UTS REVIEW PDF

 Republic of the Philippines **CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE** Impig, Sipocot, Camarines Sur 4408 *Website:* [*[www.cbsua.edu.ph]*](http://www.cbsua.edu.ph) *Email Address: cbsua.sipocot\@cbsua.edu.ph* *Trunkline: (054) 881-6681* **E. Topics** 1. **Intro...

 Republic of the Philippines **CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE** Impig, Sipocot, Camarines Sur 4408 *Website:* [*[www.cbsua.edu.ph]*](http://www.cbsua.edu.ph) *Email Address: cbsua.sipocot\@cbsua.edu.ph* *Trunkline: (054) 881-6681* **E. Topics** 1. **Introduction** **Understanding the self is one of the core courses under the new General Education Curriculum. It covers the nature of identity, the factors and forces that affect personal development, and the maintenance of personal identity.** At the end of this module, the students will be able to: a\. Explain the PVMGO of the university, syllabus, and concepts on how we understand our self. **2. Pre-Competency Checklist** Answer the following questions carefully and honestly. A minimum of three to five sentences is required using your own words and idea. a. What is understanding the self? b. It is important in the curriculum? **3.Learning Resources** **4. Explore** **Activity 1. Self-introduction** Introduce yourself to the class Activity 2. The PVMGO and The SYLLABUS Discuss the PVMGO of the university and syllabus of the course. Activity 3. Sharing Oneself Instruction: Share yourself with others by providing the following information: a. Your name b. Your positive attribute or characteristics that begins with the first letter of your name/surname (e.g., Bron "Beautiful") c. The school where you came from d. Your reason for studying in this institution e. Your feeling to be in this class **What is understanding the self?** Understanding the self is one of the core courses under the General Education Curriculum (CMO 20 s. 2013). It covers the nature of identity, the factors and forces that affect personal development, and the maintenance of personal identity. **5. Discussion Board** 1\. What is understanding the self? 2\. How will it help you as a student and as a person? **6. Post-Competency Checklist** Write a short story of your life.  1. **Introduction** *This module presented three major lenses, the philosophical, biblical, and psychological through which one can understand the self. In the first perspective, which is focused on the abstract self, philosophers believe that a person is more than his/her physical aspect. Meanwhile, in the biblical view, one can conclude that a person, as a creation of God, is destined for the greater things through the grace of God ang by living a virtuous life. Finally, psychologists use stages or phases to explain that the self is a product of life's development in its different aspects. It is important for the you to explore yourself and not limit your understanding to those that are given to you.* *At the end of this module. The students will be able to:* 1. *Explain the nature, concept, and meaning of the self;* 2. *Describe the nature of the self from your own point of view* **2. Pre-Competency Checklist** *Answer the following question.* 1. **Explain the famous line of Socrates "know yourself"?** 2. **What are the stages of psychosexual development?** **3. Learning Resources** Dalisay G. Brawner et. al (2018) Understanding the Self, C&E Publishing, Inc.839 EDSA, South Triangle, Quezon City [[https://psychology.fandom.com/wiki/Philosophy\_of\_self]](https://psychology.fandom.com/wiki/Philosophy_of_self) [[https://www.google.com/search?q=philosophical+view+of+self&oq=philoso&aqs=chrome.2.69i57j69i60j0l4.5633j1j7&sourceid=chrome&ie=UTF-8]](https://www.google.com/search?q=philosophical+view+of+self&oq=philoso&aqs=chrome.2.69i57j69i60j0l4.5633j1j7&sourceid=chrome&ie=UTF-8) [[https://www.google.com/search?q=philosophical+view+of+self+of+john+locke&sxsrf=ALiCzsZM2TN2rJXu3mhu8\_Br7ZwwOkHBTA%3A1662135216904&ei=sCsSY8zrNsuNr7wPgM2ugA4&oq=+philosophical+view+of+self&gs\_lcp=Cgdnd3Mtd2l6EAEYBjIECCMQJzIECAAQQzIFCAAQgAQyCggAEIAEEIcCEBQyBAgAEEMyBQgAEIAEMgUIABCABDIFCAAQgAQyBQgAEIAEMgUIABCABDoKCAAQRxDWBBCwAzoHCAAQsAMQQzoHCCMQsAIQJzoICAAQHhAIEAc6BQgAEIYDOgYIABAeEAc6CAgAEB4QBxAFSgQIQRgASgQIRhgAUNYEWP8NYK1MaAFwAXgAgAHIAYgBlwaSAQUwLjQuMZgBAKABAcgBCrgBA8ABAQ&sclient=gws-wiz]](https://www.google.com/search?q=philosophical+view+of+self+of+john+locke&sxsrf=ALiCzsZM2TN2rJXu3mhu8_Br7ZwwOkHBTA%3A1662135216904&ei=sCsSY8zrNsuNr7wPgM2ugA4&oq=+philosophical+view+of+self&gs_lcp=Cgdnd3Mtd2l6EAEYBjIECCMQJzIECAAQQzIFCAAQgAQyCggAEIAEEIcCEBQyBAgAEEMyBQgAEIAEMgUIABCABDIFCAAQgAQyBQgAEIAEMgUIABCABDoKCAAQRxDWBBCwAzoHCAAQsAMQQzoHCCMQsAIQJzoICAAQHhAIEAc6BQgAEIYDOgYIABAeEAc6CAgAEB4QBxAFSgQIQRgASgQIRhgAUNYEWP8NYK1MaAFwAXgAgAHIAYgBlwaSAQUwLjQuMZgBAKABAcgBCrgBA8ABAQ&sclient=gws-wiz) [[https://www.google.com/search?sxsrf=ALiCzsbrG\_0BFrrR0eE4FkgR8KCkOaQlxg:1662134388280&q=What+is+the+philosophical+view+of+self+According+to+Aristotle%3F&sa=X&ved=2ahUKEwjf6aCOvfb5AhURAKYKHfikAtoQzmd6BAgJEAU&biw=1366&bih=657&dpr=1]](https://www.google.com/search?sxsrf=ALiCzsbrG_0BFrrR0eE4FkgR8KCkOaQlxg:1662134388280&q=What+is+the+philosophical+view+of+self+According+to+Aristotle%3F&sa=X&ved=2ahUKEwjf6aCOvfb5AhURAKYKHfikAtoQzmd6BAgJEAU&biw=1366&bih=657&dpr=1) [[https://www.youtube.com/watch?v=qGCoFFuHuWs]](https://www.youtube.com/watch?v=qGCoFFuHuWs) [[https://www.google.com/search?q=parts+of+personality&oq=Parts+of+Personality&aqs=chrome.0.0l6.10899j1j7&sourceid=chrome&ie=UTF-8\#imgrc=9SJAeiT2VBbEuM]](https://www.google.com/search?q=parts+of+personality&oq=Parts+of+Personality&aqs=chrome.0.0l6.10899j1j7&sourceid=chrome&ie=UTF-8#imgrc=9SJAeiT2VBbEuM) [[https://www.youtube.com/watch?v=aYCBdZLCDBQ]](https://www.youtube.com/watch?v=aYCBdZLCDBQ) [[https://www.simplypsychology.org/Erik-Erikson.html]](https://www.simplypsychology.org/Erik-Erikson.html) McLeod, S. A. (2018, May 03). Erik erikson\'s stages of psychosocial development. Simply Psychology. [[www.simplypsychology.org/Erik-Erikson.html]](http://www.simplypsychology.org/Erik-Erikson.html) **4.Explore** **Activity 1. Instruction: Read and understand the whole text about the concept and nature of self.** The **philosophy of self** defines the essential qualities that make one person distinct from all others. There have been numerous approaches to defining these qualities. The self is the idea of a unified being which is the source of consciousness. Moreover, this self is the [agentresponsible] for the thoughts and actions of an individual to which they are ascribed. It is a [substance], which therefore endures through time; thus, the thoughts and actions at different moments may pertain to the same self. As the notion of [subject], the self had been harshly [[criticized by Nietzsche]](https://psychology.fandom.com/wiki/Subject_(philosophy)#Nietzsche's_critique_of_the_subject) at the end of the 19th century, on behalf of what [Gilles Deleuze] would call a \"becoming-other\" **Socrates: Know Yourself** Socrates is principally concerned with man. He considers man from the point of view of his inner life. The famous line Socrates, "know yourself," tells each man to bring his inner self to light. A bad man is not virtuous through ignorance; the man who does not follow the good fails to do so because he does not recognize it. **Plato: The Ideal Self, the Perfect Self** According to Plato, man was omniscient or all-knowing before he came to be born into this world. With his separation from the paradise of truth and knowledge and his long exile on earth, he forgot most of the knowledge he had. However, by constant remembering through contemplation and doing good, he can regain his former perfections. **Immanuel Kant: Respect for Self** Man is the only creature who governs and directs himself and his actions, who sets up ends for himself and his purpose, and who freely orders means for the attainment of his aims. Every man is thus an end in himself and should never be treated merely as a means -- as per the order of the creator and the natural order of things. This rule is a plain dictum of reason and justice: Respect others as you would respect yourself. A person not be used as a tools, instrument, or device to accomplish another's private ends. Thus, all men are persons gifted with the same basic rights and should treat each other as equals. **Rene Descartes: "I think, therefore I am''** Descartes states that the self is a thinking entity distinct from the body. His first famous principle was "Cogito, ergo sum," which means "I think, therefore I am." Although the mind and the body are independent from each other and serve their own function, man must use his own mind and thinking abilities to investigate, analyze, experiment, and develop himself. **John Locke: Personal Identity** John Locke holds that personal identity (the self) is a matter of psychological continuity. For him, personal identity is founded on consciousness (memory), and not on the substance of either the soul or the body. **David Hume: The Self is the Bundle Theory of Mind** Hume is skeptical about the existence of the self, especially, on whether there is a simple, unified self that exist over time. For him, man has no "clear and intelligible" idea of the self. He posits that no single impression of the self exists; rather, the self is just the thing to which all perceptions of a man is ascribed. Moreover, even if there were such an impression of the self, it would have to remain constant over time to constitute identity. However, man's impressions vary and always change. Even attempts to have impression of the self must fail for all these attempts are really just occasions for one to notice perceptions. Thus, Hume asserts that what we call the "self" is really just "a bundle or collection of different perceptions which succeed each other with an inconceivable rapidity." **The Christian or Biblical View of Self** *"God created man in His image; in the divine image He created him; male and female He created them. God blessed them, saying, "Be fertile and multiply; fill the earth and subdue it. Have domination over the fish of the sea, the birds in the air, and all the living things that move on the earth."