GE 113 Understanding the Self

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 GE 113 Understanding the Self

Welcome Message

Greetings, young, eager minds! Welcome to GE 113 – Understanding the Self! This subject was
offered in the freshmen curriculum a few years back across all public and private courses. Indeed, the
CHED mandates the subject, and even if it is a minor subject, you need to pass it to finish the course
you enrolled in. Understanding the Self is a refreshing subject that can help adolescent better understand
oneself and can productively cope with and manage life’s situations. Moreover, this subject is timely
due to pandemic, and things you will hear and meet in our course pack hopefully will positively
influence you to feel at better and comfortable with the world despite this global struggle we are facing.
Thus, it is the ardent hope of the author that you may consider this modular and virtual approach as
challenging and engaging.
Welcome to our GE 113, Understanding the Self subject and God bless us all!

Faculty Information:

Name: Fraulein B. Silva

Email: f.silva@usep.edu.ph
Contact Number: 084-218-0998 local
506
Office: GenEd office
Consultation Hours: MWF 4:00 – 5:00 pm

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 GE 113 Understanding the Self

TABLE OF CONTENTS

CONTENTS PAGE

Cover page ………………………………… 1

Welcome Message ………………………………… 2

Table of Contents ………………………………… 3

USeP Vision, Mission and Goals ………………….. 4

USeP Graduate Attributes ………………………… 5

USeP Core Values ……………………………….... 5

Course Overview ………………………………… 6

Course Assessment ……………………………….. 7-9

Course Map ………………………………… 10

Module 1 Title ………………………….…… 11

Module 1 Overview ………………………………… 12

The Lessons………………………………………….. 13 - 48

Module 2 Title ……………………………………….. 49 .

Module 2 Overview ………………………………… 50

The Lessons ……………………... ………………… 51 - 139

Module 3 Title………………………………………. 140

Module 3 Overview ……………………………….. 141

The Lessons…………………………………………. 142 – 170

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 GE 113 Understanding the Self

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

VISION

Premier Research University in the ASEAN.

MISSION

USeP shall produce world-class graduates and relevant research and extension through
quality education and sustainable resource management.

GOALS

At the end of the plan period, the University of Southeastern Philippines (USeP) aims to
achieve five comprehensive and primary goals:

1. Recognized ASEAN Research University

2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering
Extension Services
5. Capacity for Innovative Resource Generation

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 GE 113 Understanding the Self

INSTITUTIONAL GRADUATE ATTRIBUTES

LEADERSHIP SKILLS

Creates and inspires positive changes in the organization; exercises responsibility with
integrity and accountability in the practice of one’s profession or vocation.

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing

available resources to develop new knowledge, methods, processes, systems, and
value-added technologies.

SERVICE ORIENTED

Demonstrates concern for others, practices professional ethics, honesty, and

exemplifies socio-cultural, environmental concern, and sustainability.

LIFELONG LEARNING

Demonstrates enthusiasm and passion for continuous personal and professional development.

PROFESSIONAL COMPETENCE

Demonstrates proficiency and flexibility in the area of specialization and in conveying

information in accordance with global standards.

CORE VALUES OF THE UNIVERSITY

UNITY
STEWARDSHIP
EXCELLENCE
PROFESSIONALISM

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 GE 113 Understanding the Self

THE COURSE OVERVIEW

COURSE TITLE: GE 113: UNDERSTANDING THE SELF

COURSE OUTCOMES

 Understand the various illustrations of self-construct from the standpoint of

different western and eastern discipline and contextualized experiences.

 Associate the concept of oneself across various discipline and

perspectives while carefully reflect and unpack self-identity.

 Enable to manage the self and employ extra care in order to positively
improve the quality of life especially during this critical period of the
pandemic.

COURSE DESCRIPTION

This course category Understanding the Self chiefly leads you to a deeper
empathetic self-development and enhancement in terms of learning the self-
constructs through various social sciences like philosophy, sociology,
anthropology, political science and psychology, adapted from the western and
eastern perspectives and discipline. In sideways, the course explains the concepts
of the physical, biological, social / cultural, material / economic, political,
emotional, spiritual, gendered and digital aspects as a form of contextually
unpacking the self. In turn, the subject will better lead to better learning, properly
assist in goal-setting and carefully manage life stress.

