GEC 1

Understanding the Self

Module 3

The Self in the

Social Setting
Module Overview
Knowing the self is not enough. Since “who you are” is partly made up your choices,
you must also have the ability to choose on how to be a better you in different set up of
environment outside and inside home. The very example of it is the school setting, your
knowledge of yourself should at least enable you to become a better student.

This lesson presents looks child’s development within the context of the system of
relationships that form his or her environment. Furthermore, the different proponents and
psychologist will be highlighted (BRONFRENBRENNER’S- Bioecological system),
(INDIVIDUALISM AND COLLECTIVISM), (COOLEY’S through the looking glass-self),
(JOHARI’S- window of the self).

Learning Outcomes
At the end of the module, the students shall be able to:
 Identify the sociological perspective about self
 Explain how culture affects or shapes one’s identity;
 Examine your sense of self through the different I-positions and the three fundamental
selves.
 Demonstrate critical and reflective thinking in showing different aspects of the self.
 Examine yourself using Charles Horton Cooley’s looking-glass self-theory and Johari’s
Window of the self.

________________________________________________________________

PRE-TEST:
I. Direction: Choose the best answer in the following questions. Read each item carefully
and put the letter of the correct answer on the black before each number.

____1. The Bioecological system theory was created and developed by _____.
a. Lev Vygotsky c. Urie Bronfrenbrenner
b. Jean Piaget d. Erik Erikson
____2. It is a concept which emphasizes personal freedom and achievement.
a. Individualism c. Collectivism
b. Cognitivism d. Empiricism
_____3. This emphasizes embeddedness of individuals in a larger group. It encourages
conformity and discourages individuals from dissenting and standing out.
a. Collectivism c. Empiricism
b. Individualism d. Cognitivism

_____4. This system defines the larger social system in which the child does not function
directly. Parent workplace schedules or community-based family resources are examples.
a. Chronosystem c. Exosystem
 b. Mesosystem d. Macrosystem

_____5. This system refers to the interconnections among aspects of the microsystems that
impact on the individual concerned. Pragmatic examples of this would include parent-
teacher relationships (PTA), parent and peers connections, family and parish relations.
a. Mesosystem c. Chronosystem
b. Exosystem d. Macrosystem

______6. This is the system closest to the child and contains the structures with which the
child has direct contact. Includes family, school, neighborhood, or childcare environments.
a. Microsystem c. Exosystem
b. Chronosystem d. Macrosystem

______7. A dimension of Individualism wherein one person is seeing the self as fully
autonomous, and believing that equality between individuals is the ideal.
a. Horizontal Individualism
b. Vertical Collectivism
c. Horizontal Collectivism
d. Vertical Individualism

______8. In this dimension, we are seeing the self as a part of a collective and being willing
to accept hierarchy and inequality within that collective.

a. Horizontal Individualism
b. Vertical Collectivism
c. Horizontal Collectivism
d. Vertical Individualism

_____9. According to Cooley’s looking glass theory, we are developing a self-image,

wherein we_______.
a. We see ourselves as what we wanted to be.
b. We ourselves based on the things people say about us.
c. We see ourselves on the basis of the messages we get from others, as we
understand them.
d. All of the above.

_____10. Which of the following is the correct statement of Cooley?

a. Society and individuals do not denote separable phenomena, but are simply
collective and distributive aspects of the same thing.
b. Society is the simple collective ad distribution aspects of the same of the
same thing.
c. Society and individuals denote separable phenomena, but are simply
collective and distributive aspects of the same thing.
d. Society is a kind of complex and distributive aspects among individuals.

II. TRUE or FALSE

Direction: Write T if the statement is true, and write F if the statement is false.
____1. The concept of the looking glass self demonstrates that self-relation.
____2. Self-image refers to the people shaping themselves based on the other people
perception.
____3. Social media did lead to over-decreasing number of mirrors.
____4. Cyberspace creates a unique quality that host psychological issues and concerns.
____5. Collectivistic refers to the ability of a person to develop early independence.
____6. Motivated by the norms of, and duties imposed by the group is the characteristics of
a Collectivistic.
____7. How one views oneself is not a solitary phenomenon, but rather includes others.
____8. Mesosystem includes parent-teacher relationships (PTA), parent and peers
connections, family and parish relations.
____9. The “Johari” window of the self-theory was invented by combining the names of two
Psychologists Joseph Luft and Harry Ingham.
___10. The Johari window is composed of only five panes.

