UTS PPT.pdf

G E 1 – U N D E R S T A N D I N G T H E S E L F
K E S S Y I V Y D . C R U Z
THE
SEXUAL
SELF

OBJECTIVES
• Discuss the sexual development involving the human
reproductive system, sexual behavior and human sexual
response.
• Distinguish between attraction, love and attachment
• Examine the diversity of human sexuality
• Identify the causes and consequences of sexually
transmitted infections and teenage pregnancy
• Reflect on the importance of contraception and
Reproductive Health law

QUESTIONS TO PONDER ON…
• Is sexual self an important component of self?
Why? Why not?
• What sexual characteristics are developing right
now that you observe in yourself?
• How does human reproduction happen?
• What are the phases of sexual response cycle?
• What chemicals are involved in attraction? Love?
Attachment?

• How can one distinguish the following: sex,
gender, sexual orientation, gender expression?
• What does LGBTQIA+ stand for?
• What are the sexually transmitted
diseases/infections?
• What are the causes of STD/Is? Consequences?
• What are the causes of teenage pregnancy?
Consequences?

• Why is sexual health important?
• Is sex education implemented in the Philippines?
• What are the different natural family planning
methods?
• What are the different artificial family planning
methods?
• What are the benefits of family planning?

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SEXUALITY
‘‘Sexuality is an integral part of human life,’’
‘‘Sexual health is inextricably bound to both
physical and mental health.’’
- U.S. Surgeon General David Satcher

SEXUAL
CHARACTERISTICS
P R I M A R Y & S E C O N D A R Y

SEXUAL CHARACTERISTICS
development begins during late childhood and continues
throughout early adolescence
PRIMARY
• reproductive organs
– ovaries and testes
• indicates youth have
become capable of adult
reproductive functioning
– i.e., the ability to make babies
SECONDARY
• other characteristic indicators of
adult male and female bodies
• result of hormonal changes in the
body during puberty
• Some changes are common in
both boys and girls while others
are specific to each gender
– due to the different hormones
released by them

PRIMARY SEXUAL CHARACTERISTICS
FEMALE
• First menarche
– girls have begun to ovulate
• The average age for the first
menstrual period is 12 years,
but girls can reach
menarche at any age from
10 to 15 years old and still be
considered "normal.
MALE
• an enlargement of the penis
and testes, and the first
spermarche
• Average ages for the ff:
– first spermarche:13 years (between
ages 12-16 years)
– Testes enlarge at age 11 years
(between 9-13 years)
– Penis enlarge at age 12 (between
10-14 years)
– Penis reach adult size at age 14
(beterrn ages 12-16)

QUESTION
What secondary
sexual characteristics
are developing right
now that you observe
in yourself?

SECONDARY SEXUAL CHARACTERISTICS
FEMALE
• Breasts are a manifestation of
higher levels of estrogen
• Estrogen also widens the pelvis
and increases the amount of
body fat in hips, thighs,
buttocks, and breasts.
• Estrogen also induces growth of
the uterus, proliferation of
the endometrium,
and menstruation
MALE
• Testosterone directly increases size
and mass of muscles, vocal cords,
and bones, deepening the voice,
changing the shape of
the face and skeleton.
– Converted into dihydrotestosterone
in the skin, it accelerates growth
of androgen-responsive facial and
body hair but may slow and
eventually stop the growth of head
hair.
• Taller stature is largely a result of
later puberty.

QUESTION
Aside from ovaries,
testes, and penis,
what are the other
parts of the
reproductive system?
•Male RS
•Female RS

https://img.webmd.com/dtmcms/liv
e/webmd/consumer_assets/site_ima
ges/articles/health_and_medical_ref
erence/sexual_health/male-sexual-
problems-
basics_malereproductivesystem.jpg
MALE
REPRODUCTIVE
SYSTEM

FEMALE
REPRODUCTIVE
SYSTEM
https://img.webmd.com/dtmcms
/live/webmd/consumer_assets/sit
e_images/articles/image_article_
collections/anatomy_pages/vagi
na_new.jpg

QUESTION
How does
reproduction
happen?

MENSTRUAL
CYCLE
(CALENDAR)
https://www.conceptionadvi
ce.com/menstrual-cycle-
calendar-phases/

https://www.britannica.com/
science/menstruation
MENSTRUAL
CYCLE
(HORMONES)

QUESTION
What happens when
no fertilization
occurs?

QUESTION
What are the phases
of sexual response
cycle?

THE
CHEMISTRY OF
ATTRACTION, LOVE,
& ATTACHMENT

QUESTION
According to Dr.
Helen Fisher at
Rutgers, romantic
love can be broken
down into three
categories. What are
these categories?

• Diversity is all the ways we’re different from each other.
– It includes things like race, religion, culture, physical ability,
mental ability, family make-up, socio-economic status and
sexual and gender diversity.
• Sexuality refers to the sexual feelings and attractions we
have towards other people.
– There are many different types of sexuality and it can take a
while for people to figure out what is right for them.
– All are perfectly normal and part of the broad range of human
relationships and experiences.
– A person’s sexuality is a central part of who they are, and can
influence their thoughts, feelings and actions.

• Sex
–Categories (male, female) to which people are
typically assigned at birth based on physical
characteristics (e.g. genitals).
–Some people may be assigned intersex, when their
reproductive, sexual or genetic biology doesn’t fit the
traditional definitions of male or female.
• Sexual Orientation
–A person’s emotional and sexual attraction to others.
–It can change and may or may not be the same as a
person’s sexual behavior.

• Gender/Gender Identity
– A person’s internal sense of identity as female, male,
both or neither, regardless of their sex.
• Gender Expression
–How a person expresses their gender.
–This can include how they look, the name they
choose, the pronoun they use (e.g., he, she) and their
social behavior.

SEXUALLY
TRANSMITTED
DISEASES/
INFECTIONS

ALAM BA
NINYO…?
Statistics indicate that
one-half of all new HIV
infections worldwide
occur among young
people aged 15 to 24.

STD/STI/
VENEREAL DISEASES
• The term sexually transmitted disease (STD) is used to
refer to a condition passed from one person to another
through sexual contact. You can contract an STD by
having unprotected vaginal, anal, or oral sex with
someone who has the STD.

