Understanding The Self GE 1 SS PDF

GE 1 SS GE 1 SS UNDERSTANDING THE SELF UNDERSTANDING THE SELF BY: MS. KYRA L. QUIDATO  UNIT 2 CHAPTER 1: THE PHYSICAL SELF CHAPTER 2: THE SEXUAL SELF Lesson 1: The Biological Self Lesson 2: Gender a...

GE 1 SS GE 1 SS UNDERSTANDING THE SELF UNDERSTANDING THE SELF BY: MS. KYRA L. QUIDATO  UNIT 2 CHAPTER 1: THE PHYSICAL SELF CHAPTER 2: THE SEXUAL SELF Lesson 1: The Biological Self Lesson 2: Gender and Sexual Orientation Lesson 3: Sexual Behavior UNPACKING THE SELF Lesson 4: Sexual Health CHAPTER 3: THE MATERIAL SELF CHAPTER 4: THE SPIRITUAL SELF CHAPTER 5: THE POLITICAL SELF  LEARNING OUTCOMES AT THE END OF THIS COURSE, THE STUDENT IS EXPECTED TO DO THE FOLLOWING: 1. Explore the different aspects of the self; 2. Demonstrate critical, reflective thought in integrating the various aspects of self and identity 3.Discuss the impact of the different forces and institutions on the development of self 4. Examined oneself against the different dimensions of self as discussed in class  LEARNING OUTCOME: -At the end of this chapter, the students should be able to: CHAPTER 1 1. Explore the different aspects of the self; 2. Explain the importance of the self and THE PHYSICAL SELF its development 3.Compare self-identity, self-image, self-concept and self-esteem 4.Discuss the detail factors that influence the development of physical self 5. Assess himself/herself against the different aspects of physical self. Within a day, how many times do you stand before a mirror and ask yourself, Am I beautiful? Am I satisfied with how I look? Then stare again and meticulously examine the image before you - front, side and back. Did you like what you saw? The image you are gazing at the mirror is your physical self - the body, the concrete and tangible part of yourself that can be directly seen and examined. As you intently examine the details of your self, you notice the color of your hair, the skin tone, your body figure, your height and many other features. All these make up your personal appearance or personal characteristics; only you have these particular features; no one else but you, and you are identified as “you” because of them. They are unique to you ONLY and no other. They make you different from all others Our Physical Self is the first aspect that is noticed in a person. As such, many would like to enhance their physical appearance, their God-given looks, and that is commendable. They are entitled to that. However, beyond the looks, we also need to respect and pay particular attention to our whole body and being it is God’s gift to us, with all its natural features. We give value to our physical self because it is the seat of all other selves: material self/economic self, spiritual self, political self,sexual self and digital self. As such, we keep it physically healthy, clean and neat,a nd beautiful inside out. As we mature, our idea of what is good and beautiful changes as we interact with our surrounding, with what we see in others and observe in Western culture. We tend to compare ourselves with others, most particulary in style and fashion. Now we are more inclined to imitate others. We have the tendency to prefer imported products over the locally-made ones. Our standard of what is good and beautiful has also changed, partly because of what the influence of Western Culture. To many, a beautiful woman has long nose, lighter,fairer skin, blonde or colored hair and slim body figure and other features commonly seen among Western women. So our preference for the “MESTIZA” type. Our standard and goodness is further elevated by the flooding of beauty products and the rising of beauty salons, gym for physical fitness and sometimes and to a extent, of technology. Vicky Belo’s name have become by-words in the beauty industry. Belo’s billboards, for example, are covered with the pictures of exquisitely beautiful and handsome, well-carved and muscled models. What is their message: “Come, invest and we will create a new, beautiful you.” Ofcourse, many submit themselves to enhancement procedures. Today, undergiong the procedures especially when performed by famous names in the indutsry, has become a status symbol. While there is nothing wrong with enhancing one’s appearance, the alterations in the physical self will have life-altering consequences in the personality of the person. Usually these consequences are negative. The following practices are 1. IMPROVE SLEEPING HABIT popular among many health enthusiasts keeping 2. OBSERVE CORRECT EATING HABIT. themselves physically fit 3. DO REGULAR EXERCISE. youtful and naturally 4. MAINTAIN A HEALTHY LIFESTYLE. glowing: 5. PRACTICE RIGHT HYGIENE. 