Understanding The Self Past Paper PDF - THSELF1 - University of Baguio 2021-2022

SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS UNDERSTANDING THE SELF PREPARED BY: CHRISTIAN D. BISTAYAN, MSPsych, RPm THSELF1 JANET T. CALDO, MSPsych, RPsy RHODA MARIE A. CARBONEL,MPA, MAPsych JUNIX GERALD I. DELOS SANTOS, MSPsych, RPm, LPT MARY CATHERINE D. RIVERA, MSPsych A Self-regulated Learning Module p A Self-regulated Learning Module 1 UNDERSTANDING THE SELF TABLE OF CONTENTS COURSE GUIDE…………………………….…………………………………………………...3 UNIT 1- THE SELF FROM THE VARIOUS PERSPECTIVES…………….……………………….5 i. Philosophy…………………………………………………………….…………5 ii. Sociology……………………………………………...……………………….14 iii. Anthropology……………………...………………………………………….21 iv. Psychology……………………...……………………………………………..24 v. East vs. West - The Self in Western and Oriental Thoughts………..…..33 UNIT 2 - UNPACKING THE SELF…………………………………………………...……….………….40 i. Physical Self…………………………………………………………..……….…….…40 ii. Sexual Self……………………………………………………………………………...47 iii. Material Self…………………………………………………………………..............56 iv. Digital Self……………………………………………………………………..............62 v. Political Self…………………………………………………………………………....69 vi. Spiritual Self…………………………………………………………………………….76 UNIT 3- MANAGING AND TAKING CARE OF THE SELF……………………………………...……84 i. Goal Setting…………………………………………………………………………...84 ii. Stress Management and Positive Psychology………………………................93 REFERENCES…………………………………………………………………….………………102 A Self-regulated Learning Module 2 ABOUT THE MODULE 1. INTRODUCTION Knowing oneself is critical and vital to being an effective team member in any sort of relationships as well as being successful in life. Your personal identity influences everything you do, and it changes and evolves over time. Issues of the self and identity is considered as most critical among adolescents. Hence, this course is intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at a better understanding of one’s self. The purpose of this module is to help you deepen your understanding and appreciation of who you are. It emphasizes the integration of personal daily experiences of the students with their learning experiences inside the classroom to encourage them to improve themselves for a better quality of life. You will have an opportunity to examine the different influences, factors and forces that shape the self. You will also have a chance to demonstrate critical, reflective thought in integrating the various aspects of self and identity. Lastly, it provides avenues to acquire and hone new skills and learnings for better managing one’s self and behavior. 11. COURSE CODE AND COURSE TITLE Course code: THELF1 Course Title : Understanding the Self 111. COURSE DESCRIPTION This course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of personal identity. It strives to integrate the personal and academic by contextualizing experiences of students for a better learning and attaining a better life. This module was created to adopt the flexible learning approach as a method in teaching the subject Understanding the Self. This course is divided into three major parts: Unit one deals with the construction of the self from the various perspective including philosophy, sociology, anthropology, psychology and the eastern and western oriental thoughts. Unit two of the module explores the various aspects that make up the self particularly the nature (biological) and nurture (environment) as a basis in understanding the self. A Self-regulated Learning Module 3 Unit three of the module are special topics on learning, goal setting and managing stress with practical applications of concepts. Lastly, this module includes the mandatory topics on Family Planning and Population Education. IV.COURSE REQUIREMENT There is no pre-requisite assigned for this course. Your attendance during the online learning sessions is a basic requirement in this course. Hence, the university policy on tardiness and absences will be strictly applied and observed. Different assessment tools will be employed during the whole duration of the course. These tools will measure your understanding and comprehension of the topics presented in the online learning sessions. You are required to accomplish all the performance tasks, home works, activities, recitations and summative test on time and diligently. Further, you are expected to practice honesty and sense of responsibility at all times. Lastly, you have to be on your best behavior in dealing with your teacher and classmates always to ensure smooth interpersonal relationships. V. STUDY SCHEDULE Week Lesson Duration 1 UNIT1- LESSON 1 Philosophical Perspective of Self 3 hours 2 UNIT1- LESSON 2 Sociology 3 hours 3 UNIT 1- LESSON 3 Anthropology 2 hours 4 UNIT 1- LESSON 4 Psychology 3 hours 5 UNIT 1- LESSON 5 The Self in Western and Oriental 3 hours Thoughts 7 UNIT 2- LESSON 1 Physical Self 3 hours 8 UNIT 2- LESSON 2 Sexual Self 3 hours 9 UNIT 2- LESSON 3 Material Self 3 hours 10 UNIT 2- LESSON 4 Digital Self 3 hours 11 UNIT 2- LESSON 5 Political Self 4 hours 13 UNIT 2- LESSON 6 Spiritual Self 4 hours 14 UNIT 3- LESSON 1 Goal Setting 4 hours 15 UNIT 3- LESSON 2 Stress Management and Positive 4 hours Psychology A Self-regulated Learning Module 4 UNIT 1: THE SELF FROM THE VARIOUS PERSPECTIVES SOURCE: https://www.istockphoto.com/illustrations/philosopher & canva.com Lesson 1: PHILOSOPHY Learning Outcomes: At the end of the lesson, the student should be able to: 1. Discuss the different representations and conceptualizations of the self from the philosophical perspectives. 2. Compare and contrast how the self is examined from the philosophical views. 3. Demonstrate a reflective thought by defining the self based on these views. The Philosophical Self A.) SOCRATES Brief Background and Significant Events  He was accused of disrespect for the city of gods and corrupting the youth of Athens. He caused the youths to question all things including many traditional beliefs. He was a controversial figure in Athens because of his argumentative skill.  Socrates’ way of searching for meaning and truth was abrasive in nature (ex. endless process of asking questions). This gave birth to the “Socratic method of questioning”. Philosophical Statement: “ Know thyself”  The unexamined life is considered as not worth living, humans must strive to seek their purpose and value Definition of the SELF: The self is an immortal soul which exists over time The self is also the source of all knowledge. Individual experience is important when you want to know yourself. Hence, to truly know about something, you must understand its essence. Example: It is not enough to identify something as beautiful, one must know WHY IT IS BEAUTIFUL. A Self-regulated Learning Module 5 View of Reality: Reality is dualistic 1. Physical Realm - it is constantly changing, transient and imperfect (ex. the physical body) 2. Ideal Realm - it considered as unchanging, eternal and immortal (ex. the soul, truth, goodness and beauty) B.) PLATO Brief Background and Significant Events  The death of Socrates was a turning point in the life of Plato because he elaborated on Socrates’ ideas after the former’s death.  He contributed original ideas on a wide range of issues such as morality, politics, metaphysics and epistemology. Definition of the SELF: The self is an immortal soul which exists over time THE THREE PART SOUL (The Three Part Self) 1. Reason- it enables the individuals to think deeply, make choices and achieve true understanding. 2. Physical Appetite- this refers to basic biological needs such as thirst, hunger and sexual desire. 3. Spirit or Passion- this refers to basic emotions like love, anger, aggressiveness and empathy. The three part self may act in consonance or may act in conflict with each other. For example, You may have a relationship with someone who is intelligent (reason); with whom you are passionately in love (spirit) and whom you find sexually attractive which ignites your desires (appetite). Another example, you fell in love with a person (spirit) who is sexually attractive (appetite) who does not satisfy your ideal type, he/she is the total opposite of the person you are looking for (reason). In this case the selves are in CONFLICT. Genuine happiness can be achieved when REASON is in control of SPIRITS and APPETTITES ILLUSTRATION: “The Chariot Analogy”- the soul is likened to a chariot drawn by two powerful winged horses. Noble horse - spirit Wild horse - embodying the appetite Charioteer - reason; the task is to guide the chariot to the eternal realm by controlling the two independent- minded horses C.) ST. AUGUSTINE A Self-regulated Learning Module 6 Brief Background and Significant Events  Plotinus (Roman Philosopher) influenced the thinking of St. Augustine. Plotinus based his views on Plato’s core concepts. He believes that “The soul possesses superiority over the body”. He is committed to his Platonic ideas regarding the imperfection of his physical body; in contrast to the perfection of his eternal soul. He refused to celebrate his birthday because he was ashamed that his immortal soul had to be contained in imperfect vessel as his body.  Plotinus ideas had a profound influence on St. Augustine Definition of the SELF: The self is an immortal soul which exists over time Relationship of body and the soul  He considers the body as a “slave” to the soul  Then he alters his view that “the soul makes war with the body”  He changed it again into “the body as the spouse of the soul” with both attached to one another by a natural appetite.  