Understanding Module 1-10.docx

Baliwag Polytechnic College Dalubhasaan Kong Mahal 1st Semester A.Y. 2020 – 2021

STUDY GUIDES Your success to finish this module lies in your hand. This module is prepared for you to learn new concepts and invaluable skills diligently, intelligently, and independently. As a future young professional, doing these will greatly help and prepare you to become a responsible student. Set your goals and invest for your future. This is your first step towards your priceless investment for a brighter tomorrow. Do not waste your time, effort and energy. Always stay motivated and inspired to make your dreams come true. The following guides and house rules will help you further to be on track and to say at the end of the module. 1. Schedule and manage your time wisely for you to accomplish the given tasks in this module. 2. If there are things that you do not understand, go over and focus on the lesson. If this will not work, seek the help of your family members or leave me a message so I can give assistance. 3. Before you start doing anything else, read and understand the learning tasks carefully. Always aim for best and do not settle with low grades. 4. Think before you write. In answering all the assessment activities, write legibly and follow the instructions as needed. 5. Do not hesitate to keep an open communication with me through any available platforms. I am more than willing to help you to accomplish your goals. 6. Once you are done in the module, you can proceed doing other tasks in the succeeding units that are scheduled for the finals.

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7. You are expected to answer all the printed-based activities, assignments and reflection guides for you to pass in this course. 8. Remember you are the student hence, you are expected to accomplish and study the module on your own. You can seek help and support from your family members and friends but the actual activities must be done by you.

GRADING SYSTEM Midterm Grade Self-paced activities, Quizzes Examination

-60% -40%

Tentative Final Grade Self-paced activities, Quizzes, Portfolio Examination

Final Grade

-60% -40%

Midterm 50% + TFG 50%

STUDY SCHEDULE Dates Week 1 August 3-7, 2020

Week 2 August 10-14, 2020 Week 3 August 17-21, 2020 Week 4 August 24-28, 2020

Module/Topic Module 1 Concept and Nature of Self (Who Am I) Lesson 1 The Philosophical View of Self Lesson 2 The Christian or Biblical view of Self Lesson 3 The Psychological View of Self Module 2 Physical Self (The Beautiful Me) Lesson 1 The Young Me Lesson 2 Factors in the Development of Physical Self Lesson 3 Taking Care of My Physical Self Module 3 Intelligent Behaviors (Seeing My Natural Ability) Lesson 1 Fourteen Intelligent Behaviors Lesson 2 Diagnosing Study Habits Module 4 Emotional Self (Achieving My Emotional Competencies) Lesson 1 Fundamentals of Emotions Lesson 2 Emotion Management Strategies

Module 5 Social Self (Relating Harmoniously and Properly with Everyone) Course Code UTS

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Week 5 & 6 Aug. 31- Sept 4, 2020

Week 7 September 7-11, 2020

Week 8 September 14-18, 2020

Week 9 September 21-25, 2020

Week 10 Sept. 28-Oct. 2, 2020

Week 11 & 12 October 5-16, 2020

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Lesson 1 Social Psychology Lesson 2 Person Perception Lesson 3 Social Norms Lesson 4 Conformity Lesson 5 Nature and Depth of Relationships Lesson 6 Attitudes

Module 6 Moral Self (Living with Purpose-Personal Value and Philosophy of Life) Lesson 1 Morality Lesson 2 Parenting Style and Practices

Module 7 Concept of Self (Understanding and Enhancing One’s Self-image) Lesson 1 Concepts Related to the Self Lesson 2 Discrepancy in Self-concept Lesson 3 Self-actualization Module 8 Responsible Self (My Commitment to Lifelong Growth) Lesson 1 Gardner’s Theory of Multiple Intelligence Lesson 2 Contributors to Intelligence Lesson 3 Emotional Intelligence

Module 9 Assessing for Self-improvement (Directing My Destiny) Lesson 1 Assessment Lesson 2 Kinds of assessment

Module 10 The Best of Me (Outstanding Awards Day) Lesson 1 Jonathan Livingston Seagull Lesson 2 Maslow’s Hierarchy of Needs Lesson 3 Goal-setting and Success Lesson 4 Failure Lesson 5 The Need for Spirituality Lesson 6 Reflection for the Course

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Course Description UTS or Understanding the Self is one of the core courses under the new General Education Curriculum (CMO 20 s. 2013). This course covers the nature of identity, the factors and forces that affect personal development, and the maintenance of Personal Identity. This course is intended to help the students understand the nature of identity including factors that influence and shape personal identity.

Module 1 Concept and Nature of Self This module presented three major lenses-philosophical, biblical, and psychologicalthrough which one can understand the self. In the first perspective, which is focused on the abstract self, philosophers believe that a person is more than his/her physical aspect. Meanwhile, in the biblical view, one can conclude that a person, as a creation of God, is destined for greater things through the grace of God and by living a virtuous life. Finally, psychologists use stages or phases to explain that the self is a product of life’s development in its different aspects. It is important for you to explore yourself and not limit your understanding to those that are given to you. This module is composed of three lessons Lesson 1 The Philosophical View of Self Lesson 2 The Christian or Biblical view of Self Lesson 3 The Psychological View of Self After studying this module, you should be able to:  

Explain the nature, concept, and meaning of the self Describe the nature of the self from your own point of view

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

Discuss the conceptualization and representation of the self from various disciplines



and perspectives; and Develop a pleasant and wholesome attitude towards oneself

Lesson 1 The Philosophical View of Self Let’s do this: Find the following songs on the internet and reflect on the songs’ lyrics. Then answer the questions that follow. “Sino Ako” by Jaime Rivera “Who Am I” by Casting Crowns Questions: 1. Who are you? 2. How would you describe yourself? 3. Do you love yourself? Why or why not? 4. What are you most grateful for in life? 5. What are the biggest and most important things you have learned in life so far?

Socrates: Know Yourself The famous line of Socrates, “Know Yourself”, tells each man to bring his inner self to light. A bad man is not virtuous through ignorance, the man who does not follow the good fails to do so because he does not recognize it. The core of Socratic ethics is the concept of virtue and knowledge. Virtue is the deepest and most basic propensity of man. Since virtue is innate in the mind and self-knowledge is the source of all wisdom, an individual may gain possession of oneself and be one’s own master through knowledge. Plato: The Ideal Self, the Perfect Self According to Plato, man was omniscient or all-knowing before he came to be born into this world. With his separation from the paradise of truth and knowledge and his long exile on earth, he forgot most of the knowledge he had. However, by constant remembering through contemplation and doing good, he can regain his former perfections. Immanuel Kant: Respect for Self Man is the only creature who governs and directs himself and his actions, who sets up ends for himself and his purpose, and who freely orders means for the attainment of his aims. This rule is a plain

