender Identity, and

Gender Expression) typically focus on:

1. Understanding Diversity: To educate individuals about the wide range

of sexual orientations, gender identities, and gender expressions that
exist in society.
2. Promoting Awareness: To increase awareness and understanding of
SOGIE aspects and the importance of respecting each individual's
identity.
3. Fostering Inclusion: To create inclusive environments where everyone
feels accepted, respected, and valued, regardless of their SOGIE
identity.
4. Encouraging Acceptance: To encourage acceptance of LGBTQIA+
individuals and challenge stereotypes and prejudices surrounding
gender and sexual identities.
5. Supporting Rights: To advocate for the rights and recognition of
LGBTQIA+ individuals in all societal aspects, including legal, healthcare,
and employment rights.
6. Enhancing Well-being: To promote the mental health and well-being of
individuals by validating their identities and experiences, reducing
 stigma, discrimination, and mental health risks associated with non-
acceptance.

V. CONTENT

SOGIE Definition
SOGIE refers to Sexual Orientation, Gender Identity, and Gender
Expression. These essential aspects of identity encompass a wide range of
experiences and characteristics that every individual possesses.
Understanding SOGIE is crucial in recognizing the diversity of human identity
and fostering a culture of acceptance.

Concepts of Sex and Gender

1. Sexual Orientation
• This encompasses the emotional, romantic, and sexual attraction
one feels towards others. It reflects how individuals connect with
others in intimate relationships and is often categorized as
heterosexual, homosexual, bisexual, pansexual, or asexual.
2. Gender Identity
• It refers to an individual’s internal sense of being a man, woman,
both, neither, or another gender entirely. This sense of self can
align with the sex assigned at birth or differ from it, leading to
identities such as transgender, non-binary, or genderqueer.
3. Gender Expression
• This is how individuals externally express their gender through
behaviors, clothing, hairstyle, voice, and mannerisms. Gender
expression may or may not conform to societal expectations of
masculinity and femininity, reflecting the individual's personal
identity.
4. Sex
 • Defined by a combination of biological and physiological
characteristics, sex encompasses various elements including
chromosomes (XX for females, XY for males), hormones (such
as estrogen and testosterone), reproductive organs, and
secondary sexual characteristics (like breast development in
females and facial hair in males).
• Assigned Sex: This is the sex categorized at birth based on
biological differences observed between males and females.

Intersex Individuals

Intersex is a term that describes individuals with variations in their internal

or external sexual anatomy, which does not neatly fit typical definitions of male
or female. Intersex conditions can include a variety of biological traits,
challenging the binary understanding of sex.Categories of sex often recognized
include:

• Male
• Female
• Intersex

Understanding Gender

• Innate Nature of Gender: Gender is an inherent aspect of individuals

that influences their self-perception and interactions with society.
• Gender Roles: These are societal expectations and norms associated
with the behavior, activities, and attributes that a particular gender is
expected to embody and express.

Gender Identity Categories

1. Cisgender: Individuals whose gender identity aligns with their assigned

sex at birth.
2. Transgender: Individuals whose gender identity does not match their
assigned sex at birth, which may involve transitioning through social,
legal, or medical means.
 3. Questioning: Individuals who are exploring or unsure about their gender
identity.
4. Queer: A term that may encompass various non-binary identities or
challenge traditional understandings of gender, emphasizing fluidity.
5. Gender Fluid: Individuals who may experience shifts in their gender
identity over time.
6. Non-Binary: Those who do not exclusively identify as either male or
female, rejecting the binary classification system.

Gender Expression and Societal Norms

• Manifestation: Gender expression can be seen in how individuals

choose to dress, behave, and present themselves in various contexts,
such as in social or professional environments.
• Conformity and Non-Conformity: Some may conform to traditional
gender norms, while others may express their gender in ways that defy
societal expectations, enriching the tapestry of identity.

Terminology Updates

• Unisex: The contemporary term is now often referred to as

androgynous, reflecting characteristics of both genders. This term
emphasizes inclusivity in style and presentation.

Gender Orientation Terms

• Heterosexual: Attraction to individuals of the opposite sex.