He finally concluded that “The body is united with the soul so that man maybe entire and complete”. What is a virtuous life for St. Augustine? To live a virtuous life is to live in LOVE, all sins are the result of turning away from love and God. Plato’s vision of immortal souls striving to achieve union with the eternal realm through INTELLECTUAL ENLIGHTENMENT became transformed by Augustine into IMMORTAL SOULS STRIVING TO ACHIEVE UNION WITH GOD through faith and reason. Hence, this is the start of the medieval Christian Doctrine and Western Philosophy. D.) DESCARTES Brief Background and Significant Events  Founder of Modern Philosophy  He was a mathematician and a scientist  He is a rationalist who emphasized that thinking must follow a logical and rational process Philosophical Statement: Cogito Ergo Sum “I think therefore I am”- this is the essence of your SELF, humans are thinking thing! A Self-regulated Learning Module 7  Descartes believed that man is a thinking being, genuine knowledge must be based on independent rational inquiry and real-world experimentation. Performing mental operations was essential to being a human self.  To arrive at knowledge, human must use their thinking abilities (investigate, analyze, experiment and develop well-reasoned conclusions) Definition of the SELF: The self is a thinking thing, distinct from the body Dualistic View of the Self  The thinking self (or soul): non material, immortal, conscious being and independent of the physical laws of the universe. The conscious self is part of the spiritual realm governed by the laws of reason and God’s will.  The physical body is a material, mortal, non-thinking entity governed by the physical laws of nature. Rationalist View: Reasoning ability provides the origin of knowledge Rationalism - the view that reason is the primary source of all knowledge and that only our reasoning abilities can enable us to understand sense experience and reach accurate conclusions. E.) JOHN LOCKE Brief Background and Significant Events  His background as a physician influenced his beliefs about the nature of the self. Definition of the SELF: Personal identity is made possible by self- consciousness Knowledge is based on the careful observation of sense experience/ or memories of previous experiences. Reason is a vital element in making meaning out of the sense experience of a person. Empiricist view: all knowledge originates in our direct SENSE EXPERIENCE Empiricism- the view that sense experience is the primary source of all knowledge and that only a careful attention to sense experience can enable us to understand the world and achieve accurate conclusions. LOCKE’S CONCLUSION ON EXAMINING ONE’S EXPERIENCES: 1. To discover personal identity, one must establish how it is to be a person 2. A person is a thinking, reflecting and analyzing being 3. A person is the same thing in different times and places 4. Consciousness is accompanied by thinking A Self-regulated Learning Module 8 5. Consciousness makes it possible to exhibit the same identity in different times and places NOTE: Conscious awareness and memory of previous experiences are the keys to understanding the self F.) HUME Brief Background and Significant Events  He was an empiricist like John Locke  He was a controversial figure because of his skeptical examinations of religion, ethics and history during the 18th century Philosophical Statement: There is no self! Definition of the SELF: There is no self, only a bundle of constantly changing perceptions passing through the theatre of our minds. TWO DISTINCT ENTITIES: 1. Impressions- the basic sensations of our experience, the elemental data of our minds: pain, pleasure, heat, cold, happiness, grief, fear etc. These impressions are “lively” and “vivid”. 2. Ideas- ideas are copies of impressions, they are less “lively” and “vivid”. Ideas include thoughts and images that are built up from our primary impressions through a variety of relationships. “The mind is a kind of theatre where several perceptions successively make their appearance…” G.) KANT Brief Background and Significant Events  A German philosopher who wrote his books while dressed in a bathrobe and slippers. Philosophical Statement: “We construct the self” Definition of the SELF: The self is a unifying subject, an organizing consciousness that makes intelligible experience possible.  Kant argued that when we perceive objects, we encounter mental states that appear to be composed of bits and pieces and are organized meaningfully. (For example, A Self-regulated Learning Module 9 taking the raw data of experience and actively synthesizing it into familiar, orderly, meaningful world in which we live.)  Knowledge of the world begins with sensations: sounds, colours, tastes, feels, smells are the basic data for experience  The mind actively sorts, organizes, relates and synthesizes the raw data. It is yourself that is actively organizing all of your sensations and thoughts into a picture that makes sense to you. YOUR WORLD ACCORDING TO YOUR TERMS! Ergo, WE CONSTRUCT THE SELF! H.) FREUD Brief Background and Significant Events  Freud’s parental experiences influenced his development of the concept of Oedipus Complex  Freud was described as exhibiting the following characteristics: intelligence, self- confidence, desire for achievement and fame Definition of the SELF: “The self is multi-layered” THREE LAYERS OF THE SELF: 1. ID - it is present at birth, entirely unconscious, includes all innate instincts. It is motivated entirely by the pleasure principle. It has no sense of logic, time, or self-preservation. Its only resource is to form wish-fulfilling mental images of desired objects. 2. EGO - It begins to develop out of the ID at about 6to8 months. It operates in accordance with the logical and self-preservative secondary process. The EGO is motivated by the REALITY PRINCIPLE. (Example, delaying pleasure until a suitable and safe object has been found. - The ego is the locus of all emotions, including anxiety and tries to keep the ID under control by using various DEFENSE MECHANISM (repression, denial, rationalization, displacement etc.) 3. SUPEREGO - it begins to develop out of the ego at about age 3to5 years. It is partly conscious and unconscious. It includes standards or RIGHT and WRONG. The SUPEREGO results from parental standards. It operates under the MORALITY PRINCIPLE. A Self-regulated Learning Module 10 THE ICEBERG THEORY: source: www.katdish.net I.) RYLE Brief Background and Significant Events  Analytic philosopher who analysed language to solve philosophical puzzles. Definition of the SELF: “The self is the way people behave”  In defining the self, it is necessary to focus on OBSERVABLE BEHAVIOR because these are concrete evidences of how the minds works and functions.  The self is defined in terms of what is presented to the world.  What the minds wills, it is the body that executes it.  The self is better understood as a pattern of behavior, the tendency for a person to behave in a certain way. J). CHURCHLAND Brief Background and Significant Events  A contemporary American Philosopher and professor at the University of California. Definition of the SELF: “The self is the brain”  Mental states will be superseded by the brain states  The physical states (health of our bodies, the food we ingest, the experiences we endure) have an impact on our mental and emotional functioning.  The emotional and mental states likewise impact on our physical conditions (ex. stress, depression, psychosomatic disorder)  To understand the nature of the mind, we have to fully understand the nature of the brain. A Self-regulated Learning Module 11 GOAL OF BRAIN/SCIENTIFIC RESEARCH: Link the self to the physical wiring and physiological functioning of the brain.  He proposed ELIMINATIVE MATERIALISM-developing a new vocabulary and conceptual framework that is grounded in neuroscience. K). MERLEAU-PONTY Brief Background and Significant Events  French philosopher who was influenced by Husserl  He worked in the Army as an officer and was eventually appointed as a Philosophy professor at University of Lyon Definition of the SELF: “The self is embodied subjectivity”  “I live in my body”- entity that can never be objectified or known in a completely objective sort of way. (Ponty is a phenomenologist in this aspect).  The living body is a natural synthesis of mind and biology and separating them would be nonsensical and artificial.  Everything that we are aware of is contained within our own consciousness. Consciousness is a dynamic form responsible for actively structuring our conscious ideas and physical behavior.  For him, perception was the source of knowledge and has to be studied before the conventional sciences. Sources: Henley, T.B. (2017). Hergenhahn’s an introduction to the history of psychology. Retrieved from https://books.google.com Shultz & Shultz (2017). A history of modern psychology 10th edition. Wadsworth Cengage Learning. FORMATIVE ASSESSMENT 1. Draw a concept map about the different philosophical perspectives. 2. You may check the links below to learn more about the philosophers.  https://youtu.be/CyIKayNXTPY  https://youtu.be/VDiyQub6vpw  https://youtu.be/hBAxUBeVfsk  https://youtu.be/CAjWUrwvxs4  https://youtu.be/eqTLbt1JRHw  https://youtu.be/2880HINZv2s  https://youtu.be/rkCTo670lVU A Self-regulated Learning Module 12  https://youtu.be/Gfrrl8_U1Ac  https://youtu.be/V7J8tXHj0C8  https://youtu.be/su9K5cwt8Dw  https://youtu.be/JPpZwmKe4u4 PERFORMANCE TASK 1. Create a VENN Diagram of the different philosophers to visually represent the similarities and differences among the philosophers. Encode your work. VENN DIAGRAM RUBRIC Strong Grasp Progressing Not in Evidence Text support of All statements are Most statements are Few or none of the comparison supported by the text. supported by the text. statements are statements (10 points) (7 points) supported by the text. (5 points) Placement of All statements noting Most statements are Few statements are statements within similarities are placed placed in the correct placed in the correct in the center circle circle, but student circle. the Venn diagram and all statements mixed up a few (5 points) that note differences statements. are placed in the (7 points) correct outer circle. (10 points) Number of quality Student is able to Student is able to Student makes two or statements make five or more make 3–4 comparison fewer comparison comparison statements in each statements in each statements in each circle. circle. circle. (7 points) (5 points) (10 points) 2. Q and A activity (alternative) 10 points 1. Using the different philosophical views, how would you like to define yourself? Why? A Self-regulated Learning Module 13 UNIT 1: THE SELF FROM THE VARIOUS PERSPECTIVES SOURCE: https://libraryguides.mdc.edu/sociology Lesson 2: SOCIOLOGY Learning Objectives: At the end of the lesson, the student should be able to: 1. Discuss the different representations and conceptualizations of the self from the sociological perspective. 