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 GE 113 Understanding the Self

COURSE INFORMATION
Course Title : Understanding the Self
Credit : 3 units
Level : First Year
Semester : First Semester, SY 2022- 2023

Course Description: The course deals with the nature of identity and the factors and forces that
affect the development and maintenance of personality identity. The directive to Know Oneself has
inspired countless and varied ways. Among the questions that everyone has had to grapple with at one
time or another is, "Who am I?" This exciting question sought answers by many adolescents like this
is traditionally believed to be a time of vulnerability and great possibilities. Issues of self and identity
are among the most critical for the youth. This course intended to explore the issues and concerns
regarding self and identity and arrive at a better understanding of oneself. It strives to meet this goal
by stressing the integration of the personal with the academic, contextualizing matters discussed in the
classroom and students' everyday experience – making for better learning, generating a new
appreciation for the learning process, and developing a more critical and reflective attitude. The
subject enables students to attain a better quality of life.
Moreover, raising, among others, the question: "Is there even such a construct as the self?" The
second part of this course pack explores some of the various aspects that make up the self, such as
biological and material, including the more recent Digital Self. The third and the final part identify
three areas of concern for young students: learning, goal setting, and managing stress. It also provides
for the more practical application of the concepts discussed in this course and enables them the hands-
on experience of developing self-help plans for self-regulated learning, goal setting, and self-care.
This course also includes the mandatory topics on Family Planning and Population Education.

Course Outcomes Graduate Attributes Aligned to

CO1 Assess self from these various perspectives Display creativity and intellectual curiosity in optimizing
leading to the emergence of one’s self and identity. knowledge to develop and emerge a sense of self and identity

CO2 Grasp a better understanding of their personality, self and

identity, along with the knowledge of the influential Show passion for personal and professional development of
forces which impact on these such as self and identity.
gender, culture, family and relationships.
CO3 Demonstrate basic skills in managing the self and identity. Exhibit proficient skills in managing self and identity in
accordance with global standards

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 GE 113 Understanding the Self

COURSE ASSESSMENT
LEARNING EVIDENCES:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Course
Learning Evidence Description and other Details Outcomes it
represents
You are tasked to compile all of your outputs throughout the
LE1 Portfolio course, showcasing your performance and it should be presented
CO1, CO2, CO3
in UVE/google classroom to be used for assessing your
performance or progress.
You are tasked to regularly keep a record of your own
LE2 Gratitude Journal reflection pertaining to your thoughts, feelings and actions that
CO1, CO2, CO3
are aroused from the experiences encountered along the
course activities.
Stress Management TedTalk (Video) You are required to submit this stress management advocacy CO1, CO2, CO3
LE3 video

MEASUREMENT SYSTEM:

Learning Evidence to Assess: LE1: PORTFOLIO

Area to Assess 1.0 1.75 2.25 3.0 5.0

Beyond Expectation Expected Satisfactory Acceptable Unacceptable
Reach detail indicating excellent Adequate to good
Organization understanding of step required to detail indicating Adequate Satisfies the Cannot follow
create portfolio clear knowledge of detail but required guidelines for
steps used to create miss out guidelines inclusion in
portfolio. some portfolio.
thoroughness
Excellent creativity and . Demonstrates no
independent thought in Demonstrates Moderate No effort originality or
Creativity creating portfolio originality and work output demonstrated in independent
independent is observed. work thing in
thinking presentation creating
portfolio.

All details were originally 1- 2 details of the 3 – 4 details 5 – details of .More than 6
Completeness and accomplished / completed task/s are of the task/s the task/s are details of the
Originality missing. are missing. missing; task/s are
copied 1-2 of missing; 3 or
the task/s more were
copied task/s
Provides excellent detail that Provides adequate
realistically assesses his/her to good detail that Adequate Satisfies the Cannot give a
Personal evaluation portfolio. realistically detail but miss required detailed or
assesses his/her out some guidelines realistic
portfolio. thoroughness assessment
on his/her
portfolio.