STD/STI/
VENEREAL DISEASES
•Chlamydia
•Genital Herpes
•Genital Warts
•Gonorrhea
•Hepatitis B (HBV)
•HIV and AIDS
•Pelvic Inflammatory
Disease (PID)
•Pubic Lice (Crabs)
•Syphilis
•Trichomoniasis

SIGNS AND SYMPTOMS
• Sores or bumps on the genitals or in the oral or rectal area
• Painful or burning urination
• Discharge from the penis
• Unusual or odd-smelling vaginal discharge
• Unusual vaginal bleeding
• Pain during sex
• Sore, swollen lymph nodes, particularly in the groin but sometimes
more widespread
• Lower abdominal pain
• Fever
• Rash over the trunk, hands or feet

QUESTION
What causes STDs?
• Bacteria (gonorrhea, syphilis,
chlamydia)
• Parasites (trichomoniasis)
• Viruses (human
papillomavirus, genital
herpes, HIV)

RESEARCH
SHOWS…
• Teenage Pregnancy in the
Philippines: Trends,
Correlates and Data Sources
• Josefina Natividad
• Population Institute, College
of Social Sciences and
Philosophy, University of the
Philippines, Diliman, Quezon
City
https://www.asean-
endocrinejournal.org/index.p
hp/JAFES/article/view/49/477

QUESTION
What are the factors
related to teenage
pregnancy?

RESEARCH
SHOWS…
• Adolescent Pregnancy in the
Philippines
• Laurie Serquina-Ramiro
• Department of Behavioral
Sciences, College of Arts
and Sciences, University of
the Philippines Manila,
A. L. Cherry and M. E. Dillon
(eds.), International
Handbook of Adolescent
Pregnancy, DOI: 10.1007/978-
1-4899-8026-7_27, Springer
Science+Business Media New
York 2014

FACTORS RELATED TO
ADOLESCENT PREGNANCY
• Biological factors such as age at menarche
• Religion
• Globalization, media, and the advent of modern
technology.
• Peer group and other models.
• Inadequate information.
• Parental influence.
• Effects of economic migration.
• General attitudes toward sex and sexuality.

QUESTION
What are the
consequences of
teenage pregnancy?

CONSEQUENCES OF
• Health risks
– Maternal deaths account for 14 % of all deaths among
women, and because young girls’ bodies are not ready
for pregnancy and childbirth, 75 % of these maternal
deaths happen to girls aged 14–19
– Complications such as post-abortion infections
– Induced unsafe abortion through painful massages by
traditional midwives or hilots, insertion of catheters,
and medically unsupervised use of misoprostol

CONSEQUENCES OF
• Lowered self-esteem
• Poor relationships with friends and family
• Moral confusion
• Fears of consulting a doctor for fear of disapproval,
being reported to authorities, moral condemnation by
healthcare providers, and being treated roughly during
medical consultations

QUESTION
Is sex education
implemented in the
Philippines?

REPUBLIC ACT NO. 10354
THE RESPONSIBLE PARENTHOOD AND
REPRODUCTIVE HEALTH ACT OF 2012
Includes a provision that mandates the Department of Education to
implement age and development-appropriate Comprehensive
Sexuality Education (CSE) in formal and non-formal education
settings.

MEASURES TO REDUCE
TEENAGE PREGNANCY
• As recommended by UNFPA, the United Nations sexual and reproductive health
agency:
– Increasing adolescent and youth resilience and protection.
– Managing fertility rates, improving education and employment opportunities of young
people to reap the demographic dividend
– Enhancing social protection mechanisms
– Improving access to adolescent and youth-friendly services, including contraceptives.
– Strengthening parental skills for adolescents and youth
– Strengthening inter-agency coordination and collaboration, both horizontally and
vertically
– Robust data and statistics, and more updated evidence to inform policies and
programs for adolescents.
– Maximizing use of media and communications for health promotion

FAMILY PLANNING AND
RESPONSIBLE PARENTHOOD
• Family Planning (FP) is having the desired number of
children and when you want to have them by using safe
and effective modern methods.
• Proper birth spacing is having children 3 to 5 years apart,
which is best for the health of the mother, her child, and
the family.

QUESTION
What are the two
types of family
planning?
•Natural
•Artificial

https://caro.doh.gov.ph/alin-
sa-mga-family-planning-
methods-ang-nakikilala-mo/

FAMILY PLANNING METHODS
NATURAL FAMILY PLANNING ARTIFICIAL BIRTH CONTROL
• employs artificial control
methods to help prevent
unintended pregnancy
through the use of
contemporary measures
• a variety of methods used to
prevent or plan pregnancy,
based on identifying a
woman’s fertile days.
• For all natural methods,
abstinence or avoiding
unprotected intercourse
during the fertile days is what
prevents pregnancy.

FAMILY PLANNING METHODS
NATURAL FAMILY PLANNING ARTIFICIAL BIRTH CONTROL
• Oral contraceptives
• Depo-Provera
• Contraceptive Patch
• Contraceptive Ring
• Intrauterine Device (IUD)
• Implanon
• Diaphragm/Cervical Cap
• Male Condom
• Female Condom
• Vasectomy
• Abstinence
• Withdrawal or Coitus interruptus
• Calendar methods - based on
calculations of cycle length
• Methods based on symptoms and
signs
– Ovulation Method, Billings Method,
Cervical Mucus Method
– Basal Body Temperature (BBT) Method
– Sympto-Thermal Method
• Lactational Amenorrhea Method
(LAM)

QUESTION
What are the benefits
of family planning?

BENEFITS OF FAMILY PLANNING
• Mother
• Enables her to regain her health after delivery.
• Gives enough time and opportunity to love and
provide attention to her husband and children.
• Gives more time for her family and own personal
advancement.
• When suffering from an illness, gives enough time
for treatment and recovery.

Children
• Healthy mothers produce healthy children.
• Will get all the attention, security, love, and care
they deserve.

Father
• Lightens the burden and responsibility in
supporting his family.
• Enables him to give his children their basic needs
(food, shelter, education, and better future).
• Gives him time for his family and own personal
advancement.
• When suffering from an illness, gives enough time
for treatment and recovery.

The Material Self
GE 1 - UNDERSTANDING THE SELF
KESSY IVY D. CRUZ

Objectives
•Determine the factors that contribute to
one’s material / economic self
•Understand the importance of self-value and
self-worth
•Analyze and evaluate one’s material and
economic behavior that contributes to one’s
sense of self.

Activity
Make a
meme out
of the
picture.

Question
What do your
possessions
say about
you?