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Dictum of reason and justice: Respect others as you would respect yourself. A person should not be used as a tool, instrument, or device to accomplish another’s private ends. All men are persons gifted with the same basic rights and should treat each other as equals. Rene Descartes: “I Think, therefore I am” He states that the self is a thinking entity distinct from the body. Although the mind and the body ae independent from each other and serve their own function, man must use his own mind and thinking abilities to investigate, analyze, experiment, and develop himself. John Locke; Personal Identity He holds that personal identity (the self) is a matter of psychological continuity. For him, personal identity is founded om consciousness (memory), and not on the substance of either the soul or the body. David Hume: The Self is the Bundle Theory of Mind For him, man has no clear and intelligible idea of the self. He posits that no single impression of the self exists; rather, the self is just the thing to which all perceptions of a man is ascribed. Put simply, a person can never observe oneself without some other perceptions. Hume asserts that what we call the “self” is really just a bundle or collection of different perceptions which succeed each other with an inconceivable rapidity. Activity 1: Self-examination Look at yourself in the mirror and answer the following questions. 1. How can you describe yourself based on your own perspective or point of view? “I am ________________________________________.” 2. What aspect of yourself do you feel good about? Why? _________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________

3. What aspect of yourself do you believe you have to improve? Why? _______________________ ________________________________________________________________________ ________________________________________________________________________ ____________

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Lesson 2 The Christian or Biblical View of Self The Holy Bible “God created man on His image; in the divine image He created him; male and female He created them. God blessed them, saying “Be fertile and multiply; fill the earth and subdue it. Have dominion over the fish of the sea, the birds in the air, and all the living things that move on the earth. Gen. 1:24-28 The self as a Crown of Creation According to the Holy Writ, man following his redemption by the Savior from eternal bondage, now shares in the infinite merits of his Redeemer and has become not only the inheritor of the new earth but also the heir of heavenly kingdom. Thus, it is appropriate to think of the self as the multi-bejeweled crown of creation-the many gems thereof representing and radiating the glorious facets of man’s self that include the physical, intellectual, moral, religious, social, political, economic, emotional, sentient, aesthetic, sensual, and sexual aspects. St. Augustine: Love and Justice as the Foundation of the Individual Self. He believes that a virtuous life is a dynamism of love. It is constant following of and turning towards love while a wicked life is a constant turning away from love. Loving God means loving one’s fellowmen; and loving one’ fellowmen denote never doing any harm to another or, as the golden principle of justice states, doing unto others as you would have them do unto you.

Lesson 3 The Psychological View of self Sigmund Freud: The Psychoanalytic Theory of Self Freud’s asserts that the human psyche (personality) is structured into three parts. These structures -the id, ego, and superego-all develop at different stages in a person’s life. Parts of Personality 1. Id (internal desires). Also called internal drives or instinctive drives, consist of the body’s primitive biological drives and urges which are concerned only Course Code UTS

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with achieving pleasure and self-satisfaction. Id lives completely in the unconscious. 2. Ego (reality). It is the “I” part of the individual that gives him/her the sense of his/her own identity. The ego is the rational part of the personality. 3. Superego (conscience). It is the part of the personality concerned with morals, percepts, standards, and ideas. The superego is also the critical faculty of the personality.

Freudian Stages of Psychosexual Development Freud also argues that the development of an individual can be divided into distinct stages characterized by sexual drives. As a person grows, certain areas become sources of pleasure, frustration or both. 1. Oral. From birth to the end of the first year, the mouth becomes the part of the through which gratification is secured. 2. Anal. From the age of 2 to 3 years, the child derives the feelings of pleasure or pain from defecating. It covers the toilet-training period. 3. Phallic. From the age 3 to 6 years, the child gets curious about his/her genitals and become attached to the parent of the opposite sex. The attraction of a boy to his mother is called Oedipus complex, while that of a girl to her father is called Electra complex. 4. Latency. From the age of 10 to 12 years, sexual motivations presumably recede in importance as the child becomes preoccupied with developing skills and other activities. 5. Genital. After puberty, the deepest feelings of pleasure presumably come from heterosexual relations.

Erik Erikson: The Psychosocial Stages of Self-development Erikson was primarily concerned with how both psychological and social factors affect the development of individuals. He has formulated eight major stages of development, each posing a unique development task and simultaneously presenting the individual with a crisis that he/she must overcome.

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Psychosocial Stages of Self-development Basic conflicts/Crisis Trust vs. Mistrust

Period of Life

Autonomy vs. Shame and Doubt

Early childhood (18 months to 3 years Preschool (3 to 5 years)

Initiative vs. Guilt

Infancy (birth to 18 months

Important Life Events Feeding

Relationship With Maternal

Toilet training

Paternal

Choices/ Decisions To give in return To get To hold on To let go

exploration

family

To make To make like

Industry vs. Inferiority

Identity vs. role confusion

Intimacy vs. isolation

Generativity vs. stagnation

Elementary school age (6 to 11 years)

school

Neighbor hood

Adolescence (12 to 18 years)

Social relationship

Young adulthood (19 to 40 years)

Relationship s

Middle adulthood (40 to 65 years)

Work and parenthood

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School

Peer group

To make things To make together

To be oneself To share being oneself

Partners in friendship/s ex/competi tion partner

To lose To bind oneself to others To make be To take care of

Outcomes The individual develops a sense of trust towards the caregiver, especially with the mother’s genuine affection and care. A lack of this leads to mistrust. The individual needs to develop a sense of independence. Success leads to feeling of autonomy; failure results in feelings of shame and doubt. The individual needs to begin asserting control and power over the environment. Parents who give their freedom in running, sliding, bike riding, and skating are allowing them to develop initiative. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval resulting in a sense of guilt. As an individual moves into the world of schooling, he/she needs to cope with new social and academic demands. Parents and teachers who support, reward and praise children are encouraging industry. Success leads to a sense of competence while failure results in feelings of inferiority. Those who reject, ridicule, or ignore children’s effort are strengthening feelings of inferiority. As an individual enters adolescence or teen years, he/she needs to develop a sense of self and personal identity. An adolescent tries on many new roles as he/she feels romantic involvement, vocational choice, and adult statuses. When the adolescent fails to develop a centered identity, he/she becomes trapped in either role confusion or negative identity. Success leads to to an ability to stay true to oneself while failure leads to a weak sense of self As an individual grows as a young adult, he/she needs to form intimate, loving relationships with other people. Success leads to strong relationships while failure results in loneliness and isolation. Generativity means reaching out beyond one’s own immediate concerns to embrace the welfare of society and of future generations. It entails selflessness. The adult needs to create or nurture things that will outlast him/her, often by having children or creating a positive change that benefits other people. Success leads to

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Integrity vs. Despair

Old age/maturity (65 to death)

Reflection on life

mankind

To be through having been To face not being

feelings of usefulness and accomplishment while failure results in shallow involvement in the world. The older adult needs to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom while failure results in regret, bitterness, and despair.

Activity: Self-description Essay Write an essay about anything that you wish to share about yourself. You may use these suggested topics - Me as I see me - How other people see me - How I would like other people to see me ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Module 2 Physical self (The Beautiful Me) As a vessel of the self, the physical well-being of a person must be maintained. This module explained the stages of development of the physical self, starting from its creation. Each person must undergo these stages as time goes by. Regardless of age, one can take care of his/her body by consuming the right amount of nutrients, water, and sleep, among others.

