Understanding The Self (Midterm) PDF

UNDERSTANDING THE SELF (MIDTERM) respond instead of reacting out of fear THE SELF IN THE PSYCHOLOGICAL PERSPECTIVE...

UNDERSTANDING THE SELF (MIDTERM) respond instead of reacting out of fear THE SELF IN THE PSYCHOLOGICAL PERSPECTIVE  these all makes up the empirical self > part of you shaped by your possessions,  William James relationships, and beliefs—what others I and Me Self and you can observe  a human being has the capacity to be a  Self-feelings > the feelings and emotions thinking subject and the object of his own aroused in the individual because of his thinking at the same time knowledge and appraisal of his empirical  as a thinking subject, an individual is both existence in the world conscious of his environment, and conscious of  Self-seeking (and Self-preservation) his existence  the actions that the self prompts  I self  the effort of every individual to preserve  constituted by the continuous stream of and improve oneself based on one’s self consciousness internal to an individual  knowledge and resulting self-feelings  when you think, "I am happy today," you “A man’s Self is the sum total of all that he can call are the subject experiencing your his, not only his body and his psychic powers, but emotions his clothes and his house.”  Me self the self is an object to be reflected upon, an object  a person turns into a ‘me’ when he makes that is capable of arousing emotions and prompting himself the object of his own thinking actions  when you reflect, "People see me as cheerful," you become the object of your  Carl Rogers own thoughts Carl Rogers’s Self Theory 3 Categories of Self  the self does not exist at birth, it is developed  Constituents of the self gradually during childhood wherein one  material self > body, clothes, family, and differentiates the self from non-self home, material possessions that we value  by means of free choice and action, one can or consider as our own shape himself based on what he/she wants to  social self > how we are regarded and be recognized by others which determines  the self is one's ongoing sense if who and what our reputation in society (recognition) he/she is and how and why he/she responds to  spiritual self > includes one’s thoughts, the environment beliefs, feelings >> self-perceived  focuses on the nature of the self and conditions  pure ego that allow the self to freely develop most puzzling aspect of the self Real Self and Ideal Self conceived by understanding that it  Real self > who an individual actually is, can recognize its own thoughts and intrinsically, how one thinks, feels, looks, and that these thoughts possess a acts >> the real self is one’s self-image particular warmth that separates  Ideal self > the perception of what a person the ego would like to be or thinks he or she would concept of state of awareness that be >> based on the idealized image >>> observes your thoughts and feelings dynamic and forever changing without being affected by them  Congruence > an agreement between the real For instance, if you feel anxious self and the ideal self >> when ideal self is about a presentation, you can say, closer to real self >>> self-worth is high when "I see that I'm anxious," which helps there is congruence bet. real and ideal self you stay calm and choose how to  Self-Concept adolescents face challenges in integrating multiple  the totality of complex, organized, and selves across different roles, highlighting their dynamic system of learned beliefs, attitudes, struggle for a consistent and unified identity and opinions that each person holds to be true Post-modern Psychology Perspective about his personal experience  identity shifts and adapts in different social  individual’s belief about themselves and their situations (Kenneth Gergen) attributes  a flexible sense of self is more socially  perceptions one has about their social identity adaptable than adhering to a single self- and personal qualities concept  one’s generalizations about the self based on no single answer to "Who am I?" as individuals can one’s experiences transition and create multiple versions of  Aspects of Self-concept themselves  Existential Self > begins when an mental well-being is debated in relation to individual recognizes his existence as a maintaining a unified self separate entity from others and realizes Multiple Selves (K. Gergen) > capacities formed that he will continue to exist over a through relationships; created, not discovered period of time and space >> infancy to Unified Selves (Traditional Psychology) > early childhood emphasizes harmony and consistency for well-being,  Categorical Self > starts after a child with a coherent ego at the center recognizes his existence as a separate entity and becomes aware that he is an  Donald Woods Winnicott object of the world >> categorize oneself True vs False Self in terms of age, sex, height, weight  True Self  3 Components of Self-concept  known as the real self, authentic self,  self worth/self-esteem > is what one original self, and vulnerable self thinks about oneself  the core of who you are, the original you,  self-image > how one sees himself, which unshaped by the upbringing of society is important for good psychological  this is the state one is born in health  False Self  ideal self > the person that one wants to  known as the fake