SEXUAL SELF

Sexual selfhood

 It is defined as how one thinks about himself or herself as a sexual individual. Human
sexuality is a topic that just like beauty is culturally diverse. This should be understood in
varied ways.

Historical View

 In Ancient Greece, it is the male that assumes the dominant role. The male symbol, the
penis, was viewed as the symbol of fertility and how the male body was structured and
was greatly admired. Their wives were considered as objects to be possessed just like
property. Women, on the other hand, were forbidden to own property and had no legal
and only function was to bear children. The Greek word for woman is ―gyne‖ means –
bearer of children.

 In the Middle Ages (476-1450), bore witness to the strong influence of church
particularly in matters of sexuality. The church decreed that all sexual acts that do not
lead to procreation were considered evil. Women were labelled as either temptress (like
Eve) or a woman of virtue (like Virgin Mary).

 In the protestant reformation of the 16th century (1483-1546) Martin Luther, John Calvin
and other Protestant leaders initiated a movement against the Roman Catholic Church.
Protestantism believed that sexuality is a natural part of life and that priests should be
able to marry and have families. Martin Luther King and John Calvin believed that the
reason for sexual intimacy was to strengthen the physical and emotional bond between
husbands and wives and not just procreation.

 By the 17th and 18th century, the Puritans, a group of people who were discontented with
the Church of England rallied for religious, moral and societal reformation. They had
positive view on marital sex and did not tolerate sex outside marriage. Premarital sex,
therefore, was considered immoral.

 In the Victorian Era (1837-1901), homosexuality and prostitution were rampant and
considered to be threats to social order. People in this era were not comfortable in
discussing breast or buttocks, they used other terms instead. Through the years and in the
20th century, interest in sexuality became more evident and accepted in society. The
 separation of church and state reduced the influence the church had over sexual mores.
Also, the rise of feminism allowed for changes in employment, home life, and sexual
standards for women. Over time, cultural diversity and social norms offered varied views
on what today may be considered as sexually normal.

Biological View

 Knowing the structures and functions of the reproductive system is essential to the
understanding of sexuality. In the nervous system, it is the brain that initiates and
organizes sexual behavior. Through the process of sexual reproduction, the next
generation of human beings are created by the fusion of the egg cell and sperm cell.

Two kinds of Reproduction

A. Asexual Reproduction

B. Sexual Reproduction

7 Essential Features of Reproduction

1. liberation of an ovum, or egg, at a specific time in the reproductive cycle;

2. internal fertilization of the ovum by spermatozoa, or sperm cells;

3. transport of the fertilized ovum to the uterus, or womb;

4. implantation of the blastocyst, the early embryo developed from the fertilized ovum, in
the wall of the uterus;

5. formation of a placenta and maintenance of the unborn child during the entire period of
gestation;

6. birth of the child and expulsion of the placenta; and

7. suckling and care of the child, with an eventual return of the maternal organs to virtually
their original state.

Puberty Stages (Female)

 P1 Pre-pubertal

 P2 Early development of sub-areolar breast bud +/- small amounts of pubic hair and
axillary hair
  P3 Increase in size of palpable breast tissue and areolar Increase amount of dark pubic
hair and axillary hair

 P4 Further increase in breast size and areolae that protrude above breast level Adult Pubic
hair

 P5 Adult Stage Pubic hair with extension to upper thigh

Puberty Stages (Male)

 P1 Prepubertal Testicular length less than 2.5 cm

 P2 Early increase in testicular size, scrotum slightly pigmented Few long and dark pubic
hair

 P3 Testicular length 3.3-4 cm Lengthening of the penis, increase of pubic hair

 P4 Testicular length 4.1-4.5 cm, increase in length and thickening of the penis Adult
amount of pubic hair

Female Reproductive System

Vulva – encompasses all female external genital structures – the hairs, fold of skin, and the
urinary and vaginal openings.

a. Mons Veneris – a triangular mound over the pubic bone above the vulva.

b. Labia majora – the outer lips of the vulva.

c. Labia minora – the inner lips of the vulva, one on each side of the vaginal opening.

d. Prepuce – the foreskin or fold of skin over the clitoris.

e. Clitoris – a highly sensitive structure of the female external genitals, the only function of
which is sexual pleasure.

Female Reproductive System

1. Vulva – encompasses all female external genital structures – the hairs, fold of skin, and
the urinary and vaginal openings.

a. Shaft – the length of the clitoris between the glans and the body.

b. Glans – the head of the clitoris; richly endowed with nerve endings.

c. Cruca – the innermost tips of the cavernous bodies that connect to the pubic bones.

d. Vestibule – the area of the vulva inside the labia minora.

e. Urethra – the tube through which urine passes from the bladder to outside the body.

Female Reproductive System

2. Internal Structure

a. Vagina – a stretchable canal in the female that opens at the vulva and extends about four
inches into the pelvis.

b. Rugae – the folds of tissue in the vagina.

c. Cervix – the small end of the uterus, located at the back of the vagina.

d. Uterus – a pear shaped organ inside the female pelvis, within which the fetus develops.

e. Fallopian tubes – two tubes, in which the egg and sperm travel, extending from the
sides of the uterus.

f. Ovaries – female gonads that produce ova and sex hormones.

Male Reproductive System

1. Penis – a male sexual organ consisting of the internal root and external shaft and glans.

2. Root – the portion of the penis that extends internally into the pelvic cavity.

3. Shaft – the length of the penis between the glans and the body.

4. Glans – the head of the penis; richly endowed with nerve endings.

5. Cavernous bodies – the structures in the shaft of the penis that engorge with blood
during sexual arousal.

6. Foreskin – a covering of skin over the penile glans.

7. Corona – the rim of the penile glans.

8. Frenulum – a highly sensitive, thin strip of skin that connects the glans to the shaft on
the underside of the penis.
 Development of Primary and Secondary Sex Characteristics

Primary Sex Characteristics

Male Female

Testes Ovaries

Penis Fallopian Tube

Scrotum Uterus

Seminal vesicles and prostate glands Vagina

Development of Primary and Secondary Sex Characteristics

Secondary Sex Characteristics

Male Female

Voice becomes much lower (breaks) Breasts enlarge

Hair growth on chest, face, underarms, arms, legs, and Hair growth under arms and pubic
pubic area area

Increase in muscle size Hip widens

Skin becomes oily and pores enlarge Skin becomes oily and pores
enlarge
Sociobiological/Evolutionary

 This perspective studies how evolutionary forces affect sexual behavior. According to
sociobiological theory, natural selection is a process by which organisms that are best
suited to their environment are most likely to survive. Traits that lead to reproductive
advantage tend to be passed on, whereas maladaptive traits are lost. On the basis of
human sexual behavior, it all begins with physical attraction.