Material things:
Extension of identity
•Many people perceive material things as the
extension of their identities.
•Some people think that acquiring material
things is the key in improving their identity.
•They assume that their participation in the
consumption of goods and services represent
their material self as their participation
furnishes them a status and role in society.

I shop, therefore i am
•Identities can be reflected on the possessions
that people have.
•As Tuan (1998) argues, “our fragile sense of
self needs support, and this we get by having
and possessing things because, to a large
degree, we are what we have and possess.”

Material Self
according to William James
“A man’s self is the sum total of all that he can call
his, not only his body and psychic powers, but his
clothes and his house, his wife and children, his
ancestors and friends, his reputation and works, his
lands, and yacht and bank account. All these
things give him the same emotions. If they wax
and prosper, he feels triumphant; if they dwindle
and die away, he feels cast down, - not
necessarily in the same degree for each thing, but
in much the same way for all.”

Two subclasses of Material Self
Bodily Self
• Composed of the intimate
parts of the person which
include body’s aspects
• physical (arms, head,etc)
• emotional (feelings,
desires etc)
• psychological
(intelligence, cognition
etc)
• and moral (values, beliefs
etc).
Extracorporeal Self
• Also known as the
extended self. It includes
• the people of great
significance to us (family),
• possessions (house, car,
clothes)
• places that matter to us,
• products of our labor (job,
handworks etc).

In other words…
•The material self is constituted by our bodies,
clothes, immediate family and home.
•It is to these things ,according to James, that
we are most deeply affected because of our
investments of self within these things.
•The more we invest of ourselves in these
objects, the more attached we inevitably we
are to them.

Body
•The innermost part of our material self
•Intentionally we are investing in our body to
make sure that the body functions well and
good
•We buy food to nourish and sustain it,
vitamins to supplement its performance,
cosmetics that will enhance, etc.

Did you know…
• We do have preferential
attachment or intimate
closeness to certain body
parts because of its value to
us.
there are certain
people who get parts
of their body insured?
David Beckham’s
legs – $70M
Cristiano Ronaldo’s
legs – $144M
Jennifer Lopez’s butt
– $300M.

Clothes
• Influenced by the “Philosophy of Dress” by Hermann
Lotze, James believed that clothing is an essential
part of the material self.
• “Anytime we bring an object into the surface of our body,
we invest in that object into the consciousness of our
personal existence taking in its contours our own and
making it part of the self” – Lotze (Microcosmus)
• The fabric and style of the clothes we wear bring
sensations to the body, to which we are directly
affected through our attitudes and behaviors.

Family
• What they do or become affects us.
• When an immediate family member dies, a part of
our self-dies too.
• When their lives are in success, we feel their victories
as is it was our own.
• In their failures, we are also put to shame or guilt.
• When they are in disadvantaged situation, there is
an urge within us to help like a voluntary instinct of
saving one’s self from danger.
• We see our family as the nearest replica of self

Home
• home is where the heart is.
• Our experience inside the home were recorded
and marked on particular parts and things in our
home.
• As the old cliché goes, “if only walls can speak,”
thus the home is an extension of the self because,
in it we can directly connect our self.

How much do we value
our self?

Self-worth vs Self-value
•Self-worth is defined by Merriam-Webster as
“a feeling that you are a good person who
deserves to be treated with respect”.
•Self-value is “more behavioral than
emotional, more about how you act toward
what you value, including yourself, than how
you feel about yourself compared to others”
(Stosny, 2014).

Self-worth
• The self-worth theory posits that an individual’s
main priority in life is to find self-acceptance and
that self-acceptance is often found through
achievement (Covington & Beery, 1976).
• In turn, achievement is often found through
competition with others.
• competing with others can help us feel like we have
impressive achievements under our belt, which then
makes us feel proud of ourselves and enhances our
acceptance of ourselves

Five of the top factors
that people use to measure and compare
their own self-worth to the worth of others:

Appearance
• whether measured by
the number on the
scale, the size of
clothing worn, or the
kind of attention
received by others;

Net worth
• This can mean income,
material possessions,
financial assets, or all of
the above;

Who you know/your social circle
• Some people judge
their own value and the
value of others by their
status and what
important and
influential people they
know;

What you do/your career
• we often judge
others by what they
do; for example, a
stockbroker is often
considered more
successful and
valuable than a
janitor or a teacher;

What you achieve
• As noted earlier, we
frequently use
achievements to
determine someone’s
worth (whether it’s our
own worth or someone
else’s), such as success
in business, scores on
the SATs, or placement
in a marathon or other
athletic challenge
(Morin, 2017).

Self-Identity
& Consumer Culture

Self as consumer
•Consumer researchers have recognized for a
long time that people consume in ways that
are consistent with their sense of self (Levy
1959; Sirgy 1982)
•Consumers use possessions and brands to
create their self-identities and communicate
these selves to others and to themselves

Self as consumer
•Previous studies have emphasized the
significance of self-concept and consumer
preference, as purchases made by
consumers were directly influenced by the
image individuals had of themselves
(Onkivist& Shaw, 1987).

Self-image congruity
•Sirgy (1982) defined self-image congruity
(also often referred to as product-image
congruity) as the process of consumers
purchasing products/brands that they
perceived as possessing symbolic images
similar to the image they hold of themselves.

‘I’: consumer’s identity
•‘I’ is the consumer's self-concept or self-
dentity.
•This ‘I’ includes both ‘sans possessions' self
and the extended self

Six Components
•Although the
concept of ‘I’ can
include virtually
everything a person
ever come to own
and live with, a
systematic list would
include six
components:
•a. their bodies
•b. their values and
character
•c. their successes and
competence
•d. their social roles
•e. their traits
•f. their possessions.

•If a person had to invest a lot of resources
(money, time, energy) finding and selecting
a product, then to psychologically justify that
kind of investment, people tend to view that
product as part of their extended self.
•For this reason, more expensive purchases,
and purchases for which they have saved for
a long time are more likely to become part
of the extended self.

How products relate to self
• Products thus can relate to one’s self in two ways:
a. by being instrumental to enhancing their self
sans possessions’ and; b. by becoming a valued
possession.
• As to the second role, product possessions
become part of self by six mechanisms described
above: by self-based choice, by investment in
acquisition, by investment in use, by bonding
during use, as collections, and as memory
markers.

Let’s reflect:
How do you see yourself?
Are your possessions extensions of your self?
How would your possessions describe you as a
person?