self, ideal self, perfect be consists of one’s dreams and goals in self, and pseudo self life, and it is continuously changing  composed of the parts of the self, wherein “The curious paradox is that when I accept myself behaviors are altered, feelings are just as I am, then I can change.” repressed, and one’s needs are set aside in order to fit in with others  The Self as a Cognitive Construct  also called the adapted self Cognitive Construction Social Mask > one wears when he/she reaches  focusing on mental processes rather than adolescence and helps one to interact properly in a observable behavior larger variety of interpersonal contexts  emphasizes mental processes in how we “The function of false self is to hide and protect the integrate new information and adjust our true self” existing knowledge “People tend to display a false self to impress others”  Multiple versus Unified Selves  Global VS Differentiated Models mind consists of multiple selves (Andras Angyal) vs. Global Models a single self (some theorists)  look into a human being in his/her totality as the construction of multiple selves varies across an indivisible entity that cannot be broken different interpersonal and intrapersonal roles and down into parts relationships   2 Thoughts Supporting Global Models  Superego > the “conscience”  Gestalt Psychology and “moral judge” of guided by the principle that “the conduct >> operates according whole is greater than the sum of all to the morality principle its parts”  Carl Jung looking at the entirety of the self- 3 Parts of Human Psyche mind, body, physical attributes, etc  Ego self as a whole, independent of its  center of consciousness parts  person's sense of identity self relies on social behavior and existence  Max Wertheimer  organizes thoughts,  asserted Gestalt feelings, senses, intuition Psychology as response to  “When you introduce Wihelm Wundt’s yourself and describe your structuralist view of self interests, your ego is at  Wilhelm Wundt work”  structuralist view of self  Personal Unconscious  Humanistic Psychology  refers to all information guided by the principle that “human stored in a person's mind beings, as humans, supersede the that are readily accessible sum of their parts” to consciously recall understanding one's emotions and  memories and experiences experiences to know more about stored but not always on one's identity your mind, yet easy to influence of environment on one's recall experiences  “You suddenly remember self is best understood based on how a childhood friend when others perceive it you see an old photo.” Differentiated Models  Collective Unconscious  look into a human being through examining its  refers to the unconscious parts for it is divisible or can be broken into mind shared by all human components beings such as instincts (id)  self is the sum total of the psyche and archetypes (models/people,  2 Psychoanalysts > who studied human psyche personalities, behavior) and its structure to understand personality and identity  deep, universal instincts and archetypes shared by  Sigmund Freud all humans 3 Constructions of Personality:  “A mother instinctively  Id > exists since birth and nurturing her child, pertains to instinct and driven reflecting the "mother" by libido (sexual energy) >> archetype found across all pleasure principle cultures”  Ego > developed as a product of Self as the Central Archetypes > coping with anxiety brought archetypes are universal, inborn about by the id’s repression of models of people, behaviors, and impulses >> controls the id and personalities that influence human can delay pleasure >>> reality actions principle   Persona > one's “public  Forethought personality” or mask >> one's  refers to how an individual positions social roles his/her plans in the future  Shadow > one's dark side, parts  allows us to anticipate outcomes of ourselves that we dislike  Self-reactiveness  Anima > female archetypes or  shows that agents are not only planners “feminine side” and forethinkers but also self-regulators  Animus > male archetypes or  we can be motivated to regulate our “male/manly side” actions  Self > central archetypes or  Self-reflection personality which represents  signifies that people are capable of self- wholeness examining their own functionality 7 More Personality Archetypes  we can reflect our thoughts and behaviors  The Father > authority figure, and make needed modifications stern, powerful Albert Bandura also emphasized the importance of  The Mother > nurturing, social learning/learning through observation comforting his theory emphasized the role of conscious  The Child > longing for thoughts including self efficacy, or or own beliefs in innocence, rebirth, salvation our abilities  The Wise Old Man > guidance, 4 Steps in Observational Learning and Modeling knowledge, wisdom Process  The Hero > champion, defender,  Attention rescuer  in order to learn, you need to pay  The Maiden > innocence, desire, attention purity  anything that distracts your attention is  The Trickster > deceiver, liar, going to have a negative effect on troublemaker observational learning  if the model is interesting or there is a  Albert Bandura’s Agentic Theory of the Self novel aspect of the situation, you are far rejects the notion that selfhood is culturally more likely to dedicate your full attention influenced