_______________________________________________________________

Module Map

Bronfrenbrenners
Bioecol-ogical system

Individualism & Cooley's Looing Glass

Collectivism Self self

Johari's window of the Self

DEFINITION OF KEY TERMS

MICROSYSTEM this is the system closest to the child include family, school, neighbourhood, or
childcare environments.
MESOSYSTEM this include parent-teacher relationships (PTA), parent and peers connections, family
and parish relations.
EXOSYSTEM this system defines the larger social system in which the child does not function
directly. Parent workplace schedules or community-based family resources are examples.
MACROSYSTEM may include the socioeconomic status of his country, issues of ethnicity, societal
values embraced by social institutions, cultural beliefs and practices handed down from generation to
generation, and media content.
CHRONOSYSTEM Elements within this system can be either external, such as the timing of a
parent’s death, or internal, such as the physiological changes that occur with the aging of a child.
INDIVIDUALISM emphasizes personal freedom and achievement. Motivated by own preferences,
needs and rights.

COLLECTIVISM emphasizes embeddedness of individuals in a larger group. It encourages

conformity and discourages individuals from dissenting and standing out.

VERTICAL COLLECTIVISM – seeing the self as a part of a collective and being willing to accept
hierarchy and inequality within that collective.

VERTIAL INDIVIDUALISM – seeing the self as fully autonomous, but recognizing that inequality will
exist among individuals and that accepting this inequality.

HORIZONTAL COLLECTIVISM –seeing the self as part of a collective but perceiving all the members
of that collective as equal.

HORIZONTAL INDIVIDUALISM –seeing the self as fully autonomous, and believing that equality
between individuals is the ideal.

SELF-IMAGE - people shaping themselves based on other people’s perception, which leads the
people to reinforce other people’s perspectives on themselves.

CYBER-SELF - is the version of him or herself a person chooses to present on a digital

platform.

IMAGINED JUDGMENT – the imagination of his judgment of that appearance

JOHARI’S WINDOW - A model for self-awareness, personal development, group development and
understanding relationship

THE OPEN FRAME this area contains things you know about yourself that are visible to others as
well.

THE BLIND FRAME represents information that is known about a person to others, but is not known
to him/her.

THE HIDDEN FRAME Things in this area are only known to you but not others. It may be that you’re
keeping them private and hiding them from others.

THE UNKNOWN FRAME this area is for things that are either about you that no one is aware of, or
that are not applicable to you.

Unit 3
 The Self in the Social Setting
This unit focuses on the social aspects of self - representation and development. As
social beings, individuals tend to associate and relate oneself to others. Undeniably, social
processes and systems are strong influencers of one’s being; thus, several of our traits and
characteristics are founded on certain social factors: the cultural, digital, and economic
aspects of one’s social life.

TOOL NO. 1: Bronfenbrenner’s Bioecological Systems

This theory looks at a child’s development within the context of the system of
relationships that form his or her environment. Bronfenbrenner’s theory defines complex
“layers” of environment, each having an effect on a child’s development. This theory has
recently been renamed “bioecological systems theory” to emphasize that a child’s own
biology is a primary environment fueling her development. The interaction between factors in
the child’s maturing biology, his immediate family/community environment, and the societal
landscape fuels and steers his development. Changes or conflict in any one layer will ripple
throughout other layers. To study a child’s development then, we must look not only at the
child and her immediate environment, but also at the interaction of the larger environment as
well.

Bronfrenbrenner’s Structure of Environment:

MICROSYSTEM this is the system closest to the child and contains the structures with
which the child has direct contact. The microsystem encompasses the relationships and
interactions a child has with her immediate surroundings (Berk, 2000). Structures in the
microsystem include family, school, neighborhood, or childcare environments. At this level,
relationships have impact in two directions - both away from the child and toward the child.
For example, a child’s parents may affect his beliefs and behavior; however, the child also
affects the behaviour and beliefs of the parent. Bronfenbrenner calls these bi-directional
influences.