* **St. Augustine: Love and Justice as the Foundation of the Individual Self** St. Augustine believes that a virtuous life is a dynamism of love. It is a constant following of and turning towards love while a wicked life is a constant turning away from love. Loving God means loving one's fellowmen; and loving one's fellowmen denotes never doing any harm to another or, as the golden principle of justice states, doing unto others as you would have them do unto you. **Augustine: The Self Has an Immortal Soul**. A soul can\'t live in this world without a body for it is considered as a unity of body and self. It is an important element of man which governs and defines himself. We all know that we are created in the image and likeness of God for we are geared towards the good. **Sigmund Freud: The Psychoanalytic Theory of Self** Freud's asserts that the human psyche (personality) is structured into three parts (tripartite). These structures-the id, ego, and superego- all develop at different stages in a person's life**.** 1. **Id (internal desires).** Also called internal drives or instinctive drives, it consist of the body's primitive biological drives and urges which are concerned only with achieving pleasure and self-satisfaction. Id lives completely in the unconscious. 2. **Ego (reality).** It is the "I" part of the individual that gives him/her the sense of his/her own identity. The ego is the rational part of the personality. 3. **Superego (conscience).** It is the part of the personality concerned with morals, precepts, standards, and ideas. The superego is also the critical faculty of the personality. **Freudian stage of psychosexual development** Freud proposed that personality development in childhood takes place during five psychosexual stages, which are the oral, anal, phallic, latency, and genital stages **What are the stages of psychosexual development?** 1. **Oral Stage-** The first sexual and social stage of an infant\'s development (from about age 0 to 1). Libidinal energy is centered around the mouth. In Freudian psychoanalytic theory, initial psychosexual stage during which the developing infant\'s main concerns are with oral gratification. The oral phase in the normal infant has a direct bearing on the infant\'s activities during the first 18 months of life. 2. **Anal Stage-** Second stage occurring from about 1 or 1 1/2 years of age, in which the anus is the erogenous zone and toilet training is the source of conflict 3. **Phallic stage-** Third stage occurring from about 3-6 of age in which the child discovers sexual feelings 4. **Latency stage-** Freud\'s fourth stage of psychosexual development where sexuality is repressed in the unconscious and children focus on identifying with their same sex parent and interact with same sex peers. 5. **Genital stage-** Fifth stage, adolescence to death\.... As the adolescent reaches physical sexual maturity, the genitals become the primary focus of pleasurable sensations, which the person seeks to satisfy in heterosexual relationships. **Erik Erikson: The Psychosocial Stages of Self-development** Erikson maintained that personality develops in a predetermined order through eight stages of psychosocial development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development. For Erikson (1958, 1963), these crises are of a psychosocial nature because they involve psychological needs of the individual (i.e., psycho) conflicting with the needs of society (i.e., social). According to the theory, successful completion of each stage results in a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can use to resolve subsequent crises. Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self.  These stages, however, can be resolved successfully at a later time. **Stage** **Psychosocial Crisis** **Basic Virtue** **Age** ----------- -------------------------------------------------------------------------------------------------------------- ------------------ --------- 1. [[Trust vs. Mistrust]](https://www.simplypsychology.org/Erik-Erikson.html#trust) Hope 0 - 1½ 2. [[Autonomy vs. Shame]](https://www.simplypsychology.org/Erik-Erikson.html#autonomy) Will 1½ - 3 3. [[Initiative vs. Guilt]](https://www.simplypsychology.org/Erik-Erikson.html#initiative) Purpose 3 - 5 4. [[Industry vs. Inferiority]](https://www.simplypsychology.org/Erik-Erikson.html#industry) Competency 5 - 12 5. [[Identity vs. Role Confusion]](https://www.simplypsychology.org/Erik-Erikson.html#identity) Fidelity 12 - 18 6. [[Intimacy vs. Isolation]](https://www.simplypsychology.org/Erik-Erikson.html#intimacy) Love 18 - 40 7. [[Generativity vs. Stagnation]](https://www.simplypsychology.org/Erik-Erikson.html#generativity) Care 40 - 65 8. [[Ego Integrity vs. Despair]](https://www.simplypsychology.org/Erik-Erikson.html#ego) Wisdom 65+ 1. Trust vs. Mistrust --------------------- Trust vs. mistrust is the first stage in Erik Erikson\'s theory of psychosocial development. This stage begins at birth continues to approximately 18 months of age. During this stage, the infant is uncertain about the world in which they live, and looks towards their primary caregiver for stability and consistency of care. If the care the infant receives is consistent, predictable and reliable, they will develop a sense of trust which will carry with them to other relationships, and they will be able to feel secure even when threatened.im54 Trust vs. Mistrust **Success and Failure In Stage One** Success in this stage will lead to the virtue of **hope**. By developing a sense of trust, the infant can have hope that as new crises arise, there is a real possibility that other people will be there as a source of support. Failing to acquire the virtue of hope will lead to the development of fear. This infant will carry the basic sense of mistrust with them to other relationships. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them. Consistent with Erikson\'s views on the importance of trust, research by [[Bowlby]](https://www.simplypsychology.org/bowlby.html) and [[Ainsworth]](https://www.simplypsychology.org/mary-ainsworth.html) has outlined how the quality of the early experience of [[attachment]](https://www.simplypsychology.org/attachment.html) can affect relationships with others in later life. 2. Autonomy vs. Shame and Doubt ------------------------------- Autonomy versus shame and doubt is the second stage of Erik Erikson\'s stages of psychosocial development. This stage occurs between the ages of 18 months to approximately 3 years. According to Erikson, children at this stage are focused on developing a sense of personal control over physical skills and a sense of independence. Success in this stage will lead to the virtue of **will**. If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world. If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, [[lack self-esteem]](https://www.simplypsychology.org/self-esteem.html), and feel a sense of shame or doubt in their abilities. **What Happens During This Stage?** The child is developing physically and becoming more mobile, and discovering that he or she has many skills and abilities, such as putting on clothes and shoes, playing with toys, etc. Such skills illustrate the child\'s growing sense of independence and autonomy. For example, during this stage children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc.  **What Can Parents Do to Encourage a Sense of Control?** Erikson states it is critical that parents allow their children to explore the limits of their abilities within an encouraging environment which is tolerant of failure. For example, rather than put on a child\'s clothes a supportive parent should have the patience to allow the child to try until they succeed or ask for assistance. So, the parents need to encourage the child to become more independent while at the same time protecting the child so that constant failure is avoided. A delicate balance is required from the parent. They must try not to do everything for the child, but if the child fails at a particular task they must not criticize the child for failures and accidents (particularly when toilet training). The aim has to be "self control without a loss of self-esteem" (Gross, 1992). 3. Initiative vs. Guilt ----------------------- Initiative versus guilt is the third stage of Erik Erikson\'s theory of psychosocial development. During the initiative versus guilt stage, children assert themselves more frequently through directing play and other social interaction. These are particularly lively, rapid-developing years in a child's life. According to Bee (1992), it is a "time of vigor of action and of behaviors that the parents may see as aggressive.\" During this period the primary feature involves the child regularly interacting with other children at school. Central to this stage is play, as it provides children with the opportunity to explore their interpersonal skills through initiating activities. Children begin to plan activities, make up games, and initiate activities with others. If given this opportunity, children develop a sense of initiative and feel secure in their ability to lead others and make decisions. Children Playing Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt. The child will often overstep the mark in his forcefulness, and the danger is that the parents will tend to punish the child and restrict his initiatives too much. It is at this stage that the child will begin to ask many questions as his thirst for knowledge grows. If the parents treat the child's questions as trivial, a nuisance or embarrassing or other aspects of their behavior as threatening then the child may have feelings of guilt for "being a nuisance". Too much guilt can make the child slow to interact with others and may inhibit their creativity. Some guilt is, of course, necessary; otherwise the child would not know how to exercise self-control or have a conscience. A healthy balance between initiative and guilt is important. Success in this stage will lead to the virtue of **purpose**, while failure results in a sense of guilt. 