WEEK 1: 1.

THE FIRST FACE, YOU SHOW TO THE

WORLD.
UNDERSTANDING THE SELF 2. THE SECOND FACE, YOU SHOW TO
YOUR CLOSE FRIENDS AND YOUR
FAMILY.
WHAT IS THE SELF? 3. THE THIRD FACE, YOU NEVER SHOW
ANYONE.

THE SELF, in contemporary literature and even

common sense, is commonly defined by the DETERMINANTS OF PERSONALITY
following characteristics:
 Separate
 Self-contained ENVIRONMENTAL FACTORS OF
 Consistency PERSONALITY
 Unitary  The surroundings of an individual compose
 Private the environmental factors of personality.
 This includes the neighborhood a person
lives in, his school, college, university and
SEPARATE - means that the self is distinct from workplace.
other-selves, The self is always unique and has its
own identity.
BIOLOGICAL FACTORS OF PERSONALITY
SELF-CONTAINED (Independent) - because in
itself it can exist. Its distinctness allows it to be self-  Hereditary Factors, or genetic make-up of
contained with its own thoughts, characteristics, and the person that inherited from their parents.
volition. This describes the tendency of the person to
CONSISTENCY - means that a particular self's appear and behave the way their parents are.
traits, characteristics, tendencies, and potentialities  Physical Features, include the overall
are more or less the same. physical structure of the person: height,
weight, color, sex, beauty and body
UNITARY - in that, it is the center of all language. etc. Most of the physical structure
experiences and thoughts that run through a certain change from from time to time, and so does
person. the personality.
PRIVATE - means that each person sorts out  BRAIN, the preliminary results from the
information, feelings, and emotions, and thought electrical simulation of the brain (ESB)
processes within the self. This whole process is research gives indication that better
never accessible to anyone but the self. understanding of human personality and
behavior might come from the study of the
brain.
 Situational Factors, alter a person's
behavior and response from time to time. the
PERSONALITY situational factors can be commonly
The etymological derivative of personality comes observed when a person behaves
from the word "persona", the theatrical masks are contrastingly and exhibits different traits and
worn by Romans in Greek and Latin drama. characteristics.
Personality also comes from the two Latin words  Cultural Factors, is traditionally considered
"per" and "sonare", which literally means "to as the major determinants of an inidividual's
sound through" . personality.
o The cuture largely determinants what
a person is and what a person will
PERSONALITY have no single definition since learn.
different personality theories have different views o The culture within a person is
on how to define it. brought up, is very important
determinant of behavior of a person.
The commonly accepted definition of personality is o Culture is complex of these belief,
that it is a relatively permanent traits and unique values, and techniques for dealing
characteristics that give both consistency and with the environment which are
individually to a person's behavior. (ROBERTS & shared among contemporaries and
MROCZEK, 2008) transmitted by one generation to the
next.
PERSONALITY TRAITS The INDIVIDUAL SELF consists of attributes and
personality traits that differentiate us from other
 Personality traits reflect people's individuals.
characteristics patterns of thoughts, feelings
and behaviors.  INTROVERSION
 The most widely used system of traits is  EXTROVERSION
called the FIVE-FACTOR MODEL.
The RELATIONAL SELF is defined by our
(Goldberg, 1990; McCrae & John. 1992:
relationship with significant others.
McCrae & Costa 1987)
o Openness  SIBLINGS
o Conscientiousness  FRIENDS
o Extraversion  SPOUSES.
o Agreeableness
The COLLECTIVE SELF reflects our
o Neuroticism.
membership in social groups.
 BRITISH
OPENNESS the tendency to appreciate new art,  REPUBLICAN
ideas, values, feelings, and behaviors.  AFRICAN-AMERICAN
CONSCIENTIOUNESS the tendency to be  GAY.
careful, on-time for appointments, to follow rules,
and to be a hard working.
The SELF CONCEPT is a collection of beliefs one
EXTRAVERSION the tendency to be talkative, holds about oneself and the response of others. it
sociable, and to enjoy others; the tendency to have a embodies the answer to the question "WHO AM
dominant style. I"?
AGREEABLENESS the tendency to agree and go
along with others rather than to assert one owns
opinion and choices.
NEUROTICISM the tendency to be frequently WEEK 2:
experience negative emotions such as anger, worry, THE SELF ACCORDING TO
and sadness, as well as being interpersonally
sensitive. PHILOSOPHY

WHO AM I? THE SELF ACCORDING TO

PHILOSOPHERS
Understanding of who you are as a person is called
SELF-CONCEPT.
Understanding what your motives are when you act SOCRATES
is called SELF-UNDERSTANDING.  Socrates was concerned with the problem of
the self

SELF-CONCEPT  Dualistic - every man is composed of body

and soul.
 generally thought of as our individual
perceptions of our behavior, abilities and  "an unexamined life is not worth living"
unique characteristics - a mental picture of
 "one thing only I know, and that is that I
who you are as a person.
know nothing"
 it tends to be more malleable when people
are younger and still going through the  There is a soul before the body, existing in
process of self-discovery and identity the realm of ideas.
formation.
 Socratic Approach "know thyself" to know
 as people age, self-perceptions become
yourself "the man who does not follow good
much more detailed and organized as people
fails to do so because he does not recognize
form a better idea of who they are and what
it"
is important to them.
According to the book "ESSENTIAL SOCIAL
PSYCHOLOGY" by RICHARD CRISP AND PLATO
RHIANNON TURNER:
 Man is a dual nature of body and soul.
THREE COMPONENTS OF THE SOUL:
  REASON  impressions- basic objects of our experience
or sensation.
 PHYSICAL APPETITE
 Ideas - copies of impressions.
 SPIRIT OR PASSION
According to Plato, it is always the responsibility of
the reason to organize, control, and re-establish a SIGMUND FREUD
harmonious relationship between these three
 Man is governed by 2 drives:
elements.
o Eros and Thanatos
Plato believes that genuine happiness can only be
achieved by people who consistently make sure that  Three provinces of the mind:
their reason is in control of their Spirits and
Appetites. o ID

o EGO

ST. AUGUSTINE o SUPEREGO

 Early in his philosophical development, he

described body as snare or cage of the soul.
GILBERT RYLE
 He also said that the body is a slave of the
 summarizes the essential elements of the
soul.
dualistic view of the self - mind and body as
 He even characterized that the soul makes distinct entities (supporting Plato, St.
war with the body. Augustine, Decartes, and others.)

 He said that if a man loves God first and  the "self" is not an entity one can locate and
everything else to a lesser degree, then all analyze, but simply the convenient name
will fall into its rightful place. that people use to refer to all behaviors that
people make.