We buy things necessary for our survival
and development as a person, but we also
need to guard ourselves so as not to
easily fall into the consumer culture.
We should be more conscious and critical
of the things that we buy as not to
confuse this with materialism.
Remember…

Material blessings are fruits of our labor
and success.
All we possess may change, vanish, and be
rotten but the authentic self will remain.
Remember…

The Spiritual Self
GE 1 – UNDERSTANDING THE SELF
KESSY IVY D. CRUZ

Objectives
Explain the practice of
religion and the belief in
supernatural.
Differentiate Spirituality from
Religiosity
Examine the different
concepts of the soul
Define one’s own meaning
of life.

Question…
Why do we believe in
supernatural or
metaphysical things?
Why do we practice
activities and rituals
related to these
beliefs?

Because…
Spirituality and religion fulfill
numerous social and
psychological needs such as the
need to explain human sufferings
and death.
Through the practices people
may find comfort, security, and
stability in times of sufferings, loss,
insecurities and uncertainties.
These may also be a source of
love, hope and affection.

Let’s compare
& contrast!
RELIGION
 Religare (Latin) – to bind together
 a bond between God/s and man
 a unified system of beliefs and
practices relative to sacred things,
that is to say, things set apart and
forbidden
SPIRITUALITY
 Spiritus (Latin) - breath or life force
 The meaning and purpose of one’s
life, a search for wholeness, and a
relationship with a transcendent being

Let’s compare
& contrast!
RELIGION
Believing and adhering to beliefs
Social and structured
SPIRITUALITY
Being; relating to spirit or soul
Individual and personal

Spirituality
Where do I find
meaning?
How do I feel
connected?
How should I live?
Religion
What practices,
rites, rituals
should I follow?
What is right
and wrong?
What is true and
false?
Belief
Comfort
Reflection
Ethics
Awe
https://www.takingcharge.csh.umn.edu/what-spirituality

Religious
Classification
What/Who is Divine Example
Polytheism Multiple gods Hinduism, Ancient
Greeks and Romans
Monotheism Single god Christianity, Judaism,
Islam
Atheism No deities Atheism, Buddhism,
Taoism
Animism Nonhuman beings (animals,
plants, natural world)
Shintoism
https://courses.lumenlearning.com/sociology/chapter/world-religions/
https://www.youtube.com/watch?v=YKDWoy8ISnE

The Concept
of
Spirit or Soul
Ethnolinguistic Groups
of the Philippines

Spirit/Soul
Ifugao: ‘Linnawa’
Callading – ancestral
spirits
Two souls: in the eye and
in the breath
Ibaloi
ancestral spirits
Animal sacrifies

Isneg: ‘Kaduwa’
Aglalanawan: other
world
Kutaw: a spirit guide
Kankana-ey: ‘Ab-abiik’
Can also apply to
inanimate objects
Spirit/Soul

Bikol
No one should miss their
dinner and go to bed
hungry or their spirit will
roam for food.
Tagalog
Kaluluwa- soul of the
deceased
 Kakambal - soul of a living
person
Spirit/Soul

Spirit/Soul
Ilokano: four soul system
Kararua - soul proper
Karkarma - can leave the
physical body when one is
frightened, or may be stolen
Aniwaas - can leave during
sleep and visits places
familiar to the body.
Araria - liberated soul of the
dead

Ibanag: ‘Ikaruruwa’
body (baggi) and soul
(ikaruruwa)
to give direction and
wholeness to the man
Mangyan– ‘Karaduwa’
An individual may possess
2-5 other souls
Spirit/Soul

Sulod: ‘Umalagad’
 Once one departs they simply
disappear. No trace of them is left
behind.
 Watched over by three brother
gods: Mangganghaw,
Manglaegas and Patag’aes.
Tagbanwa: ‘Kiyaraluwa’ and
others
 one ‘true soul’ the kiyaraluwa and
five secondary souls: hands, feet,
head (just below the puyo)
Spirit/Soul

Bukidnon: ‘Makatu’
‘Pipitu ha makatu’ – seven souls
Bagobo: ‘Gimokud’
Right hand gimokud - good
soul that manifests as a
shadow on the right hand side
of the path
Left hand gimokud - bad soul
that manifests as a shadow on
the left side of the path.
Spirit/Soul

Iloilo/Visayas: ‘Dungan’
 comes out of the body and takes
a visible form such as that of an
insect or a small animal like lizard
 When a person see himself in a
dream, it means his “other self” has
left the physical body
 At death, the Dungan leaves the
body via the nose, eyes, ears and
other orifices and eventually goes
with the air or the wind towards
the upper regions.
Spirit/Soul

Other
Filipino
beliefs
Ancient healing
Faith healer or ispiritista,
Albularyo
Manghihila
Mangluluop
Magtatawas
Usog, bati, balis

Rituals
Rituals are repeated
physical gestures or
activities, such as prayers
and mantras used to
reinforce religious
teachings, elicit spiritual
feelings and connect
worshippers with a higher
power.

Classification
of Rituals
Imitative Ritual
Positive and Negative
Ritual
Sacrificial Ritual
Life Crisis Ritual

Viktor
Frankl
Meaning of life lies in
finding a purpose and
taking responsibility for
ourselves and other
human beings.
By having a clear “why”
we can face all the
“how” questions of life.

Discovering
the Meaning
in Life
Live with decision
Even if you suffer, have
your purpose clear and
you will find strength
Change your attitude
to find a higher
meaning in life

Meaning in
Life
Viktor Frankl explains that we
can find meaning in life even
in the midst of miseries by
creating a work or doing a
deed, by experiencing
something or encountering
someone, and by our attitude
toward an unavoidable
experience.

z
THE
POLITICAL
SELF
GE 1 – Understanding the Self
Kessy Ivy D. Cruz

z
Objectives
 Take pride of the Filipino Identity
 Identify Filipino values and traits
 Assess one’s own level of active
citizenship

z
Questions:
 What makes a Filipino a genuine
Filipino?
 If you were to go to a foreign place and
introduce yourself as a Filipino, what
will you tell about yourself that speaks
about you being a Filipino?

