TARLAC AGRICULTURAL UNIVERSITY

Malacampa, Camiling, Tarlac

 LEARNING RESOURCE PACK APPROVAL SHEET

Title of LRP: Understanding the Self

Prepared by: Hannah Patricia P. Dela Cruz, Sarah Mae M. Dolot, Venus Benitez, Benny S.
Soliman, and Czarina C. Custodio
Class/es:
Period of Utilization: 1st semester (Midterm) SY 2020-2021
Reviewed by:

EMERSON B. CUZZAMU, Ph.D. ABIGAIL OFICIAR, RPm

Chair, Curriculum & IM Committee Program Chair

Recommending Approval:

MA. THERESA B. NARDO, Ph.D

College Dean

CLAIRE ANNE A. OLIVARES, Ph. D.

Director, Curriculum and Instruction

Approved for Utilization:

ERNESTO A. VIRAY, JR.

Vice President for Academic Affairs
 Micro-syllabus in Understanding the Self

Course description: VISION

This course is intended to facilitate the exploration of TAU as one of the top 500
the issues and concerns regarding the self and identity universities in Asia
to arrive at a better understanding of one’s self. It
strives to meet this goal by stressing the integration of MISSION
the personal with the academic in order to Tarlac Agricultural University is
contextualize matters concerning the everyday committed to improve the quality of
experiences of students – leading them to appreciate life through the production of
the learning process that will lead to developing a more competent graduates and relevant
critical and reflective attitude essential in managing technologies in the service of the
and improving one’s self as a key to attain a better society.
quality of life.
Credit: 3-0-3 Breakthrough Goals
Target Outcomes: Anchored on the challenges of the
At the end of the course, you should be able to: Sustainable Development Goals for
The Self from Various Perspectives inclusive growth, TAU will:
1. Discuss the different representations and 1. Take lead in innovative teaching
conceptualizations of the self from various methodologies and appropriate
disciplinal perspectives. technologies to create an ideal
2. Compare and contrast how the self has been environment to optimize learning;
represented across different disciplines and 2. Advance sustainable agricultural
perspectives. productivity and improve income
3. Examine the different influences, factors, and through innovation, technology
forces that shape the self. generation, transfer and training;
4. Demonstrate critical and reflective thought in and
analyzing the development of one’s self and 3. Use Science, Technology and
identity by developing a theory of the self. Engineering (STE) effectively for
Unpacking the Self climate change resiliency, adaption
1. Explore the different aspects of self and and agricultural productivity.
identity.
2. Demonstrate critical, reflective thought in
integrating the various aspects of self and
identity.
3. Identify the different forces and institutions that
impact the development of various aspects of
self and identity.
4. Examine one’s self against the different aspects
of self-discussed in class.
Managing and Caring for the Self
5. Understand the theoretical underpinnings for
how to manage and care for different aspects of
the self.
6. Acquire and hone new skills and learnings for
better managing of one’s self and behavior.
7. Apply these new skills to one’s self and
functioning for a better quality of life.
Course Content

MIDTERM PERIOD (August 10- October 2, 2020)

UNIT 1: The Self from various Perspectives

Lesson 1: Philosophical Perspective on the Self: The

self from philosophical perspectives

Lesson 2: Socio-Anthropology Perspective on the Self:

Socio-Anthropology: The self as a product of modern
society and culture

Lesson 3: Psychological Perspective on the Self: The

self as a cognitive construction

UNIT 2: Unpacking the Self

Lesson 4: Physical Aspect of Self: Does my outer

appearance matter?

Lesson 5: Sexual Aspect of Self: Study on reproductive

health and intimacy

FINAL TERM PERIOD (October 12- December 4,

2020)
Continuation of Unit 2

Lesson 6: Material Aspect of Self: Where your treasure

is there your heart will be

Lesson 7: Spiritual Aspect of Self

Lesson 8: Political Aspect of Self: Am I being a

Filipino?

Lesson 9: Digital Aspect of Self: My Identity Online

being a better student

UNIT 3: Managing and Caring for the Self

Lesson 10: Being a Better Student

Lesson 11: Setting Goals for Success

Lesson 12: Taking Charge of One’s Health: Love

yourself: How to take care of yourself?
• Physical
• Mental
Teaching and Learning Activities: * This may be subject to change,
Lecture via Livestream/ Video conference depend on the needs and
Lecture thru recorded audio-visual learning materials connectivity of the students.
Webinar-type learning session (if feasible)
Reading activities
Discussion
Film Viewing
Assessment Strategies:
• There will be a scheduled multiple-choice quiz
via Google Forms
• For synchronous and asynchronous
assessments, students shall be assessed with the
use of Rubric scoring method such as Daily
Journal, scrapbook and activities included in the
learning resource packs.

Suggested Readings:
Bandura, A. (1999). Social Cognitive Theory of Consultation Hours:
Personality. In PERVIN AND John (eds)
Handbook of Personality Theory and Research Contact Number:
2nd ed. Guilford Press 134 – 194.
Belk (2013). Extended Self in a Digital World. Journal
of Consumer Research. 40. 3. 477 – 500
Chafee, J. (2013) Who are you? Consciousness,
Identity and the Self. In the Philosopher’s Way:
Thinking Critically about Profound Ideas.
Pearson. 106 – 169.
Csordas. T. (1999). Self and Person. In bode (ed).
Psychological Anthropology. Praeger. 331 – 30.
Demello, M. (2014). Beautiful Bodies. Pp. 173 – 188.
And Fat and Thin Bodies. 189 – 205. In Body
Studies: An Introduction. Routledge.
Demetrio, Fernanado&Zialcita. (1991). The soul, 95-
97. One is not enough. 99-101. The Soul Book.
GCF Books.
Diokno, MS. (1997). Becoming a Filipino Citizen. In
Perspectives on Citizenship and Democracy. UP
Third World Studies Center. 17-38
Dittmer, H. The Individual Centered Approach:
Material Possessions as Parts of the Extended
Self. Pp 41-64 and Possessions as Symbolic
Expressions of Identity. Pp. 95-121 in The Social
Psychology of MATERIAL Possessions: To
Have is to Be? St. Martin’s Press.
Doronilla, ML. (1997). An Overview of Filipino
Perspectives on Democracy and Citizenship. In
Perspectives on Citizenship and Democracy. UP
 TWSC. 69-112.
J. Dunlosky, K.A. Rawson, E.J. Marsh, M.J. Nathan, &
D.T. Willingham. (2013). Improving Students’
Learning with Effective Learning Techniques:
Promising Directions from Cognitive and
Educational Psychology. Psychological Sciences
in the Public Interest, 14(1),4-58. Doi:
10.1177/1529100612453266.
Ellison et al. (2006). Managing Impressions online:
Self presentation processes in the online dating
environment. Journal of Computer Mediated
Communication. 11.415-441. Doi:
10.111/j.1083-6101.2006.00020x
Feidman, R. (2008). Understanding Psychology. 8th ed.
McGraw Hill. Module 34: Understanding Human
Sexual Response. 369-375; Module 35: Diversity
of Sexual behavior.379-385; Module 36: Sexual
Difficulties. 389-391
Grading System:

30% Summative Test

35 % Activities
35 % Requirements
100% Total
Passing Percentage Score: 50%

Formula in the Computation of Grade: 5-4*(score/100)

Class Policies:
The learning process will be guided by the following
simple course policies:

1. On the first day of class, students can access and join

the class google classroom with this code:
2. If any questions or concerns arise during the whole
span of semester, you may contact your instructor
using the following contact details below:
3. PLAGIARISM will not be tolerated. Once a student
was caught cheating or he/ she submitted a copy and
pasted requirement, the student will automatically
be marked 5.0 for that requirement.
4. Every requirement must be submitted on or before
the scheduled deadline.
5. The University will be flexible enough to
accommodate possible circumstances of students
who will not have the means to submit on time and
the instructor will have to weigh the validity of the
student’s reason for not complying. If the student’s
reason is valid enough, considerations will be
applied for late submission. However, if it is not
 valid, late submission of requirements will
automatically be marked 3.0.
8. The University’s policy of exempting students
from final examinations shall be implemented with
the following guidelines:
a. faculty members are given the right to exempt
deserving students from the final examination in the
subject they teach provided these students have a
pre-final grade of at least deemed exemptible and
provided further that such exemptions are not
contrary to departmental policies; and
b. at the beginning of the semester, the faculty shall
inform students of the criteria for passing the
subject.

9. The following is the description of students’ grade:

1.00 – 1.25 = Excellent
1.26 – 1.50 = Very Good
1.51 – 1.75 = Good
1.76 – 2.00 = Fair, Passing
2.01 – 3.00 = Passing but without graduate credit
5.00 = Failure
D = Dropped
INC = Incomplete
UW = Unauthorized Withdrawal
IP = In Progress
 Greetings to all the Tarlac Agricultural University students out there who are currently
taking up the GEED 01: Understanding the Self (UTS)!

This is intended for the students to have a better understanding on the subject matter.
What is in here will discuss different areas for you to know who you are, where you are
coming from and maybe this will also give you an idea on how to be the better version of
yourself.

Hopefully what you are about to learn from this subject will have a great impact in
your life and will serve as your basis for better decisions and goals that you want to attain for
yourself. The diagram below shows how the course will progress throughout the semester.

Self- Self- Self-

awareness understanding improvement

Being aware of oneself is prerequisite in understanding the self, hence, we prepared

some activities for you to know yourself better. After being aware on the various aspects of
the self, the course (UTS) will help you understand/ explain the factors leading to the
development of that certain aspect. Then, self-awareness and self-understanding should lead to
self-improvement.