4. Industry vs. Inferiority --------------------------- Erikson\'s fourth psychosocial crisis, involving industry (competence) vs. Inferiority occurs during childhood between the ages of five and twelve. Children are at the stage where they will be learning to read and write, to do sums, to do things on their own. Teachers begin to take an important role in the child's life as they teach the child specific skills. It is at this stage that the child's peer group will gain greater significance and will become a major source of the child's self-esteem. The child now feels the need to win approval by demonstrating specific competencies that are valued by society and begin to develop a sense of pride in their accomplishments. If children are encouraged and reinforced for their initiative, they begin to feel industrious (competent) and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferiour, doubting his own abilities and therefore may not reach his or her potential. If the child cannot develop the specific skill they feel society is demanding (e.g., being athletic) then they may develop a sense of Inferiority. Some failure may be necessary so that the child can develop some modesty. Again, a balance between competence and modesty is necessary. Success in this stage will lead to the virtue of **competence**. 5. Identity vs. Role Confusion ------------------------------ The fifth stage of Erik Erikson\'s theory of psychosocial development is identity vs. role confusion, and it occurs during adolescence, from about 12-18 years. During this stage, adolescents search for a sense of self and personal identity, through an intense exploration of personal values, beliefs, and goals. During adolescence, the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to belong to a society and fit in. This is a major stage of development where the child has to learn the [[roles]](https://www.simplypsychology.org/social-roles.html) he will occupy as an adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he or she is. Erikson suggests that two identities are involved: the sexual and the occupational.  Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and "grow into" the changes. Success in this stage will lead to the virtue of **fidelity**. Fidelity involves being able to commit one\'s self to others on the basis of accepting others, even when there may be ideological differences. During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. Failure to establish a sense of identity within society (\"I don't know what I want to be when I grow up\") can lead to role confusion. Role confusion involves the individual not being sure about themselves or their place in society. In response to role confusion or **identity crisis**, an adolescent may begin to experiment with different lifestyles (e.g., work, education or political activities). Also pressuring someone into an identity can result in rebellion in the form of establishing a negative identity, and in addition to this feeling of unhappiness. 6. Intimacy vs. Isolation ------------------------- Intimacy versus isolation is the sixth stage of Erik Erikson\'s theory of psychosocial development. This stage takes place during young adulthood between the ages of approximately 18 to 40 yrs. During this stage, the major conflict centers on forming intimate, loving relationships with other people. During this stage, we begin to share ourselves more intimately with others. We explore relationships leading toward longer-term commitments with someone other than a family member. Successful completion of this stage can result in happy relationships and a sense of commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression. Success in this stage will lead to the virtue of **love**. 7. Generativity vs. Stagnation ------------------------------ Generativity versus stagnation is the seventh of eight stages of Erik Erikson\'s theory of psychosocial development. This stage takes place during during middle adulthood (ages 40 to 65 yrs). Psychologically, generativity refers to \"making your mark\" on the world through creating or nurturing things that will outlast an individual. During middle age individuals experience a need to create or nurture things that will outlast them, often having mentees or creating positive changes that will benefit other people. We give back to society through raising our children, being productive at work, and becoming involved in community activities and organizations. Through generativity we develop a sense of being a part of the bigger picture. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. By failing to find a way to contribute, we become stagnant and feel unproductive. These individuals may feel disconnected or uninvolved with their community and with society as a whole. Success in this stage will lead to the virtue of **care**. 8. Ego Integrity vs. Despair ---------------------------- Ego integrity versus despair is the eighth and final stage of Erik Erikson's stage theory of psychosocial development. This stage begins at approximately age 65 and ends at death. It is during this time that we contemplate our accomplishments and can develop integrity if we see ourselves as leading a successful life. Individuals who reflect on their life and regret not achieving their goals will experience feelings of bitterness and despair. +-----------------------------------------------------------------------+ | ***Activity 2.** Instruction: Find the song "Sino Ako" by Jamie | | Rivera on the internet and make the class sing them. Also reflect on | | the songs' lyrics. Then, answer the following questions.* | +=======================================================================+ | 1. *Who are you?* | +-----------------------------------------------------------------------+ | 2. *How would you describe yourself?* | +-----------------------------------------------------------------------+ | 3. *Do you love yourself? Why or why not?* | +-----------------------------------------------------------------------+ | 4. *What are you most grateful for in life?* | +-----------------------------------------------------------------------+ | 5. *What are the biggest and most important things you have learned | | in life so far?* | +-----------------------------------------------------------------------+ 3. **Discussion Board** Answer the following questions. 1. *Explain the nature, concept, and meaning of the self.* 2. *Describe the nature of the self from your own point of view.* 3. *How important to know yourself?* 4. *What happened if the person did not find out exactly who he or she is, during the fifth stage of Erik Erikson\'s theory of psychosocial development?* **6. Post-Competency** ***Self-Examination: Instruction. Look at yourself in the mirror and answer the*** ***following questions.*** +-----------------------------------------------------------------------+ | 1. ***How can you describe yourself based on your own perspective or | | point of view?*** | | | | ***\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_*** | | | | 2. ***What aspect of yourself do you feel good about? Why?*** | | | | ***\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_*** | | | | 3. ***What aspect of yourself do you believe you have to improve? | | Why?*** | | | | ***\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_*** | +-----------------------------------------------------------------------+  **1.Introduction** As a vessel of the self, the physical well-being of a person must be maintained. This module explained the stages of development of the physical self, starting from its creation. Each person must undergo these stages as time goes by. Regardless of age,one can take care his/her body by consuming the right amount of nutrients, water, and sleep, among others. At the end of this module, the students will be able to: 1. **Determine the condition of the physical self;** 2. **Classify the physiological needs of the self in each stage of life;** 3. **Explain the importance of a good health.** **2.Pre-Competency Checklist** **Essay: Answer the following questions.** 1. What habits of yours contribute to a healthy living? 2. Are there things that you consider unhealthy but you cannot stop yourself from doing? Give some examples. 