6. FEEL CONFIDENT. More noticeable changes occur when the indvidual reaches adolescence, the transition between childhood and adulthood. This period is divided into three stages. Early adolescence stage between 11-14 years old. During this period, adolescents would rather tell their stories to their peers rather to their family. Middle adolescence stage is between 15-17 years old. During this stage the child demonstrate consistency to achieve their goals. Late adolescence is between 18-24 years old. During this stage they become more concerned of others rather than mainly themselves. We have four concepts related to the physical self that we need to fully understand. These are self-identity, self-image, self-concept, and self-esteem. SELF-IDENTITY In probability you would state your name, your status, you rank in the family - whether your the eldest, or the youngest, as the case may be. If you’re a student, you will mention the name of your school, or the program your enrolled in. That is how you are known. That is your personal self-identiy. SELF-IMAGE Self-image refers to the idea one his/her abilities, appearance and personality. For example you stand before the mirror. What do you see? How do you look? What skills are you capabale of doing? All these tells about your self-image, the idea that you have about yourself. SELF-CONCEPT Self-concept is a collection and construction of an individua’s thoughts, feelings and beliefs that he/she holds about himself/herself and the responses of others about him/her. It responds to the question “Who am I?” Like, one may say, “I’m a sociable and accommodating person.” or, one may percieve himself/herself as an indispensible member of the organization, or a nurturing and caring person. Self-concept differs from self awareness which refers to the extent to which self-knowledge is defined, consistent and currently applicable to one’s attitudes and dispositions. SELF-ESTEEM Self-esteem, on contrary, refers to how much you appreciate, value and like yourself. Your self-concept affects your self-esteem. As what we already discussed, what you hear from other poeple, their influences and beliefs, including those of your family, contribute to the formation of self-concept. If one may look herself/himself, and may form a positive or negative self-esteem of himself/herself.  LEARNING OUTCOME: -At the end of this chapter, the students should be able to: CHAPTER 2 1. Discuss the sexual self based on the dynamic interplay between biologiocal and psychological factor. THE SEXUAL SELF 2. Discuss the broader implementations of their sexual self in terms of social behaviors and sexual health. INTRODUCTION Our self-concept refers to the knowledge and belief that we have and the evaluation that we make about ourselves. The element of our THE SEXUAL SELF self-concept are self-schemas, or those specific beliefs that help us organize and guide our processing of self-relevant information. These schemas provide direction to our action and coherance to our identity. Our sexual-self comprises a complex set of schemas that allow us to understand and express ourselves as sexual beings. We hold self-schemas that pertain to our sex, gender, sexual orientation and sexual expression/responses. Sex refers to the biological and physiological characteristics that define men and women and that constitutes the sex categories of male and female. It is sometimes referred to as biological or assigned sex as it is based on what a person is edowed by nature or at birth. Gender, on the other hand refers to the attitudes, feelings and behaviors that a given culture associates with a person’s biological sex. Gender identity is an internal awareness of where the individual belongs in the feminine and masculine categories. One may identify with either of these categories, or neither such as in the case of people who label themselves as “gender queer,” “gender variant,” or “gender fluid.” Many may find it easy to describe themselves simply as men or women because there is congruence in the schemas related to their sexual self. however, as we know there are others who have a different experience and who find those self-schemas are not in agreement with each other. The society at large tends to also see human beings simply as men or women. MAWAWA is an abbreviation used for “Men-Are-Men-And-Women-Are-Woemen” assumption. Although it could have been better abbreviated as MAMAWAWA, but that is how it is reffered to. It is simplistic and heuristic reference to what makes a man a man and a woman based on age-old traditions and perspectives of these genders. Among the assumptions is that “female hormones” and “male hormones” fuel the different sexes leading to differences in their shape and behavior. Others tend to quickly summarize their assumptions about sex or gender orientations with lines such as “men are from mars and women are from venus.”  LEARNING OUTCOMES: At the end of this chapter, the students should be able to: LESSON 1 1.Describes the begginings of the biological sex during the time of fertilization. THE BIOLIGICAL SELF 2. Explain the process of sexual development that occurs during the prenatal stage and during puberty stage 3. Discuss abnormalities that can occur in the sexual development  Our bilogical sex begins with the sex THE BEGGINING OF chromosomes that inherit from our parents OUR BIOLOGICAL SEX during the time of fertilization, that is the fusion of the sex cells of our parents. These sex chromosomes are so called, because they genetically program the organism to develop either a female or a male line. The mother’s egg cell typically carry an X chromosome while the father’s sperm cells are split into two - half have X chromosomes while the other half has Y chromosomes. Our bilogical sex begins with the sex chromosomes that inherit from our parents during the time of fertilization, that is the fusion of the sex cells of our parents. These sex chromosomes are so called, because they genetically program the organism to develop either a female or a male line. The mother’s egg cell typically carry an X chromosome while the father’s