or controlled by urges, rather, it looks to learning upon every human being as capable of thinking,  Retention deciding, foreseeing, and controlling his or her  the ability to store information actions, free to decide for himself and this is called  can be affected by many factors but the as human agency ability to pull up information later and self as proactive and agentic act on it is vital to observational learning “Humans are producers of their life circumstance  Motor Reproduction not just products of them”  can develop muscle memory “Self-belief does not necessarily ensure success, but  once you have paid attention to the model self-disbelief assuredly spawns failure” and retainer the information, it is time to 4 Core Properties of Human Agency/Agentic actually perform the behavior you Perspectives observed  Intentionality  further practice leads to improvement  manifested in how an individual forms and skill advancement intentions with action plans and  Motivation strategies to realize them  while experiencing these motivators can  endless us to behave with purpose be highly effective, so can observing  others experiencing some type of  personal freedom brings independence (good) reinforcement or punishment but includes challenges like conflicts with  incentive or punishment group beliefs and roles (bad) Western Self as Materialistic and Rationalistic THE SELF IN WESTERN AND EASTERN THOUGHTS  A person who focuses on material things over immaterial things  Individualism (self-oriented) an orientation concerned  Collectivism (group-oriented) with the independence an orientation characterized by belongingness to and self reliance of the larger groups or collectives individual gives more importance to loyalty to the in-group, puts more emphasis on which in turn takes care of the individual’s welfare promoting the individual in developing nations, people remain collectivistic and the immediate this is an idea that man should think, live, and act family’s welfare toward certain goals that benefit the group does not promote Eastern Culture focuses on Collectivism isolation, it is grounded  gives more importance on relationships, roles, on the idea that an duties, obligations, and the preservation of individual makes culture and tradition judgments, acts based on  founded on the belief that people are socially his/her own thoughts, connected and disagrees with others  an individual has “many selves” instead of in modernized countries, having a one knowable self people grow more  self is viewed as part of “We” instead of only a analytical and “Me” individualistic  focused on spiritual development Western Culture focuses  Based on 4 great systems of Eastern thought: on Individualism Buddhism, Confucianism, Taoism, Hinduism  gives more emphasis on freedom and choice  an independent self that is free from the  Buddhism (by Siddhartha Gautama of India) influence of culture and environment and from there is no such thing as atman (self) the expectations and welfare of society the atman is impossible to perceive by one’s senses  emphasizes uniqueness of every inidividual for it does not actually exist in any metaphysical,  predicated on egoism or self-centeredness material, and spiritual level Western Self as Analytic humans have no real knowledge of a self, or a clear  focuses on causal links proof of claiming that there is a self  emphasizes part-to-whole relationships, as the self is seen as the pure, unchanging, self relies on connections uncontaminated essence of an individual  the soul or self cannot live alone or apart from everything is just an illusion, an imaginary concept other parts born as a product of evolved consciousness and Western Self as Monotheistic misguided thinking of humans  belief in one Supreme Being coexisting with the what is perceived by one’s sense becomes one’s universe, uniting supernatural and human reality qualities rejects enduring self because self is always changing, Western Self as Individualistic the self is not consistent  emphasizes coexistence of good and bad in one may have many roles yet these are not one’s freedom, prioritizing personal desires over true identity group needs  anatta (no-self) > does not mean denial of existence; Relational Self is a conviction that no words can define the essence  individual identity is defined by membership of this present moment of existence in the reference group that one belongs to Buddhist’s version of the creation of human being is  members share qualities, pride, and unity in all taken from Hinduism’s “Story of Creation” in the successes and failures Upanishads  identity shaped by group belonging, sharing Four Noble Truths express Buddhism's orientation pride, unity, and group outcomes  Life ultimately leads to suffering or All life is Subdued Self suffering. Life is temporary and nothing lasts  self is contained to respond to perceptions, not forever. (the truth of suffering) of its own needs and aspirations but of social  Suffering is caused by attachment to desires or requirements and obligations (self is shaped The cause of suffering is selfish desire which is by society's demands, not personal desires or desire for the benefit of the self rather than the goals) whole (the truth of the cause of suffering)  “person for others”  Suffering can be eliminated or Non-  identity molded by society’s demands, attachment