UTS Understanding The Self Module 1 PDF

UNIVERSITY OF PERPETUAL HELP SYSTEM Dr. Jose G. Tamayo Medical University ___________________________________________________________________________________ GENERAL EDUCATION...

UNIVERSITY OF PERPETUAL HELP SYSTEM Dr. Jose G. Tamayo Medical University ___________________________________________________________________________________ GENERAL EDUCATION Understanding the Self Module 1: PHILOSOPHICAL SELF This module will discuss the different basic concepts and principles of the self. It includes philosophical and theoretical perspectives about the self across generations. At the end of this module, you will be able to: 1. Describe the nature of the self from your own point of view; and 2. Discuss the conceptualization and representation of the self from various disciplines and perspectives. Discussion: In man’s pursuit of knowledge and truth, thinkers for centuries have searched for explanations and reasons for everything that exists around him. Thus, Philosophy was born in Athens, Greece approximately 600 BCE. The history of Philosophy is replete with men and women who inquired into the fundamental nature of the self. The self has been defined as “a unified being, essentially connected to consciousness, awareness, and agency.” PHILOSOPHER ORIENTATION PHILOSOPHY DESCRIPTION CLASSICAL ANTIQUITY SOCRATES Idealism Socratic  Know yourself Philosophy  Self-knowledge is the ultimate virtue thus will lead to ultimate happiness. PLATO Idealism Dualism &  The ideal self, the perfect self Idealism  Wisdom and knowledge lead to virtue which will lead to happiness. ARISTOTLE Empiricist Aristotelian  Happiness depends upon us. Philosophy  Ideal is found inside the phenomena and the universals inside the particulars. MIDDLE AGES ST. Platonism Neo-Platonism  All knowledge leads to God. AUGUSTINE  Love of God should come first. RENAISSANCE RENE Rationalist Mind-Body  I think therefore, I am. DESCARTES Dualism  Establishing the distinction of soul from the body can make people believe in the afterlife and the soul’s immortality. JOHN LOCKE Empiricist Theory of  It is in consciousness alone that identity Personal Identity exists, not in the body and soul.  The soul may change, but consciousness remains intact. DAVID HUME Empiricist Sceptical  All knowledge passes through the senses. Philosophy  There is no self, only a bundle of 1  perceptions. IMMANUEL Rationalist/ Metaphysics of  Reason is the final authority of morality. KANT Empiricist the Self  People should always see duty as a divine command. MODERN TIMES SIGMUND Psychoanalyst Product of the  Repressed thoughts and memories have FREUD past psychic energy to impose control on consciousness and if kept hidden and unexpressed can resurface as hysteria.  There should be a balance between forces of life and death. GILBERT RYLE Empiricist Concept of the  I act, therefore, I am mind  Actions must be moral for it to be free. PATRICIA Empiricist Neurophilosophy  The physical brain gives us a sense of self. CHURCHLAND  The self is real by helping the person tune into the realities of the brain and the extant reality. MAURICE Existentialist/ Phenomenology  We are our bodies. MERLEAU- Empiricist of Perception  Man cannot separate himself from his PONTY perceptions of the world. The table shows how philosophers view the self from different standpoints. It must be remembered that in studying the theories about the self, one should take into account the philosophers’ orientation and historical background. You may do your own readings of their history online and other UTS books available. Many other scholars study and explain the self. Through their ideas, you may examine yourself and determine whether you fit into the given descriptions. ************************************************************** Module 2: SOCIOLOGICAL SELF This module will discuss the thoughts and observations of some sociologists for the learners to further comprehend the significant role other people play in the development of the self. At the end of this module, you will be able to: 1. Describe and discuss the different ways by which other people shape the self; and 2. Compare and contrast how the self can be influenced by different significant people in the life of a person. Discussion: Sociology is one of the disciplines in the social sciences which aim to discover the ways by which the social environment influences people’s thoughts, feelings, and behaviour. 