This module is composed of three lessons Lesson 1 The Young Me Lesson 2 Factors in the Development of Physical Self Lesson 3 Taking Care of My Physical Self

After studying this module, you should be able to:  Determine the condition of your physical self   

Classify the physiological needs of the self in each stage of life Identify the forces and institutions that impact the development of the various aspects of identity and the self; and Explain the importance of a good health

Lesson 1 The Young Me Activity 1: Characterizing Myself 1. Fill out the chart below. My characteristics or traits most similar to those of my father

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Positive

My characteristics or traits most similar to those of my mother

My characteristics or traits not similar to those of my father or my mother

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Negative

2. Analyze the chart by answering the following questions: a. Are there more positive traits than negative traits written on your chart? _____________________________________________________________________ __ _____________________________________________________________________ __ b. What type of traits have you written on the chart? Which trait are observable and which are not? _____________________________________________________________________ __ _____________________________________________________________________ __ c. Compare the traits written on the first two columns with those on the third column. Are there more physical traits than non-physical traits that have been recorded? _____________________________________________________________________ ___ _____________________________________________________________________ ___ d. Are you happy for having those traits? Have you ever expressed your gratitude to your parents for passing those traits to you? _____________________________________________________________________ ___ _____________________________________________________________________ ___

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Activity 2: Film Showing Watch the video titled “The Miracle of Life” by RenderingCG on YouTube. Fill out the text below as you are watching. If you miss something, get back to it after viewing the film. The Path Traveled by the Egg 1. The egg travels through the ________________ after being released from the ____________. 2. The fertilized egg contains __________ from both parents. 3. The egg surrounded by a cloud of ____________. 4. These hairs, called _________, move the egg along towards the uterus. 5. It takes the egg ______ days to travel _________ inches along the fallopian tube. 6. The egg must join with a sperm within _____ hours in order for conception to take place. If no sperm is present, the egg ____________.

When Sperm Enters the Female Body 1. Nearly ____% of the sperm will die almost immediately after entering the woman’s body. 2. Sperm will remain viable (able to survive) only for ________ to _______ hours. 3. The sperm has one goal:___________________________. 4. There are many barriers (things to overcome) for a sperm to reach the egg. Some of these include: a. d. b. e. c.

When Sperm Enters the Fallopian Tube 1. The fallopian tube has _______ openings, one leads to the ______________ and the other to the __________________. 2. Of the 200 million sperms that enter, only about _____ ever reach the egg.

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3. Only ______ sperm will enter and fertilize the egg. 4. Once inside the egg, the sperm undergoes a big change, it _________________________. 5. The genetic material is released from the _____________________________. 6. Within _____ hours, the new cell begins to divide. The embryo Develops into a Fetus Number of weeks since Fertilization

Appearance of Embryo/fetus It is elongated (grown long)

1. _________________ It is barely 1/10th of an inch long. It has arm buds, and is curled. 2. ___________________ It has the beginning of the eyes 3. _____________________

4. ______________________

5. _______________________

The nose begins to make shape Leg buds appear The embryo is less than _____ inch long It floats inside the fluid-filled amniotic sac Its __________ is clearly visible The embryo is ¾ of an inch long. It can move its hand and clearly defined fingers. Its _________ are visible

6. _______________________

Fingers are clearly seen The _________ of the feet are clearly visible.

7. _______________________

The embryo is 2 ½ inch long

8. _______________________

It can bring its hands together and suck its thumb

9. _______________________

Organs of senses are nearly formed.

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10. _______________________

It is turning inside the mother

11. _______________________

The fetus 5 ½ inches long. Its eyes are closed, but the fetus’ link to its mother, the source of its life. All of its important features have been developed, but it will take another ____ weeks before it can survive outside its mother.

12. _______________________

Lesson 2 Factors in the Development of the Physical Self A. The development of the individual is caused by two interacting forces: 1. Heredity (Nature)- it is the transmission of traits or characteristics from parents to offspring. It provides the raw materials of which the individual is made up. Through the genes, hereditary potentials like physical, mental, social, emotional, and moral traits are passed down to generations. 2. Environment (Nurture) – is the sum total of the forces or experiences that a person undergoes from conception to old age. It also includes family, friends, school, nutrition, and other agencies one is in contact with.

B. The Beginning of Life Life begins at fertilization. Each parent contributes one sex chromosome to the offspring. A male parent may pass either an X or a Y chromosome while a female always gives the X chromosome. When an X chromosome comes from the father and meets the X chromosome from the mother, the resulting combination is XX which indicates a female offspring. Both male and female chromosomes contain several thousands of genes.

C. Stages in the Life Span An individual undergoes definite stages of development. In each phase, the child experiences certain developmental characteristics to prepare him/her for the next.

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Human Development

Stages of Human Development Development Stage Pre-natal period Infancy Babyhood Early childhood or preschool age Late childhood or elementary age Puberty or preadolescence Adolescence Early adulthood Middle age Old age or senescence

Age Conception to birth Birth to end of the second week End of the second week to end of the second year Two to six years Six to ten or twelve years Twelve to thirteen or fourteen years Thirteen or fourteen to eighteen years Eighteen to forty years Forty to sixty years Sixty years to death

Activity 3: Family three Construct your family tree as far back as you can, using any materials that you have. Be creative. Indicate the physical and non-physical traits that you can identify among the members of your family.

Lesson 3 Taking Care of My Physical Self

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Since the self is inseparable from the body, you should take very good care of your physical self. Whether you plan to lose, gain, or maintain weight, the most important thing to do is to keep yourself fit. To achieve this goal, a rigid plan has to be made.

A. Balance Diet To keep fit and healthy, one needs to have a balanced diet. Eating a balanced diet means consuming the right kind of food at the right time and in the right proportion. One’s food intake should contain the necessary nutrients essential for growth and survival. This practice prevents malnutrition and diseases. It is also important to keep mealtimes pleasant and enjoyable. Thus, an individual should be encouraged and motivated to eat more nutritious food. It should also be remembered that junk food must be avoided.

Essential Food Nutrients Nutrient

Functions

Carbohydrates

For supplying heat and energy to the body

Protein

For building and repairing broken or worn-out tissues

Fats

For maintaining heat and energy for the body

Vitamins and Minerals

For healthy skin and hair, as well as for aiding the normal functioning of the body

Sources Starchy food, bread. Rice, tubers, cereals, and their products Legumes and byproducts, meat and fish, poultry, and byproducts, milk and milk products Margarine, nuts, oil, butter, cheese, and by-products All kinds of fruits and vegetables; internal organs like liver, gizzard, spleen etc.

Amount of Serving per Meal 1 to ¼ cup of rice 1 to 2 pieces of corn in cob ½ to ¾ cup 2 to 3 pieces of meet 1glass of milk

1 tablespoon of vegetable oil and its equivalent ¾ to 1 cup of vegetables 1 slice of big fruit 1 piece of small fruit

B. Water An individual should drink at least eight glasses of water every day. It allows the body to function efficiently. it also washes away wastes to keep the skin clear and healthy. With a high-protein diet, the body utilizes the water properly and avoids water retention. Liquids such coffee, tea, or milk should not be counted as water. Although they contain lots of water, there is also a build-up of caffeine, acid or fat .