RENE DECARTES
IMMANUEL KANT
 “cogito, ergo sum” “I think, therefore I
exist” Man - the only creature who governs and directs
himself and his actions.
 MAN
 should not be used as tool
o thinking entity from the body.
 should be treated equally.
o must use his mind and thinking
abilities to investigate and develop
himself. For KANT, the kingdom of God is within man.
God is manifested in people’s lives therefore it is
man’s duty to move towards perfection. Kant
JOHN LOCKE emphasized that people should always see duty as a
divine command (PRICE, 2000)
 Our identity is not locked in the mind, soul,
or body only.
 He included the concept of a person's PAUL AND PATRICIA CHURCHLAND
memory.
 He claims that the self is a product of brain
 Identity is explained in terms of the activity.
psychological connection between life
stages.  The self is inseparable from the brain the
physiology of the body.
 TABULA RASA

MAURICE MERLEAU-PONTY
DAVID HUME
 The division between the "mind" and the
 Man has no "clear and intelligible" idea of "body" is a product of confused thinking.
the self.
 The mind and body are so intertwined that
Self - bundle or collection of different perceptions they cannot be separated from one another.
which succeed each other.
 WEEK 3:  Its development is dependent on social
interaction and social experience.
THE SELF ACCORDING TO  At this stage, children’s behaviors are
SOCIOLOGY AND primarily based on imitation.
 At this stage, knowing and understanding
ANTHROPOLOGY the symbols are important for this will
constitute their way of communicating with
others throughout their lives.
SOCIOLOGY
 Presents the self as a product of modern
society. THE PLAY STAGE
 It is the science that studies the  Skills at knowing and understanding the
development, structure, interaction, and symbols of communication is important for
collective behavior of human being. this constitutes the basis of socialization.
 Through communication, social relationship
is formed.
ANTHROPOLOGY  Now children begin to role play and pretend
 The study of humanity. to be other people.
 This broad field takes an interdisciplinary
approach to look at human culture, both
past, and present THE GAME STAGE
 The child begins to consider several tasks
and various types of relationships
SET OF SOCIOLOGISTS AND simultaneously.
ANTHROPOLOGISTS OFFERED THEIR  Through the learnings that were gained in
VIEWS ABOUT SELF: stage two, the child now begins to see not
only his own perspective but at the same
time the perspective of others.
GEORGE HERBERT MEAD AND THE
SOCIAL SELF
 American philosopher, sociologist, and GEORGE HERBERT MEAD identified the
psychologist. TWO PHASES OF SELF:
 He is regarded as one of the founders of  the phase which reflects the attitude of the
social psychology and the American generalized other or the “me”; and
sociological tradition in general.  the phase that responds to the attitude of
 He postulated that the self represents the generalized other or the “I”
sum total of people’s conscious perception
of their identity as distinct from others. "I" is the reaction of the individual to the attitudes
 Mead argued that the self like the mind is of others, as well as the manifestation of the
social emergent. individuality of the person.
"ME" are the characteristics, behavior and actions
done by a person that follows the "generalized
 He claimed that the self is something that others. "
undergoes development because it is not
present instantly at birth.
 The self-arises in the process of social GEORG SIMMEL
experience and activity as a result of their
relations to the said process as a whole and The Self as a product of modern society among
to other individuals within that process. other constructions.
 Simmel was a German sociologist,
philosopher, and critic.
THE STAGES OF SELF FORMATION:  He was intensely interested in the ways in
 PREPARATORY STAGE which modern, objective culture impacts the
individual’ s subjective experiences.
 THE PLAY STAGE
 In contrast to Mead, Simmel proposed that
 THE GAME STAGE
there is something called human nature that
is innate to the individual.
PREPARATORY STAGE
There are interrelated forces in modern society that  Focused on using language as means to
tend to increase objective culture according to discover a group’s manner of social
Simmel. These are urbanizations, money, and the interaction and their worldview.
configuration of one’s social network.  Anthropologists in this field want to
discover how language is used to create and
Simmel also stressed that the consumption of
share meanings, to form ideas and concepts
products has an individuating and trivializing effect
and to promote social change.
because this enables the person to create self out of
things.
By consumption, an individual able to purchase CULTURAL ANTHROPOLGY
things that can easily personalized or express the
self. People used commodities to create self-  Focused in knowing what makes one
concept and self-image. group’s manner of living forms an
essential part of the member’s personal and
Simmel also said that products used in the societal identity.
modernity to express and produced the self is also  encompasses the principles of Theory of
changing. It becomes more and more separated Cultural Determinism which suggests that
from subjectivity (subjective culture) due to the human nature is determined by the kind
division of labor and market economy. of culture he is born and grew up in.
Many products are easily replaced, subjected to the
dynamics of fashion and diversification of
markets which leads to inappropriate sign use. The following are the ways in which culture may
manifest itself in people:

THE SELF AND PERSON IN THE

CONTEMPORARY ANTHROPOLOGY SYMBOLS, words, gestures, pictures or objects
that have recognized or accepted meaning in a
THE FOUR SUBFIELDS OF particular culture.
ANTHROPOLOGY:
HEROES, persons from the past or present who
 ARCHEOLOGY have characteristics that are important in culture.
 BIOLOGICAL A
RITUALS, activities participated by a group of
 NTHROPOLOGY
people for the fulfilment of desired objectives and
 LINGUISTICS CULTURAL
are concerned to be socially essential.
 ANTHROPOLOGY
VALUES, considered to be the core of every
ARCHEOLOGY
culture.
 Focus on the study of the past and how it
may have contributed to the present ways of
how people conduct their daily lives. CLIFFORD GEERTZ
 Archeologists have so far discovered the
The Self Embedded in the Culture.
unique ways in which human beings adapted
to the changes in their environment in order  Clifford Geertz was an Anthropology
for them to survive. Professor at the University of Chicago.
 He studied different cultures and explored
on the conception of the self in his writings
BIOLOGICAL ANTHROPOLOGY entitled, “The Impact of the Concept of
Culture on the Concept of Man” (1966) in
 Focus on how the human body adapts to the his fieldwork at Java, Bali and Morrocco
different earth environments.
 Among the activities of Anthropologists are
 The analysis of Geertz (1966) in his cultural
study about the description of self in Bali is
identification of probable causes of diseases,
that the Balinese person is extremely
physical mutation, and death, evolution, and
concerned not to present anything individual
comparison of dead and living primates.
(distinguishing him or her from others) in
 They are interested in explaining how the
social life but to enact exclusively a
biological characteristics of human being
culturally prescribed role or mask.
affects their way of living.

LINGUISTIC WEEK 4:
THE SELF ACCORDING
PSYCHOLOGY
 PSYCHOLOGY "ME-SELF"
 is a scientific study of mental processes and  the empirical self
human behavior.  refers to describing the person's personal
 it aims to describe, analyze, predict, control experiences and further divided into sub-
human behavior in general. categories:
 Self is an essential construct in psychology o Material Self
because it fulfills the goals of the discipline o Social Self
in studying human and the reason for their o Spiritual Self
action.  Concern about the experience of the self.
 Many psychologists tried to define the origin
of mental processes and behavior but they
all settle down with numerous theories and
assumptions.

