Bulacan State University

City of Malolos. Bulacan

Understanding the Self

(UTS 101)

Module 3
PART II: UNPACKING THE SELF

A. The Physical Self

B. The Sexual Self
C. The Material/Economical Self

Lead Writer: Paula Jeaneth V. Tabilin

Contributors: Maria Celia G. Sarrondo (Physical Self)
Florinda G. Vigonte (Material Self)
Faculty Members, Bustos Campus
Content Editor: Ma. Adora C. Tigno

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 TABLE OF CONTENTS
INTRODUCTION..................................................................................................... 3

CHAPTER 1: THE SELF FROM VARIOUS PERSPECTIVES

Objectives/Competencies........................................................................................ 4

Lesson 1 – Physical Self

Introduction......................................................................................................... 4
Learning Objectives ........................................................................................... 4
Pre-test (Physical Self) ...................................................................................... 5
The Self as Impacted by the Body ..................................................................... 6
The Impact of Culture on Body Image and Self-esteem .................................... 6
The Importance of Beauty .................................................................................. 9
Learning Activity…………….. ........................................................................... 12
Post-test (Physical Self) .................................................................................... 13
References ........................................................................................................ 13
Lesson 2 – Sexual Self
Introduction ........................................................................................................ 14
Learning Objectives ........................................................................................... 14
Pre-test (Sexual Self) ........................................................................................ 15
The Basic Biology of Sexual Behavior ............................................................... 16
Physiological Aspects of Sexual Excitement: What Turns People On? ............. 17
The Phases of Sexual Response: The Ups and Downs of Sex .......................... 17
Surveying Sexual Behavior: What’s Happening Behind Closed Doors? .............. 19
MASTURBATION: SOLITARY SEX
Heterosexuality ................................................................................................... 20
Homosexuality and Bisexuality ............................................................................ 22
DETERMINING THE CAUSES OF SEXUAL ORIENTATION
Sexually Transmitted Infections (STIs) ................................................................ 24
Contraception ...................................................................................................... 25
Reflection/Learning Insights ............................................................................... 27
Post-test (Sexual Self) ........................................................................................ 28
References ......................................................................................................... 29
Lesson 3 – Material/Economic Self
Introduction……..………………………………………………………………………29
Learning Objectives……………………………………………………………………29
Pre-test…………………………………………………………………………………30
Material Self ….………………….. …………………………..……………………… 31
Shaping the Way We See Ourselves,
The Role of Consumer Culture on our Sense of
Reflection/Learning Insights………………………………………………………….32
Learning Activity #!............................................................................................. 33
Post-test…………………………………………………………………………………34
Learning Activity #2………………………............................................................. 34
Suggested Readings/Websites………………….……………………………………36

References……………………………………………………………………………….36

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PART II: UNPACKING THE SELF

Regarding the idea of the self, to unpack can only mean discovering that we
have several, not just one. It is not sufficient to see the self at one glimpse because
the self in itself is complex. Consequently, for you to see clearly yourself, you gradually
need to unpack or unfold even the smallest portion of your whole being, ranging from
the roots of both your interior and exterior influences. This chapter explores how “the
self” is viewed in the context of physical, sexual, material, political, spiritual, and digital.

By the end of the chapter, students will be able to:

● discover the diverse aspects of the self and identity

● express critical, reflective thinking in integrating the various aspects of the
self and identity
● recognize the diverse forces and institutions that impact the growth of
various aspects of self and identity
● look at one’s self against the different aspects of the self discussed in the
module

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Title of Lesson : Physical Self
Duration: 3 hrs.

“To keep the body in good health is a duty… otherwise, we shall not be
able to keep our mind strong and clear.” - - Buddha
This chapter explores the process of physical growth and development.
Understanding the physical self requires an analysis of the life span and the physical
development in each stage.
The physical changes that occur at the start of adolescence result largely from
the secretion of various hormones, which virtually affects every aspect of an
adolescent’s life, particularly how they view themselves.
Factors affecting physical growth and development, theories of the physical
self, the concept of body image, and the importance of beauty will be given important
points for discussion in this lesson.

LEARNING OBJECTIVES:
At the end of this lesson, students will be able to:
● identify the stages of life;
● explain the physical changes that occur during each stage;
● recognize the contributions of genetic and environmental factors to the physical
development of the self
● examine the impact of culture on body image and self; and
● develop a positive body image;
● Be grateful for who we are;
● Appreciate everything in life;
● Explain the different forms of beauty;
● Cite ways how to improve inner self

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 Pre-test on Physical Self

Name: __________________________________________
Course/Yr./Sec.: __________________________________

The following questionnaire is designed to describe how satisfied you are with your
physical characteristics. Rate each item from 1 (very dissatisfied) to 5 (very satisfied).

Very Moderately Very

Physical Satisfied Dissatisfied
Satisfied Satisfied Dissatisfied
characteristics 4 2
5 3 1

Hair color

Hair texture

Eye color

Eye shape

Eyelashes

Eyebrows

Nose shape

Cheekbones

Cheeks

Skin color

Skin texture

Height

Body size

Bodyweight

Clothing

Reflection:

Are you satisfied with your physical characteristics? Try to reflect the reason/s why?
___________________________________________________________________
___________________________________________________________________

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THE SELF AS IMPACTED BY THE BODY

The physical self refers to the body. Both physical extremities and internal
organs work together for the body to perform many of its functions such as breathing,
walking, eating, and sleeping, among others. The body’s ability to perform its functions
gradually changes through an individual’s aging. In general, the body performs least
during infancy and old age. Physical efficiency generally peaks in early adulthood
between the ages of twenty and thirty, and then slowly declines into the middle age.
Physical development and growth during childhood continue at a slow rate compared
to the rapid rate of growth in babyhood.

Adolescence begins with the onset of puberty. The stage is characterized by

rapid physical changes that include the maturation of the reproductive system. Each
individual goes through a succession of developmental stages throughout his or her
life span.

Life span refers to the development from conception to death. Elizabeth B. Hurlock
outlines the stages in the life span:
1. Prenatal - fertilization to birth
2. Infancy - birth to 2 weeks of life
3. Babyhood - 2 weeks of life to 2 years old
4. Early childhood - 2 to 6 years old
5. Late childhood - 6 to 10 or 12 years old
6. Puberty - 10 or 12 to 14 years old
7. Adolescence - 14 to 18 years old
8. Early adulthood - 18 to 40 years old
9. Middle adulthood - 40 to 60 years old
10. Late adulthood or senescence - 60 years old to death

FACTORS AFFECTING PHYSICAL GROWTH AND DEVELOPMENT

Physical growth and development is the product of heredity and environment.

Heredity is the biological process of the inheritance of traits from parents to offspring.
Environment refers to the factors an individual is exposed to throughout life, which
includes learning and experiences. Environmental factors such as diet, nutrition and
diseases play an important role in an individual’s physical development.

Sex and other physical traits are determined by the combination of

chromosomes and genes during fertilization when the egg and sperm cells unite.
Chromosomes are thread-like tissues that carry the genes, and are usually found in
pairs. There are 23 pairs of chromosomes that are classified as autosomes or trait
chromosomes (22 pairs) and gonosomes or sex chromosomes (23 rd pair). Genes are
the primary carrier of hereditary traits and are classified as dominant (strong genes)
and recessive (weak genes).