C. Sleep Sleep gives the bones, muscles, and the mind time to recover. An individual needs eight or more hours of sleep a day. One very important requirement for a refreshing sleep is a firm mattress. If one sleeps in a slumped, uncomfortable position in a mattress that is too soft, body aches may develop. A soft and lumpy mattress should be replaced with a firmer one. Another way to improve the bed is to raise the lower part of the mattress so Course Code UTS

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as to elevate the feet. It is an ideal position because the blood flows back towards the heart and away from the feet. Moreover, sleeping on one’s stomach can help prevent varicose veins from developing as well as other circulatory problems.

Activity: Diet Planning Prepare an ideal balanced diet for your breakfast, lunch, and dinner. Breakfast

Lunch

Dinner

Module 3 Intelligent Behaviors (Seeing My Natural Ability) A person’s behavior can do so much for his/her future performance. The possession of intelligent characteristics is one way to become successful in life. One can develop these traits by practice. Every day, you must persevere to become the best that you can be, however hard Course Code UTS

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it is at times. As a student, you may start developing intelligent behaviors in relation to your study habits. This module is composed of two lessons Lesson 1 Fourteen Intelligent Behaviors Lesson 2 Diagnosing Study Habits After studying this module, you should be able to: 1. Conduct yourself effectively in different situations as well as convey ideas and thoughts to others. 2. Identify your natural qualities and behavior; and 3. Assess and improve your study habits.

Lesson 1 Fourteen Intelligent Behaviors Performance can be greatly influenced by one’s behavior. Behavior is defined as the manner in which a person conducts himself/herself in various circumstances. When a person is behaving intelligently, he/she is said to manifest 14 behaviors or dispositions (Costa 2000) 1. Persistence. It means not giving up when the answer to a problem is not immediately known. 2. Overcoming impulsiveness. It involves planning, clarifying goals, exploring alternative strategies, and considering consequences before one begins a task. 3. Listening to others. Some cognitive psychologists think that the ability to listen to another person and understand their point of view is one of the highest forms of intelligent behavior. 4. Flexibility in thinking. It is when one considers other points of view rather than running with the first thought that comes to mind. 5. Metacognition. It refers to the awareness of how one is thinking or the knowledge of what is going on in one’s head.

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6. Checking for accuracy and precision. It is the behavior of not letting speed surpass the desire for craftmanship. 7. Questioning and problem-posing. It means asking questions and finding out problems for oneself. 8. Applying past knowledge to new situations. It refers to the act of calling upon one’s store of knowledge and experience as a source of data, theories, or processes to solve each new challenge. 9. Precision of language and thought. A person with this behavior uses descriptive terms to distinguish objects, and provide criteria for value judgements. 10. Using all the senses. The senses of feeling, seeing, hearing, or even tasting are utilized to solve problems more effectively. 11. Creativity. It means applying ingenuity, originality, and insight. Creativity develops one’s capacity to generate original, unique, clever, or useful products, solution, and techniques. 12. Living with a sense of wonderment. Involved in this behavior are inquisitiveness, curiosity, and openness to beauty, intricacy, complexity, and simplicity. 13. Cooperation. It refers to taking advantage of the knowledge and insights that can only come as a result of social relationships. 14. Sense of humor. It refers to being able to look at situations, opportunities, problems, and relationships with nonchalance and fun. Possessing many of these intelligent behaviors is an advantage in the corporate world. Business firms look not only for knowledge and experience, but also for efficiency and effectiveness. The global war for talent is likely to intensify. Many firms and companies are already struggling to find enough well-trained, and inventive professionals. Which of the 14 qualities characterize your behaviors? Which do you need to start working on?

Activity 1: Diagnose Your Study Habits Read the following questions carefully and answer them honestly by writing YES or NO on the space provided. __________1. Do you have a definite place for studying? __________2. Do you have a definite time for studying? __________3. Do you rad under a colored light? __________4. Are you neat and orderly in your work? Course Code UTS

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__________5. Do you keep all necessary materials together? __________6. Do you study when you are fresh and clean? __________7. Do you concentrate when you study and relax when you play? __________8. Do you make it a point to get off to a good start in each new lesson? __________9. Do you do the hardest or least interesting job first? __________10. Do you complete one job before going to another? __________11. Do you complete what you have started? __________12. Do you generally take down notes during lecture, etc. __________13. Do you study late into the night or even all night long? __________14. Do you read more than what you are required to read for a subject? __________15. When you find a new word, do you immediately look it up in the dictionary? __________16. Are attentive in class? __________17. Do you always go to class well-prepared? __________19. Do you do your daily assignments yourself? __________20. Do you evaluate your progress from time to time and act accordingly? Check if your answer corresponds to the answer that were given below. Count your correct answers and interpret your score using the guide below. Points 20 18-19 16-17 14-15 12-13

10-11 9 and below

Interpretation If you scored 20, take the test again in a critical mood. No one has entirely perfect study habits Look over the points where you went wrong and work to improve in those areas. Take some time and energy to improve some items you missed. Re-check the points you missed and work to improve in those areas. You need concentrated effort to improve your study habits and attitude, begin with the serious faults first. You need to immediately begin breaking your bad study habits and substitute them with good ones. This score indicates extremely bad study habits and attitude. Check your vocational interest or if you have personal problems or any other factor that might be responsible for the score.

Activity 2: My Commitments Commit yourself to further improve your study habits. Write your commitments below using the format, “From now on, ____________________________________________.” 1. 2. 3. Course Code UTS

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4.

5.

Module 4 Emotional Self (Achieving My Emotional Self Competencies) This module examined how emotions are related to each other. It also taught you how to manage your emotions especially when you interact with other people. It argued as well that suppression of feelings is not helpful as it builds up tension in your physical body. Thus, you Course Code UTS

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must always recognize and acknowledge your emotions as well as release them in a way that will not hurt others. This module is composed of two lessons Lesson 1 Fundamentals of Emotions Lesson 2 Emotion Management Strategies After studying this module, you should be able to: 1. 2. 3. 4.

Discuss the nature and kinds of emotions Identify the physiological reactions to emotions Enumerate ways of controlling and managing emotions; and Explain the primary emotional responses of the self to achieve emotional maturity.

Lesson 1 Fundamentals of Emotion Based on Plutchik’s (1980) configuration of emotion, there are eight fundamental emotions, namely joy, trust, fear, surprise, sadness, disgust, anger, and anticipation . Plutchick’s wheel of emotion demonstrates how emotions are related to one another. Emotions adjacent to one another in the wheel are closely related and can be combined. The combinations can be found on the outer part of the wheel; for instance, love is the combinaton of joy and trust. Meanwhile, emotions across each other are conceptual opposite. For example, Sadness is the opposite of joy, and anticipation is the opposite of surprise. The eight fundamental emotions also come in a variety of intensities. Those nearest to the center are the weaker forms.

