UNDERSTANDING THE SELF

Unpacking the Self

CONTENTS:
 Part 1: The Physical Self
 Part 2: The Sexual Self
 Part 3: The Material/Economic
Self
 Part 4: The Spiritual Self
 Part 5: The Political Self
 Part 6: The Digital Self
PART 1: PHYSICAL SELF
“Learn how to see. Realize that
everything
connects to everything else.”
– Leonardo da Vinci
"Iam not who I think I am.
I am not who you think I am.
I am who I think you think I am."
Physical Self - is the concrete dimension, the
tangible aspect of the person that can be directly
observed and examined.
Physical Self/Body is
an initial source of
sensation and
necessary for the
origin and
maintenance of
personality –William
James
In Psychoanalytical school,
Sigmund Freud's construction
of self and personality makes
the physical body the core of
human experience.
Erik Erikson - the role of bodily
organs is especially important in early
developmental stages of a persons life.
Later in life, the development of
physical as well as intellectual skills
help determine whether the individual
will achieve a sense of competence and
ability to choose demanding roles in a
complex society.
How they view themselves
How they view others
How they think others view them
The sociology of the body
become an established
discipline in the 1990’s.
Bryan Turner, coined the
term “somatic society”
which means the new
found importance of the
body in contemporary
society.
The obsession to have a beautiful face &
body
Eating disorder such as anorexia nervosa
and bulimia
The demand for cosmetic surgery and
skin whiteners
Body Dysmorphic
Body Shaming
Many people especially
women spend tremendous
expenditure of time, effort
and money to alter their
appearances to resemble an
ideal image.
What is your ideal physique of a man and a
woman?
 “Mirror ..mirror on the wall
Who’s the fairest of them all”
Beauty is in the eye of the beholder
We are NOT our bodies. We live
in our bodies, but our bodies do
not make up WHO we are.
Activity:
 Bring a current picture of yourself & oslo/bond paper
 Ask the students to place/paste their picture on the center
of the oslo/bond paper
 Ask them to nswer the following questions:
 What part of your body do you like most? Why?
 What part of your body you don’t like? Why?
 What can I do to improve my body?
 What part of my body I just need to accept?
 Process
 Part 2: My Sexual Self
ME AND MY SEXUALITY
First Activity
In a cross-wise half sheet
yellow paper, write down your own
definition of sex, sexuality and
gender.(5 mins)
Divide the class into 5 groups
and then let them share with their
groupmates their definitions and have
a brief discussion.
(10 mins)
Each representative of the group
will then write their definition in
the whiteboard and discuss it with
the class
(5mins/each)
My Sexual
Self  Sex is biological – male, female, also intersex
(reproductive differences based on genitalia,
chromosomes, hormones)
 A person’s identity based on their physical
characteristics, genes and hormones.
 Men: penis

SEX  Women: vagina

 Intersex: chromosomes and hormones of a
female
but external genital is like that of a
male
: chromosomes and hormones of a male but
external genital is like that of a female
 Also refers to sexual acts, as in ‘having sex’
 Primary and secondary sex characteristics
My Sexual
Self
 Gender is ‘the structure of social relations that centres on
the reproductive arena, and the set of practices that bring
reproductive distinctions into social processes (Connell
2002: 10)
 A term that refers to social or cultural distinctions associated
GENDER with a given sex; it is generally considered to be a socially
constructed concept.

 Gender underlies assumptions regarding ‘masculine’ or ‘feminine’

behaviour
  Your sexuality is about who you’re attracted to
sexually and romantically.
SEXUALITY  Human sexuality refers to people’s sexual
interest in and attraction to others, as well as
their capacity to have erotic experiences and
responses.
 Straight/Heterosexual
 Attracted mostly to people of the opposite sex or gender.
 Gay/Homosexual
 Attracted mostly to people of the same sex or gender (refers to guys – and often to girls, too).
 Lesbian
 Attracted mostly to people of the same sex or gender (refers to women).
 Bisexual
 Attracted to both men and women.
Biological Perspective of One’s Sex
 At conception, egg and sperm unite to create a new
organism that incorporates some characteristics of each
parent.
 The first 22 pairs are called AUTOSOMES. The last pair is
known as the SEX CHROMOSOMES.
My Sexual Self