The Impact of Culture on Body Image and Self-esteem

Body image can affect both the adolescent’s physical and social well-being.
Adolescents worry about different parts of their bodies. Adolescent boys and girls tend
to experience negative self-image because they are in a stage of development that is
probably confusing to them.

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BODY IMAGE

Body image refers to how individuals perceive, think and feel about their body
and physical appearance. Appearance refers to everything about a person that others
can observe, such as height, weight, skin color, clothes and hairstyle. Through
appearances, an individual can show others the kind of person he or she is
(DeLamater & Myers, 2012). The age at which puberty begins has implications for the
way adolescents feel about themselves and the way others treat them (Feldman,
2010). Body image is related to self-esteem, which is a person’s overall evaluation of
his or her own worth.

The way adolescents react to their physical appearance depends in part on

sociocultural factors. The emphasis that peers, parents, or the media put on ideal body
types, which is slim or thin, leads girls to experience body dissatisfaction (Grabe,
Ward, and Hyde, 2008). For both boys and girls, bullying and peer pressure are
associated with greater body dissatisfaction (Webb & Zimmer-Gembeck, 2014).
Television, advertising, music, and movies are full of women who are thin, thus
constructing the notion that the ideal body shape is slim. Some girls and young women
try to compare themselves to models and actresses in advertisements. The result is
that they try to change their physical appearance either through cosmetic surgery,
dieting, or excessive exercise. Girls who have higher body dissatisfaction are likely to
experience depression, low self-esteem, and eating disorders (Demello, 2014). For
example, anorexia is an eating disorder in which the person refuses to eat for fear of
gaining weight, resulting in severe starvation and death. It mostly afflicts females
between the ages of 12 and 40, although men may also develop it. Another disorder
is bulimia nervosa, in which the person induces purging after bringing in large
quantities of food (Feldman, 2010).
Society shapes us in many ways, possibly more than we realize – from our
interactions to our personal development through others’ perception of our bodies as
a reflection of self-worth. We are social beings. Genetically we rely on one another for
the survival of humanity. That primal connection makes our interactions physiologically
and psychologically important. So it’s not surprising that how society perceives us
affects us on many levels.

Body image is both internal (personal) and external (society). This includes:

● How we perceive our bodies visually

● How we feel about our physical appearance
● How we think and talk to ourselves about our bodies
● Our sense of how other people view our bodies

How we look has possibly never held as much societal importance or reflected so
significantly on our perceived self-worth.

The media, in particular, has increasingly become a platform that reinforces cultural
beliefs and projects strong views on how we should look, that we as individuals often
unknowingly or knowingly validate and perpetuate.
The more we look at perfect images of others and then look to find those same
idealized characteristics in ourselves and don’t find them, the worse we feel about
ourselves.

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It’s a cycle that breeds discontent.
With such strong societal scrutiny, it’s easy to see how the focus on how we
look can slide into the dark side – negative body image. How developing mindfulness
can nourish the best of who we are?

The greater our discontent with how we measure up when compared to the societal
or media supported norms, the more negative our body image. The greater the risk for
extreme weight or body control behaviors occurs. We’re talking about:

● Extreme dieting
● Extreme exercise compulsion
● Eating disorders
● Extreme or unnecessary plastic surgery
● Using steroids for muscle building

So how can we build a healthy and positive body image?

Positive body image involves understanding that healthy attractive bodies come
in many shapes and sizes, and that physical appearance says very little about our
character or value as a person.

How we get to this point of acceptance often depends on our individual

development and self-acceptance. To get to that all-important point of balance, there
are a few steps we can take:

● Talkback to the media. All media and messages are developed or constructed
and are not reflections of reality. So shout back. Speak our dissatisfaction with
the focus on appearance and lack of size acceptance

● De-emphasize numbers. Kilograms on a scale don’t tell us anything meaningful

about the body as a whole or our health. Eating habits and activity patterns are
much more important

● Realize that we cannot change our body type: thin, large, short or tall, we need
to appreciate the uniqueness of what we have – and work with it

● Stop comparing ourselves to others. We are unique, and we can’t get a sense
of our own body’s needs and abilities by comparing it to someone else

● We need to move and enjoy our bodies not because we have to, but because
it makes us feel good. Walking, swimming, biking, dancing – there is something
for everyone

● Spend time with people who have a healthy relationship with food, activity, and
their bodies

● Question the degree to which self-esteem depends on our appearance. If we

base our happiness on how we look, it is likely to lead to failure and frustration
and may prevent us from finding true happiness

● Broaden our perspective about health and beauty by reading about body image,
cultural variances, or media influence. Check out a local art gallery paying
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 particular attention to fine art collections that show a variety of body types
throughout the ages and in different cultures

● Recognize that size prejudice is a form of discrimination similar to other forms

of discrimination. Shape and size are not indicators of character, morality,
intelligence, or success

Each of us will have a positive body image when we have a realistic perception
of our bodies when we enjoy, accept, and celebrate how we are and let go of negative
societal or media perpetuated conditioning.

The Importance of Beauty

Beauty is eternity gazing at itself in a mirror. ~ Khalil Gibran

There are many subjective forms of beauty, but none of those definitions reach the
core truth of what beauty really is and why it should matter to us. If you want to look at
the subjective versions, you could say that anything is “beautiful,” even ugliness.

Let’s stick to something that exists as a universal truth about beauty. Beauty and love
go hand in hand. One begets the other. Love begets beauty, and true beauty inspires
love. The two together have the potential to create an upward spiral of joy and
consciousness. The two things together can bring forth a deep sense of peace. A
sense that all is right in the world.

THE IMPORTANCE OF BEAUTY

Whether beauty is biologically programmed or culturally constructed, it remains

important in all societies. Admittedly, attractive people have a lot of advantages in life.
For one, people who are perceived to be attractive favor those who are not in many
social situations.

Different cultures have different definitions and perceptions of beauty. People

often say that beauty is in the eye of the beholder. The fact that many Filipinas have
won international beauty contests shows that Filipinas are among the women who are
perceived to be the most beautiful in the world.

People tend to judge others based on physical appearance. However, physical

appearance alone is not enough to know a person’s true character. It is important to
see into a person’s inner thoughts and feelings - one’s inner self. Above all things
physical, it is more important to be beautiful on the inside.
Let’s look at the definition of beauty:

1. the quality or aggregate of qualities in a person or thing that gives pleasure

to the senses
or pleasurably exalts the mind or spirit: loveliness
2. a beautiful person or thing; especially: a beautiful woman
3. a particularly graceful, ornamental, or excellent quality

Nature is the best example of embracing beauty unabashedly. Nature does

what nature does. The rose doesn’t say to itself, shoot. Look at that oak tree over
there. It’s so regal and strong. Its leaves are so shiny, lush and full. Sigh. I wish I didn’t
have these darn thorns and my stem could be thicker like the oak’s trunk. It’s absurd
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when you read that, yes?! But think about it. Is this not what you do on a regular basis
to yourself? Deny your inherent beauty?

At first, it might feel like a big leap to embrace the beauty in you. OK. No
problem. That’s why you can start with your environment.

What physical representation of your desires, your heart, or your intentions can
you place in your home? Is it a particular color that makes you swoon? Is it the fancy
candle that costs as much as a nice meal? Is it fresh flowers on a weekly basis to perk
you up? Find what your representation of beauty is and make sure to incorporate it
into your home because this becomes the cement that holds together your powerful
foundation in life.
Sadly, many women slough off enhancing beauty as self-indulgent or, worse,
feel like they are not worthy of beauty in their life. If this is you, please listen up. The
only way you will experience beauty in life is by giving it to yourself.
Beauty exists everywhere and when you consciously connect with it, you will
feel that there is abundance coming to you and that YOU can provide it for yourself.
And yes, beauty is in the eye of the beholder. What is important here is that you
enjoy things, people and places that are beautiful to you.