MESOSYSTEM This system refers to the interconnections among aspects of the

microsystems that impact on the individual concerned. Pragmatic examples of this would
include parent-teacher relationships (PTA), parent and peers connections, family and parish
relations, and the like. The focus of the relationship is to the individual, as a family member
and as a student.

EXOSYSTEM this system defines the larger social system in which the child does not
function directly. The structures in this layer impact the child’s development by interacting
with some structure in her microsystem (Berk, 2000). Parent workplace schedules or
community-based family resources are examples. The child may not be directly involved at
this level, but he does feel the positive or negative force involved with the interaction with his
own system.

MACROSYSTEM this system may be considered the outermost layer in the child’s
environment. This system encompasses the larger cultural context in which the individual
resides in. Cultural contexts may include the socioeconomic status of his country, issues of
ethnicity, societal values embraced by social institutions, cultural beliefs and practices
handed down from generation to generation, and media content.

CHRONOSYSTEM this system encompasses the dimension of time as it relates to a child’s

environments. Elements within this system can be either external, such as the timing of a
parent’s death, or internal, such as the physiological changes that occur with the aging of a
child. As children get older, they may react differently to environmental changes and may be
more able to determine more how that change will influence them.

Assessment 1:

Matching Type.
Column A Column B
_______1. Chronosystem a. May include the socioeconomic status of his
_______2. Mesosystem country, issues of ethnicity and societal values.
b. Elements within this system can be either external,
_______3. Microsystem such as the timing of a parent’s death, or internal,
_______4. Macrosystem such as the physiological changes that occur with
_______5. Exosystem the aging of a child.
c. Parent workplace schedules or community-based
family resources are examples.
d. Includes parent-teacher relationships (PTA), parent
and peers connections, family and parish relations
e. This is the system closest to the child and contains
the structures with which the child has direct
contact
 TOOL NO. 2: INDIVIDUALISM vs. COLLECTIVISM
The terms Individualism and Collectivism are used by many people in different
parts of the world and are given various meanings. And because the terms are rather fuzzy,
they are difficult to measure. Galileo Galilei said, “Science is measurement.” Meaning that if
we are going to understand, classify and predict events, we need to measure them.
(Triandis, 2018, p. 02)

TOOL BOX

Connections with your family and your

community give you direction in life.

How does one define individualism and collectivism? Broadly defined, individualism
emphasizes personal freedom and achievement. Individualist culture therefore awards social
status to personal accomplishments such as important discoveries, innovations, great artistic
or humanitarian achievements and all actions that make an individual stand out.
Collectivism, in contrast emphasizes embeddedness of individuals in a larger group. It
encourages conformity and discourages individuals from dissenting and standing out.

INDIVIDUALISTIC vs COLLECTIVISTIC

INDIVIDUALISTIC COLLECTIVISTIC

 Develop early independence  Learn to depend on others

 Express yourself  Read nonverbal cues
 Responsible for self  Listen to authority
 Live on one’s own  Be responsible for others
 One’s own goals take priority  Personal goals secondary to goals of
 Motivated by own preferences, needs, the group
rights  Motivated by the norms of, and duties
 Tasks more important than imposed by, the group
relationships  Relationships more important than
 Cognitive skills independent of social tasks
skills  Social and cognitive skills integrated

Looking at the table above, you may say that you have some traits that belong to the
individualistic culture, and you may also have some traits that belong to the collectivistic
culture. Do not worry, this is possible. Remember that the Philippines is the melting pot of
the world, meaning to say, our culture is influenced by different cultures as well, thus,
affecting our self- construal. But one of the things to be considered in studying this notion is
that there are advantages and disadvantages in having a particular self- construal. For
instance, if you have an independent construal of the self, you may have the tendency to be
motivated by your own, hence, being too competitive.