3. What do you plan to do to become physically fit? **3.Learning Resources** Dalisay G. Brawner et. al (2018) Understanding the Self, C&E Publishing, Inc.839 EDSA, South Triangle, Quezon City [[https://www.google.com/search?q=the+beginning+of+life+in+psychology&biw=1366&bih=657&sxsrf=ALiCzsYlI2AWZzOILkbbN5twI9\_3AB3Orw%3A1662135535620&ei=7ywSY-S1Jd6Nr7wP-NKx4Ak&oq=the+&gs\_lcp=Cgdnd3Mtd2l6EAEYADIECCMQJzIECCMQJzIECCMQJzIFCAAQkQIyBwguENQCEEMyBwguENQCEEMyDQguEIAEEIcCENQCEBQyBwguENQCEEMyBwguENQCEEMyCwguELEDEIMBENQCOgcIIxDqAhAnOgsIABCABBCxAxCDAToRCC4QgAQQsQMQgwEQxwEQ0QM6BQgAEIAEOggIABCxAxCDAToECAAQQ0oECEEYAEoECEYYAFAAWLcHYIIkaAFwAXgAgAGOAYgBmwSSAQMwLjSYAQCgAQGwAQq4AQPAAQE&sclient=gws-wiz]](https://www.google.com/search?q=the+beginning+of+life+in+psychology&biw=1366&bih=657&sxsrf=ALiCzsYlI2AWZzOILkbbN5twI9_3AB3Orw%3A1662135535620&ei=7ywSY-S1Jd6Nr7wP-NKx4Ak&oq=the+&gs_lcp=Cgdnd3Mtd2l6EAEYADIECCMQJzIECCMQJzIECCMQJzIFCAAQkQIyBwguENQCEEMyBwguENQCEEMyDQguEIAEEIcCENQCEBQyBwguENQCEEMyBwguENQCEEMyCwguELEDEIMBENQCOgcIIxDqAhAnOgsIABCABBCxAxCDAToRCC4QgAQQsQMQgwEQxwEQ0QM6BQgAEIAEOggIABCxAxCDAToECAAQQ0oECEEYAEoECEYYAFAAWLcHYIIkaAFwAXgAgAGOAYgBmwSSAQMwLjSYAQCgAQGwAQq4AQPAAQE&sclient=gws-wiz) [[https://www.youtube.com/watch?v=570QqvVHBck]](https://www.youtube.com/watch?v=570QqvVHBck) **4. Explore** Activity 1. Film Showing Instruction: Watch the video of The Miracle of Life by RenderingCG on YouTube using this link [[https://www.youtube.com/watch?v=570QqvVHBck]](https://www.youtube.com/watch?v=570QqvVHBck) Activity 2. Read and understand the text about the Physical Self the Beautiful Me. **Factors in the Development of the Physical Self** *The development of the individual is caused by two interacting forces: heredity and Environment.* **Heredity** (nature) is the transmission of traits or characteristics from parents to offspring. It provides the raw materials of which the individual is made up. Through the genes, hereditary potentials like physical, mental, social, emotional, and moral traits are passed down to generations. **Environment (**nurture**)** is the sum total of the forces or experiences that a person undergoes from conception to old age. It also includes family, friends, school, nutrition, and other agencies one is in contact with. **The Beginning of Life** **Fertilization** refers to the meeting of the female sex cell and the male sex cell. These sex cells are developed in the reproductive organs called **gonads. The male sex cells called spermatozoa** (singular:spermatozoon) are produced in the male gonads called **testes.** On the other hand, the female sex cells called ova are produced in the female gonads known as **ovaries.** The fertilized egg cell known as **zygote** contains all the hereditary potentials from the parents. This zygote goes to the uterus and continues to grow during the gestation period of about 280 days or 36 weeks or 9 calendar months. Each parent contributes one sex chromosome to the offspring. A male parent may pass either an X or a Y chromosome while a female always gives X chromosome. When a X chromosome comes from the father and meets the X chromosome from the mother, the resulting combination is XX which indicates a female offspring. However, when the father produces a Y chromosome which pairs with the X chromosome from the mother, the resulting combination is XY, signifying a male offspring. Both male and female chromosome contain several thousands of genes. **Genes** are small particles in the string-like formation. They are the true carriers of hereditary characteristic of the parents. Within the gene is a substance called **deoxyribonucleic acid** (DNA) which is the **code of hereditary**. It contains information and instructions about the newly created organism, and programs the traits that should be inherited. **Maturation** is the unfolding of the inherent traits. **Stages in the Life Span** **An individual undergoes definite stages of the development. In each phase, the child experiences certain developmental characteristics to prepare him/her for the next.** **Table 2. Stages of Human Development** **Development Stages** **Age** --------------------------------------- ------------------------------------------------------ **Pre-natal period** **Conception to Birth** **Infancy** **Birth to end of the second week** **Babyhood** **End of the second week to end of the second year** **Early childhood or pre-school age** **Two to six years** **Late childhood or elementary age** **Six to ten or twelve years** **Puberty or preadolescence** **Twelve to thirteen or fourteen years** **Adolescence** **Thirteen or fourteen to eighteen years** **Early adulthood** **Eighteen to forty years** **Middle age** **Forty to sixty years** **Old age or senescence** **Sixty years to death.** **Taking Care of My Physical Self** Since the self is inseparable from the body, you should take very good care of your physical self. Whether you plan to lose, gain, or maintain weight, the most important thing to do is to keep yourself fit. To achieve this goal, a rigid plan has to be made **Balanced Diet** To keep fit and healthy one needs to have a balanced diet. Eating a balanced diet means consuming the right kind of food at the right time and in the right proportion. One's food intake should contain the necessary **nutrients** essential for growth and survival. This practice prevents malnutrition and diseases. It is also important to keep mealtimes pleasant and enjoyable. Thus, an individual should be encouraged and motivated to eat more nutritious food. It should also be remembered that junk food must be avoided. **ESSENTIAL FOOD NUTRIENTS** **Water** An individual should drink at least eight glasses of water every day. It allows the body to function efficiently. It also washes away wastes to keep the skin clear and healthy. With a high-protein diet, the body utilizes the water properly and avoids water retention. Liquids such coffee, tea, or milk should not be counted as water. Although they contain lots of water, there is also a build-up of caffeine, acid, or fat. **Sleep** Sleep gives the bones, muscles, and the mind time to recover. An individual needs eight or more hours of sleep a day. One very important requirement for a refreshing sleep is a firm mattress. If one sleeps in a slumped, uncomfortable position in a mattress that is too soft, body aches may develop. A soft and lumpy mattress should be replaced with a firmer one. Another way to improve the bed is to raise the lower part of the mattress so as to elevate the feet. It is an ideal position because the blood flows back towards the heart and away from the feet. Moreover, sleeping on one's stomach can help prevent varicose veins from developing as well as other circulatory problems. **Activity 3**. **The Young Me!** Read and understand the instructions carefully. 1. Bring a close-up picture of yourself in your grade-school years. Be sure not to show your picture to any of your classmates before the session. 2. Your professor will collect all your pictures and randomly distribute them back to the class. Study the features of the person in the photo. Try to identify whose picture it is. Check if your guess is right by returning it to the owner. 4. **Discussion Board** *Answer the following questions.* a. What are the two interacting forces that may affect the development of the individual? 5. **Post-Competency Checklist** **Characterizing Myself** Fill out the chart below. My characteristics or traits most similar to those of my father My characteristics or traits most similar to those of my mother My characteristics or traits not similar to those of my father or mother ---------- ----------------------------------------------------------------- ----------------------------------------------------------------- -------------------------------------------------------------------------- POSITIVE NEGATIVE 2.Analyze the chart by answering the following questions: a\. Are there more positive traits than negative traits written on your chart? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ b. What type of traits have you written on the chart? Which traits are observable and which are not? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ c. Compare the traits written on the first two columns with those on the third column. Are there more physical traits than non-physical traits that have been recorded? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ d. Are you happy for having those traits? Have you ever expressed your gratitude to your parents for passing those traits to you? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  **1. Introduction** **In this module, we discuss about the Fo**urteen Intelligent Behaviors. A person's behavior can do so much for his/her future performance. The possession of intelligent characteristics is one way to become successful in life. One can develop these traits by practice. Every day, you must preserve to become the best you can be, however hard it is at times. As a student, you may start developing intelligent behaviors in relation to your study habits. At the end of this module, the students will be able to: a. identify the fourteen intelligent behaviors; b. discuss the fourteen intelligent behaviors. **2.Pre-Competency Checklist** **Fill in the blanks with the missing word describe in the sentence.** 1. **\_\_\_\_\_\_\_** is the sensing of feeling, seeing, hearing, or even tasting are utilized to solve problems more effectively. 2. \_\_\_\_\_\_\_\_ it refers to taking advantage of the knowledge and insights that can only come as a result of social relationships. 3. \_\_\_\_\_\_\_\_ means not giving up when the answer to a problem is not immediately known. 4. \_\_\_\_\_\_\_\_involves planning, clarifying goals, exploring alternative strategies, and considering consequences before one begins a task. 5. \_\_\_\_\_\_\_\_ when one considers other point of view rather that running with the first thought that comes to mind. **3. Learning Resources** Dalisay G. Brawner et. al (2018) Understanding the Self, C&E Publishing, Inc.839 EDSA, South Triangle, Quezon City **4. Explore** **Activity 1. *Read and understand the text:*** **Fourteen Intelligent Behaviors** Performance can be greatly influence by one's behavior. **Behavior** is defined as the manner in which a person conducts himself/herself in various circumstances. If a person is behaving intelligently, he/she is said to manifest 14 behaviors or dispositions (Costa, 2000). The following are the 14 intelligent behaviors indicative of an efficient and effective problem-solver, many of which were originally complied by Costa (2000): 1. ***Persistence.