 Beauty is more than just cultural standard. It is primarily an evolutionary standard for
attracting the best male or female in the lot to ensure that one’s genetic characteristics
will be passed on to the next generation.

 Although survival is the goal of the evolutionary perspective, physical attraction which
ends in sex does not mean that the attraction will be lasting. For what is really important
in human sexual relationships is the love, care, and responsibility each gender has for the
other.

Psychological

 Rosenthal (2013) also explained that sexuality is not a mere physical response. Rather, it
also involves emotions, thoughts and beliefs. ● Sigmund Freud was one of the most
prominent people to explain sexuality, through his theories. According to him, human
beings are faces with two forces – sex instinct and libido (pleasure) and death or
aggressive instinct (harm toward oneself or towards others).

 Sex instinct does not only pertain to the sexual act rather it could also mean anything that
could give pleasure to the person. Thus, human behavior is geared towards satisfying the
sex instinct and/or death instinct. A person’s libido or sexual energy is located in an area
of the body at different psychosexual stages. These areas of pleasure are called erogenous
zones.

 Freud also regarded personality as composed of three structures: the id, the Ego and the
Superego. The id is the part which always seeks for pleasure and aggression. It follows
the pleasure principle because it wants the person to attain gratification immediately. It is
unconsciously saying ―I want it now!‖. The Superego is the person’s sense of morality; it
follows the moral principle whose role is to restrict demands of the id. It is developed
when children are taught the difference between right and wrong. The ego follows the
analytical principle. It analyses the need of the id and its consequences as dictated by the
superego and thinks of ways to satisfy the need in an acceptable manner.
Erogenous Zones

These are areas of the human body that have heightened sensitivity.

The stimulation of these areas may result in the foundation and production of sexual fantasies,
sexual arousal, and orgasm. These are areas that are more sensitive than others all over the body.

 Varieties of sexual excitement may be provoked that will classify the erogenous zones. It
varies from culture to culture and over time. Essentially, these parts have high
concentration of nerve endings, that the result is they are particularly sensitive to touch,
pressure, or vibration.

 Erogenous zones is different from sexual fetishes. According to Freud, a fetish is an

inappropriate object (a shoe for example) that is substituted for a woman and used for
sexual gratification.

 An erogenous zone is a body part (a foot, for instance) that arouses sexual curiosity and
draws a man's attention to the whole female body.

 Fetishism is an individual personality disorder, while erogenous zones are sexual

preferences shared by most men at a given time or place. Fetishes belong to the science
of psychopathology while erogenous zones belong to the social world of costume and
fashion.

Freud’s Psychosexual Theory of Development

 1. Oral stage- the child erogenous zone is the mouth which receives gratification through
eating and sucking.

 2. Anal stage- the erogenous zone is the anus in which sexual gratification is derived
from defecation

 3. Phallic stage- erogenous zone is the genitals. Here the child experiences sexual
attraction towards the opposite sex parent. Oedipus complex (sexual attraction of the
body child toward the mother) and Electra complex (sexual attraction of the girl child
towards the father)

 4. Latency stage- sexual impulses lie dormant as the child is occupied by social activities
such as going to school and playing.

 5. Genital stage- where the erogenous zone is again the genitals. At this time, the sexual
attraction is directed towards others, usually one of opposite sex.
Religious

 Judaism holds a positive and natural outlook toward marital sex which they consider as
blessed by God and pleasurable for both men and women. Sexual connection provides an
opportunity for spirituality and transcendence.

 In Islam, family is considered of utmost importance, and celibacy within marriage is

prohibited. Muslim men are allowed to have up to four wives but Muslim women can
only have one husband. Sex is permitted only within marriage and extramarital sex is
penalized.

 According to Taoism, which originated in China, sex is not only natural and healthy, but
a sacred union necessary to people’s physical, mental, and spiritual being. The sexual
union is a way to balance male and female energy.

 In Hinduism, sexuality is seen as spiritual force, and the act of ritual lovemaking is a
means of both celebrating and transcending the physical

 For the Roman Catholic Church, marriage is purely for intercourse and procreation.
Pope John Paul II confirmed the idea that married couples should engage in intercourse
only for the purpose of procreation. They further believed that homosexual orientation, in
itself is not sinful, but homosexual acts are immoral and sinful. The use of birth control is
strongly opposed but they agree to natural family planning and prohibit abortion

Sexual Terminologies

Sexuality

 Means “to unite”

 It is about your sexual feelings, thoughts, attractions and behaviors towards other people

Sexual identity

 It includes sexual feelings (such as sexual arousal and attraction, activities, interests and
style of behavior) and capacity to regulate one’s sexual behavior to avoid undesirable
consequences.

Sex

 (v.) ―love-making‖ or intercourse

 (n.) refers to the biological indicators of male and female of having the capacity to
reproduce
Gender

 It refers to the characteristics of people as males or females. It is the lived role as boy or
girl, man or woman.

Gender Role

 A set of expectations that prescribes how females and males should think, act and feel.

Gender Assignment (natal gender)

 It refers to the initial assignment as male or female which usually occurs at birth.

Gender Reassignment

 It denotes an official and usually legal change of gender.

Gender Identity

 It is a category of social identity that refers to an individual’s identification as male,

female or some category other than male or female. It is a person’s subjective sense of
being a man or woman.

Masculine- it refers to the qualities and behaviors judged by a particular culture to be ideally
associated with or especially appropriate to men and boys.

Feminine- can be described as qualities and behaviors judged by a particular culture to be

ideally associated with or especially appropriate to woman and girls.

Androgyny- those who have both masculine and feminine traits, feelings and qualities.