to anything makes us free from prioritizing social roles over personal desires suffering (the truth of the end of suffering) to subdue oneself means to practice ren  Elimination of suffering or Follow the Ren (human-heartedness) > Confucian virtue; Eightfold Path (the truth of the path that leads altruistic behavior that must be nurtured in every to the end of suffering) person (selfless actions to help others without Eightfold Path reward) >> love, benevolence, charity  Right Views, Right Intentions, Right Speech, Golden rule > "Do not do to others what you would Right Action, Right Livelihood, Right Effort, not want others to do to you." Right Mindfulness, Right Concentration "In Buddhism there is no sin, the root of suffering is  Taoism (by Lao Tzu) avidya-ignorance" Tao (way or path)  Taoism emphasizes living in harmony with the  Confucianism Tao (way or path), a religion and a philosophy a way of life propagated by Confucius (aka Kang Zi) at the same time Self-cultivation > main purpose of life where you  nothing but the expression of the of the repress your personal wants and needs for the universe and of unity the path which human benefit of many others beings must take to preserve that unity regards an individual as a member of a larger  Tao is referred to as the life force that whole, not as a separate being surrounds and flows through all living and the ethical teachings of Confucius are based on non-living things, and that balances, orders, human relationships as reflected in his concept of unifies, and connects them Five Cardinals  the path starts with the knowledge of the Five Cardinal Relationships /Five Bonds > if origin of the universe by studying the self since individuals perform their respective roles, there will the human body is regarded as the miniature be harmony of the universe , as an extension of the cosmos  Between the King  ultimate creative principle of the universe (Ruler) and the  going against the will of Subject (Ruled) nature or universe  Between father disrupts the cosmic and son order (symbolized by  Between husband Ying and Yang) and wife  does not support Confucius’ teaching about  Between brothers self and society  Between friends   self is not an extension of social relationships Rene Descartes > emphasized the non-physical form but rather, self is but one of the manifestations of man and said that, in essence, man is mind- of Tao (self arises from and is part of a greater thinking and separate from his body. However, it universal essence, not defined solely by social doesn't mean that we don't need the body because roles or interactions) the body is necessary for the mind to perform any act.  Hinduism John Locke > claimed that the self is consciousness the Upanishads contain some key concepts of and that for as long as we have memories about Hinduism “Story of Creation” tells about the origin who we are and our identity, that tells us that we of the universe and humans are the same person regardless of what point in our “In the beginning, the Self was alone, in the shape of life we are in, as long as we can remember. a person (Purusha) He first said, ‘This is I’; David Hume > there is no permanent self because therefore, he became ‘I’ by name ”Therefore even the self is only a bundle of senses that keeps man is asked, he first says, “This is I” and then changing pronounces the name which he may have.” Immanuel Kant > said that we can construct From this story of creation, the Self called Purusha ourselves and since we are thinking beings, we can created a wife out of himself. The wife bore Man organize our experiences to build an idea of who we and then transformed herself into a cow, which are; hence, the self is very much present prompted Purusha to transform into a bull. The >> consciousness, inner & outer sense wife turned into a mare and Purusha transformed Gilbert Ryle > how one behaves is a significant into a stallion. This transformation continues, and factor in showing who a man is believe that everything originated from Purusha Paul Churchland > brain is the essence of the self (same as the creator) Maurice Merleau-Ponty > rejected mind-body Atman (self, spirit, or soul) > is the same self separation, viewing self-understanding as a unified, described in the creation lived, embodied experience In Hinduism , the atman is one with Brahman (the absolute, transcendental power) and by being PHYSICAL ASPECT OF SELF identified with the Brahman, the atman indicates a true self which underlies one’s existence (the atman  What Philosophers think about beauty? is a spiritual being, detached from material world) Beauty, traditionally, was among the ultimate In ChatGPT, Atman (more on about an individual’s values along with goodness, truth and justice. inner self) Purusha (more on about the cosmic, St. Augustine asked whether things were beautiful universal self) because it gave delight, or whether it gave delight Vedanta (its essential teaching is that our real because it was beautiful nature is divine) > characterizes human suffering as Plato connected beauty to love and desire the result of failure to realize the distinction Aristotle asserted that the chief forms of beauty are between the true self (permanent and unchanging) order, symmetry, and definiteness and the non-true self (impermanent and changes David Hume > beauty is no quality