THE SELF AS COGNITIVE CONSTRUCTION

REAL AND THE IDEAL SELF
Self-concept is defined as self-knowledge, a
cognitive structure that includes beliefs about
personality traits, physical characteristics, abilities, CARL ROGERS
values, goals, and roles, as well as the knowledge
that an individual exists as individuals.  is best known as the founder of client-
centered therapy and considered as one of
the prominent humanistic or existential
According to the psychologist DR. BRUCE A. theorists in personality.
BRACKEN in 1992, there are Six Specific  His therapy aimed to make the person
Domains that are Related to Self-Concept these achieve balance between their (self-concept)
are: real-self and ideal self.
 believed in the inherent goodness of people.
 FAMILY
 emphasized the importance of free will and
 ACADEMIC psychological growth.
 PHYSICAL  suggested that the actualizing tendency. is
 COMPETENCE the driving force behind human behaviour.
 SOCIAL  human beings are always striving fr self-
 AFFECT fulfillment or self-actualization.
 when the needs of the self are denied, severe
anxiety may result.
WILLIAM JAMES AND THE  he proposed the self- concept
ME - SELF AND I - SELF

WILLIAM JAMES SELF CONCEPT

 well-known figure in Psychology who is  refers to the image of oneself

considered the founder of functionalism.  defined the self as a flexible and changing
 He brought prominence to U.S. psychology perception of personal identity
through the publication of The Principles of  self develops from interactions with
Psychology (1890) that made him more significant people and self-awareness
influential than his contemporaries in the "The curious paradox is that when I accept
field. myself just as I am, then I can change. "

"I-SELF" THE THREE COMPONENTS OF SELF-

 refers to the self that knows who he is or she CONCEPT
is  SELF-IMAGE
 thinking, acting, and feeling self  SELF-ESTEEM
 reflects the soul of a person or what is now
 IDEAL SELF
thought of as the mind and is called the pure
ego.
 Concern with the existence of the self.
MULTIPLE VERSUS UNIFIED SELF
 According to MULTIPLE SELVES’ THEORY, renowned personality theorist and one of the
there are different aspects of the self that exist in an pioneers in object relations and development
individual. of personality in childhood.
From here, we can say that self is a whole consist of
parts, and these parts manifest themselves when
need arise.

FALSE SELF
GREGG HENRIQUES
 product of early experiences; a defensive
 proposed the Tripartite Model of Human
organization formed because of inadequate
Consciousness
parenting.
 he described that self is consists of three
 The self that is obedient to parents' wishes
related, but also separable domains these are
and demands.
the experimental self, private self, and
public self. The Healthy False Self is still connected to the true
self.
The Unhealthy False Self makes one continually
EXPERIENTIAL SELF
adjust his behavior to fit in.
 The theater of consciousness is a domain of
self that defined as felt experience of being.
 This includes the felt consistency of being TRUE SELF
across periods of time.
 Emerges if the mother is responsive to the
 It is tightly associated with the memory.
needs of the child.
 Creative, spontaneous and real.
PRIVATE SELF CONSCIOUSNESS SYSTEM
 The narrator/interpreter is a portion of self THE SELF AS PROACTIVE AND AGENTIC
that verbally narrates what is happening and
tries to make sense of what is going on.
ALBERT BANDURA
 is a psychologist and Professor Emeritus of
PUBLIC SELF
Social Science in Psychology at Stanford
 The domain of self that an individual shows University.
to the public, and interacts with how others  He is known for his theory of social learning
see an individual. by means of modeling.
 HENRIQUES’ TRIPARTITE MODEL  He is famous for his proposed concept of
attempts to capture the key domains of self-efficacy.
consciousness, both within the self and  Emphasized the importance of social
between others. learning, or learning through observation.
 His theory emphasized the role of
conscious thoughts including self-efficacy,
Unified Being is essentially connected to or our own beliefs in our abilities.
consciousness, awareness, and agency.
A well-adjusted person is able to accept and
FOUR (4) AGENTIC PERSPECTIVE
understood the success and failure that they
experienced.
They are those kinds of person who continually  INTENTIONALLY, enables us to behave with
adjust, adapt, evolve and survive as an individual purpose
with integrated, unified, multiple selves.  FORETHOUGHT, allows us to anticipate
outcomes
 SELF-REACTIVENESS, we can be motivated
TRUE SELF VERSUS FALSE SELF to regulate our actions
 SELF-REFLECTIVENESS, we can reflect
our thoughts and behaviors and make needed
DONALD WINNICOTT modifications
 was a pediatrician in London who studied
Psychoanalysis with Melanie Klein, a
ATTENTION Cultural Differences and Environment creates
different perceptions of the self. The most common
 in order to learn, you need to pay attention distinction between people and cultures is the
 anything that distracts your attention is Eastern-Western distinction.
going to have a negative effect on
observational learning Eastern are known as the Asian countries, and
 if the model is interesting or there is a novel Western represents the Europe and Northen
aspect of the situation, you are far more America.
likely to dedicate your full attention to It must be noted that countries who are
learning geographically closer to each other may share
commonalities, but factors that may create
differences must be considered.
RETENTION
 The ability to store information is also an
important part of the learning process. INDIVIDUALISTIC VERSUS COLLECTIVE
 Retention can be affected by a number of SELF
factors, but the ability to pull up information
later and act on its vital to observational
learning. INDIVIDUALISTIC SELF
 Each adult individual can consider what is in
his own best interests.
REPRODUCTION  Each can act on his own private motivations
 Once you have paid attention to the model and values and can judge other people as
and retained the information, it is time to good people to form relationships with, or as
actually perform the behavior you observed. bad people to be avoided.
 Further practice of the learned behavior  Each can decide whether to cooperate with
leads to improvement and skill others to solve problems.
advancement.  Each can choose to think for himself about
the conclusions that the majority of others in
a group come to, accepting or rejecting their
MOTIVATION conclusions as indicated by his own thought.
 Example of the description would include
 Finally, in order for observational learning an individual identifies primarily with self,
to be successful, you have to be motivated to with the needs of the individual being
imitate the behavior that has been modeled. satisfied before those of the group.
 Reinforcement and punishment play an  Looking after and taking care of ourselves,
important role in motivation. being self-sufficient, guarantees the well-
being of the group. Independence and self-
reliance are greatly stressed and valued.
In contrast Bandura (1989) said that people who
doubt their capabilities shy away from difficult
tasks which they view as personal threats. TRAITS OF INDIVIDUALISTIC CULTURES
They have low aspirations and weak commitment to  SELF-SUFFICIENCY
the goals they choose to pursue.  INDEPENDENCE
When faced with difficult tasks, they dwell on their  AUTONOMY
personal deficiencies, on the obstacles they will  UNIQUENESS
encounter, and all kinds of adverse outcomes rather
than concentrate on how to perform successfully.
WESTERN CULTURES ARE KNOWN TO BE
They fall easy victim to stress and depression.
INDIVIDUALISTIC.
COLLECTIVE SELF
 Collectivism is the idea that the
fundamental unit of the human species that
thinks, lives, and acts toward goals is not the
WEEK 5: THE SELF IN THE individual, but some group.
WESTERN AND  In different variants, this group may be the
family, the city, the economic class, the
ORIENTAL/EASTERN THOUGHT
society, the nation, the race, or the whole
human species.
  The group exists as a super-organism This provides an impressionistic profile through
separate from individuals: the use of a few strokes characterizing some ways
 A group may make its own decisions, acts of being and thinking of many western persons
apart from the actions of individuals, and
has its own interests apart from those of the
individuals that compose it. WESTERN SELF AS ANALYTIC.
 Examples of Collectivist thinking are when
 Since analytic and inductive modes of
our identity is in large part, a function of our
thinking were prominent for person in
membership and role in a group, e.g., the
western cultures, to see objects as divisible
family or work team.
combinations of yet smaller objects.
 The survival and success of the group ensure
 Real things are not only visualized but
the well-being of the individual so that by
immaterial things like thoughts, ideas and
considering the needs and feelings of others,
memories would be given emphasis.
one protects oneself.
 Harmony and the interdependence of group
members are stressed and valued.
WESTERN SELF AS MONOTHEISTIC.
 Group members are relatively close
psychologically and emotionally, but distant  Monotheism can be known as the rigid
toward non-group members. consequence of the doctrine of normal
 Collectivist Characteristics are often human being. It is like forcing the
associated with women and people in rural concentration of supernatural capabilities.
settings.

