MODULE 1: SECTION 1
SOCIAL, ENVIRONMENTAL, & OTHER LIFE
FACTORS (S.E.L.F.)
IDENTITY - the qualities, belief, etc. that make a
particular person or group different from others
- the distinguishing character or personality of an
individual
SELF - the person that someone normally is
- the entire person of an individual
PERSONALITY - the individual’s pattern of thinking,
feeling, and behaving
Dimensionalities of the Self:
SOCIAL FACTOR- refers to the influences of significant
people in one’s life
ENVIRONMENTAL FACTOR - natural force
- includes the physical and communal elements present
in everyday surroundings, and are invariably dealt with
by individuals in a specific geographic region or area
HEREDITARY FACTOR - non-negotiable factor
HEREDITY - a biological process by which
certain traits and characteristics are passed from one
generation to another
PERSON-VOLITION FACTOR - refers to the inclination of
a person to form and construct a specific identity that
will set him apart from others
MODULE 1: SECTION 2
WHAT PHILISOPHY SAYS ABOUT THE SELF
PHILISOPHY - mother of all disciplines
SELF - a unified being essentially connected to
consciousness, awareness and agency
CLASSICAL ANTIQUITY:
-147 Greek aphorism
SOCRATES - the real self is not the physical bosy, but
rather the psyche (or soul)
PHAEDRUS - a popular text for many decades in the
subject of philosophy
Truth in 2 Forms:
- metaphysical realm (mind)
- physical world (body)
ONTOS (IDEAL) - ultimate reality
-permanent & spiritual
PHENOMENA - manifestation of the ideal
ARISTOTLE - called the IDEAL as ESSENCE and the
PHENOMENA as MATTER
EMPIRICISM - argues that there is no such thing as
innate knowledge
RATIONALISM - argues that there is innate knowledge
Towards Modern Philisophy:
CLASSICAL:
1) SOCRATES - knowledge is the personification of good
while ignorance is evil
- Self-knowledge is the ultimate virtue. As the ultimate
virtue, it will lead to ultimate happiness
2) PLATO - moral virtue is rooted on the intellect &
leads to happiness
- Wisdom & knowledge lead to virtue which lead to
happiness
3) ARISTOTLE - ideal is found inside the phenomenaand
the universals inside the particulars
- Ideals are ESSENCE and phenomena is MATTER
matter has no form, essence has no mass
MIDDLE AGES:
1) ST.AUGUSTINE - all knowledge leads to God
- only the pure in heart can see God
-Love of God, faith in Him, and understanding of His
Gospel will ultimately lead to happiness
RENAISSANCE:
1) RENE DESCARTES - “I think therefore, I am”
- the mind and soul can exist without the body
- establishing distinction of soul from the body can
make people believe in the afterlife and the soul’s
immortality
2) JOHN LOCKE - it is in consciousness alone that
identity exists, not in the body and soul
- there is a distinction between man and person
- the soul may change, but consciousness remains intact
3) DAVID HUME - all knowledge passes through the
senses
- separate ideas can be joined in the mind
- there is no self, only a buncle of perception
4) IMMANUEL KANT - reason is the final authority of
morality
- there is inner self & outer self
- the inner self includes rational reasoning &
psychological state
- the outer self includes the body & physical mind,
where representation occurs
MODERN TIMES:
1) GILBERT RYLE -“I act, therefore, I am”
-the mind is not the seat of the self. It is not a separate,
parallel thing to our physical body
-the mind is a category mistake, brought about by
habitual use. The only way it can affect the other is
through the external world
2) PATRICIA CHURCHLAND - a fully matured
neuroscience will eliminate the need for beliefs since
“they are not real”
-the physical brain gives us a sense of self
3) MAURICE MERLEAU-PONTY - both empiricism &
intellectualism are flawed in nature
-“we are our bodies”
- our bodily experiences do not detach the
subject/object, mind/body, rational/irrational.
MODULE 1: SECTION 3
WHAT SCIENCE SAYS ABOUT THE SELF
SCIENCE - defined as the intellectual and practical
activity encompassing the systematic study of the
structure and behavior of the physical and natural world
through observation and experiment.
1) PHYSICAL SCIENCES - biological factors
2) SOCIAL SCIENCES - concerned with institutions,
cultures, & interpersonal relationships of people living
within the society
BIOLOGICAL/PHYSIOLOGICAL SCIENCE:
DNA (Deoxyribonucleic Acid) - self replicating material
present in nearly all living organisms
- unique identifying part of every individual
- main constituent of chromosome & carrier of genetic
information
HUMAN GENOME PROJECT(1990-2003) - implemented
to map functions of genes as well as explore the
interactions of nucleotides and their effects on
biological processes
NEUROPHILOSOPHY - Paul & Patricia Churchland
- concerned with association of mind and brain
- in order to understand the human mind, people must
first understand the workings of the human mind
PSYCHONEUROIMMUNOLOGY – describes the shaping
of the self as similar to how the human immune system
functions
- a person is likely to imbibe external experiences that
are seen to be helpful & reject those that he/she does
not like or derive pleasure from
SOCIAL SCIENCES:
PSYCHOLOGY - study of human behavior
- sees the self as a theoretical construct
- SELF-AWARENESS - describes the
consciousness of individuals about their
strengths, weaknesses, potentials, as well as the
underlying factors that contribute to such
aspects of the self
- SELF-CONCEPT - closest scientific depiction of
the self
*PSYCHOANALYSIS - Sigmund Freud
- focuses on “unconscious” as a core element of the self
*BEHAVIORISM – maintains that the study of behavior
should be made from an observable & measurable
perspective
 - SOCIAL COGNITIVE THEORY - considers the
behavior as a function of the environment &
internal attributes