 Genetic basis
 for sex determination:
 X chromosome
 Y chromosome
My Sexual Male Reproductive
Self Organ
My Sexual Female Reproductive
Self Organ
My Sexual Self Secondary Sex
Characteristics
The Sexual Response Cycle
 The hypothalamus is the most important part of
the brain for sexual functioning; it produces
important sexual hormones that are then secreted
by the pituitary gland.
 Sex hormones that influence sexual behavior
include:
 oxytocin,
 prolactin,
 vasopressin,
 follicle stimulating hormone(FSH) and
 luteinizing hormone (LH),
 others include testosterone in males and estrogen
and
progesterone in females.
My Sexual Self The Biology of the Sexual
Response
 The stage in which a man or
5 Stages: woman begins to want or
"desire" sexual intimacy or
Desire gratification, may last
(libido) anywhere from a moment to
many years.
My Sexual Self The Biology of the Sexual
Response
 Muscle tension increases.
 Heart rate quickens and breathing is
accelerated.
5 Stages:  Skin may become flushed (blotches of
redness appear on the chest and back).
Excitement  Nipples become hardened or erect.

(arousal)  Blood flow to the genitals increases,

resulting in swelling of the woman's clitoris
and labia minora (inner lips), and erection
of the man's penis.
 Vaginal lubrication begins.
 The woman's breasts become fuller and the
vaginal walls begin to swell.
My Sexual Self The Biology of the Sexual
Response  The changes begun in phase 1 are
intensified.
 The vagina continues to swell from
increased blood flow, and the vaginal walls
turn a dark purple.
 The woman's clitoris becomes highly
5 Stages: sensitive (may even be painful to touch)
and retracts under the clitoral hood to
Plateau avoid direct stimulation from the penis.
 The man's testicles are withdrawn up
into
the scrotum.
 Breathing, heart rate, and blood
pressure
continue to increase.
 Muscle spasms may begin in the feet,
face,
My Sexual Self The Biology of the Sexual
Response
 Involuntary muscle contractions begin.
 Blood pressure, heart rate, and breathing
are at their highest rates, with a rapid
intake of oxygen.
 Muscles in the feet spasm.
5 Stages:  There is a sudden, forceful release of
Orgasm sexual tension.
 In women, the muscles of the vagina
contract. The uterus also undergoes
rhythmic contractions.
 In men, rhythmic contractions of the
muscles at the base of the penis result
in the ejaculation of semen.
My Sexual Self The Biology of the Sexual
Response
 Swelled and erect body parts
return to their previous size and
color.
5 Stages:
 This phase is marked by a general
Resolution sense of well-being, enhanced
intimacy and, often, fatigue.
 Refractory period
My Sexual
Self
PHASE BOTH SEXES WOMEN MEN

Desire Not Applicable Not Applicable Not Applicable

(Duration: anywhere
from a moment to
many years)
My Sexual
PHASE BOTH SEXES WOMEN MEN
Self
Excitement Heart rate and blood The vagina lengthens and widens, The penis becomes
(Duration: pressure increase, body the clitoris swells and enlarges, erect, the scrotum
anywhere from a muscles tense, sexual breasts increase in size, the labia thickens, and the
few minutes to flush occurs, nipples swell and separate, the vagina testes rise closer to
several hours) become erect, genital and becomes lubricated, and the uterus the body. Erection of
pelvic blood vessels rises slightly. Vaginal lubrication the penis is the key
become engorged, and is the key indicator of sexual indicator of sexual
involuntary and voluntary excitement. Note: Women excitement. Note:
muscles contract. generally reach this stage more Men generally reach
slowly than men do. this stage faster stage
than women do.
My Sexual
Self
PHASE BOTH SEXES WOMEN MEN