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 GE 113 Understanding the Self

Learning Evidence to Assess: LE2: GRATITUDE JOURNAL

1.0 1.75 2.25 3.0 5.0

Area to Assess Beyond Expectation Expected Satisfactory Acceptable Unacceptable
Little reflection
Reflections/Personal Reflects well to one’s Reflects to Some reflection to one’s work;
Responses work; provides one’s work; to one’s work; provides very Did not comply
complete daily notes provides daily provides few few or no daily
notes daily notes notes
Obvious, detailed Acceptable
Effort on Journal effort on assignment effort on all Some effort on Little or no
parts of the assignment effort on
Well-organized, neat and assignment assignment Neat No effort exerted
artistically crafted Well-organized
Well-organized,
neat

Learning Evidence to Assess: LE3: STRESS MANAGEMENT TEDTALK (VIDEO)

1.0 1.75 2.25 3.0 5.0

Area to Assess
Beyond Expectation Expected Satisfactory Acceptable Unacceptable
Little idea Inability to deliver
Process and Clever to deliver Clever to Delivers ideas aligned to the ideas and somehow
delivery of ideas potent ideas with deliver ideas satisfactorily task was needs
great clarity with clarity reflected improvement
Submitted an original Submitted an Submitted a Little or no
Originality video without any original video video with originality
And creativity duplication. The music, with borrowed borrowed music and because the
style and props used music only. some props were student Not original nor
were originally created. However, the gathered online or borrowed the creative.
music, style and elsewhere. music, style
props used and props
were originally online.
created.
Promptness Submitted the video 3 Submitted the Submitted the Submitted the Did not submit.
days before the video a day video on the video 1-7 days
deadline. before the deadline. after the
deadline. deadline.

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 GE 113 Understanding the Self

GRADING SYSTEM:

The final grade in this course will be composed of the following items and their weights in the final grade computation:

Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
AA1 Score 5%
AA2 Score 10%
LE1 Rubric 25%
LE2 Rubric 25%
LE3 Rubric 35%
TOTAL 100%

Grade equivalent Raw Score

1.00 98-100
1.25 95-97
1.50 92-94
1.75 89-91
2.00 86-88
2.25 83-85
2.50 80-82
2.75 77-79
3.0 75-76
3.25 72-74
3.50 69-71
3.75. 66-68
4.00 63-65
5.00 60-62

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THE COURSEMAP

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MODULE
1
Self-Constructs of Western
and Eastern Perspectives

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Module 1 SELF-CONSTRUCTS OF WESTERN AND EASTERN

PERSPECTIVES
Module Overview

Here is our module 1 of GE 113 course pack! This educational tool may appear collective yet challenging and
individually satisfying following the various exciting topics. Interestingly, this is the foundation of the next set of
modules, so a need for thorough participation is timely and even necessary to uncover new concepts based on the
western and eastern perspectives set up. Nevertheless, reading more references, browsing, scouting, and navigating
online will deepen one's understanding of the stimulating discussions to our lessons.

Module Outcomes:

Upon completion of this module, you shall be able to:

 Analyze the various western and eastern approaches, perspectives and

disciplines in understanding the self;

 Demonstrate clearly on how self-understanding works individually,

reflecting on the different concepts and theories;

 Develop a self-pathing mechanism or scheme that will exemplify one’s

background after learning the different concepts in a contextualized way.

This module comprises the following lessons. Lesson 1:

Personality and the Self

Lesson 2: Western Perspectives

Lesson 3: Eastern Perspectives

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Module 1: SELF-CONSTRUCTS OF WESTERN AND EASTERN PERSPECTIVES

Lesson 1: Personality and the Self

Objectives: Upon achieving this lesson, you shall be able to:

a. Distinguish the sequential impression of personality and its transition throughout the
historical standpoint of the self.
b. Demonstrate the self, as the core of personality where to boost personality helps
understanding the self.
c. Explain the significance of authentic self from fictional self to corroborate to the
issues and concerns of the adolescence.

Introduction:

This part is module 1 lesson 1 which chiefly invites you to give impressions about your
knowledge about personality, its background, and history. Likewise, the instructor will demonstrate
and describe the core of personality and explain the authenticity of oneself based on your contextual
regard. Therefore, whatever confuses you right now might probably help stimulate your curiosity to
ask questions during virtual lecture time and read other references, textbooks, and online e-materials.
Thus, in lesson 1, you will be guided on how to bridge the connection between the introductory study
of personality and self in its multidisciplinary approach.

Part I. Find the K-W-L:

Instruction: Fill the columns of Know, Want-to-Know and Learned (K-

W-L): Below are columns provided for you to answer. Just fill in the
column regarding personality and self, based from your knowledge.
Rest assured that it is answer so just hitch a try. In doing so, just write
your sentence/s in bullet form.