2. Examine the different environmental and social factors that shape the self. Sociological Perspective THE SELF AS A PRODUCT OF MODERN SOCIETY AMONG OTHER CONSTRUCTIONS: LET’S REFLECT: 1. How does society influence you? 2. How do you affect the society? 3. Who are you as a person in the community?  SOCIOLOGY is the study of formed norms, beliefs, and values that come to exist within the person to a degree where these become natural and normal, thus, developing the person’s identity (Elwell, 2003). - is the study of social life, social change, and the social causes and consequences of human behavior.  MODERNIZATION has significantly changed society and this has affected how individual builds and develops his/her “identity”. - PREMODERN SOCIETY- centered on survival, people behaved according to social rules and traditions - MODERNIZATION- has improved people’s living conditions; a person in the modern society is free to choose where to live, what to do, and who to be with. In modern societies, individualism is dominant and developing one’s self- identity is central. - MODERNIZATION is also called the destruction of the traditional way of life “delocalized” the self (Mannheim, 1950). The self is dislocated and deracinated from its traditional attachment to the community. A Self-regulated Learning Module 14 DELOCALIZATION- the self is released from time- honored traditions and communal attachments and faces infinites possibilities (i.e. free to seek its own identity). Note: The self as a product of modern society is free to seek its own identity and free from customary constraints. KEY CHARACTERISTICS OF MODERNITY: 1. Industrialism- the social relations implied in the extensive use of material power and machinery in all processes of production. (ex. people are more and more dependent on machines) 2. Capitalism- a production system involving both competitive product markets and the commodification of labor power. 3. Institutions of surveillance- the massive increase of power and reach by institutions, especially in government. 4. Dynamism- the most evident characteristic of modern society. Dynamism is characterized as having vigorous activity and progress. In modern society, it is a society that is full of possibilities, everything is subject to change. (Ex. Liquid Society- nothing is permanent; living in times of uncertainty!) WHAT IS A SOCIAL GROUP?  This is described as having two or more people interacting with one another, sharing similar characteristics, and whose members identify themselves as part of the group. (ex. family, barkada, classmates) TWO TYPES OF SOCIAL GROUP: A. ORGANIC GROUPS- it is naturally occurring, and it is highly influenced by your family. This is usually formed in traditional societies. You joined these groups because your family is also a part of it (organic motivation). B. RATIONAL GROUPS- it occurs in modern societies. Modern societies are made up of different people coming from different places. Rational groups are formed as a matter of shared self-interests; people join these groups out of their own free will (rational motivation) WHAT IS A SOCIAL NETWORK? A Self-regulated Learning Module 15 - refers to the ties or connections that link you to your social group. (ex. The connection you have with your family is your blood relation, the connection you have with your barkada is your friendship) The SOCIAL SELF according to George Herbert Mead:  Mead was a sociologist from the late 1800s. He is well known for his “theory of the Social Self”  Mead’s work focused on how the “self” is developed. His theory is based on the perspective that the self is a product of social interactions and internalizing the external (i.e., other people’s) views along with one’s personal view about oneself.  Mead believed the “self” is not present at birth; rather it developed over time through social experiences and activities. Developing the SELF: Mead developed a concept that proposed different stages of self-development. These stages are: Language- through shared understanding of symbols, gestures and sound, language gives the individual the capacity to express himself or herself while at the same time comprehending what other people are conveying. Language sets the stage for self- development. Play- at this level, individuals role-play or assume the perspective of others. Role-playing enables the person to internalize some other people’s perspectives. Game- is the level where the individual not only internalize the other people’s perspectives, he/she is also able to take into account societal rules and adheres to it. According to Mead, the self is developed by understanding the rule, and one must abide by it to win the game or be successful at an activity. TWO SIDES OF SELF: “I” and “Me”:  The “I” and “Me” have a didactic relationship, which is like a system of checks and balance.  “Me” is the product of what the person has learned while interacting with others and with the environment. Learned behaviors, attitudes and expectations comprises the “me”. The ‘me’ exercises control over the self, it sees to it that rules are not broken. - The “I” is that part of the self that is unsocialized and spontaneous. It is the individual’s response to the community’s attitude toward the person. The ‘I’ presents impulses and drives. A Self-regulated Learning Module 16 - The ‘I’ enables the person to express individualism and creativity and it does not blindly follow rules. BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY: - the ecological theory focuses on the impact that environment plays on the growth and development of an individual. The MICROSYSTEM - The microsystem refers to the environment in which an individual lives. This system includes family members, peers, religious communities, neighborhoods and others whom the individual has regular interaction and direct contact with. The MESOSYSTEM - The mesosystem is described as the interactions between the microsystems. The mesosystem could include experiences at home related to experiences at school, or experiences at school related to experiences at church. The EXOSYSTEM - The exosystem is a system in which the individual plays no role in the construction of experiences, but these experiences have a direct impact on the microsystems the individual is part of. An example of an exosystem could include a husband being laid off and this lack of employment having a direct impact on the family's financial state that could affect their day-to-day lifestyle and the stress level in the home. The MACROSYSTEM - The macrosystem is influenced greatly by the culture and society in which a person lives. The belief systems and ideology of the individual's culture influence the person directly, however, the individual does not necessarily have as much freedom in determining his or her surroundings The CHRONOSYSTEM - The chronosystem reflects the cumulative experiences a person has over the course of their lifetime. These experiences include environmental events, as well as major transitions in life. Some notable transitions include divorce, marriage or the birth of a baby. These transitions are major experiences in an individual's lifetime. source: www.frontpagenews.us A Self-regulated Learning Module 17 Sources: Santrock, John W. (2011). Life-span development. 13th ed. New York: McGraw-Hill. Shultz & Shultz. (2011). A History of Modern Psychology https://www.britannica.com/biography/George-Herbert-Mead http://www.sociologygroup.com/george-herbert-mead-biography-theories/ A Self-regulated Learning Module 18 LET US REFLECT: How is the self influenced by society? How is behavior shaped by various groups? SOURCE: google sites ACTIVITY: List down the different environments from the theory of Bronfenbrenner (microsystem, mesosystem, exosystem, macrosystem) and explain how did they affect/influence your development. SHORT ANSWER RUBRICS: Grading Factors: 1. Completeness (5 points)  Does your response directly answer each part of the given question(s)? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point 2. Knowledge (5 points)  Does your response clearly show you have read and understand the lesson content by correctly defining key terms, key persons and summarizing concepts?  Have you made inferences based on this knowledge to personal or modern-day applications? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 points 3. Analysis (5 points)  Have you clearly state analysis and give examples to back them up?  Does your response provide analysis to the larger concepts of the lesson? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point A Self-regulated Learning Module 19 4. Writing Skills (5 points)  Do you write clearly, in complete sentences, with minimal errors in grammar and spelling? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point SUMMATIVE ASSESSMENT: Quiz A Self-regulated Learning Module 20 UNIT 1: THE SELF FROM THE VARIOUS PERSPECTIVES Source:amnh.org Lesson 3: ANTHROPOLOGY Learning Outcomes: At the end of the lesson, the student should be able to: 1. Discuss the different representations and conceptualizations of the self from the anthropological perspectives. 