Plateau Breathing rate, heart The clitoris withdraws, the The ridge of the glans
(Duration: rate, and blood pressure Bartholin’s glands lubricate, penis becomes more
between 30 further increase, sexual the areolae around nipples prominent, the Cowper’s
seconds and flush deepens, and become larger, the labia glands secrete
3 muscle tension continue to swell, the uterus preejaculatory fluid, and
minutes) increases. tips to stand high in the the testes rise closer to
There is a sense of abdomen, and the “orgasmic the body.
impending orgasm. platform” develops (the lower
vagina swells, narrows, and
tightens).
My Sexual
Self
PHASE BOTH SEXES WOMEN MEN
Orgasm Heart rate, breathing, The uterus, vagina, anus, and Ejaculation occurs
(Duration: less and blood pressure muscles of the pelvic floor (contractions of the
than 1 minute) reach their peak, sexual contract 5 to 12 times at 0.8- ejaculatory duct in the
flush spreads over the second intervals. prostate gland cause semen
body, and there is a Note: Women can have to be ejected through the
loss of muscle control orgasm, move back into urethra and penis), and the
(spasms). plateau stage, and achieve urethra, anus, and muscles
another orgasm (called of pelvic floor contract 3 to
“multiple orgasms”). 6 times at 0.8-second
intervals.
My Sexual
Self
PHASE
Resolution
BOTH SEXES
Heart rate and blood
WOMEN
Blood vessels dilate to drain the
MEN
Nipples lose their erection;
(Duration: pressure dip below pelvic tissues and decrease the penis becomes softer
varies greatly) normal, returning to engorgement; the breasts and areolae and smaller; the scrotum
normal soon decrease in size; nipples lose their relaxes, and the testes drop
afterward; the whole erection; the clitoris resumes its farther away from the
body, including the prearousal position and shrinks body. Depending on a
palms of hands and slightly; the labia return to normal number of factors
soles of feet, sweats; size and position; the vagina relaxes; (including age), the
there is a loss of the cervix opens to help semen travel refractory period in men,
muscle tension, up into the uterus—closing 20–30 during which erection
increased relaxation, minutes after orgasm; and the uterus cannot be achieved, may
and drowsiness. lowers into the upper vagina last anywhere from 5
minutes to 24 hours or
more.
Second Activity
 Using a cross-wise sheet of yellow pad paper please
write down 5 differences between love and lust.(5 mins)
 Divide the class into 5 groups and each member
will share and discuss with the group their answer
and summarize them. (10 mins)
 Representative of each group will write their answers
in the white board and discuss it with the class. (5
mins/group)
Chemistry of Lust and Love
• The parts of the brain that function when
we fall in love are the following:

• The prefrontal cortex shuts off whenever we

experience lust and attraction
LUST

• The hypothalamus of the

brain plays a big role in
this, stimulating the
production of the sex
hormones testosterone
and estrogen from the
testes and ovaries
 ATTRACTION

• While we can certainly lust for someone we are

attracted to, and vice versa, one can happen
without the other.

• Attraction involves the brain pathways that

control “reward” behavior which partly explains
why the first few weeks or months of a
relationship can be so exhilarating and even all-
consuming.
 ATTRACTION

• The hypothalamus releases DOPAMINE and

NOREPINEPHRINE, hormones that are released
when we do things that feel do to us.
• Such release can lead to decreased
appetite and insomnia
N
o
r
e
p
i
n
e
p
 ATTACHMENT
• Attachment is the predominant factor in
long-term relationships.
• While lust and attraction are pretty much
exclusive to romantic entanglements,
attachment mediates friendships, parent-
infant bonding, social cordiality, and
many other intimacies as well.

Known as the “cuddle

hormone,” that is released in
large quantities during sex,
breastfeeding & childbirth.
EROGENOUS ZONE
Sexual Diversity

 Sex and gender are often thought of as

binary categories; that is, we can be either
male or female, or feminine or masculine.
However, this is a FALSE assumption.