WESTERN SELF AS INDIVIDUALISTIC.

TRAITS OF COLLECTIVISTIC CULTURE
 The emphasis on individualism has direct
 SOCIAL RULES FOCUS ON and indirect effects on both the presentation
PROMOTING SELFLESSNESS of self (in public ways) and the experience
 WORKING AS A GROUP of the self (in private awareness).
 DOING WHAT’S BEST FOR SOCIETY
 FAMILIES AND COMMUNITIES HAVE
A CENTRAL ROLE WESTERN SELF AS MATERIALISTIC AND
RATIONALISTIC
 The western accentuation of rational,
ASIAN COUNTRIES ARE KNOWN TO BE scientific approach to reality has tended to
COLLECTIVE IN NATURE. define spiritual and immaterial phenomena
as potentially superstitious and dangerous.
 In any society, belief system is stratified and
THE SOCIAL CONSTRUCTION OF THE composed of a hierarchy of interrelated,
SELF IN WESTERN THOUGHT causal-explanatory models.
THE SELF AS EMBEDDED IN
 Self has been an area of interest by French RELATIONSHIPS AND THROUGH
and English philosophers, and evident in the SPIRITUAL DEVELOPMENT IN
ideas of Greek philosophers like Socrates CONFUCIAN THOUGHT
and Plato.
 DESCARTES IN 17TH century
emphasized the self in his dictum “I think  CONFUCIUS philosophy is known as
therefore I am” which claims that cognitive humanistic social philosophy which focusses
basis of the person’s thoughts is proof for on human beings and the society in general.
the existence of the self.  For Confucius, ren reflects the person ’s
 KANT believed that the self is capable of own understanding of humanity. It is found
actions that entitles it to have rights as an within each person and can be realized in
autonomous agent. one’s personal life and relationship.
 Ren guides human actions that makes life
worth living which can be realized through
Here are some qualities imparted to the Western li, xiao, and yi:
Subjective Self.
It sketches some features on subjectivity and ways LI
of thinking of western persons.
The Propriety. Rules of propriety should be  Autosomes or trait Chromosomes
followed to guide human actions. These rules are  Gonosome or Sex Chromosomes
the customs, ceremonies, and traditions that forms
the basis of li. According to Confucius, “to master
oneself and return to propriety is humanity” GENES
(Koller, 2007)
 basic carriers of hereditary traits
can be classified into:
XIAO
 Dominant (strong genes)
The Filiality. This is the virtue of reverence and  Recessive (weak genes)
respect for the family. Parents should be revered for
the life they and given. Children show respect to
their parents by exerting efforts to take care of
THE CONCEPT OF PHYSICAL SELF
themselves.
 As you grow up, you are exposed to
environmental influences that shape your
YI physical self, including those from your
social networks, societal expectations, and
The Rightness. The right way of behaving which is
cultural practices that will lead a person to
unconditional and absolute. Right is right, and what
understand themselves.
is not right is wrong. Actions must be performed
 According to SANTROCK (2014), self-
and carried out because they are right actions.
understanding is the individual’s cognitive
representation of self which consists of
substance and the content of self-
WEEK 6: conceptions.
 Self-understanding can be described as
PHYSICAL SELF simple to perplex and involve a number of
aspects of the self.
 As children advance in age, their interests
THE PHYSICAL SELF: BODY IMAGE AND change and with these come changes in their
SELF ESTEEM bodies.
 The changes are rapid and before parents
notice it, they are no longer babies but
THE CONCEPT OF PHYSICAL SELF teenagers. An obvious change in teenagers
 The Biological blueprint involves Heredity are the changes in Physical Self.
and its important factors.
 Heredity is defined as the transmission of
traits from parents to offspring. The traits THE PHYSICAL SELF refers to the concrete
are made up of specific information dimensions of the body, it is the tangible aspect
embedded within one’s gene. of the person which can be directly observed
 Genotype refers to the specific information and examined.
embedded within one’s genes; not all
genotypes translate to an observed physical
characteristic. PHYSICAL CHARACTERISTICS are the
defining traits or features of a person’s body. This is
the sex and other physical traits are determined by also the first thing people see when they look at
the combination of: another person that could include facial features,
o (1) chromosome hairstyle, clothes, or figure.
o (2) genes
during fertilization (the union of the two cells: Egg ERIK ERIKSON believed in the importance of the
and Sperm). body from early development because the physical
as well as intellectual skills will somehow serve as a
basis to whether a person has achieved a sense of
CHROMOSOME competence and be able to manage and face the
demands of life complexities.
 thread like tissues that carries the genes, and
are usually found in pairs.
 23 pairs of chromosomes WILLIAM JAMES, on the other hand, considered
2 Types of Chromosomes: the body as the initial source of sensation and
necessary for origin and maintenance of personality.
  The cognitive-behavioral perspective
makes multiple distinctions to facilitate
PUBERTY
precise conceptual and operational
A period of rapid physical changes is in definitions of body-image related variables.
PUBERTY. According to SANTROCK (2016),
puberty is not the same as adolescence because
puberty ends prior to the end of the adolescent FEMINIST PERSPECTIVE
period.
 Relies on the social construction in which
But the recognized puberty as the most essential there is a possibility of individuals to
marker of the beginning of adolescence. The experience their bodies in distorted ways
changes experienced during puberty are different (especially, women).
from girls and boys.  Women’s dissatisfaction with their bodies as
a systematic social phenomenon rather than
a result of individual pathology (McKinley,
THE SELF AS IMPACTED BY THE BODY 2002).