Asexuals- are the persons who do not experience sexual drives or attraction to either sex

Hypersexual- are persons with an excessive interest in sex to the point where it can cause
problem’s in one’s life.

Diversity of Human Sexual Behavior

 Human sexual behavior is any activity, solitary, by pair or by group which includes
sexual arousal.

 Human sexual behavior may conveniently be classified according to the number and
gender of the participants.
  Not all sexual arousal can lead to sexual activity. Humans are constantly exposed to
sexual stimuli when seeing attractive persons or seeing advertisement with sexual themes
through mass media.

A. Sociosexual Behavior

 It is generally divided into heterosexual behavior (male with female) and homosexual
behavior (male with male or female with female).

 If three or more individuals are involved it is, of course, possible to have heterosexual
and homosexual activity simultaneously.

B. Solitary Behavior

 A behavior with the intention of stimulating self that caused arousal usually done in
private. This behavior is more common to males. There is great individual variation in
frequency.

 Solitary behavior provides pleasure for self with emotional content with sole control to
the degree of pleasure.

 ―self-masturbating‖

Erotic dreams or nocturnal emission/ wet dreams

Types of Sexual Orientation

1. Homosexual

It refers to a person whose sexual orientation is toward another of the same sex.

It is the attraction to members of the same sex.

a) Lesbian – is the term used to describe a woman whose sexual and romantic attraction toward
women.
b) Gay - is a man whose sexual and romantic attraction is towards other men.

2. Heterosexual

– it is the attraction to members of opposite sex.

3. Bisexual

– It is a person who may be sexually oriented to both men and women.

4. Transgender/ transexual

– These are people experience a gender identity that is inconsistent with, or not culturally
associated with, their assigned sex, and desire to permanently transition to the gender with which
they identify, usually seeking medical assistance.

5. Pansexual

– is a new sexual orientation of persons who are sexually attracted to people regardless of their
sex or gender identity.

 The word “pan” is a Greek word for ―all or every‖. Thus, they may also be called
“gender blind” for they believe that gender and sex are not determining factors for
getting sexually attracted to both males and females whereas pansexual is more fluid.

 Aside from men and women they may also be attracted to transgender, transsexual,
androgynous and other gender categories.

THE PHASES OF HUMAN SEXUAL RESPONSE

Human Sexual Response Cycle (HSRC)

According to Masters and Johnson, these are the 4 stages of human sexual response.

A. Excitement- this is the body’s initial physical response to sexual arousal. It is

characterized by an increase in heart rate and blood pressure as well as heightened muscle tone.

B. Plateau- this is the period of sexual excitement prior to orgasm. It is characterized by

intensification of the changes begun during the excitement phase.

C. Orgasm- this is characterized by waves of intense pleasure (climax), often associated

with vaginal contractions in females and ejaculation in males.

D. Resolution- in this phase of the body returns to its non-excited state.

According to Rosenthal, the stages are:

A. Desire- which is a drive or motivation to seek out sexual objects or to engage in sexual
activities.

B. Excitement

C. Plateau

D. Orgasm

E. Resolution

Triaphasic Model of Sexual Response

According to Helen Singer Kaplan, the stages are:

A. Sexual desire

B. Excitement

C. Orgasm

Erotic Stimulus Pathway Theory

According to David Raed, his theory did not focus on the physical changes of sexual response
but on the psychosocial aspects of sexual response. His theory includes the 4 stages such as:

A. Seduction- includes all actions that enhance attractiveness such as what people wear and
how they act.

B. Sensation- includes the sound, touch and smell that affect arousal

C. Surrender- or the orgasm

D. Reflection- the positive or negative sexual experience that affects future sexual patterns.

THE CHEMISTRY OF LOVE, LUST AND ATTACHMENT

LUST

 When people are in the stage of lust, they feel physically attracted and drawn to their
object of affection. There are elements of mystery that make things exciting.
  Lust is driven by the desire for sexual gratification. The evolutionary basis for this is
from people’s need to reproduce, a need shared among all living things.

Attraction

 It is a characteristic that causes pleasure or interest by appealing to a person’s desires or

tastes, and causes one to be drawn to the other.

 In this stage, a person may begin to be obsessed about their object of affection and crave
for his presence. A person may don’t feel like sleeping or eating. People can certainly lust
for someone they are attracted to, and vice versa, one can happen without the other.

Attachment

 This stage involves wanting to make a more lasting commitment to your loved one. All
the goals are dedicated to the object of affection being a part of a person’s life. dopamine
decreases and attraction goes down.

 If things are going well, it gets replaced by the hormones oxytocin and vasopressin,
which create the desire to bond, affiliate with, and nurture your partner. You want to
cuddle and be close and share your deepest secrets with her. You plan and dream
together.

LOVE (EMOTION OR DRIVE?)

LOVE

 It can be characterized by concern for other’s well-being, a desire for physical presence
and emotional support
 THREE PHASES OF ROMANTIC LOVE

STAGE CHARACTERISTICS HORMONES AND

NEUTRAL
PATHWAYS
INVOLVED

Lust Phase This is described as an intense craving for sexual Androgen and estrogen,
contact. pheromones and the
senses

Attraction It is the period of time during which couples are High dopamine and
Phase infatuated and pursue a relationship. The energy norepinephrine; low
and attention is focused on one particular person. serotonin

Attachment It is a long-term bond between partners. It is a Oxytocin, vasopressin

Phase feeling of security, comfort and emotional union.
JOHN LEE’S LOVE STYLES

1. Eros

Love is based on strong sexual and emotional component.

This type of love creates initial excitement of a new relationship.

A romantic and passionate love which emphasizes physical attraction and sexual desire

The relationship seldom lasts forever because they tend to be quick to fall in and out of love.

2. Agape

 This is altruistic and selfless love. The person shows his love without expecting to
receive the same in return. He or she considers the wishes of his or her partner as more
important than his or her own.

 This type of love is more acceptable to women than men.

3. Storge

 This is love-related friendship and based on nonsexual affection. The person experiences
love as gradual and slow process.

 This is the love that takes time; the storgic lovers did not suddenly fall in love with an
idealized lover.

 Commitment, stability and comfort are their goals

4. Ludus

- For ludic lovers, love is just a game, something for fun or entertainment. They do not
experience jealousy. They do not value commitment or intimacy. They manipulate their partners
by lying, cheating ad deceiving.