*HUMANISTIC PERSPECTIVE - draws the assumption

from the observed criticism of psychoanalysis &
behaviorism
-believes that every individual has the ability to reach
self-actualization & transcendence
- a person is inherently good or possesses something
that is good

SOCIOLOGY - study of collective behavior of people

within society & focuses on societal problems
encountered by individuals
- provides tools for understanding the human
experience & society

ANTHROPOLOGY - study of human beings & their

ancestors through time & space, and in relation to
physical character, environmental and social relations,
and culture
- examines the developmental advancements society
has made & how they have impacted people who
existed within that society

POLITICAL SCIENCE - concerned with the participation

of individuals in establishing government and making
political choices
- one’s participation in government, ideologies, and
advocacies are seen as significant contributors to
his/her selfhood

ECONOMICS - describes & analyses the production,

distribution, and consumption of goods & services
-manufacture & consumption of goods, state of
finances& purchasing power, and their equitable
distribution to society shape the self
- economic activities affect people’s value systems and
sense of self
MODULE 2: SECTION 1 MODULE 2: SECTION 2
THE PHYSICAL SELF THE SEXUAL SELF

HEREDITY - transmission of traits from parents to SEXUAL SELF - vital aspect of one’s identity
offspring - encompassing the biological, physical, emotional and
social domains
GENE - basic unit of heredity
SECONDARY SEXUAL CHARACTERISTICS observable
GENOTYPE (recessive) - scientific information changes in the human body
embedded in one’s genes TESTOSTERONE - male
- not all genotypes translate to an observable physical
ESTROGEN - female
characteristic
BIOLOGICAL SEX - one’s assignment upon birth & is
PHENOTYPE (dominant) - physical expression of a dependent on physical features
particular trait
GENDER - an identity that is learned & embraced by the
CHROMOSOMES - 23 pairs individual
-threadlike bodies in the nucleus of the cell
- the 23rd pair is the sex chromosome HOMOSEXUAL - attracted to the same sex
XX - Female
XY - Male HETEROSEXUAL - attracted to the opposite sex

DNA (Deoxyribonucleic Acid) - a nucleic acid that COPULATION - sexual intercourse

contains the genetic instructions specifying the - reproductive act
biological development of every individual STD - sexually transmitted disease
- the blueprint of life - passed through exchange of body fluids or genital
- no individual has the same DNA contact
MATURATION - completion of growth of a genetic ex. Syphilis, Gonorrhea, Chlamydia, & genital warts
character within an organism or the unfolding of an AIDS - Acquired Immune Deficiency Syndrome
individual’s inherent traits or potential
HIV - Human Immunodeficiency Virus
Environmental Influences:
- social networks Responsible sexual Behavior:
- societal expectations - Respect for one’s body
- cultural practices - Maturity in thoughts and deeds
- Being guided by one’s personal belief & core values
Achieving Physical Well-being: - Being future-oriented
1) Healthy eating
2) Embracing a healthy lifestyle MODULE 3: SECTION 1
3) Maintaining proper hygiene THE SOCIAL SELF
4) Being confident
-Family
-School
-Religion
-Politics
-Media
-Education
-Government
EDWARD TYLOR (1871) I - unsocialized self
- CULTURE - the complex whole which includes - who the individual really is
knowledge, beliefs, law, art, moral, custom, and other ME - socialized self
capabilities & habits acquired by man as a member of - awareness of how others expect me to
the society behave
- careful & conscious
URIE BRONFENBRENNER (1995) – BIOECOLOGICAL
SYSTEMS OF DEVELOPMENT:

1) MICROSYSTEM - institutions and social groups that

the individual has direct contact and interaction
-families, peers, school, religious institutions, and the
immediate community

2) MESOSYSTEM - interconnections among aspect of

microsystems affecting the individual
-parent-teacher associations (PTA), parent & peer
connections, community relations