sperm cells are split into two - half have X chromosomes while the other half has Y chromosomes. If the sperm with an XX chromosome fertilizes the egg cell first, then the resulting XX pair of sex chromosomes produces a girl. However, if the one with a Y chromosome sucessfully unites with the egg cell, then the XY pair produces a boy. It should be noted though that the X and Y chromosomes are not named after their shape but to indicate the difference in their appearance. X chromosomes are bigger than the Y chromosomes that an earlier investigation appeared to lack a small arm. While this earliest event that happened in our lives when we are yet a zygote, or a single-cell organism, assigned us to a particular sex, it did not lead to an automatic divergence of sexual development of boys and in girls. In fact, sex is initailly undifferentiated in the embryo up until a certain time. Sexual development basically follows a natural principle that genetically programmed all human beings to develop female bodies. In the case of males, there was an inference in the course that led them to develop male bodies; otherwise they could have developed female bodies.  SEXUAL DEVELOPMENT There are important stages that distinctly defined the development of our biological sex - first, during prenatal stage when the gonads, internal organz and external genitalia are formed and then, in the pubertal stage when the secondary sex characteristics developed. PRENATAL STAGE GONADS At 6 weeks after fertilization, regardless of gender, all embryos have identical primoridial gonads (primoridal meaning “existing at the beggining). The identical pair of gonadal structures consist of an outer covering, or cortex that has potential to become an ovary and an inner core, or medulla, that can potentially become a testis. PRENATAL STAGE GONADS At about 6 weeks after conception, the SRY gene (so named because it is found in the sex determining region of the Y chromosome of the male embryos) triggers the synthesis of SRY protein. This protein causes the internal part, or the medulla, of each gonad to grow and develop into testes. In female embryos that lack the SRY gene that encodes the SRY protein, the primordial gonads automatically develop into ovaries. PRENATAL STAGE Until about the third month in the prenatal development, both embryos possess the INTERNAL ORGANS same reproductive ducts including a male Wolffian system and a female Mullerian system. The Wolffian system has potential to develop into male reproductive ducts comprising the epididymis, vas deferens, ejaculatory duct and seminal vesicles. The Mulleran system, on the other hand, has the capacity to form into the fallopian tubes, the uterus and upper portion of the vagina. PRENATAL STAGE This duplication of reproductive ducts of the male and female changes when at the INTERNAL ORGANS third month, the male’s newly developed changes when at the third month, the male’s newly developed testes begin to secrete two hormones the testosterone and anti-Mulleran hormones. The testosterone, the most common type of androgen hormones stimulates the development of the Wolffian system while the anti-Mullerian hormone inhibits the development of the Mulleran system. PRENATAL STAGE Unlike the male testes that become INTERNAL ORGANS activated and began releasing hormones, the female overies are almost completely inactive during the fetal development. The differentiation of the female ducts does not require any hormone at all. Normal female fetuses and even those overiectomized female fetuses (those ovaries have been removed) all developed in the typical female direction.  PRENATAL STAGE At 6 weeks after fertilization, the external EXTERNAL ORGANS reproductive organs for both males and females-begin to differentiate from initially the same 4 parts: the glans, the urethral folds, the lateral bodies and labioscrotal swellings. The glans develops into head of the penis in the male or clitoris in the female; urethral folds fuse in the male while become enlarged as the labia minor a in the female; the lateral bodies form the shaft of the penis in the male or the hood of clitoris in the female; and the labioscrotal swellings form the scrotum in the male or the labia major a in the female. PRENATAL STAGE PUBERTY As children transition into adulthood, they STAGE pass the puberty stage that is characterized by adolescent growth spurt, maturity of the external genitalia and development of secondary sex characteristics. Secondary sex characteristics are those physical changes that distinguish sexual maturity in women and in men. PRENATAL STAGE The anterior pituitary releases high of PUBERTY growth hormone that act directly on the STAGE bones and muscles tissues resulting in growth. The hypothalamus releases the gonadotropin-releasing hormone (GnRH) that simulates the anterior pituitary gland to release two gonadotropic hormones: follicle-stimulating hormone (FSH) and luteinizing hormone (LH). Both hormones are present in male and females but produce different effects. ABNORMALITIES IN SEXUAL For majority, the processes by which the gonads, DEVELOPMENT the internal and external organs develop produce an unambiguous male or female. However, there are certain conditions on which sex characteristices including chromosomes, sex hormones, external and internal reproductive organs, do not fit with the typical male of female biological make-up. Among the inter sex conditions described as Androgen Insensitivity Syndrome (AIS), Andrenogenital Syndrome, and 5-Alpha-Reductase Deficiency.  