But before starting the lesson proper I want you to get a sheet of paper. Once you have
it with you, I want you to start writing a letter for yourself now. You may write who you think
you are right now, your present situation, the emotions you are feeling, what you want to
happen to you, whatever you want to say to your future self or other things that comes to your
mind. Once you are done writing put it in an envelope and keep it. You are only allowed to
read that letter by the end of the semester.

So going back now, what are we all waiting here for? Let’s now start discovering how
to understand our self better…
Introduction…………………………………………………………………………….
Course Information…………………………………………………………………….
Table of Contents………………………………………………………………………

UNIT I : The Self from Various Perspectives

Philosophy: The self from philosophical perspectives………………………………….

Socio-Anthropology: The self as a product of modern society and culture …….………
Psychology: The self as a cognitive construction……………………………………….

UNIT II : Unpacking the Self

The Physical Self: Does my outer appearance matter?...................................................

The Sexual Self: Study on reproductive health
and intimacy……..……………………………………………………………………...
The Material or Economic Self: Where your treasure is
there your heart will be……………………………………………………………….…
The Political Self: Am I being a Filipino?......................................................................
The Digital Self: My Identity Online…………………………………………………...

UNIT III : Managing and Caring for the Self

Being a better student………………………………………………………………….

Goal-setting: Make your dream works………………………………………………...
Love yourself: How to take care of yourself?..............................................................
• Physical
• Mental
 v
UNIT I :
THE SELF FROM VARIOUS PERSPECTIVES

LESSON 1: PHILOSOPHY:
THE SELF FROM PHILOSOPHICAL PERSPECTIVES

Target Outcomes

At the end of this lesson, you should be able to:

1. explain the reason why it is important to understand the self;
2. discuss the different concepts and standpoints of the self-based from the various
disciplinal perspectives;
3. assess the different aspects that shape the self;
4. share how the self can relate to different philosophical views; and
5. demonstrate critical and reflective thought on the development of the self.

Abstraction

In this unit, self will be described using perspectives from different fields such
as philosophy, sociology, anthropology, and psychology. But before we discuss the
aforementioned perspectives on the self, it is just proper that we talk about first its
definition.

According to Corpuz et al. (2019), SELF is commonly defined by the

following characteristics:

1. SEPARATE - self is unique or distinct from others.

2. SELF CONTAINED and INDEPENDENT - independent and contained with
its own thoughts, characteristics and volition.
3. CONSISTENT - has a personality that is enduring and persistent which allow
it to be examined, described and measured. It also means that self traits,
characteristics, tendencies, and potentialities are more or less the same.
4. UNITARY- self is the center of all experiences and thoughts where all
processes, emotions, and thoughts converge or in command.
5. PRIVATE - each person sorts out information, feelings and emotions within
the self that is not accessible to others.

The definition given by Stevens (1996) shows us a comprehensive

characterization of the self. Additionally, it is also important to identify the factors
affecting the development of the self. Macayan et al. (2018) outlined four factors
affecting one’s being; these are:
1. Heredity
Heredity plays a significant role in the development of the various
aspects
of the self. In this process, parents ‘characteristics/ traits are transmitted to
their offspring. For instance, you have a dark complexion because you inherit
the complexion of one or both of your parents. Aside from physical, you may
also inherit psychological conditions like being emotionally unstable.

2. Environment
Another factor affecting our development is the environment. For
instance, you learned to smoke because you are surrounded by family
members who smoke. You are aggressive because you are exposed in an
hostile environment.

3. Biological
Biological factors like the functioning of the brain, hormones, and
neurotransmitter substances also affect the development of the self. For
instance, you are depressed because of the imbalance of neurotransmitter
substances such as serotonin and dopamine.

4. Personal choice
Another factor is a personal choice with emphasis on the role of free
will or free choice. For instance, instead of saying that you smoke because of
the influence of your friends (environmental), it should be “I smoke because I
choose to smoke.”

After knowing what are the characteristics of the self and the factors affecting
its development. Let us now proceed to the philosophical perspective of the self.

Have you ever asked yourself about who you are? This question may seem too
easy to ask but so hard to grasp. If we will go back in time it was said that
“philosophy focuses on the fundamentals nature of the self”. As a matter of fact, the
earliest thinkers were known to have been continuously fixated on knowing one’s
self. Early thinkers particularly the Greeks were recognized to be the one who
seriously questioned myths and moved away from them in attempting to understand
reality and respond to the lasting questions of curiosity on the subject of the self.

The following philosophers below have found out different perspectives with
regards to understanding one’s self. So, let’s explore their belief and understanding
about the mystery behind one’s self.
PHILOSOPHER PERSPECTIVE ON THE SELF
- The first one who became more
concerned about the problem of the
self.
- His lifelong mission is to know oneself.
- He emphasized that the true task of a
philosopher is to know oneself.
- He stated that the true task of the
unexamined life is not worth living.
- He thought that the worst that can
happen to anyone is to live but die
inside.
- Socrates believed that every man is
composed of body and soul.
Socrates - He explained that all individuals have
an imperfect, impermanent aspect
which is the body and while
maintaining that there is also a soul that
is perfect and permanent.
- Plato is Socrates’ student who
supported his teacher’s idea.
- He added that there are three
components of the soul. The rational
soul, spirited and appetitive soul.
a. The rational soul which is the
combination of reason and intellect
that governs the affairs of the
human person.
b. The spirited part is in charge of
emotions.
c. The appetitive soul is in charge of
one’s desire.
- Plato stressed that “justice in the
Plato human person can only be attained if
the three (3) parts of the soul are
working harmoniously with one
another”.
 - Augustine’s view of the human person
reflects the entire spirit of the medieval
world when it comes to man.
- Following the ancient view of Plato
and infusing it with a newfound
doctrine of Christianity.
- He speculated that man is of bifurcated
nature.
- He believed that the body is bound to
die on earth and the soul is to anticipate
living eternally in a realm of spiritual
bliss in communion with God.
- He asserted that the goal of every
Augustine
human person is to attain this
communion and bliss with the Divine
by living his life on earth in virtue.
- Adapted some ideas from Aristotle,
Aquinas said that indeed man is
composed of two parts: matter and
form.
- Matter refers to the “common stuff that
makes up everything in the universe”.
- Form refers to the “essence of
substance or thing”.
- He believed that what makes us human
is our soul, our essence.

Thomas Acquinas
- Father of Modern Philosophy.
- He claims that there is so much that we
should doubt.
- The only thing one cannot doubt is the
existence of the self.
- His famous Cogito ergo sum “I think
therefore I am”.
- Descartes believed we are composed of
the cogito (the mind) and the extenza
(extension of the mind which is the
body).
- The body is nothing else but a machine
that is attached to the mind.
- He says “but what then, am I? A
thinking thing. It has been said. But
what is a thinking thing? It is a thing
that doubts, understands (conceives),
Rene Descartes affirms, denies, wills, refuses; imagine
also and perceives.
- For Descartes, the self is nothing but a
 mind-body dichotomy. Thought (mind)
always precedes action (body).
- It is the thought that sets direction to
human actions but humans are always
free to choose.
- Scottish Philosopher
- An empiricist who believes that one
can know only what comes from the
senses and experiences.
- Empiricism is the school of thought
that espouses the idea that knowledge
can only be possible if it is sensed and
experienced.
- He believed that the self is nothing else
but a bundle of impressions which is
categorized into two: impressions and
ideas.
- He believed that self is a bundle or
David Hume collections of different perceptions,
which succeed each other with an
inconceivable rapidity, and are in
perpetual flux and movement.
- He believed that there is no self as a
mental entity for “what we call a mind
is nothing but a heap or collection of
different perceptions…”
- He reduced personality and cognition
to a machine that may be activated or
deactivated. Death, according to him
obliterates the perception one has.
- Kant thinks that the things that men
perceive around them are not just
randomly infused into the human
person without an organizing principle
that regulates the relationship of these
impressions.
- There is necessarily a mind that
organizes the impression that men get
from the external world.
- He suggests that the self is an actively
engaged intelligence in man that
synthesizes all knowledge and
Immanuel Kant
experience.
- The self is not just what gives one his
personality. It is also the seat of
knowledge acquisition for human
persons.
 - Gilbert Ryle solves the mind-body
dichotomy.
- In searching for the self, one cannot be
simultaneously be the hunter and the
hunted.
- For him, what truly matters is the
behavior that a person manifests in his
day-to-day life.
- Ryle suggests that the “self” is not an
entity one can locate and analyze but
simply the convenient name that people
use to refer to all the behaviors that
people make.
- His theory is called logical behaviorism
Gilbert Ryle or analytical behaviorism- a theory of
mind which states that mental concepts
can be understood through observable
events.
- He believed that the self is a
combination of the mind and the body.
For him, self is taken as a whole.
- He also posited the maxim, “I act,
therefore I am.”
- A phenomenologist who asserts that
the mind- body bifurcation is a futile
endeavor and an invalid problem.
- He believed in “I am my body”.
- He says that the mind and body are so
intertwined that they cannot be
separated from one another.
- He believed that the living body, his
thoughts, emotions and experiences are
all one.
- He believed that the body has its own
intelligence and it perceived it based on
its senses.
Merleau-Ponty - We know not through our intellect but
through our experience.
 - His main philosophy on personal
identity is founded on consciousness or
memory.
- For him, consciousness is the
perception of what passes a man’s own
mind. He rejected that brain has
something to do with consciousness as
the brain and the body may change,
while consciousness remains the same.
- He concluded that personal identity is
not in the brain but in one’s
consciousness.
- He believed that consciousness may
transfer from one substance to other
(body and soul).
John Locke - He believed in tabula rasa which
discuss that everyone started with a
blank slate and the content is provided
by one’s experiences over time.
- He believed that the self is multi-
layered.
- The human mind is composed of three
structures- id, ego and superego.
- Id- exists since birth, pertaining to
instincts.
- Ego operates according to the
reality principle.
- Superego operates according to the
morality principle. It has two
systems: conscience; and ideal self.