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What I Know? What I want to know? What I have learned?

…about personality? …about personality? Fill in this portion, citing the

learning you’ve got out of the
readings from online discussions,
…about the self? …about the self? articles and handouts provided.

I - Activity 1: Guided Imagery (10 minutes and within the limits

of your availability) and is suggested to be done outside your house
where you can breathe the freshness of air and can feel the solemnity
of nature. Then feel free to.
a. Go to a safe place where you are comfortable (discourage sitting
down).
b. Inhale and exhale religiously, clasp your hands and close your
eyes.
c. Imagine that you are a butterfly, slowly flying upwards and get closer to the misty
morning fogs, to and fro, flapping your wings enjoyably (not in a hurry).
d. From above see the mystique creation of God, viewing the roofs of houses, trees, flinty
grounds, and the place where you are in.
e. Imagine you flap your wings going down as you landed on the grounds of your house.
f. You may now open your eyes.

II – Analysis: Consider the following questions.

a. Have you seen an actual butterfly?

b. What are the exceptional characteristics of a butterfly?
c. How do these characteristics mean as to who you are as an adolescent?
d. How do your relationships with others and self are associated through the
symbolism of a butterfly?

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III – Abstraction:

A need to study personality and the self as two interconnecting concepts can help us understand more
of our roles in society are and what this self-construct means. Personal development was offered in grade
12 (senior high), which is somehow a prerequisite to Understanding the Self (UTS) subject during the first
few subjects in the college curricular offerings. The personal development subject flows: it pursues more
answers and bears more questions, just as the UTS can, if given ample time and participation. The subject
per se requires self-discovery in the beginning, becomes self-affirmation in the process, and in the long
run, directs oneself to give high emotional immunity when facing life’s challenges consequently. So as a
freshman and a beginner into tertiary and university life, can you benefit from this subject as you live life
in a world of crisis during this pandemic?

Indeed! It is such an interesting question where you can uncover its answer when you
read the book Understanding the Self by Silva, F., 2019, page 1-11. The book is relevant and
timely for our pressing topics that somehow may entice your interest to start your mature
exploration to the course.

So let’s start!

In the book of (Silva, 2019), as quoted, "the word per sonare describes the actor's mask through
which the sound of one's voice was projected, while the term mask first used in the Greek drama adopted
by the Roman stage performers to refer mask to different roles portrayed onstage. In a recent publication
of personality, pointed out what mask is all about, Lupdag (2000), as cited by Gazzingan, Aglubat,
Tomas, Cusi, and Valera (2008), stressed that the word mask is "…anything that you can put on. It is
overt, which means external focused and hidden internal components" (p. 115). In Weber's famous
motion picture 'Phantom of the Opera,' you will see how the phantom hid underneath the opera house as
enveloped by vengeance. When he gets out in public, he wears the half-white mask to appear pleasing as
to get Christine's sympathy over him.

In turn, Hippocrates as early as circa 370 B.C. proposed two axes which combined to
form four descriptions of peoples’ personality and temperament as represented by humor
variances and imbalances like;

a. Melancholic. It has an excess bile that represents a depressed and pessimistic

personality.
b. Choleric. It has an excess black bile that represents an angry, jumpy and irascible
personality.
c. Phlegmatic. It has an excess phlegm that represents a sluggish, stagnant and dull
personality.
d. Sanguine. It has an excess blood that represents a cheerful, happy and optimistic
personality.

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Personality Perspective to a Filipino Psychologist

The study of personality is crucial to Filipino students in tertiary education who specialize in the lessons
on self-identities while deepening their self-understanding. With this strand, students may gain more
concepts on how to adapt, adjust, and control their behavior to conform to social norms.

Personality contrariwise is a unique organization of characteristics that determine the individual’s typical or
recurrent pattern of behavior. Its development is a function of biological and environmental factors.
Enriquez (1978), as cited by Lupdag (1984), said that “the closest Filipino term for personality is
“pagkatao.” This includes the Filipino “paninindigan,” which is more than values. “Paninindigan”
approximates the English terms commitment and conviction. Some “paninindigan” that are worth
considering in the educational process are paggalang at pagmamalasakit (respect and concern), pagtulong at
pagdamay (helping), pagpuno sa kakulangan (understanding limitations), pakikiramdam (sensitivity and
regard for others), gaan ng loob (rapport and acceptance), and pakikipagkapwa (human concern and
interaction as one with others).
Alternatively, Enriquez (1977) “identified these as the more or less enduring Filipino “paninindigan” that play
a vital role in the Filipino personality” (p.151).