 Different levels of connectedness FACTORS THAT AFFECT PERCEPTION OF

characterize the relationship between self THE PHYSICAL SELF:
and body. This connectedness may be in a
positive or negative ways, or in helpful or  Personal Factors
destructive ways.  Social Factor
 Nevertheless, it is between individuals as
well as across situations.
 The potential of the physical body to be PERSONAL FACTORS
regarded as an object introduces the  Introspection and Self-reflection
possibility of trait and state body as well as  Self-Perception Theory
the state of the self.  Self-concept
PERSPECTIVES IN UNDERSTANDING  Personal Identity
PHYSICAL SELF:

INTROSPECTION AND SELF-REFLECTION

 Psychodynamic Perspective
 Cognitive-Behavioral Perspective  Looking inward is one of the simplest ways
 Feminist Perspective to achieve self-knowledge.
 According to HEWSTONE, et al., (2015)
Introspection is the process is the process by
PSYCHODYNAMIC PERSPECTIVE which one observes and examines one’s
internal state (mental and emotional) after
 Freud’s theory of the ego was primarily behaving in a certain way.
known as body ego, that solidifies the
importance of body in understanding the
self. SELF-PERCEPTION THEORY
 The body and its evolving mental
representations form the basis of a sense of  As stated by HEWSTONE AND BEM
self (Krueger, 2002). (2015) Self-perception theory explains that
 Theory suggests that Physical body both has since one’s internal state is difficult to
objective and subjective components. interpret, people can infer their inner states
 Individual’s conception and by observing their own behavior – as if they
acknowledgment of their physical bodies are an outside observer.
substantiate their assessment of the sense of  Physical Perception includes all aspects of
totality which is an integral to his/her a person’s perception of his physical self.
experience of the physical world.

SELF-CONCEPT
COGNITIVE-BEHAVIORAL PERSPECTIVE  According to HEWSTONE, et al., (2015),
 Focuses on perceptual, cognitive, and self-concept is a cognitive representation of
affective aspects which is a self-knowledge which includes the sum total
multidimensional experience that can aid a of all beliefs that people have about
more precise understanding of the body. themselves.
  It is a collection of all individual experience o Downward social comparison
involving one’s characteristics, social roles,
values, goals and fears.
 Physical Concept is the individual’s SOCIAL IDENTITY THEORY (COLLECTIVE
perception or description of his physical self, IDENTITY).
including his physical appearance
 This was formulated by TAJFEL AND
TURNER 1973 which provides a
framework about how people achieve
PERSONAL IDENTITY
understanding about themselves by being a
 This is the concept a person has about member of their group.
himself that develops over the years.  This idea assumes that as a member of the
 This includes aspects of his life that he was group they will not be discriminated against
born into like family, nationality, gender, by an out-group.
physical traits as well as the choices he  It will enhance their self-esteem because
makes, such as what he does for living, who they feel secured with the shield of group
his friends are and what he believes in. membership where they belong.

WEEK 7:
SOCIAL FACTORS
PHYSICAL SELF: THE
PHYSICAL SELF: BODY IMAGE
ATTACHMENT PROCESS AND SOCIAL AND SELF ESTEEM
APPRAISAL.
 According to BOWLBY (1969), people
learn about their value and lovability when The Impact of Culture on Body Image and Self-
they experience how their mothers or Esteem: The Importance of Beauty
caregivers care for them and respond to their
needs.
After going through all the concepts and theories
that may affect the person’s view of his physical
THE LOOKING-GLASS SELF THEORY. self, there’s another factor that strongly impacts this
perception, his CULTURAL MILIEU.
 CHARLES HORTON COOLEY stated
that a person’s self grows out of society’s
interpersonal interactions and the perception CULTURE is defined as a social system that is
of others. characterized by the shared meanings that are
 The view of oneself comes from a attributed to people and events by its members.
compilation of personal qualities and
impressions of how others perceive the
individual. There are a lot of movies in the past that are
 Therefore, in a looking-glass self, the self- about the body.
image is shaped and reflected from the
social world.  One of the most successful horror movies of
 Other people’s reactions would serve as a the 1950s entitled Invasion of the Body
mirror in which people see themselves Snatcher, wherein human beings were
particularly the way in which they are replaced with new bodies and devoid human
perceived and judged by others. emotions.
 Another is the The Stepford Wives that
took the idea of body replacement. In this
SOCIAL COMPARISON. movie husbands were killing their wives and
replacing them with robots who look exactly
 The work of LEON FESTINGER IN 1954 like them, but perfectly submissive.
introduced another way of understanding  Some other movies about the body include
oneself by comparing one’s traits, abilities, Shallow Hal (2001), Huge (2010), 200-
or opinions to that of others. pound Beauty (2010) and Imperfect
 Social Comparison is a process of (2019).
comparing oneself with others in order to
evaluate one’s own abilities and opinions.
 There are two types of social comparison: SOCIAL CONSTRUCTIONIST APPROACH
o Upward social comparison
 SOCIAL NORMS - TERENCE TURNER (1980)
 significant aspect of culture that strongly  how norms of masculinity and femininity
influences adolescents who are in a face-to- shape not just behavior, but public
face encounter with their physical selves is perceptions are those people who did
how their culture conceptualizes beauty. activities of the other gender.
 young adolescents are forced to adhere to  they were praised at the same time and
society’s definition of beauty lest they be criticized just by doing what is not expected
labelled ugly or “pangit” in local dialect. to their gender.
 suggests that beauty, weight, sexuality, or  the idea that the body is marked with culture
race do not simply result from the collection and society is the term social skin to refer to
of genes one inherited from one’s parents. the ways in which social categories become
 these bodily features only take on the inscribed onto physical body.
meaning that they have.  the body becomes the symbolic stage on
 person may have a certain set of facial which dramas of society are enacted.
features, or weigh a certain number of
pounds and attractiveness will come from
the time and place in which they live. MARY DOUGLAS (1973)
 said that the body is the most natural symbol
for and medium of classification, and thus
These meanings occur within a set of culturally
rules associated with controlling the body
constructed power relations which suggest that.
and its processes emerge as a powerful
But this process does not just happen after we enter
means of Social Control.
culture.
 She is the one who centralized the analysis
How those features will be interpreted will then be of the body focused on traditional societies.
shaped by culture, but the features themselves will  Therefore, the physical body is a threat to
already be present. the social body.
 Further, she finds that societies with strict
social limits would regard boundaries with
Meaning what occurs is that once something comes caution including bodily boundaries.
to take on cultural meaning, it becomes naturalized:
people think that things are the way that they
are because they have always been that way. In SOCIOLOGY, how the body operates as a focus
These meanings have been created, and that they and symbol has been understood as well. In the
can change, and that there’s nothing natural at all. fourteenth to the seventeenth centuries, the
Even something that seems to be rooted in the body civilization process includes the beginning of
as disability is partially socially constructed. Europeans to internalize many of the External
Forms of Social Control; however, shame and
embarrassment took place, controlling their
behaviors from within.
ESSENTIALIST VIEW