*** It means not giving up when the answer to a problem is not immediately known. 2. ***Overcoming impulsiveness.*** It involves planning, clarifying goals, exploring alternative strategies, and considering consequences before one begins a task. 3. ***Listening to others.*** Some cognitive psychologists think that the ability to listen to another person and understand their point of view is one of the highest forms of intelligent behavior. 4. ***Flexibility in thinking.*** It when one considers other point of view rather that running with the first thought that comes to mind. 5. ***Metacognition.*** It refers to the awareness on how one is thinking or the knowledge of what is going on in one's head. 6. ***Checking for accuracy and precision.*** It is the behavior of not letting speed surpass the desire for craftsmanship. 7. ***Questioning and problem-posing.*** It means asking questions and finding out problems for oneself. 8. ***Applying past knowledge to new situations**.* It refers to the act of calling upon one's store of knowledge and experience as a source of data, theories, or processes to solve each new challenge. 9. ***Precision of language and thought.*** A person with this behavior uses descriptive terms to distinguish objects, and provide criteria for value judgements. 10. ***Using all the senses.*** The sensing of feeling, seeing, hearing, or even tasting are utilized to solve problems more effectively. 11. ***Creativity.*** It means applying ingenuity, originality and insight. Creativity develop one's capacity to generate original, unique, clever, or useful products, solutions, and techniques. 12. ***Living with a sense of wonderment.*** Involved in this behavior are inquisitiveness, curiosity, and openness to beauty, intricacy, complexity, and simplicity. 13. ***Cooperation**.* It refers to taking advantage of the knowledge and insights that can only come as a result of social relationships. 14. ***Sense of humor.*** It refers to being able to look at situations, opportunities, problems, and relationships with nonchalance and fun. **Activity 2. Diagnose Your Study Habits** Directions: Read the following questions carefully and answer them honestly by writing YES or NO on the space provided. [ ] 1. Do you have a definite space for studying? [ ] 2. Do you have a definite time for studying? [ ] 3. Do you read under a colored light? [ ] 4. Are you neat and orderly in your work? [ ] 5. Do you keep all necessary materials together? [ ] 6. Do you study when you are fresh and clean? [ ] 7. Do you concentrate when you study and relax when you play? [ ] 8. Do you make it a point to get off a good start in each new lesson? [ ] 9. Do you do the hardest or the least interesting job first? [ ] 10. Do you complete one job before going to another? [ ] 11. Do you complete what you have started? [ ] 12. Do you generally take down notes during a lecture, recitation, etc.? [ ] 13. Do you study late into the night or even all night long? [ ] 14. Do you read more than what you are required to read for a subject? [ ] 15. When you find a new word, do you immediately look it up in the dictionary? [ ] 16. Are you attentive in class? [ ] 17. Do you always go to class well-prepared? [ ] 18. Do you do your daily assignments yourself? [ ] 19. Do you review often? [ ] 20. Do you evaluate your progress from time to time and act accordingly? **5. Discussion Board** **a. Give the fourteen intelligent behaviors?** **b. Identify your natural quantities and behaviour?** **c. Which of the 14 qualities characterize your behaviors? Which do you need to start working on?** **6. Post-Competency Checklist** +-----------------------------------------------------------------------+ | ESSAY. | | | | Directions: Commit yourself to further improve your study habits. | | Write your commitments below using the format, "From now on, [ | | ]." | +=======================================================================+ | 1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_ | +-----------------------------------------------------------------------+ | 2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_ | +-----------------------------------------------------------------------+ | 3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_ | +-----------------------------------------------------------------------+ | 4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_ | +-----------------------------------------------------------------------+ | 5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_ | +-----------------------------------------------------------------------+  **1. Introduction** This module examined how emotions are related to each other. It also taught you how to manage your emotions especially when you interact with other people. It argued as well that suppression of feelings is not helpful as it builds up tension in your physical. Thus, you must always recognize and acknowledge your emotions as well as release them in a way that will not hurt others. At the end of this module, the students will be able to: 1. **discuss the nature and kinds of emotions;** 2. **identify the physiological reactions to emotions;** **3. explain the primary emotional responses of the self to achieve emotional maturity.** **2. Pre-Competency Checklist** ***Directions: Fill each blank with the correct answer. Write your answer on the blank provided.*** 1. ***\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_*** if you feel the tense in your arms, shake them. Likewise, if there is tension in your chest, stretch and breathe deeply. 2. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ it is healthier to vent your anger and frustrations to a friend rather that to suppress them. Express your feelings so you can start to resolve the situation. 3. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ After acknowledging your emotions, label them. This activity reduces the intensity of your emotions. The part of the brain that feels the emotion is the same part that names it. 4. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ You can often defuse a tense situation by acknowledging the feelings of others. When you ask, " I sense that you are angry. Can you tell me how you feel?" the other person will be encouraged to consider and label his/her emotion as well. He/She may respond with "Yes, I feel angry," or "No, I am not angry; I am annoyed." 5. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_smiling opens up your connection with others. It also leads to experiencing empathy. **3. Learning Resources** Dalisay G. Brawner et. al (2018) Understanding the Self, C&E Publishing, Inc.839 EDSA, South Triangle, Quezon City **4. Explore** **Activity 1. *Read and understand the text:*** **Emotion Management Strategies** In any social interaction, feelings may arise. These emotions maybe positive or negative and may affect relationships as well. Thus, people should always keep their emotions in check to avoid misunderstanding and miscommunication. What are the best strategies for managing emotions? How can you avoid outburst and negative feelings towards others? Langley (2012) lays out some tips on managing emotions. 6. ***Smile to make yourself feel good**.* Face a mirror and smile. After some time, your mood will be better and you might even laugh naturally. Do it for at least 30 seconds. 7. ***Smile to make others feel good**.* Smiling opens up your connection with others. It also leads to experiencing empathy. 8. ***Get up and move.*** Exercise activates happy hormones that include endorphin, dopamine, and serotonin, among others. Movement is also important for the lymphatic system to get the toxins out of your body. Get up from your desk and jump and bounce regularly. 9. ***Check in with your body.*** Scan your body by feeling the tensions building up. Learn to relate these tensions with the emotion you feel to understand how your feelings affect your physiology. 10. ***Physically remove the tension**.* If you feel the tense in your arms, shake them. Likewise, if there is tension in your chest, stretch and breathe deeply. 11. ***Breathe.*** Perform diaphragmatic or deep breathing by contracting your diaphragm. Let your lower lungs fill with oxygen to pass around your body and brain. You will feel a tingly sensation and your belly will expand. Do this exercise for at least 60 seconds. The body cannot sustain anger when you are breathing deeply. 12. ***Talk to someone**.* It is healthier to vent your anger and frustrations to a friend rather that to suppress them. Express your feelings so you can start to resolve the situation. 13. ***Disengage and re-engage* *emotions.*** Learn to park your emotions to deal with at a later time, but do not avoid them. You must acknowledge your feelings then utilize your emotional intelligence to improve them. 14. ***Label your emotions**.* After acknowledging your emotions, label them. This activity reduces the intensity of your emotions. The part of the brain that feels the emotion is the same part that names it. 15. ***Label emotions for others.*** You can often defuse a tense situation by acknowledging the feelings of others. When you ask, " I sense that you are angry. Can you tell me how you feel?" the other person will be encouraged to consider and label his/her emotion as well. He/She may respond with "Yes, I feel angry," or "No, I am not angry; I am annoyed." **Activity 2.** Watch the fil titled "Inside Out" produced by Pixar Animation Studios. Then answer the following questions. 1. Describe each human character in the story. [ ] 2. How do the characters show their positive and the negative feelings? 3. What feelings are dominant in the characters? 4. Which characters attempt to block the expression of particular feelings? How do they do so? Do you find yourself blocking feelings consistently? **5.Discussion Board** ***a. What are the ways of controlling and managing emotions?