The document discusses characteristics of the self according to contemporary literature. It defines the self as separate, self-contained, independent, consistent, unitary, and private. It explores how the self is distinct from others, can exist independently, and is consistent over time. The self is also described as the center of one's experiences and private in nature. Development of the self is influenced by one's own observations, feedback from others, and cultural values. The document also provides an overview of common mental health disorders in adolescents such as depression, anxiety disorders, and eating disorders.

4. The Self, in contemporary literature and even common
sense, is commonly defined by the following characteristics:
“separate, self-contained, independent, consistent, unitary,
and private” (Stevens, 1996).
When we talk about the self, being “separate,” it means
it is distinct, different and unique from others. It has its
own uniqueness that defines him/her from others. It has an
identity of its own, even twins, may it be fraternal, is very
much distinct from the other. When we are talking about “self-
contained,” we describe its existence as having its own
independence. It may exist with or without others; it is
self-containing of its own thoughts, characteristics and
volition.

5. For example, we make our profile pictures in
social media, carefully choosing a picture that
expresses more of our thoughts, that tells us of what
we are, that tells us what we are in real life. Although,
in these given times, it is easy to create another “self”
or deceive someone using a make-up “self”.

6. Nevertheless, although it is relatively easy to make
another “self” in this age of social media and advance
technology, the “self” is very much consistent and
persisting. Every “self” has its own personality that is
enduring, that lasts during late adolescence. Its
uniqueness and its consistency allow it to be studied,
described and even measured (also means that a
particular self’s traits, characteristics, tendencies and
potentialities) are very evident and distinguishable from
other “selves.”

7. The Self is unitary in that it is the center of all
experiences and thoughts that run a particular person.
It is the topmost executive in an individual where all
processes, emotions, and thoughts converged. Lastly, the
self is private. A person may sort out information, feelings
and emotions, and thought processes within the self. The
whole process is never accessible to anyone but the self.
This suggests that the self is isolated from the external
world. It lives within its own world.

8. Having in its own world means, you can create or nurture
what you can be (ideal self) or maintain/improve your current self
(actual self).
The ideal self pertains to the image or aspirations of what you want
to become.
This may be similar in hoping characteristics that you do not
possess as of the moment, but may one day be part of who you are,
just like what Filipinos tend to watch in various talent shows. This
may be the ability to have a beautiful voice; or have different
achievements like the characteristics of your idols or other
international figures (Michael Jordan, Sarah Geronimo etc.)

9. While the actual self as the term implies
“actual”, is your present self that you see on
the daily basis. It is the self that is constantly
keeping in touch in your everyday
experiences. It has the potential to improve or
develop as deemed by every individual. This
may also pertain to the gifts that you possess
that is innate in you when you were born.

10. Combining these two categories of the self, it
established the distinction of the Self-Concept. This is a
collection of beliefs about one’s basic nature, unique
qualities, and typical behavior.
Although we may have so many dimensions in which we
describe ourselves such as “I’m grateful” or “I’m friendly”,
we have separate concepts of our physical, social,
emotional and intellectual selves; yet we are still referring
to one single entity that is unique and very distinct from
others (Don Hamachek,1992).

11. Our various self-concepts are characterized
by relatively distinct thoughts and feelings. That is,
we may have considerable information about our
social skills and feel quite confident with regard to
them but have limited information about our
physical skills and feel less confident about this
aspect of our self. When a particular self-concept is
operating, its attendant thoughts and feelings will
strongly influence the way we process self-relevant
information (Fiske & Taylor, 1991).

12. There are several factors that shape self-concept.
Among them are your own observations, feedback from
others and cultural values.
Your Own Observations In the process of self-
introspection, that may help you re-evaluate
your motivations and, in real-time, observing
what you do at this moment is one of the
significant information about your interest or
dislike. During early childhood, we start observing
our behavior and drawing conclusions about
ourselves.

13. We are aware of what we do; we dislike; can and cannot
do. Although, when we are still children, our observations
are not entirely correct or sometimes subject to change
and entirely up to us, to retain or to improve. We even
compare our observed selves from others. In social
comparison theory, people need to compare themselves
with others in order to gain insight into their own behavior
(Festinger, 1954; Goethals & Darley, 1977; Wood, 1989).
The potential impact of such social comparison was
dramatically demonstrated in an interesting study (Morse
& Gergen, 1970).

14. Feedback from Others
Positive and negative criticisms also create an impact on
self-concept. People talk about us or how they discriminate us
give an important aspect in shaping the selfconcept. The amount
of criticism, feedback we sometimes freely give, helps shape the
current self-concept of what we choose to be or not. As we grow old,
the number of significant and non-significant people in our lives also
grows. Everyone contributes in reshaping the self-concept. Even our
ability to accomplish something or destroy our selves comes from
painful remarks or constructive criticism of others. In child-rearing,
especially the parents, has a unique and essential role in rei
nforcing and shaping the self-concept.

15. As children, we receive direct feedback from them. Their
constant approval and disapproval set guidelines for what should be
or not, shaping and inputting the values and characteristics of the
children and, later, becoming what they are when they grow. The
saying “Kung ano ang puno ay siyang bunga”,is a testament output
family values instilled inchildhood rearing practices. Aside from
children comparing their actions from others, they also compare
themselves to their parents. That is why sometimes, even when our
parents are gone, we still have their characteristics and values; we
unconsciously accept this as our self-concept, along with their
approvals and disapprovals.

16. Most of us, especially when we are young, take
this sort of feedback to heart. Thus, it is no
surprise that studies find an association between
parents’ views of a child and the child’s selfconcept
(Wylie, 1979). There is even more substantial
evidence for a relationship between children’s
perception of their parents’ attitudes toward them
and their self-perception (Wylie, 1979).