Sigmund Freud
- Both neuroscientist that introduced the
eliminative materialism- “a radical
claim that ordinary, common sense
understanding of the mind is deeply
wrong and that some or all of the
mental states posited by common sense
do not actually exist”.
- For them, self is nothing else but brain,
or simply the self is contained entirely
within the physical brain.

Paul and Patricia Churchland

 Utilization of Learning

Key Takeaways:

Direction: Identify three (3) philosophical perspectives and discuss the relevance of each
perspective on understanding one’s self. Write your answer on the spaces provided.

1._________________________________________________________________________
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2.
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3.
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 Activity 1: Film Analysis

Direction: Watch a video produced by Ted Ed entitled “Who Am I: A Philosophical Inquiry”

by Amy Adkins and answer the following questions below. (Please see video via this link:
https://youtu.be/UHwVyplU3Pg)

1. Based on the video, what was discussed about the persistence of knowing your
identity?

2. How are the two ships related to knowing yourself?

3. How can you relate knowing who you are to the film you watched?
 Activity 2: Do you truly know yourself?

Directions:
I. Present your concept of the self by filling-out the concept map below.

CONCEPT MAP

WHO AM I?
II. On the spaces provided, write a bioessay based on your concept map.

Supplementary Materials

Reference/s:

Alata, E., Caslib, B., Serafica, J., & Pawilen, R. (2018). Understanding the self. (First
Edition). Rex Bookstore Inc.

Corpuz, R., Estoque, R., & Tabotabo, C. (2019). Understanding the self. C & E Pubishing
Inc.

Macayan, J.V., Pinugu, JN.J., & Castillo, JC.D. (2018). Understanding the self: outcome
based
module. C & E Publishing, Inc.
 LESSON 2: SOCIO-ANTHROPOLOGY:
THE SELF AS A PRODUCT OF MODERN SOCIETY AND CULTURE

Target Outcomes

At the end of this lesson, you should be able to:

1. explain the relationship between and among the self, society, and culture
2. describe and discuss the different ways by which society and culture shape the self
3. compare and contrast how the self can be influenced by the different institutions in the
society
4. examine one's self against the different views of the self.

Abstraction

This lesson discusses how external factors such as the society and the culture we are
in can affect the way we act, think and respond to our surrounding. This side of us also
reflects who we are as a person and also shows another side of our personality that we must
learn to comprehend in order to fully understand ourselves.

For the first part of this lesson, we need to understand where we are coming from
when it comes to developing our self. There is an idea that tells us about the concept of nature
(nativism) and nurture (empiricism).
 According to Fucci (2014) that nativism and empiricism are two
different approaches to our development. Nativism emphasize on
being born with certain innate traits. While empiricism, states that all
knowledge is derived from experience.
(Retrieved last July 15, 2019 from: shorturl.at/luGM7)

NOTE:

“We may be gifted with intellect and the capacity to rationalize things
but at the end of the day, our growth and development are products of
our interaction with external reality”.

The self is CHANGING and DYNAMIC,

allowing external influences to take part in it's
shaping.

WHAT IS CULTURE AND IT’S EFFECT TO ONE’S SELF?

 Culture came from a latin word cultura or cultus meaning care or cultivation. It can be
compared as to caring for an infant. It is said that throughout one’s life we function according
to the cultural context where we are situated.
As an individual interacts with people, and make sense of individual’s functions in the
context of social and cultural background a person then learns both of his or her personal
identity and collective identity.
If a particular self is born into a particular society or culture, the self will have to
adjust according to its exposure. It is a salient part that our culture has a tremendous effect in
crafting of the self.

WHAT IS IDENTITY?

Identity refers to who the person is. It is also known to be the quality or traits of an
individual that makes him or her different from others. Aside from that, it also refers on how
a person sees and expresses oneself.

CULTURAL IDENTITY VS. NATIONAL IDENTITY

Cultural identity refers to the feeling of belongingness to a certain culture group. It is

an individual’s perception about the self that is anchored on race, gender, nationality,
religion, ethnicity and language. The cultural identity theory explains why a person acts and
behaves the way he or she does. It makes sense of how an individual is influenced by the
cultural contexts an individual is situated in.

While, national identity is the feeling of belongingness to one state or nation. Rupert
Emrson, a political scientist defines it as a body of people who feel that they are a nation. It is
socially constructed and can be shaped by material and non-material culture. Material culture
represents culture or nationality (ex. national flag) while non-material culture is the shared
understanding of a group such as norms, beliefs, language, traditions.

It also requires the process of self-categorization such as the following:

1. Individual self reflects the cognitions related to traits, states and behaviors that are
stored in memory.
2. Relational self reflects cognitions that are related to one’s relationships.
3. Collective self reflects cognitions that are related to one’s group.

Studies on the phenomenon of social construction of the self has become rampant, and
has produced theories that explain in various dimensions how the concept of the "self" is
constructed by the individual, as influenced by his/her social environment

Let us know more about socio-anthropological perspective of the self from different
philosophers:

PHILOSOPHER PERSPECTIVE ON THE SELF

 Mead believed that the self is
categorized as the following:

• I - represents the unique, free and

subjective part of the self (who we
are without too much consideration
of external influences)
• ME - represents conventional and
objective part of the self (assumes
roles, learned behavior and
internalized attitudes of others)
George Herbert Mead • GENERALIZED OTHERS - an
organized community or social group
which gives an individual his/her
unity of the self (internalized
behaviors, beliefs, or attitudes).
Mead and Vygotsky stated that human
person’s development is with the use of
language acquisition and interaction with
others. They believed that:
• The way we process information is
normally a form of internal dialogue
in our head.
• We treat the human mind as
something that is made, constituted
through language as experienced in
external world and as encountered in
Vygotsky dialogs with others.
• A child may internalize values,
norms, practices and social beliefs
and more through exposure of these
dialogs that will eventually become
part of his individual world.
• Charles Horton Cooley’s looking-
glass self is a social psychological
concept which explains that the self
is developed as a result of one's
perceptions of other people's opinion.
• People are the way they are at least
partly because of other people's
reactions to them and to what they
do.
• Self is built through social interaction
Charles Horton Cooley (when people imagine how they must
appear to others, imagine the
judgment on that appearance, and
develop themselves through the
judgment of others.
• The looking glass self is made up of
feelings about other people’s
 judgements of one’s behavior.
• The self is built through social
interaction which involves three
steps: first, people imagine how they
must appear to others; second, they
imagine the judgement on that
appearance; and finally, they develop
themselves through the judgment of
others.
• Social Identity by Henri Tajfel is
defined as the person’s sense of who
he or she is according to his or her
membership to a certain group.
• According to this group membership
is an important source of pride and
self-esteem. It gives a sense of social
identity- social belongingness to the
social world.

Three mental processes:

• Social Categorization- This is
similar how people categorize things.
• Social Identification- After learning
Henri Tajfel their category, people adopt the
identity of the group which they have
categorized themselves.
• Social Comparison- This is where
they tend to compare that group with
other groups.

• In the postmodernist view, self is not

the creator of meaning nor the center
or starting point of sociological
inquiry. For Michael Foucault, the
self is also seen as a product of
modern discourse that is socially and
historically conditioned.
• The self is shaped by outside forces.
In traditional society, a person’s
status is determined by his or her
role; in modern society by his or her
achievement and by postmodern
society by fashion and style.
Michael Faucault
 • Erving Goffman’s presentation of
everyday life is also known as
dramaturgical model of social life.
For him, social interaction may be
compared to a theater and people to
actors on a stage where each plays a
variety of roles.
• As people interact with one another
they are constantly engaged in
impression management- a process in
which people regulate and control
Erving Goffman information in social interaction.
• This model of social life assumes that
personalities are not static because
they change to suit the situation.
• The self is a product of the dramatic
interaction between actor and
audience. The self is made up of the
various parts that people play, and a
key goal of social actors is to present
their various selves in ways that
create and sustain particular
impressions to the different
audiences.
Kenneth Gergen’s saturated or multiplicitous
self tackles about the following:
• Saturated self is a constant
connection to others, a self that
absorbs a multitude of voices.
• People establish multiple selves
through absorption of the multiple
voices of people in their lives, either
in real life or through the media.
• Through mediums such as internet
and video games, people are able to
construct idealized versions of who
Kenneth Gergen they are by selectively representing
various aspects of their selves like
self-promotion.
 According to Marcel Mauss (French
Anthropologist) that every self has two
faces:
• Moi - a person's sense of who he/she
is, the body and basic identity or
biological composition.
• Personne - composed of the social
concepts of what it means to be who
he is, what it means to live in a
paticular family, institution, religion
or nationality, and how to behave in
the given expectations and influences
Marcel Mauss
of others.

SELF AND DEVELOPMENT OF SOCIAL WORLD

Aside from the givenness (personality, tendencies, and propensities among others),
one is believed to be in active participation in the shaping of the self. Most often, we think
that human persons are just passive actors in the process of shaping of selves, however men
and women engage actively in the shaping of the self. The unending terrain of changes of the
self is mediated by language.

Language as both a publicly shared and privately utilized system, a site where the
individual and the social make and remake each other has been a huge aspect in molding
one’s self.