 Although sex can be quantified by DNA and

genetic testing, sometimes the results are
difficult to make sense of with regard to
their social implications.
 Sexuality is diverse
 Refers to the attitudes, feelings
and behaviors that a given
culture associates with a
person's biological sex.
 Behavior that is compatible
with cultural expectations is
to as gender ‐ normative;
referred
behaviors that are viewed as
incompatible with these
Gender expectations constitute gender
non
‐ conformity (APA, 2012).
GENDER
IDENTITY
 One's innermost concept of self as male,
female, a blend of both or neither – how
individuals perceive themselves and what they
call themselves.
 One's gender identity can be the same
or different from their sex assigned at
birth.
 Gender identity, in nearly all instances, is
self- identified, as a result of a combination of
inherent and extrinsic or environmental factors
 An adjective used to
describe a person whose
gender identity and gender
expression align with sex
assigned at birth

 Cisgender replaces the

terms "nontransgender"
or "bio man/bio woman" to
refer to individuals who
have a match between the
gender they were assigned
at birth, their bodies and
their gender identity
 (Schilt & Westbrook, 2009).
Transgender  An adjective that is a
umbrella term used to describe
the full range of people whose
gender identity and/or gender
role do not conform to what is
typically associated with their
sex assigned at birth.
Transgender  An umbrella term that incorporates
differences in gender identity
wherein one's assigned biological
sex doesn't match their felt
identity.

 This umbrella term includes persons

who do not feel they fit into a
dichotomous sex structure through
which they are identified as male or
female. Individuals in this
category may feel as if they are
in the wrong gender, but this
perception may or may not correlate
with a desire for surgical or
hormonal reassignment
 (Meier & Labuski, 2013)
Transwoman and Transman
 Transwoman is a person who was naturally
born or physically assigned as male at birth but
feels that this is not an accurate and complete
description of him and identifies as a female.
 Transman is a person who was naturally born or
physically assigned as female at birth, but who
feels that this is not an accurate or complete
description of her and consequently identifies as
a male.
Gender
Expression
 Refers to the ways that humans choose to
display their gender identity to the world
usually expressed through behavior, clothing,
haircut or voice, and which may or may not
conform to socially defined behaviors and
characteristics typically associated with being
either masculine or feminine.
Gender Equality

 Gender equality is achieved when women and

men enjoy the same rights and opportunities
across all sectors of society, including economic
participation and decision-making, and when the
different behaviours, aspirations and needs of
women and men are equally valued and
favoured.
My Sexual
Self
 1 Million STI cases everyday worldwide (WHO, 2016)
 Estimated 357 M each year are infected by 1 of 4 STIs: Chlamydia,
Gonorrhea, Syphilis, Trichomoniasis (WHO, 2016)
 Drug resistance is a challenge esp. for Gonorrhea (WHO, 2018)
 Poor young females more vulnerable than well-off counterparts
(Abrigo, n.a.)
My Sexual
Self
MOST COMMON SEXUALLY TRANSMITTED DISEASES:
1) Human papillomavirus - causes genital warts, cervical CA.
2) Neisseria gonorrhoeae - causes gonorrhea infection.
3) Chlamydia trachomatis- causes chlamydia infection
4) Treponema pallidum – cases syphilis. If not treated can cause
disability, neurological disorder to death.
5) Human immunodeficiency virus – causative agent of AIDS

Note: We can add pictures to show effects of being infected with the
disease.
My Sexual
SelfHOW TO AVOID STDs?
1) Abstinence
2) Vaccination
3) Reduce number of sex partners
4) Mutual monogamy
5) Condoms

(CDC, 2016)

Note: Show infographic from CDC

  Create a mini banner on a bond paper
with a slogan promoting gender equality
 Must answer the following:
 What is gender equality to you?

Group Quiz
 Why should there be gender equality?
 How can you promote gender equality?
 Present the banner (with your slogan) in
class in a creative way. Ex: through a skit,
cheer, dance, song number, etc
 Write your names and section at the back
of the banner.
 PART 3: THE MATERIAL
SELF
Shaping the way we see ourselves:
The role of consumer culture on our sense of self and identity
“A man’s self is the sum total of all that he
can call his, not only his body and his psychic
powers, but his clothes and his
house, his wife and children, his
ancestors and friends, his reputation and
works,his lands and horses,
and yacht and bank-account.
All these things give him the same
emotions. If they wax and prosper, he feels
triumphant; if they dwindle and
die away, hefeels cast down,—not
necessarily in the same
degree for each thing, but in much the same
way for all.”