in things continually themselves; it exists merely in the mind which Law of Karma > most essential doctrine of contemplates them Hinduism >> every action may lead to good or bad Francis Hutcheson > the perception of beauty does outcomes depend on the external sense of sight  Additional sa Module (Recap: Philosophers) “Who Am I”  What did Psychology discover about beauty? Socrates > man is a soul, and Plato and Aristotle a person who is perceived as attractive makes more seconded this money than a person of below-average looks Augustine > man is an image in the likeness of God, in politics, voters who are not actively engaged in and he is essentially a soul whose goal is to be with social and political issues choose candidates based God on "looks"  Halo Effect Body Image  The tendency to favor attractive people for  refers to how individuals perceive, think, and positive personality traits feel about their body and physical appearance  Ex: People assume attractive individuals are  Appearance > everything about a person that kind, intelligent, or trustworthy, often favoring others can observe, such as height, weight, skin them in settings like job interviews or social color, clothes, and hairstyle interactions  Both internal (personal) and external (society)  how we perceive our bodies visually  The Self as the Body  how we feel about our physical Physical Self appearance  refers to the body  how we think and talk to ourselves about  it is the tangible part of the person that can be our bodies directly observed and examined (Singh,2017)  our sense of how other people view our  defined by physical characteristics that are bodies visible (e.g., sex, weight, height, complexion, Self-Esteem hair, facial features, etc.)  coined by William James in 1800’s  does not include characteristics that are  a person's over-all evaluation of his or her internal to the self such as kindness, generosity, own worth loyalty, obedience and other similar qualities  people with healthy self-esteem like themselves  the body performs its functions least well and value their achievements during infancy and old age  while everyone lacks confidence occasionally,  physical efficiency generally peaks in early people with low self-esteem feel unhappy or adulthood and declines into the middle age unsatisfied with themselves most of the time  Adolescent stage > one of the most crucial  younger women and girls tend to have poor stage of development body image  begins with the onset of puberty  today, self-esteem is about valuing yourself  rapid physical changes that includes the and feeling others love you maturation of the reproductive system  self-esteem can affect your mental health as Life span > development from conception to death well as how you behave 10 Stages in the Life Span (Elizabeth B. Hurlock) Positive Body Image  Prenatal, Infancy, Babyhood Early childhood,  accepting yourself for who you are and feel Late childhood, Puberty, Adolescence, Early comfortable in your own skin adulthood, Middle adulthood, Late adulthood  bring happiness with the way they look and or senescence feels good about themselves 2 Factors Affecting Physical Growth and  realizing that everyone feels awkward about Development their body at times, regardless of shape or size  Heredity Negative Body Image  biological process of transmission of  develops when someone feels her/his body traits from parents to offspring does not measure up to family, friends or  Environment social media ideals  factors to which the individual is exposed  may not even see themselves as they truly are after conception to death which includes  feeling self conscious or awkward, and you learning and experience may feel shame about your body  factors such as diet, nutrition and  can have a harmful effect on one's health and diseases play an important role in well-being physical development   Effects of Negative Body Image  Will There be Beauty If There is No Sight?  Body Dissatisfaction beauty is always referred to be seen through the  Depression naked eye  Body Modification 2 Categories of Beauty > one that is seen by the eye  Low Self-Esteem and one that is seen by the heart  Eating Disorders > anorexia nervosa the very essence of beauty transcends the sight -it (extreme weight loss) and bulimia (binge- can be heard, felt and understood purge cycle) Aesthetics have laid down the laws and principles  How Can Images Be Manipulated? to determine beauty  "airbrush" or photoshop faces and bodies  could be heard > beautiful voice, melody  spend hours with a make up artist and  felt > contextualized or projected as the purity hairdresser of the heart  girls are often encouraged to lose weight  understood > based on appreciation  boys are often encouraged to bulk up therefore, blind people could still perceive beauty  skin blemishes are removed even if there have no sight, as beauty can have  hips are made smaller, sexier different phases/facets  gadgets also has filterto enhance the picture  7 Ways of Achieving Physical Well-being > eat healthy  the unrealistic portrayal of media about foods, maintain a healthy lifestyle, follow proper hygiene, women, negatively affect our self-perception engage in daily exercise, take vitamins and drink fruit  standards of beauty have changed over time juices, avoid stress, spend less time in front of computers based on changing