z
DEVELOPING
A FILIPINO IDENTITY

z
Filipino Identity
 According to Yacat (2005), the question of
who the Filipino is can be best explained by
looking at the three facets that form the
identity of the Filipino.
 Socio-political dimension
 Cultural Roots
 Consciousness

z
Socio-political Dimension
 Article IV, section 1 of the 1987 constitution
defines Filipino as:
 Born in the Philippines
 Having parents who are citizens of the
Philippines
 Born before January 17, 1973 of Filipina mothers
 Naturalized in accordance to the law.

z
Cultural Roots
 Culture is defined as all socially learned
behaviors, beliefs, feelings and values the
members of society experience.
 Culture in general affects almost every aspect
of an individual socially, economically, and
politically. Culture shapes the way we think, do
things, how we feel, behave and relate

z
Two types of political
involvements:
 Political engagement as proactive
engagement in the public arena.
 one campaigns for an elected position
 joins political rallies or street demonstrations.
 Political participation in any organization to
address social problems, such as community
organizing.

z
Consciousness
 It is the psychological dimension or
awareness of oneself as a Filipino, which
leads to a pride of being a Filipino.
 Unfortunately, captive consciousness is
still prevalent in the Filipinos primarily
because of their long period of
colonization.

z
POSITIVE VALUES & TRAITS
 Hospitability
 Adaptability & resilience
 Resourcefulness &
creativity
 Faithfulness
 Unity in bayanihan spirit
 Thriftiness
 Politeness
 Jolliness & sense of humor
 Discretion and dignity
 Gratefulness
 Honesty and commitment
 Family-oriented

z
NEGATIVE VALUES & TRAITS
 Crab Mentality
 Ningas Kugon
 Mañana Habit
 Filipino Time
 Being Onion Skinned or
Balat-sibuyas
 Disregard for Rules
 Colonial Mentality
 Balikbayan Box Mentality
 Bahala na Attitude
 Corruption
 Maintaining Double
Standards
 Excessive Partying

z
POLITICS &
POLITICAL CULTURE

z
Man is a “political animal”.
Aristotle

z
Polis
 Greek word meaning the city-state
 Understood as the highest and the most desirable
form of organized society.
 Aristotle believed that humans, like animals,
intrinsically work together to achieve a common
goal. Like the saying “No man is an island,” humans
are interconnected and must work together.

z
Politics
 A social institution through which power is acquired
and exercised by people and groups (Kendall, 1998)
 An important part of human development because
it promotes ideologies about democracy,
citizenship, human rights, freedom, family, health
and other social issues. Politics exists in all human
power and understand proper functioning of a
democratic society as a citizen.

z
Political self
 In some people, politics is a central component of their
identity. For other, politics may be a more peripheral
concern but temporarily becomes a central one in certain
situations. (Stevens, Anglin and Jussim, 2015)
 Political community provide opportunities to satisfy their
needs for affiliation
 The political self organizes one’s beliefs, attitudes and
affiliation. People use their political values and belief
systems to themselves as unique individuals in society.

z
Political Culture
 The pattern of individual attitudes
and orientation towards politics
among members of a political
system. (Almond and Verba, 1965)

z
Characteristics of Political Culture
in the Philippines

z
Identify the word/s portrayed in the images
related to the political culture in the
country.
UNSCRAMBLE ME!

z
1. Dominance of family ties or
kinship system
 Big clans dominate the political arena.
 Political dynasties usually control the
government.
 In the Philippines where consanguinity is given
utmost importance, it does not matter if the
political candidate is inefficient, immoral or
corrupt

z
2. Euphemism
 Officials and employees in lower positions are not
frank or straightforward in criticizing officials of
higher rank instead, the parinig or patutsada are
used in confronting to address the problems or
issues.
 They put more premium on the relationship as
criticisms might offend them. Thus in the end,
problems and issues are not resolved.

z
3. Utang na Loob
 Filipinos feel obliged to pay immediately or
in the future any favor they receive from
another person. They always look for
opportunity to return any favor given to
them.
 In politics, utang na loob is instrumental in
becoming a popular politician

z
4. Sense of overdependency
 Some constituents rely on elected official
or a “patron” politician for their personal
and economic needs.
 This culture results in the re-election of
incompetent officials whose means to stay
in power is to provide temporary relief to
impoverished Filipino families.

z
5. Belief that majority of
politicians are corrupt
 The term buwaya has been used to describe
corrupt politicians in the Philippines signifying
their greed for money and power.
 Many Filipinos believe that politicians are
corrupt and are in government service only to
promote their vested interest and not the
public interest.

z
6. Lack of political maturity
 People elect officials based on popularity and
personality and not on performance and
platform.
 Politics is no longer limited to individuals with
backgrounds in political science and law as
even celebrities are now able to hold positions
in office by sheer popularity.

z
Philippines as a democratic nation
 Weak democratic and political
institutions
 Strong sense of regionalism and
familism
 Colonial consciousness and prevalent
political dynasty.

z
Nation building is never simple.
 It is the moral duty of every citizen to partake
in a democratic process of continuous shaping
and reshaping the nation.
 It is the moral obligation of all citizens to
responsibly exercise both their political and
civil rights and obligations to strengthen the
moral and political fabric of the society.

z
As a political self…
 The Filipino has to participate in identity and
value formulation, and the enhancement of
sense of nationalism.
 The self must inculcate the values of civic and
political consciousness, and clearly define
himself and his relationship with others as a
political self.

z
How active are you
as a Filipino citizen?
Question

THE DIGITAL SELF
GE 1 – UNDERSTANDING THE SELF
KESSY IVY D. CRUZ

• Assess the digital self through
online identity
• Explore how one presents his or her
self online
• Evaluate the role of social media in
our life
• Reflect on how to properly make
use of social media sites as an
extension of the self.
2
In this lesson, you
are expected to…

• An identity that we create online
which is based on what the user
would want to present about
himself or herself to those who are
connected to the internet.
• Your day is being encoded into
digital data. A number of databases
are recording your actions.
3
Definition

Before
• Only a few decades ago, the
digital self wasn’t much more
than your email handle and the
contents of your inbox.
Now
• Today, your digital self spans
everything from your text
messages to your sexual
preferences, your brand loyalties,
your point-to-point trips, your job
status, and many other significant
and insignificant points in
between.
4

Identity
• You are who you are and what
you do
• The sum of your characteristics,
including your birthplace and
birthday, the schools you
attended, your shoe size, and
so on
Online Identity
• Sum of your characteristics and
interactions
• Not the same as real-world
identity
• because the characteristics you
represent online differ from the
characteristics you represent in
the physical world.
Presentation Title 6