3) EXOSYSTEM - social setting that an individual has no

direct interaction with but nevertheless affects his/her
development
- parent’s work setting

4) MACROSYSTEM encompasses the larger cultural

context in which the individual resides in
- socioeconomic status of his/her country, issues of
ethnicity, societal value embraced by institutions,
cultural beliefs & practices

5) CHRONOSYSTEM focuses on patterns of

environmental events
- sociohistorical events , social events

HAZEL ROSE & SHINOBU KITAYAMA (1991) –

INDIVIDUALISM - COLLECTIVISM MODEL
INDIVIDUALISM - focuses on one’s individual
attributes and personal distinctiveness
-individualists

COLLECTIVISTS - prioritize interest to maintain healthy

relationships
-cooperative, adaptive individuals

HERBERT MEAD (1934) – THEORY OF SOCIAL SELF

- self is divided into two parts:
MODULE 3: SECTION 2 - Do not hang out with the “wrong crowd” offline
THE SOCIO-DIGITAL SELF - Be careful with oversharing, especially confidential
information that may be used irresponsibly
SOCIAL MEDIA - the websites and applications that - Respect other people in the online community
make it easier to create and share information, ideas,
and interests
- allows people to create other forms of self via virtual
MODULE 3: SECTION 3
communities & network
THE MATERIAL/ECONOMIC SELF
ONLINE DISEMBODIMENT - people may act differently
MATERIAL POSSESIONS - signify some aspects of one’s
since interaction in social media do not happen face-to-
face and there is no physical presence required sense of self & identity

DIGITAL IDENTITY - the identity a person claims in
cyberspace
“People can redefine themselves on the internet”
- Turkle (1995)
ONLINE DISINHIBITION - happens when people adopt
fake identities, and are likely to engage in behaviors
that they would not do in real life interactions
BENIGN DISINHIBITION - occurs when people
tend to self-disclose more on the internet than
they would in real life or go out of their way to
help someone or show kindness
TOXIC DISINHIBITION - when people use rude
language, bully or threaten others on online
platforms, and go to websites with content of
violence, crime & pornography
Factors that Lead to Online Disinhibition:
- Advantage of anonymity
- Virtual invisibility
- Asynchronous communication (there’s no need to deal
with another person’s reaction or feedback
immediately)
- Personal introjections (people tend to assign an
identity to the other person that is also a reflection of
their own self)
Factors that Affect Decision on Purchasing an Item:
- financial constraints
- availability of items and services
- influence of family and friends
NEEDS - important for survival
- purchased out of necessity
ex. Food, clothing, shelter
WANTS - synonymous with luxuries
- people buy them for reasons that do not warrant
necessity
Considerations in acquiring material goods:
UTILITY - concerned with how things serve a practical
purpose
SIGNIFICANCE - concerned with the meaning assigned
to the object
- also concerned with how object become powerful
symbols or icons of habit & ritual which can be quite
separate from their primary function
- more to do with expression & meaning
ROLAND BARTHES – Semiology - study of signs
- “It is through object that people assert their identities”

Managing Responsible Online Behavior:

- Do not put, post, or send anything that will embarrass
you
- Avoid posting sentiments when experiencing strong
emotions
- Do not hang out with the “wrong crowd” online
MODULE 4: SECTION 1
COGNITION, MEMORY, & INTELLIGENCE
COGNITION - the way information is taken in and how it
is analyzed and processed
- defined as a complex array of mental processes
involved in remembering, perceiving, thinking and how
these processes are employed
MEMORY - faculty of mind through which information is
acquired and retained for later use
- likened to a computer system, where process
encoding, storing, and retrieving information happen
continuously
3 Levels of Memory:
SENSORY MEMORY - level that allows information from
external environment to be perceived by an individual
though senses, usually in the form of chemical and
physical stimuli, often with focus and intent
- information can be grasped within a split of seconds
SHORT-TERM MEMORY - information is temporarily
stored, simultaneously remembered and is in a readily
available state, typically from 10-15 seconds up to one
minute
- can store up to 5-9 items, after which information is
discarded if there is no conscious and deliberate effort
to retain it
- often absorbs cues that enable the brain to process
readily available information
LONG-TERM MEMORY - permanent information and
allows for repeated retrieval across situations
- limitless and immeasurable
EXPLICIT (declarative)
* EPISODIC - events
* SEMANTIC - general knowledge/learning
IMPLICIT
* PROCEDURAL MEMORY - how to do or use
things
INTELLIGENCE - an individual’s capacity for
understanding, learning, planning and problem solving
with logic creativity and self awareness
- characterized as the application of knowledge to be
able to adjust to the environment
- process of applying knowledge in the proper context
whenever the need arises
NOTE:
- individuals are born with innate intellectual ability that
is harnessed in various context
- intelligence is not confined in the academic context
HOWARD GARDNER – THEORY OF MULTIPLE
INTELLIGENCES
1) VERBAL-LINGUISTIC - analyze info; oral & written
language
2) LOGICAL-MATHEMATICAL - understand & answer
math equations
3) VISUAL-SPATIAL - analyze graphical information
4) MUSICAL - produce & make meaning of different
types of sound
5) NATURALISTIC - identify & distinguish aspects of the
natural world
6) BODILY-KINESTHETIC - use one’s body to create
products or solve problems
7) INTERPERSONAL - sensitivity of other peoples
thoughts & emotions
8) INTRAPERSONAL - self-introspection
ROBERT STERNBERG – TRIARCHIC THEORY
-(1945) intelligence is defined as “a mental activity
directed toward purposive adaptation to selection and
shaping of real-world environments relevant to one’s
life”
1) COMPONENTIAL (Analytical) - abstract thinking &
logical reasoning verbal and math skills
2) EXPERIENTIAL (Creative) - ability to deal with novel
situations
3) CONTEXTUAL (Practical) - apply knowledge to the
real world
MODULE 4: SECTION 2
HUMAN LEARNING
LEARNING - a relatively permanent change in a person’s
knowledge or behavior as a result of experience
- change is long-term
- the source of change comes from within the external
structures of memory or knowledge of the individual
-change is attributed to the personal experience of the - no deeper understanding of ideas and concepts and
learner in his/her environment long-term retention of information is achieved