What are the different forms of beauty?

We immediately recognize true beauty because it uplifts and inspires us. We

know instinctively that this is a manifestation of God.

Physical beauty always begins with non-physical beauty first. Non-physical

beauty is that which can’t be measured, but it can certainly be felt. It emanates from
within.

Non-physical beauty manifests through things like kindness, love, appreciation,

harmony, joy, and peace. These things are all evidence that creative, divine love is
being received and manifesting within that individual.

Once the inner beauty is felt, it will always seek to manifest outwardly in the
physical. Maybe it is as simple as a smile. Or maybe it manifests as an act of kindness.
Perhaps it demonstrates itself through some artistic creation. Or perhaps it is as simple
as saying, “I love you.”
When we stop resisting our creator’s ever-present love, we will naturally seek to
express that love by creating beauty all around us in the physical world.

REFERENCES:

Understanding the Self by Ma. Joycelyn A. Go-Monilla and Normaliza C. Ramirez,

C&E Publishing, Inc. 2018

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Name: __________________________________________

Course/Yr./Sec.: __________________________________

LEARNING INSIGHT:
Make a list of promises that you can and will stick to. Write them down or
print them out. Here's a list of body positive promises to get you started:
I will no longer insult you.
I refuse to compare you to others.
I'll treat you with love and respect.
I'll nourish you with healthy foods and lots of water.
I will keep you strong by remaining active.
I promise to get enough sleep each night.

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 Post – test
(Physical Self)
Name: __________________________________________
Course/Yr./Sec.: __________________________________

Directions. Answer the following questions briefly.

A. Why do you think beauty is essential?

________________________________________________________________
________________________________________________________________
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______________________________________________________________

B. Which do you think is more important, physical beauty or non-physical beauty?

Support your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________________________

C. What is your idea of beauty. Cite its different forms.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________________________

D. List down the ways that you can do to improve your inner beauty.
________________________________________________________________
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______________________________________________________________

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Title of Lesson 2: Sexual Self
Duration: 6 hrs.

Sexuality is one of the primary drives behind everyone’s feelings, thoughts, and
behaviors. It affects all aspects of the human person and, it especially concerns
affectivity, the capacity to love and to procreate, and in a more general way, the
aptitude for forming bonds with others. Further, it shapes the brain and body to be
pleasure-seeking. However, despite the known importance of the sexual self in
connection to the totality of the self, many people consider this topic as taboo.

This lesson aims to open the minds of each college student about the value of
sexuality. It will also help them to know and understand: how most people behave
sexually; what are the sexual difficulties most people encounter; what are the major
sexually transmitted infections; and what types of contraception are.

LESSON OBJECTIVES

● Why, and under what circumstances, do we become sexually aroused?

● How do most people behave sexually?
● What are the major sexually transmitted infections?
● What sexual difficulties do people most frequently encounter?
● What are the different types of contraception?

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 Pre-test on Sexual Self
Name: __________________________________________

Course/Yr./Sec.: __________________________________

Directions. Please fill out with term/s being described in the spaces provided.

______1. The work carried out by______ in the 1930s was the first systematic study
of sexual behavior is ever undertaken.

______2. Although the incidence of masturbation among young adults is high, once
men and women become involved in intimate relationships, they
typically cease masturbating. True or false?

______3. The increase in premarital sex in recent years has been greater for women
than for men. True or false?

______4. It refers to the view that premarital sex is acceptable within a loving, long-
term relationship.

______5. Research comparing homosexuals and heterosexuals demonstrates that

there is no difference in the level of adjustment or psychological functioning
between the two groups. True or false?

______6. Which of the following is unlikely to be a motivation for the act of rape?
a. Need for power
b. Desire for sexual intimacy
c. Desire for sexual gratification
d. Anger against women in general

______7. Which of the following STIs is the most widespread?

a. Genital herpes
b. Gonorrhea
c. Chlamydia
d. Syphilis

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LESSON PROPER

The Basic Biology of Sexual Behavior

Anyone who saw two dogs mating identifies that sexual behavior has a
biological basis. Their sexual behavior appears to occur naturally without much
prompting on the part of others. Sexual behavior of nonhuman animals is influenced
by a number of genetically controlled factors. For example, the presence of certain
hormones in the blood affects animal behavior. Furthermore, female animals are
receptive to sexual advances only during specific relatively limited periods of the year.

By comparison, human sexual behavior is more complicated, although the

underlying biology is not all that different from that of related species. In males, for
example, the testes begin to secrete androgens, male sex hormones, at puberty. (See
Figure 1 for the basic anatomy of the male and female genitals, or sex organs.)
Androgens also increase the sex drive and not only produce secondary sex
characteristics, such as the growth of body hair and a deepening of the voice. Men are
capable of (and interested in) sexual activities without any regard to biological cycles
because the level of androgen production by the testes is relatively constant. Given
the proper stimuli leading to arousal, at any time, male sexual behavior can occur.
(Goldstein, 2000).

Women illustrate a different pattern. The two ovaries begin to produce

estrogens, female sex hormones, when they reach maturity at puberty. The
production of hormones follows a cyclical pattern and is not produced consistently.
The greatest output occurs during ovulation, when an egg is released from the
ovaries, making the chances of fertilization by a sperm cell highest. The period around
ovulation is the only time the female is receptive to sex in nonhumans, while the people
are different. Women are receptive to sex throughout their cycles, although there are
variations in reported sex drive. (Leiblum & Chivers, 2007).

Feldman, Robert S. (2014) Understanding Psychology 12th Edition- McGraw-Hill:

Education 2 Penn Plaza, New York

In addition, although the difference may be the result of society’s

discouragement of overt displays of female sexuality rather than of inborn differences
between men and women, some evidence proposes that males have a stronger sex
drive than females do. It is clear that men think about sex more than women: while
54% of men report thinking about sex every day, only 19% of women report thinking
about it on a daily basis (Mendelsohn, 2003; Gangestad et al., 2004; Baumeister &
Stillman, 2006; Carvalho & Nobre, 2011).

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 It takes more than hormones to cause and produce sexual behavior, though
biological factors “prime” people for sex. The occurrence of a partner who supplies
arousing stimuli leads to sexual activity in animals. Humans are significantly more
adaptable; not only other people but nearly any object, sight, smell, sound, or other
stimuli can lead to sexual excitement. Because of prior associations, people may be
turned on sexually by the smell of perfume or the sound of a favorite song hummed
softly in their ears. The reaction to a specific, potentially arousing stimulus, as we shall
see, is highly individual—what turns one person on may do just the opposite for
another. (Benson, 2003).

Physiological Aspects of Sexual Excitement: What Turns People On?

In a sense, you would be right if you were to argue that the major human sex
organ is the brain. Much of what is considered sexually arousing in our society has
little or nothing to do with our genitals; instead, it is related to external stimuli that,
through a process of learning, have come to be labeled as erotic or sexually
stimulating.