2. Examine how culture influences an individual in shaping one’s self. THE SELF EMBEDDED IN CULTURE  Cultural anthropologists have argued that the self is culturally shaped and infinitely variable (e.g. cultural traditions and social practices regulate, express and transform the human psyche resulting less in psychic unity for humankind). TWO WAYS OF HOW THE SELF IS CONSTRUCTED 1.INDEPENDENT CONSTRUCTS- the characteristic of individualistic culture such as North America. Individualistic culture represents the self as separate, distinct, with emphasis on internal attributes, skills and values. 2.INTERDEPENDENT CONSTRUCT- it is typical of the collectivist culture in East Asia which stresses the essential connection between the individual to other people (ex. strong family ties). Developmental psychologist Catherine Raeff (2010), believed that culture can influence how you view: relationships, personality traits, achievement, and expressing emotions. Relationship- may be seen as voluntary or duty based; Eastern societies practice arranged marriage while Western societies are free to choose whom they will marry A Self-regulated Learning Module 21 Personality traits- culture influences whether (and how) you value traits, like humility, self-esteem and the like. Achievement- Culture influences how you define success and whether you value certain types of individual and group achievements Expressing Emotion- Culture influences what will affect you emotionally, as well as how you express yourself (example: Showing your feelings in public or keeping it private). TWO BASIC COMPONENTS OF CULTURE Nonmaterial culture- includes the values, beliefs, symbols, and language that define a society. Material culture- includes all the society’s physical objects, such as its tools and technology, clothing, eating utensils, and means of transportation. THE ELEMENTS OF CULTURE 1. Symbols - Every culture is filled with symbols, or things that stand for something else and that often evoke various reactions and emotions. Some symbols are actually types of nonverbal communication (gestures and movements), while other symbols are in fact material objects. 2. Language - The most important set of symbols is language. It is crucial to communication and thus to any society’s culture. 3. Norms - Cultures differ widely in their norms, or standards and expectations for behaving. Norms are often divided into two types: formal norms and informal norms. - Formal norms, also called mores (MOOR-ayz) and laws, refer to the standards of behavior considered the most important in any society. - Informal norms, also called folkways and customs, refer to standards of behavior that are considered less important but still influence how we behave. 4. Rituals - Different cultures also have different rituals, or established procedures and ceremonies that often mark transitions in the life course. As such, rituals both reflect and transmit a culture’s norms and other elements from one generation to the next. 5. Values - Values are another important element of culture and involve judgments of what is good or bad and desirable or undesirable. A culture’s values shape its norms. 6. Artifacts - The last element of culture is the artifacts, or material objects, that constitute a society’s material culture. Sources: A Self-regulated Learning Module 22 Quinatocan-Pestaňo, A.E. & Almerez-Wong, M. (2018). Understanding the self. Cebu: University of San Jose Recoletos. University of Minnesota Libraries Publishing (2010). Elements of culture. From https://open.lib.umn.edu/sociology/chapter/3-2-the-elements-of-culture/ Villafuerte, S.L., Quillope, A.F., Tunac, R.C., & Borja, E.I. (2018) Understanding the self. Quezon City: NIEME Publishing House, Co. LTD. WATCH THE FOLLOWING VIDEOS TO UNDERSTAND MORE ABOUT CULTURE AND ITS ELEMENTS! Norms/values: https://youtu.be/BjN7Sp-DwQ4 Rituals: https://youtu.be/feJ7Wj0yYVw Major Elements of Culture: https://youtu.be/jt2tikGSu98 How Culture Drives Behavior: https://youtu.be/l-Yy6poJ2zs Source: google sites ACTIVITY: Answer the following questions briefly. 1. How does the element of culture shape your behavior? 2. Choose at least 3 elements and explain how these elements influenced yourself. 3. Encode your work and submit on the given platform 4. Offline students may write their answers and follow the given submission schedule SHORT ANSWER RUBRICS: Grading Factors: 1. Completeness (5 points)  Does your response directly answer each part of the given question(s)? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point 2. Knowledge (5 points)  Does your response clearly show you have read and understand the lesson content by correctly defining key terms, key persons and summarizing concepts?  Have you made inferences based on this knowledge to personal or modern-day applications? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1point A Self-regulated Learning Module 23 3. Analysis (5 points)  Have you clearly state analysis and give examples to back them up?  Does your response provide analysis to the larger concepts of the lesson? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point 4. Writing Skills (5 points)  Do you write clearly, in complete sentences, with minimal errors in grammar and spelling? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point GROUP/ INDIVIDUAL PERFORMANCE TASK: Create an infographic about the different elements of culture. You may search for additional information that you can add on your output. Note: Applicable to both online and offline students Rubric for Infographic Criteria Weight Exceptional Admirable Marginal Unacceptable Content 20 pts.  Appropriate  Most details  Few details  No details to details support support main support main support main main idea idea idea idea  Accurate and  Accurate  Lacking  Information is detailed information for accurate not accurate information almost all information  Information  information subject matter   Inadequate does not adequately Information is information is not support the supports mostly clearly supportive visual’s purpose purpose of visual adequate and of visual’s supportive of purpose visual’s purpose 20 points 15 pts. 12 pts. 7 pts. Focus 10 pts.  Topic and title  Topic and title  Topic and title  Topic and title clear and easily are mostly clear difficult to identify are not clearly identified and easily  Main idea not identified  Main idea is identified clearly stated  No main idea clearly  Main idea is  Few illustrations  Illustrations do appropriate to appropriate to complement not topic topic purpose of visual complement  All illustrations  Most purpose of visual complement illustrations purpose of visual complement purpose of visual 10 points 8 points 5 points 3 points A Self-regulated Learning Module 24 Visual 20 pts.  Outstanding  Adequate use  Inappropriate  Little attempt Appeal use of color, of color, design, use of color, to use color, design, and and space design, and design and space  Design is space space  Original and adequate  Design lacks appropriately  creative design  Overall design creativity Design is dull  Overall design is mostly  Lack of  Project has is pleasing and pleasing and harmonious sloppy harmonious harmonious design in appearance 20 points 15 points presentation 12 points 7 points TOTAL: SPECIAL TOPIC: Self as a Representation (Concepts of Beauty Across Countries and Culture) LET US REFLECT AND ANALYZE THE FOLLOWING QUESTIONS: 1. What is beauty perception? 2. What is society’s definition of beauty? 3. What influences our perception of beauty? Source:medium.com ACTIVITY: You have to search for the following information and prepare your 3-5 minutes presentation in the class. 1. What are the famous concept of beauty across countries and culture? (divide the task per continent) 2. Who are the most beautiful people in the world (survey/fact based, include their biography)? Note: Offline students may submit a copy of voice file/video file to the email address of the teacher, follow the schedule of submission instructed by your teacher. RUBRIC FOR ORAL PRESENTATION: Excellent: 15 points  Specific information is given to support the conclusions that are drawn and described.  The delivery is engaging and sentence structure is consistently correct.  There is strong evidence of preparation, organization, and enthusiasm for the topic.  The visual aid is used to make the presentation more effective. Very Good: 10 points  The student described the question studied and provides reasons for its importance. A Self-regulated Learning Module 25  An adequate amount of information is given to support the conclusions that are drawn and described.  The delivery and sentence structure are generally correct.  There is evidence of preparation, organization, and enthusiasm for the topic. The visual aid is mentioned and used. Good: 8 points  The delivery and sentence structure are generally correct.  There is some indication of preparation and organization.  The visual aid is mentioned. Limited: 5 points  The delivery and sentence structure is understandable, but with some errors.  Evidence of preparation and organization is lacking.  The visual aid may or may not be mentioned. Poor: 3 points  The student makes a presentation without stating the question or its importance.  The topic is unclear and no adequate conclusions are stated.  The delivery is difficult to follow.  There is no indication of preparation or organization A Self-regulated Learning Module 26 UNIT 1: THE SELF FROM THE VARIOUS PERSPECTIVES Source: miuc.org Lesson 4: PSYCHOLOGICAL PERSPECTIVE Learning Outcomes: At the end of the lesson, the student should be able to: 1. Discuss the different representations and conceptualizations of the self from the psychological perspectives. 