• Sometimes the different
representations of you are referred to
as partial identities
• because none of them has the full and true
picture of who you are.
• Every website you interact with has its own
idea of your identity because each one you
visit sees you and your characteristics
differently
• Neither one has your full identity, even
if they were to put together your
partial identities. The result is that you
have one true identity and many partial
identities.
The Digital Self 7

• Some of the information associated
with a partial identity is under your
control; other information may be
out of your control or even
completely invisible to you.
• Regardless of what you can and
cannot control, they all contribute
to “who you are and what you do.”
The Digital Self 8

• Definition: behaviors used for
creating, modifying, and
maintaining other people's
impression about oneself.
• Managing self-presentation in
online communities is an integral
part of private and professional life
(Rui and Stafanone, 2013)
The Digital Self 10

• Definition: a study of how people
attempt to manage or control the
perceptions which others form of
them.
• Main aim: to steer others’
impression with the use of
controlling information, photos,
and videos and present them in a
proper way in social media.
The Digital Self 11

• In social media, people “operate”
their personal home page, photo
albums, status and logs through text,
images, audios, videos and other
means, in which people interact with
each other, this forms a new social
interaction.
• Such text oriented and symbolic ways
are becoming the most important
ways of self presentation in social
media.
The Digital Self 12
Social Media

• Positive impression presentation
• Revision impression control
• Vague impression formation of
fuzzy control
The Digital Self 13
Fiske, 1991

• Proactive strategy – people value other
people’s perception of self image in social
media, and are willing to show the positive
side, willing to upload photos to show
personal image.
• Fuzzy generalization strategy – in order to
avoid others to produce stereotyped images
on oneself in social media, individuals tend
to express their inner thoughts and feelings
vaguely.
• Passive strategy – control the negative
emotions and negative attitudes in social
media.
The Digital Self 14

• Those who spend more time on
Facebook are more likely to think
that Facebook’s “friends” live a
better life”; this indicates from the
side view that people present a
better side on the Facebook
The Digital Self 15
Study on 425
undergraduates
from many Utah
State Universities

• 1. Facilitate Social Interaction
• 2. Gain Material and Social Rewards
• 3. Self-Construction
The Digital Self 17

• Time online is quickly making our
generation impatient, antisocial,
and unhealthy. It can also be
addictive, but we can't avoid it:
• Being online is absolutely necessary
for living, working, and
communicating with others.

• Why are boundaries online necessary?
• Safety
• Maintaining mental health
• How can we create boundaries online?
• Decide what sort of boundaries we are
willing and able to create
• Most common boundary created:
limit to how much of our personal
information other people can
access
The Digital Self 20

• The record of your interaction with
the digital world.
• Trail left whenever online tech is
used such as smart phone and
computer
• Contain bits of information about
you like your name, nickname or
other personal information like
your date of birth or address
A Digital Footprint is like
an invisible report card
that accumulates over
the years and is a
general reflection of our
online activity.

• Some people use them to work out
what you might like and try to sell you
things.
• Someone might look at your footprint
to work out whether they want to
give you a job.
• In the future some universities,
colleges and schools might use your
footprint to decide if they will let you
enroll with them.
The Digital Self 23
Used in different ways

The Digital Self 24
• Everyone has a Digital
Footprint or digital tattoo.
• Once something is online,
it could be there forever.
• Digital Footprints, or
digital tattoos, can be used
for both good things and
bad.

1. Post only positive and interesting
aspects of yourself to give others a
good impression of your personal
brand.
2. Find ways to ensure your brand
reflects who you are, what you stand
for, your passions and beliefs.
3. Avoid oversharing.
4. Start a blog, a Facebook Group,
create videos or podcasts. These can
be about a hobby, sport, personal
interest or civic activity.
The Digital Self 26

• Engaging in appropriate and responsible
behavior when using technology.
• It encompasses digital literacy, ethics,
etiquette, online safety, norms, rights,
culture and more.
• Digital Citizenship is a concept which
helps us understand what all technology
users should know to use
technology appropriately and
responsibly.

These sites are used not just to make tasks more convenient for us
but also to have a tool for self-expression. Studies have suggested
equally positive and negative effects of social media use. One of
which is how social media impact our self-concept and self-esteem.
32
The Digital Self allows us to examine how we extend ourselves
to the various social media sites and any other online platforms.

The risks posed by social media use caution us to be careful of how
we use these sites as a way of expressing and presenting ourselves
to the public.
There as boundaries that we have to consider to make our personal
or private platforms a safe and healthy place for self-expression
starts with a responsible and accountable user.
33
The Digital Self allows us to examine how we extend ourselves
to the various social media sites and any other online platforms.

THINK BEFORE YOU CLICK!
THANK YOU! 34

CHAPTER III:
MANAGING & CARING
FOR THE SELF
Module 12: Learning to be a Better Student
Module 13: Setting Goals for Success
Module 14: Taking Charge of One’s Health
1

MODULE 12
LEARNING TO BE A
BETTER STUDENT
GE 1 – Understanding the Self
Kessy Ivy D. Cruz

Objectives
1
2
3
Understand the physiological
and psychological aspects
involved in the learning
process.
Identify the different learning
strategies based on existing
researches.
Develop ways to become an
effective learner

Brain acts as a dense network of
fiber pathways consisting of
approximately 100 billion neurons.
Three principal parts:
• Stem
• Cerebellum
• cerebrum
WHAT HAPPENS
DURING
LEARNING?

Synaptic Transmission - through a
network of neurons, sensory
information is transmitted by
synapses along the neural
pathway.
Information is stored temporarily in
short-term memory, a volatile
region of the brain that acts like a
receiving center for the flood of
sensory information we encounter
in our daily lives.
WHAT HAPPENS
DURING
LEARNING?