Individualism-Collectivism Model
(Hazel Rose Markus & Shinobu Kitayama, 1991)
The following diagram shows how all these
systems get together and influence
individual development. This model is used to explain large amounts of
variation seen in human behavior, social
interaction, and personality. This theory further
explains the differences in people and/or groups.
But the question is how?
One of the controversies in the study of
culture is the dichotomy known as the West vs.
Rest. Based on the study of Markus and
Kitayama (1999), people from the west have this
individualistic (independent) culture. In this
culture, people tend to give higher value on the
needs and accomplishments of the individual
rather than the group (e.g. United States).
But this does not mean that these people
are “selfish”. It only means that individual
accomplishments or achievements matter to
them most. In other words, their growth is
focused on the improvement of themselves.

Four Dimensions of Collectivism and Individualism:

Vertical Collectivism – seeing the self as a part of a collective and being willing to accept
hierarchy and inequality within that collective

Vertical Individualism – seeing the self as fully autonomous, but recognizing that inequality
will exist among individuals and that accepting this inequality.

Horizontal Collectivism –seeing the self as part of a collective but perceiving all the
members of that collective as equal.

Horizontal Individualism –seeing the self as fully autonomous, and believing that equality
between individuals is the ideal.
Assessment 2:
Direction: Read each statement below and find out whether it describes Collectivism or
Individualism. Write your answers on the space provided before each number.

______1. In a one restaurant, a waiter brings one menu for four people and gives it to the
“senior” member of the group, who orders the same food for all.
______2. In the other restaurant, each member of the group orders a different entrée.
______3. A senior engineer was asked to move to New York, at a salary that is twenty-five
times higher than his salary in the Philippines, but he declines the opportunity.
______4. Another engineer was asked to move to New York with a salary which 50 percent
higher than his usual salary, and he accepts.
______5. An older woman scolds a mother she doesn’t know because she thinks the
mother
does not wrapped her child warmly enough.
______6. A woman asks for help from passersby to escape from beatings that her boyfriend
was giving her, but no one helps.
______7. A supervisor knows a great deal about personal life of his subordinates and
arranges
for one of his subordinates to meet a nice girl he can marry.
______8. In a one company, a subordinate does not mention to his supervisor that his father
has just died.
______9. A man walks on the grass in a public park and is reprimanded by some passersby.
______10. A man marries a woman his parents disapprove of.

TOOL NO. 3: COOLEY’S THE LOOKING GLASS SELF

I am not what I think I am

I am not what you think I
am
I am what I think you think
I am
 In a simple way of defining this theory, it is the process of developing self-image on
the basis of the messages we get from others, as we understand them. The term refers to
people shaping themselves based on other people’s perception, which leads the people to
reinforce other people’s perspectives on themselves. People shape themselves based on
what other people perceive and confirm other people’s opinion on themselves.

The concept of the looking glass self demonstrates that self-relation, or how one
views oneself is not a solitary phenomenon, but rather includes others. Cooley states that
society and individuals do not denote separable phenomena, but are simply collective and
distributive aspects of the same thing. Developmentally, Cooley theorizes that human beings
possess an inherent tendency to reach out, interact, or socialize with those people and
objects that surround them. Cooley suggests that self-feeling and social feeling must be
harmonized and made to go abreast. Since self-feeling and social feeling are two sides of
the same phenomenon, then personal freedom is tied to the relations that comprise society.
Cooley’s comment about harmonizing self-feeling with social feeling is not intended to
suggest that people should lose themselves in society, but rather that they should examine
responsibly the effects of their actions on others.

HUMAN NATURE and SOCIAL ORDER

According to Cooley, that persons make society would be generally admitted as a

matter of course, but that society makes persons would strike many as a startling notion,
though we know of no good reason for looking upon the distributive aspect of life as more
primary or causative than the collective aspect. The view that Cooley regards as sound is
that individuality is neither prior in time nor lower in rank than sociality; but that the two have
always existed side by side as complementary aspects of the same thing, and that the line of
progress is from a lower to a higher type of both, not from one to the other.
The question often asked is whether the individual is free or a mere piece of society.
For Cooley, he is free, but it is an organic freedom, which he works out in cooperation with
others, not a freedom to do things independently of society. It is teamwork. He has the
freedom to function in his own way, like the quarterback, but, in one way or another, he has
to play the game as life brings him into it.