2.Examine the different psychological factors that can influence one’s identity. A.THE SELF AS COGNITIVE CONSTRUCTION: PSYCHOLOGY- is the scientific study of how people behave, think and feel. - Some of the focus of psychology are: how the brain works, how the memory is organized, how people interact with groups, and how children learn about the world. JEAN PIAGET- he was a Swiss clinical psychologist and he pioneered the “theory of cognitive development”. COGNITIVE DEVELOPMENT is a progressive reorganization of mental processes resulting from biological maturation and environmental experience. THREE BASIC COMPONENTS OF PIAGET’S COGNITIVE THEORY Schema- the building blocks of knowledge. Schemas are mental organizations that individuals use to understand their environments and designate action. Adaptation-it involves the child’s learning process to meet situational demands. TWO PROCESSES OF ADAPTATION Assimilation-the application of previous concepts to new concepts. Accommodation- happens when people encounter new information or when existing ideas are challenged. A Self-regulated Learning Module 27 Stages of cognitive development- they reflect the increasing sophistication of the child’s thought process.  SENSORIMOTOR(0-2 yrs old)- the child learns by doing: looking,sucking, touching. Object Permanence emerges.  PREOPERATIONAL(2-7 yrs old)- the child uses language and symbols.  CONCRETE OPERATIONS (7-11 yrs old)- the child demonstrate conservation, reversibility, serial ordering , understanding of cause and effect.  FORMAL OPERATIONS(12+ )- the individual demonstrate abstract thinking (ex. Ability to understand hypothetical situations). B.HARTER’S SELF DEVELOPMENT CONCEPT Dr.Susan Harter (1999) detailed the emergence of self-concept. The development of self-concept according to Harter is as follows: EARLY CHILDHOOD- the child describes the “self” in terms of concrete, observational characteristics, such as physical attributes (ex. I am pretty/ugly/strong), material possessions (ex. I have lots of toys). MIDDLE TO LATER CHILDHOOD- the self is described in terms of trait like constructs(e.g. smart, honest, friendly, smart). ADOLESCENCE- this is the emergence of more abstract self- definitions, such as inner thoughts, emotions, attitudes, and motives. EMERGING ADULTS- the marked characteristics of “self” for emerging adults is having a vision of a “possible self”; the “age of possibilities”. C. WILLIAM JAMES AND THE ME-SELF; I-SELF William James is “the father of American psychology”. According to James, the ‘self’ has two elements: 1. I-SELF- it is the pure ego, it is the subjective self, It is the “self” that is aware of its own actions. FOUR FEATURES:  A sense of being the agent or initiator of behavior- I believe my actions have an impact  A sense of being unique  A sense of continuity- I am the same person from day to day A Self-regulated Learning Module 28  A sense of awareness about being aware- I understand what is going on in me and around me. 2. ME-SELF- it is the self that you can describe such as your physical characteristics, personalities, social role, or relationships, thoughts, feelings The dimensions of the me-self include: Material- physical appearance and extensions of it such as clothing, immediate family, and home; Social- social skills and significant interpersonal relationships; and Spiritual- personality, character, defining values. D. CARL ROGERS-PERSONALITY DEVELOPMENT AND THE SELF CONCEPT Carl Rogers was an American psychologist and among the founders of Humanistic Psychology- this approach highlighted the individual’s innate drive toward self- actualization and the process of realizing and expressing one’s own capabilities and creativity. Rogers divided the self into two categories: the ideal self and the real self. The IDEAL SELF is the person you would like yourself to be; the concept of the “best me” who is worthy of admiration. The REAL SELF is the person you actually are, it is how you behave right at the moment The importance of alignment: According to Rogers, “ If the way that I am (the real self) is aligned with the way that I want to be (the ideal self), then I will feel a sense of mental being or peace of mind. When your REAL SELF and IDEAL SELF are very similar you experience CONGRUENCE. When there is a great inconsistency between your IDEAL and REAL SELVES, then you experience INCONGRUENCE. According to Allport, a “trait” is your essential characteristic that never, ever changes and sticks with you all your life. E. ERIC BERNE-THE EGO STATES Psychiatrist Eric Berne develop his transactional analysis model as a basis of understanding behavior. Transactional analysis is anchored on two notions: 1. Every person has three parts called “ego states” in his/her personality. 2. People communicate with one another assuming roles of any of the ego states. A Self-regulated Learning Module 29 TYPES OF EGO STATES:  THE PARENT EGO STATE- is the voice of authority, it could be comforting voice or a “ controlling/critical parent” voice that tells what you should or you should not do.  THE ADULT EGO STATE- is the rational person, it is the voice that speaks reasonably and knows how to assert herself/himself.  THE CHILD EGO STATES o THE NATURAL CHILD- who loves to play but is sensitive and vulnerable o THE LITTLE PROFESSOR- the curious child who wants to try everything. o THE ADAPTIVE CHILD- the one who reacts to the world, he/she could be trying to fit in or is rebelling against authority. Sources: Quinatocan-Pestaňo, A.E. & Almerez-Wong, M. (2018). Understanding the self. Cebu: University of San Jose Recoletos. Villafuerte, S.L. (2018). Understanding the self. Nieme publishing house co, ltd. A Self-regulated Learning Module 30 Source: iResearchnet EXAMPLE OF IDENTITY CHART RUBRIC FOR DRAWING Drawing Assessment Composition  Understanding and Application of Principles of Art  Composition has emphasis, eye pathway, overlapping, placement, relative size.  Creative and surprising interpretation Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point Drawing Skills  Outstanding Craftsmanship  Attention to control, adaptation and understanding of the medium/media  Attention to light pressure and layering of the pencil/graphite Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point Creativity  Highly unique, original and shows a complex understanding of how to solve the problem.  Shows multiplicity of ideas and has used all prompts  Makes connections between shapes Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point A Self-regulated Learning Module 31 Click this link and take the ROSENBERG SELF-ESTEEM SCALE: https://openpsychometrics.org/tests/RSE.php print/save the result of your test. Note: Offline students may receive a hardcopy of the ROSENBERG Self-Esteem Scale A Self-regulated Learning Module 32 UNIT 1: THE SELF FROM THE VARIOUS PERSPECTIVES Source:findwritingservice.com Lesson 5: The Self in Western and Oriental/Eastern Thought Learning Outcomes: At the end of the lesson, the student should be able to: 1. Discuss the eastern and western concept of self. 2.Compare and contrast how the self has been represented by the western and eastern perspectives. A. WESTERN CONCEPT OF THE SELF  Ancient Philosophers see humans as the bearers of irreplaceable values.  Thomas Aquinas believed that the body constitute individuality.  The individual was the focus of Renaissance thought, for example Rene Descartes’ famous “I think, Therefore I am”. This is the epitome of the Western idea of the self.  The western tradition is acknowledged to be “imbued with a style of thinking based on dichotomy and binary opposition”.  Frank Johnson (1985) outlined four categories on how the term ‘self’ is used in contemporary western discussion. 1. Analytical- the tendency to see reality as an aggregate of parts. The ‘self’ is an observer separate and distinct from external objects. 2. Monotheistic- the tendency toward unitary explanation of phenomena and a closed-system view of ‘self’ as modelled after a unitary, omnipotent power (“Man was created by God, in his image”) 3. Individualistic- A quality of western thinking where self-expression and self- actualization are important ways of establishing who one is. A Self-regulated Learning Module 33 4. Materialistic/Rationalistic – western thinking tends to discredit explanations that do not use analytical-deductive modes of thinking (Goldin, 2000). B.EASTERN SELF CONCEPT  The earliest religious writing s in the East are the Vedas. It formed the Hindu philosophy and dharma (the principle of cosmic order).  The chants and hymns in the Vedas illustrate the eastern mind set of a nondual universe but rather a creation that is completely unified with the creator, with no distinction.  According to this sacred Hindu texts, the true nature of humans is described as “Brahman” which is the divine universal consciousness encompassing the universe. The “Brahman” is the Self that is all within us. Thus, the main points of Hinduism is “change your perception of the world to perceive the Brahman in oneself and others”.  Buddhism is composed of the teaching of Buddha. In Buddhist traditions, the ‘self’ is not an entity, a substance, or essence. Rather, the ‘self’ is a dynamic process. It is interdependent and ever changing. - The doctrine called anatta which is defined as “no-self or no-soul”. Anatta is a concept that the sense of being a permanent, autonomous ‘self’ is an illusion. It is the teaching that there is no eternal, unchanging ‘self/soul’ inhabiting our bodies or living our lives.  