2 SOCIOLOGIST APPROACH THEORY DESCRIPTION GEORGE Social Behaviorism Theory of the Self  The self is not present at birth HERBERT – approach used but begins as a central character MEAD to describe the Stages of Self in a child’s world. power of the Formation: a)  A person’s development will be environment in Preparatory Stage- strongly influenced by the shaping human imitates another; b) significant others. behaviour. Play Stage-role  A person will have 2 parts: a) I taking; c) Game self – initiates a social action; b) Stage- generalized Me self – takes the role of the other other CHARLES Socio Looking Glass self – the  There is a possibility that people HORTON psychological – self is a product of develop self-identities based on COOLEY tried to interaction the wrong perception of how understand how others see them. societies work. 3 Phases of self-presentation: a) imagination of how they present themselves; b) imagination of how others evaluate them; c) development of feelings as a result of impression ERVING Dramaturgical – Interactionism – views  Impression management - GOFFMAN similarities of real society as a framework process of altering how the social interaction of people living in a person presents himself to to a theatrical world full of others. Sometimes a person presentation. meaningful objects. manages self-presentation in order for him to be accepted by others. ************************************************************** Module 3: ANTHROPOLOGICAL SELF This module will discuss the totality of what it means to be human from his past to his future. This will help a person re-examine the true nature of self based on new ways and paradigms. At the end of this module, you will be able to: 1. Explain the relationship between the self and culture; and 2. Describe and discuss the different ways by which culture shape the self. 3  Discussion: Anthropology is a field of social science that focuses on the study of man. The field looks into man’s physical/biological characteristics, his social relationships and the influences of his culture from the dawn of civilization up to the present. Everything in Anthropology is interconnected and a complete understanding is necessary to achieve the goal of man understanding himself better. Fields of Anthropology 1. Archaeology study of the past and how it might have affected to man’s present. 2. Biological Anthropology – focus on how the human body adapts to the different earth environments. 3. Linguistic Anthropology – study how language and modes of communication change over time. 4. Cultural Anthropology – tries to explain what makes a group’s manner of living particular to that group and forms an essential part of the member’s personal and social identity. Theory of Cultural Determinism believes that human nature is determined by the ideas, meanings, beliefs and values learned as members of a society. This theory has positive and negative implications. Positive includes that human beings can be shaped/formed to have a kind of life they prefer and that there is no limit placed on human ability as long as they set their minds and hearts into it. Negative can mean that people have no control over what they learn and that human are seen as helpless and do only what their culture instructs them to do. Manifestations of Culture on people 1. Symbols – words, gestures, pictures or objects that have a recognized meaning in a culture. 2. Heroes – real or fictitious from past or present who have characteristics that are important in a culture. 3. Rituals – activities participated in by a group of people for the fulfilment of desired objectives and are considered essential. 4. Values – core of culture. Unconscious but can be observed by how people prefer good over bad. ************************************************************** Module 4: EASTERN/WESTERN SELF This module will discuss the perceptions of the self and one of the most common distinctions between culture and people, the Eastern and Western dichotomy. At the end of this module, you will be able to: 1. Differentiate the concept of self according to Western thought against Easter perspective. 2. Explain the concept of self as found in Asian thoughts. Discussion: CATEGORY EASTERN WESTERN Kind of Self Collective Self – the identity of the Individualistic Self – a person sees 4  individual is lost and does not exist himself as being capable of living his except as a part of the group. own life. Geographic Represented by Asia Represented by Europe and North location America Control Group especially family and society Focused on the self World perspective Interconnected with specific roles Distinct from other people How they Talk about their social roles. Talk more about their personal introduce Keeps a low profile attributes. Highlight their personal themselves achievements Culture Collectivistic – social relations is Individualistic – focused on the person more important than individual needs and wants Kinship Looks after each other Loose associations Competitiveness Emphasis is on hierarchy Values equality Communication Beats around the bush because they Straightforward and forceful as well as value harmonious relationships decision-making Since most theories about the self came from Western scientific research, let us highlight the Eastern thought in this discussion. There are actually a lot of sources for the Eastern culture in the study of the self. 1. Confucianism – by Kong Zhongni more popularly known as Confucius. It is a code of ethical conduct on how one