- William James
ACTIVITY - “SHOPPING”

Choose 5 objects to put inside your grocery bag. You

can choose anything that you can identify with.
GROUP PROCESSING
 What were the objects selected?
 Why did you choose these objects?
 What are the connections of these objects to your self?
 If you will be asked to let go of these objects and retain
one, which object would you choose and why?
The Material Self

Refers to tangible objects, people, or places that carry the

designation my or mine.
 MATERIAL SELF

Bodily Self Extended Self

FUNCTIONS OF POSSESSIONS
Possessions can go beyond their functional value.

• Influence
• Power
• Sympathy
• Social status
• Emotions
Materialism
The importance a consumer attaches to worldly
possessions.
Can possessions really buy
happiness and stability?
Possessions as Symbolic Expressions of
Identity (Symbolic Communication Model)
• There’s an observation that one’s possessions are
considered a part of oneself. They are symbols and
extensions of the personal and social aspects of her
identity/personhood.
• Possession help people define themselves.
Possessions as Symbolic Expressions of
Identity (Symbolic Communication Model)
• Possessions can enhance one’s image and
develop a positive sense of self.
• It can be a reassurance that one is the person one’s
wishes to be.
• Goods and possessions are used to fill in or to
compensate for the person lacks.
Possessions and Self-Identity
For example:

A recent Ph.D., for example, may prominently display his

diploma in an attempt to convince himself (and others) that he is
the erudite scholar he aspires to be.

Even though you are not too smart or not qualified, so long as
you wear an expensive watch, an high-class pair of shoes and
you have the latest model of cellphone.
CONSPICIOUS CONSUMPTION
Consumers own high-priced, status-oriented goods
to impress others and to convince them of their
high social status.
 Acquisition of material
possessions

Possessions become symbolic

expression of self-identity

Loss of possessions

Loss of important aspect of

self

Negative reactions
Possessions as Unstable Meanings
• Meaning is in a constant state of flux.
• Cultural categories of person that help shape identity are
subject to constant manipulation by individuals, social
groups, and marketing agents.
• Meanings of objects that are used to make visible and
stabilize the categories of culture are also subject to
frequent change through their appropriation in advertising, in
television programming, and among social subgroups.
Possessions as Unstable Meanings
For example:

A teenager who has just

purchased his snowboard, the
youthful, extreme sports image
of snowboarding may soon
fade as more people over 40
take up the sport.
Pets as Extensions/Symbols of the Self

• Pets have become parts of the

extended self. Pets belong to the
top 5 possessions.
• Positive relationship between
self-esteem and owning pets
(Covert et al, 1985)
• The dog as “co-therapist”
(Levinson, 1962)
ACTIVITY

Let’s go back to our activity earlier, supposed you

were given the chance to return the objects and
choose other things in life that you can put inside
your grocery bag, what things would you choose?
REFLECTION

Is it for real that a person would find meaning and

satisfaction in life if he/she has an expensive set of
clothes? Car? Bag? Awards? Fame?
“It is the preoccupation with possessions,
more than anything else, that prevents us
from living freely and nobly.”