In Confucianism, the quest for the ‘self’ in terms of substance of spirit, of body, or of essence does not exist (The qualities that forms a person’s character are not something that exist inherently, it is something that is formed through upbringing and the environment). - Confucian philosophy presented the idea that every person is born with four beginnings. These are: 1. Heart of compassion that leads to Jen; 2. Heart of righteousness that leads to Yi; 3. Heart of propriety that leads to Li; and 4. Heart of wisdom that leads to Chih - Jen means goodwill, sympathy towards others, politeness and generosity. Yi means rightness and the respect of duty (you must respect your position as a guardian toward nature and humanity). Li means having the right to practice propriety in all that you do. The Chih means wisdom; this wisdom is expressed by putting jen, yi and li into practice. A Self-regulated Learning Module 34 - Personality (in the Confucian perception) is an achieved state of moral excellence rather than a given human condition. The Confucian concept of self is embedded within the family and society, and it is only in that context that the self comes to be what it is.  TAOISM rejects a hierarchical view of the self, society or cosmos. Unlike Confucianism, Taosim does not regard the ‘self’ as an extension of social relationship. Rather, the ‘self’ is but one of the countless manifestation of the Tao. It is an extension of the cosmos (or the universe seen as a well-ordered whole). According to Chuang-tzu, “The perfect man has no self; the spiritual man has no achievement; the true sage has no name.” The ideal is SELFLESSNESS.  The Arabic word for the word ‘self’ is Nafs written in the Holy Qu’ran. It pertains to the psyche (the totality of the conscious and unconscious human mind) or the soul. - The Qu’ran does not ascribe any property of goodness or evil to the ‘nafs/self’. Instead, the ‘nafs’ is something which has to be nurtured and self- regulated so that it can progress into becoming “good” through its thoughts and actions. - The “self” in Islamic tradition is used both in the individualistic and collectivistic sense. A. COLLECTIVISM - Collectivism refers to the extent that we value our duty to groups which we belong, and to group harmony. - Highly collectivist people define themselves by their group membership and value harmonious relationship within those groups. B. INDIVIDUALISM - Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self- sufficiency, control over their lives, and appreciation of their unique qualities that distinguish them from others. THE TWO DOMINANT SELF-CONCEPTS ARE:  Individualistic Self  Collective Self A Self-regulated Learning Module 35 INDIVIDUALISTIC SELF- individualistic cultures emphasize the moral worth of the individual. Individualists encourage asserting one’s goals and desires. Individualistic culture are oriented around the individual (a person should be independent instead of having the mentality of identifying with a group). COLLECTIVE SELF- A study conducted by Patricia Licuanan, a Filipino psychologist and educator determined that one of the strengths of the Filipino character is our deep love and concern for the family. To the Filipino, one’s family is the source of personal identity, the source of emotional and material support. - People in collectivistic culture emphasize the interdependence and harmonious relatedness with one another. Sources: Quinatocan-Pestaňo, A.E. & Almerez-Wong, M. (2018). Understanding the self. Cebu: University of San Jose Recoletos. Salvacion L. villafuerte (2018). Understanding the self. Nieme publishing house co, ltd. Villafuerte, S.L., Quillope, A.F., Tunac, R.C., & Borja, E.I. (2018) Understanding the self. Quezon City: NIEME Publishing House, Co. LTD. CLICK THE LINK BELOW TO UNDERSTAND MORE ABOUT THE EASTERN AND WESTERN CULTURE. Me or We? https://youtu.be/78haKZhEqcg Eastern Philosophy vs. Western Philosophy https://youtu.be/Eu3oIVuvbJg Do ASIANS think differently? https://youtu.be/aEd7msMYLgU Note: Additional articles on Eastern and Western culture will be given to offline students for their extra readings. A Self-regulated Learning Module 36 BROWSE THE IMAGES THAT REPRESENT THE DIFFERENT RELIGION: Which among these images represent the eastern and western culture? source: www.canva.com A Self-regulated Learning Module 37 SHORT ANSWER RUBRICS: Grading Factors: 1. Completeness (5 points)  Does your response directly answer each part of the given question(s)? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point 2. Knowledge (5 points)  Does your response clearly show you have read and understand the lesson content by correctly defining key terms, key persons and summarizing concepts?  Have you made inferences based on this knowledge to personal or modern-day applications? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 points A Self-regulated Learning Module 38 3. Analysis (5 points)  Have you clearly state analysis and give examples to back them up?  Does your response provide analysis to the larger concepts of the lesson? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point 4. Writing Skills (5 points)  Do you write clearly, in complete sentences, with minimal errors in grammar and spelling? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point A Self-regulated Learning Module 39 UNIT 2: UNPACKING THE SELF Lesson 1: The Physical Self Learning Outcomes: At the end of the lesson, the student should be able to: 1. Explore the physical development of self. 2. Identify the different factors that impact the development of self. The Physical Self  Is the tangible aspect of the person which can be directly observed and examined (Singh, 2009)  Physical development on the other hand refers to the quantitative biological changes that underlie psychological development as well. Quantitative development encompasses  Refers to the – the physical structure and material substances of the human being  Physical development rapidly happens when fertilization has occurred. Prenatal development is divided into three stages: germinal stage, embryonic stage, and the fetal stage Prenatal Stages 1. Germinal Stage  begins when the ovum is penetrated by a sperm in the fallopian tube and begins its journey, as a zygote (the single-celled organism formed from the union of the egg and sperm)  the zygote travels down to the uterus where it gets implanted, happens during the 1 st two weeks together with the formation of the placenta (the sac which envelopes the developing baby allows nutrients, oxygen, and waste materials to pass from the mother to baby via the umbilical cord) 2. Embryonic Stage  occurs during the 2nd-8th week of pregnancy and the developing cell is now called and embryo  major organs and body systems begin to develop: respiratory, digestive, and nervous system  this is a critical stage in prenatal development because teratogens can harm the developing embryo  teratogens are external agents such as radiation and drugs which can harm the embryo A Self-regulated Learning Module 40 List of Major Known Teratogens source: www. columbia.edu 3. Fetal Stage  covers the 9th week to the 38th week of pregnancy  end of 12th week all the are already formed and in proportion to the fetus, though some organ systems are still not fully functional  12th week: increased activity in the womb such a slight kicking and fluttering of the infant known as quickening A Self-regulated Learning Module 41  Vision is the last to develop during this stage. On the average, babies acquire full sense of sight around six months after birth source: Moore& Persaud, 1998 Risk Factors During Pregnancy a. Mother’s Age  More than enough studies have revealed that the age of a mother impacts on an infant’s well-being during pregnancy  Too young and the mother is most likely to have a difficult birth because the bodies of teenagers are still not mature enough to nurture an infant.  Too old and the mother is most likely to suffer from prenatal complications such gestational diabetes and pregnancy induced hypertension  Pregnancy during adolescence and after 35 increases significantly the risk of atypical prenatal development, and both younger and older women are more likely to give birth prematurely.  The risk of having a child with Down’s Syndrome increases with maternal age b. Fetal Malnutrition  a diet of 2,700 to 3,000 calories a day that contains adequate amounts of vitamins and minerals to ensure the development of a healthy child (Fifer, 2005)  fetal malnourishment produces infants who are often lethargic, have aversive cries, and are slow to develop A Self-regulated Learning Module 42 c. Maternal stress Stress decreases nutrients and oxygen going to the placenta and results in premature birth and low birth-weight Maternal stress prevents nutrients to pass from the baby to the mother. The mother’s weakened immune system and hormonal fluctuations makes the fetus vulnerable as well. d. Environmental Risk Factors  Birth defects occur in 3% to 5% of all newborns, and about 10% of those are caused by teratogens (Fifer, 2005), substances that come into contact with the fetus through the mother that interfere with typical development  Potential results of exposure to teratogens: Miscarriage, Low infant birth weight, Premature birth, Physical malformations (internal: for example, brain; and external, for example, limbs) Damage to visual and/or audition systems, Delay or damage of physical development (for example, slow growth), Delay or damage of cognitive development (for example, mental retardation) Higher vulnerability of regulatory systems (for example, attention, arousal level, mood) Genes the basic biochemical units of heredity. Genes are reproduced and passed along from parents to their children. Chromosomes are threadlike structures found in every cell of your body, except in red blood cells. All chromosomes contain strands of the molecule deoxyribonucleic acid, or DNA. Changes Occurring During Physical Development a. Changes in the Brain and Body Size  not all parts of the body grow at the same rate  Height: sharp increase during infancy and adolescence  Brain and Head: rapid