5. Mania

 This is characterized by an intense feeling which may lead to obsessive and possessive
love towards the loved one.

 He or she always check the partner’s whereabouts.

  They get easily jealous and their experience of love is out of control. They are easily
taken advantage of by lucid lovers.

6. Pragma

This is a practical and business-like love.

Pragmatic lovers may plan the best time to get married, have children, and other future plans.

Love is based on what is appropriate; it is not intense nor out of control.

THE TRIANGULAR THEORY OF LOVE

According to psychologist Robert Stenberg, love is made up of three components:

1. Intimacy

 This includes the desire to give and receive emotional closeness, support, caring and
sharing.

2. Passion

 This is the hot component of love which can be described as intensely romantic or sexual
desire for another person usually accompanied by physical attraction and physiological
arousal.

3. Commitment

- This is the cold component of love. It is the decision to maintain the relationship through good
times and bad times.

Types of Love

According to Sternberg, there are several types of love based on the three components:

1. Liking (intimacy)

-this only involves emotional intimacy and has no passionate intention for long-term
commitment. It is just a friendly relationship.
2. Infatuation (passion)

- This is associated with a high degree of physiological arousal. There is only passion without
intimacy or commitment. It is usually called ―love at first sight‖ and may fade quickly.

3. Empty Love (commitment)

 This involves only commitment. A relationship with no intimacy and passion. Couples
only stay together for their children or other important reasons.

4. Romantic Love (passion and intimacy)

- It is a combination of both passion and intimacy which may be present during the first phase of
a relationship. This is characterized by emotional intensity and sexual excitement. The
experience of passionate love may be positive and negative.

5. Companionate Love (intimacy and commitment)

 The components are both intimacy and commitment which is experienced in long deeply
committed friendship or marriage where passion has faded. It is more durable than
romantic love and may grow over time.

6. Fatuous Love (passion and commitment)

 A combination of passion and commitment experienced by couple who spent a short time
in courtship and suddenly decided to get married.

7. Consummate Love (passion, intimacy and commitment)

- There exists a healthy balance of passion, intimacy and commitment shared by couples
considered to be ideal for each other.

The Chemistry of love explains how several chemical substances in the body have been
found to naturally influence the experience of love.

Dopamine (DA) and Norepinephrine (NE)

These are neurotransmitters that are involved in mood, motivation, attention and excitement.

Serotonin

These are neurotransmitter that has been associated with mood, obsession, sex and sleep.
Phenylethylamine (PEA)

 A neurochemical that can increase the levels of DA and NE especially in the pathways
involving mood and pleasure.

 This has been called the “love drug” because high level of this substance has been
associated with love and orgasm and to people who are happy with their relationship.

Oxytocin and Vasopressin

These are neuropeptides released from the pituitary glands

Oxytocin- causes the uterus to contract during childbirth and allows the release of breastmilk.

Vasopressin- it is important in pair bonding and social behavior, memory formation, as well as
blood pressure.

Endorphins

These were named for ―endogenous morphine‖; the body’s natural opiates, similar to the man-
made drugs morphine or heroin.

PSYCHOLOGY OF LOVE

The psychology of love shows that there are psychological theories that would explain why
people fall in love.

A. Behavioral Reinforcement Theory

The better the feelings associated with the behavior of a person, the more likely it is for the
behavior to be repeated.

B. Physiological Arousal Theory

- This explains the most acceptable theories about emotions: the bodies experience a
physiological change first, and then people assign an emotion to that physical sensation.

1. HIV/AIDS.

- HIV stands for Human Immunodeficiency Virus with AIDS stands for Acquired
Immunodeficiency Syndrome. Thus, HIV is a virus while AIDS is a condition or syndrome. It
can lead to infections that attack and destroy the CD4 (Tcells) of the immune system which is the
body’s natural defense against such illness as tuberculosis, pneumonia, and cancer.
2. Genital Herpes

- This is a sexually transmitted infection caused by a large family of viruses of different strains.
These strains produce other non-sexually transmitted diseases such as chicken pox and
mononucleosis.

3. Genital Warts

Genital warts (also called venereal warts or Condylomata Acuminata) are caused by the human
papillomavirus, a virus related to the one that causes common skin warts. Certain high-risk types
of HPV can cause cervical cancer and other genital cancers, but these are different from the types
that cause genital warts.

5. Syphilis.

This is a sexually transmitted infection caused by bacterium Treponema palligum, a spirochete.

If left untreated, syphilis may progress through four phases:

a. chancre sores appear

b. general skin rashes occur

c. a period that can last for several years with no overt symptoms

d. cardiovascular disease, blindness, paralysis, skin ulcers, liver damage, mental problem
and even death may occur

6. Chlamydia

This is one of the most common sexually transmitted infections, named for Chlamydia
trachomatis, an organism that spreads through sexual contact and infects the genital organs of
both sexes.

Methods of Contraception

1. Hormonal Method of Contraception

a. Oral contraceptives

b. The Patch

c. The ring

d. Implants

e. Injectable
2. Barrier Methods

Diaphragm

Cervical Caps

Male and Female Condoms or Spermicides

3. Behavioral Methods

a. Rhythm or calendar method

b. Abstinence or celibacy

c. Outercourse

d. Withdrawal

4. Sterilization

Tubal ligation/sterilization

Vasectomy

Intrauterine Device (IUD)

Emergency contraception

The Digital Self

Digital Literacy

 It is defined as those capabilities possessed by individuals who are living, learning and
working in a digital society.

Online Disinhibition

 It is the lack of restraint one feels when communicating online in comparison to

communicating in-person.
Two Categories of Online Disinhibition

1. Benign Disinhibition

 It could be cathartic experience which gives opportunity to reveal secret emotions, fears
and wishes.

 It is to combat loneliness and depression through online interaction.

2. Toxic Disinhibition

 People have witnessed rude language, harsh criticism, anger, hatred, even threats online.

 It can be:

a. Cyberbullying- it takes place using electronic technology

b. Cyber Harassment- it use of Information and Communications Technology (ICT) to

harass, control, manipulate, or habitually disparage a child, adult, business or group without a
direct or implied threat of physical harm.