should properly act according to their relationship with other people which is called Ren. Self cultivation is seen as the ultimate purpose of life but the characteristics of a chun-tzu (a man of noble character) should still be embedded in his social relationships. Manifestations of Ren a. Li – propriety; involves adherence to the rituals of the community. There are 5 important relationships: father-son; ruler-subject; older-younger brothers; husband- wife; and friend-friend. b. Xiao – filiality; virtue of reverence and respect for family. c. Yi – rightness; right way of behaving 2. Taoism – It rejects having one definition of what the Tao is. Believes that the self is not just an extension of the family or the community. The ideal self is selfless but does not forget about the self. It is living a balanced life. 3. Buddhism – The self is seen as an illusion, born out of ignorance, of trying to hold and control things, or human-centered needs. The self is also the source of all sufferings. ************************************************************** 5  Module 5: PSYCHOLOGICAL SELF This module will discuss the different points of view of Psychologists about the self for a clearer and better understanding of the individual in particular and human behaviour in general. At the end of this module, you will be able to: 1. Identify the different ideas in Psychology about the self; 2. Create your own definition of the self based on the definitions from psychology; and 3. Analyze the effects of various factors identified in psychology in the formation of the self. Discussion: Psychology deals with the description, explanation, prediction and control of behaviour. And the connection of human behaviour to the study of the self will provide explanations for a clearer, better understanding of the individual. The next discussion will be the contributions of Psychologists to the study of the self.  WILLIAM JAMES – Theory of Self 2 Parts of the Self 1. Me self – also known as the empirical me; considered as a separate object. a. Material self – consists of the things that belong to the person or entities that a person belongs to such as body, family, clothes, etc. b. Social self – refers to who the person is in a particular situation. c. Spiritual Self – refers to the self that is more concrete when compared to the material and social selves. 2. I self – also known as the thinking self; it is the self that knows and recognizes who they are and what they have done.  MURRAY BOWEN – Family Therapy and Systemic Therapy 1. Global self – represents the over-all value that a person places upon himself. 2. Differentiated self – a balance should be maintained between “togetherness” and “individuality”. This has the ability to separate feelings and thoughts.  CARL ROGERS – Person-Centered Theory 2 Types of Self 1. Real self – refers to all information and perception the person has about himself; answers the question “Who am I?” 2. Ideal self – model version the person has of himself; this is what the person aims for himself to be; answers the question “Who do I want to be?” There should be congruence between the real and ideal self.  DAVID LESTER – Multiple Selves theory It suggests that there exists in the individual different aspects of the self. However, a person should still make sense of the sometimes confusing and conflicting aspects of themselves and integrate them into a single, unified self.  DW WINNICOTT – True and False Selves 2 parts of the Self 6  1. True self – seen as creative, spontaneously experiencing each day; characterized by high levels of awareness. 2. False self – lacks spontaneity and is dead and empty; enables the person to form superficial but productive social relationships Both should be present and functional for the advantage of person and society.  ALBERT BANDURA – Social Cognitive Theory The person is seen as proactive and agentic. Features of Human Agency 1. Intentionality – person has full awareness of his behaviour. 2. Forethought – the person’s anticipation of likely outcomes of his behaviour. 3. Self-reactiveness – the process in which the person is motivated and regulates his behaviour as he observes his progress in achieving his goals. 4. Self-reflectiveness – the person looking inward and evaluating his motivations, values, life goals and other people’s effect on him. Results in self-regulation which allows the person to set goals that are better and higher than the former, challenging his capabilities and making him a wiser and self-actualized individual. ************************************************************** Module 6: PHYSICAL SELF This module will identify and explain the biological and environmental factors that shape the physical self as well as issues and challenges the individuals face with regard to their physical characteristics. It also delves into socio-cultural issues associated with physical well-being. At the end of this module, you will be able to: 1. Discuss the concepts of heredity and maturation. 