*** ***b. Explain the primary emotional responses of the self to achieve emotional maturity.*** **6. Post-Competency Checklist** 1. Cite at least three experiences that were brought about by your feelings of anger, grief, love, jealousy, guilt, or fear. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. How did you overcome these difficult experiences? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  **1. Introduction** This module tackled the field of social psychology. It particularly discussed the central of social relationships. The different conditions and factors related to social relationships, namely perceptions, social norms, attitudes, stereotypes, group effort, and cooperation, were also presented. It was shown that these factors affect a person's relationship with others. This module also defined love and differentiated the kinds of love. Finally, it emphasized the importance of maintaining good social relationships, as well as the guidelines and rules on how to go about it so that people can live harmoniously with one another. *At the end of this module, the students will be able to:* a. ***Explain the basic concepts of social relationships*** b. ***differentiate behaviors that make for acceptance social relationships from those behaviors that are not acceptable; and*** c. ***analyze the behaviors to achieve harmonious relationships with others.*** **2. Pre-Competency Checklist** ***Directions: Fill each blank with the correct answer. Write your answer on the blank provided.*** 1. **The study of social relationships or interactions is called\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_?** 2. **The keywords in the various aforementioned definitions are \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_and\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_?** 3. **Working or being with a group may also reduce individual effort, a phenomenon known as \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_?** 4. **Special attachment one has for himself/herself or for somebody else. It is an intense feeling of deep or constant affection and emotion in which a person always sees to the good, happiness, and welfare of the other is called\_\_\_\_\_\_\_\_\_?** 5. **The generalizations in which the same traits or characteristics are assumed to be possessed by all members of a group is called\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_?** **3. Learning Resources** Dalisay G. Brawner et. al (2018) Understanding the Self, C&E Publishing, Inc.839 EDSA, South Triangle, Quezon City **4. Explore** **Activity 1. *Read and understand the text:*** Social Self : **Relating Harmoniously and Properly with Everyone** This module tackled the field of social psychology. It particularly discussed the central of social relationships. The different conditions and factors related to social relationships, namely perceptions, social norms, attitudes, stereotypes, group effort, and cooperation, were also presented. It was shown that these factors affect a person's relationship with others. This module also defined love and differentiated the kinds of love. Finally, it emphasized the importance of maintaining good social relationships, as well as the guidelines and rules on how to go about it so that people can live harmoniously with one another. **Social Psychology** Many things may come to mind when you hear the word "social". Generally, this term has something to do with relating well or interacting with others. The study of social relationships or interactions is called **social psychology**. Lahey (2007) defines social psychology as the branch of psychology that studies individuals as the interact with others. Plotnik and Kouyoumdjian (2014) state that social psychology is a broad filed whose goal is to understand and explain how thoughts, feelings, perceptions, and behaviors are influenced by presence of, or interactions with, others. People interact and behave in certain ways when they are at home with their family, when they are in school with their family, when they are in school with their classmates and teachers, or when they are at work with their superiors or fellow workers. Additionally, for Gerrig and Zimbardo (2002), social psychology is the study of the effect of social factors on individual behavior, attitudes, perceptions, and motives. It is likewise the study of behaviors as influenced by interactions and transactions between persons. Social psychology is the study of group and intergroup phenomena. The keywords in the various aforementioned definitions are **interactions** and **relationships.** Interactions refers to the mutual and reciprocal exchange of communication or action between two or more persons or group. On the other hand, relationship refers to a particular way in which two or more individuals, groups, or even countries talk to, behave toward, or deal with each other. There is an established connection, kinship, or attachment between persons or groups attributable to several factors-interest, philosophy of life, goal, or ways of thinking-that bind them together. These two terms imply two-way changes. There is a fine line between interaction and relationship. Interaction is always a component of a relationship. On the other hand, a relationship includes not only the kind of interaction between members of the group, but also the intellectual, psychological, or even emotional investments made by the parties to develop and maintain the relationship. More often, the participants in a relationship agree to do something similar to each other or even allow the same rights, privileges, or benefits arising from any action that they both undertake. Interaction and relationship can be represented along a continuum-from a simple and brief exchange between individuals or groups to a continuing communication and investments to sustain the connection. **Person Perception** In psychology, **person perception** refers to forming impressions and making judgements about another person's likability after seeing or meeting him/her. The assessment involves as well what kind of person one is, including his/her intensions, traits and behaviors (Plotnick and Kouyoumdjian, 2014). First impressions, which are formed within a very short time with little conscious thought and biased by past experiences, are part of person perception (Macrae and Quadfleig, 2010). Several other factors influence one's judgement or perception of another person. One important aspect is physical appearance. A person who rarely smiles may be thought of as arrogant or unfriendly. Sometimes, when an individual forms an opinion on a person based on perception, he/she tries to justify or explain the said judgement. For instance, rather than simply looking at the other person, the observer tries to explain or looks for reasons why the other person dresses or behaves in a certain way. People usually use external appearance as immediate basis for assessing, judging, or evaluating others. However, it is wrong to judge the character of a person on the basis of first impression because biases and errors may occur. It is advisable to always validate one's perception through further observations, gathering of feedback and reports, and interaction, among others, before making judgements. To avoid misperceptions, it is a prudent to behave, talk, or dress appropriately in accordance with societal, cultural, or institutional rules, policies, or guidelines. **Social Norms** **Norms** are patterns or traits characterized as typical or usual for a group. Other terms associated with norms are "average" and "normal". For example, an individual's mathematics score may be considered above the norm if it a more than the average score or below the norm if it is less that the average. Norms can change over time. Many years ago, mothers stay at home to care for their children; women wear only dresses and skirts in attending church services; or couples raise big families. Today, these are no longer the norms due to changes in many factors such as the financial, moral, social, or psychological aspects of society. **Social norms** refer to spoken and unspoken rules for behaving in particular situations. One example is covering one's mouth when sneezing or coughing. Most people conform to the social norms of the culture in which they exist. Norms in social behavior serve to guide or regulate the manner in which people conduct themselves. Behaviors have to be controlled or regulated because of social consequences. It is one's responsibility to make sure that his/her behavior does not hurt, offend, or disturb other people. **Together as a Group** On many occasions, people work in groups. Students organize into study groups to solve problems together when reviewing for an exam. Teachers meet with each other to discuss methods to improve teaching and learning strategies. Farmers work together during the planting and harvesting of *palay.