Managing Online Disinhibition

1. Don’t post or send anything you would be embarrassed for certain others to see.

2. Do be careful about over-sharing.

3. Don’t hang out with the ―wrong crowd‖ online.

4. Don’t hang out with the ―wrong crowd‖ offline.

5. Do consider your emotional state before virtually posting or responding to anything.

6. Do consider the reaction individuals are expecting from toxic disinhibition.

7. Do search for yourself online.

I, Me, Myself and My User ID Online Identity

Digital ID (DI)

- It refers to anything that describes a persona an individual presents across all the digital spaces
that he/she is represented in.

Symbolic Markers

- It express one’s identity to others and helps them make sense of it themselves.
Internet Disembodiment

 It refers to the identity, soul or spirit separate from physical body.

User ID

 It let a person associates a persistent ID for a single user with that user’s engagement data
from one or more sessions initiated from one or more devices.

Dissociative Imagination

- For them, identity online is just a game. It is how people act in a fantasy game is not always
how people act in a real world.

Solipsistic Introjection

- It is a notion that it is only in their heads or minds.

Dissociative Anonymity

- A person can have a no name or at least not the real name.

Self-presentation Strategies and Impression Management

1. Self-promotion

- The person who is using self-promotion is trying to show that he/she is competent, effective or
a winner.

2. Ingratiation

- The person using ingratiation in presenting oneself.

3. Exemplification

- The person has an intention to achieve worth from others.

4. Intimidation

- The person tries to appear dangerous or ruthless.

5. Supplication

- The person would like to appear helpless (handicapped or unfortunate).

Self-enhancement

 It refers to the tendency to think of oneself in a favorable light.

Impression Management

 It refers to a deliberate attempt to distort one’s responses in order to create a favorable

impression with others.

Boundaries of Self Online

Personal Boundaries

 These are the set of guidelines, rules or limits that a person creates to identify reasonable,
safe and permissible ways for people to behave towards them and how they respond in
case someone breaks these rules or oversteps the limits.

 It can be public or private

 It can be personal identity or social identity online

 It can affect gender and sexuality online

The Material Self

The most important factor in determining if it is:

 Wants

- Synonymous with luxuries. People buy them for reasons that do not warrant necessity.

 Needs

- These are important for survival. Food, clothing, and shelter are basic needs so people purchase
them out of necessity.

In the process of acquiring material goods, people generally consider 2 things:

 Utility

 Significance
 John Heskett

Design- it combines "need" and "desires" in the form of a practical object that can
also reflect the use r's identity and aspirations through its form and decoration.

Roland Barthes

He was the first one to observe the relationships that people have with objects, and in
particular looked at objects as signs or things which could be decoded to convey
message beyond their practical value.

SIGN- is anything that conveys meaning.

Semiotic

 It is the study of signs; examine how words, photographs, images and objects can work as
a language to communicate a range of ideas, associations and feelings.

 This sign has 2 elements such as:

a. Signifier- which refers to its physical form

b. Signified- the mental concepts it refers to

Semiotic Analysis

Objects function as "signifiers" in production Semioticof meaning. They construct a meaning

and carry a message, which as a member of a culture one can understand.

The Theory of the Meaning of Material Possessions suggests that material goods can fulfill a
range of instrumental, social, symbolic and affective functions.

Instrumental functions

 It is relate to the functional properties of a product.

Social Symbolic Functions

 It signifies personal qualities, social standing, group affiliation and gender role.

Categorical Functions

 It refers to the extent to which material possessions may be used to communicate group
membership and status.

Self-expressive functions

 It reflects a person's unique qualities, values or attitudes.

Objects or materials as process of self-expression

1. Ways of incorporating Possessions into the Extended Self

Sartre suggests that there are three primary ways through which a person learns to regard an
object as part of self.

a. through appropriating or controlling an object for personal use.

b. having an object and incorporating it into self is by creating it

c. objects become a part of self is by knowing them

2. Contamination

Goffman suggests six modes of interpersonal contamination such as:

 Violation of one's personal space

 Touching and bodily contact;
 Glancing, looking, and staring;
 Noise pollution;
 Talking to/addressing one
 Bodily excreta

 Corporeal excreta (spittle, snot, perspiration, food particles, blood, semen, vomit, urine,
and fecal matter-and stains of these);
 Odor (e.g., flatus, tainted breath, body smells);
 Body heat (e.g., on toilet seats);
 Markings left by the body (e.g., plate leavings-leftover food).
3. Maintaining Multiple Levels of Self

Boorstin (1973) suggests, one of the key ways of expressing and defining group membership is
through shared consumption symbols. Such symbols help identify group membership and define
the group self.

 Purchase can be the consumer's self-concept or self-identity. This includes both sans
possessions' self and the extended self, and is often the object of introspection among
most consumers at one time or the other. Although the concept of 'I' can include virtually
everything a person ever come to own and live with, a systematic list would include six
components:

a. their bodies;

b. their values and character;

c. their success and competence,

d. their social roles,

e. their traits, and, finally

f. their possessions.

Economic Self Presentation and Identity

Economics

 It is defined as the study of things that a person is lacking, of how people make use of the
things that they have, and of making the right decisions.

Economic Self-sufficiency

 It is the ability of individuals and families to consistently meet their needs.

Economic Consciousness

 It is the result of socialization and professionalization of the subject that acquires a

particular significance in human affairs.

Economic Identity

 It is a psychological phenomenon that results from social categorization.

Symbolic Motives

1. Status

 The extent to which people believe they can derive a sense of recognition or achievement
from owning and using the right kind of product, can be an important motivator of
behavior.

2. Affective Motives

 It serves as a motivator or pro- environmental behavior.

 ANTICIPATED AFFECT- it is when a person is expecting to feel good or guilty when

doing something.

The Role of Consumer Culture on the Sense of Self and Identity

Consumer Identity

 It is the pattern of consumption that describes the consumer.

Consumer Culture

 It focuses on the spending of the customer’s money on material goods to attain a lifestyle
in a capitalist economy.

 It is a form of material culture facilitated by the market, which thus created a particular
relationship between the consumer and the goods or services he or she uses or consumes.

Consumerism

 It is the preoccupation with and an inclination towards the buying of consumer goods.