For example, there are no areas of the body that, when touched, will
automatically produce sexual arousal. Areas of the body that have an unusually rich
group of nerve receptors are particularly sensitive, not just to sexual touch but to any
kind of touch, are called erogenous zones. The information sent to the brain by the
nerve cells is essentially the same as that sent when a sexual partner touches that
spot when a physician touches a breast or a penis. What differs is the interpretation
given to the touch. Sexual arousal is likely only when a certain part of the body is
touched in what people define as a sexual manner and when a person is receptive to
sexual activity (Gagnon, 1977; Goldstein, 2000; Wiederman, 2011).

There is a good deal of agreement within a society or culture about what usually
represents an erotic stimulus, although people can learn to respond sexually to almost
any stimulus. Breast size is frequently the standard by which female appeal is
measured in many Western societies, but in many other cultures, breast size is
irrelevant. (Rothblum, 1990; Furnham & Swami, 2007).

Sexual fantasies also play a significant role in people’s lives. People often have
fantasies of a sexual nature during their every day, nonsexual activities. Furthermore,
during sexual intercourse, most people fantasize about sex. These fantasies often
include having sex with someone other than one’s partner of the present moment.
(Trudel, 2002; Critelli & Bivona, 2008;Goldey & van Anders, 2011).

Although men appear to fantasize about sex more than women do, men’s and
women’s fantasies differ little from each other in terms of content or quantity. But both
men and women wish they engaged in more oral sex, had vaginal intercourse more
frequently than they actually do, and kissed more. (Hsu et al., 1994; Shulman & Horne,
2006; Santtila et al., 2008; Wehrum et al., 2013).

The Phases of Sexual Response: The Ups and Downs of Sex

We all contribute to some basic aspects of sexual responsiveness, although the

kinds of stimuli that create sexual arousal are, to some degree, unique to each
individual. According to pioneering work done by William Masters and Virginia
Johnson (1966), sexual responses go after a regular pattern consisting of four phases:

16
excitement, plateau, orgasm, and resolution, based on their studies about behavior in
carefully controlled laboratory settings. Masters and Johnson’s research is the most
widely accepted account of what happens when people become sexually excited
(Masters & Johnson, 1994), although other researchers argue that sexual responses
proceed somewhat differently (e.g., Kaplan, 1974; Zilbergeld & Ellison, 1980),

The first phase can last from just a few minutes to more than an hour; an
arousing stimulus begins a sequence that prepares the genitals for sexual intercourse,
and this phase is called excitement. The penis becomes erect when blood flows into
it in males. The clitoris swells because of an increase in the blood supply to that area,
and the vagina becomes lubricated in a female. A “sex flush,” a red rash that typically
spreads over the chest and throat, may also experience by women.

The second phase is where the body’s preparation for orgasm. During this
stage, as the penis and clitoris swell with blood, the maximum level of sexual arousal
is attained. Women’s heartbeat and blood pressure rise, breathing rate increases, and
breasts and vaginas expand. As the body prepares itself for the next stage, which is
the orgasm, muscle tension becomes greater. However, it is hard to explain the feeling
of orgasm beyond saying that it is an intense, highly pleasurable experience; the
biological events that accompany the feeling are fairly straight forward. Rhythmic
muscular contractions occur in the genitals every eight-tenths of a second when the
orgasm stage is reached. The contractions expel semen, a fluid containing sperm,
from the penis—a process known as ejaculation in males. Breathing and heart rates
reach their maximum for women and men.

After orgasm, people move into the last phase of sexual arousal, which is called
the resolution stage. The body returns to its resting state, reversing the changes
brought about by arousal. The blood pressure, breathing, and heart rate go back to
normal; the genitals resume their unaroused size and shape.

Feldman, Robert S. (2014) Understanding Psychology 12th Edition- McGraw-Hill:

Education 2 Penn Plaza, New York

Male and female responses differ significantly during the resolution stage; these
differences are depicted in Figure 2. Women can cycle back to the orgasm phase and
experience repeated orgasms. Females go into the final resolution stage, and then
they return to their pre-stimulation state. In contrast, it is generally thought that men
17
go into a refractory period during the resolution stage. Men are not capable of
developing an erection during the refractory period. Therefore, men are not capable
of having another ejaculate and orgasm. The refractory period may last from a few
minutes to several hours; in the elderly, it may continue for several days.(Goldstein,
2000).

Surveying Sexual Behavior: What’s Happening Behind Closed Doors?

The vast variety of sexual practices remained shrouded in ignorance, based on most
of recorded history. However, a series of surveys on the sexual behavior of people in
the United States was launched by a biologist Alfred Kinsey in the late 1930s. The
result was the first broad attempt to see what people were doing sexually. It was
highlighted by the publication of Kinsey’s landmark volumes, Sexual Behavior in the
Human Male (Kinsey, Pomeroy, & Martin, 1948) and Sexual Behavior in the Human
Female {Kinsey et al., 1953).

The first major systematic effort in learning about human sexual behavior was
Kinsey’s research. Tens of thousands of people were interviewed by Kinsey and his
colleagues. The interview techniques they developed in which their ability to prompt
sensitive information without causing humiliation is still looked upon as a model for
other sex researchers.

On the other hand, the samples of Kinsey reflected an over-depiction of young

people, well-educated individuals, urban occupiers, college students, and people living
in Indiana and the northeast (Kirby, 1977). Furthermore, it is unclear how
representative of his data are of people who refused to participate in the study, as with
all surveys involving volunteer participants. Similarly, it is not easy to assess how
accurately people’s descriptions of what they are doing private counterparts their
actual sexual practices, because no survey observes behavior directly.

The work of Kinsey put the stage for later surveys. But due to political causes
(the use of government funding for sex surveys is contentious), surprisingly few
comprehensive, large-scale, representative surveys—either in the United States or in
other countries—have been carried out since Kinsey did his initial work. However, we
now have a complete picture of contemporary sexual practices—to which we turn next,
by examining the frequent results gleaned from different models of subjects.

MASTURBATION: SOLITARY SEX

According to physicians 100 years ago, sexual self-stimulation, often using the
hand to rub the genitals, would lead to an ample range of physical and mental
disorders, ranging from hairy palms to insanity which they called masturbation.
However, most of us would be wearing gloves to hide the sight of our hair-covered
palms because masturbation is one of the most frequently practiced sexual activities
if those physicians had been correct. Some 94% of all males and 63% of all females
have masturbated at least on one occasion among college students, the rate of
recurrence ranges from “never” to “several times a day” (Hunt, 1974; Michael et al.,
1994; Polonsky, 2006; Buerkle, 2011).

Men and women usually start to masturbate for the first time at different ages.
Furthermore, although there are differences in frequency according to age, men

18
masturbate considerably more often than women. Male masturbation most common
in the early teens and then declines; females both begin the utmost frequency later.
There are also some racial distinctions: African-American men and women masturbate
less than whites do (Oliver & Hyde, 1993; Pinkerton et al., 2002; Das, Parish, &
Laumann, 2009).

The view in which masturbation is often considered an activity to engage in only

if no other sexual outlets are existing, bears little connection to reality. Close to three-
fourths of married men (age 20 to 40) report masturbating an average of 24times a
year, and 68% of the married women in the same age cluster masturbate an average
of 10 times a year (Hunt, 1974; Michael et al., 1994; Das, 2007).

Attitudes toward it still mirror some of the negative views of yesteryear, despite
the high incidence of masturbation. For instance, one survey found that around ten
%of people who masturbated tend to experience guilt; People considered their
behavior perverted, 5% of the males and 1% of the females (Arafat & Cotton, 1974).
Most experts on sex view masturbation as a healthy and rightful—and harmless—
sexual activity, despite these negative attitudes. In addition, masturbation is seen as
providing a means of knowledge about one’s sexuality and a way of discovering
changes in one's body, such as the appearance of precancerous lumps (Coleman,
2002; Levin, 2007; Herbenick et al., 2009).