SELF IN THE FAMILY

Human person learns ways of living and therefore their selfhood is developed by
being in the family. It is what a family initiates a person to become that serves as the basis for
this person's progress.

Mostly people tend to internalize and adapt ways and styles they observe from their
family. Internalizing behavior may be conscious or unconscious. Some behaviors and
attitudes may be indirectly taught through rewards and punishment. Aside from that,
emotions can be learned through subtle means like the tone of voice or intonation of the
models. Without a family, biological and sociologically, a person may not even survive or
become a human person.

Basic aspects that can be taught in the family are the following:
✓ language
✓ ways of behaving
✓ attitudes
✓ confronting emotions
✓ basic manners of conduct
 Utilization of Learning

Key Takeaways: Discuss what is the importance of culture and the views of other people around
you. Choose and explain at least two (2) ideas of philosophers that you can relate to.
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Activity 1: My Relationship Tree

Directions: In making your relationship tree, kindly follow the step by step
instruction below:
1. Draw an image of your preferred tree.
2. Cut out a photo yourself and paste it at the center of the tree.
 3. Cut out photos of the people whom you have relationship with and paste
it on your tree. The closer you are with the person the closer it is to your
photo.
4. Discuss how these people help you mold the person who you are today.

Supplementary Materials

Reference/s:
Alata, E., Caslib, B., Serafica, J., & Pawilen, R. (2018). Understanding the self. (First
Edition). Rex Bookstore Inc.

Corpuz, R., Estoque, R., & Tabotabo, C. (2019). Understanding the self. C & E Pubishing
Inc.

LESSON 3:
PSYCHOLOGY: THE SELF AS A COGNITIVE CONSTRUCTION
 Target Outcomes

At the end of this chapter, students are expected to:

1. discuss the difference of psychological perspective among other perspectives of the self;
2. describe the different theories explaining the development of the self;
3. analyze the effects of various factors identified by psychological theories in the formation
of the self;
4. gain more understanding about the psychological self and well-being.

Abstraction

INTRODUCTION
Psychological perspective of the self greatly focuses on the individual and cognitive
functions. In a broader sense, it is centered on the individual functioning with or without the
influence of his or her environment, gaining self-knowledge how people initiate self-
regulation to achieve their goals, the influence of personal standards, expectations, and values
on the perception of others or vice versa, and how people maintain their desired self-
images. Although psychology focuses on the factors associated within the individual context,
it does not discount external factors that influence the psychological well-being such as those
factors discussed on the philosophical, social, and anthropological perspective.
Psychological self can be seen in a process of how one understands himself or herself,
behave and think based from the underlying intrapersonal and interpersonal factors.
To fully understand ourselves, it is important to consider the varying psychological
factors that make us a fully functioning person. Thus, psychology does not only help us
become aware of ourselves, it also helps us improve our general well-being.
The following are some of the major psychological perspective about the self:
William James Self Theory
According to an American Psychologist, William James (1890), human beings has the
capacity to be a thinking subject, and the object his or her thinking at the same time. As a
thinking being, they can be both conscious to the environment, and their own existence.
James distinguished two phenomena of the self as “I” and “Me.” The “I” corresponds as the
self as a subject of experience (self as subject) while “Me” is the self as an object of
experience (self as object). In a broader sense, “I” can be the thinking, feeling and acting self.
It also reflects how people become aware of their environment and of themselves in a
subjective and higher level than the “Me” phenomenon. When a person sees what makes him
or her human, looking at his or her abilities as well as physical characteristics, and saw
himself or herself as an object of his or her thinking, this process reflects to the “Me”
perspective. The “me” is the totality of all contents of consciousness that is experienced as
self-related based on sensory experiences.
Three Categories of the Self
William James contextualized three categories of the self. First is self-feelings,
wherein the arousal of feelings and emotions happens. Second, self-seeking where peoples
actions or behavior manifested. Self-feelings reflects on how an individual appraise and
become aware of his or her experiences in the world. While self-seeking refers to the actions
of an an individual that are based or resulted from the processes prompted by the self-feeling.
These actions can be some sort of efforts made to improve and preserve oneself. The third
category of the self is called constituents of the self. Constituents of the self is sub-divided
into further categories namely material self, social self, spiritual self, and pure ego.
Material self refers to how one gives value to his or her material possessions in
accordance of one’s own body, family, clothing, home, and other things one might give
value. While social self reflects on how other people create an image of an individual that
also determines his or her reputation in the society. The third constituent that includes the
harmony of one’s thoughts, beliefs and feelings is called spiritual self. The pure ego which
according to William James is the most puzzling aspect of the self. Pure ego is conceived as
the ability to recognize and understanding our thoughts, and other self-related experiences.
All of these combined forms the empirical self. These constituents of the self should be
understood in hierarchical manner that places material self at the bottom, social self and
spiritual self at the top.
Carl Rogers Self Theory
Carl Rogers (1902-1987) is a well-known American psychologist for his great
contribution in the field of psychology. In light of the humanist perspective, he believes that
people are drawn to his or her free will or free choice when it comes to shaping oneself.
Shaping oneself according to individuals free will develops gradually from childhood years.
The role of the free will differentiates one individual from another. Hence, the development
does not lie on influences from the individual's external environment. According to Rogers,
people can make sense of who he or she is, and figure out how and why he or she is
experiencing things and responds to environmental influences. The values of an individual
play an essential role in establishing choices or free will. Rogers also believed that the self is
the center of all experiences. His theory also focused on the conditions that allow the self to
develop freely.
Rogers Self Theory lies in the perspective of humanistic psychology. Humanistic
psychology tends to have an optimistic point of view on human behavior and concentrate on
the capacity of individuals to think intentionally and purely, to control their biological urges,
and to achieve their maximum capacity. From the humanistic perspective, individuals are in
charge of their lives and activities and have the opportunity and will to change their states of
mind and behavior. Also, the self has the need to be continuously accepted, taken care of, and
improve (Ismail & Tekke, 2015). Generally, Rogers believed that it is an innate need for
humans to work on progress to become self-actualized.
Self-concept
Self-concept are composed of mental images or ideas that come to your mind when
you are asked about who you are. For Roger’s, self-concept is defined further as
the individual’s tendency to act in ways which actualize himself based on experiences. Those
will take form and will symbolize in conscious awareness as self-experiences builds our self-
concept. It can be a social product, developing out of interpersonal relationship and striving
for consistency (Rogers, 1959). It is composed of individual perceptions of their own
behavior, unique characteristics and abilities. At an early age, while a person is going through
self-discovery and identity formation, their self-concept tend to be more malleable, however
it is not fixed over time because as people grow with experiences, self-concept also develops
(McLeod, 2007).
As people get older, self-perceptions become more detailed and more organized as
people form a better idea of whom they are. Self-concept can be categorized as real self and
ideal self. The real-self also referred as the self-image includes the influence of our body
image intrinsically. How do we see ourselves, which is very important to a
good psychological health. We have the tendency to perceive ourselves as a beautiful or ugly,
good or bad person, attractive or not. Self-image has a direct effect on how a person feels,
thinks and acts. It is part of the self that is natural, comfortable to express, and true to what
or who, one really is. Despite of its imperfections, it is still the part of us that feels most real
(Grice, 2007). While ideal self represents the part of ourselves that aims to become someone
we want to be or the self that is bound to ambitions and goals. It associated with the kind of
ourselves who we would like to be.
The ideal self in childhood is not the ideal self in the different stages of
development like in teenage years. In other words, ideal self also changes over time.
According to Rogers (1959), people tend desire to behave, feel and experience ways which
are consistent with their self-image which reflects with our ideal-self. The more parallel or
closely related our self-image and ideal-self are to each other, the more consistent or
congruent we are, and the higher our sense of self-worth we can have. A person is said to be
in a state of congruence when our self-image and ideal self is closely parallel. On the other
hand, incongruence happens if a person’s ideal self is denied or distorted with the self-image
or real self.
Self-esteem
Self-esteem refers to a person’s overall sense of worth or how much a person values,
approves of, appreciates, prizes, or likes him or herself (Adler & Stewart, 2004). It composes
of our favorable or unfavorable attitude towards ourselves based on our evaluation or
comparison to others. There are several factors that affect our self-esteem such as thoughts,
life experiences, genetics, health, age, social factors, and feedback of other people. A desire
for increased self-esteem through self-verification motivates individuals to form and maintain
relationships that also verify identities. For the most part, this process is continuous and
automatic as the individual responds to subtle changes in his or her self-esteem on particular
situations. Some other factors can be explained through the social comparison theory,
and self-evaluation maintenance theory.
According to Social Comparison Theory, we tend to know more about ourselves,
the appropriateness of behavior, as well as develop a particular social status by comparing
aspects of ourselves with other people. Downward social comparison happens when people
tend to create a positive self-concept by comparing themselves with those who are worse
or inferior to them. At some point, a person’s self-concept can possibly increase
to inappropriate manner like seeing themselves as someone who is superior to the others, and
that they should always be the center of attention, or someone who always needs to be treated
as special.
While upward social comparison happens when people compare themselves with
those who are better than them. It can be a form of motivation but a lot of those who do this
actually felt lower self-esteem as they highlight more of their weakness or inequality as an
individual or a member of a certain a group.
Self-evaluation Maintenance Theory explains the ways on how one can feel
threatened when someone out-performs them. People who feel threatened with someone, they
know who tend to be better than them in some ways can act in three possible ways. First, the
person who was outperformed might consider distancing himself or herself or change the
existing relationship. For example, the person may act like he or she is not associated or
related with the other. Next is reconsidering other ways or skills in which a person was
outperformed. The tendency to quit can be considered as an alternative. Lastly, the person
who was outperformed might still choose to improve himself or herself on that aspect. This
reaction is better than the others since it is considered as positive coping.
The True Self and False Self
Donald Winnicott, a British psychoanalyst in the 1960s developed a perspective about
the true self and false self. His notions are based on his studies and observation with the
relationship of mothers, and their children. According to Winnicott, true self reflects a sense
of self based on authentic experience, and the feeling of being truly present, alive and
genuinely expressed. The part of the self that is remained unshaped by upbringing however
can be still vulnerable to environmental influences. The false self is a defensive façade,
behind which the person can feel empty, repressed, and ideal as it intends to be perfect and
continuously comply with mores and norms. It is also where behaviors are learned and
controlled rather than spontaneous and genuine.
False self is closely related to the self that is adapted, and the self that wears social
mask which helps a person in forming interpersonal relationships. With the false self,
spontaneous desires are hidden away, and prefers to be obedient at the expense of one’s
ability to feel authentically. However, in some situations, people do not easily present the
different sides of themselves and reveal to other. For example, people might avoid telling
humorous jokes when they are in a particularly professional or big event as they want to show
that they are educated and refined. When a false self became dominant, well-being is
achieved through reclaiming the true self. Some ways to reclaim our true self are through
self-awareness, self-acceptance, and self-worth. Psychotherapy is also great way regain
confidence in expressing our true self genuinely and can help us untangle our false self from
our true self.
Agentic Theory of Self
Albert Bandura is a well-known Canadian-American psychologist in the 1970s. He
was known to his valuable contributions in psychology. One of his notions is
the agentic theory of the self. Bandura (2009) defined human agency as “the human
capability to exert influence over one’s functioning and the course of events by one’s
actions.” He further explained that through cognitive self-guidance, humans are capable of
intentionally influencing one's own functionality and life circumstances, they can visualize
futures that act on the present. People are able to make ideas, assess behavior, and modify
alternative courses of action and decisions to gain valued outcomes while maintaining
themselves as not passive actors with external influences.
Furthermore, to be an agent is to influence intentionally one’s functioning and life
circumstances. Agentic theory of the self rejects the notion that selfhood is culturally and
socially influenced or passively controlled by urges, rather it looks upon human being as
capable of thinking, deciding, foreseeing and controlling his or her actions, free to decide for
himself or herself. The self can be situated in an environment where interpersonal,
and intrapersonal influences happen interchangeably.
The self can be influenced as some point but can remain responsible for any course of
one’s action. Furthermore, an individual is expected to be able to manifest and act according
to the core properties as he or she functions to his or her environment.
Core Properties of Human Agency
1. Intentionality
It reflects on how an individual form intention that include action plans and strategies
for realizing them.
2. Forethought
Forethought includes more than future-directed plans since if entails how an
individual position his or her plans in the future. People set goals for themselves and foresee
likely outcomes of prospective actions to guide and motivate their efforts while anticipating
possible opportunities or roadblocks. If the perceived plans are projected over a valuable
long-term course, this perspective can provide coherence, direction, and meaning to one’s
life.
3. Self-reactiveness
In self-reactiveness, people are bound not only as planners or fore thinkers, but also
self-regulators. An individual needs to self-regulate his or her efforts for his or her visions
become a reality through constructing appropriate actions, adopting personal standards as
well as regulating and monitoring their course of actions. It also includes processes of self-
motivation, self-management as well as emotional states that can undermine self-regulation.
4. Self-reflection
This core property reflects on the capability of individual to reflect
on their functioning including life pursuits, meaning of actions to accomplish pursuits, their
thoughts and personal efficacy.
 Utilization of Learning