ANDROGEN Individuals with AIS have an XY genetype but develop INSENSITIVITY a female appearance. Remember that in male embryos, their testes produce androgens and SYNDROME (AIS) anti-Mullerian hormone. In the case of AIS, there is a mutation in the androgen receptors such that they become unresponsive, or it is as if no androgens are released. This non-reactivity to androgen prevents the development of the Wolffian system, which in the antecedent of the male internal organ. Because the anti-Mullerian hormone functions normally, the internal female reproductive system does not also fully develope resulting to shallow vagina, with no uterus, fallopian tubes and ovaries. Although individuals with AIS are genetic males many have married and maintained their female gender identity and physical appearance. ANDROGENITAL The Androgenital syndrome is due to congenital adrenal hyperplasia (CAH), a heritable condition in SYNDROME which there is increased level of androgens. This has little observable effects in males because they are typically exposed to high levels of andgrogens. Females born with CAH, who have higher levels of androgens. Females born with CAH, who have higher than typical amounts of androgen circulating in their system, develop ambiguous external genitalia such as an enlarged clitoris and fused labia and in some cases, no vaginal opening. Behavior is also affected, in which they display tomboyishness angage in bisexual and lesbian behavior. However, it should be noted that majority of women with CAH are heterosexual and that majority of bisexual and lesbian women do not have CAH or other similar conditions. 5-Alpha-Reductase Individuals born with this condition have deficient Deficiency enzyme known as 5-Alpha-reductase that converts testosterone into 5-Alpha-dihydrotestosterone. The 5-alpha-dihydrotostesterone is responsible for the masculinization of external organs of fetus. Those conditions have ambiguous external genitals and are commonly raised as girls. At puberty, increased levels of testosterone lead to the development of male secondary sex characteristics. In a surprising turn of events, these individuals raised as girls develop normal male external organs and take a male gender identity.  LEARNING OUTCOMES: At the end of this chapter, the students should be able to: LESSON 2 1. Explain the meaning of gender, gender identity, and gender orientation GENDER AND SEXUAL 2. Discuss sexual orientation, its ORIENTATION different categories and possible contributing factors 3. Explain the multidimensional view of the sexual self. GENDER Gender is a term that is used to describe the characteristics, whether biologically or socially-influenced, that people use to define males and females. The awareness of one’s gender identity usually starts with self-actualization that influences individuals to engage in gender-typed behaviors. However, there categorizationand who find their interests and inclinations to be also non-typical. Table 1: Gender Identity and Terminologies CISGENDER Is a male or female that identifies with the sex that was assigned at birth. Cisgender people also identify, to some degree, with the other norms (excluding sexual orientation that are associated with their sex. GENDERQUEER Is used to describe a gender identity when the binary conceptualization of gender male or female, does not accurately describe an individuals gendered outlook or self-concept. INTERSEX Describes a variety of medical conditions wherein an individuals reproductive anatomy or geneitals do not fit the binary definition of male and female. TRANSGENDERMAN/ FEMALE TO MAN (FtM) Is a man whose sex is female but he lives and identifies as male. TRANSGENDER WOMAN/ MALE TO FEMALE (MtF) Is a woman whose sex is male but she lives and identifies as female.  GENDER Gender Expression or the manner by EXPRESSION which people express themselves and behave may be true to their gender identity such as when they convey their sense of femmininity or masculinity outwardly. This may occur naturally for the majority, that their actions are effortless. However, there are those who undergo transexual surgeries but who still keep their original gender identity and even their sexual orientation. CAITLYN JENNER ANGIE KING  SEXUAL Sexual Orientation, refers to the stable ORIENTATION pattern of attraction or sexual interest that one has to member a particular sex. It can also mean the complete absence of any sexual interest. Sexual Orientation should not be mistaken as Sexual behavior because their are not necessarily the same. For instance, there are some people who engage in same-sex behavior and fantasy but maintain a strong heterosexual orientation. Table 2: SEXUAL ORIENTATION Terminologies ASEXUAL Refers to the absence of physical or sexual attraction to another human being. An asexual man or woman can have romantic, inttelectual, or emotional attractions to other people but they do not enggage in physical sexual acts. BISEXUAL The sexual orientation that describes either a male or a female who is attracted to both males and females. GAY Depending on the context, gay can refer to either gay males and/or lesbians. Gay males are self-identified men who are emotionally, physically, romantically and/or sexually attracted to other people who identify as male. LESBIAN A self-identified as female who is emotionally, physically, romantically and/or sexually attracted to other people who identify as female. HETEROSEXUAL An individual who identifies as either a male or female (can be cisgender, FtM, or MtF) and is attracted to individuals of the opposite sex. QUEER Is an umbrella term taht is used to describe an individual’s self-concept of their sexual orientation identity.  