Heterosexuality

Appealing in sexual intercourse often is perceived as reaching one of life's

major milestones for heterosexuals. Sexual attraction and behavior directed to the
other sex consists of far more than male-female contact is called heterosexuality.
Caressing, kissing, massaging, and other kinds of sex play are all components of
heterosexual behavior. Still, the act of intercourse, particularly in terms of its first
occurrence and its frequency, has been the center of the sex researchers’.

PREMARITAL SEX

Considered one of the major taboos in our society, at least for women, was
premarital sexual intercourse. By tradition, the society warned women that “nice girls
don’t do it,”; but men have been told that premarital sex is okay for them, although they
should marry virgins. This view is called double standard in which premarital sex is
acceptable for males but not for females is called the (Liang, 2007; Lyons et al., 2011).

The majority of adult Americans believed that premarital sex was always wrong,
as recently as the 1970s. But there has been a dramatic change in public opinion since
then. For example, the percentage has increased from just over 25% in the early1970s
to more than 55% in 2012of people who consider that premarital sex is "not wrong at
all." More than half say that living together before marriage is morally acceptable
(Thornton & Young-DeMarco, 2001; Harding & Jencks, 2003; Smith & Son, 2013).

Alterations in attitudes toward premarital sex were matched by changes in

indefinite rates of premarital sexual activity. For instance, more than one-half of
women between the ages of 15 and 19 have had premarital sexual intercourse. These
figures are close to double the number of women in the same age range who reported
having intercourse in 1970. More women engaging in premarital love in the last several

19
decades has been toward sexual activity (Jones, Darroch, & Singh, 2005; Sprecher,
Treger, & Sakaluk, 2013).

Although the increase has not been as dramatic as it has been for females—
most likely because the rates for males were higher, to begin with, males, too, have
shown an increase in the incidence of premarital sexual intercourse. For instance, the
first surveys of premarital intercourse carried out in the 1940s showed an incidence of
84% across males of all ages; recent figures are closer to 95%. Moreover, it declines
steadily, the average age of males’ first sexual experience. Almost half of the males
have had sexual intercourse by the age of 18; by the time they reach age 20, 88%
have had intercourse.70% of teens have had intercourse by their 19th birthday, for
both men and women (Arena, 1984; Hyde, Mezulis, & Abramson, 2008; Guttmacher
Institute, 2011).

The patterns of premarital sex show a convergence of male and female

attitudes and behavior that makes it most interesting about. But is the change sufficient
to signal an end to the double standard? Probably. The double standard has been
succeeded by a new view: permissiveness with affection, for many people, particularly
younger individuals. Premarital intercourse is permissible for both men and women if
it occurs within a long-term, committed, or loving relationship, according to those
holding this view. (DeGaton, Weed, & Jensen,1996; Hyde, Mezulis, & Abramson,
2008).

Still, the double standard has not vanished fully. The attitudes are almost
always more lenient toward the male than toward the female, where differing
standards remain. (Sprecher & Hatfield, 1996).

Furthermore, there are considerable cultural differences regarding the

incidence and suitability of premarital intercourse. For instance, the proportions of
male teenagers who have intercourse before their 17th birthday in Jamaica, the United
States, and Brazil are about ten times the level reported in the Philippines. And in
some cultures, such as those in sub-Saharan Africa, although this may be due to the
fact that they marry at a younger age than men, women become sexually active at an
earlier age than men.(Singh et al., 2000).

MARITAL SEX

To judge by the number of articles about sex in heterosexual marriages, one

would think that sexual behavior was the number one criterion by which marital
enjoyment is measured. Having too little sex, too much sex, or the wrong kind of sex,
are often concerns of married couples. (Harvey, Wenzel, & Sprecher, 2004).

The frequency of sexual intercourse is one certainly, although there are many
different dimensions along which sex in marriage is measured. What is typical? There
is no easy answer to the question because there are such wide variations in patterns
between individuals, as with most other types of sexual activities. We do know that
43%of married couples have sexual intercourse a few times a month and 36% of
couples have it two or three times a week. The frequency of intercourse declines with
increasing age and length of the marriage. Still, sex continues into late adulthood, with
almost half of people reporting that they engage in high-quality sexual activity at least
once a month (Michael et al., 1994; Powell, 2006;).

20
 The present reality appears to be otherwise, although early research found
extramarital sex to be widespread. 85% of married women and more than 75% of
married men are faithful to their spouses, according to surveys. Furthermore, the
median number of sex partners inside and outside of marriage since the age of 18 was
six for men and two for women. Accompanying these numbers is a high, consistent
degree of disapproval of extramarital sex, with nine of ten people saying that it is
“always” or“almost always” wrong (Daines, 2006; Whisman & Snyder, 2007; DeMaris,
2013).

Homosexuality and Bisexuality

Sexually attracted to members of their own sex are called homosexuals,

whereas bisexuals are sexually attracted to people of the same sex and the other
sex. Many male homosexuals like better the term gay, and female homosexuals like
better the term lesbian because they refer to a broader array of attitudes and lifestyles
than the term homosexual, which focuses on the sexual act.

The number of people who prefer same-sex sexual partners at one time or
another is considerable. Around 20–25% of males and about 15% of females have
had at least one gay or lesbian experience during adulthood, as suggested by
estimates. The exact number of people who identify themselves as exclusively
homosexual has proved difficult to gauge; some estimates are as low as 1.1% and
some as high as 10%. 5–10% of both men and women are exclusively gay or lesbian
during extended periods of their lives, as suggested by most experts. (Hunt, 1974;
Sells, 1994; Firestein, 1996).

The issue is not that simple, although people often view homosexuality and
heterosexuality as two completely distinct sexual orientations. Pioneering sex
researcher Alfred Kinsey acknowledged this when he considered sexual orientation
along a scale or continuum with “exclusively homosexual” at one end and “exclusively
heterosexual” at the other.

In the middle were people who showed both homosexual and heterosexual
behavior (see Figure 4). Sexual orientation is dependent on a person’s sexual feelings
and behaviors and romantic feelings, as suggested by Kinsey’s approach (Weinberg,
Williams, & Pryor, 1991).

Feldman, Robert S. (2014) Understanding Psychology 12th Edition- McGraw-Hill:

Education 2 Penn Plaza, New York

DETERMINING THE CAUSES OF SEXUAL ORIENTATION

What concludes whether people turn out to be homosexual or heterosexual?

None has proved completely satisfactory, although there are a number of theories. It
is suggested that there are genetic causes in some explanations for sexual orientation
being biological. Studies of identical twins give evidence for a genetic source of sexual
21
orientation. When one twin identified himself or herself as homosexual, the occurrence
of homosexuality in the other twin was higher than it was in the general population,
based on studies. Such results occur even for twins who have been separated early
in life and who therefore are not necessarily raised in similar social environments (Kirk,
Bailey, & Martin, 2000; Gooren, 2006; LeVay, 2011).

Hormones also may play a role in determining sexual orientation. For example,
research shows that women exposed before birth to DES (diethylstilbestrol—a drug
their mothers took to avoid miscarriage) were more likely to be homosexual or
bisexual. (Meyer-Bahlburg, 1997).