• Homosexual: Attraction to individuals of the same sex.
o Gay: Specifically refers to men emotionally and romantically
attracted to other men.
o Lesbian: Specifically refers to women emotionally and
romantically attracted to other women.
• Bisexual: Attraction to both men and women.
• Pansexual: Attraction to individuals regardless of sex, gender, or gender
identity, emphasizing inclusivity.
 • Asexual: Individuals who do not experience sexual attraction to others,
which can exist on a broad spectrum of experiences.

VI. IMPLICATIONS

Implications of SOGIE in Education

1. Curriculum Development: Educational institutions should incorporate

SOGIE topics into their curricula to foster an understanding of diversity
among students. This includes teaching about various sexual
orientations, gender identities, and expressions, as well as the
challenges faced by LGBTQIA+ individuals.
2. Creating Inclusive Environments: Schools should strive to create safe
and inclusive atmospheres where all students feel respected and valued,
regardless of their SOGIE identity. This can involve implementing anti-
bullying policies, diversity training for staff, and support systems for
LGBTQIA+ students.
3. Educator Training: Teachers and school staff should receive training
on SOGIE-related issues to better understand and support their
students. This includes recognizing their own biases, understanding the
impact of language, and learning effective ways to address and support
diverse identities in the classroom.
4. Promotion of Allyship: Education systems should encourage allyship
among students and faculty, promoting acceptance and support for
LGBTQIA+ individuals. This can be facilitated through clubs, awareness
campaigns, and inclusive events.
5. Supporting Mental Health: Acknowledging SOGIE in educational
settings can contribute to better mental health outcomes for students.
Providing resources, counseling, and support for those grappling with
their identity can help reduce feelings of isolation and anxiety.
6. Legal and Policy Considerations: Schools must comply with existing
laws and policies that protect the rights of LGBTQIA+ individuals. This
 includes ensuring equal access to facilities and activities, as well as
implementing practices that promote equity and inclusion.

VII. CONCLUSION

Conclusion

Understanding SOGIE (Sexual Orientation, Gender Identity, and Gender

Expression) is essential for fostering an inclusive society that respects and
values the diversity of human identity. By recognizing the complexities and
nuances of these aspects, individuals—from educators to students—can
contribute to a culture of acceptance and understanding.

In educational settings, incorporating SOGIE topics into curricula and

creating inclusive environments can lead to improved mental health outcomes
for LGBTQIA+ individuals and promote a sense of belonging for all students.
Supporting the rights and experiences of diverse identities is not only a matter
of social justice but also enriches the educational experience for everyone. As
we move forward, it is crucial to continue educating ourselves and advocating
for policies that embrace diversity, ensuring that all individuals have the
opportunity to express their true selves without fear of discrimination or
prejudice.

VIII. RECOMMENDATION

Recommendations for Integrating SOGIE in Education

1. Curriculum Integration:
• Design and implement curriculum materials that include
comprehensive information about SOGIE topics, including
 various sexual orientations and gender identities. Incorporate
literature, history, and health education that reflect diverse
experiences.
2. Teacher Training Programs:
• Provide ongoing professional development for educators that
focuses on SOGIE issues, including strategies for creating an
inclusive classroom environment and addressing bias and
discrimination.
3. Support Systems for Students:
• Establish support groups or clubs for LGBTQIA+ students to
foster community and provide a safe space for discussion and
support. Ensure counseling services are knowledgeable about
SOGIE issues and sensitive to the needs of diverse students.
4. Parental Involvement:
• Engage parents and guardians through workshops and
informational sessions to raise awareness about SOGIE topics
and how they impact their children. Encouraging dialogues at
home can reinforce inclusive attitudes.
5. Policy Development:
• Advocate for school policies that explicitly protect the rights of
LGBTQIA+ students, including anti-bullying policies and non-
discrimination clauses, ensuring these policies are effectively
communicated and enforced.
6. Inclusive School Environment:
• Promote inclusive practices, such as allowing students to utilize
restrooms and facilities that align with their gender identity.
Create safe zones with visible support signs and educational
resources discussing SOGIE topics.
7. Celebration of Diversity:
• Organize events such as LGBTQIA+ pride days, awareness
campaigns, and seminars to celebrate diversity and encourage
conversations around SOGIE, reinforcing the message of
acceptance throughout the school community.
IX. REFERENCES