2. Analyze and evaluate issues associated with physical well-being Discussion: The development of the individual is caused by 2 interacting forces: heredity (nature) and environment (nurture). The beginning of life begins at fertilization. Fertilization is the meeting of the female sex cell and the male sex cell Heredity is defined as the transmission of traits from parents to offspring. The traits are made up of specific information embedded within one’s gene which is the basic unit of heredity. The manifestation of traits can be attributed to the concepts of Genotype (specific information embedded within one’s genes) and Phenotype (the physical expression of a particular trait). Each individual carries 23 pairs of chromosomes. The last pair is known as the sex chromosomes which determine the sex of an individual. The XX combination indicates a female and XY combination indicates male. Maturation is known as the completion of growth of a genetic character within an organism or the unfolding of an individual’s inherent traits or potential. It is the unfolding of the inherent 7 traits. It enables us to walk, run, and talk. An individual undergoes definite stages of development. In each phase the child experience certain developmental characteristics to prepare the person for the next. DEVELOPMENTAL STAGE AGE RANGE Pre-natal Conception to birth Infancy Birth to 2 years Early childhood 2y/o to 5-6 y/o Middle/Late Childhood 5-6 y/o to 10-12 y/o Adolescence 10-12 y/o to 22 y/o Early Adulthood 22 y/o to 35-45 y/o Middle Adulthood 35-45 y/o to 60-70 y/o Late Adulthood 60-70 y/o to death Puberty is recognized as the most essential marker of the beginning of adolescence. It is a period of rapid physical changes. Girls usually reach puberty earlier than the boys. Menarche is the first menstrual flow and semenarche is the first nocturnal emission or spermarche is the first ejaculation. Puberty is a brain-neuroendocrineprocess that triggers the rapid physical changes. The pituitary gland is the master endocrine gland that controls growth and regulates functions of all other endocrine glands including the gonads. Body Image refers to the way one sees him/herself. Adolescents with poor body image have negative thoughts and feelings about their appearance which can either be true or not. While a healthy body is made up of positive thoughts, feelings and acceptance of one’s body and overall physical appearance. Factors affecting the perception of the Physical Self 1. Personal factors a. Introspection & Self-reflection – the person observes & examines one’s internal state after a behaviour. b. Self Perception theory – observation of one’s behaviour as an outside observer. c. Self-concept – a cognitive representation of self-knowledge which includes all beliefs about themselves. d. Personal Identity – the concept a person has about himself that develops over the years. 2. Social factors a. Attachment Process & Social Appraisal – a positive self-concept comes from a consistent and appropriate response from the care-provider. b. Maintaining, Regulating & Expanding the Self in Interpersonal Relationships – private audiences are people with significant relationship to the self and are considered as influences. c. The Looking Glass Self theory – self-image is shaped and reflected from the social world. d. Social Comparison – a process of comparing oneself with others in order to evaluate one’s own abilities and opinions. 8   Upward – compares oneself to people who are better than him/herself.  Downward – compares him/herself with someone in a worse situation. Euro centrism and colorism is a common concept of beauty for the Filipinos. But remember that beauty is important and each one of us is uniquely beautiful. ************************************************************** Module 7: SEXUAL SELF This module will discuss one of the most crucial aspects of human development, the sexual self. It highlights attributes, characteristics, gender, and tips responsible sexual behaviour. At the end of this module, you will be able to: 1. Explain human sexual behavior and characterize its diversity. 2. Describe and understand sexually transmitted diseases. 3. Identify the different methods of contraceptives. Discussion: At birth, the sexual genital (penis for males and vagina for females) is a biological feature that distinguishes males from females. Moreover, during puberty, observable changes in the human body also known as secondary sexual characteristics begin. When physiological changes are triggered within the adolescent’s reproductive system, he or she is likely to experience sexual urges, become more sensitive to sexual stimuli, and feel sexual arousal. Arousal may be exhibited through penile erection in men and vaginal lubrication or wetness in women. Humans are likely to engage in sexual activities to satisfy sexual urges. However, the kind of sexual activities they engage in may vary. If sexual arousal is satisfied through sexual