Some evidence suggests that differences in brain structures may be related to

sexual orientation. For instance, the structure of the anterior hypothalamus, an area
of the brain that governs sexual behavior, differs in male homosexuals and
heterosexuals. Similarly, other research shows that, compared with heterosexual men
or women, gay men have a larger anterior commissure, which is a bundle of neurons
connecting the right and left hemispheres of the brain (LeVay, 1993; Byne, 1996;
Witelson et al., 2008).

However, research signifying that biological causes are at the origin of

homosexuality is not definite because most findings are based on only small samples
of individuals. Still, the possibility is real that some inherited or biological factor exists
that predisposes people toward homosexuality if certain environmental conditions are
met(Veniegas, 2000; Teodorov et al., 2002; Rahman, Kumari, &Wilson, 2003).
Although proponents of psychoanalytic theories once argued that the nature of the
parent-child relationship could produce homosexuality (e.g., Freud, 1922/1959),
research evidence does not support such an explanation. Virtually no scientific proof
suggests that sexual orientation is brought about by child-rearing practices or family
dynamics. (Isay, 1994; Roughton, 2002).

Another explanation for sexual orientation rests on learning theory (Masters

&Johnson, 1979). Sexual orientation is learned through rewards and punishments in
much the same way that we may learn to prefer swimming over tennis, according to
this view. For example, a young adolescent might develop disagreeable associations
with the other sex if he or she had an unpleasant heterosexual experience. If the same
person had a worthwhile, pleasant gay or lesbian experience, homosexuality might be
incorporated into his or her sexual fantasies. They may be positively reinforced
through orgasm, and the association of homosexual behavior and sexual pleasure
eventually may cause homosexuality to become the preferred form of sexual behavior
if such fantasies are used during later sexual activities—such as masturbation.

Several difficulties rule it out as a definitive explanation, although the learning-

theory explanation is plausible. One ought to expect that the negative treatment of
homosexual behavior would outweigh the rewards attached to it because our society
has traditionally held homosexuality in low esteem. Furthermore, children growing up
with a gay or lesbian parent are statistically unlikely to become homosexual, which
thus contradicts the notion that homosexual behavior may be learned from others
(Golomboket al., 1995; Victor & Fish, 1995; Tasker, 2005).

We can’t definitively answer the question of what determines it, because of the
difficulty in finding a consistent explanation for sexual orientation. It seems unlikely
that any single factor orients a person toward homosexuality or heterosexuality.

22
Instead, a combination of biological and environmental factors appears reasonable to
assume (Hyde, Mezulis, & Abramson, 2008). One thing is clear, although we don’t
know exactly why people develop a certain sexual orientation: Despite increasingly
positive attitudes toward homosexuality (see Applying Psychology in the 21st
Century), many gays and lesbians face antigay attitudes and discrimination, and it can
take a toll. Lesbians and gays have higher rates of depression and suicide than their
straight counterparts. There are even physical health disparities due to prejudice that
gays and lesbians may experience. Because of this, the American Psychological
Association and other major mental health organizations have endorsed efforts to
eliminate discrimination against gays and lesbians (Chakraborty et al., 2011; Ashley,
2013; Lick, Durso, & Johnson, 2013).

Sexually Transmitted Infections (STIs)

These are the major STIs:

• Chlamydia. This is a disease that in women at first produces no symptoms

and in men causes a burning sensation during urination and a discharge from the
penis and it is the most widespread STI. Chlamydia can lead to pelvic inflammation,
urethral damage, arthritis, and even sterility if it is left untreated. The Centers
forDisease Control and Prevention recommends that sexually active women under
age 26 should be tested for the disease every year because it usually produces no
symptoms in females. Chlamydia can be cured with antibiotics, most often
azithromycin or doxycycline once diagnosed. (Ku et al., 2002; CDC, 2004a).

• Genital herpes. It is a virus related to the cold sores that sometimes appear
around the mouth. Herpes first comes out as small blisters or sores in the region of
the genitals that later break open, causing harsh pain. The disease usually reappears
typically four or five times in the year following infection, even though these sores heal
after a few weeks. Later outbreaks are less frequent, but the infection, which cannot
be cured, often causes psychological distress for those who know they are infected. It
can be transmitted to sexual partners during the active phases of the disease. Genital
herpes is common among college-age students: About 17% of 20- to 29-year-olds
have the infection (Farrell, 2005).

• Trichomoniasis. It is a vagina or penis infection caused by a parasite;it is

often without symptoms, especially in men. Eventually, it can cause painful urination
and intercourse, discharge from the vagina, itching, and an unpleasant odor. The 5
million cases reported each year could be treated with antibiotics.

• Gonorrhea. It often has no symptoms but can produce a burning sensation

during urination or a discharge from the penis or vagina. The infection can lead to
fertility problems and, in women, pelvic inflammatory disease. A number of drug-
resistant strains of the disease are growing, making treatment more difficult, although
antibiotics usually can cure gonorrhea.

• Syphilis. It first reveals itself through a small sore at the point of sexual
contact. In its secondary stage, it may include a rash. Syphilis can be treated
successfully with antibiotics if it is diagnosed early enough. If untreated, it may affect
the brain, the heart, and a developing fetus. It can even be fatal.

23
 • Genital warts. It is caused by the human papillomavirus. Genital warts are
small, lumpy warts that form on or near the penis or vagina. The warts are easy to
diagnose because of their distinctive appearance: They look like small cauliflower
bulbs. HPV vaccines are now available for males and females to protect against the
types of HPV that most commonly cause health problems.

• AIDS. In the last two decades, no sexually transmitted infection has had a
greater impact on sexual behavior—and society as a whole—than acquired immune
deficiency syndrome (AIDS). It has spread to other populations, such as intravenous
drug users and heterosexuals, although in the United States, AIDS at first was found
primarily in gay men. (Quinn & Overbaugh, 2005; UNAIDS, 2013).

Contraception

When choosing the most suitable contraceptive method, many elements need
to be considered by women, men, or couples at any given point in their lifetimes. These
elements include effectiveness, availability (including accessibility and affordability),
safety, and acceptability. When appropriate, voluntary informed choice of
contraceptive methods is a necessary guiding principle, and contraceptive counseling
might be a significant contributor to the successful use of contraceptive methods.

Dual protection from the simultaneous risk for HIV and other STDs also should
be considered in choosing a method of contraception. Although hormonal
contraceptives and IUDs are highly effective at preventing pregnancy, they do not
protect against STDs, including HIV. Consistent and correct use of the male latex
condom reduces the risk for HIV infection and other STDs, including chlamydia
infection, gonococcal infection, and trichomoniasis.

Reversible Methods of Birth Control

● Intrauterine Contraception

Levonorgestrel intrauterine system (LNG IUD)—The LNG IUD is a small T-

shaped device like the Copper T IUD. With the help of a doctor, it is placed
inside the uterus. It releases a small amount of progestin each day to keep you
from getting pregnant. It stays in your uterus for up to 3 to 6 years, depending
on the device. Typical use failure rate: 0.1-0.4%.

Copper T intrauterine device (IUD)—This IUD is a small device that is shaped

in the form of a “T.” Your doctor places it inside the uterus to prevent pregnancy.
It can stay in your uterus for up to 10 years. Typical use failure rate: 0.8%.

● Hormonal Methods

Implant— is a single, thin rod that is inserted under the skin of a woman's upper
arm. The rod contains a progestin that is released into the body over 3 years.
Typical use failure rate: 0.1%.