1. Herek, G. M. (2004). Beyond “homophobia”: Thinking about sexual

prejudice and stigma in the twenty-first century. Sexuality Research &
Social Policy, 1(2), 6-24.
2. Meyer, I. H. (2003). Prejudice, social stress, and mental health in
lesbian, gay, and bisexual populations: Conceptual issues and
research evidence. Psychological Bulletin, 129(5), 674-697.
3. Budge, S. L., Adelson, J. L., & Howard, K. A. (2013). Anxiety and
depression in transgender individuals: The roles of social support and
social identity. Journal of Consulting and Clinical Psychology,
81(3), 545-557.
4. American Psychological Association (2015). ”Guidelines for
Psychological Practice with Transgender and Gender Nonconforming
People” retrieved from https://pubmed.ncbi.nlm.nih.gov/26653312/

5. Human Rights Campaign (2021). Understanding the Transgender

Community: A Guide for Educators. Retrieved from
https://www.hrc.org/resources/understanding-the-transgender-
community

Republic of the Philippines

University of Rizal System

2X2 Picture
 Province of Rizal

Graduate Studies
SY 2024 - 2025

NAME: JOHN LEROY MIXTO OGANIA

SCHOOL: MARIANO C. SAN JUAN ELEMENTARYSCHOOL
SCHOOL ADDRESS: Rodriguez St. Brgy. San roque, Cardona, Rizal
CELL PHONE NUMBER: 0991-868-4192
EMAIL ADDRESS: [email protected]

I. SUBJECT:
COURSE CODE: EDUC 202
COURSE TITLE: Psycho-Socio Foundations of Education

II. TITLE OF THE REPORT

THEORIES OF PERSONALITY
1.1. Psychoanalytic Theory
1.2. Trait Personality
1.3. Humanistic Theory

III. INTRODUCTION

Introduction to Theories of Personality

Understanding personality is crucial in psychology as it delves into the

unique characteristics that differentiate individuals and shape their thoughts,
feelings, and behaviors. Personality can be defined as the relatively enduring
traits and habitual patterns that influence how people think, feel, and behave
consistently across various situations and over time. The significance of
studying personality lies in its connection to every aspect of human
experience—from personal relationships and work environments to mental
health and individual well-being.

The exploration of personality is informed by a variety of theoretical frameworks

that provide different perspectives on human nature. Among the most influential
are:
 • Psychoanalytic Theory: Founded by Sigmund Freud, this approach
emphasizes the role of unconscious motivations and unresolved
conflicts in shaping personality. It explores how internal drives and
societal norms intersect, influencing behavior and emotional functioning.
• Humanistic Theory: Advocated by thinkers like Abraham Maslow, this
perspective highlights the inherent goodness of individuals and the drive
toward self-actualization and personal growth. It focuses on the potential
for each person to achieve fulfillment and live authentically.
• Trait Theories: These theories analyze specific personality traits and
characteristics, offering a systematic framework for understanding the
stable, quantifiable aspects of personality. By focusing on dimensions
such as introversion-extraversion and openness, trait theories facilitate
clear descriptions of how individuals differ.
By engaging with these various theories, we gain a deeper comprehension
of what constitutes personality, how it develops over the lifespan, and the
factors that contribute to its consistency and variability. This holistic
understanding is not just academic; it empowers us to better appreciate the
complexity of human interactions, the influence of environment on personality
expression, and the strategies individuals use to navigate their lives.

IV. OBJECTIVES

Objectives of Studying Theories of Personality

The study of personality theories aims to achieve several key objectives that
enhance our understanding of human behavior and interpersonal dynamics:

1. Understanding Individual Differences: To identify and analyze how

and why individuals differ in their thoughts, emotions, and behaviors,
allowing for a deeper appreciation of human diversity.
2. Exploring the Nature of Personality: To define and characterize the
various components of personality, including traits, motivations, and
processes that underlie behavior across different situations and time
periods.
 3. Examining Developmental Influences: To investigate how personality
develops and changes throughout the lifespan, influenced by genetic,
environmental, and social factors.
4. Identifying Patterns in Behavior: To uncover consistent patterns in
behavior that relate to specific personality traits, enhancing predictability
regarding how individuals might respond in various circumstances.
5. Enhancing Self-Awareness: To foster self-reflection and self-
awareness in individuals, promoting personal growth and development
through understanding one’s own personality traits and motivations.