— Bertrand Russell
UNPACKING THE SELF
PART 4: Self, Spirituality, and Religion
Some Definitions
 Religion–an organized system of ideas about the spiritual or
supernatural realm, that is accompanied by rituals. Through
rituals, people attempt to influence things that they think are
beyond their control.
 Spirituality–also concerns an aspect of the divine and supernatural
but is often times limited to the individual, with no need for any
formal organization. This is the search for meaning and direction in
life and the ways
 The two are related –Although not separate from one another,
spirituality is much more profound than religion.
Points to Ponder
 Are you more of religious or spiritual person?
 Why do you say so?
Religion -Rituals
 Religions have rituals/ritu.
 What ever is done repeatedly.
 2 types of ritual
 According to the Calendar (Calendric)
 Based on crisis
Picture Perfect
 Divide the students into five groups.
 For each group, provide them a ritual / tradition which they need to
portray.
 Christian’s Holy Week
 Muslim’s Ramadan
 Buddhism’s Vesak Day
 Taoism’s Tai Chi
 Judaism’s Bar Mitzvah Ceremony
 Choose the best picture among these groups.
Examples of Catholic Rituals
 Fasting (Pag-aayuno) • Attending mass (Pagmimisa)
 Healing (Panggagamot) • Praying a novena (Pagnonobena)
 Offering (Pag-aalay) • Praying the rosary
 “Panalanging walang (Pagrorosaryo)
patid” • Senakulo
Philippine Mythology
 Hula
 Tawas
 Kulam
 Dwende
 Diwata
 Ligaw na kaluluwa
 Faith healer
 Let’s Meet Some Pinoy
Ethnic Religious Leaders
Baylan Undin of Agusan del Sur

Apung Benita of
Ayta The Male Babaylan (Asog)
Holy Places

Pilgrimage to Mt. Banahaw

(Pamumuesto sa Bundok Banahaw)
How is old religion preserved and
continued?
 While leaders remain in power
 While the spiritual leader remains the intercessor between
the people and the divine
 While there are living experiences of the divine who is believed
to be invisible but could
The Meaning of Spirituality (Yabut, 2013)

1. It is phenomenological
experience.
2. This has to do with the
human being.
Spirituality of the Adolescents/Young Adults
(Aged 18-25)
 Renewal of Faith as one Ages (Life
Span)Fowler (1981)

SYNTHETIC CONVENTIONAL STAGE

 The individual has the capacity for “operational thinking”
 Faith may now synthesize different beliefs, information, and
values to have a stable identity.
 However, there is really no critical analysis of the information
and values, and there is heavy reliance on authority.
 Renewal of Faith as one Ages (Life
Span)Fowler (1981)
INDIVIDUATIVE-REFLECTIVE STAGE
 The beginnings of questioning/challenging previously held beliefs. (For
example, “If God is kind, why is there suffering in the world?”)
 Developed regard for God as friend and ally.
 Belief that God accepts him/her as himself/herself
 Belief that God that brings light to one’s sense of purpose in life.
 They themselves and no longer authority chooses their world view.
Finding Meaning in Life (Viktor Frank,
Logotherapy)
1. Someone – special someone, friend, children, and family
2. Deed, Act or Work – finding fulfilment and/or being
passionate about one’s work/deed
3. Suffering – through rumination/contemplation, we get to
have a deeper sense of our self and experiences.
SUGGESTED ACTIVITIES
Activity: Shape of My Soul
1. Through molding a clay,
portray on how your
religiosity and/or
spirituality can help
enhance your self.
2. For 10 minutes, reflect on
your work.
3. In a group of 5, share
your work and
reflections.
Music Video: LORD PATAWAD by Basilyo
1. In what way you can
relate with the song?
2. How does the song reflects
your relationship with
God?
3. Ponder on this for 10
minutes.
4. Create and express your
own prayer through
drawing and coloring.
THE POLITICAL SELF
Part 5
Political Self – an increasing awareness of the deeply
dysfunctional and divisive nature of many of our traditional
political and economic institutions
1. What do you know about the following issues?
• Tokhang (EJK)
• Poverty and
• How the government is handling these issues
2. What do you know about how political issues are
affecting our country, economy, way of living?
3. As a thomasian, how can your group help the
society? Present your answer in #3 through a
group cheer.
Activity:
 Bring a picture of social issue taken from
a newspaper that is affecting you the
most.
 Group the students per social issue
 As a Thomasian, discuss with your group
how and what can you do to help the
society?
THE DIGITAL
SELF
CYBERPSYCHOLOGY
 New field within applied psychology
 Branch of psychology that examines:
 how we interact with others using technology
 how our behaviour is influenced by technology
 how technology can be developed to best suit our needs
 how our psychological states can be affected by technologies
how we interact with others using
technology
how our behaviour is influenced by
technology
how technology can be developed to best
suit our needs
how our psychological states can be affected
by technologies
CYBERPSYCHOLOGY
Mainly focused in the world wide web specifically Social
Media Other technologies involved:
 Online and offline gaming such as video games
 Mobile computing
 Artificial intelligence
 Virtual reality
 Augmented reality
Ask for the explanation/source of this
SELF AND IDENTITY IN THE CYBERSPACE
 Identity – development of one’s self-concept, including one’s
thought and feelings about oneself