24
 Injection or “shot”—Women get shots of the hormone progestin in the
buttocks or arm every three months from their doctor. Typical use failure rate:
4%.

Combined oral contraceptives—Also called “the pill,” it is prescribed by a

doctor and it contains the hormones estrogen and progestin. A pill is taken at
the same time each day. If you are older than 35 years and smoke, have a
history of blood clots or breast cancer, your doctor may advise you not to take
the pill. Typical use failure rate: 7%.

Progestin-only pill—Instead of both estrogen and progestin, the progestin-

only pill (sometimes called the mini-pill) only has one hormone, progestin and
it is prescribed by a doctor. It is taken at the same time each day. It may be a
good option for women who can’t take estrogen. Typical use failure rate: 7%.

Patch—This method is prescribed by a doctor and it releases hormones

progestin and estrogen into the bloodstream. This skin patch is worn on the
lower abdomen, buttocks, or upper body (but not on the breasts). You put on a
new patch once a week for three weeks. During the fourth week, you do not
wear a patch, so you can have a menstrual period. Typical use failure rate: 7%.

Hormonal vaginal contraceptive ring—You place the ring inside your vagina
in which the ring releases the hormones progestin and estrogen. You wear the
ring for three weeks; take it out for the week you have your period, and then put
in a new ring. Typical use failure rate: 7%.

● Barrier Methods

Male condom—Worn by the man, a male condom keeps sperm from getting
into a woman’s body. Condoms can only be used once. Latex condoms, the
most common type, help prevent pregnancy, and HIV and other STDs, as do
the newer synthetic condoms. Typical use failure rate: 13%. You can buy
condoms, KY jelly, or water-based lubricants at a drug store. Do not use oil-
based lubricants such as massage oils, baby oil, lotions, or petroleum jelly with
latex condoms. They will weaken the condom, causing it to tear or break.

Female condom—The female condom helps keep sperm from getting into her
body in which it is worn by the woman. It is packaged with a lubricant and is
available at drug stores. It can be inserted up to eight hours before sexual
intercourse. Typical use failure rate: 21%, and also may help prevent STDs.

Spermicides—These products work by killing sperm and come in several

forms like foam, gel, cream, film, suppository, or tablet. No more than one hour
before intercourse, they should be placed in the vagina. You leave them in
place at least six to eight hours after intercourse. You can use a spermicide in
addition to a male condom, diaphragm, or cervical cap. They can be purchased
at drug stores. Typical use failure rate: 21%.

● Fertility Awareness-Based Methods

25
 Fertility awareness-based methods—When you are planning to get pregnant
or avoid getting pregnant, understanding your monthly fertility pattern, the
external icon can help. Your fertility pattern is the number of days in the month
when you are fertile (able to get pregnant), days when you are infertile, and
days when fertility is unlikely but possible. If you have a regular menstrual cycle,
you have about nine or more fertile days each month. If you do not want to get
pregnant, you do not have sex on the days you are fertile, or you use a barrier
method of birth control on those days. Failure rates vary across these methods.
Range of typical use failure rates: 2-23%.

● Emergency Contraception
Emergency contraception can be used after no birth control was used during
sex, or if the birth control method failed, such as if a condom broke. It is NOT a
regular method of birth control.

Copper IUD—Women can have the copper T IUD inserted within five days of
unprotected sex.

Emergency contraceptive pills— Up to 5 days after unprotected sex, women

can take emergency contraceptive pills, but the sooner the pills are taken, the
better they will work. Some emergency contraceptive pills are available over
the counter.

● Permanent Methods of Birth Control

Female Sterilization—Tubal ligation or “tying tubes”— This procedure can

be done in a hospital or in an outpatient surgical center wherein a woman can
have her fallopian tubes tied (or closed) so that sperm and eggs cannot meet
for fertilization. You can go home the same day of the surgery and resume your
normal activities within a few days. This method is effective immediately.
Typical use failure rate: 0.5%.

Male Sterilization–Vasectomy—This operation is done to keep a man’s

sperm from going to his penis, so his ejaculate never has any sperm in it that
can fertilize an egg. The procedure is typically done at an outpatient surgical
center. The man can go home the same day. Recovery time is less than one
week. After the operation, a man visits his doctor for tests to count his sperm
and to make sure the sperm count has dropped to zero; this takes about 12
weeks. Another form of birth control should be used until the man’s sperm count
has dropped to zero. Typical use failure rate: 0.15%.

REFERENCES:
Feldman, Robert S. (2014) Understanding Psychology 12th Edition- McGraw-Hill: Education 2 Penn
Plaza, New York
Contraception (2020, August 13). Retrieved from: https://www.cdc.gov/reproductive
health/contraception /index.htm
Trussell J, Aiken ARA, Micks E, Guthrie KA. Efficacy, safety, and personal considerations. In: Hatcher
RA, Nelson AL, Trussell J, Cwiak C, Cason P, Policar MS, Edelman A, Aiken ARA, Marrazzo
J, Kowal D, eds. Contraceptive technology. 21st ed. New York, NY: Ayer Company Publishers,
Inc., 2018.
Peragallo Urrutia R, Polis CB, Jensen ET, Greene ME, Kennedy E, Stanford JB. Effectiveness of fertility
awareness-based methods for pregnancy prevention: A systematic review external icon. Obstet
Gynecol 2018;132:591-604.
26
Name: __________________________________________

Course/Yr./Sec.: __________________________________

LEARNING INSIGHT/ REFLECTION:

Why do you think discussions of sexual behavior, which is such a

necessary part of human life, have so many negative connotations in our
society?

27
 Post – test on the Sexual Self
Name: __________________________________________

Course/Yr./Sec.: __________________________________

EVALUATE

1. Match the phase of sexual arousal with its characteristics.

___Excitement phase a. Maximum level of sexual arousal

___Plateau phase b. Erection and lubrication

___Orgasm phase c. Rhythmic muscular contractions and ejaculation

___Resolution phase d. Return of body to resting state

2. Do you agree that men are interested in the sexual activity regardless of their
biological cycles, and women are receptive to sex only during ovulation when the
production of their sex hormones is greatest. Why?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

28
Title of the Lesson: Material Self
Duration: 3 hrs.
This lesson is about the role of consumer culture in our sense of self and identity
concerning unpacking an individual’s material/economic self.
It is important in shaping the way one sees himself since self and identity are a
reflection of what one has. Possessions and personal belongings define most of the
time self. Other people describe another based on what he has. He is recognized
based on the subjects dear to him. As the adage goes, please tell me who your friends
are, and I will tell you who you are. Likewise, show me what you have, and I will tell
you who you are. If people then define someone based on their material possessions,
then it is just as important as knowing oneself based on these material things. This will
enable him to realize himself deeper, discover genuine likes and dislikes, and show
real selves to others as reflected by the items acquired, places visited, and people
closest to heart.
This further suggests that the implications of material belongings are socially
composed and shared. Possessions are conceptualized as symbols of character
which can communicate and convey a people's social position and individual
characteristics. Material ownership may, in this manner, assume a considerable
portion of social recognition, an idea which contradicts the contemporary Anglo-
American conception of identity as exceptional, self-governing, and liberated from
contextual elements.

Learning Objectives:
By the end of three hours, you should be able to:
● Explore the material/economic aspect of self and identity.
● Demonstrate critical and reflective thought in integrating the
material/economic aspect of self and identity.
● Identify the different forces and institutions that impact the development of the
material/economic aspect of self and identity.
● Examine oneself against the material/economic aspect discussed in this
lesson
● Apply the concepts learned material/economic self to one’s self and
functioning for a better quality of life amidst this COVID-19 pandemic.