Erroneous Methods of Assessing Personality

Famous Filipino writers like Limpingco and Tria (1999) stressed that “A first impression gives some
people a clue to the pattern of the observed individual. They then brand that person as a certain “personality
type” and ascribe to him or her the supposed characteristics of that type. A first impression also determines
what others will expect of an individual, and the expectations, in turn, influence his or her behavior. Later
observations and further interaction with the individual may reinforce or contradict a first impression” (p.8).

In a way, “A first impression may be based on physical appearance, facial features or expressions,
mannerisms, style of dressing, name, nationality, race, what a person says and how it is said, what one does
and how it is done, or some other physical or physiological characteristic which is identified in the mind of
the observer with a certain kind of personality type or stereotype” (Limpingco and Tria, 1999, p.8).

Then Limpingco et al. (1999) added that “Once an impression of an individual’s personality is formed, the
individual gains the reputation of being that certain type, and is judged in terms of this reputation. Studies of
social acceptance and prejudice demonstrate how difficult it is to change a reputation gained from first
impressions. An individual may change his or her behavior, but that will not guarantee that the reputation
acquired will automatically change. That reputation will change only when the attitude of others on him or
her changes” (p.8-9).

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This evident discussion on first impression purely suggests that it is all the way around
erroneous.

Another issue in assessing personality includes pseudo-scientific methods such as the

following:

1. Physiognomy. A method in which a person’s personality is measured through his or her

physical features, that is most of the time depicted through facial features. It is estimated
that physical features is closely related to knowing one’s personality traits as well.

2. Phrenology. A method goes to judging one’s personality through the curvatures, shape
and size of the skull. Manual measurement is done in order to translate and predict the
possible personality characteristics.

3. Graphology. One’s personality is measured through his or her handwriting. The hand
strokes have something to do with the characteristics and traits of a person and distinctive
of his or her gender and even one’s personality.

4. Astrology. A method that finds out the position of the stars and activities of the planets,
their connections and involvement to various personality of people.

The above examples on erroneous methods of assessing personality like the first
impression and pseudo-scientific methods are just a few of which psychology refers as
erroneous personality assessment.

Scientific Methods of Assessing Personality

In Anastasi (1982) highlighted in the book of Assessment of Human Needs: An

Introduction to Psychological Testing; (Carolina University of Theology, 1996) defined
personality tests as “instruments for the measurement of emotional, motivational, interpersonal
and attitudinal characteristics” (p.27).

Based on the history of tests, “The use of personality tests can be traced back to WWI
when the Woodworth Personal Data Sheet (WPDS) was developed in response to a need for an
instrument to identify emotionally unstable recruits. Items included in this early instrument were
chosen on the basis of a “logical - content strategy” in which items were interpreted in terms of
their face validity only. This technique test construction quickly fell into disfavour, however, and
current personality tests are generally developed on the basis of more sophisticated techniques
including empirical criterion keying, factor analysis, content validation, and application of
personality theory” according to (Carolina University of Theology, 1996, p.27).

To assess the personality is quite difficult than measuring one’s aptitude, intelligence and
achievement. This is true due to some issues common to personality tests. These are certain
problems long before defied just like;

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a. Personality tests are prone to “faking”;

b. Personality tests change over the period of time; and
c. Personality tests validity was not shown.

As cited by Limpingco et.al (1999) in their book Personality stated that “….psychologists
are still trying to improve the techniques used in personality assessment that alongside
summarized by Sundberg and Tyler (1962) the issue as,

“….it is not the question of whether one should use assessment, but how best to
do it….no matter which direction evaluation takes in the future, there is bound to be plenty of
room for research and creative development” (p.10).

Furthermore, Limpingco et.al (1999) added that “Personality assessment can be defined
as the set of processes used for developing impressions and images, making decisions and
checking hypothesis about a person’s pattern of behavior in relation with the environment”
(p.10).

Common Methods of Assessing Personality

The three major types of personality tests are: Self - Report Inventories, Performance or
Situational Tests and Projective Techniques.