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Wheel of Emotion

Activity 1: Film Showing Watch the film titled “Inside Out” produced by Pixar Animation Studios. Then answer the following questions. 1. Describe each human character in the story. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ __________________ 2. How do the characters show their positive and the negative feelings? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ __________________

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3. What feelings are dominant in the characters? _____________________________________________________________________ ______ _____________________________________________________________________ ______ _____________________________________________________________________ ______ 4. Which characters attempt to block the expression of particular feelings. How do they do so? Do you find yourself blocking feelings consistently? _____________________________________________________________________ ______ _____________________________________________________________________ ______ ________________________________________________________________________ ___

Lesson 2 Emotional Management Strategies In any social interaction, feelings may arise. These emotions may be positive or negative and may affect relationships as well. Thus, people should always keep their emotions in check to avoid misunderstanding and miscommunication. What are the best strategies for managing emotions? How can you avoid outbursts and negative feelings towards others? Langley (2012) lay out some tips on managing emotions. 1. Smile to make yourself good. Face a mirror and smile. After some time, your mood will be better and you might even laugh naturally. Do it for at least 30 seconds. 2. Smile to make others feel good. Smiling opens up your connection with others. It also leads to experiencing empathy. 3. Get up and move. Exercise activates happy hormones that include endorphin, dopamine, and serotonin, among others. Movement is also important for the lymphatic system to get the toxins out of your body. Get up from your desk and jump and bounce regularly.

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4. Check in with your body. Scan your body by feeling the tensions building up. Learn to relate these tensions with the emotion you feel to understand how your feelings affect your physiology. 5. Physically remove the tension. If you feel tense in your arms, shake them. Likewise, if there is tension in your chest, stretch and breathe deeply. 6. Breathe. Perform diaphragmatic or deep breathing by contracting your diaphragm. Let your lower lungs fill with oxygen to pass around your body and brain. You will feel a tingly sensation and your belly will expand. Do this exercise for at least 60 seconds. The body cannot sustain anger when you are breathing deeply. 7. Talk to someone. It is healthier to vent your anger and frustrations to a friend rather to suppress them. Express your feelings so you can start to resolve the situation. 8. Disengage and re-engage emotions. Learn to park your emotions to deal with at a later time, but do not avoid them. You must acknowledge your feelings then utilize your emotional intelligence to improve them. 9. Label your emotions. After acknowledging your emotions, label them. This activity reduces the intensity of your emotions. The part of the brain that feels the emotion is the same part that names it. 10. Label emotions for others. You can often defuse a tense situation by acknowledging the feelings of others. When you ask, “I sense that you are angry. Can you tell me how you feel?’ the other person will be encouraged to consider and label his/her emotion as well. He/she may respond with “yes, I feel angry,” or “no, I am not angry; I am annoyed.”

Activity: Managing Emotions The following are questions that will help you see how well you manage your emotions. Write your honest answers on the space provided. 1. Cite at least three experiences that were brought about by your feelings of anger, grief, love, jealousy, guilt, or fear. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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2. How did you overcome these difficult experiences? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

3. Do you agree that love, despite being a positive emotion, can also cause problems? Describe an experience which can justify your answer. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Module 5 Social Self (Relating Harmoniously and Properly with Everyone) This module tackled the field of social psychology. It particularly discussed the central of social relationships. The different conditions and factors related to social relationships. The different conditions and factors related to social relationships, namely perceptions, social norms, attitudes, stereotypes, group effort, and cooperation, were also presented. It was shown that these factors affect a person’s relationship with others. This module also defined love and differentiated the kinds of love. Finally, it emphasized the importance of maintaining good social relationships, as well as the guidelines and rules on how to go about it so that people can live harmoniously with one another.

This module composed of six lessons Lesson 1 Social Psychology Lesson 2 Person Perception Lesson 3 Social Norms Lesson 4 Conformity Lesson 5 Nature and Depth of Relationships Lesson 6 Attitudes After studying this module, you should be able to: 1. Explain the basic concepts of social relationships 2. Discuss how relationships with others could be enhanced and improved by applying the ideas on social relationships. 3. Identify and evaluate critical factors for meaningful social relationships; 4. Differentiate behaviors that make for acceptable social relationships from those behaviors that are not acceptable and 5. Analyze your behaviors to achieve harmonious relationships with others.

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Lesson 1 Social Psychology Many things may come to mind when you hear the word “social.” Generally, this term has something to do with relating well or interacting with others. The study of social relationships or interactions is called social psychology. Lahey defines social psychology as the branch of psychology that studies individuals as they interact with others. Plotnik and Kouyoumdjian state that social psychology is a broad field whose goal is to understand and explain how thoughts, feelings, perceptions, and behaviors are influenced by the presence of, or interactions with, others. People interact and behave in certain ways when they are at home with their family, when they are in school with their classmates and teachers, or when they are at work with their superiors or fellow workers. Gerrig and Zimbardo (2002), social psychology is the study of the effect of social factors on individual behavior, attitudes, perceptions, and motives. It is likewise the study of behaviors are influenced by interactions and transactions between persons. Social psychology is the study of group and intergroup phenomena. The key words in the various aforementioned definitions are interactions and relationships. Interaction refers to the mutual and reciprocal exchange of communication or action between two or more persons or groups. There is an established connection, kinship, or attachment between persons or groups attributable to several factors-interests, philosophy of life goals, or ways of thinking-that bind them together. There is a fine line between interaction and relationship. Interaction is always a component of a relationship. On the other hand, a relationship includes not only the kind of interaction between the members of the group, but also the intellectual, psychological, or even emotional investments made by the parties to develop and maintain the relationship. More often, the participants in a relationship can be represented along a continuum-from a simple and brief exchange between individuals or groups to a continuing communication and investments to sustain the connection. After going through the discussion on social psychology, you have acquired some useful insights that may serve as guides in social interaction. Vital to establishing social relationships at a personal or professional level are time, effort, and commitment. In your daily life, you always experience interactions with people of different characteristics, status, positions, gender, race, creed, culture, religious faith, and language, among others. While these interactions serve as a foundation for a good connection. Once a relationship with other people or groups is established, it is important to maintain and nurture that association.

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A. The following items are examples of social situations. determine whether each is a characteristic of a simple exchange or interaction (I) or a relationship (R) by ticking the appropriate box. 1. In ana afternoon workshop session of a two-day seminar, six students from different

schools who met one another only during this activity were asked to discuss and exchange views about the topic “effective student leadership” they elected a leader to steer the discussion.

I

R

2. Three schools entered into an agreement as “sister-schools” for five years. These schools agreed that they will share library facilities, science laboratories, computer labs, and other instructional materials for the use of their students. They entered into this negotiation because they want to improve the academic performance of their students.

I

R

3. Four students were seated in the bleachers watching a basketball game. While the game was going on, they discussed with one another the strategies of the most valuable player. After the game they went home.

I

R

4. A group of medical doctors are members of an organization. Every end of the month, they come together to report what they have accomplished in their assigned projects. They also present the problems they encountered while doing their projects. The other members of the group would help by giving suggestions or possible solutions to their problems.