intercourse, orgasm would be reached. Refractory period or the period of rest after orgasm differs in men and women. A person should be aware of his or her sexuality and sexual attributes in order to make responsible decisions. At birth one’s sexuality depends on his/her physical features and genitals. Most of the time, one’s sexuality and gender orientation correspond with each other. However, biological sex and gender orientation are two different things. Biological sex is one’s assignment upon birth and is dependent on physical features. On the other hand, gender is an identity that is learned and embraced by the individual. Sexual identity and gender orientation underlie one’s concept of self. Sexual identity and gender orientation underlie one’s concept of self. A person expresses his/her sexuality through individuality; one’s beliefs and behavioural lifestyle are based on his/her own perception of sexuality. Different sexual orientations are as follows. Sexual Description Orientation 1. Heterosexual Sexual orientation is towards the opposite sex. 2. Homosexual Sexual orientation is towards another of same sex. a. Lesbian  Woman attracted to women. b. Gay  Man attracted to men. 3. Bisexual A person whose sexual orientation to both men and women. 9 4. Pansexual Sexually attracted to people regardless of their sex or gender identity. 5. Transgender A broad spectrum of individuals who transiently or persistently identify with gender different from their natal gender.  Transexu  Individual who seeks or has undergone a social transition by cross-sex al hormone and genital surgery. The Human Sexual Response cycle is composed of 4 stages. Though it varies from person to person and sexual fulfilment can occur without the completion of all phases. Phase Description Excitement Characterized by an increase in heart rate and blood pressure as well as heightened muscle tone. Plateau Characterized by intensification of the changes that begun during the excitement phase. Orgasm Characterized by waves of intense pleasure (climax), often associated with vaginal contractions in females and ejaculation in males. Resolution In this phase, the body returns to its non-excited state. Sexual intercourse is a reproductive act. Meaning it can result to early and unplanned pregnancy. Having a child entails a big responsibility and should not merely be a consequence of an impulsive moment. Nowadays, contraceptives are available to prevent unwanted pregnancy. METHOD DESCRIPTION I. Natural Method – does not involve any chemical or foreign body introduction into the human body. 1. Celibacy Avoidance of sexual intercourse 2. Calendar Charting the menstrual cycle of a woman to determine the her fertile and infertile times 3. Basal Body A woman records her temperature every morning to determine her Temperature most fertile and infertile times 4. Cervical Mucus Observance of a woman’s cervical mucus. There are changes in the mucus during ovulation. 5. Ovulation Detection An OTC kit that requires the urine sample of a woman to determine the surge of luteinizing hormone. 6. Coitus Interruptus Happens when a man ejaculates outside the woman’s vagina. II. Artificial Method – involves any product, procedure or practice that uses unnatural means to prevent pregnancy. 1. Hormonal Prevents the release of an egg or ovulation a. Pills Taken orally that contains estrogens, progestogen or progestin b. Patch Sticks on the skin that contains estrogens and progestogen c. Injectable A long acting reversible contraception 10  2. Barrier Methods of physically or chemically blocking the sperm from reaching an egg a. IUD Inserted after the woman’s menstrual flow that contains progesterone b. Cervical Caps They are inserted in the vagina to cover the cervix. c. Condoms Placed on either genital to prevent fertilization of an egg III. Sterilization Procedures that make an individual permanently incapable of conceiving or fertilizing a partner. a. Ligation For women wherein their fallopian tubes are tied. b. Vasectomy For males wherein the vas deferens are tied or blocked. IV. Emergency A measure that protects against pregnancy after unprotected sex has Contraception occurred. In being sexually active, aside from pregnancy, another consequence of impulsive and careless sexual intercourse is the risk of acquiring sexually transmitted infections. While most can be treated and cured, STDs may have long-term consequences to one’s health. The following are some examples of STIs or STDs: STD/STI Cause Symptoms 1. AIDS Human Immunodeficiency Weight loss, recurring fever, pneumonia Virus which targets the CD4 cells. 2. GENITAL Herpes Simplex Virus Recurrent, painful genital and/or anal lesions. HERPES 3. GENITAL Human Papillomavirus Mostly asymptomatic WARTS 4. GONORRHEA Neisseria Gonorrhoeae Males-penile discharge; burning sensation during urination. Females-irritating vaginal discharge 5. SYPHILLIS Treponema Pallidum 1-chancre sores; 2-skin rashes 6. CHLAMYDIA Chlamydia Trachomatis F-asymptomatic 7. CHANCROID Haemophilus Ducreyi Genital ulcers; inguinal lymphadenopathy 8. Trichomonas Vaginalis F-vaginal discharge; redness; itching TRICHOMONIASIS M-irritation; burning sensation; discharge It is important that everyone makes responsible decisions with regard to sexuality and sexual behaviour. Below are responsible sexual behaviour tips:  Respect for one’s body.  