How information is processed…
1
Synaptic transmission
2
Information stored in
STM
3
Information transferred into
LTM
*degradation may happen
8

Research Findings
Fluency
9
Multiple sensory input Emotional attachment
↑ Frequency
↑ Recency
↑ Storage
↑Recall
↑ Senses
involved
↑ Storage
↑Recall
↑ Reaction
↑ Attachment
↑ Storage
↑Recall

• We need to ensure that
learning engages all the
senses and taps the emotional
side of the brain, through
methods like humor,
storytelling, group activities
and games.
What does this
neuroscience
research suggest
about learning?
10

• Since learning inherently requires
acquisition of new information, our
brains’ propensity to focus on
the novel and forget the redundant
makes it a natural learning ally.
• In fact, our brains are hard wired to
learn, from the moment we are
born. Our native curiosity is driven by
our brain’s inherent search for the
unusual in our environment.
What does this
neuroscience
research suggest
about learning?
11

• On the other hand, past memories
can be an impediment to future
learning that contradicts previous
information.
• As we age and gain more
experience, we tend to rely too much
on our past knowledge. We may
miss or even reject novel
information that does not agree with
previous memories.
What does this
neuroscience
research suggest
about learning?
12

BRAIN &
BEHAVIOR CHANGES
Shimada, Koji & Hirotani, Masako & Yokokawa, Hirokazu & Yoshida, Haruyo & Makita, Kai & Yamazaki-
Murase, Mika & Tanabe, Hiroki & Sadato, Norihiro. (2015). Fluency-dependent cortical activation
associated with speech production and comprehension in second language learners. Neuroscience. 128.
474–492. 10.1016/j.neuroscience.2015.05.045.
https://www.researchgate.net/publication/277338835_Fluency-
dependent_cortical_activation_associated_with_speech_production_and_comprehension_in_second_lan
guage_learners/citation/download

• The ability of the brain to change its
physical structure and function
based on input from your
experiences, behaviors, emotions,
and even thoughts.
• It was believed that except for a few
specific growth periods in
childhood, the brain was pretty
much fixed. Now, we know that’s
not true. Your brain is capable of
change until the day you die.
Neuroplasticity 14

Brain & Behavior Changes
1
Neuroplasticity
2
Habits become wired
into the brain
3
Changing your behavior
means changing your brain
15
Neuroplasticity

METACOGNITION
& STUDY
STRATEGIES
16

• Metacognition is often referred to as
“thinking about thinking”. It is a
regulatory system that helps a person
understand and control his or her own
cognitive performance.
• Metacognition allows people to take
charge of their own learning. It involves
awareness of how they learn, an
evaluation of their learning needs,
generating strategies to meet these
needs and then implementing the
strategies. (Hacker, 2009)
METACOGNITION
17

• Metacognition is often referred to as
“thinking about thinking”. It is a
regulatory system that helps a person
understand and control his or her own
cognitive performance.
• Metacognition allows people to take
charge of their own learning. It involves
awareness of how they learn, an
evaluation of their learning needs,
generating strategies to meet these
needs and then implementing the
strategies. (Hacker, 2009)
METACOGNITION
18

• 1. Knowledge of cognition
– knowledge of the factors that
influence one’s own
performance;
– knowing different types of
strategies to use for learning;
– knowing what strategy to use
for a specific learning
situation.
19
• 2. Regulation of cognition
– setting goals and planning;
– monitoring and controlling
learning;
– evaluating one’s own
regulation (assessing results
and strategies used).
Two Processes of Metacognition

METACOGNITIVE STRATEGIES
• Self-questioning
– Is this the best way to
carry out this task?
– Did I miss something?
Maybe I should check
again.
– How could I do better
next time?
20
• Meditation
– Clear out the chatter
that goes on in our
heads.
– Reach a calm and
focused state that can
prime us for learning.
– Be more aware of our
own inner speech
• Reflection
– a cyclical process
where one reflects,
thinks of ways to
improve, tries again
then goes back to
reflection.
Metacognitive skill is essential for improving productivity and
effectiveness at school or work.

• Awareness of
Strengths and
Weaknesses
– Self-assessment for
self-improvement.
– SWOT Analysis
(Strengths, Weaknesses,
Opportunities, Threats)
21
• Awareness of
Learning Styles
– Gardner’s Multiple
Intelligences and
Learning Modalities
– Visual, Auditory,
Kinesthetic, Logical-
Mathematical,
Interpersonal,
Intrapersonal
• Mnemonic Aids
– strategies which can
be used to improve
information retention.
– This involves using
rhymes, patterns and
associations to
remember.

• Writing down your
working
• Thinking aloud
22
• Graphic organizers
– cognitive tools, help to
consciously improve the
thinking processes.
– Useful in organizing
thoughts; creating
connections between
things; thinking more
deeply; visualizing
processes and procedures
• Regulation Checklist
– A task based
regulation checklist is
usually created before
a task begins
– A general regulation
checklist provides
regulation strategies
that can be used
across any
normal task

• Active reading
strategies
–Underlining
–summarizing,
–Questioning
–clarifying
23
• Active listening
– Turning your body to
directly face the speaker.
– Making eye contact.
– Asking questions.
– Nodding when
appropriate.
– Repeating what was said
to you
• Planning ahead
– think about how to go
about a task

Managing
your own
learning
1
2
3
Self-regulated learning (SRL) refers
to the process a student engages in
when she takes
responsibility for her own learning
and applies herself to academic
success
Planning
Monitoring
Reflection

Remember…
1
For learning to
be effective, we need to
understand the learning
process and to be
aware of how we learn.
2
By carefully and honestly
evaluating how we learn and by
being open to making necessary
changes or improvements we
can have a more effective and
fulfilling learning
experience.
26

Setting
Goals for
Success
GE 1
UNDERSTANDING THE SELF
KESSY IVY D. CRUZ
2

Objectives
Understand the nature of
goals, the factors that affect
goal setting and the benefits if
goal setting to the self.
Develop a positive attitude in
attaining goals set for the self.
Use concepts learned to craft
carefully planned goals.
3

How
important is
setting
goals?
Effective goals motivate and
inspire us, increase success rate,
focus us, and reduce frustration.
An effective goal setting process
helps us understand where we
currently are, helps us choose
where we want to go, and assess
the best steps to take to reach
our ultimate outcome goals.