Behavioral Finance

 It is a new field that combines behavioral and cognitive psychological theory with
conventional economics and finance to provide explanations for why people make
irrational financial decisions.
Political Self: Developing Active Citizenship

Politics

 It is derived from the Greek word “politiká” which means ―affairs of the cities‖.

 It refers to the actions or activities concerned with achieving and using power in a nation
or society.

 It is also defined as the ways that power is shared in an organization and the ways it is
affected by personal relationships between people who work together.

Politics as imbibed by man implies several things:

1. Politics is concerned with power.

2. Politics functions based on a particular social economic and cultural context.

3. The political is also personal.

4. Politics goes hand in hand with the society.

Two Types of Social Influence

Normative Influence

 This type of social influence is based on conforming to the positive expectations of

others; people tend avoid behaving in ways that will lead to social punishment or
disapproval.

Informational Influence

 This type of influence is based on accepting the information obtained from others as
evidence of reality.

Leadership

Leadership is the process by which certain group members motivate and guide the group.

Leadership Style

It is a pattern of leadership behavior which is repeatedly shown as evident across a variety of

situations.
Autocratic Leadership

 It is the leadership that is directive, non-participative, and domineering.

Democratic Leadership

 It is the leadership that is participative, communicative, and egalitarian.

Laissez-faire Leadership

 It is hands-off leadership with few attempts made to influence others.

Leaders’ Descriptions

1. Transactional leaders

 They are the leaders who focus on the proper exchange of resources, who give followers
something in exchange for something the leaders want.

2. Transformational (charismatic leaders)

 They are the leaders who focus on aligning the group or organizational goals with the
followers’ need and aspirations by developing an appealing vision (whereby
organizational needs are placed above self-interest).

3. Laissez-faire Leaders

 They are the leaders who engage in ―non-leadership‖; that is they avoid making
decisions, hesitate in taking action and are often absent when needed (Hewstone, et.al.,
2015).

Open Space Technology (OST)

 It is an approach to purpose-driven leadership which initially has no formal agenda but

eventually leads to a specific or important purpose or task.

Principles of OST

1. Whoever comes are the right people.

2. Whatever happens is the only thing that could have happened.

3. Whenever it starts is the right time.

4. When it’s over, it’s over.

Active Citizenship

 It refers to the structured forms of engagement with political processes and everyday
forms of participation in society. It is also defined as the process of sharing decisions
which affect one’s life and the life of a community in which one lives.

 It is also associated with the “sense of community.”

 Participation is the fundamental right of citizenship.

Developing A Filipino Identity: Values, Traits, Community and Institutional factors

Pakikipagkapwa

 It is shared sense of identity and consciousness of the ―other‖.

 It is treating others with respect and dignity as an equal not someone that is beneath the
individual.

Family Orientation

 It is regarded as important among Filipino families.

The Spiritual Self

Religion

 Religion came from the Latin word “religio” means to respect or care for. It is
generally defined as; ―belief in, worship of, or obedience to a supernatural power or
powers considered to be divine or to have control of human destiny."

 According to Santrock (2014), religion is an organized beliefs, practices, rituals and

symbols that increases an individual’s connection to a sacred or transcendent other (God,
higher power, ultimate truth). It is an interest, belief, or an activity deemed to be of
utmost importance to a person or group.

 According to William James, he defined personal religion as the “feelings, acts, and
experiences of individual men in their solitude, so far as they apprehend themselves to
stand in relation to whatever they may consider divine.”
  According to Giddens (2006), religion is a cultural system of commonly shared beliefs
and rituals that provide a sense of ultimate meaning by creating an idea of reality that is
sacred, all-encompassing and supernatural.

 Giddens identified the key elements of religion such as:

o religion is a form of culture-shares all characteristics of culture such as

shared beliefs, values that create an identity,

o (b) religion involves beliefs that take the form of ritualized practices - all
members engage in behaviors that identify them as members of the
community, and
o (c) religion provides a sense of purpose feeling that life is ultimately
meaningful.

In addition, Durkheim (1912) defined religion as a unified system of beliefs and practices
relative to sacred things, things set-apart and forbidden beliefs and practices which unite into one
single moral community called a Church, all those who adhere to them.

Religiousness

 It is the degree by which one is affiliated with an organized religion in terms of the
person’s participation in the prescribed rituals and practices, connection with its beliefs,
and involvement with its community of believers (Santrock, 2014).

Spirituality

 It involves experiencing something beyond oneself in transcendent manner and living in

a way that benefits others and society.

 “SACRED”- it may signifies a person, an object, a principle or a concept that transcends

the self.

 “A high level of spirituality leads to a higher level of self-efficacy.”

Spiritual Identity

 It is the persistent sense of self that addresses ultimate questions about the nature,
purpose and meaning of life.

Religiousness was measured through:

 Statistics indicate Christianity as the world’s largest religion with a 33% population. It
is followed by Islam with a 21% population, Hinduism with a 14% population,
 Buddhism with 6% population, Chinese Traditionalism at around 6% and Judaism at
only about 0.22%.

History of Religion

Animism

 a belief that all objects have spirits.

The memories of the dead are remained through carving their image using gold and stone. This is
called ―larawan‖ or ―likha‖ in Tagalog, ―diwata‖ in Bisaya and ―bul-ol‖ in Ifugao. They also
offered sacrifices and prayers for guidance, sympathy and beseech. Not all ―anitos‖ are good,
there are few who are evil.

 The priestess which is also called as “baylan,” “babaylan,” or “katalona” does the ritual
or offering.

 Early Filipinos practiced Polytheism, a belief in many gods, which was brought by the
early Chinese and Indian merchants. Some of their gods are Bathala, the Almighty God,
Agni, God of Fire, Mandarangan, God o War, Sidapa, God of Death, Lalahon, God of
Harvest, and Siginarugan, God of Hell. These beliefs are passed orally to the next
generation.

The practice of religion: belief in supernatural being and power

 Supernatural or above natural beliefs

- It includes all that cannot be explained by the laws of nature but it includes things
with characteristics of or relating to ghosts, gods, or other types of spirits and other non-material
beings, or to things beyond nature.