growth during the prenatal period until the preschool years  Reproductive organs: no change during childhood, but rapid changes happened again during puberty b. Skeletal and Dental Changes the skeleton starts out as soft cartilage which eventually undergoes ossification (bone tissue formation) skeletal development reaches a maximum usually in late adolescence or early adulthood Gaps between bones get smaller as children age. The disappearance of growth plates signals the end of skeletal development A Self-regulated Learning Module 43 another reliable measure of physical age: from 7 months onwards, primary teeth appear; 6th year: secondary teeth appear, complete loss of primary teeth happens until the 12th year c. Changes in Proportion  Cephalocaudal development begins during the prenatal stage, in humans, large brains relative to body size must continually develop to promote survival  Proximodistal development is focused toward the center of the body (from the chest to arms and legs) source: Bjorklund & Blasi, 2012 Psychological Consequences of Physical Growth During Adolescence a. Changes in Body Image Definition: it refers to one’s mental picture of one’s physical body as well as one’s attitude towards the physical body Body image is influenced by culture, media, and interactions with family members Each culture develops social ideals or standards in relation to body image and these often have a profound impact on an adolescent Looking good and being beautiful is simply not limited by physical looks but also inherent personal characteristics Some cultural standards of beauty: Ex. USA – emphasizes thinness as the idea body image for women French – take pride in their fashion style of having well-made, well- tailored attire Japan – being told that one has a small face (kogo) is considered as high praise among women England – (during the Renaissance), women believed in having large pupils, thus they squeezed Belladonna extract into their eyes to increase pupil dilation Africa – women are forcibly fed so that they gain weight, the bigger the body, the more beautiful the Woman Modelling industry – “size 0” among models was initially the most ideal A Self-regulated Learning Module 44 body image b. Some findings Body image dissatisfaction is correlated with eating disorders (Furnham, Badmin @ Sneade, 2002 as cited by Pestano & Wong, 2018) such Anorexia (characterized by self- induced weight loss) and Bulimia (eating excessively and then forcing oneself to vomit) Filipino youth have a healthy body image (YAFS, 2014) If you are female, babies will gaze longer (Slater et al., 1998) Smell is an important part of the attraction to certain women. (Karremans, 2010 a cited by Bergner, 2010). In a similar research by National Geographic, women were asked to smell the sweaty shirt of males and were asked to indicate which scent they were most attracted to. c. A healthy body image starts with  an awareness about the good things about one’s body  acceptance that bodies come in different shapes and sizes  feeling good about the body by engaging in a healthy lifestyle: exercise, balanced diet, enough sleep, and maintaining a positive attitude towards the body Sources: Alata, E.J.P., Caslib, B.N.Jr.; Serafica, J.P.J. & Pawilen, R.A. (2018) Understanding the self. (1st ed.). Manila: Rex Publishing Company. Bjorklund & Blasi, (2012). Child and adolescent development: An integrated approach. USA: Cengage Wadworth Learning. Hegelson, V.S. (2012). The psychology of gender. (4th ed.). USA: Pearson Education, Inc. Hogg, M.A & Vaughan, G.M. (2010). Essentials of social psychology. England: Pearson Education Limited Medical News Today. (2019). Sexually transmitted diseases. Retrieved October 2, 2018 from www.medicalnewstoday.com. Quinatocan-Pestaňo, A.E. & Almerez-Wong, M. (2018). Understanding the self. Cebu: University of San Jose Recoletos. Singh, S. (2008). The concept of physical self in psychology. Retrieved September 19, 2018 from https://www.all-about-psychology.com/ Sternberg, R. Duplex theory of love: Triangular theory of love and theory of love as a story. Retrieved September 24, 2018 from http://www.robertjsternberg.com/love/ UB Psychology Department. General psychology manual. (2014 ed). Baguio City: University of Baguio. Villafuerte, S.L., Quillope, A.F., Tunac, R.C., & Borja, E.I. (2018) Understanding the self. Quezon City: NIEME Publishing House, Co. LTD. Vinluan, M. (2012). Adolescent and youth health program. Retrieved October 1, 2018 from www.ncpdc.gov.ph. WATCH THE FOLLOWING VIDEOS TO LEARN MORE ABOUT GENETIC DISORDERS! GENETICS: https://youtu.be/tnqO-mqfg8w CHROMOSOMAL DISORDERS: https://youtu.be/V49g3Vj9RS8 A Self-regulated Learning Module 45 TURNER SYNDROME: https://youtu.be/fdG_Fi0YE2s KLINEFELTER SYNDROME: https://youtu.be/4_8nmveyl1A ACTIVITY: Body mapping on the physical and sexual changes happening to an individual. INSTRUCTION: Identify and list down the physical and sexual changes that may happen to an individual when they reach PUBERTY. Note: Online students may print the body mapping and list down the physical and sexual changes that are applicable. A Self-regulated Learning Module 46 UNIT 2: UNPACKING THE SELF Lesson 2: The Sexual Self Learning Outcomes: At the end of the lesson, the student should be able to: source: www.canva.com 1. Discuss the physical and sexual changes of a person and other factors that influences growth and development. 2. examine how sexuality influences a person in shaping his/her identity. 3. Demonstrate critical, reflective thought in identifying a healthy sexual self. The Sexual Self  during the childhood years, physical growth slowly progresses but by the time young people reach the adolescence stage, rapid growth and development begin to take place. In adolescents, this happens during the onset of puberty – the physical process that happens from 10 to 18 years old. Puberty is derived from the Latin word “pubescere” which means “to grow hairy.”  During adolescence, a rapid growth spurt happens: rapid increments in height, weight gain and sexual maturity are observed. Thus, it is the endocrine system which figures prominently during adolescence stage. The endocrine system is responsible for hormone production in the body.  Puberty is marked by the activation of the hypothalamus-pituitary-gonadal system thus a biological revolution is taking place: a. Leptin, a hormone produced by fat cells in the body triggers the hypothalamus to produce Gonadotrophin – a hormone responsible for pubertal changes (Medicine.net, 2012) b. once a threshold of body fat is achieved in middle childhood, Gonadotropin- releasing hormone is triggered c. The pituitary gland, also known as the master gland, is responsible for growth  Significantly, hormone levels begin to rise during adolescence a. Females: Estrogens are especially important, for maturation of the uterus, ovaries, and fallopian tubes. Progesterone, plays an important role in regulating menstruation and preparing the uterus for a fertilized egg. A Self-regulated Learning Module 47 b. Males: Androgens, especially testosterone, are important in the maturation of the penis and testes, and they enhance sexual feelings. 1. Pubertal Changes in Males and Females Primary Sexual Characteristics Primary Sexual Characteristics Growth of testicles and scrotal sac Maturation of the uterus, ovaries and fallopian Nocturnal emissions/spermarche tubes Onset of menstruation/menarche Secondary Sexual Characteristics in Males Secondary Sexual Characteristics in Females Pubic, axillary (under arm), and facial hair Breast development Increase in muscle mass Public and axillary (under arm) hair Increase in size of the larynx with deepening of Increase in body fat mass the voice Stimulation of skeletal growth Acceleration of linear growth Stimulation of libido Sequence of Pubertal Events in Males Sequence of Pubertal Events in Females Initial testicular growth (age 11.75) Initial breast development (age 11) Early growth of pubic hair (age 12) First wisps of pubic hair (age 11.25) Development of penis begins (age 13) Growth spurt (age 12.25) Temporary breast development (age 13) Breast growth midway (age 12.25) Voice cracking begins (age 13) Breast growth mostly completed (age 13) Growth spurt (age 13.5) First menstruation (menarche) (age 13) Hair in armpits (age 14) Pubic hair adult distribution (age 14.25) Nocturnal emissions (age 14) Skeletal growth completed (age 14.25) Adult voice attained (age 15) Final breast development (age 15.25) Moustache begins to appear (age 15) Whiskers appear (age 16) source: Bjorklund & Blasi, 2012 and www.pamf.org/teen/health/puberty/physicalchanges.html 2. Some factors contributing to delayed onset of puberty a. an inherited tendency (late puberty may run in your family) b. having a long-term illness, such as cystic fibrosis (a hereditary disorder associated with lung congestion and malabsorption of nutrients by the pancreas), diabetes, or kidney disease c. malnutrition, possibly from an eating disorder, or a chronic illness such as cystic fibrosis d. over-exercising, such as in the case of professional athletes and gymnasts e. tumours or other internal damage to your glands f. hormonal conditions, such as an underactive thyroid gland g. a genetic condition that affects sexual development, such as androgen insensitivity syndrome (a rare condition where a person is genetically male, but their body is insensitive to male sex hormones) A Self-regulated Learning Module 48 3. The Social Construction of Gender  Starts from the biological determination of sex (XX for females and XY for males). However, there are people who are born and have Turner’s Syndrome (i.e. a female having only one X or an incomplete X) or Klinefelter’s Syndrome (i.e. a male having both XX and XY chromosomes)  Some distinctions: a. Sex refers to the biological categories of female and male, categories distinguished by genes, chromosomes, and hormones b. Gender, by contrast, is a much more fluid category. It refers to the social categories of male and female c. Gender role refers to the expectations that go along with being male versus female.  