1. Self-Report Inventories
a. Minnesota Multiphasic Personality Inventory (MMPI). It was developed by
Hathaway and Mckinley at the University of Minnesota Hospitals circa 1930s and 1940s was
chiefly published in 1943. The test is used in identifying the difference among normal and non -
normal examinees.

b. California Psychological Inventory (CPI). The CPI was created to utilize

measurement for normal individuals between 13 years old and adult. It is a predictive test to
identify delinquency, conditional parole, academic grades and probability of high school
dropouts.

c. Edwards Personal Preference Schedule (EPPS). In comparison to the MMPI

which was administered for scientific norm as a pattern, the EPPS is a personality test or
assessment specimen, was developed and anchored on personality theory. The EPPS selectively
uses a format designed to control the personality attributes and examinee’s inclinations to answer
in a social basis.

e. Personality Research Form (PRF). It is comprised of 20 personality variables and is

researched - based in response to personality theory. Among those variables, 12 of which
are involved in the EPPS. Thus, the PRF manual delivers explanations of high results to
individual trait and supplementary set of significant characteristics.

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2. Performance or Situational Tests.

The examiner here requires a particular task for the examinee to perform to measure one’s personality,
but the examinee’s intention is frequently disguised. The tests seemed a simulator and related to one’s daily
activities. This technique was first applied in the late 1920s and early 1930s as designed by Hartshorne, May,
and associates (1928, 1929, and 1930). The standardized application on schoolchildren determines much on
dishonesty, stealing, etc., where according to (Anastasi 1989), “The quantitative scores could be obtained on
each of a large number of specific tests. The adult level is provided by the series of situational tests developed
during World War II in the Assessment Program of the Office of Strategic Services (OSS, 1948). These tests
were concerned with relatively complex and subtle social and emotional behavior and required elaborate
facilities and trained personnel for their administration. Moreover, the interpretation of the individual’s
responses was relatively subjective” (p.18).

3. Projective Techniques

The standard primary usage of projective techniques for personality evaluation is

otherwise acknowledged as projective assumption which suggested that explanations of vague
stimuli reveal somehow in the interpretation of varied human basic needs, feelings, thought, and
personal encounters, etc.

Types of Projective Techniques

a. Rorschach. A Swiss psychiatrist Hermann Rorschach experimented on inkblots

which he used to different psychiatric groups between 1911 and 1912. He believed that the test
administered similarly introduced a different method for psychiatric evaluations. His test is
comprised of 10 cards half of which are in color and half in black and white. The test is
administered by showing the 10 blots one at a time; the examinee’s task is to designate what he
depicts in the blots or what they retell that one can best describe of. The examinee is usually
assessed that the inkblots are significant and that there is eventually no exact right or wrong
answers. This also supports some findings on perception in general where Rorschach
administered the test to both patients and non- patients.

b. Holtzman Inkblot. Numerous revisions have been made for Rorschach test
concerning some influences just like allowing a group test administration and with additional
objective rating.

d. Thematic Apperception Test (TAT). As introduced by Christian Morgan and Henry

Murray, Thematic Apperception Test (ATT) is grounded on Murray’s needs’ theory and
with two primary goals called, 1.) Understanding of the examinee; and, 2.) The estimate
of examinee’s behavioral responses on that understanding. This projective test TAT has
demonstrated to be suitable in the assessment of achievement and hostility.

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Psychometric Test and Personality Assessment

As stipulated in the website of Sparks Review Center (2013), “since June 2, 2010, RA 10029 is already a
working and enforceable law that affects the whole psychology field in the Philippines. The Philippine
Psychology Act of 2009 consolidated two bills, namely Senate Bill No. 3498 and House Bill No. 6512, and
the Act was approved on March 16, 2010. The provisions of the law are already effective such that everyone
who performs psychological services should be licensed. The Psychology Regulatory Board (PRB) gives a
leeway period of (3) three years for qualified professionals to register without taking the examination. For
those who cannot qualify for the grandfather’s clause may take the board.” In effect, the legal role of a
psychometrician in the Philippine setting is to orderly perform the following tasks, namely:

a. administer tests,
b. interpret results,
c. prepare reports and,
d. conduct clinical interviews

The scope of a psychometrician’s function is limited to the above capacity, except projective and
higher-level tests that can only be performed by a licensed psychologist just as a licensed psychologist can
perform all the functions of a psychometrician.