ACTIVITY 1:

1. At my present age, how I think, feel and behave

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Key Takeaways: Discuss your idea on self-concept and explain the relevance of knowing the patterns
of your thinking on understanding the self.
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ACTIVITY 2

1. Research and list some personality or characteristics differences of people with:

Low Self-esteem High Self-esteem Narcissism

2. Research and cite 10 ways to improve your self-concept and boost your self-esteem.

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Supplementary Materials

REFERRENCE/S:

Adler, N., & Stewart, J. (2004). Self-esteem. Psychosocial Working Group. Retrieved from
http://www.macses.ucsf.edu/research/psychosocial/ selfesteem.php

Alata, E., Caslib, B., Serafica, J., & Pawilen, R. (2018). Understanding the self. (First Edition). Rex
Bookstore Inc.

Corpuz, R., Estoque, R., & Tabotabo, C. (2019). Understanding the self. C & E Pubishing Inc.

Hershey, I., (2016). Learning To Find Your Authentic Self Vs. Your "False Self" – Wheelchair
Accessible Living. [online] Wheelchair Accessible Living. Retrieved from
https://pushliving.com/learning-to-find-your-authentic-self-vs-your-false-self/

İsmail, Nik & Tekke, Mustafa. (2015). Rediscovering Rogers's Self Theory and Personality. Journal
of Educational, Health and Community Psychology. 4. 2088-3129. Retrieved from
https://www.researchgate.net/publication/286456614
Rediscovering_Rogers's_Self_Theory_and_Personality/link/566aeb1708ae430ab4f9344c/dow
nload

McLeod, S. A. (2007). Carl Rogers – Simply Psychology. Retrieved from

http://www.simplypsychology.org/carl-rogers.html.

McLeod, S. (2008). Self concept. Simply Psychology. Retrieved from

https://www.simplypsychology.org/self-concept.html

Oyserman, Daphna & Elmore, Kristen & Smith,. (2012). Self, self-concept, and identity. Retrieved
from https://www.researchgate. net/publication/264656839 Self_self-concept_and_identity

Rogers, C. R. (1959). Client-centered Therapy: Its Current Practice, Implications and Theory. Boston:
Houghton Mifflin.

Rosenberg, M. (1965). Self-Esteem and Concern With Public Affairs. In Society and the Adolescent
Self-Image. Princeton, New Jersey: Princeton University Press. doi:10.2307/j.ctt183pjjh.14.
Retrieved from https://www.jstor.org/stable/j.ctt183pjjh

Weibell, C. J. (2011). Principles of learning: 7 principles to guide personalized, student-centered

learning in the technology-enhanced, blended learning environment. Retrieved from
[https://principlesoflearning.wordpress.com].
 CHAPTER II:
UNPACKING THE SELF

LESSON 4:
THE PHYSICAL SELF: DOES MY OUTER APPEARANCE MATTER?

Target Outcomes

At the end of this lesson, you should be able to:

1. Identify the stages of life and explain the physical changes that occur during each
stage;
2. Describe the factors that affect your body image;
3. Examine the impact of culture on your body image and self; and
4. Develop a positive body image and self-concept.

Abstraction

The following discussions will further elaborate and explore some various aspects to
completely understand the self. To clearly understand this, allow us to define concepts under
this lesson.
• Physical Self – it is commonly referring as our body. It is characterized as our
physical characteristics wherein we can see gradual changes in our traits and features
of the body.
• Growth – refers to physical/physiological changes in kinsfolk which are often
quantitative.
• Development – pertains to progressive series of changes that occur in a very
relatively predictable pattern as a result of maturation and skill.
• Maturation – is that the unfolding of traits in individuals which are results from the
interactive relationship of heredity and environment.
Adolescence (approximately 10-19 years old) is the period where there are gradual
physical changes observed. These changes will be identified as primary sex characteristics
and secondary sex characteristics. Although in primary sex characteristics are already
observable ranging from birth (i.e. penis and vagina) while secondary sexual characteristics
emerge at puberty like low voices and beards in human males, and high voices and no facial
hair in human females.
These changes within the human body may affect how we perceive ourselves. This might
build our confidence or lower our self-esteem.

Two Factors Affecting Physical Growth and Development

It is also important to think that the role of the environment plays within the hereditary
influence on development. Nature and nurture combine to promote developmental changes.
For instance, the identical hereditary predisposition may result in any several outcomes
depending on the environment to which an individual is exposed.
• Heredity -It is the process of the inheritance of traits that may be passed from parents
to offspring.
• Environment - It refers to the factors an individual is exposed to throughout life
which has learning and experiences.

Theories of Physical Self

✓ Theory of Physiognomy
Physiognomy comes from the Greek word physiognōmia meaning judging of a
person's nature by his body features, with particular emphasis on facial features. Back to
Early Greeks, it is important to determine the body features because it was also
connected within the interpretation of the moral character and personality of an
individual.

✓ Theory-Based on The Prominence of Body Fluids

Greeks believed that our body was made of four main components or they term
this as Four Humors. They said to believed that the four fluids in our body should
remain balanced sp as to own a healthy body.

On this table, you will be able to see the temperament and fluid in corresponding with
the personality.
TEMPERAMENT FLUID PERSONALITY
SANGUINE TYPE Red Bile Impulsive, cheerful, happy and optimistic
MELANCHOLIC Black Bile Depressed and pessimistic
CHOLERIC Yellow Bile Easily angry, jumpy and temperamental
 PHLEGMATIC Excess phlegm Sluggish, dull, slow

✓ Body-Type Theory
Lastly, this theory was proposed by William Sheldon in the 1940s. According to him,
there are certain body types (somatotypes) that are related to a certain personality.

Somatotypes Personality

Soft and plump

ENDOMORPHIC Easy going and sociable

Strong muscular Energetic, adventurous, assertive

MESOMORPHIC body and courageous

Tall and thin Restrained, quiet, introverted and

ECTOMOROHIC
artistic

Impact of Culture on Beauty and Body Image

We have to take into consideration that culture and body image has an impact on how
the person perceives an individual. Different cultures within the world wear the perception of
the members of various communities concerning the ideal version of beauty, something that
affects their perception of body image. Let’s define some concepts first.