* Employees in an office work as a team. Given these situations, it may be said that people work together for a purpose. In many cases, the task becomes easier to accomplish because more people contribute to solve the problem as compared to only one person doing the task. In social situations where people work and do things together for a purpose, two things may happen. First, the performance of each individual member of the group is improved. This is also referred to as **social facilitation** (Levine, Resnick, Higgins, 1993). Take for example two groups with five members each in a javelin throw competition. The rule is to add the individual distances traveled by the javelin for each group. As such, each group will garner a "total distance traveled" score. The group with the higher "total distance traveled" score wins. In this situation, each member will exert his/her best effort to throw the javelin to the farthest point possible. Second, working or being with a group may also reduce individual effort, a phenomenon known as **social loafing**. For instance, if a group of students is asked to solve a problem, some members of the group may no longer try their best to contribute to the solution because they feel that there are others who can do it better. Likewise, individual members may not contribute as much in doing the task because they think it should be left to the more able members of the group. Another example of social loafing may happen in a tug-of-war game. Participants in the group will most likely exert less individual effort in pulling the rope compared to a situation where one participant pulls the rope singlehandedly. The diminished individual effort in a group is very large, individual members may think slackening will not be noticed or felt at all. One has bear in mind that in group work, it is important that each member exerts his/her best effort to facilitate the attainment of the objects of the group as a whole. This is regardless of the number of participants in the group (few or many) or the variation in their abilities (bright or slow members. **Conformity** **Conformity** refers to yielding to group pressure to act as everyone does, even when no direct request has been made (Lahey, 2009). It is the tendency to behave like others in the group do. Conformity is brought about by two motivations: to gain reward (approval) or avoid punishment (disapproval); and to gain information. Some factors make conformity more likely to exist in a group (Lahey, 2009): 1. *Size of the group.* The more people there are in a group, the more likely a member tends to conform. 2. *Unanimous groups.* Conformity is highest when an individual faces a group in which all members feel the same way about a topic, a problem, or an issue. 3. *Culture.* Conformity occurs in all cultures. However, some cultures emphasize the welfare of the individual; thus, people are less conforming. Others focus on collective welfare so people tend to be more conforming. A high degree of conformity leads to faster accomplishment of task or work. 4. *Gender.* In the past, females were more likely to conform than males, but research has shown that it is no longer the case (Eagly, 1978; Eagly & Johnson, 1990). 1. Will conforming do you good? What advantages or rewards will you get from it? 2. Will conforming put at stake or endanger your integrity and that of your family? 3. Wil it cost much on your part if you conform? 4. Will you be penalized or punished if you do not conform? 5. Will things change if you yield/do not yield to social pressure? As a member of a social group, one has to subscribe to basic and established rules, policies, or guidelines for him/her to truly belong. If all members of the group live by these institutionalized requirements, then order, discipline, system, peach and harmony will be sustained. **Social Roles and Social Norms** People are social animals and are almost always in the company of others. Being in a group can be both advantageous and disadvantageous. For example, support groups can provide emotional help and comfort. Moreover, the effects of stress can be reduced considerably by strong social support. While groups have both negative and positive effects on behaviors, individuals should not avoid groups, but instead make the best out of being in them. As a member of society, each person has a role to play, which may support or complement the roles of other people he/she interacts with. **Social roles** specify the part or position of a person in society. It also specifies behavior expected to be exhibited by an individual in practicing his/her role. Whether aware or not, a person may play several roles, each of which influences the behavior of another individual. A father, for example, may play the role of a parent, a spouse, a middle-aged man, a person of Filipino ancestry, a brother, a son, a mathematics professor, and the like. An individual's behavior of every role he/she plays in particular circumstances. Thus, when a mother is at home, she plays the role of a parent; if she is in the office as the manager, then she plays the role of a boss. It is important to note that social roles play an important and positive role in society. Without these delineated roles, a student, for example, will not know what to expect from his/her teacher. Understanding the roles of others, as well as those one's own, facilitate people's ability to work together towards the common good. When people work together in groups, the efforts of the different members need to be coordinated with those of others to prevent chaos. This scenario is where the social roles come in. A **sociogram** indicates the social structure of a group and the relationship of people within that group. It shows who are popular, isolates, islands, and mutual friends. **Nature and Depth of Relationships** Relationships are among the most important aspects of our lives. They can be positive or conflicted, but the lack of relationships could be the worst of all, as it creates loneliness. **FAMILIARITY** **Familiarity** refers to being comfortable with another person and is a necessary condition for a close relationship to develop. Friends and lovers are those who have been around together for so long; who have grown up together; who have gone to school together. Research has shown that people like to associate with others who are similar to them in terms of the following: attitudes, behavior patterns, personal characteristics, taste in fashion or clothes, intelligence, personality, and the like. **ATTRACTION** What attracts someone to another person? What makes people spend more time with each other or with one another? Is physical attraction important at the early stages of a relationship? **Attraction** may lead to deeper relationship (Santrock, 2003). One person may be drawn or attracted to another due to reasons like similarities or differences in interests, personality characteristics, life goals, and lifestyles, to name a few. Attraction paves the way for enjoying the company and being comfortable with the other person, and for feelings of ease and confidence. **LOVE** **Love** is a special attachment one has for himself/herself or for somebody else. It is an intense feeling of deep or constant affection and emotion in which a person always sees to the good, happiness, and welfare of the other. The person is willing to sacrifice or to give up something foe the good of the object of his/her love. It can manifest as love for God, spouse, children, family, or country, among others. *Three of the most common kinds of love are as follows*: 1. ***Romantic Love.*** Also called passionate love, it includes an intermingling of different emotions: fear, anger, sexual desire, joy, and jealousy, among others. Poets and musicians laud the fiery passion of romantic love and the pathos and pain when it fails. It is one of the major reasons for getting married. In a study by Berscheid, Snyder, and Omoto in 1989, college students chose a romantic partner, rather than a parent or a sibling, as their closest relationship. This result suggest that college students put a higher premium on romantic relationships. 2. ***Affectionate Love**.* Also referred to as companionate love, it is the type of love that occurs when someone has deep and caring affection for a person and desires to have him/her near constantly. 3. ***Consummate Love.*** It is the strongest and fullest type of love (Sternberg, 1985). This ideal form of love involves passion, intimacy, and commitment. **The Triangular Theory of Love** In 1985, Robert Sternberg postulated that love is made up of three components: passion, intimacy, and commitment. **Passion** has something to do with physical and sexual attraction to another. **Intimacy** is characterized by the emotional feelings of warmth, closeness, and sharing of the relationship. **Commitment** is the cognitive appraisal of the relationship and the intent to maintain it even in the face of problems. One or a combination of these ingredients forms of kind of love or love-like feeling. Liking Intimacy Romantic love Companionate Passion + Intimacy Intimacy + Commitment Consummate Love Intimacy + Passion + Commitment Infatuation Empty Love Passion Passion + Commitment Commitment **Figure 4. Sternberg's Triangular Theory of Love** Some interpretations on the illustration are as follows: - If passion is the only ingredient present, the feeling is infatuation, as in a fling or an affair. - Intimacy and commitment without passion show affectionate love. - The combination of passion and commitment without intimacy results in fatuous love. - Consummate love is achieved if all three components are present. Every person capable of loving. Without love people become lonely and social relationships suffer. There are many ways of showing love, and they could vary in form and in depth. People who freely share and give love, and are loved and return, are happy people. **ATTITUDES** **Attitudes** are beliefs that predispose to act and feel in certain ways towards people, objects, or ideas. They either be positive or negative. A **positive attitude** is reflected in a happy, pleasant, or optimistic disposition. On the other hand, a **negative attitude** is associated with pessimism or a general feeling of dislike. The three distinct feature s of an attitude include belief, feelings, and disposition. For example, the negative attitude of a person towards sidewalk vendors can be described by: a. a belief that sidewalk vendors are dishonest; b. a strong dislike for sidewalk vendors; and