Maturity in thoughts and deeds.  Be guided by one’s personal beliefs and core values.  Be future-oriented. ************************************************************** 11  Module 8: EMOTIONAL SELF This module focuses on the emotional dimension of the self. It tackles the different aspects of human emotions and reactions that are embedded in an individual’s different emotional experiences. It also covers discussions on emotional intelligence and emotional regulation. And a bonus topic: most adolescents’ favourite topic--LOVE! At the end of this module, you will be able to: 1. Describe and explain the emotional side of the self through the lens of emotional intelligence models. 2. Identify and explain the factors that influence one's emotionality. Discussion: An important aspect of understanding the self is acknowledging the presence of emotions. Emotions serve as a driving force in how one acts and behaves. It plays a part in making decisions, embracing certain lifestyles, and relating to others. However, emotions should not rule over one’s rationality and become the sole basis of decisions. We are all expected to have the capacity to manage our emotions. Why? It is because they are considered the lower level responses occurring in the brain, which create biochemical reactions in the body, and consequently cause changes one’s physical state. There is a distinction between emotions and feelings despite both being interchangeably used and discussed in various contexts. Emotion is a biological experience and response, while feelings have been defined as the mental portrayal of what is going on in your body when you have an emotion. In short, emotions are physiological and feelings are subjective experiences. Emotional intelligence (EQ) is one’s ability to understand emotion and for them to contribute in how one perceives his/her environment. It includes our capacity to regulate our emotions and be aware which one is helpful for emotional and intellectual growth. It is a requirement for one’s overall well-being and, hence can translate to effective functioning in all aspects of one’s life. Research has shown that high EQ have positive impact in various settings such as our thinking abilities, social competence and even in the workplace as well as our daily life. 3 Models of Emotional Intelligence 1. Mayer, Salovey & Caruso 2. Goleman a. emotional perception and expression a. Self-awareness b. emotional facilitation (sound judgment) b. Self-management c. emotional understanding and analysis c. Social awareness d. reflective emotional regulation d. Relationship management 3. Bar-on a. Self-perception d. Decision-making b. Self-expression e. Stress management c. Interpersonal Adolescence is considered a turbulent time of development due to all the changes that they go through. This is why emotional growth is a crucial point. In order to establish emotional efficacy 12 and maturity, emotional regulation must be learned. Emotional regulation is an attempt to influence emotion and can be applied in interacting with the self and others. It may take two forms: cognitive reappraisal and suppression. Cognitive reappraisal involves the evaluation of the situation prior to making personal, subjective valuations about it. Suppression involves denial and masking of facial expressions to hide one’s current emotional state. Individuals have the following characteristics when they have reached emotional maturity and efficacy. 1. Self-control 4. Adaptability 2. Trustworthiness 5. Innovation 3. Conscientiousness 6. Empathy How do we develop emotional regulation? It can be learned primarily through observational and social referencing particularly through the family. School can also play a crucial role in a person’s emotional regulation. Thus it is important that students engage in learning opportunities. TIPS: 1. Smile to make yourself feel good. 6. Breathe 2. Smile to make others feel good. 7. Talk to someone 3. Get up and move 8. Disengage and re-engage emotions 4. Check in with your body 9. Label your emotions 5. Physically remove the tension 10. Label your emotions for others. LOVE: Emotion or Drive? A study revealed that a brain activity was recorded when people look at photos of people they love. The parts of the brain that was activated were closely associated with anticipation of reward. The same system involved in pleasure and addiction which serves as the dopamine in the brain. But a study by Fisher et al., (2006) concluded that love can be considered as a strong motivation- an addictive craving to be with the person you love. Let’s discuss the different studies about love