• Body Image - refers to how an individual perceives, thinks, and feels about their body
and physical appearance.
• Appearance - refers to everything about a person that others can observe such as
height, weight, skin color, clothes, and hairstyle.

Here are some samples of the ideal beauty standard:

✓ In Egyptian Art, beauty is perceived in women with a slim, high waist, narrow hips,
and long black hair.
 ✓ During the Renaissance period, women with a full figure and rounded hips were
considered beautiful.
✓ Asian women to be desirous of a build promoted by western standards of beauty like
slim, white, and clear skin, pointed nose, etc.

In reality, those beauty standards circulating in media are unrealistic, that even the
foremost beautiful and handsome supermodels cannot achieve it.

Body Modification

Some people especially women lead to enhancing their body features and sometimes
overdo it because they seem to have low self-esteem or not confident of their appearance.
Here are some examples of body modification: Tattooing, Body Piercing, and Cosmetic
Surgery

This trend has been related to more frequent incidences of body image disturbances,
such as eating disorders and a lot more, especially among Asian women. Here are some
samples of one who went through surgeries or body modification: The obsession to have a
beautiful face & body

The two photos depict that lots of individuals want to enhance their facial features.
However, some may repetitively do it or some were allured due to peer pressure. However,
some outcomes may result in not a good result.

Eating disorder

The eating disorder was categorized as:

According to Mayo Clinic (2019), Anorexia Nervosa is an

eating disorder characterized by an intense fear of gaining
weight and a distorted perception of weight.

Bulimia Nervosa kind of eating disorder wherein people eat large amounts of food with a loss
of control over the eating and then purge.

Photo courtesy: Eric W. Dolan

Body Dysmorphic

According to Mayo Clinic (2019), this is a mental health

disorder during which you cannot stop wondering about one or
more perceived defects or flaws in your appearance. may feel
so embarrassed, ashamed, and anxious that you simply may
avoid many social situations.

Body Shaming

This is by means of criticizing people’s appearance. People

body-shamed others through judging or comparing them with
another person. They are doing such a thing because it is not
the ideal beauty standard in a certain culture or country.

Some Ways to Improve Your Body Image and Inner Self:

✓ Take good care of your health

✓ Live a well-balanced life
✓ Spend some time alone to reflect
✓ Be creative to try to do something new to you
✓ Respect individuality
✓ Face your fears
✓ Be independent
✓ Accept things as they are
✓ Think positive

In conclusion, many of us especially women spend tremendous expenditure of your time,

effort, and money to alter their appearances to resemble almost perfect images. Society is
cruel on judging people by physical appearance; however, we will still find our confidence by
taking excellent care and accepting our physical self. Moreover, offering our body with all
the respect it deserves will always come from ourselves.
 Utilization of Learning

Key Takeaways: Explain honestly how you appreciate your physical attributes and discuss the
importance of accepting yourself physically.
 ACTIVITY 1:

Instruction: Answer the following questions. You are allowed to use a separate paper if your
answers would not fit in the spaces provided.

1. How does self-esteem may affect a person’s perception of looking at the standard of
ideal beauty?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________

2. If you were given a chance to change anything about your body, what will it be? Explain
your answer.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________

Journal:

Almost all of us experienced being bullied because of our skin complexion, face, body, etc.
In this journal, you are going to tell or share your story on how your body features made you
insecure. In the first part, you will be narrating the experiences that made you feel insecure
about yourself. And on the last part, you will share on how did you cope up with those
experiences or how do you want to deal with that.

Rubrics:
Clear and substantial narrative (Non-plagiarized) - 25 points

Organization of ideas - 15 points

 Grammar, Punctuation & Spelling- 10 points

Total- 50 points

Supplementary Materials

✓ This less than 3-minute video focuses on the Physical Aspect of the Self. I hope, it will
help you build more confidence as you face the different challenges in life:
https://www.youtube.com/watch?v=bbctOmdSeTY
 LESSON 5:
THE SEXUAL SELF: STUDY ON REPRODUCTIVE HEALTH AND INTIMACY

Target Outcomes

At the end of this lesson, students should be able to:

1. discuss the meaning of pleasure and the role of the mind in sexuality:
2. describe the secondary sex characteristics of male and female:
3. describe the erogenous zones and human sexual responses:
5. discuss the diversity of human sexual behaviors and pre-marital sex:
7. discuss and describe the nature of gendered self:
8. describe the methods of birth control:
9. describe the different types of sexually transmitted diseases or STDs.

Abstraction

Introduction
At birth, sex is defined through genetic makeup called sex chromosomes and it
determines whether humans are born female or male. Through the years, it has a tremendous
effect on how the individual lives within the boundaries of his or her sex assigned at birth.
However, with the influence of external environment such as social media, television,
and other forms of public communication platform, some individuals shaped their sexuality
in other way which we often refer as other genders. Furthermore, talking about sex and
sexually should be deemed normal for there is a need for people to learn more about their
sexual self. However, understanding it in different contexts is much-needed than just talking
about it. Nevertheless, once misunderstood, people might find it is difficult to take
responsibility with their sexual urges or sexuality in general.
 We must also consider that conservatism anchored on religious, and cultural beliefs
may hinder full understanding of one’s sexual being. But in the end, human beings are also
sexual beings and for us to become responsible with our sexual self, we also have to be
knowledgeable or educated enough to control this aspect of the self, thus, sex education takes
place as one of the ways to further understand this aspect of the self. Sex Education is
regarded as the key to combat ignorance that may result to negative circumstances. A person
should be aware of his sexual attributes, and his/her sexuality to make responsible decisions.

Adolescents, and even adults need to realize the importance of having informed
choices that have something to do with sexual self. Furthermore, sexual self-concept as
linked with the individual's evaluation of his or her sexual feelings and actions. It appears to
improve with age, suggest that younger teenagers may be poorer users of contraceptives
because of a lower sexual self-concept.
To address teenagers views of their own sexuality, counseling and sex education that
focuses on social and psychological issues may help improve adolescent sexual practices by
(Winter, 1988).

The Desire for Pleasure and the Role of the Mind in Sexual Self

Sex is commonly engaged by married couple not only procreation but a source of
pleasure. For procreation, it can be a necessity but human beings need for sex is not the same
as the need for oxygen. Hence, without it, humankind will perish.

For Sigmund Freud, an Austrian Psychologist, all humans is motivated by the desire
to feel pleasure which is controlled by two instincts, sexuality and aggression. He’s theory
mainly focuses on these two features in which he believes that people’s actions are driven by
mostly unconscious thoughts that lie with sexual urges and aggressive tendencies. These
instincts are driven by, “libido” which is the seeking the pleasure of the flesh (physical and
sexual needs of the body) which can be satisfied through sex.
The human cognition or mind plays an important role in sexuality and sexual behavior.
Humans are able to control their urges.

People have the ability not to act aggressively when they are sexually attracted to
someone. When someone has difficulty in controlling their sexual urges, this may lead to
sexual control related disorder that might also cause immoral acts or harassment against other
people. Because of love and admiration, people tend to engage in sexual activities. However,
sex must be understood only as one of many factors that drive people to act and behave the
way they do. Thus, before doing any sexual act, one must put first his or her values while
taking into account the possible consequences and responsibilities that come after.

Development of Secondary Sex Characteristics

The human reproductive (penis for male, vagina for female) is a biological feature
that distinguishes males from females. As the child develops in different areas, the features of
human development also continues to develop including physical and sexual features. An
individual becomes physically mature upon reaching the stage of puberty. During puberty,
changes in the human body can be observed are referred to secondary sexual characteristics
begin. Thus, adolescents experience sexual maturity related physical changes.
 Secondary Sex Characteristics
Male Female
development of Adam’s apple enlargement of breast
development of muscles broadening of the hip
broadening of shoulders body gets curvier
deepening of voice growth of pubic hair
growth of pubic hair

The primary sex characteristic also starts to develop in puberty. It focuses on the
secretion of reproductive cells, egg cells (for female) and sperm cell (for males). These
include the experiences of menarche or the first menstruation for female, while nocturnal
emission for male that determines their capability for reproduction.

Erogenous Zone

Erogenous zones are the part of the body that is highly sensitive, and the stimulation
of which leads to sexual responses such as relaxation, fantasies, arousal and orgasm. The
stimulation of a person’s erogenous zone is considered an act of physical intimacy that
arouses positive emotion. In addition, male and female have differences on their erogenous
zones. Erogenous zones include the following:
✓ Mouth
✓ Lips
✓ Neck
✓ Ears
✓ Breasts
✓ Reproductive organ

Human Sexual Responses

Human sexual responses refer to the stages of sexual arousal that happens during
sexual intercourse. Adolescents commonly engage with sexual activities because of curiosity
about how and what it feels to do this act. However, they tend to act impulsive doing this act
with less consideration of the possible effects and responsibility it may bring. Knowing these
sexual responses should be considered as a way to protect, prevent and make people more
responsible in making proper decisions to address their curiosity before engaging to any
sexual activity. The following are the human sexual responses cycle:

1. Excitement –this is the initial phase of the sexual cycle wherein increase heart rate,
muscle tension, increase breathing, erection of penis and nipples, tightening of
scrotum, and release of pre-ejaculation happens.
2. Plateau – individual during this stage experience intensified breathing, high blood
pressure, faster hearth rate, muscle contraction, continued swelling of
reproductive cells
3. Orgasm – also called as the climax of the cycle wherein the individuals breathing,
heart rate and blood pressure increase or intensify. Contraction of muscle continues
and there is a powerful release of sexual tension.
4. Resolution – in this stage, the body gradually return to normal level of functioning.