c. a refusal to buy from sidewalk vendors. **HOW ATTITUDES ORIGINATE** Generally, attitude of a person develop overtime and have emotional components. However, they are normally acquired from two sources-first-hand experience and accounts by others. People develop positive or negative attitudes towards certain an object because of a direct experience with it. For instance, a child who was severely bitten by a cat will perhaps be traumatized and will develop a phobia or dislike for cats which may persist until adulthood. Likewise, a person who has had many enjoyable experiences in school will tend to have a positive attitude towards school. Attitude are also learned from others through modeling and reinforcement. If parents show positive attitudes towards certain ethnic groups by socializing with them, their children will develop the same attitudes towards these groups. The same thing happens when parents discriminate against certain groups. This attitude reinforces or strengthens children's prejudices or biases. **PERSUASION AND ATTITUDE CHANGE** Attitudes are not permanent. They can be changed or modified even after they have been formed. **Persuasive communication** plays a big part in this process. The extent of change in the attitude depends on the speaker, the message, and the listener. If the speaker is credible source of information, he/she is more likely to persuade a person to change or modify his/her attitude. The more credible the speaker is, the more persuasive the message becomes. Moreover, speakers, tend to be less persuasive if their intention to change the person's views is obvious, more so if the speaker will gain something by changing one's opinion. An attractive speaker is also more effective in changing opinions than an unattractive speaker, but it seems to be limited to trivial or unimportant issues. Certain characteristics of the message also lead to attitude change. Messages that contain the element of fear seem more able to persuade changes in attitude or thoughts. **STEREOTYPES** **Stereotypes** are generalizations in which the same traits or characteristics are assumed to be possessed by all members of a group (Gerrig & Zimbardo, 2022). Stereotypes affect people's da-to-day interactions and decisions. Some stereotypes are based on an outsider's experience with a number of people in a group, which were concluded as encompassing of all members of the group and oftentimes proven inaccurate. Some examples include the following statements: Ilocanos are tightwads; Visayans are fun-loving; Kapampangan women cook better than other groups of women; Asians are the worst drivers in the world. Negative stereotypes are accompanied by prejudice and discrimination. Prejudice is an unfair, biased, or intolerant attitude or opinion towards the members of a group. An example is the opinion that overweight women are not as intelligent as women of normal weight. Acting on prejudice leads to discrimination. **Discrimination** is the specific unfair behavior or treatment towards the members of a group. An employer refusing to hire women because of their gender is an example of discrimination. Discrimination again people based on their skin color or ethnic heritage is called **racism**, while discrimination against people because of their gender is referred to as **sexism**. Challenges in life are inevitable. They can result in two things: either the person comes out stronger to face another challenge or he/she feels defeated or discouraged. The outcome boils down to the person's attitude, which determines how one looks as life events, people, and reality. Thus, a person should strive to develop positive attitudes rather that negative ones. **Activity 2:** Naming Opposites From yourselves in group of five members. In 10 minutes, list as many pairs of antonyms as you can. Each member is given two minutes. There should be no repetition of antonyms within the group. The group with the highest number antonyms listed will be the winner. Answer the following questions: 1. What are your thoughts while playing? [ ] 2. Did you try your best to come up with as many antonyms as you can? Why or why not? [ ] 3. What did you feel when you found it difficult to come up with more antonyms? Did you feel pressured? [ ] **Activity 3.** Determine if the behavior is appropriate (A) or (I) inappropriate in the given social situation considering societal, cultural, or institutional guidelines. [ ] 1. Sharing stories with friends in the library [ ] 2. Laughing during a religious service [ ] 3. Joking with friends in a picnic [ ] 4. Keeping quiet inside the church [ ] 5. Listening quietly during a piano recital [ ] 6. Speaking in soft tones during a party. [ ] 7. Speaking in modulated voice while attending a conference [ ] 8. Laughing loudly while waiting at the doctor's office [ ] 9. Wearing short pants for an interview with an employer [ ] 10. wearing the required uniform in the office [ ] 11. Laughing loudly in the classroom [ ] 12. Talking softly with family members at the dinner table [ ] 13. Cheering in one's team in a basketball game [ ] 14. Arguing loudly with an officemate [ ] 15. While queuing, complaining that the service is taking too long **5.Discussion Board** ***Directions. Answer the following questions.*** ***a. Explain the basic concept of social relationships.*** ***b. Differentiate behaviors that make for acceptance social relationships from those behaviors that are not acceptable*** ***c. What are the four* Sternberg's Triangular Theory of Love?** **d. Give an example of each theory of love.** **6. Post-Competency Checklist** A. Recite poem "How Do I Love Thee?" (Sonnet 43) by Elizabeth Barrett Browning as if you were expressing your feelings to the object of your love. Then, accomplish the given task. *How do I love thee? Let me count the ways.* *I love thee to the depth and breadth and height* *My soul can reach, when feeling out of sight* *For the ends of being and ideal grace.* *I love thee to the level of every day's* *Most quiet need, by sun and candlelight.* *I love thee freely, as men strive for right.* *I love thee purely, as they turn from praise.* *I love thee with the passion put to use* *In my old griefs, and with my childhood's faith* *I love thee with the love I seemed to lose* *With my lost saints. I love thee with the breath,* *Smiles, tears, of all my life; and, if God choose* *I shall but thee better after death.* B. What does the poem mean? Describe the feelings expressed in the poem. [ ] C. Create your own poem with love as the theme. Read and share it with your classmates. D. Pick a song that expresses love and sing it. Determine the message of the song. Pencils And Books Cartoon - Free Transparent PNG Clipart Images Download **Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **Course/Year/Sec: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Score: \_\_\_\_\_\_\_\_\_\_\_\_\_** **Goodluck!** Do the following: A. Construct your own family tree as far back as you can, using any materials that you have. Be creative. Indicate the physical and non-physical traits that you can identify among the members of your family. Make a short description about your family. ***[Criteria]*** *Creativity\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--10%* *Neatness\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--5%* *Organization\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--20%* *Completeness[\-\-\-\-\-\-\-\-\-\-\-\-\--15%]* *50%* B. Essay. Do you agree that love, despite being a positive emotion, can also cause problem? Describe an experience which can justify your answer. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ***[Criteria]*** *Mechanics\-\-\-\-\-\-\-\-\-\-\--10%* *Organization\-\-\-\-\-\-\-\--15%* *Content[\-\-\-\-\-\-\-\-\-\-\-\-\-\--25%]* *50%*  **Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date: \_\_\_\_\_\_\_\_\_\_\_\_** **Course:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Score: \_\_\_\_\_\_\_\_\_\_\_** **Good Luck!** **Test I. Fill in the Blanks** **Directions. Carefully read each statement below and fill in the blank with the correct answer.** 1. **[\_\_\_\_\_\_\_\_\_\_\_\_\_]**is forming impressions and making judgements about another person's likability after seeing or meeting him/her. 2. The study of social relationships or interactions is called **[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_].** 3. **[\_\_\_\_\_\_\_\_\_\_\_\_\_]**refers to the mutual and reciprocal exchange of communication or action between two or more persons or group. 4. **[\_\_\_\_\_\_\_\_\_\_\_\_\_]**are patterns or traits characterized as typical or usual for a group. 5. **[\_\_\_\_\_\_\_\_\_\_\_\_\_]** refer to spoken and unspoken rules for behaving in particular situations. One example is covering one's mouth when sneezing or coughing. 6. **[\_\_\_\_\_\_\_\_\_\_\_\_\_]**refers to being comfortable with another person and is a necessary condition for a close relationship to develop. 7. **[\_\_\_\_\_\_\_\_\_\_\_\_\_] it** may lead to deeper relationship. 8. **[\_\_\_\_\_\_\_\_\_\_\_\_\_]** it is an intense feeling of deep or constant affection and emotion in which a person always sees to the good, happiness, and welfare of the other. 9. **[\_\_\_\_\_\_\_\_\_\_\_\_\_]**are beliefs that predispose to act and feel in certain ways towards people, objects, or ideas. 10. **[\_\_\_\_\_\_\_\_\_\_\_\_\_]**are generalizations in which the same traits or characteristics are assumed to be possessed by all members of a group. **Test II. Enumeration.** *Directions. Read the following questions and write your answers on the blank spaces below.* A. Some factors make conformity more likely to exist in a group 11. 12. 13. 14. **B. Stages of Moral Reasoning** 15. 16. 17*.* C. Three of the most common kinds of love 18. 19. 20*.*