One’s attitudes toward gender can be classified as a. traditional (i.e. men’s sphere is work and women’s sphere is the home), b. egalitarian (i.e. power is distributed equally between women and men, and women and men identify equally with the same spheres), or c. transitional (i.e. that it is acceptable for women to devote energy to both work and family domains, but women should hold proportionally more responsibility for the home, and men should focus proportionally more of their energy on work. (Hochschild, 1989 as cited by Hegelson, 2012) 4. A Healthy Sexual Self  The expression of sexuality begins with social attraction and it is a necessary component for any friendship to begin. Although first meetings are by chance, attraction can be the precursor to an intimate relationship (Hogg and Vaughan, p.289, 2010)  According to the evolutionary concept of reproductive fitness, people guess whether a prospective mate has good genes, using cues such as physical health, youthful appearance, and body and facial symmetry (Hogg and Vaughan, p. 290, 2010)  Social Psychologists who study attraction, however, have arrived at evidence that physical characteristics are not the sole basis for attraction and eventual intimacy. a. Robert Sternberg’s Triarchic Theory or Love  An important adolescent developmental milestone among adolescents is the capacity to manage their capacity to manage their sexuality. This means that with physical and sexual maturity, they must also incorporate into their personal identity a set of attitudes about what it means to be male or female; and about expressing attraction towards others. (Havighurst as cited by Ingersoll, n.d.).  Love can be understood into three components that interact with each other: A Self-regulated Learning Module 49 a. Passion – refers to the drives that lead to romance, sexual consummation, strong liking or desire b. Intimacy – refers to feelings of familiarity, “bondedness” or connectedness with another c. Commitment – refers to the decision to love another to maintain that love; connotes responsibility Non-love the kind of relationship where the 3 components are absent. source: http://www.robertjsternberg.com/love Liking friendship due to the presence of intimacy only. Infatuation one night stand or hook-ups where only passion is present. Empty Love the presence of commitment alone like arranged marriages Romantic Love likened to ‘Hollywood’ relationships where emotional and sexual bond is apparently established due to the presence of intimacy and passion but would later break up because of the absence of meaningful and b. LOVE LANGUAGE by Dr. Gary lasting commitment. Chapman Fatuous Love whirlwind courtship and marriage that  Words of Affirmation later faces compatibility problems  Quality Time because of the existence of passion  Receiving Gifts and commitment but without genuine intimacy  Acts of Service Companionate love distinguished by deep affection  Physical Touch Love and dedication to the relationship due to the presence of intimacy and c. Reproductive Health Care Program commitment without passion. It also of the Philippines describes the ideal love between The Adolescents Health family members and very strong Program of the Philippines is guided platonic friendship. by various international laws such as Consummate an ideal and encompassing the United Nations (UN) Convention Love relationship where all the three on the Rights of Children and the UN elements of love are present. Action for the Promotion and Protection of the Health of Adolescents. Locally, counterpart laws have also been created to complement the international laws to ensure that young people grow up in healthy environments and are informed about their reproductive rights. The Adolescent Health A Self-regulated Learning Module 50 Program is anchored on the principle that making informed choices is necessary to achieve a healthy lifestyle. d. Family Planning Methods Natural Family Planning Methods Artificial Family Planning Methods 1. Continuous abstinence 3. Barrier methods 2. Natural family planning/rhythm method  Contraceptive sponge  cervical mucus method  Diaphragm, cervical cap, and cervical shield  basal body temperature,  Female condom  sympto-thermal method  Male condom  standard days method 4. Hormonal methods  Oral contraceptives — combined pill ("The pill")  Oral contraceptives — progestin-only pill ("Mini-pill")  The patch  Shot/injection  Vaginal ring 5. Implantable devices  Implantable rods  Intrauterine devices 6. Permanent Methods  Sterilization implant  Surgical sterilization *7. Emergency Contraception e. Sexually Transmitted Diseases (Medical News Today, 2018)  Refers to infections that are passed on from one person to another through sexual contact (MedlinePlus, 2018). STDs are also known as venereal diseases (VD)  Mode of transmission can be from mother to infant during childbirth or breastfeeding, blood transfusions, through vaginal secretions, through the semen, and through needle-use.  Fast facts: Globally, more than 1 million new STDs are acquired each day People between the ages of 15-24 acquire half of all new STDs  Most common diseases transmitted: - Chlamydia caused by a bacteria around the genital area - Chancroid is a bacterial infection which causes painful sores to develop in the genital area A Self-regulated Learning Module 51 - Crabs or pubic lice - Genital herpes cause by the herpes simplex virus (HSV) which affects the skin, cervix, and genitals - Hepatitis B virus (HBV) results in serious liver damage and can sometimes be chronic - Human immunodeficiency virus (HIV) attacks the immune system leaving a person vulnerable to infections. Can be transmitted through blood to blood contact, sexual contact, childbirth, sharing of needles. If left untreated, it can progress into stage , AIDS. f. Reproductive Health Risks in Adolescence  Unintended and too early pregnancy  Sexually Transmitted Illnesses including HIV/AIDS  Sexual violence and unwanted sexual activity Sources: Alata, E.J.P., Caslib, B.N.Jr.; Serafica, J.P.J. & Pawilen, R.A. (2018) Understanding the self. (1st ed.). Manila: Rex Publishing Company. Bjorklund & Blasi, (2012). Child and adolescent development: An integrated approach. USA: Cengage Wadworth Learning. Hegelson, V.S. (2012). The psychology of gender. (4th ed.). USA: Pearson Education, Inc. Hogg, M.A & Vaughan, G.M. (2010). Essentials of social psychology. England: Pearson Education Limited Medical News Today. (2019). Sexually transmitted diseases. Retrieved October 2, 2018 from www.medicalnewstoday.com. Quinatocan-Pestaňo, A.E. & Almerez-Wong, M. (2018). Understanding the self. Cebu: University of San Jose Recoletos Singh, S. (2008). The concept of physical self in psychology. Retrieved September 19, 2018 from https://www.all-about-psychology.com/ Sternberg, R. Duplex theory of love: Triangular theory of love and theory of love as a story. Retrieved September 24, 2018 from http://www.robertjsternberg.com/love/ UB Psychology Department. General psychology manual. (2014 ed). Baguio City: University of Baguio. Villafuerte, S.L., Quillope, A.F., Tunac, R.C., & Borja, E.I. (2018) Understanding the self. Quezon City: NIEME Publishing House, Co. LTD. Vinluan, M. (2012). Adolescent and youth health program. Retrieved October 1, 2018 from www.ncpdc.gov.ph. A Self-regulated Learning Module 52 TO LEARN ABOUT YOUR LOVE LANGUAGE, BROWSE THIS LINK AND TAKE YOUR LOVE LANGUAGE TEST: https://www.5lovelanguages.com/quizzes/?fbclid=IwAR03FBPVNb- 1lc6hnFvbxaBVj1cchKeZ-bqcLXvjZxVWIs3UnyC22FDsDU0 Note: Offline students will identify and discuss their love language based on the notes given by the teacher. Source: fashionnova.com PERFORMANCE TASK: PHOTO ESSAY INSTRUCTION: Create a photo essay about GENDER. Select your groupmates (or you may work on your own) and collate photographic works that depict gender. Please include a little write up about your photo essay. Note: Offline students may submit a hardcopy or soft copy of Photo Essay. A Self-regulated Learning Module 53 RUBRIC FOR PHOTO ESSAY Criteria Weight Exception Admirable Marginal Unacceptable al Content 20 pts.   Most details  Few details  No details to Appropriate support main support main support main idea details idea idea  Information is not support  Accurate  Lacking accurate main idea information for accurate  Information does  Accurate almost all information not support the and subject matter   Inadequate visual’s purpose detailed Information is information is not information mostly clearly supportive  adequate and of visual’s information supportive of purpose 7 pts. adequately visual’s purpose supports 15 pts. 12 pts. purpose of visual 20 points Focus 10 pts.  Topic and  Topic and title  Topic and title  Topic and title are title clear are mostly clear difficult to identify not clearly identified and easily and easily  Main idea not  No main idea identified identified clearly stated  Illustrations do not  Main  Main idea is  Few illustrations complement idea is appropriate to complement purpose of visual clearly topic purpose of visual appropriate  Most to topic illustrations  All complement 3 points illustrations purpose of visual complemen 8 points 5 points t purpose of visual 10 points Visual 20 pts.   Adequate use  Inappropriate  Little attempt to Appeal Outstandin of color, design, use of color, use color, design g use of and space design, and and space color,  Design is space appropriately  design, and adequate  Design lacks Design is dull space  Overall design creativity  Project has sloppy  Original

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