ONLINE
ACTUAL SELF WORLD IDEAL SELF

OUGHT SELF

Online Anonymity
Remove identifiable offline world
SELF AND IDENTITY IN THE CYBERSPACE
Identifiable Offline world

Anonymous Online World

Identifiable Online world

ONLINE BEHAVIOR THEORIES
 EQUALISATION HYPOTHESIS (Kiesler et al., 1984)
 With the removal of the social cues, a reduction of associated stereotypes
may occur, and therefore may lead to increased social power in the
online world
 SOCIAL IDENTITY MODEL OF DEINDIVIDUATION EFFECTS (SIDE)
THEORY (Zimbardo, 1979)
 Importance of the situational explicit variables in a social situation
 Strengthens the influence of social norms and their effect when social
identity is strong
IMPRESSION MANAGEMENT
 selectively-self presenting or editing messages to reveal socially
desirable attitudes and dimensions of the self
6 different types of Privacy (Pederson, 1979)
 Reserve
 Isolation
 Intimacy with family
 Intimacy with friends
 Solitude
 Anonymity
Insert in notes: ANONYMITY
 Positive effect in the role of privacy or the amount of contact that
someone has with others
 Negative effect – increased aggression and anti-social behaviour
 Autonomy - where people can try out new behaviors without
fear of social consequences
RESPONSIBLE USE OF SOCIAL MEDIA
Setting Boundaries to your online self: Smart Sharing
 Guide Questions to consider before
posting:
 Is this post/story necessary?
 Is there a real benefit to this post – is it
funny, warm-hearted, teachable – or am I
just making noise online without purpose?
RESPONSIBLE USE OF SOCIAL MEDIA
Setting Boundaries to your online self: Smart Sharing
 Guide Questions to consider before posting:
 Have we (as a family or parent/child) resolved this issue?
An issue still being worked
out in the home, or one that is either vulnerable or
highly emotional, should not be made public.
 Is it appropriate? Does it stay within the boundaries of
our family values?
 Will this seem as funny in 5, 10, or 15 years? Or is this
post better suited for sharing with a small group of family
members? Or maybe not
at all?
RESPONSIBLE USE OF SOCIAL MEDIA
Are you a Good Web Citizen?
 Guidelines for proper sharing of information and using the internet
 Stick to safer sites
 Guard your passwords
 Limit what you share
 Remember that anything you put online or post on a site remains forever,
even if you try to delete it.
 Do not mean or embarrass other people online
 Be choosy about your online friends
 Be patient
SCREEN DEPENDENCY DISORDER
 Emerging problem (not yet included in
DSM-5 and/or ICD-10)
 dependent, problematic behavior,
including withdrawal symptoms,
increasing tolerance (for screen use),
 failure to reduce or stop screen activities,
lying about the extent of use, loss of
outside interests, and continuation of
screen use despite adverse
consequences.
REFLECTION
 Do you think that people are different in the online world compared
to the offline world?
 Should anonymity exist in the online world? Support your answers
 Is Impression Management simply a nicer way of saying that people
are lying?
ACTIVITY
 WHO AM I?
 5 sentences (According to yourself)
 Personal SNS (frequently used)
 Look your own profile and your own comments and write down 5 sentences
that answer the Who am I? question based on your online persona
 Venn diagram – offline you and online you
 CYBERBULLYING
 Form a small group (5 members per group) and discuss your personal
experiences and insights regarding cyberbullying. Think of ways on how to
address cyberbullying in the school setting.