GOALS
Types of goals
Outcome goals (Results)
Process goals (Behaviors)
goal that sets the path to an
outcome goal
Performance goals
(Standards)
6

Why set
goals?
Goals give you focus in life
Goals allow you to measure
your progress
Goals Keep You Locked In
And Undistracted
Goals Help You Overcome
Procrastination
Goals Give You Motivation
7

SELF-
EFFICACY
-belief in one's
effectiveness in
performing
specific tasks
One of the most enabling
psychology models to have
been adopted into positive
psychology.
It is the optimistic self-belief in
our competence or chances of
successfully accomplishing a
task and producing a
favorable outcome.
8

SELF-
EFFICACY
THEORY
__________
Albert
Bandura
4 Ways to Build Self-
Efficacy
Mastery Experiences
Social Modeling
Social Persuasion
States of Physiology
9

MINDSET
Types of Mindset
The Fixed Mindset
The Growth Mindset
10

The passion for stretching
yourself and sticking to it, even
(or especially) when it’s not
going well, is the hallmark of
the growth mindset.
This is the mindset that allows
people to thrive during some
of the most challenging times
in their lives
12

GOAL
SETTING
Goal Setting Theory states
that goal setting is essentially
linked to task performance.
It states that specific and
challenging goals along with
appropriate feedback
contribute to higher and better
task performance. (Locke,
1968)
13

Effective
goal-
setting
principles
Clarity
Challege
Commitment
Feedback
Task complexity
14

Take consistent
action on your
goals.
Write down
your goals.
Revisit your
goals
frequently.
Set new
goals when
appropriate
17
HOW TO STAY ON TRACK WITH YOUR GOALS

Your teacher asked you
to work on a group
project which will be
submitted at the end of
the month. You were
assigned as the leader.
You assigned the parts
of the project. Two
weeks later, there was
so little progress since
most of your classmates
as unresponsive on the
tasks assigned to them.
Growth Mindset
Response
18
Fixed Mindset
Response

 A strong sense of efficacy enhances
human accomplishment and personal
well-being in many ways. People with
high assurance in their capabilities
approach difficult tasks as
challenges to be mastered rather
than as threats to be avoided.
19
 People who doubt their capabilities
shy away from difficult tasks which
they view as personal threats. They
have low aspirations and weak
commitment. When faced with
different task, they dwell on their
deficiencies, on the obstacle they will
encounter, and all kinds of adverse
outcomes.
REMEMBER!
Goal setting is something most of us recognize as necessary for our success

Taking
Charge
of One’s
Health
GE 1
UNDERSTANDING THE SELF
KESSY IVY D. CRUZ

Objectives
Recognize the sources of stress and
how they impact one’s life.
Identify healthy ways of coping with
stress.
Create a self-care plan to better
manage stress and maintain healthy
well being
3

STRESS
the physical,
mental and
emotional
response of the
body to demands
made upon it.
DISTRESS
 Causes anxiety or
concern
 Short- or long-term.
 Perceived as outside of
our coping abilities
 Feels unpleasant
 Decreases performance
 Can lead to mental and
physical problems
EUSTRESS
 Motivates, focuses
energy.
 Short-term.
 Perceived as within our
coping abilities.
 Feels exciting.
 Improves performance.
4

STRESSOR
a chemical or
biological agent,
environmental
condition,
external stimulus
or an event seen
as causing stress
Negative
Personal Stressors
 Losing contact with
loved ones.
 The death of a family
member.
 Hospitalization (oneself
or a family member).
 Injury or illness (oneself
or a family member).
 Being abused or
neglected.
Positive
Personal Stressors
 Receiving a promotion
or raise at work.
 Starting a new job.
 Marriage.
 Buying a home.
 Having a child.
 Moving.
5

Signs &
Symptoms
of Stress
Overload
Cognitive
• Memory problems
• Inability to concentrate
• Poor judgment
• Seeing only the negative
• Anxious or racing thoughts
• Constant worrying
Emotional
• Depression or general unhappiness
• Anxiety and agitation
• Moodiness, irritability, or anger
• Feeling overwhelmed
• Loneliness and isolation
• Other mental or emotional health
problems
Physical
• Aches and pains
• Diarrhea or constipation
• Nausea, dizziness
• Chest pain, rapid heart rate
• Loss of sex drive
• Frequent colds or flu
Behavioral
• Eating more or less
• Sleeping too much or too little
• Withdrawing from others
• Procrastinating or neglecting
responsibilities
• Using alcohol, cigarettes, or drugs
to relax
• Nervous habits (nail biting, pacing)
7

Factors that
influence
your stress
tolerance
level
Support Network
Sense of control
Attitude and outlook
Ability to deal with emotions
Knowledge and preparation
8

COPING
MECHANISMS
strategies people
often use in the face
of stress and/or
trauma to help
manage painful or
difficult emotions
Appraisal-focused (adaptive cognitive)
strategies: modifying the way one thinks
Adaptive behavioral coping strategies
or problem-focused strategies: dealing
with the cause of their problem
Emotion-focused coping strategies:
oriented toward managing the emotions
that accompany the perception of stress
9

COPING
MECHANISMS
strategies people
often use in the face
of stress and/or
trauma to help
manage painful or
difficult emotions
Adaptive Strategies
successfully
diminishing the
amount of stress
being experienced
and providing
constructive
feedback for the
user
Maladaptive
Strategies
managing or
abating stress, but
the result is
dysfunctional and
non-productive
10

SELF-CARE
a broad term that
encompasses just
about anything you
to do be good to
yourself
knowing who you are and your limits
getting the sleep you need and knowing
how to rest.
 making sure that you're well fed
finding a way to
decompress throughout your day
giving some thought to changing a difficult
work situation.
11

SELF-CARE
a broad term that
encompasses just
about anything you
to do be good to
yourself
taking time to get to know you better
identifying what you enjoy doing and
what's fun for you and make a serious
effort to integrate it into your day
knowing how to decompress after a day's
work.
feeding your spiritual self
taking time to love yourself
12

WHY
SELF-CARE
1. You learn to value yourself
2. You learn to improve your time and
stress management
3. You learn to have a balance in
your life
4. You learn to lead a healthier
lifestyle
13

SELF-
COMPASSION
ability to turn
understanding,
acceptance,
and love inward
Kristin Neff, first to define the term
academically, describes self-compassion
as having three elements.
Self-kindness, or refraining from harsh
criticism of the self.
Recognizing one's own humanity, or the
fact that all people are imperfect and all
people experience pain.
Mindfulness, or maintaining a non-biased
awareness of experiences, even those that
are painful, rather than either ignoring or
exaggerating their effect.
14

References
-
https://www.mentalhelp.net/stress/typ
es-of-stressors-eustress-vs-distress/
https://courses.lumenlearning.com/boun
dless-psychology/chapter/coping-with-
and-managing-stress/
https://en.wikipedia.org/wiki/Coping
https://www.goodtherapy.org/blog/ps
ychpedia/coping-mechanisms
https://old.pcij.org/stories/stress-and-
the-filipino/
16

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