Diversity of Sexual Behaviors

 Individuals are likely to engage in sexual activities to satisfy sexual urges. A person
who is sexually attracted to someone can experience physiological changes such as sexual
urges, become more sensitive to sexual stimuli, and feel sexual arousal. However, the kind of
sexual activities they engage may vary. These are some examples of sexual behavior:
1. Masturbation or solitary sexual behavior – refers to a sexual behaviors focused on
self-gratification or self-stimulation that leads to sexual arousal. It’s a sexual act of
stimulating one’s own genitals done alone by an individual. Both men and women
masturbate although studies say that men do the act more often.
2. Marital sex – refers to any sexual activity happen within the boundaries of marriage.
3. Extramarital sex – sexual activities that married people engage in with people they
are not married to.
4. Heterosexuality – a sexual behavior or sexual attachment happen between persons of
the opposite sex such as male and female not regarding themselves as other gender.
5. Homosexuality –refers to a sexual attraction and activities that happen between two
persons of the same sex such as gay, lesbian and bisexuals.

Premarital Sex
Premarital sex is defined as the voluntary sexual intercourse between unmarried
persons. In some cultural and religious context, it is considered a moral issue. Others see it is
as a way to express intimacy, or following their own concept of liberty in doing sexual acts.

In the Philippines, there has been an increasing number of Filipinos aged 15-24 have
engaged in premarital sex and majority of them do not use any form of protection according
to the 2013 study Young Adult Fertility and Sexuality Study (YAFS) conducted by the
University of the Philippines Population Institute (UPPI). 35.5 % of young male Filipinos and
28.7 % of young females have engaged in PMS (11% of surveyed Filipino females 15-19 yrs.
Old are already either mothers or 13.6 have begun childbearing. In terms of engaging in
premarital sex (PMS), more males have engaged in PMS at 35.5% compared to females at
28.7%. 73.4 percent of males and 83.8 percent of females did not use any form of protection
during this first sexual act. In addition, every year, 209,000 or more than 10 percent of
childbirths in the country involve women less than 20 years old.

The sexual behavior of today’s youth aged 15 – 24 years old is also worth noting. The
previously mentioned data points the fact that the youth has been impulsive in addressing
sexual behavior that are risky. While the prevalence of premarital sexual activity and other
risky sexual behaviors are increasing, the level of knowledge about reproductive health in
general, about conception in particular have remained poor. In relation to this issue, there is
really a need for adolescents even adults to have more knowledge or proper education in
managing their sexual self.

Gender and the Self

In reproduction, biological sexes play complementary roles in reproduction while

considering physiological and psychological differences between the sexes. Biological sex is
an innate feature of human beings, gender identity is a broader concept. The popular
statement associated with sexuality “born that way” should be seen more complex in the case
of gender identity (Mayer & McHugh, 2016).

Terms Associated with Gender

• Lesbian- refers to women who experience sexual, romantic, physical, and/or
spiritual attraction to other women.
• Gay- refers to men who are attracted to men in a romantic, erotic and/or emotional
sense. However, it is important to note that not all men who engage in same-gender
sexual behavior identify as gay same as with the women attracted to women, and as
such this label should be used with caution.
• Bisexual or BI – refers to a person who experiences sexual, romantic, physical,
and/or spiritual attraction to people of their own gender as well as other genders, not
necessarily at the same time, in the same way, or to the same degree.
• Transgender- refers to a person who lives as a member of a gender other than that
expected based on sex assigned at birth. Sexual orientation varies and is not
dependent on gender identity.
• Trans-Woman – refers to an identity label sometimes adopted by a male-to-female
trans people to signify that they are women while still affirming their transgender
history.
• Trans- Man - refers to an identity label sometimes adopted by female-to-male trans
people to signify that they are men while still affirming their transgender history.
• Queer – is a political statement, as well as a sexual orientation, which advocates
breaking binary thinking and seeing both sexual orientation and gender identity as
potentially fluid. “Queer” can be used as an umbrella term to refer to all LGBTQI
people.
• Questioning- refers to an individual who is uncertain of their sexuality or still
exploring their gender identity or sexual orientation.
• Intersex (Hermaphrodite) – refers to a set of medical conditions that feature
congenital anomaly of the reproductive and sexual system. That is, intersex people
are born with “sex chromosomes,” external genitalia, or internal reproductive
systems that are not considered “standard” for either male or female.
• Asexual – refers to a person who does not experience sexual attraction. They may
or may not experience emotional, physical, or romantic attraction. This sexual
orientation is not a choice rather they are not experiencing sexual desire of
attraction. People who are asexual may call themselves “ace”.
• Aromantic - a person who experiences little or no romantic attraction to others
• Pansexual – a person who is attracted to people regardless of their gender. They
may be attracted to their own gender, as well as other genders.
• Heterosexism- refers to a prejudice against individuals and groups who display
non-heterosexual behaviors or identities, combined with the majority power to
impose such prejudice. Usually used to the advantage of the group in power. Any
attitude, action, or practice backed by an institutional power that subordinates
people because of their sexual orientation.
• Cisgender – an individual who feels comfortable with the gender identity assigned
to them based on their sex assigned at birth.
• LGBTQI Ally – refers to someone who counterfeits heterosexism, anti- LGBTQIA
biases, heterosexual and cisgender privilege in themselves and others. These
individuals also believes that heterosexism, homophobia, biphobia, and transphobia
are social justice issues.
Methods of Birth Control

Female and male sterilization

This involves a surgical procedure to prevent pregnancy
permanently. It includes vasectomy for males a form of
birth control that prevents sperm from being released
during ejaculation. During the procedure, the vas
deferens are cut or blocked. The vas deferens is the duct
that carries sperm from the testicles to the urethra.
While tubal ligation or occlusion for females is a
surgical procedure that involves cutting or blocking the
fallopian tubes to prevent eggs and sperm from
meeting.

Long- acting reversible contraceptives

are methods that provide birth control with
a 3- to 10-year lifespan. It
includes intrauterine devices and hormonal
implants. Intrauterine devices (IUDs) are
small devices placed into the uterus via the
female reproductive organ to interrupt the
process of insemination. This device can be
effective for seven year and it is one of the
most effective forms of birth control.
Short-acting hormonal methods refers to the birth
control taken on every day basis or month like
the pill, patch, and vaginal ring. There are also forms
of shot that a doctor can administer every 3 months.

Barrier methods are used each time

before sex intercourse to prevent the sperm
from travelling into the uterus. It
include condoms, diaphragms, sponges,
and cervical caps. Male condoms are one
of the most popular methods of birth
control. They’re common, convenient, and
inexpensive. Both male and female
condoms prevent pregnancy by physically
containing semen. During intercourse, they
block sperm from entering the vagina and
can also be used during oral or anal sex.
Condoms are only the types of birth control
that can also help protect an individual
from sexually transmitted infections
(STIs), such as HIV.

Natural Birth Control Methods

Abstinence
It is one of the most effective natural birth control that involves refraining from sexual
intercourse with ideally 0% risk of possible pregnancy. It is also considered as the most
effective way to avoid sexually transmitted infections (STIs)

Rhythm method.
This type of natural birth control method is based on ovulation cycle. This involves
abstaining from sex on the days when you’re most fertile and most likely to become pregnant
in accordance with the menstrual cycle wherein the woman is likely to conceive three of four
days before or after the ovulation. It is also called as the calendar method.

Breastfeeding
This method risk of pregnancy is 1-50 for women who gave birth less than 6 months
ago, haven’t had a period since giving birth and breastfeeding exclusively (no formula, no
solid food, only breast milk)

Withdrawal or Coitus Interruptus

It is one of the oldest method of preventing pregnancy. It is a birth control method
done when the penis is removed from the vagina before ejaculation. For those who use
withdrawal as their only method of birth control, the risk of pregnancy is 22 out of 100.
Basal Body Temperature
This method involves observing a woman’s temperature every morning. The
indication of period of high fertility is determined when the woman’s temperature drops
about 1°F 12 to 24 hours before the ovary releases an egg. Abstaining from intercourse
during this time is necessary to prevent pregnancy. It usually lasts from temperature drop
until 48 to 72 hours after it returns to normal.

Sexually Transmitted Diseases

It's important to learn about Sexually Transmitted Diseases (STDs), also called
Sexually Transmitted Infections, or STIs. It affects individuals, men and women in all
ages. The rate of infected individuals has been increasing every year. However, ages 15-24
has the highest rate of people having STDs. Moreover, men who have sex with men (MSM)
have higher rate or STDs such as HIV, syphilis and gonorrhea in the throat or rectum. STDs
can be spread sexually but are more often spread through ways other than sex (CDC, 2017).
Having enough understanding about is for protect and prevention. Although most STDs
can be prevented by using a condom the proper way and some has long-term or short-term
medications as cure, some STDs are still incurable. Thus, taking responsible ways of
protecting ourselves should be put first to prevented these kinds of infections.