17. Cultural Values/ Cultural Guidelines
Self-concept is also indirectly influenced by
cultural values. In the study of Cultural
Psychology, in this age of technology and social
media, we accept our differences, especially on
how we accept the culture and beliefs of others.
Japanese society does not tolerate corruption; the
Philippines has always been influenced or has
always had that familial clinging of thinking and
protectiveness

18. The Chinese have always thought to have a strong business
minded stand in their points of view. The society in which we are
raised defines what is “good” and “bad” in personality and behavior.
American culture tends to put a premium on individuality,
competitive success, strength and skills. These cultural values
influence how we interpret our behavior. In the Philippines, our
cultural values were shaped by historical colonization, which is
evident in our present society, particularly our strong family ties.
Another is cultural hospitality that is deemed acceptable as our
nature. Even the dismal corruption that has been the perennial
problem of the country also shaped the tolerance of Filipinos as a
way of answering societal problems..

19. Having Self-knowledge stems from the actual – self. It
derives from our social interactions of society that provide insight
into how others react to us. It is the same as gaining feedback from
others. The reaction of other people is an essential aspect of gaining
actual-self or our self-image. Even our social roles are adjusted, on
how we view ourselves today, and how ideally (ideal self) what we
would like to be in the future. There is a negotiation that exists
between the two selves, which is complicated by numerous
exchanges between the ideal self and actual self. These exchanges
are exemplified in these social roles, and they are adjusted
continuously and re-adjusted.

20. DEVELOPMENTAL STAGES
The many physical, sexual, cognitive, social, and
emotional changes that happen during this time can bring
anticipation and anxiety for both children and their
families. Understanding what to expect at different stages
can promote healthy development. From the moment we
are born until the moment we die we continue to
develop. Some aspects of our life change very little over
time, are consistent. Other aspects change dramatically.
By understanding these changes, we can better respond
and plan ahead effectively.

21. Developmental
Stage
Characteristics
Pre-natal
(Conception to birth)
Age when hereditary endowments and sex are
fixed and all body features, both external and
internal are developed.
Infancy
(Birth to 2 years)
Foundation age when basic behavior are
organized and many ontogenetic maturation
skills are developed.
Early Childhood
(2 to 6 years)
Pre-gang age, exploratory, and questioning.
Language and elementary reasoning are
acquired and initial socialization is experienced.
Late Childhood
(6 to 12 years)
Gang and creativity age when self-help skills,
social skills, school skills, and play are
developed. ;

22. Developmental
Stage
Characteristics
Adolescence
(puberty to
18years)
Transition age from childhood to
adulthood when sex maturation and
rapid physical development occur
resulting to changes in ways of feeling,
thinking and acting.
Early Adulthood
(18 to 40years)
Age of adjustment to new patterns of
life and roles such as spouse, parent and
bread winner
Middle Age (40
years to
retirement)
Transition age when adjustments to
initial physical and mental decline are
experienced.

23. Mental
Health & Stress

24. The most common disorders among
adolescents include depression, anxiety
disorders, and attention-deficit/
hyperactivity disorder and substance
use disorder. The table below shows
some common types of mental
health.

25. SYMPTOMS CAUSES
1. Depression Disorder of emotion or
mood (sadness,
hopelessness, misery,
inability to enjoy).
On Cognitive aspects
symptom manifest by
negative conditions about
self, world and future.
On Motivational symptoms
are loss of interest, lack of
drive, and difficulty on
starting in anything.
On somatic symptoms are
loss of energy, sleep
difficulties loss of appetite
and weight loss /gain.
Self-images, body images,
Separation of parents,
emotionally unavailable
parents, parents who have
high marital conflict, and
parents with financial
problems. Poor personal
relationships, experiencing
peer rejection.

26. SYMPTOMS CAUSES
2. Eating Disorder Extraordinary weight loss Feeling negatively about their
bodies and highly motivated
to look like same-sex figures
in the media
TYPES OF EATING DISORDER
A. Anorexia Nervosa Persistent pursuit of thinner
built through hunger. Intense
fear of gaining weight.
Weighing less than what is
considered normal to their age
and height.
B. Bulimia Nervosa Binge eating and then purges
by self inducing vomiting or
using a laxative.

27. SYMPTOMS CAUSES
3. ANXIETY Over worrying about future events
and fear is a reaction to current
events.
Genes likely play a role in causing
anxiety, as well as the home,
neighborhood, school, and other
environmental factors.
TYPES OF ANXIETY
A. Separation Anxiety Disorder Excessive anxiety felt by children
when their parents leave them.
They may worry that something
bad might happen to their parent
or to someone else they love.
Refuse to go to school or they may
be unable to go to sleep without a
parent being present. They may
have nightmares about being lost
or kidnapped. They may also have
physical symptoms like feeling sick
to their stomach, or even throwing
up out of fear.

28. SYMPTOMS CAUSES
B. Generalized Anxiety Disorder
(GAD)
The condition in which has many
worries and fears. They have
physical symptoms like tense
muscles, a restless feeling,
becoming tired easily, having
problems concentrating, or trouble
sleeping.
Genes likely play a role in causing
anxiety, as well as the home,
neighborhood, school, and other
environmental factors.
C. Social Phobia school or having to speak in class.
Symptoms may include sweating,
blushing, or muscle tension. Often
overly sensitive to criticism and
have trouble standing up for
themselves. Has low self- esteem,
become easily embarrassed, and
become very shy and self-
conscious.

29. SYMPTOMS CAUSES
D. Panic Disorder When they feel very
scared or have a hard
time breathing and
their heart is pounding.
They may also feel
shaky, dizzy, and think
they are going to lose
their mind or even die.
The teen or child may
not want to go to school
or leave the house at all
because they are afraid
something awful will
happen to them.