V. CONTENT

Theories of Personality (Content)

Focus on understanding individual differences in behavior and thought

patterns.

What is Personality?

Definition: Personality refers to the relatively enduring characteristics that

differentiate individuals from one another, leading to consistent and predictable
behavior over time and across various situations. This encompasses a broad
range of qualities such as thoughts, emotions, and behavioral patterns.

Key Aspects:

• Enduring patterns of behavior and thought that are stable throughout

life.
• Variability across time and situations, indicating that while personality
traits persist, they may manifest differently under varying circumstances
and contexts.

Major Theories of Personality

Psychoanalytic Theory

• Focus: Examines unconscious motivations and conflicts that shape

behavior.
• Key Thinkers: Sigmund Freud and his daughter Anna Freud, who
expanded on his concepts.
• Provinces of Mind:
o ID: The unorganized part of personality that seeks immediate
gratification to reduce tension, related to basic drives like hunger
and sex.
o EGO: The rational part that balances instinctual desires with
societal norms and reality, ensuring safety and acceptance.
o SUPEREGO: Represents internalized societal norms and ideals,
encompassing morality and conscience, regulating the ego and
inhibiting the ID's desires.

Humanistic Theory

• Focus: Emphasizes the individual's inner capacity for growth and the
uniqueness of each person.
• Key Thinker: Abraham Maslow, known for developing the concept of
self-actualization.
• Emphasis: Humanistic psychology highlights the basic goodness of
humans and the importance of personal growth.
Maslow's Hierarchy of Needs consists of:

1. Physiological Needs: Basic survival needs such as food, water, and

shelter.
2. Safety Needs: Security, stability, and protection from physical and
emotional harm.
3. Belongingness Needs: Emotional relationships, love, and a sense of
belonging.
4. Esteem Needs: Self-esteem, respect from others, and recognition.
5. Cognitive Needs: The need for knowledge, understanding, and
exploration.
 6. Aesthetic Needs: The desire for beauty and artistic experiences.
7. Self-Actualization: Achieving one's potential and personal growth.
8. Transcendence: Helping others reach self-actualization beyond
oneself.

Trait Theories

• Focus: Analyzes specific dimensions of personality traits rather than

explaining underlying processes.
• Definition of Traits: Enduring patterns of perceiving, relating to, and
thinking about oneself and the environment.
Assumptions About Traits:

• Traits are relatively stable over time, providing consistency in behavior.

• Individuals differ in trait levels, influencing personal demeanor and
interactions.
• Traits exist on a bipolar spectrum, exemplified by contrasts like
introversion versus extraversion.
• Traits significantly influence behavior, shaping responses and
interactions within various contexts.

Anxiety Types in Psychoanalysis

• Definition of Anxiety: An unpleasant state characterized by physical

sensations that signal impending danger or distress.
• Types:
o Neurotic Anxiety: Results from conflicts between the ID and
SUPEREGO, often leading to internal emotional struggles.
o Moral Anxiety: Arises from feelings of guilt associated with the
SUPEREGO's standards and expectations.
o Realistic Anxiety: Based on assessments by the ego about real-
world threats, prompting rational fear and caution.

Defense Mechanisms
 • Strategies: Employed by the ego to manage anxiety and protect the
individual from psychological distress.
• Examples:
o Repression: Burying distressing thoughts or memories deep in
the unconscious.
o Denial: Refusing to acknowledge reality or the emotions
associated with it.
o Reaction Formation: Exhibiting behaviors that are directly
opposite to one's actual feelings.
o Sublimation: Redirecting unacceptable impulses into socially
acceptable actions or pursuits.

Levels of Mental Life

• Conscious Mind: Contains thoughts and feelings of which an individual

is currently aware.
• Preconscious Mind: Comprises elements not in immediate awareness
but accessible whenever needed.
• Unconscious Mind: Holds drives, urges, and memories influencing
behavior, largely hidden from consciousness and often affecting actions
in subtle ways.