The emotion or feeling of self may be regarded as instinctive, and was doubtless
evolved in connection with its important function in stimulating and unifying the special
activities of individuals. It seems to exist in a vague though vigorous form at the birth of each
individual, and like other instinctive ideas or germs of ideas, to be defined and developed by
experience, becoming associated, or rather incorporated, with muscular, visual, and other
sensations, with perceptions, apperceptions, and conceptions of every degree of complexity
and of infinite variety of content, and especially with personal ideas.

An important statement from Cooley is that when there is no communication

there can be no nomenclature and no developed thought.

THE ROLE OF SOCIAL MEDIA

The rise of social media makes the process of the looking-glass self
infinitely more complex. Platforms like Facebook, Twitter, and the like make it
possible to connect with others in ways never before imagined. However, this
exposure has led to an ever-increasing number of “mirrors,” thus proposing new
questions about the development of self.

Social media has brought with it the concept of the “cyber” self. The cyber
self is the version of him or herself a person chooses to present on a digital
platform. As in real life, the cyber self may interact with other individuals, receive
social feedback, and align to social conformities. However, the differences
between the cyber self and actual self are profound.

A person may possess many versions of the cyber self, for example. He or
she may present a professional self on LinkedIn, a casual self on Twitter, or an
artistic self on Pinterest. The cyber self also continues to exist in social spaces
even when people are not interacting with those environments in real time. In this
way, social media users are never fully removed from exposure to judgment and
criticism. And unlike the actual self, the cyber self is far more malleable when it
comes to being shaped, updated, and perfected .

These unique qualities of the cyber- self raise a host of psychological

issues and concerns. Individuals may experience a greater sense of urgency to
return to or remain in digital spaces. They may be increasingly involved in the
duration of their online identities, possibly at the cost of developing their real-
world selves. The host of digital platforms involved also brings into question
whether one’s identity may become splintered, or whether developmental problems
will result. All these consequences are more severe when digital users are young
or in their teens.

However, changes to the social self via digital platforms are not always
steeped in such negative implications. A study published in the Journal of Social
Media and Society, for example, describes a host of positive outcomes that arise
from the digital looking-glass self. When YouTube video producers were
interviewed about their content-creation practices and its influence on their sense
of self, they offered a range of positive responses. Results included:

 A sense of gained confidence

 Enhanced creativity
 Overcoming of major social hurdles
 Increased sense of self-worth
 A strengthened professional image
 Feelings of altruism and “helping others” through their content
 Interacting in a positive social space

As we see our face, figure, and dress in the glass, and are interested in them
because they are ours, and pleased or otherwise with them according as they do or do not
answer to what we should like them to be; so in imagination we perceive in another’s mind
some thought of our appearance, manners, aims, deeds, character, friends, and so on, and
are variously affected by it.

A self-idea of this sort seems to have three principle elements:

1. The imagination of our appearance to the other person
2. The imagination of his judgment of that appearance
3. Some sort of self-feeling such as pride or mortification.
 The comparison with a looking glass hardly suggests the second element, the
imagined judgment, which is quite essential. The thing that moves us to pride or shame is
not the mere mechanical reflection of ourselves, but an imputed sentiment, the imagined
effect of this reflection upon another’s mind. For example, we are ashamed to seem evasive
in the presence of a straightforward man, cowardly in the presence of a brave one, gross in
the eyes of a refined one, and so on. We always imagine and in imagining share the
judgments of the other man.
According to Cooley, persons of great ambitions, or of peculiar aims of any sort, lie
open to disorders of self-feeling because they necessarily build up in their minds a self-
image which no ordinary social environment can understand or corroborate, and which must
be maintained by hardening themselves against immediate influences, enduring or
repressing the pains of present depreciation, and cultivating in imagination the approval of
some higher tribunal. If the man succeeds in becoming indifferent to the opinions of his
neighbors he runs into another danger, that of a distorted and extravagant self of the pride
sort, since by the very process of gaining independence and immunity from the stings of
depreciation and misunderstanding, he has perhaps lost that wholesome deference to some
social tribunal.