Superstitious Beliefs of Filipinos

 "a belief or practice resulting from ignorance, fear of the unknown, trust in magic or
chance, or a false conception of causation" or "an irrational abject attitude of mind toward
the supernatural, nature, or God resulting from superstition."
  If a person bites their tongue, it means somebody is thinking of them
 A girl with shite spots on her fingernails is inconstant in love.
 It is bad to sweep the floor at six o’clock in the evening for it means driving away good
fortune and graces.
 One should not open an umbrella while inside a house; a centipede is likely to fall from
the ceiling;
 If a pregnant woman sews her dress while wearing it, her baby will born without hole in
the rectum;
 Appearance of a comet foretells war.

“Soul” in different regions in the Philippines

TERM TRIBE

―kaluluwa‖, ―ikararuwa‖, Tagalogs; taken from the root word ―duwa‖ which means two
―kararuwa‖

―gimokud‖ Bagobos

―makatu‖ From Bukidnons

―kadkadduwa‖ Ilocanos; when the soul is in the physical body and it is seen as a
constant companion and ―karuruwa‖ when it departs

―ikararuwa‖ Ibanags

―Dungan‖ Ilonggos; when the person is alive; term ―kalag‖ or detached or

free when he/she is deaad.

Rituals

 It is a religious or solemn ceremony consisting of a series of actions performed according

to a prescribed order.

 It consists of a sequence of activities involving gestures, words and objects performed in

a specific place, according to a set sequence.
  RITES- refer to the “spoken word” used in a ritual to convey meaning and value, to
evoke an image through the use of metaphor, or elicit commitment or loyalty to a cause,
set of beliefs, community or person/s.

Functions of rituals

 1. A symbolic expression of actual social relations, status, or roles of individuals in a

society.

 2. A transcendent, numinous (spiritual) reality that shows the ultimate values of a

community.

 3. A set of behaviors and beliefs that are symbolic of social, psychological, or numinous
realities (non-rational function).

Ceremony

 It refers to movements or gestures expressing feelings or beliefs beyond the limitations of

speech.

 It can be elaborate or simple, formal or intimate.

Magos (1997), discussed the ―mara-it‖ or dangerous zone of Panay Island.

According to her, Panaynon believes in spirit beings in the sea like ―siokoy‖ (half-man, half fish
sea monster) and the ―mangingilaw‖ (half man, half monkey man eating monster) forest which
are very harmful. They also believe that the earth and the universe has a layered structure with
spirit beings live in each layer.

 Lupan-on are spirits beings who live on land, the idalmunon are spirit beings who live
underneath the surface of the earth and the tubignon are spirit beings who live in water.

 These folks remind them that the earth is sacred, inhabited by the spirit and thus
dangerous. If Panaynon uses the earth's resources with discourtesy or greed, they will
make the spirits angry. There are necessary fishing and farming rites to be performed
regularly to gain the favor from spirits such as “daga” (bloodletting) and the “samba”
(communal fishing rite).

People of Zambales also conduct a ritual in building their house. According to the official
website of the Provincial Government of Zambales, residents of this province perform rituals
before building a house. The ritual starts with choosing which day is specified in the Pilaton as a
good day to start the project.
  According to Ms. Cristeta Acebes, principal of Uyugan Elementary School (2012),
“pilaton,” refers to a list of dates, including the phases of the moon, that would ensure
the success of any major undertaking or activity of residents in the province.

 The second step is burying coins in the first hole during laying of foundation. Fresh
animal blood is allowed to be dropped in the same place. On the day set to roof the house,
relatives, neighbors and friends usually come to help. Those who cannot perform actual
construction work normally offer ―akhad” (anything that can be served or cooked as
food) or “tudung” (drinks, usually wine) (Provincial Government of Zambales).

Magic and Witchcraft

 Magic is the power apparently influencing the course of events by using mysterious or
supernatural forces. It is the ability to use supernatural forces to make impossible things
happen, such as making people disappear or controlling events in nature.

 Magician is the one who performs the magic like casting spells and summoning spirits. It
is derived from the Old French “magiciien” and rooted from the Greek word “magikos”
or “magos”.

 A sorcerer is translated from the Greek word ―pharmakos” and carries with it the idea of
medicine, magic potions, drugs and poison.

 A wizard is one who is thought to be acquainted with the secrets of the non-material or
unseen world.

 A necromancer is on who is ―seeking unto the dead‖; it is the term that includes all
forms of attempt to make contact with departed spirits.

 Barang is the Flipino term for a sorcerer; it is used to describe malignant sorcery or
familiar spirits.

 Mambabarang is a person who practices this specific type of sorcery or witchcraft

 Binarang is the target (usually a person) of sorcery or witchcraft.

 Kulam is the Tagalog word for ―voodoo‖ or ―witchcraft‖. It is one of the most well-
known aspects of Philippine folklore.

 A mangkukulam is a person who uses black magic or spells on a victim.

 Albulario/mananambal is a Filipino practitioner of traditional medicine; he is also a

medicine man who is also capable of performing sorcery.

 Albulario is a Filipino witch doctor, folk healer or medicine man.

Finding and Creating Meaning

 Viktor Frankl is an Austrian neurologist and psychologist founded Logotherapy.

 Logotherapy is based on the premise that the human person is motivated by a ―will to
meaning,‖ an inner pull to find a meaning in life (Frankl 1988).

 Finding and creating meaning in life is what Viktor Frankl would like to teach to
everybody.

The following list of tenets represents basic principles of logotherapy:

 1. Life has meaning under all circumstances, even the most miserable ones.

 2. Our main motivation for living is our will to find meaning in life.

 3. We have freedom to find meaning in what we do, and what we experience, or at least
in the stand we take when faced with a situation of unchangeable suffering.

According to Frankl, everybody can discover the meaning in their life in three different ways:

 1. By creating a work or doing a deed

 2. By experiencing something or encountering someone

 3. By the attitude we take toward unavoidable suffering and that everything can be taken
from a man but one thing: the last of the human freedoms—to choose one's attitude in
any given set of circumstances.

LEARNING TO BE A BETTER STUDENT

LEARNING

 It is a physical process in which new knowledge is represented by new brain cell

connections. The strength and formation of these connections are facilitated by chemicals
in the brain called growth factors.