I

R

5. The alumni of Pag-asa . High School, Class of 1975, come together to attend the annual grand reunion every December. They have become a closely-knit group., such that even outside of the December grand reunion, they meet, plan and implement projects for their school on certain occasion, they get together in parties where they sing, dance, and exchange stories.

I

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B. From the situation s given, what are the conditions that differentiate a simple interaction from a relationship? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Lesson 2 Person Perception In psychology, person perception refers to forming impressions and making judgements about another person’s likability after seeing or meeting him/her. The assessment involves as well what kind of person one is, including his/her intentions, traits, and behaviors (Plotnick & Kouyoumdjian, 2014). First impressions, which are formed within a very short time with little conscious thought and biased by past experiences, are part of person perception (Macrae and Quadflieg, 2010) Several other factors influence one’s perception of another person. One aspect is physical appearance. A person who rarely smiles may be thought of as arrogant or unfriendly. People are usually use external appearance as immediate basis for assessing, judging, or evaluating others. However, it is wrong to judge the character of a person on the basis of first impressions because biases and errors may occur. It is advisable to always validate one’s perception through further observations, gathering of feedback and reports, interaction, among others before making judgments. To avoid misperceptions, it is prudent to behave , talk, or dress appropriately and in accordance with societal, cultural, or institutional rules, policies, or guidelines.

Activity 2: First Impression Two different pictures of teachers inside the classroom are presented. Answer the questions that fallow.

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1. Which picture do you like better? Justify your answer. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

2. What are your initial thoughts or ideas about teacher on the left? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ __________________ 3. How the teacher on the right? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ __________________ 4. If you were the teacher in the pictures, how would you want to be dressed? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

5. Apart from what you see in these pictures, are there other ways you would want to be dressed? Describe it and explain your reason for your choice.

Lesson 3 Social Norms Norms are patterns or traits characterized as typical or usual for a group. For example, an individual’s mathematics score may be considered above the norm if it is more than the average score or below the norm if it less than the average. Norms change over time. Many years ago, mothers stay at home to care for their children: women wear only dresses and skirts in attending church services; or couples raise big families. Today, these are no longer the norms due to changes in many factors such as the financial, moral, social, or psychological aspects of society. Social Norms refer to spoken and unspoken rules for behaving in particular situations. Example is covering one’s mouth when sneezing or coughing.

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Norms in social behavior serve to guide or regulate the manner in which people conduct themselves. Behaviors have to be controlled or regulated because of social consequences. It is one’s responsibility to make sure that his/her behavior does not hurt, offend, or disturb other people. Every day, people engage in social situations which require interaction with others from different walks of life and for many reasons. It is advisable for a person to always practice appropriate behaviors especially in social situations so as not to disturb or offend others. He/she should make sure that interactions with others enhance or improve relationships. Every effort should be exerted to maintain and enjoy harmonious and good relationship.

Activity: Determining Appropriate Behavior A. Describe how you are expected to behave and interact with other people in each of these situations. You may consider the following factors: volume of your voice, dress code, general behavior. 1. Attending a formal party __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________ 2. Studying in the library __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________ 3. Eating lunch in a restaurant __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________ 4. Meeting a new friend __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________

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5. Participating in a game __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________ B. Determine if the behavior is appropriate (A) or (I) inappropriate in the given social situation considering, societal, cultural, or institutional guidelines. _______ 1. Sharing stories with friends in the library _______ 2. Laughing during a religious service _______ 3. Talking softly with family members at the dinner table _______ 4. Wearing the required uniform in the office _______ 5. Arguing loudly with an officemate _______ 6. Laughing loudly in the classroom _______ 7. While queuing, complaining that service is taking too long. _______ 8. Wearing short pants for an interview with an employer. _______ 9. Listening quietly during a piano recital _______ 10. Speaking in a modulated voice while attending a conference.

C. Answer the following questions to process your understanding of the previous exercises: 1. In a social situation where students are attending a seminar, are there behaviors or interactions which are pleasing or irritating to others? Explain your answer. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________ 2. How do you think the other students in the library would feel or think if you talk at the top of your voice, how about if you speak in low tones? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________ 3. When cheering for your volleyball team, is it alright to talk in loud tones? Why or why not? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________

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4. When a social behavior appropriate? When it is inappropriate? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Lesson 4 Conformity Conformity refers o yielding to group pressure to act as everyone does, even when to direct request has been made (Lahey 2009).it is the tendency to behave like others in the group do. Conformity is brought about by two motivations: to gain reward (approval) or avoid punishment (disapproval); and to gain information. Some factors make conformity more likely to exist in a group (Lahey, 2009) 1. Size of the group. The more people there are in a group, the more likely a member tends to conform 2. Unanimous group. Conformity is highest when an individual faces a group in which all members feel the same way about a topic, a problem, or an issue. 3. Culture. Conformity occurs in all cultures. However, some cultures emphasize the welfare of the individual; thus, people are less conforming. Others focus on collective welfare so people tend to be more conforming. A high degree of conformity leads to faster accomplishment of a task or work. 4. Gender. In the past, females were more likely to conform than males, but research has shown that it is no longer the case (Eagly, 1978; Eagly & Johnson, 1990) An individual member can decide for himself/herself whether or not to conform and to what extent. The decision to yield to group pressure should be based on any of the following questions: 1. 2. 3. 4. 5.

Will conforming do you good? What advantages or rewards will you get from it? Will conforming put at stake or endanger your integrity and that of your family? Will it cost much on your part if you conform? Will you be penalized or punished if you do not conform? Will things change if you yield/do not yield to social pressure.

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As a member of a social group, one has to subscribed to basic and established rules, policies, or guidelines for him/her to truly belong. If all members of the group live by these institutionalized requirements, then order, discipline, system, peace, and harmony will be sustained.

Activity: School Rules Try to recall as many school rules, policies, or guidelines that pertain to student life and welfare discussed during your freshmen orientation. Write down the rules and regulation you recall. Reflect on them and write an essay guided by the question below. Submit the essay to your teacher. a. What did you think about these rules, policies, or guidelines of the school? b. How did you feel when you were asked to follow the rules, policies, or guidelines of the school? c. Are you complying with these requirements now? d. Are there certain rules that you are not comfortable with? What are these? e. If your answer to item d is yes, in what ways are you coping with such situation?

Lesson 5 Nature and Depth of Relationships Relationships are among the most important aspects of our lives. They can be positive on conflicted, but the lack of relationships could be the worst of all, as it creates loneliness. Familiarity Refers to being comfortable with another person and is necessary condition for a close relationship to develop. Friends and lovers are those who have been around together for so long; who have grown up together; who have gone to school together. Research has shown that people like to associate with others who are similar to them in terms of the following attitudes, behavior patterns, personal characteristics, taste in fashion or clothes, intelligence, personality, and the like. Attraction One person may be drawn or attracted to another due to reasons like similarities or differences in interests, personality characteristics, life goals, and lifestyles, to name a few. Attraction paves the way for enjoying the company and being comfortable with the other person, and for feelings of ease and confidence.