VI. IMPLICATION

Understanding theories of personality has significant implications for

education, impacting teaching methods, curriculum development, and student
interaction:

1. Personalized Learning: By recognizing that students have different

personality traits, educators can tailor their teaching strategies to
accommodate diverse learning styles, enhancing individual student
engagement and success.
 2. Classroom Environment: Understanding personality can inform the
creation of a supportive classroom environment. Teachers who are
aware of students' traits can foster an atmosphere that promotes
healthy self-expression and learning.
3. Conflict Resolution: Insights from personality theories can help
educators facilitate conflict resolution among students by
understanding the underlying motivations and behaviors associated
with different personality types.
4. Social-Emotional Learning (SEL): Integrating personality theories
into SEL curricula can help students enhance their emotional
intelligence, empathy, and interpersonal skills, preparing them for
better relationships both in and out of school.
5. Career Guidance: Educators can apply personality assessments to
guide students in selecting educational pathways and career options
that align with their personality traits, interests, and strengths.
6. Collaboration Strategies: Recognizing personality differences can
improve group dynamics in collaborative tasks and projects, enabling
smoother interactions and clearer communication among peers.
7. Teacher Training: Preparing teachers with knowledge about
personality theories ensures they are equipped to understand and
address the diverse needs of their students, promoting inclusivity and
effective learning strategies.
8. Monitoring Student Well-Being: Awareness of personality factors can
enable educators to better monitor and support student well-being,
identifying those who might need additional resources or interventions
to thrive in the educational setting.

VII. CONCLUSION

Conclusion on Theories of Personality

 The study of personality theories provides essential insights into the
complex nature of human behavior, allowing us to appreciate the rich diversity
of individual differences. Through various frameworks, such as Psychoanalytic,
Humanistic, and Trait Theories, we can better understand the enduring traits,
motivations, and developmental factors that shape how individuals think, feel,
and behave across different contexts.

By exploring these theories, we enhance our self-awareness and

deepen our understanding of interpersonal dynamics, which can lead to
improved relationships and effective communication. Furthermore, the ongoing
exploration of personality continues to inform psychological practice, guiding
interventions that consider the unique characteristics of individuals. Ultimately,
the study of personality is not only academically enriching but also profoundly
applicable to everyday life, supporting personal growth and fostering a more
empathetic and understanding society.

VIII. RECOMMENDATION

Recommendations on Theories of Personality

To enhance our understanding of personality theories, I recommend the

following approaches:

1. Read Foundational Texts: Explore key works in the field:

• "The Interpretation of Dreams" by Sigmund Freud for insights into
Psychoanalytic Theory.
• "Motivation and Personality" by Abraham Maslow to understand
Humanistic Theory and the concept of self-actualization.
• "Personality: Theory and Research" by Daniel P. Murphy for a
comprehensive overview of Trait Theories.
 2. Engage in Self-Reflection: Utilize personality assessments, such as
the Myers-Briggs Type Indicator (MBTI) or the Big Five Personality Test,
to gain insights into your own traits and behaviors.
3. Participate in Workshops or Seminars: Look for local or online
workshops that discuss personality psychology, providing interactive
opportunities to learn and apply concepts.
4. Join Discussion Groups: Participate in psychology forums or groups
where you can discuss theories, ask questions, and share insights with
others interested in the subject.
5. Apply Knowledge in Real Life: Attempt to observe and analyze
personality traits in your everyday interactions. Reflect on how
understanding personality can enhance your communication and
relationships.
6. Stay Updated: Follow recent research and developments in personality
psychology through academic journals, podcasts, or reputable
psychology blogs to remain informed about new findings and theories.

XI. REFERENCES

1. Maslow, A. H. (1954). “Motivation and Personality” retrieved from

https://www.scirp.org/reference/referencespapers?referenceid=198376
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2. McCrae, R. R., & Costa, P. T. (1999). A Five-Factor Theory of
Personality. In: L. A. Pervin & O. P. John (Eds.), Handbook of
Personality: Theory and Research (2nd ed., pp. 139-153). New York:
Guilford Press.
3. Eysenck, H. J. (1990). “Theories of Personality” retrived from
https://www.sciencedirect.com/science/article/abs/pii/S0191886998001
585
4. Allport, G. W. (1937). “Personality: A Psychological Interpretation”
retrieved from https://archive.org/details/in.ernet.dli.2015.155561
5. Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality
Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI)
professional manual retrieved from
https://www.researchgate.net/publication/240133762_Neo_PI-
R_professional_manual