 It involves acquisition of information or mastery of skills that brought about changes not
only in how the person thins and feel but more importantly in how he/she behaves.
FACTORS AFFECTING THE PROCESS OF LEARNING

1. Characteristics of the learner

2. Information/material to be learned

3. Situation in which learning should take place

PHYSIOLOGICAL BASIS OF LEARNING

LIMBIC SYSTEM

1. CEREBRUM

 It is the biggest part of the brain and most highly developed part of the human brain.

FUNCTION: thinking, perceiving, producing, and understanding language.

LIMBIC SYSTEM

2. CEREBRAL CORTEX

 It covers the cerebrum and known as cerebral mantle.

FUNCTION: determining intelligence, planning and organization and processing sensory

information
LIMBIC SYSTEM

3. HIPPOCAMPUS

 its function is for processing and storing short-term memory.

4. AMYGDALA

 It is responsible for emotions, survival instincts and memory

LEARNING IMPLICATIONS OF BRAIN SCIENCE

Recent Brain Research Finding Implications for Learning

Frequency and recency of neuron synapses Increase frequency through practice and maintain
increase memory fluency through use

Emotions strengthen memory Appeal to and engage emotions while learning

Learning causes changes to the physical Engaging in learning increases our ability to learn
structure of the brain throughout our lives

Memories are stored in multiple parts of the Engage all senses when learning
brain

Our brains are programmed to focus on new Learning should tap into the brain’s natural curiosity
and unusual inputs and intrinsic motivation
TYPES OF LEARNING

1. ASSOCIATIVE LEARNING

 It is a type of learning that takes place by associating or connecting a stimulus to a

response or a response to reinforcement.
2. COGNITIVE LEARNING

 it is defined as learning through conscious mental activities like thinking, understanding

and remembering.

METACOGNITION

 “thinking about your own thinking.”

 It was introduced byJohn Flavell (1979)

 It is the process by which a person is thinking about, monitoring or observing his own
thinking process.

 Cognition means thinking while Meta means beyond so the phrase means beyond
thinking

 It consists of two components such as knowledge and self-regulation

COMPONENTS OF METACOGNITION

1. METACOGNITIVE KNOWLEDGE

 This component is about knowing how the person learns and his beliefs about learning in
himself and others.

2. METACOGNITIVE EXPERIENCE

 this component refers to the affective aspect of the learning process.

3. METACOGNITIVE STRATEGIES

 these are the techniques used by the person to monitor his learning progress.

 The aim of these strategies is to discipline the person by controlling his thinking activities
and keeping him on track towards the completion of his learning goals.

LEARNING STRATEGIES

 Also known as study skills

 These are the approaches or techniques used to maximize learning for a better or best
goals and are useful in every aspect of life.
Here are some metacognitive study skills and strategies:
1. Listening to your own thoughts by speaking clearly.

2. Self-monitoring. Observing and evaluating one’s behavior or performance on specific task.

3. Reflection. Think deeply about what is being learned.

4. Awareness of rubrics. Identify basis for evaluation which aids in planning and decision
making.

5. Self-tests.
6. Observing overt teacher demonstration and modeling.

7. Comprehension. Knowing the meaning of the text being read or concept being learned.

8. Rehearsing. Repeatedly doing a skill or acquiring information and adapting strategies to

ensure better performance or retention.

9. Knowing one’s limits. Awareness of one’s mental and physical capacities for specific task.

10. Have a plan as to when is the best time to study and stick to this plan.

11. Start reviewing the most difficult subject first.

12. Have a specific place for studying.

13. Outline and write notes.

14. Use mnemonics or memory aids.

15. Take notes during lectures then review what you write.

16. Study in groups.

MANAGING YOUR LEARNING: SELF-REGULATED LEARNING

SELF-REGULATED LEARNING

 is a form of self-empowered learning wherein the learner is active and self-guided in

monitoring his own study.

SELF-REGULATED TECHNIQUES

1. Have a specific learning goal in mind.

2. Have a learning strategy.

3. Be your own teacher.

4. Monitor progress.

5. Reinforce yourself.

6. Evaluate your progress and goals.

7. Take corrective action.

 8. Boost motivation.

SETTING GOALS FOR SUCCESS

GOALS

 It is a target or objective of a motivated and directed chain of behaviors.

 It is the desired outcome anticipated by a person or organization.

 Locke (1969) said that working toward a goal is also a major source of motivation and
improves performance and that clear goals and appropriate feedback motivates a person.

GOAL-SETTING THEORY

 It refers to the effects of setting goals on subsequent performance. Researcher Edwin

Locke found that individuals who set specific, difficult goals performed better than those
who set general, easy goals
5 GOLDEN RULES OF GOAL SETTING

1. Set goals that motivate you.

2. Set SMART goals.

3. Set goals in writing.

4. Make an action plan.

5. Stick with it!

Importance of Goal-setting

1. Setting goals direct the individual’s behavior.

2. Goals, once set, can determine the individual’s progress towards accomplishing it.

3. Goals serve as guides to discipline behavior.

4. Goals keep the individual busy so no time is wasted.

5. Goals motivate the individual because it provides a purpose/reason for his behavior.

TAKING CHARGE OF ONE’S HEALTH

 The World Health Organization's definition of health is ―a state of complete physical,

mental and social well-being and not merely the absence of disease or infirmity‖.

A. Living a Healthy Lifestyle

1. Stick to solid sleep schedule

2. Learn to say no

3. Eat regular meals

4. Find an exercise activity you love

5. Up on healthy foods

6. Stop procrastinating

7. Try not to burn out

According to Richard Lazarus (1991), when people are faced with something they see as a
threat or potentially harmful, two things happen.

Primary Appraisal

 In people’s mind, they figure out the event first in order to determine how it may affect
them or if it is harmful or threatening to them in any way.

2. Secondary Appraisal

 If the event is seen as initially threatening then what follows is an assessment of

resources in order to come up with the ebst possible way to handle and face the stressor.

Criteria for Secondary Appraisal

 Unpredictability of the event

 The event is intense and may happen again
 Uncontrollable
 Linked to pressure
1. Slow down

2. Organize and prioritize

3. Live a healthy life

4. Recognize and accept limits

5. Seek social support

6. Writing it down