SOCIAL COGNITIVE THEORY - emphasize the value of
social environment in one’s learning process that I built
on observation learning.
4 Stages in Observational Learning:
1) ATTENTION - when individual focuses on information
that he/she perceives to be interesting & useful
2) RETENTION - stores and gives a mental
representation of the information
3) MOTOR REPRODUCTION - recalls and rehearses the
information given
4) MOTIVATION - repeats the entire process constantly
and consistency
DEEP LEARNING - the deeper understanding of
information by creating significant meaningful links
across different concepts and how it can be applied in
practical ways
Habits to Attain Deep Learning:
- Taking own notes
- Asking questions during class sessions
- Creating cognitive maps
- Engaging in collaborative learning activities with
mentors and peers
- Going beyond the mandatory course requirements

SELF-EFFICACY - defined as the extent to which people

believe that they can confidently learn & master a
particular skill

ALBERT BANDURA – Self efficacy can be developed

though the following:
- Mastery experience
- Social modeling
- Improving physical & emotional states
- Verbal persuasion

HUMAN AGENCY people are not products of inner

focus or environments; they are self-regulating and
proactive
Proactive learning:

*INTENTIONALITY - making an active decision

to engage in particular actions

*FORETHOUGHT - anticipating outcomes and

consequences of particular actions

*SELF-REACTIVENESS - constructing and

regulating behavior appropriately

*SELF-REFLECTIVENESS - reflecting and

evaluating one’s thoughts and behaviors

SURFACE LEARNING - students simply accept

information presented to them & memorize them in an
isolated and unlinked manner
MODULE 5: SECTION 1 *Goleman(2005)
HUMAN EMOTIONS & EMOTIONAL INTELLIGENCE 1)Self-awareness
2)Self-management
EMOTIONS - serves as the driving force in how one acts 3)Social Awareness
and behaves 4)Relationship management
- the lower level responses that occur in the
brain, which create biochemical reactions in the body & *Bar-on(1997)
consequently cause changes in one’s physical state 1)Self-perception
(Hampton,2015) 2)Self-expression
-biological experience and responses 3)Interpersonal
-physiological 4)Decision-making
5)Stress management
FEELINGS – mental portrayal of what is going on in your
body when you have an emotion & is the by-product of
your brain perceiving & assigning meaning to the Two general aspects of Emotional Intelligence:
emotion - Intrapersonal
-subjective experiences of emotion -Interpersonal
- based on personal belief & experiences

EMOTIONAL INTELLIGENCE – it is an array of non- 5 elements of Emotional Intelligence:

cognitive abilities, competencies, and skills that
influence one’s ability to succeed in coping with
environmental demands & pressures (Bar-on,1997)
-one’s ability to understand emotion & for them to
contribute in how one perceives the environment
he/she is in. includes capacity to regulate emotions and
be emotionally aware(Mayer, Salovey & Caruso, 2004)
- capacity for recognizing our own feelings & those of
others, for motivating ourselves, & for managing
emotions effectively in ourselves and in others
(Goleman,1998)
- requirement for one’s overall well-being and hence,
can translate to effective functioning in all aspects of
one’s life
COGNITION – emotions exist alongside with it
-used to be aware of one’s feeling and of others too
3 models to explain the importance of EI:
*Mayer, Salovey & Caruso (2004)
1)Emotional perception & expression
2)Emotional facilitation as aids to make sound judgment
3)Emotional understanding & analysis
4)Reflective emotional regulation
1)Self-awareness- ability to understand emotions
2)Self-regulation- ability to control emotions &
impulses
3)Motivation- ability to defer immediate results for long
term success
4)Empathy- ability to identify & understand the needs,
wants, & viewpoints of the people around you
5)Social skills- ability to build & maintain relationships
MODULE 5: SECTION 2
EMOTIONAL REGULATION
EMOTIONAL REGULATION –an attempt to influence
emotion
-can be applied in interacting with self & with others
-often used to negate the impact of unpleasant
emotions.
COGNITIVE REAPPRAISAL – involves the evaluation of
the situation prior to making personal, subjective
valuations about it.
-allows for logical evaluation of the situation instead of
letting emotions rule over rationality
SUPPRESSION – involves denial & masking of facial
expressions to hide one’s current emotional state
-when there is an attempt to hide pain, the feeling is
less likely to be painful

10 common strategies employed in Emotional

Regulation:
- Rumination
- Distraction
- Acceptance
- Problem solving
- Behavioral avoidance
- Experiential avoidance
- Expressive suppression
- Reappraisal
- Mindfulness
- Worry

Qualities that enable Effective Emotional Regulation:

1)Self-control – managing disruptive impulses
2)Trustworthiness – maintaining standards of honesty
& integrity
3)Conscientiousness – taking responsibility for one’s
performance
4)Adaptability – handling change with flexibility
5)Innovation – Being open to new ideas
6)Empathy – understanding other people & putting
yourself in their shoes

EMOTIONAL RGULATION – all process that help attain

culturally appropriate or functional emotional
experiences
- influenced by culturally valued relationship
frameworks
MODULE 6: SECTION 1
THE INNER SOUL
PHYSICAL DOMAIN – covers the biological aspects of
human development, including growth, maturation, and
other bodily changes
PSYCHOLOGICAL ASPECT – covers aspects of
development focusing on consciousness & attributes
that are not directly observable but manifest in
behavior
SPIRITUAL ASPECT - 3rd aspect of human being
SPIRITUAL SELF – an ongoing, personal life journey,
contextualized by the belief in a higher being, culture,
relationships, nature, & the discovery of the meaning of
life
SPIRITUALITY – individual
-talks about meaning and purpose that go beyond the
physical realities of life
- it is focused on a person’s connect to different aspects
of his/her exixtence: to other people, to nature, and to
sacredness and divinity
- talks about the sacred & transcendent
-not anchored on religious orientation
RELIGIOSITY – communal
-the adherence to a belief system & practices associated
with a tradition in which there is agreement about what
is believed and practiced
-beliefs & practices within religious groups, and
religious commitment , conservatism, and skepticism
are manifested
Spirituality is not innate but developed, Religiosity can
be a starting point of spirituality.
SPIRITUAL ATTRIBUTES – include the need for spiritual
quest, ecumenical wordviews, compassion, service &
inner peace
A person can possess Spirituality even if he/she does
not subscribe to any religion.
A person can be Spiritual without being Religious.
SPIRITUAL PERSON – finds contentment and serenity in
his/her life circumstances
SPIRITUAL WELL-BEING entails:
- wisdom
- self-transcendence
- acceptance of line
- meaningful existence
MODULE 6: SECTION 2
CONNECTIONS WITH NATURE
AFFINITY WITH NATURE –the ties that bind people &
nature together
-highlights the emotional connection with nature,
anchored on positive affective experiences and
authentic love for nature
ECOPSYCHOLOGY – concerned with the fundamental
interconnections between humans and the natural
world through a phenomenological & sensorial link and
the integration of practices based on the notion that
direct contact with the natural world has healing
potential
-based on transpersonal & philosophical relationship
with nature, highlighting beliefs and practices that
promote and enhance ecological, personal and
community sustainability
How can affinity with nature and ecopsychology be
developed?
-can be brought about by experiences with nature and
observations about the environment
-accounts for the environmental values and attitudes an
individual has
How are connections with nature established and
improves?
-Developing an open mind and adopting a philosophical
perspective that advocates for environmental
protection and sustainability is important
- A need to reconnect by lessening dependence on
technology. Engage in nature-bound activities
(swimming, fishing, hiking, boating)
- Disposing of and segregating garbage properly,
avoiding plastic use and other non-biodegradable
materials, and taking care of pets
MODULE 6: SECTION 3
DISCOVERING LIFE’S MEANING

WELL-BEING – an inner, personal construct, associated

with self-esteem, and self-understanding.
-how good one feels about his/her entire being

LIFE SATISFACTION – the contentment one has with the

direction his/her life is going, the circumstances he/she
finds him/herself in, and the elements that make up
his/her life’s conditions
- also associated with quality of life

How are well-being and life satisfaction achieved?