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Love Is a special attachment one has for himself/herself or for somebody else. It is an intense feeling of deep or constant affection and emotion in which a person always sees to the good, happiness, and welfare of the other. It can manifest as love for God, spouse, children, family or country among others. Three of the most common kinds of love 1. Romantic love (passionate Love). It includes an intermingling of different emotions: fear, anger, sexual desire, joy, and jealousy. Poets and musicians laud the fiery passion of romantic love and the pathos and pain when it fails. It is one of the major reasons for getting married. 2. Affectionate Love (companionate love). It is a type of love that occurs when someone has deep and caring affection for a person and desires to have him/her near constantly. 3. Consummate love. It is the strongest and fullest type of love (Sternberg, 1985). This ideal form of love involves passion, intimacy, and commitment.

Sternberg’s Triangular Theory of Love Every person is capable of loving. Without love, people become lonely and social relationships suffer. There are many ways of showing love, and they could vary in form and in depth. People who freely share and give love, and are loved in return, are happy people. Course Code UTS

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Activity: Poetry Reading A. Recite the poem “How Do I love Thee?” (Sonnet 43) by Elizabeth Barrett Brownings as if you were expressing your feelings to the object of your love. Then, accomplish the given tasks. How do I love thee? Let me count my ways I love thee to the depth and breadth and height My soul can reach, when feeling out of sight For the ends of being and ideal grace. I love thee to the level of every day’s Most quiet need, by sun and candlelight. I love thee freely, as men strive for night. I love thee purely, as they turn from praise. I love thee with the passion put to use In my old griefs and with my childhood’s faith.

I love thee with a love I seemed to lose With my lost saints. I love thee with the breath, Smiles, tears, of all my life; and, if God choose I shall but love thee better after death. B. What does the poem mean? Describe the feelings expressed in the poem. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Lesson 6 Attitudes Attitudes are belief that predispose people to act and feel in certain ways towards people, objects, or ideas. They can be either positive or negative. Positive attitude is reflected in a happy, pleasant or optimistic disposition. Negative attitude is associated with pessimism or a general feeling of dislike.

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How Attitudes Originate Generally, attitudes of a person develop over time and have emotional components. However, they are normally acquired from two sources--first-hand experience and accounts by others. People develop positive or negative attitudes towards certain an object because of the direct experience with it. For instance, a child who was severely bitten by a cat will perhaps be traumatized and will develop a phobia or dislike for cats which may persist until adulthood. Likewise, a person who has had many enjoyable experiences in school will tend to have positive attitude towards school. Attitudes are also learned from others through modeling and reinforcement. If parents show positive attitudes towards certain ethnic groups by socializing with them, their children will develop the same attitudes towards these groups. The same thing happens when parents discriminate against certain groups. This attitude reinforces or strengthens children’s prejudices or biases.

Activity: Film Showing Watch “inspiring Video on Positive Attitude” by AKP Studios on YouTube. It is a video on one facet of the life of American President Abraham Lincoln. 1. Identify the significant failures in the life of President Abraham Lincoln. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. What did he do to overcome his failures? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Describe the personality of President Lincoln relative to the failures he experienced. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Module 6 Moral Self (Living with Purpose—Personal Value and Philosophy of Life) This module primarily defined “moral” and “morality” as having to do with right and wrong in the context of societal norms and expectations. The module went on to say that one’s level of morality is tested especially when one is placed in a dilemma in which he/she has to make decision on what “best” course of action to take while taking into account that his/her decision does not disturb, offend, or hurt other people. It was also pointed out that the process of moral development, which progresses in stages, is in sync with intellectual development. This implies that moral development has cognitive or intellectual foundations. As one goes through each stage of moral development (as espoused by Kohlberg), he/she also experiences the corresponding stage of intellectual development (as espoused by Piaget). The importance of teaching children the ability and skill to determine what is right or wrong was likewise emphasized. Parenting styles or practices are considered a significant factor is developing moral reasoning. The four styles of parenting were also described. This module composed of two lessons Lesson 1 Morality Lesson 2 Parenting Style and Practices

After studying this module, you should be able to: 1. Explain the basic concepts related to morality and moral self; 2. Identify behaviors characteristic of the different stages of moral development; 3. Relate the development of personal values to the moral self; 4. State the different influences or factors related to the moral self; 5. Evaluate practices that lead to the development of desirable moral values; and 6. Apply concepts on morality in particular situations to develop a philosophy of life.

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Lesson 1 Morality Every day, people are confronted with dilemmas. Solving them requires one to decide on what kind of action or response to make. In some instances, it is easy for one respond to a difficult situation, while in some cases, choosing the best response is difficult. Dilemma is a problematic situation in which a difficult choice must be made. Most of the time, the consequences of any of the choices or options are perceived to be negative and unappealing to the person involved. The kind of responses or actions taken or made when one is in a quandary serves as a good test of a person’s level of moral development. Moral is related to the sense or a standard that determines what is right and what is wrong. It distinguishes correct from incorrect, or appropriate from inappropriate. Morality refers to the system of beliefs and values that ensures that individuals will keep their obligations to others in the society and behave in ways that do not interfere with the rights and interests of others.

Activity: Measuring Morals choose your course of action in the given situation and answer the questions that follow: you found in a department store a purse containing cash, IDs, credit cards, debit cards, and other documents. a. Return the purse and its contents to the owner even if you need money to pay your board and lodging fees for the month. b. Return the purse to the owner, but keep the cash. You believe this is alright because you need cash to buy some necessities. c. Return the purse and all its contents, but ask the owner for the cash as you reward for returning the lost items. d. Give the purse, minus the cash, to the department store manager, and request him/her to return the purse to the owner. You need the cash to buy your books. e. Keep the purse and all its contents. You need the cash badly. You believe the owner is rich and does not need money as much as you do.

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Questions: 1. What are your reasons for deciding to take that course of action? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. Compare your reasons with those of your classmates. How similar or different is your course of action from that of your classmates? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Are you satisfied with your decision? Why or why not? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Moral Reasoning Moral reasoning refers to the judgments people make about what courses of action are correct or incorrect in particular situations (Gerrig & Zimbardo, 2002). Reasoning is a cognitive skill, but influences moral development.

Level Preconventional Morality

Conventional morality

Principled or Postconventional morality

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Kohlberg’s Stages of Moral Reasoning Stage Reason for Moral Behavior 1. Pleasure/pain To avoid pain, punishment, or orientation getting caught 2. Cost-benefit orientation; To get rewards reciprocity 3. Good -child To gain acceptance and avoid orientation disapproval 4. Law and order To follow rules and avoid orientation disapproval 5. Social contract To promote the welfare of society orientation 6. Ethical principle To achieve justice and avoid selforientation condemnation 7. Cosmic orientation To be true to universal principles and feel oneself part of a cosmic direction that transcends social norms

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Early in life, at the lowest level of development, self-preservation and self-interest are the main reasons for one’s actions and decisions. From there, moral development proceeds to the next level guided by a more social- or other- oriented motivation, like avoidance of criticism or censure from others, or simply for reasons of gaining social acceptance. At this level, the child first conforms with the values of the people he/she personally connects with, then gradually starts to conform with the laws of society. The highest level of moral development goes much beyond the self and social reasons. At this point, decision-making considers social justice and the good of the society at large. Moral reasoning tries to strike a balance between individual rights and the laws of society. An even more ultimate reason for one’s actions or decisions is observance of and adherence to universal principles and values.