LEARNING OUTCOMES: At the end of this chapter, the students should be able to: LESSON 3 1. Explain the role of sexual hormones in sexual motivation 2. Describe human sexual responses SEXUAL 3. Discuss about love, lust and ORIENTATION attachment SEX HORMONES AND Sexual hormones are important in our sexual development for their SEXUAL developmental and activating effects. MOTIVATION They promote the development of the sex organs and secondary sex characteristics of males and females. Further, sex hormones are responsible for activating the reproduction-related behaviors or sexually mature adults that includes the sexual drives and responses. SEX HORMONES AND In Women, both estradiol and testosterone are implicated as hormones critical in SEXUAL modulating women’s desires. MOTIVATION Estradiol is produced by the ovaries while the testosterone is produces by both the ovaries and adrenal glands. Women’s sexual behavior has been shown to differ from non-primate mammals. Women are sexually receptive under any hormonal condition and irrespective of their levels of sexual desire. SEX HORMONES AND Similarly, men’s sexual behaviors are SEXUAL influenced by external factors such as MOTIVATION cultural and social relationships. There are some cultures and religions that give more freedom for men to have multiple sexual partners. Also, relationship problems including poor communication, trust issues, unresolved conflicts and loss of attraction affects one’s sexual desire. Further, physical and mental health are known to affect sexual well-being. SEX HORMONES AND SEXUAL Unarguably, though testosterone MOTIVATION plays an important role in controlling and sychronizing male sexual desire and arousal. In a meta-analysis study, testosterone therapy is used to improve low desire and erectile dysfunction. EROGENOUS ZONES Stimulation of the erogenous zones or those areas in the human body that have heightened sensitivity, can produce sexual responses including arousal, sexual thoughts and/or fantasies and orgasm. They are all found all over the body and are quite complex and intricately connected. Male and females appear to have effectively the same distribution of erogenous zones. Although, it was reported that women reported greater sensitivity in several body parts. It is clear that women experience higher erotic intensity for some body parts. Table 1: BODY PARTS AROUSAL SCORE (highest first) FEMALES MALES Clitoris Penis Vagina Mouth/Lips Mouth/Lips Scrotum Nape of Neck Inner Thigh Breasts Nape of Neck Nipples Nipples Inner Thigh Perineum Back of Neck Pubic Hairline Ears Back of Neck Lower Back Ears SEXUAL RESPONSE Sexual desire is typically higher in men that in women. Men reported to be more open to casual sex and multiple partners while women are more likely to combine sex with romantic relations. William Masters and Virginia JOhn (1966) found that males and females tend to produce the same biological responses to sexual stimulation including Vasocogestion and myotonia. SEXUAL RESPONSE Vasocongestion refers to the swelling of the bodily tissues due to increased blood flow that causes erection of the penis and the swelling of the nipples and the surrounding area of the vagina. Mytonia, is a muscle contraction and tension that causes spasms of orgasm and spasms of the hands and feet. With adequate sexual stimulation, natural responses including erection, vaginal lubrication and orgasm are achieved. EXCITEMENT PHASE For males, the penis bcomes erect, the scrotal skin thickens and becomes elevated. In females, excitement is seen in the engorgement of the clitoris and labia and expansion of the inner parts of the vagina. Vaginal lubrication also starts. There is increased heart rate and blood pressure. PLATEAU PHASE This phase is an advanced state of arousal before the orgasm. This is characterized by a somewhat stable state in the cycle. In males, there is a slight increase in the size of the circumference of the head of the penis. The testes are elevated in preparation for ejaculation. In females, further vasocongestion is seen in the swelling of the outer part of vagina and the full expansion of the inner vagina. The clitoris shortens as it withdraws beneath the clitoral hood. Breathing becomes rapid, heart rate increases and blood pressure continues to rise. ORGASMIC PHASE Male orgasm involves muscle contraction that propel semen from the body. Sensations of pleasure tend to be related to the strength of the contractions and the volume of the seminal fluid. The most intense are usually the first three to four contractions and take place at 0.8 second-intervals (five contractions happening every four seconds) ORGASMIC PHASE Orgasm in female involves rhythmic contractions of the vaginal walls, anal sphineter and uterus. As with males, contractions occur at 0.8 second intervals. Pleasurable sensations are subjectively located in the different areas of the genital region. Weaker and slower contractions follow. Blood pressure and heart rate reach a peak and respiration also increases.  