- Personal Factors
- Environmental conditions
- Socio-economic status, home & social environment,
interpersonal relationships, and education

FORWARD THINKING – enabling forethought and

planning

Characteristics of people who have high level of well-

being and life satisfaction:
1)Effective self perception
2)Realistic self-esteem
3)Self-acceptance
4)Control of behavior
5)True perception of the world
6)Sustaining relationships and affection
7)Self directions and productivity

ABRAHAM MASLOW’S HIERARCHY OF NEEDS

MODULE 7: SECTION 1
THE POLITICAL SELF: DEVELOPING ACTIVE
CITIZENSHIP
“Man is by nature a political animal.” – Aristotle
POLITICS (4 concepts)
- concerned with power
- functions based on a particular social economic and
cultural context
- also personal
- goes hand in hand with the society
POLITICAL SELF – anchored on the inclination to
participate in political activities that should serve the
interests of all sectors of society
ACTIVE CITIZENSHIP – process of sharing decisions
which affect one’s life and the life of a community in
which one live
- anchored on one’s cognitive and behavioral
engagement to participate in formal and informal
political activities
- associated with “sense of community”
- may facilitate ethnic pride and provide voice o he wes
f their social group
PARTICIPATION – fundamental right of citizenship
Different levels of citizenship:
1) Active approach in making their voices heard like
participation in organized movements (rallies, public
assemblies, mobilizations, and demonstrations)
2) Practice of democracy (democracy – a communal
system that allows volitional freedom of citizens to
make informed choices that allow them to be heard
3) Active citizenship is a social construct. It fosters social
relatedness and belongingness
4) Instill change and influence society at large
CITIZENSHIP – denotes membership in a political
society/community
RIGHTS – social, economic , and political
Early exposure to politics fosters:
- critical thinking
- advocacy formation
- comprehension
- awareness of social issue
MODULE 7: SECTION 2
THE DIGITAL SELF: UNCOVERING THE DIGITAL
CITIZENSHIP
MILLENNIAL GENERATION – known to be the
generation of digital natives because millennials were
born in an era of rapid technological advancement
3 Major Purposes of Internet:
- social interaction
- information acquisition & generation
- entertainment
DIGITAL CITIZENSHIP – the norms of appropriate &
responsible behavior towards technology use
- anchored in 3 general principles:
1) respecting
2) educating
3) protecting oneself & others
- serves the purpose of regulating human behavior in a
highly technological & digital world
ONLINE DISINHIBITION – lack of restraint one feels
when communicating online in comparison to
communicating in person
ANONIMITY – may serve as option for individuals twho
are naturally shy & introverted to express their
thoughts without threat to their self-esteem
- can shield the identity of cyberbully.
9 Themes that Cover Online Behaviors:
1)Digital Access - full electronic participation
2)Digital Commerce - electronic buying & selling of
goods
3)Digital communication – electronic exchange of
information
4)Digital Literacy - process of teaching and learning
technology and the use of technology
5)Digital Etiquette - electronic standards of conduct or
procedure
6)Digital law - electronic responsibility for actions &
deeds, especially with ethics of technology
7)Digital Rights & Responsibilities - those freedoms
extended to everyone in the digital world
8)Digital Health & Wellness - Physical & psychological
well-being in a digital technology world
9)Digital Security - electronic precautions to guarantee
safety
MODULE 8: SECTION 1
THE FUTURE SELF: OUR PAST, PRESENT, & FUTURE
“Life can only be understood backwards, but it must be
lived forwards.” - Soren Kierkegaard
TIME PERSPECTIVES THEORY – Philip Zimbardo (1999)
- explains how people envisions their experiences
- the theory explains that people are likely to sort,
categorize, & analyze their human experiences into,
past, present, & future timeframes influenced by
personal, social, & institutional factors
5 Time Perspectives:
1)PRESENT-HEDONISTIC - individuals tend to be risk
takers, driven by sensory, concrete factors, & driven by
pleasurable sensations
- disregard negative consequences of their actions since
they are focused on the process rather than the
outcome
2)PRESENT-FATALISTIC - individuals feel their lives are
out of their control
3)PAST-POSITIVE - individuals are likely to remain in
their comfort zones
- actions are influenced by what has worked in the past
4)PAST-NEGATIVE - individuals are anchored on the
past
- they tend to focus on the wrong decisions they have
made in the past & regret them
5)FUTURE-ORIENTED - individuals base their present
choices an action on long-term consequences
“A health perspective is one that combines past,
present, and future time perspectives” - Zimbardo
MODULE 8: SECTION 2
THE POSSIBLE SELVES
THE POSSSIBLE SELVES THEORY - Hazel Markus & Paula
Nurius
6 Philosophical Premises:
1) The possible selves is both a motivational resource
and a behavioral blueprint of the self
2) Not all future selves are positive
3 ideas of future self:
- ought-to-selves
- ideal or hoped-for-selves
- feared-selves
3) One’s future self is intertwined with his or her past &
present selves
4) Future selves are product of social interactions