cultural values and gadgets  “Beauty is eternity gazing at itself in a mirror” ~Khalil  Impact of Culture on Beauty and Body Image Gibran usually, only the physical features such as, the face  “I'm human, I'm not perfect. I'm doing the best I can, and and body figure are considered as basis for beauty that is all I can do” but each culture has their own set of beauty  “Beauty is in the eye of the beholder” standards, which means society prescribes the standards of beauty (what is beautiful and what is  “Everything has beauty but not everyone sees it” not) ~Confucius Africa > thinness is not celebrated as in other countries; Mauritania, in particular, idolizes SEXUAL ASPECT OF SELF overweight women as symbols of wealth and fertility  Sigmund Freud Brazil > women prioritize fitness and regular beauty all human behavior is motivated by the desire to treatments like waxing, sculpting massages, and feel pleasure manicures organized and controlled by two instincts called Asia & Africa > skin lightening has risen in sexuality and aggression popularity these instincts (id) are driven by a form of psychic energy called libido  Beauty as Both an Asset and a Liability Asset > more attention and opportunities, beauty  Development of Secondary Sex Characteristics and the pageants, acting career, endorsements Human Reproductive System Liability > bullying, catcalling, harassment, act of an individual becomes physically mature upon lasciviousness (sexually provocative behavior), reaching the age of puberty. stalker Testosterone > male hormone Estrogen and Progesterone > female hormones Chromosomes > XY for Males and XX for Females  Male Reproductive System Orgasm > climax of the cycle; males release semen  Penis > primary male sex organ and females experience contraction of the vagina  Testes or testicles > responsible for production Resolution > the body gradually returns to its of sperm cells and testosterone normal level of functioning  Vas Deferens > tube that connects with the urethra  Understanding tne Chemistry or Lust, Attraction and  Scrotum > a skin carrying the testes Attachment (Helen Fisher)  Sperm > the male sex cell 3 stages of love  Prostate Gland > secrets fluid to nourish the  Lust (libido/sex drive) > the desire for sexual sperm gratification which is inherent to every living  Epididymis > stores and carries sperm organism; driven by testosterone and estrogen Female Reproductive System  Attraction (passionate or obsessive love,  Ovary > produces ova or egg cells infatuation) > intense attention given to a desired partner, a person who craves for  Ovum > female reproductive cell, also called emotional union with the person has a high egg cells degree of attraction, driven by chemicals and  Fallopian Tubes > carry the eggs from ovary to hormones like: uterus  Adrenaline > "fight"and "flight"responses  Uterus > nurtures fertilized egg cells that  Dopamine > ignites an intense rush of develops to a fetus pleasure when released  Cervix > directs the sperm to the uterus  Serotonin > "falling in love"; makes a  Vagina > receives the penis during sex, and person think of his or her desired partner where the baby passes during birth at most times  Vulva > external genital organ of the female  Attachment (companionate love) > desire of couples to stay together, a person who is  Erogenous Zones already attached feels comfort and security part of the body that is highly sensitive and the fromhis or her partner, behaviors anchored on stimulation of which leads to sexual responses long-term companionship boosts sexual satisfaction  Driven by 2 Major Hormones improves sexual health  Oxytocin (cuddle hormone) > released during orgasm, feeling of attachment becomes more intense after a couple has sexual intercourse  Vasopressin (anti-diuretic hormone) > released after sexual intercourse  Turn On and Turn Offs stimulating these spots may relax muscles and usually refer to another persons physical traits, produce “feel-good” hormone > prolactin attributes, attitudes, and conduct that one may find desirable or not  4 Phases of Human Sexual Responses (EPOR) (Masters Turn on > refers to something that someone may & Johnson, 1966) find desirable, pleasant, beautiful, likeable, or any Excitement > the body gets ready for sexual activity; other positive quality males experience penile erection and females Turn off > opposite experience swelling of the clitoris and vaginal sexual stimulation is often a turn on for it is a part lubrication of any sexual activity Plateau > a person will retain the conditions can serve as markers of one’s personality and achieved during the excitement phase, waiting for identity the climax  Diversity of Human Sexual Behaviors Molluscum contagiosum > a skin condition Masturbation > act of stimulating one’s own characterized by small lumps which are pearly- genitals; can’t cause STD white or slightly pink Sex > the act of stimulating one’s genitals through Pelvic Infalammatory Disease (PID) > a the actual penetration of an orifice complication caused by chlamydia or gonorrhea Types of Sex Chlamydia > caused by the bacteria Chlamydia  Oral Sex > the stimulation of genitals through trachomatis that do significant damage to the the use of mouth human reproductive system  Vaginal Sex > the stimulation of genitals through the penetration of penis to the vagina  Methods of Contraception  