In the post-orgasm phase, the body RESOLUTION PHASE returns to its pre-aroused state. Men lose their erection and enter a refractory period during which they cannot experience another orgasm or ejaculate. The testes and scrotum also return to their normal size. Females do not experience a refractory period and therefore can become quickly rearoused to the point of multiple orgasm if they want to and if there is continued sexual LOVE, LUST AND ATTACHMENT Sexual relationships can be described based on the kind or level of relationship that is shared between partners. At the basic level is sex which is a physical or biological need aimed at releasing sexual tension and experiencing pleasure and satisfaction. Without any deep connection, partners engaging in sexual intercourse merely satisfy their lust. LOVE, LUST AND Without any deep connection, partners ATTACHMENT engaging in sexual intercourse merely satisfy their lust. Lust is enjoyment in the “here and now” with little to no consideration of long-term commitment. In modern times, this takes the form of hook-ups, one-night stands, or “friends with benefits”. When partners not only physically desire but most importantly seek for an enduring union with each other, sexual relationship already elevates to a higher plane. LOVE, LUST AND Romantic love is usually associated with attachment goals and sharing of a life together. ATTACHMENT There are many perspectives about romantic love and one is presented here that is Robert Sternberg’s triangle model of love. The triangle comprises three essential components-intimacy, passion and commitment. Intimacy refers to the couple’s sense of closeness and the presence of mutual concern and sharing of feelings and resources. Passion means romance and sexual feelings. Commitment meas deciding to enhance and maintain the relationship.  LEARNING OUTCOMES: At the end of this chapter, the students should be able to: LESSON 4 1. Discuss ways of preventing the spread of sexually transmitted diseases SEXUAL HEALTH 2. Describe the various methods of contraception SEXUAL HEALTH Sexual health is described asa a state of physical, emotional and social well-being in relation to sexuality not merely the absence of disease, dysfunction or infinity. Further, it requires a positive and respectful approach to sexuality and sexual relationships for the possibility of pleasurable and safe sexual experiences, free of coercion, discrimination and violation. SEXUALLY-TRANSMI Sexually-transmitted Diseases (STD’s) or TTED DISEASES sexually transmitted infections (STI’s) are (STDs) spread generally through sexual contact. including anal, vaginal, or oral sex. STD’s can be caused by bacteria such as in the cases of gonorrhea, syphilis, and chlamydia, by parasites such as trichomoniasis, or by viruses such as in human papillomavirus (HPV), herpes simplex virus (HSV) and human immunodeficiency virus (HIV). SEXUALLY-TRANSMI TTED DISEASES (STDs) Individuals at risk for STDs are those who engage on unprotected sex, have multiple sexual partners, have history of STD’s and those who misuse alcohol and drugs and share needles with other people. To eliminate the risk of acquiring STD, it is advised to avoid risky behaviors. SEXUALLY-TRANSMI TTED DISEASES (STDs) Sexual abstinence is the best kind of protection for those who are not in a committed relationship as hook-ups with random people only increase the chance of STD’s. SEXUALLY-TRANSMI TTED DISEASES For those sexually active, some safe (STDs) sex practices include staying in a long-term monogamous relationship in which sexual intercourse is exclusive only between two uninfected partners, using condoms consistently and correctly not abusing alcohol or drugs as this can led to risky sexual behaviors.  METHODS of CONTRACEPTION (Natural and Artificial) Contraception is the deliberate use of certain methods to prevent pregnancy. It has a range of health benefits including delaying pregnancies in young girls, reducing unwanted pregnancies, spacing pregnancies, limiting the number of children and securing maternal and child health. (WHO 2019)  METHODS of CONTRACEPTION (Natural and Artificial) Contraception may use either natural or artificial methods. The most appropriate method for contraception depends on the woman’s overall health, age, frequency, of sexual activity, number of sexual partners,future plans of having a child, or children and history of particular diseases in the family.  LEARNING OUTCOME: -At the end of this chapter, the students should be able to: CHAPTER 3 1. Explained in his/her own words the different aspects of the material and economic self THE MATERIAL 2. Illustrated relationship the between the material self and economic self in the SELF formation of one’s sense of value using any type of organizer 3.Reflected on the value of material possession and having economic sense on one’s self-development INTRODUCTION The Aspects of Material/Economic Self. Material self is a dimension of the self that relates to physical materials. We are made THE MATERIAL aware of them by what we read in the print and SELF social media, like newspapers and magazines, social platforms like Twitter, Facebook page, YouTube and Private Messages. THE MATERIAL SELF Material Self refers to our body, as well as the tangible objects, places, things that we describe as “My” or “Mine”. It has two sub-classes: The body self, reffering to our body and its parts and the extra-corporeal self, beyond the body, which, is our extended self. THE MATERIAL SELF William James said that the Material self basically refers to our body, clothes, immediate family, and home.  