5) Life transitions that have an enabling influence on
one’s future selves
6) Based on concepts of proximal and distal goals
RA 10175 - "Cybercrime Prevention Act of 2012″
Section 4. Cybercrime Offenses. — The following acts
constitute the offense of cybercrime punishable under
this Act:
(a) Offenses against the confidentiality, integrity
and availability of computer data and systems:
(1) Illegal Access. – The access to the
whole or any part of a computer system
without right.
(2) Illegal Interception. – The
interception made by technical means
without right of any non-public
transmission of computer data to, from,
or within a computer system including
electromagnetic emissions from a
computer system carrying such
computer data.
(3) Data Interference. — The
intentional or reckless alteration,
damaging, deletion or deterioration of
computer data, electronic document, or
electronic data message, without right,
including the introduction or
transmission of viruses.
(4) System Interference. — The
intentional alteration or reckless
hindering or interference with the
functioning of a computer or computer
network by inputting, transmitting,
damaging, deleting, deteriorating,
altering or suppressing computer data
or program, electronic document, or
electronic data message, without right
or authority, including the introduction
or transmission of viruses.
(5) Misuse of Devices.
(i) The use, production, sale,
procurement, importation,
distribution, or otherwise
making available, without right,
of:
(aa) A device, including
a computer program,
designed or adapted
primarily for the
purpose of committing
any of the offenses
under this Act; or
(bb) A computer
password, access code,
or similar data by which
the whole or any part
of a computer system is
capable of being
accessed with intent
that it be used for the
purpose of committing
any of the offenses
under this Act.
(ii) The possession of an item
referred to in paragraphs
5(i)(aa) or (bb) above with
intent to use said devices for
the purpose of committing any
of the offenses under this
section.
(6) Cyber-squatting. – The acquisition
of a domain name over the internet in
bad faith to profit, mislead, destroy
reputation, and deprive others from
registering the same, if such a domain
name is:
(i) Similar, identical, or
confusingly similar to an
existing trademark registered
with the appropriate
government agency at the time
of the domain name
registration:
(ii) Identical or in any way
similar with the name of a
person other than the
registrant, in case of a personal
name; and
(iii) Acquired without right or
with intellectual property
interests in it.
(b) Computer-related Offenses:
(1) Computer-related Forgery. —
(i) The input, alteration, or
deletion of any computer data
without right resulting in
inauthentic data with the intent
that it be considered or acted
upon for legal purposes as if it
were authentic, regardless
whether or not the data is
directly readable and
intelligible; or
(ii) The act of knowingly using
computer data which is the
product of computer-related
forgery as defined herein, for
the purpose of perpetuating a
fraudulent or dishonest design.
(2) Computer-related Fraud. — The
unauthorized input, alteration, or
deletion of computer data or program
or interference in the functioning of a
computer system, causing damage
thereby with fraudulent
intent: Provided, That if no
damage has yet been caused, the
penalty imposable shall be one (1)
degree lower.
(3) Computer-related Identity Theft. –
The intentional acquisition, use, misuse,
transfer, possession, alteration or
 deletion of identifying information recipient to reject.
belonging to another, whether natural receipt of further
or juridical, without commercial electronic
right: Provided, That if no damage has messages (opt-out)
yet been caused, the penalty imposable from the same source;
shall be one (1) degree lower.
(bb) The commercial
(c) Content-related Offenses: electronic
communication does
(1) Cybersex. — The willful not purposely disguise
engagement, maintenance, control, or the source of the
operation, directly or indirectly, of any electronic message; and
lascivious exhibition of sexual organs or
sexual activity, with the aid of a (cc) The commercial
computer system, for favor or electronic
consideration. communication does
not purposely include
(2) Child Pornography. — The unlawful misleading information
or prohibited acts defined and in any part of the
punishable by Republic Act No. 9775 or message in order to
the Anti-Child Pornography Act of 2009, induce the recipients to
committed through a computer system: read the message.
Provided, That the penalty to be
imposed shall be (1) one degree higher (4) Libel. — The unlawful or prohibited
than that provided for in Republic Act acts of libel as defined in Article 355 of
No. 9775.1âwphi1 the Revised Penal Code, as amended,
committed through a computer system
(3) Unsolicited Commercial or any other similar means which may
Communications. — The transmission be devised in the future.
of commercial electronic
communication with the use of PENALTIES (Duration)
computer system which seek to
advertise, sell, or offer for sale products PRISION MAYOR – 6 yrs and 1 day to 12 yrs
and services are prohibited unless: ARRESTO MAYOR – 6 months and 1 day to 6 yrs
RECLUSION TEMPORAL – 12 yrs and 1 day to 20
(i) There is prior affirmative yrs
consent from the recipient; or