Anal Sex > the stimulation of genitals through Folk method the anus  Post-coital Douche/Douching > washing of  Premarital sex > sexual activities outside of vagina to remove the sperm marriage  Prolonged Lactation > longer period of  Marital sex > sexual activities within the lactation bounds of marriage Behavioral contraceptives  Extramarital sex > sexual activities that  Rhythm method > couples abstain for a certain married people engage in with people they are period during the fertile time of woman not married to  Ovulation method > observing changes in Heterosexuality > sexual attraction to the opposite vaginal mucus throughout the menstrual cycle; sex tracking changes in vaginal mucus to identify Homosexuality > sexual attraction to the same sex fertile days Bisexuality > sexual attraction with the opposite or  Withdrawal/Coitus Interruptus > a man same sex withdraws his penis before orgasm  Coitus Reservatus > man withholds  12 Sexually Transmitted Diseases (STD, sa book) ejaculation and lets the erection subside inside HIV/AIDS (Human Immunodeficiency the vagina; male does not attempt to ejaculate Virus/Acquired Immune Deficiency Syndrome) > a within his partner spectrum of conditions caused by being infected Mechanical contraceptives with HIV  Condom > thin rubberized material to block Gonorrhea > a bacterial infection of the mucus sperm membranes, men: secretion of yellowish-white fluid;  Diaphragm > shallow rubber cup inserted to women: painful urination with discharge the vagina to block sperm Syphilis > an infection caused by cork screw shaped  Cervical Caps > fitted to the cervix by a doctor bacterium called Treponema pallidum which Chemical contraceptives causes sores on infected area  Vaginal Suppositories and Tablets > contains Genital herpes > viral infection which causes spermicide blisters on the genitals  Contraceptive jellies, creams, and Genital warts > warts caused by the human vaginal foams papilloma virus (HPV) Intrauterine devices (IUD) > small device Chancroid > a bacterial infection that causes sores inserted to the uterus be a physician or ulcers on the genitals Pills Pubic lice (crabs) > very small parasites that infest  renders a woman infertile for a specified the genital area period Scabies > a skin condition caused by the tiny mites  oral contraceptives may have side effects on called Sarcoptes scabies some users and should not be used at all by Trichomoniasis > an infection caused by a parasite some women called Trichomonas vaginali  Sterilization > permanent infertility Sexual Energy > everyone is born with sexual  Vasectomy (male) > a surgical procedure energy, which should be understood, controlled, and cutting the vas deferens to prevent sperm from integrated into life reaching semen Distinction from Sex > sexuality is not the center of  Tubal Ligation (female) > a surgical procedure life but influences many aspects of behavior and blocking the fallopian tubes to prevent eggs actions. from reaching the uterus Role of the Brain > the brain is central in shaping Injectables > contraceptive injected to women to the sexual self prevent ovulation and usually last for three months  Benefits of Relevant Sex Education  Importance of Sex Education Informed Decision-Making > proper sex education Open Discussion > talking about sex should be fosters responsible judgment, actions, and decisions normalized to help people better understand their Future Preparation > educated teenagers are better sexuality prepared to become responsible partners and Role of Academic Institutions > schools are ideal parents for educating people about sexuality and sexual behavior through structured sex education  Psychological Factors in Sexual Motivation Objective of Sex Education > helps combat youth unlike animals, human sexual desire isn't strictly ignorance about sex, relationships, and sexual hormone-driven health, promoting informed decision-making as sexual motivation is significantly influenced by they mature psychological factors Opposition from Catholic Church in the sexual desire can persist even when the capability Philippines > the Church opposes sex education, to have sex is lost (ex: accident victims) fearing it promotes premarital sex and early erotic material can evoke sexual feelings and pregnancies hormonal responses in both genders Need for Sex Education > understanding sex in interaction of psychology and physiology shapes diverse contexts combats ignorance, even if limited diverse sexual desires by conservative beliefs  Difference of Sex and Gender  Sexual Self-Concept Sex > set of biological attributes in humans Physical Self and Sexual Identity > the sexual self- Gender > socially constructed roles, behaviours, concept includes all aspects of oneself as a sexual expressions and identities of girls, women, boys, being, with both positive and negative feelings men, and gender diverse people Sexual Self in Self-Understanding > viewing oneself as a sexual being is an essential part of overall  Sexual Orientation personality and self-understanding refers to physical, romantic, and emotional attraction to others  Healthy Relationships consists of three elements: attraction, behavior, and Role of Love, Affection, and Intimacy > these identity elements are essential for a healthy relationship defined in terms like heterosexuality (attraction to and impact