ACTIVITY: DEBIT CARD CHALLENGE MATERIAL SELF INVESTMENT MATERIAL SELF INVESTMENT MATERIAL SELF INVESTMENT MATERIAL SELF INVESTMENT  LEARNING OUTCOME: -At the end of this chapter, the CHAPTER 4 students should be able to: 1.Explained the nature of the spiritual self THE SPIRITUAL 2. Discussed the aspects of SELF spirituality 3.Assesed the level of their spirituality and religiosity INTRODUCTION This chapter will focus on the nature of spiritual self, the aspects of THE SPIRITUAL spirituality, the difference between SELF spirituality and religiosity and an assessment of one’s spirituality and religiosity.  In our daily life, we need vitamins to keep our body and mind active. If we INTRODUCTION provide our physical self with either good or evil, so could our spiritual self also be. That is because the THE SPIRITUAL spiritual self and physical self are SELF partners. The good or bad conduct of physical self is the main determinant when the spiritual self can be good or evil. INTRODUCTION If the physical self is tainted with negative energy, like selfish motives and evil actions, the spiritual self THE SPIRITUAL would be anxious and unhappy; but a SELF wholesome, physical energy coming, for example, from good motivation and righteous actions, would create a good and happy spiritual self. THE NATURE OF Spiritual self is another dimension of SPIRITUAL SELF the Self. It is personal to each of us. It is referred to as the real, true, or authentic YOU without influence, stereotypes, or assumptions. It is not related to our race, our religion, gender, nor our concerns, NOT even our physical appearance. It is the YOU without patterns. It is the beautiful YOU in appearance form. THE NATURE OF SPIRITUAL SELF It is good to ask ourselves about this because while we pay more attention to the other selves, like physical and material, the spiritual self is the least explored. That is because we focus more on our physical realities, rather than on the spiritual. THE NATURE OF SPIRITUAL SELF She is the invisible force that holds the whole self together. It recognizes all the needs of the other selves that may lead to self-integration, increased awareness, intuition, insight and communication between and among the other selves. DAVID JAMES LEE Spirituality expert of Wei Wu Wisdom, described our spiritual self as our intangible and invisible self, the gut feeling and inspiration inside us. It is true to us ONLY. Lee compared it to a beautiful candle that never extinguishes. No one else could extinguish it, but ourselves. It is the spiritual energy that makes intuition flow without effort from within, the source of inspiration that motivates us to move on. DAVID JAMES LEE The word "inspiration" connotes the presence of a spirit within us. Inspiration keeps us going, living a more positive life. One who is inspired never stops moving forward. He is motivated to go a mile more and achieve more and live a more productive life. Such is the role of inspiration in our life. DAVID JAMES LEE Lee considers spiritual self as the higher self. He emphasizes the importance of getting connected with the spiritual self since this helps us find a balance between the physical and spiritual selves to enable us to live to our full potential. DAVID JAMES LEE It is through our spiritual self that we can communicate with the Divine. If we are disconnected from it, we hang on to our old self, continue living in the carousel of negativity, being critical, judgmental and continue comparing ourselves with others, protecting ourselves from them. But according to him, we have nothing to fear of others as regards our spiritual self because it is only us who can create a spiritual disturbance on it.  Your Spiritual Self, beautifully referred to BOB MANGROO spiritual self as the eternal self, the intangible, non physical, invisible part of our existence. He called it, SOUL. He claims that with our physical reality, we can identify our date and place of our birth, meaning the beginning of our existence. However, it is not true with our soul. We cannot tell when our soul was born, when it began to exist and where it is located within us. That is so because our soul has been in existence even before our physical existence will continue to exist even after we are gone. BOB MANGROO The idea of the existence of the soul leads us to understand that the nature of spiritual self is not connected with religion. Our Christian faith taught us, that our body is the temple, the in-dwelling, of the Holy Spirit. We believe that we have a soul and that, when we die, our physical body is buried, or cremated, as the case may be, but our soul goes to either heaven, or hell, to remain there eternally, depending on the kind of life we lived. when we were still alive. BOB MANGROO This is exactly the idea purported by Mangroo. He insists that the nature of our eternal self is to live in the spiritual realm for eternity after it leaves our physical body. Our spiritual self should manifest how we live our Christian faith, regardless of religion. We live our spiritual life