Assessment 3:
Explain. (10 pts. each)
1. In your own understanding explain and expound the phrase, “I am not what I think I
am. I am not what you think I am. I am what I think you think I am.”
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________

2. How will you overcome your imagined judgment or the way where you perceive or
assume that other people think something is wrong with your appearance or
attitude?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________

TOOL NO. 4: JOHARI’S WINDOW OF THE SELF

 A model for self-
awareness, personal
development, group
development and
understanding
relationship

TOOL BOX

Appreciate people whom you find

comfort and confidence with.

THE JOHARI WINDOW MODEL

It’s no secret that emotional intelligence and self-awareness are two of the most
important leadership characteristics. The ability to read verbal & non-verbal cues, control
emotions, and compassionately empathize with others is necessities for building &
sustaining any healthy relationship.

Invented by Psychologists Joseph Luft and Harry Ingham by combining their first
names, the Johari Window helps us to understand self-awareness and the human interaction
that results from our personal self-awareness. We are often unaware of how others perceive
us, how we present ourselves to others, and even how well we know ourselves. Luft and
Ingham created this model because they believed that what happens in our life depends
upon our own self-awareness, and the awareness others have of us.

It is also referred to as a “disclosure/feedback model of self-awareness”.

Originally it was developed for studying group relations. Later it has been found that this
model can actually benefit every individual like their work and also relationships.
 The premise behind the window is that there are certain things which we know, and
things we do not know about ourselves. Similarly, there are certain things others know and
do not know. Thus, at any given point of time in life, we may see our total being as we
understand it and as others know about it in a true sense through the 4-paned Johari
window.
In the explanatory diagram, all panes look equal but in reality that is not the case. The
openness of each pane will vary depending on your own personal level of:
 How well you know yourself
 How much you share about yourself with others
 How well others know you

THE 4 PANES OF JOHARI WINDOW

THE OPEN FRAME this area contains things you know about yourself that are visible to
others as well. Working in this area results in an open, honest and transparent
communication and minimizes miscommunication, mistrust and confusion.

Also known as the 'area of free activity ‘. The aim in any team is to develop the
'open area' for every person, because when we work in this area with others we are at our
most effective and productive and the team is at its most productive too.

THE BLIND FRAME represents information that is known about a person to others, but is
not known to him/her. This is known as their “blind spot.” Everyone has blind spots. By
soliciting feedback, and by being open to feedback by others, we become more aware of
how others perceive us, and we shrink our blind spot. This leads to stronger communication
and trust.

THE HIDDEN FRAME Things in this area are only known to you but not others. It may be
that you’re keeping them private and hiding them from others. Also include sensitivities,
fears, hidden agendas, manipulative intentions, and secrets - anything that a person knows
but does not reveal
THE UNKNOWN FRAME this area is for things that are either about you that no one is
aware of, or that are not applicable to you. Information, feelings, latent abilities, aptitudes
and experiences, that are unknown to the person him/herself and unknown to others in the
group. Can be prompted through self-discovery or observation by others, or through
collective or mutual discovery. Uncovering 'hidden talents' - that is unknown aptitudes and
skills, not to be confused with developing the Johari 'hidden area' - is another aspect of
developing the unknown area, and is not so sensitive as unknown feelings.

SYNTHESIS
As we grow older, doing senseless deeds decreases. The different settings in the
society gains higher value in our lifetime if we used to manage our selves to adapt in the
different set ups it give us happiness and we learned to associate this to people and other
constituents with significant meaning.

Thus, this different set ups developed our sense of self. It hugely benefited in helping us
make choices in life. From something as small as favorite foods to a larger concern like
personal values knowing what comes from our own self versus what comes from others
allow us to live authentically.

Our character, values and attitude ones a product of the environment that we are
dealing. It dearly tell something about who we are, our self-concept, our past and even our
future.