Common Types of Sexually Transmitted Diseases (STDs)

• Bacterial Vaginosis (BV)

This type of STD is the most common vaginal condition in women ages 15-44.
It is a condition that happens when there is too much of certain bacteria or linked to
an imbalance of “good” and “harmful” bacteria that are normally found in a woman’s
vagina. Having a new sex partner or multiple sex partners, as well as improper care of
the genital area can upset the bacterial balance. Symptoms may include pain, itching,
or burning in the vagina and a strong fish-like odor, especially after sex.
• Chlamydia
 This common STD can infect both men and women. It can cause serious,
permanent damage to a woman’s reproductive system. This can make it difficult or
impossible for her to get pregnant later on. Chlamydia can also cause a potentially
fatal ectopic pregnancy (pregnancy that occurs outside the womb). For women, they
can experience abnormal vaginal discharge or burning sensation when urinating.
While symptoms in men can include burning sensation when urinating, discharge
from their penis, pain and swelling in one or both testicles (although this is less
common).
• Gonorrhea

Gonorrhea is one of the most common STD and it can infect both men and women or
anyone who is active with sex. It causes infections in the genitals, rectum, and throat.
It is a very common infection, especially among young people ages 15-24 years. A
white, yellow, or green discharge from the penis, burning sensation when urinating,
painful or swollen testicles (less common) are symptoms experienced by men while
vaginal bleeding between periods, painful or burning sensation when urinating and
increased vaginal discharge for women.

• Genital Herpes
 Genital herpes is caused by two types of viruses called herpes simplex virus
type 1 (HSV-1) and herpes simplex virus type 2 (HSV-2). It is a common sexually
transmitted disease (STD) that any sexually active person can get. People with this
kind of STD might experience itching, pain and sores in your genital area. There is no
cure for herpes. However, there are medicines that can prevent or shorten outbreaks.
Most people with the virus don’t have symptoms but it can still be spread to sex
partners.

• Human Immunodeficiency Virus (HIV)

HIV (human immunodeficiency virus) is acquired when a virus that attacks

cells that help the body fight infection. It makes a person more vulnerable to other
infections and diseases. People with existing STD are more likely to get HIV and
transmit it to others. This can also lead to a disease called AIDS (acquired
immunodeficiency syndrome) if left untreated. The human body can’t get rid of HIV
 and no effective HIV cure exists. HIV is a lifetime disease. However, persons living
with HIV (PLHIV) can still have a chance to live long, have healthy life and prevent
transmitting it to others through taking HIV medicine prescribed by doctors.
However, by taking HIV medicine (called antiretroviral therapy or ART), people with
HIV can live long and healthy lives and prevent transmitting HIV to their sexual
partners.
A report from the Department of Health in 2019 showed that 29% cases were
among youth 15-24 years old considering that 95% were male. Almost all 99% were
infected through sexual contact through male-female sex, male-male sex and sex with
both males & females. From the first HIV case in the Philippines until June 2019,
ninety-seven percent (18,865) were infected through sexual contact, 2% were infected
through sharing of needles, less than 1% infected through mother-to-child
transmission and 1% had no idea on the mode of transmission. In 2016, the UNAIDS
also reported that the Philippines has become the country with the fastest growing
HIV epidemic in Asia and the Pacific, becoming one of eight countries that account
for more than 85% of new HIV infections in the region.

• Human Papilloma Virus (HPV)

HPV is the most common sexually transmitted infection (STI) that causes
skin or mucous membrane growths or warts. These infections are often transmitted
sexually or through other skin-to-skin contact with a person having HPV. It is most
commonly spread during vaginal or anal sex and passed even when an infected
person has no signs or symptoms. It is difficult to know when a person is infected
because anyone who is sexually active can get HPV, even a person have had sex with
only one person.
The symptoms can also develop years after a person have sex with someone
who is infected. HPV can cause health problems including genital warts and cancers.
There is no cure for HPV but for some infected persons, the virus go away on their
own
• Pelvic Inflammatory Disease

Pelvic inflammatory disease (PID) is a serious infection or condition of a

woman’s reproductive organs that is often caused by some untreated STDs such as
gonorrhea and chlamydia. Other infections that are not sexually transmitted can also
cause PID. Symptoms of PID may include fever, pain in lower abdomen bleeding
during or after sexual intercourse, burning sensation when urinate, unusual discharge
with a bad odor from vagina and bleeding in between menstrual period.

• Syphilis

This type of STD is generally divided into stages (primary, secondary,

latent, and tertiary). Each stage has different signs and symptoms. A person
with primary syphilis generally has a sore or sores at the original site of infection.
These sores usually occur on or around the genitals, around the anus or in the
rectum, or in or around the mouth and are usually firm, round, and painless.
 Symptoms of secondary syphilis include swollen lymph nodes, skin rash, and
fever. The signs and symptoms of primary and secondary syphilis can be mild, and
they might not be noticed. During the latent stage, there are no signs or
symptoms. Tertiary syphilis is associated with severe medical problems. If left
untreated, it can affect the heart, brain, and other organs of the body which causes
mortality.

• Chancroid

This type of STD is a bacterial infection called Haemophilus Ducreyi that

causes open sores on or around the genitals of men and women. It’s transmitted
through sexual contact even from skin-to-skin contact with an infected person.
The bacteria attacks tissue in the genital area and produces an open sore that’s
sometimes referred to as a chancroid or ulcer that may bleed or produce a
contagious fluid that can spread bacteria during oral, anal, or vaginal intercourse.

• Lymphogranuloma Venereum (LGV)

 A type of STD that is caused by three strains of chlamydia trachomatis and is
characterized by a small, often asymptomatic skin lesion. It can be acquired through
anal sex and can manifest a severe inflammation of the rectum and anus. Without
treatment, LGV may cause obstruction of the lymph flow and chronic swelling of
genital tissues.

• Pubic Lice or “crabs”

Pubic lice “crabs” are parasitic insects found primarily in the pubic or genital
area of humans. Pubic lice usually are spread through sexual contact and are most
common in adults. I can also spread by contact clothing, bed linens, or towels that
have been used by an infested person or close personal contact. A common
misconception is that pubic lice are spread easily by sitting on a toilet seat. However
this case is extremely rare because lice cannot live long away from a warm human
body and they do not have feet designed to hold onto or walk on smooth surfaces
such as toilet seats. Signs and symptoms of pubic lice includes visible nits (lice eggs)
or crawling lice and itching in the genital area.

• Human Scabies

Human scabies is caused by an infestation of the skin by the human itch mite.
The microscopic scabies mite d into the upper layer of the skin where it lives and lays
its eggs. The most common symptoms of scabies are intense itching and a pimple-like
skin rash. The scabies mite usually is spread by direct, prolonged, skin-to-skin contact
with a person who has scabies.
Risk Factors of STDs
• Unprotected anal, vaginal, or oral sex
• Having multiple sex partners;
• Having anonymous sex partners;
• Having sex while under the influence of drugs or alcohol can lower inhibitions and
result in greater sexual risk-taking.
• Close personal contact with the infected person
• Some STDs can also be acquired through the infected fabric, clothes, towel and other
things used by the infected person.

Responsible Sexual Behavior

Sexuality and sexual behavior require responsible decision making. Thus, it is

important to at least have in mind the following responsible sexual behaviors:

• Respect for one’s body. Avoid things and activities that might affect self-worth
and respect.
• Being rational. Instead of being swept by one’s emotion, be objective and calm in
such situations.
• Remember one’s personal beliefs and core values. Everyone should always be
reminded and grounded with their personal principles in life.
• Being future-oriented. Person should always think of the consequences of his/her
present behavior. Sexual pleasure might be a temporary feeling but it can greatly
affect the future.

Utilization of Learning

Key Takeaways: Explain the importance of knowing your sexual self. Describe the possible
consequences that might occur when one does not understand this aspect well.
 ACTIVITY # 1
For me, sexuality means…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________

ACTIVITY 2

1. Write your three valuable realizations after acquiring a better understanding about the
sexual self.

a._________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________

b._________________________________________________________________________
___________________________________________________________________________
______
___________________________________________________________________________
__

c._________________________________________________________________________
___________________________________________________________________________
______
___________________________________________________________________________
__
2. Explain how the society shapes the sexual behavior of an individual.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________
3. Cite some ways on how to take care, protect and manage our sexual self.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________

Supplementary Materials

References:
Alata, E., Caslib, B., Serafica, J., & Pawilen, R. (2018). Understanding the self. (First
Edition). Rex Bookstore Inc

Centers for Disease Control and Prevention. (2017). Sexually Transmitted Diseases (STDs).
Division of STD Prevention. Retrieved from https://www.cdc.gov/std/default.htm

Corpuz, R., Estoque, R., & Tabotabo, C. (2019). Understanding the self. C & E Pubishing
Inc.

Demographic Research and Development Foundation, Inc. and University of the Philippines
Population Institute (2016). The 2013 Young Adult Fertility and Sexuality Study in
the Philippines. Quezon City. Retrieved from
https://www.drdf.org.ph/sites/default/files/YAFS4%20Key%20Findings/YAFS4%20
Key%20Findings.pdf

Department of Health (2019). HIV/AIDS & ART Registry of the Philippines. Retrieved from
https://www.doh.gov.ph/sites/default/files/statistics/HIV-2019-June.pdf

Frothingham, S. (2018). Natural Birth Control: Other Methods of Contraception.

https://www.healthline.com/health/natural-birth-control

Macayan, J. V., Pinugu, JS. N., & Catillo, JC. D. (2018). Understanding the self: outcome-
based
module. C & E Publishing, Inc.

Mayer, L.S. & McHugh P.R. (2016). "Conclusion," Sexuality and Gender: Findings from the
Biological, Psychological, and Social Sciences, The New Atlantis, Number 50, pp.
114-116. Retrieved from https://www.thenewatlantis.com/publications/conclusion-
sexuality-and-gender

The LGBT+ Community of PBHS. List of Genders & Sexualities. Retrieved from
http://thepbhscloset.weebly.com/a-list-of-genders--sexualities-and-their-
definitions.html

Winter L. (1988). The role of sexual self-concept in the use of contraceptives. Fam Plann
Perspect. 1988;20(3):123-127. Retrieved from
https://pubmed.ncbi.nlm.nih.gov/3417002/