DRAMATURGICAL THEORY
ESSENTIALISM
 This control of behavior from within was
 means that bodies are defined entirely by
made as theory by ERVING GOFFMAN
their biological make-up – bones, muscles,
(1982) which is called the Dramaturgical
hormones, and the like.
Theory.
 suggests that we are all actors on a stage,
and much of what we do is engage in
Much of human behavior can also be reduced to
impression management during which we
many of those biological functions, it is referred to
must monitor and adjust our own behavior in
by social scientists call a Reductionist Idea that
accordance with how people want others to
complex human behaviors can be reduced to
perceive them.
something as simple as, for example, hormones.

A WOMAN IS WHAT SHE WEARS

This simply means that we cannot understand the
biological organism without first understanding  this statement is from the work of JANES
social, cultural, and historical context in which it GAINES ON FASHION (1990)
exists.  which implies that women are often defined
completely by their clothing –.
  In this study, it suggests that people have  people with positive or high self-esteem are
body images. happier, have a sense of accomplishment
and purpose and relate well with others

BODY IMAGE
THE IMPACT OF CULTURE ON BODY
 can be described as a representation of how IMAGE AND SELF-ESTEEM
individuals think and feel about their own
physical attributes.
 is both internal (personal) and external
 very crucial for sometimes people depend on
(society).
this as when they define beautiful.
 has been assumed that preferences for
o how a person perceives his body
beauty are gradually learned through
o how a person feels about their physical
cultural transmission and exposure to
appearance contemporary media.
o how a person thinks and talks to themselves
about their bodies
o a sense of how other people view their CHARLES DARWIN IN 1871
bodies.
 became one of the first persons, if not the
 the mental representation one creates, but it first, to think and write extensively about
may or may not bear close relation to how human beauty from a biological point of
others actually see you. view.
 is subject to all kinds of distortion from  concluding that there is no universal
internal elements like our emotions, moods, standard of beauty with respect to the human
early experiences, attitudes of our parents, and body and attempts to determine underlying
much more. dimensions of beauty are futile.
SAMUELS AND EWY IN 1985

SELF-ESTEEM  showed that both 3-month-old and 6-month-

old infants looked longer at male and female
faces previously rated as attractive by adults,
Having a sense of understanding that healthy suggesting that infants have the cognitive
attractive bodies come in many shapes and sizes, ability to discriminate attractiveness.
and that physical appearance says very little about  findings have been further supported, and it
the character or value of a person, a person can have has even been shown that young infants
a positive body image. show preferences for attractive faces,
measured by looking time, that transcends
gender, race, and age.
 how much a person likes himself, how they
recognize or appreciate their individual
character, qualities, skills, and ASPECTS IN CULTURE THAT MAY HAVE
accomplishments. LED TO SOME MISCONCEPTIONS:
 like body image, self-esteem can also be 1. Society’s ideal for the perfect physical form for
based on how a person thinks other people men and women.
look at them as a person. 2. Images of perfection brought by all types of
media i.e print, television, film, and internet.
3. Since a standard has been set by society and
reinforced by the media, any characteristic that
SELF-ESTEEM does not conform to the standard is labelled as
ugly.
 is the overall evaluation that a person has of 4. Body diversity in size and structure due to
himself which can be positive or negative, genetic heritability is not tolerated.
high or low.
 is a measure of the person’s self-worth based
on some personal or social standard. It is a These misconceptions strongly affect how the
global evaluative dimension of the self. young form their body image and its influence on
 is how valuable to himself and others he their self-esteem.
person perceives himself to be.
Knowing that adolescence is the period where self-
identity is formed, it is important for adults in the
 environment to listen to these young people and emotional bond between husbands and
provide proper guidance and support. wives and not just procreation.
 In the PROTESTANT REFORMATION
OF THE 16TH CENTURY (1483-1546)
Being beautiful still depends how a person defines Martin Luther, John Calvin and other
beauty and the standards he sets to meet this  Protestant leaders initiated a movement
definition. It is a big mistake to base beauty on against the Roman Catholic Church.
some else’s standard. PROTESTANTISM believed that
sexuality is a natural part of life and that
priests should be able to marry and have
People are different and each one is uniquely families.
beautiful.

By the 17TH AND 18TH CENTURY, the

WEEK 8: PURITANS, a group of people who were
discontented with the Church of England rallied for
SEXUAL SELF religious, moral and societal reformation. They had
positive view on marital sex and did not tolerate
sex outside marriage.
THE SEXUAL SELF: BODY IMAGE AND PREMARITAL SEX, therefore, was considered
SELF ESTEEM immoral