highly motivated, aspiring for eternal life because our soul is destined for eternity. SPIRITUALITY AND RELIGIOSITY SPIRITUALITY Typically, spirituality is usually associated with our own existence and a search for the purpose and meaning of life. It is a universal human experience that has touched us all. Some people deem spirituality as a spiritual experience that is sacred and transcendent, or something that is beyond any other ordinary experience: to others, it is simply an awareness of being alive and of how one lives his SPIRITUALITY Others may view their spiritual life to be intensely linked to their association with a church, a temple, a mosque, an organization, or a person and it is within these entities where they see their worth and real value in life. Still others see the value of their life according to their personal relationship with their God, realizing that apart from this God, they are nothing. SPIRITUALITY Spirituality may be connected to some larger questions about life and identity. Questions like: Am I a good person? Why do I have to go through this difficulty? Why are these thing happening to me? Are they worth my sacrifices? SPIRITUALITY OTHER DEFINITION OF SPIRITUALITY: To Christina Puchalski (2014), MD.Director, Division of the South Wales Institute for Spirituality & Health, spirituality is theaspect of humanity that refers to the wayindividuals seek and express meaning and purpose of the way they experience their connectedness to the moment, the self, to others, to nature and to the significant or sacred.  OTHER DEFINITION OF SPIRITUALITY SPIRITUALITY: To Beauregard and O'Leary, (2007), spirituality is any experience that is thought to bring the experiences into contact with the Divine. But, it is not just ANY experience that feels meaningful; it is one that is beyond the ordinary; one that puts some meaning into one's life. Another definition of spirituality refers to the dimension that is in harmony with the universe and strives for answers about the infinite that comes into focus when a person faces emotional stress (Murray & Zenter, 2015). SPIRITUALITY What do these definitions tell us about spirituality? The definitions reveal the aspects of spirituality. The first aspect is spirituality emphasizes the idea of meaning and purposes that go beyond physical realities of life. The idea helps us understand why we go through difficult situations and why such happen to us. It makes us realize that things happen for a reason and they have a purpose. Having this in mind, we become more enlightened and inspired and more appreciative of the experience. SPIRITUALITY Spirituality is not innate in us, meaning, we were not born with it. It is developed and acquired through our personal, environmental and/or social exposures and experiences. Our spirituality is often times expressed through our religious practices which explains why it is sometimes confused with religiosity. While spirituality may incorporate elements of religion, spirituality is not the same as religiosity. RELIGIOSITY Religiosity is defined by Sherkat (2015) as a characteristic of individuals and collectivities that displays various features of beliefs about the supernatural. It refers to how individuals and social groups engage in a behavior related to the Higher Being. It is a term used to describe the extent to which religion influences societies and intersects with the other areas of public life. Generally, it is related to how much a particular religious doctrine is internalized. RELIGIOSITY Macayan, et. al. (2018) said religiosity refers to adherence to a belief system and practices associated with a tradition in which there is agreement about what is believed and practiced. This includes proscriptions of a particular church, like manner of dressing when attending church activities, obligatory contributions for the support of their church, proper observance of feasts and rituals, even in the choice of hair style, the kind of food to be eaten or not eaten, etc. RELIGIOSITY We are aware that different churches have different ways of expressing their beliefs and values and participating in religious communities. Some of these include attending regularly church services and activities and other periodic church events, paying their tithes, reciting prayers and doxologies and other similar activities. Instrumental to these is the influence of the parents, teachers and the type of religious communities or congregations they are affiliated with and/or the leaders of such organizations.  Schools play a very important role in the RELIGIOSITY religiosity of students. Their curriculum allows the formation of clubs and organizations. The involvement of the students in these organizations provides them with the opportunities to work and get connected to and interact with, other students, faculty and staff. Eventually, they help and guide the school publics to understand and appreciate the value of the things they do, like what the teachers require, in the case of the students, and even find themselves appreciating their school life. SPIRITUALITY For Spirituality, we find answers to such VS. questions, as Where do I find meaning? How RELIGIOSITY do I feel connected? How do I live? Religiosity, on the other hand, leads us to respond to such questions, as What practices, rules, or rituals should I follow? What is right or wrong? What is true or false?