Activity: Making a Moral Decision Following is a hypothetical illustrating how people think or behave in the face of a dilemma. Read the text and accomplish the tasks that follow. Allan is dying of cancer and is in extreme pain, great discomfort and struggle. Wanting to end. His brother, Dr. Frank, knows the agony that he is going through and feels so much pity for him. Dr. Frank is aware that there is no hope for his brother to live much longer, and that any time at any day, he will go. One day, Dr. Frank has witnessed Allan’s great discomfort and struggle. Wanting to end Allan’s suffering, he is tempted to remove his brother’s life support. Dr. Frank is torn between his role as a brother and as a doctor. He loves Allan and wishes that his suffering would end. On the other hand, Dr. Frank faithfully adheres to medical ethics. A. answer the following questions: 1. If you were Dr. Frank, what would you have done? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. Cite your reasons for your decision and identity the corresponding orientation according to Kohlberg’s theory. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Lesson 2 Parenting Style and Practices The physiological or biological basis of moral and intellectual development has been discussed earlier. One other factor which affects the individual’s development is environmental influence. It is characterized by forces outside of the individual like how he/she has been raised or reared by his/her parents. The foundations of moral reasoning and development are laid at home. The home is where children first learn to distinguish right/appropriate behaviors from wrong/inappropriate behaviors. What happens at home, especially during the growing-up years, is critical to personality development. Parenting Styles An expert on parenting, Diana, Baumrind (1967), came up with three parenting styles, namely: Authoritarian - parents attempt to shape, control, and evaluate the behavior and attitudes of their children in accordance with an absolute set of conduct standards that usually comes from religious or respected authorities. - they use harsh discipline and punishment - parents do not communicate well with their children, and did not explain the rationale behind the rules and the consequences of their actions. - parents do not listen to the viewpoints of their children and may use force to ensure compliance. Authoritative - Parents are supportive, loving, and committed - Support a give and take relationship; t - Parents direct their children’s activities in a rational and intelligent way. - Discuss rules and policies with the children - Encourage children to present their viewpoints - Offer explanations for rules and consequences. Permissive - Parents are less controlling and behave with an accepting and non-punishing attitude towards their children’s desires, actions, and impulses. - They use reason rather than direct power - They are warm and supportive, but tend not to enforce rules. - Children tend to make their own rules even if they can benefit from parental rules. Course Code UTS

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Effects of Parenting Styles Parenting styles influence the development of children’s personality. Children exhibit distinct characteristics which they imbibe from the way their parents raise them. 1. Authoritarian parents are demanding, and their children have less behavioral problems which are easily prevented. However, studies show that children reared under autocratic parents tend to become withdrawn, fearful, and dependent. These children may suffer from low self-esteem. They may carry these traits until adolescence or adulthood, 2. Authoritative parents have children who are independent, reliable, rationale, and confident. These children generally feel good about themselves. 3. Permissive parents rarely impose rules and are non-punishing. They tend to have children who do not put structure and order in things that they. For these children, anything goes. 4. Uninvolved parents are detached and indifferent to the needs of their children. As such children grow up feeling unloved and cannot follow instructions. When you become parents yourselves, strive to adopt the authoritative parenting style. However, depending on certain situations, you can also practice the authoritarian or permissive parenting style. It is important that when children misbehave, they are made to realize the consequences of their behavior. On the other hand, if they behave well, the corresponding reward or motivation should be given.

Activity: Parenting Styles Answer the following items. A. Identify the parenting style associated with the parental behavior in each item. _______________ 1. I always scold my child when he/she misbehaves. _______________ 2. When my child misbehaves, I tell him/her the consequences of his/her misbehavior. _______________ 3. When my child shouts at the top of his/her voice during meal time, I just let him/her be. _______________ 4. I see to it that I supervise my child when studying his/her lessons and doing his/her homework. _______________ 5. I let my child do anything that he/she wants to do.

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Module 7 Concept of Self: Understanding and Enhancing One’s SelfImage This module defined and differentiated the various concepts related to the self: selfconcept, self-image, real seal, ideal self, self-esteem, and self-actualization. Discussions about these concepts pointed to the importance of individuals having a positive image and concept about themselves, because in many ways, their self-concept might explain their behavior. This module also emphasizes the importance of self-esteem which is the kind and the amount of value and worth attributed to oneself. Maslow’s hierarchy of needs posited that selfactualization is the goal of every human being. To achieve this, needs at every level have to be satisfied first. The characteristics and behavior of people who are self-actualized were also described and clarified. This module composed of three lessons Lesson 1 Concepts Related to the Self Lesson 2 Discrepancy in Self-concept Lesson 3 Self-actualization After studying this module, you should be able to: 1. Define self-image and discuss other related concepts; 2. Analyze one’s characteristics and abilities and explain how these could be used to enhance self-image. 3. Identify the “low” or “negative” aspects of the self and determine how these can be improved; 4. Discuss the different ways to enhance one’s self-image; and 5. Explain how one’s abilities and an enhanced self will lead to self-fulfillment.

Lesson 1 Concepts Related to the Self The self is made up of many self-perceptions, abilities, and personality characteristics that are organized and consistent with one another. Self-concept refers to how people see or describe themselves (Plotnik & Kouyoumdjan, 2014). Rogers (1953) contends that self-concept plays an important role in personality because it influences human behaviors, feelings, and thoughts. People with a positive self-concept tend

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to act, feel, and think constructively and optimistically. Overall they think of themselves in a good light.pessimism. They do not believe in their ability to do things or carry out certain tasks. Two kinds of Selves: 1. Real self is the image or picture of the self based on a person’s actual experiences and represents how she/he is in terms of personal characteristics and abilities. 2. Ideal self is the self based on one’s hopes and wishes. The person who knows you best—your abilities, talents, personality, and characteristics —is you. You know your positive or high points as well as your negative or low points. Make sure to maintain or sustain your strengths. Strive to improve and change your weaknesses or negative points into something positive. See to it that what you wish or desire to be will further develop your own personality. Your abilities and the positive aspects of your personality should be put to good use in helping improve the lives of others and the community at large. Be sure that your dreams and desire to enhance your personality and abilities are rooted in your purpose to help other people and will, in the long run, contribute to developing good relationships.

Activity: Self-identification A. Following are statements about “pictures“ of oneself. Determine if the statement reflect a real self or an ideal self. Write your answer on the blank. ____________ 1. I am good at mathematics ____________ 2. I am slow to criticize people ____________ 3. I wish I were a good singer. ____________ 4. I have a good sense of humor. ____________ 5. I dream of becoming a scientist in the future.

Refernces Understanding the Self by Dalisay G. Brawner and Analiza F. Arcega C & E Publishing, Inc. 2018 YouTube

Prepared by: Ma. Onice Sofia Parfan Instructor/Professor

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Checked by: _____________________ Program Director

Approved by: _____________________ Dean

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