SEXUAL SELFHOOD In the VICTORIAN ERA (1837-1901),

 is defined as how one thinks about himself homosexuality and prostitution were rampant and
or herself as a sexual individual. considered to be threats to social order. People in
this era were not comfortable in discussing breast or
 Human sexuality is a topic that just like
buttocks, they used other terms instead.
beauty is culturally diverse. This should be
understood in varied ways. Through the years and in the 20TH CENTURY,
interest in sexuality became more evident and
accepted in society. The separation of church and
HISTORICAL. state reduced the influence the church had over
sexual mores. Also, the rise of feminism allowed
In Ancient Greece, it is the male that assumes the
for changes in employment, home life, and sexual
dominant role.
standards for women. Over time, cultural diversity
The MALE symbol, the penis, was viewed as the and social norms offered varied views on what
symbol of fertility and how the male body was today may be considered as sexually normal.
structured and was greatly admired. Their wives
BIOLOGICAL.
were considered as objects to be possessed just like
property. Knowing the structures and functions of the
reproductive system is essential to the
WOMEN, on the other hand, were forbidden to
understanding of sexuality.
own property and had no legal and only function
was to bear children. The Greek word for woman is  In the nervous system, it is the brain that
“GYNE” means – bearer of children. initiates and organizes sexual behavior.
 Through the process of sexual reproduction,
the next generation of human beings are
In the MIDDLE AGES (476-1450), bore witness to created by the fusion of the egg cell and
the strong influence of church particularly in sperm cell.
matters of sexuality. The church decreed that all
sexual acts that do not lead to procreation were
considered evil. Women were labelled as either SOCIOBIOLOGICAL/EVOLUTIONARY.
temptress (like Eve) or a woman of virtue (like
Virgin Mary). This perspective studies how evolutionary forces
affect sexual behavior.
According to Sociobiological Theory,
MARTIN LUTHER KING AND JOHN
CALVIN  Natural Selection is a process by which
organisms that are best suited to their
 believed that the reason for sexual intimacy environment are most likely to survive.
was to strengthen the physical and
 Traits that lead to reproductive advantage tend to  THE SUPEREGO is the person’s sense of
be passed on, whereas maladaptive traits are lost. morality; it follows the moral principle
whose role is to restrict demands of the id.
On the basis of human sexual behavior, it all begins
 THE EGO follows the analytical principle.
with Physical Attraction.
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
Beauty is more than just cultural standard. It is
acceptable manner.
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
RELIGIOUS
generation.
JUDAISM
Although survival is the goal of the evolutionary
perspective, physical attraction which ends in sex  holds a positive and natural outlook toward
does not mean that the attraction will be lasting. marital sex which they consider as blessed
For what is really important in Human Sexual by God and pleasurable for both men and
Relationships is the love, care, and responsibility women.
each gender has for the other.  Sexual Connection provides an opportunity
for spirituality and transcendence.
ISLAM
PSYCHOLOGICAL
 family is considered of utmost importance,
and celibacy within marriage is prohibited.
ROSENTHAL (2013)  Muslim men are allowed to have up to four
wives but Muslim women can only have one
 also explained that sexuality is not a mere husband.
physical response. Rather, it also involves  Sex is permitted only within marriage and
emotions, thoughts and beliefs. extramarital sex is penalized.
TAOISM
SIGMUND FREUD  which originated in China, sex is not only
 was one of the most prominent people to natural and healthy, but a sacred union
explain sexuality, through his theories. necessary to people’s physical, mental, and
 human beings are faces with two forces – spiritual being.
sex instinct and libido (pleasure) and death  The Sexual Union is a way to balance male
or aggressive instinct (harm toward oneself and female energy.
or towards others). HINDUISM
 sexuality is seen as spiritual force, and the
SEX INSTINCT act of ritual lovemaking is a means of both
celebrating and transcending the physical
 does not only pertain to the sexual act rather
it could also mean anything that could give
pleasure to the person. ROMAN CATHOLIC CHURCH
 human behavior is geared towards satisfying
the sex instinct and/or death instinct.  marriage is purely for intercourse and
 PERSON’S LIBIDO or sexual energy is procreation. Pope John Paul II confirmed the
located in an area of the body at idea that married couples should engage in
DIFFERENT PSYCHOSEXUAL intercourse only for the purpose of
STAGES. procreation.
 areas of pleasure are called EROGENOUS  They further believed that homosexual
ZONES. orientation, in itself is not sinful, but
homosexual acts are immoral and sinful.
 The use of birth control is strongly opposed
THE ID, THE EGO AND THE SUPEREGO. but they agree to natural family planning and
prohibit abortion.
 THE ID is the part which always seeks for
pleasure and aggression. It follows the
pleasure principle because it wants the DEVELOPMENT OF SECONDARY SEX
person to attain gratification immediately. CHARACTERISTICS AND REPRODUCTIVE
SYSTEM
 4. Glans – the head of the penis; richly endowed
with nerve endings.
Understanding the sexual self in biological
manner. 5. Cavernous Bodies – the structures in the shaft of
the penis that engorge with blood during sexual
arousal.
ASEXUAL REPRODUCTION
6. Foreskin – a covering of skin over the penile
 The simplest form of reproduction that glans.
literally means without sex. 7. Corona – the rim of the penile glans.
 A single celled animal grows to a certain
stage or size and divides into two identical 8. Frenulum – a highly sensitive, thin strip of skin
organisms. that connects the glans to the shaft on the underside
 Multi-celled asexual organisms have of the penis.
developed several unique reproductive
strategies.
THE FEMALE REPRODUCTIVE SYSTEM
ESSENTIAL PARTS ARE AS FOLLOWS:
SEXUAL REPRODUCTION 1. Vulva – encompasses all female external genital
 In organisms that reproduce sexually, there structures – the hairs, fold of skin, and the urinary
are males and females and reproduction and vaginal openings.
occurs when partners come together. a. Mons Veneris – a triangular mound over
 This also involves reproductive cells, the pubic bone above the vulva.
including a female ovum (egg) and a
male’s sperm. b. Labia Majora – the outer lips of the
vulva.
c. Labia Minora – the inner lips of the
Provided all organs are present, normally vulva, one on each side of the vaginal
constructed, and functioning properly, the SEVEN opening.
ESSENTIAL FEATURES OF HUMAN
REPRODUCTION ARE: d. Prepuce – the foreskin or fold of skin
over the clitoris.
 (1) liberation of an ovum, or egg, at a
specific time in the reproductive cycle; e. Clitoris – a highly sensitive structure of
 (2) internal fertilization of the ovum by the female external genitals, the only
spermatozoa, or sperm cells; function of which is sexual pleasure.
 (3) transport of the fertilized ovum to the f. Shaft – the length of the clitoris between
uterus, or womb; the glans and the body.
 (4) implantation of the blastocyst, the early
embryo developed from the fertilized ovum, g. Glans – the head of the clitoris; richly
in the wall of the uterus; endowed with nerve endings.
 (5) formation of a placenta and maintenance h. Cruca – the innermost tips of the
of the unborn child during the entire period cavernous bodies that connect to the pubic
of gestation; bones.
 (6) birth of the child and expulsion of the
i. Vestibule – the area of the vulva inside
placenta; and
the labia minora.
 (7) suckling and care of the child, with an
eventual return of the maternal organs to j. Urethra – the tube through which urine
virtually their original state. passes from the bladder to outside the body.

THE MALE REPRODUCTIVE SYSTEM 2. Internal Structure

ESSENTIAL PARTS ARE AS FOLLOWS:
a. Vagina – a stretchable canal in the female
1. Penis – a male sexual organ consisting of the that opens at the vulva and extends about
internal root and external shaft and glans. four inches into the pelvis.
2. Root – the portion of the penis that extends b. Rugae – the folds of tissue in the vagina.
internally into the pelvic cavity.
c. Cervix – the small end of the uterus,
3. Shaft – the length of the penis between the glans located at the back of the vagina.
and the body.
 d. Uterus – a pear shaped organ inside the  More pronounced breasts with more fatty
female pelvis, within which the fetus tissue
develops.  More fat tissue overall
e. Fallopian Tubes – two tubes in which the  Higher voice
egg and sperm travel, extending from the
sides of the uterus.
f. Ovaries – female gonads that produce ova
and sex hormones.