29
 Pre-test on Material Self

Name: ___________________________________________________________

Course/Year/Section: _______________________ Date: __________________

Before you read more about the material/economic self, take a moment to
reflect on how you think about yourself by completing the questionnaire shown
below.
Imagine you want someone to know what you are like. You can tell this person
ten things about yourself. What would you say to this person?

Feel free to include aspects of yourself like your body, pet, people you are
close to, possessions, places, the product of your labor, etc. Anything that would
help another person know what you are like.

1._______________________________________________________________

2._______________________________________________________________

3._______________________________________________________________

4._______________________________________________________________

5._______________________________________________________________

6._______________________________________________________________

7._______________________________________________________________

8._______________________________________________________________

9._______________________________________________________________

10.______________________________________________________________

30
LESSON PROPER:
The Material Self
The material self, according to William James, contains things that belong to a
person or entities that a person belongs to. Hence, things like the body, family, money,
clothes, bags, jewelry, gadgets, cars, and such make up the material self.
James identified the body as the core aspect of the material self. Also, you
recognize certain body parts as more private or intimately yours as compared to the
others. Second, to the body, James thought a person's clothes were significant to the
material self. He believed a person's garments were one way they expressed who they
felt they were, or clothes were a way to show status, thus contributing to shaping and
maintaining one's self-image.
Money and family are significant parts of the material self. James thought that
if one lost a family member, a part of who they are was also lost. Money figured in
one's material self in a similar way. If a person had a considerable amount of money,
then lost it, who they were as a person changed as well.

Shaping the way we see ourselves: the role of consumer culture on our sense
of self and identity

Consumerism

Nowadays, compared to fifty years ago, we own twice as many cars per person,
eat out twice as often and enjoy endless other commodities that weren't around then-
-big-screen TVs, microwave ovens, SUVs and handheld wireless devices, to name a
few. But are we any happier?

Undoubtedly, happiness is hard to pin down, let alone measure. But a recent
literature review proposed we're no more contented than we were then--in fact, maybe
less so.

"Compared with their grandparents, today's young adults have grown up with
much more privileged circumstances, slightly less happiness and much greater risk of
depression and various social pathology," notes Hope College psychologist David G.
Myers, Ph.D., author of the article, which appeared in the American Psychologist (Vol.
55, No. 1). "Our becoming much better off over the last four decades has not been
accompanied by one iota of increased subjective well-being."

These findings emerge at a time when the consumer culture has reached a
fever pitch, comments Myers, also the author of "The American Paradox: Spiritual
Hunger in an Age of Plenty" (Yale University Press, 2000).

So what does psychologists' research say about the probable effects of this
consumer culture on people's psychological health? Based on the literature to date, it
would be too simplistic to say that desire for material wealth unequivocally means
discontent. Although the least materialistic people report the most life satisfaction,
some studies indicate that materialists can be almost as contented if they've got the
money, and their acquisitive lifestyle doesn't conflict with more soul-satisfying pursuits.
31
But for materialists with less money and other conflicting desires--a more common
situation--unhappiness emerges, researchers are finding.

"There's a narrowing of the gap between materialists and non-materialists in

life satisfaction as materialists' income rises," notes Edward Diener, Ph.D., a well-
known researcher of subjective well-being and materialism at the University of Illinois
at Urbana-Champaign. "So if you're poor, it's very bad to be a materialist; and if you're
rich, it doesn't make you happier than non-materialists, but you almost catch up."

Why are materialists unhappy?

As with all things psychological, the relationship between mental state and
materialism is complex: Indeed, researchers are still trying to ascertain whether
materialism stir up unhappiness, unhappiness causes materialism or both. Diener
proposes that several factors may help explain the noticeable toll of the pursuit of
wealth. In other words, a strong consumerist bent--what William Wordsworth in 1807
called "getting and spending"--can promote unhappiness because it takes time away
from the things that can nurture happiness, including quality relationships with family
and friends, research shows.

"It's not absolutely indispensable that chasing after material wealth will get in
the way with your social life," Diener says. "But it can, and if it does, it probably has a
net negative effect in terms of life satisfaction and well-being."

People with strong materialistic values seem to have goal orientations that may
lead to poorer well-being, adds Knox College psychologist Tim Kasser, Ph.D., who
with Berkeley, Calif., psychotherapist Allen Kanner, Ph.D., co-edited a new APA book,
"Psychology and Consumer Culture" (APA, 2004), featuring experts' research and
views on the links between consumerism, well-being and environmental and social
factors.

In Kasser's own book, "The High Price of Materialism" (MIT Press, 2002),
Kasser describes his and others' research showing that when people organize their
lives around extrinsic goals such as product acquisition, they report greater
unhappiness in relationships, poorer moods and more psychological problems. Kasser
distinguishes extrinsic goals--which tend to focus on possessions, image, status and
receiving rewards and praise--from intrinsic ones, which aim at outcomes like personal
growth and community connection and are satisfying in and of themselves.

Connectedly, a not-yet-published study by the University of Missouri social

psychologist Marsha Richins, Ph.D., discovers that materialists place unreasonably
high expectations on what consumer goods can do for them in terms of autonomy,
relationships, and happiness.

"They think that having these things is going to improve their lives in every
possible way you can think of," she says. One man in Richins's study, for example,
said he desperately wanted a swimming pool so he could develop more bonds with
his moody 15-year-old son.

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Name: ___________________________________________________________

Course/Year/Section: _______________________ Date: __________________

Reflection/Learning Insights:
How would you apply the different concepts about the material self in real life,
relating to the pandemic that we are experiencing now?

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 Learning Activity #1 on Material Self
“ I shop, therefore I am…”

Name: ___________________________________________________________

Course/Year/Section: _______________________ Date: __________________

Statement/point for Discussion:

Reflect on the following lines regarding your "self" and complete the sentences to the
best of your ability.

I shop. Therefore, I am…

__________________________________________________________________

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I have, therefore, I am…

__________________________________________________________________

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 Post-test on tMaterial Self

Name:
___________________________________________________________

Course/Year/Section: _____________________ Date: _______________

ASSESS WHAT YOU HAVE LEARNED.

Paper on: Think of your favorite things and write them down. Tell us what they
say about you.

Me and My Favorite Things

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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_______________________________________________________________

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 Learning Activity on Material Self #2
Name: _________________________________________________________

Course/Year/Section: ______________________ Date: __________________

Paper on: Imagine that you are in an emergency situation, What would I
save first in any emergency, and why?

My Prized Possessions
____________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

___________________________________

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SUGGESTED READINGS/WEBSITES:
https://faculty.washington.edu/jdb/452/452_chapter_02.pdf
https://www.youtube.com/watch?v=yovb_zPhDug
https://www.youtube.com/watch?v=1kl8ug3p4lw

REFERENCES:
James, W. (1890). The Principles of Psychology. Retrieved from:
https://psychclassics.yorku.ca/James/Principles/prin10.htm

DeAngelis, T. (2004), Consumerism and its Discontents. Retrieved from:

https://www.apa.org/monitor/jun04/discontents?fbclid=IwAR04LqU57D8Z9XFsqgN6I1Xnwbu
HEJM-CpfcC3nuYhHl31JEM4qCU5H8jHQ

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