one’s overall well-being opposite sex) and homosexuality (same sex). Broad Definition of Sexual Health > involves not separate from gender identity, which is one's only disease prevention but also safety from abuse internal sense of gender and discrimination throughout life  Gender Identity  Human Sexuality defined as an individual’s internal, personal Universal Aspect > all people are inherently sexual experience of gender beings, often a product of parental sexual love  may not match the sex assigned at birth; can lead to MATERIAL ASPECT OF SELF identities like transgender, gender fluid, or genderqueer  Material Self cisgender describes alignment between gender “I shop, therefore I am” > means that one identifies identity and assigned sex with the material things one acquires gender exists on a spectrum, not limited to strictly William James (1890, same WJ in I and Me) > it is male or female the self that consists of the body, clothes, immediate family, home, and other things one considers to be  Gender Expression his or her own where we invest ourselves in our outward display of gender through dress, speech, material possessions – because of it, we feel a deep and mannerisms connection to them often aligns with societal constructs of masculinity material possessions are objects of instinctive or femininity preferences that may or may not be related with a expression doesn’t necessarily reflect a person’s person’s most practical interests in life gender identity an individual’s body is the primary component of our material self (includes the kinds of clothes one  Gender Stereotyping prefers to wear, and what accessories one would generalized view or preconception about attributes put on) or characteristics, or the roles that are or ought to Core Aspects of the Material Self be possessed by, or performed by women and men  Body > central to identity; certain body parts it is harmful when it limits individuals' ability to are seen as more private develop skills, pursue careers, and make life choices  Clothes > reflect personal identity and social status  Sexual Health  Family > loss of family members can affect encompasses physical, emotional, mental, and one’s identity social well-being related to sexuality  Money > financial changes impact self- involves safe, consensual, and respectful sexual perception and identity experiences depends on respecting and protecting individual  Buyer Decision Process sexual rights 1. Recognition of Need 2. Information Search  Sexual Behavior 3. Evaluation of Alternatives describes an individual's sexual actions with others, 4. Purchase Decision distinct from orientation 5. Post-Purchase Evaluation Ex: MSM (men who have sex with men) includes decision-making process used by consumers heterosexual-identified men who engage in same- regarding the market transactions before, during, sex activities and after the purchase of a good or service this concept helps reach men who engage in same- can also be dependent on a number of factors, sex behaviors but don't identify as gay or bisexual, including financial constraints, availability of items supporting targeted health interventions and services, and the influence of family and friends  Sexuality core aspect of human life: sex, gender identity, sexual orientation, pleasure, intimacy, and reproduction influenced by a combination of biological, social, cultural, and spiritual factors  Consumer Culture and One’s Sense of Self and Identity there should be a need to balance needs from wants Consumer Culture > credit cards have allowed Utility > the practical purpose of the object you own people to buy goods and avail services even without Significance > the meaning you attach to the object cash or checks on-hand you own Advantages of Credit Cards  “Self” is comprised of all that we CAN call ours; when  Convenience these things prosper, happiness is elicited and when they  Security of Transactions dwindle, we feel "cast down” ~James,William  Comfort  Rewards Disadvantages of Credit Cards  Debt  Abuse of usage  Risk of not saving money  Impulse buying Advertisement  a major force changing/swaying of consumer options or decisions  influential in shaping how and why people consume goods and services  the reason companies tap the services of famous celebrities to endorse their products Consumerism Trends > increased ownership of commodities (e.g., cars, electronics) but no significant increase in happiness Psychological Impact  Materialism vs. Happiness > materialists can feel satisfied when they have enough money; however, unhappiness occurs when their desires surpass their financial resources  Social Relationships > pursuit of material wealth can detract from meaningful relationships, negatively affecting well-being  Extrinsic vs. Intrinsic Goals > focus on material possessions (extrinsic) leads to poorer relationships and psychological issues, while intrinsic goals foster satisfaction  High Expectations > materialists often expect too much from possessions, believing they will enhance happiness and relationships A recent study of lower-class students, the findings revealed that lower-class students showed high materialism tendencies to compensate for self- esteem (Lia, Lua, & Xiaa, 2018)  Needs VS Wants Needs > things that are essential for survival Wants > synonymous to luxury; things you buy but you can live without