PUBERTY
 is the stage of physical maturation in which
an individual becomes physiologically
PARTS OF THE REPRODUCTIVE ORGANS capable of sexual reproduction.
 are considered to be important. The biological changes include:
(1) neurosecretory factors and/or hormones,
The Primary and Secondary Characteristics (2) modulation of somatic growth
 refer to specific physical differentiate males (3) initiation of the development of the sex
and females in sexually dimorphic species – glands.
species having two forms that are
determined by their sex; that is, species in
which males and females look different from The PHYSIOLOGY OF PUBERTY includes
each other. also the activation of the hypothalamic pituitary-
gonadal axis which induces and enhances the
progressive ovarian and testicular sex hormone
PRIMARY CHARACTERISTICS are there from secretion.
birth (for example, penises and vaginas).
SECONDARY SEXUAL CHARACTERISTICS
emerge at puberty (such as low voices and beards in PUBERTY STAGES (FEMALE)
men, and high voices and no facial hair in women). P1 - Pre-Pubertal
P2 - Early development of sub-areolar breast bud
CHARACTERISTIC DIFFERENCES +/- small amounts of pubic hair and axillary hair
BETWEEN HUMAN MALES AND FEMALES. P3 - Increase in size of palpable breast tissue and
areolar Increase amount of dark pubic hair and
axillary hair
FOR BOYS:
P4 - Further increase in breast size and areolae that
 More pronounced body hair characteristics protrude above breast level Adult Pubic hair
(beard, chest, etc.) and usually more coarse
P5 - Adult Stage Pubic hair with extension to upper
 Heavier musculature
thigh
 Angular features (i.e. square jaw, triangular
mid region)
 Narrow hips
PUBERTY STAGES (MALES)
 Muscular pectorals (chest)
 Less fat tissue overall P1 - Prepubertal Testicular length less than 2.5 cm
 Deeper voice P2 - Early increase in testicular size, scrotum
slightly pigmented Few long and dark pubic hair

FOR GIRLS: P3 - Testicular length 3.3-4 cm Lengthening of the

penis, increase of pubic hair
 Less pronounced body hair characteristics
(mostly in pubic region, hair all over is P4 - Testicular length 4.1-4.5 cm, increase in length
usually finer) and thickening of the penis, adult amount of pubic
 Lighter musculature hair
 Rounded features (i.e. softer facial features,
hourglass mid-region)
 Wider hips (for child bearing) DISCUSSING EROGENOUS ZONES
  is an individual personality disorder, while
erogenous zones are sexual preferences
EROGENOUS ZONES
shared by most men at a given time or
 can be understood in a certain way we place.
understand our body.  Fetishes belong to the science of
 These are areas of the human body that have psychopathology while erogenous zones
heightened sensitivity. belong to the social world of costume and
 stimulation of these areas may result in the fashion.
foundation and production of sexual
fantasies, sexual arousal, and orgasm.
 These are areas that are more sensitive than For CULTURAL ANTHROPOLOGISTS,
others all over the body. erogenous zones are those areas of the female body
 vary from culture to culture and over time. which men find sexually arousing and which
 these parts have high concentration of nerve women alter or adorn to attract the male eye.
endings, that the result is they are
particularly sensitive to touch, pressure, or
vibration. UNDERSTANDING HUMAN SEXUAL
RESPONSE
 One of the great qualities of a human being
THE FIVE STAGES OF FREUD’S is its ability to be modified by experiences.
PSYCHOSEXUAL THEORY OF
 This process is known as learning and
DEVELOPMENT:
conditioning, which most of the aspects of
1. ORAL STAGE, the child erogenous zone is the human behavior, even sexual behavior
mouth which receives gratification through eating appears to be a product of it
and sucking.  As part of the transition from childhood to
adulthood, all adolescents experience sexual
2. ANAL STAGE, the erogenous zone is the anus feelings.
in which sexual gratification is derived from
defecation Some act upon these feelings by having sexual
intercourse; others don’t have intercourse but
3. PHALLIC STAGE, erogenous zone is the engage in behaviors stopping short of
genitals. Here the child experiences sexual penile/vaginal intercourse; some engage in anal
attraction towards the opposite sex parent. Oedipus intercourse or oral sex (REMEZ, 2000); and others
Complex (sexual attraction of the body child deny their sexual feelings by focusing intensely on
toward the mother) and Electra complex (sexual non-sexual pursuits.
attraction of the girl child towards the father)
4. LATENCY STAGE, sexual impulses lie
dormant as the child is occupied by social activities SEXUAL BEHAVIOR among adolescents is not
such as going to school and playing. new – what is new is the delay in marriage that
attends increasing educational attainment, and non-
5. GENITAL STAGE, where the erogenous zone agricultural and increasingly technological free
is again the genitals. At this time, the sexual market societies.
attraction is directed towards others, usually one of
opposite sex.
SEXUAL RESPONSE CYCLE
According to his theory, each stage of  Individuals become erotically aroused
psychosexual development must be met when they observe other individuals
successfully for proper development; if we lack engaging in sexual activity.
proper nurturing and parenting during a stage, we  The human sexual response can be
may become stuck in, or fixated on, that stage. understood through a cycle.
 It refers to the sequence of physical and
Freud’s Psychosexual Theory has been seriously
emotional changes that occur as a person
criticized for the past few decades and is now
becomes sexually aroused and participates in
considered largely outdated.
sexually stimulating activities.
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 MASTER AND JOHNSON categorized the
woman and used for sexual gratification human sexual response into four stages which they
called the

FETISHISM
 HUMAN SEXUAL RESPONSE CYCLE
(HSRC);

1. EXCITEMENT
 This is the body’s initial response to sexual
arousal.
 It is characterized by an increase in heart
rate and blood pressure as well as
heightened muscle tone

2. PLATEAU
 This is the period of sexual excitement prior
to orgasm
 It is characterized by intensification of the
changes begun during the excitement phase.

3. ORGASM
 This is characterized by waves of intense
pleasure (climax), often associated with
vaginal contractions in females and
ejaculation in males.

4. RESOLUTION
 In this phase the body returns to its non-
excited stage.

Sexual Response varies from person to person and

sexual fulfillment can occur without the completion
of all phases described by MASTER AND
JOHNSON.

ROSENTHAL (2013) has included the stage of

desire prior to excitement which is a drive or
motivation to seek out sexual objects or to engage in
sexual activities.