(ii) The primary intent of the

communication is for service
and/or administrative
announcements from the
sender to its existing users,
subscribers or customers; or
(iii) The following conditions are
present:
(aa) The commercial
electronic
communication
contains a simple, valid,
and reliable way for the
FAMILY PLANNING
NATURAL FAMILY PLANNING - Also known as Fertility
Awareness
- Collection of methods using body’s natural functioning
to determine the fertility days of a woman
OVULATION/BILLINGS METHOD - based on teaching
women the significance of a natural secretion that
appears in the middle of her cycle. The Billings method
teaches you how to understand your individual fertility
pattern by analyzing your cervical mucus each month
CALENDAR METHOD - Keeping track of the length of Artificial Birth Control Options:
your menstrual cycles for at least 6 periods BARRIERS - Barrier methods stop sperm from entering
the vagina
BASAL-TEMPERATURE METHOD - helps identify a
change in temperature that occurs after ovulation and CONDOMS (MALE)
remains elevated until your next period. - a thin rubber barrier
- fits over erect penis and catches sperm when
CERVICAL MUCUS METHOD - help you predict when the man ejaculates
you’re going to ovulate by tracking the changes in your - best used with lubricant (water based)
cervical mucus (vaginal discharge) throughout your - DO NOT USE oil-based lubricant or some anti
menstrual cycle. thrush Creams
2-DAY METHOD - a simpler kind of cervical mucus CONDOMS (FEMALE)
method. It works best if you’re totally sure you can tell - a thin polyurethane barrier
whether or not you have mucus every day. - goes into the vagina and prevents sperm
- The 2-day method is easy to use. Ask yourself the
entering the woman’s body
following questions:
DIAPHRAGM
-Do I have cervical mucus today? - dome shaped silicone barrier fits inside vagina
-Did I have cervical mucus yesterday? over the cervix
- used with spermicide jelly that kills sperm
-If you answer no to BOTH questions, it’s safe to have
vaginal sex. If you answer yes to EITHER question, don’t LONG ACTING REVERSIBLE CONTRACEPTIVES(LARC) - is
have vaginal sex (or use another form of birth control). a contraceptive that lasts for a long time. You don’t
- People using this method may only have 12 safe days need to remember it every day or even every month.
during each cycle. INTRA UTERINE DEVICE (IUD)
WITHDRAWAL METHOD - also known as coitus - Small device put inside the womb by a health
interruptus, is the practice of withdrawing the penis care professional.
from the vagina and away from a woman's external - Prevents sperm from fertilizing the egg.
genitals before ejaculation to prevent pregnancy - Thickens mucus in cervix making it hard for
sperm to enter the womb.
These methods are said to be 90%-99% EFFECTIVE if the
couple have the motivation. DEPO POVERA
- an injection of progestogen
25-28 YEARS OLD - women are more fertile - stops ovaries from releasing an egg each
month
35 YEARS AND ABOVE - quality of eggs decline
sinificantly CONTRACEPTIVE PILLS & RING

ARTIFICIAL FAMILY PLANNING - is the process used to COMBINED PILL

prevent pregnancy and plan for the birth of children at - pill made of two hormones, oestrogen and
the most optimum time. Commonly referred to as birth progestogen
control, family planning can be accomplished using a - stops ovaries from releasing an egg each
variety of methods month

ARTIFICIAL FAMILY PLANNING METHOD - any

unnatural technique that is used to prevent conception
 PROGESTOGEN PILL
- pill made of one hormone – progestogen
- by thickening mucus in cervix and may stop
ovaries from releasing an egg each month

VAGINAL RING
- NuvaRing contains two hormones, oestrogen
and progestogen
- Sits inside vagina
- Stops ovaries from releasing an egg each
month

PERMANENT CONTRACEPTION - These are operations

which make it impossible for a man or a woman to have
any children

VASECTOMY – male tubes cut to stop the

sperm getting to the penis
TUBAL LIGATION – clips put on female tubes to
stop the egg getting to the uterus

REFERNCES:

- Understanding the Self: Outcome-based

Module. C&E Publishing, Inc. Jonathan V
Macayan et al.2018. Prepared by: JDS 
- RA 10175
- Natural Family Planning ppt by Bosque & Ella
- Artificial Family Planning ppt

“Dreams don’t work unless you do.”

- Anonymous