POST-TEST:
Direction: Choose the best answer in the following questions. Read each item carefully and
put the letter of the correct answer on the black before each number.
____1. This emphasizes embeddedness of individuals in a larger group. It encourages
conformity and discourages individuals from dissenting and standing out.
a. Collectivism c. Empiricism
b. Individualism d. Cognitivism
____2. It is a concept which emphasizes personal freedom and achievement.
a. Individualism c. Collectivism
b. Cognitivism d. Empiricism
_____3. The Bioecological system theory was created and developed by _____.
a. Lev Vygotsky c. Urie Bronfrenbrenner
b. Jean Piaget d. Erik Erikson
_____4. This is the system closest to the child and contains the structures with which the
child
has direct contact. Includes family, school, neighborhood, or childcare
environments.
a. Microsystem c. Exosystem
b. Chronosystem d. Macrosystem
_____5. This system refers to the interconnections among aspects of the microsystems that
impact on the individual concerned. Pragmatic examples of this would include
 parent-teacher relationships (PTA), parent and peer connections, family and parish
relations.
a. Mesosystem c. Chronosystem
b. Exosystem d. Macrosystem
______6. This system defines the larger social system in which the child does not function
directly. Parent workplace schedules or community-based family resources are
a. Chronosystem c. Exosystem
b. Mesosystem d. Macrosystem
______7. A dimension of Individualism wherein one person is seeing the self as fully
autonomous, and believing that equality between individuals is the ideal.
a. Horizontal Individualism c. Horizontal Collectivism
b. Vertical Collectivism d. Vertical Individualism
______8. In this dimension, we are seeing the self as a part of a collective and being willing
to accept hierarchy and inequality within that collective.
a. Horizontal Individualism c. Horizontal Collectivism
b. Vertical Collectivism d. Vertical Individualism
_____9. Which of the following is the correct statement of Cooley?
a. Society and individuals do not denote separable phenomena, but are
simply collective and distributive aspects of the same thing.
b. Society is the simple collective ad distribution aspects of the same of the
same thing.
c. Society and individuals denote separable phenomena, but are simply
collective and distributive aspects of the same thing.
d. Society is a kind of complex and distributive aspects among individuals.

_____10. According to Cooley’s looking glass theory, we are developing a self-image,

wherein
we_______.
a. We see ourselves as what we wanted to be.
b. We ourselves based on the things people say about us.
c. We see ourselves on the basis of the messages we get from others, as we
understand them.
d. All of the above.

II. TRUE or FALSE

Direction: Write T if the statement is true, and write F if the statement is false.
____1. The concept of the looking glass self demonstrates that self-relation.
____2. Self-image refers to the people shaping themselves based on the other people
perception.
____3. Cyberspace creates a unique quality that host psychological issues and concerns
____4. Social media did lead to over-decreasing number of mirrors.
____5. Collectivistic refers to the ability of a person to develop early independence.
____6. How one views oneself is not a solitary phenomenon, but rather includes others.
____7. Motivated by the norms of, and duties imposed by the group is the characteristics of
a Collectivistic.
____8. Mesosystem includes parent-teacher relationships (PTA), parent and peers
connections, family and parish relations.
____9. The Johari window is composed of only five panes.
____10. The “Johari” window of the self-theory was invented by combining the names of two
Psychologists Joseph Luft and Harry Ingham.

REFERENCES:
Corpuz, R. M., et al., (2019) Understanding the Self. Manila, Philippines: C & E
Publishing, Inc.
Alata, Eden Joy P., et al., (2018) Understanding the Self. Manila, Philippines: Rex Book
Store.
Macayan, Jonathan V., (2018) et al., (2019) Understanding the Self. Manila, Philippines:
C & E Publishing, Inc.
https://books.google.com.ph/books?
hl=en&lr=&id=gwDFDwAAQBAJ&oi=fnd&pg=PP1&dq=Individualism+vs.
+Collectivism&ots=xBKmChhk5A&sig=6Xkcthu_BO2L-
jvT6dGdGFqocms&redir_esc=y#v=onepage&q=Individualism%20vs.%20Collectivism&f=false
https://apps.cfli.wisc.edu/johari/support/JohariExplainChapman2003.pdf
https://www.lifehack.org/570182/johari-window
https://fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/CollectiveOrientation.pdf
https://eml.berkeley.edu