In support, Anastasi (1988) purported that “Another area of psychological testing concerns the
affective or nonintellectual aspects of behavior. Tests designed for this purpose are commonly known as
personality tests, although some psychologists prefer to use the term “personality” in a broader sense to refer
to the entire individual. In the terminology of psychological testing, however, the designation “personality
test” most often refers to a measure of such characteristics as emotional states, interpersonal relations,
motivation, interests, and attitudes” (p.17).

Personality and Self. The roles we portray on stage (in life) are those we exhibit every day. The attitudes
we give out to others may bounce back positively or negatively. As a breakthrough, this course tells the
adolescents to further see the meaning of life out of the mask (personality) as a structure gearing a construct
called self. The self has a collection of beliefs, abilities, and potentials that boosts personality. Hence, Rogers
explained through Weiten (2001) that if the self is worth- sharing, then our personality or the person others
see on us congruently explains who we are inside and out. Though according to McGraw (2001), sometimes
we fake ourselves before others (fictional self), but most of the time, we are so genuine in how we interact
(authentic self). Just in case people interpret us halfway or wrongly, it is called incongruency.

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IV – Application: Venn Diagram: Fill in the spaces Write the things that makes you as
authentic and on the other side for being fictional. Midway or in the center, write the attributes
that make both sides similar.

Authentic Self Fictional Self

Alike

“Getting to Know my Self”

Instruction: Name is meaningful because it represents the person that you are. Thus, you may
explain the story of your name and pick out the attributes you designate in the Venn Diagram
above to describe yourself. In effect, comprehensively write an autobiography and bridge the gap
between your authentic self and fictional self.

V - Closure: Job well done! To sum up, you have wholly tackled lesson 1, and this allows you
to discover some personality concepts such that if a person has excess bile, is said to be
pessimistic and the like. When it comes to considering people’s physical features, dressing up,
mannerisms, and just looking at them does not help you figure out your

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impressions rationally. Furthermore, issues on pseudo-sciences like graphology, astrology, and

the like are misnomers due to a lack of scientific bases and pieces of evidence. Good that
scientific methods on finding out personality traits have formulated a structured process with
cultural and cross-cultural standards. It’s the reason why standardized personality testing was
designed. In a nutshell, our personality has a structure, and we called - self. That self as a
structure could be fictional, faking the self before others and authentic, like being genuine. If
people misperceive you, it’s incongruency, and if just worth-sharing, then it’s congruency.
Interestingly, identifying the fictional and authentic self could smoothly lead you to study the
western perspectives and disciplines. In the minds of early scholars, the self can be viewed
from different perspectives. Hence, your self-concept can be filtered as you read lesson 2 of
this module.

VI.Referece

Books

Anastasi, A. (1988). Psychological Testing. Sixth Edition. New York: Macmillan

Publishing Company.

Apruebo, R. A. (2008). Personality Psychology. First Edition. Manila: Educational

Publishing House.

Boeree, G. (2006). The History of Psychology. Psychology Department. Shippensburg

University

Carolina University of Theology (1996). Assessment of Human Needs. An Introduction

to Psychological Testing. Revised Edition. Carolina: Carolina University of
Theology

Gazzingan, L. B. et al. (2008). General Psychology. Metro Manila: Grandwater

Publications

Limpingco, D. A., & Tria, G. E. (1999). Personality 2e. Quezon City: Ken Inc.

Lupdag, A. D. (1984). Educational Psychology. First Year of Publication. Mandaluyong

City: National Book Store

McGraw, P. C. (2001). Self Matters. New York: Simon and Schuster

Silva, F. (2019) Understanding the Self. Quezon City: Cronica Bookhaus Publishing
Company.

Stoop, D. (2009). You are What You Think. Valenzuela City: CLC Publications Weiten,

W. (2001). Psychology: Themes and Variations. United States of America.

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Thompson Learning, Inc.

Wood, S. E., Wood, E. G., & Boyd, D. (2004). Mastering the World of Psychology.
United States of America: Pearson Education Inc.

Online / Website

Sparks Review Center (2013) 10 Things About Psychology Act of 2009.

Retrieved on April 23, 2016, from: http://sparkreviewcenter.com/2013/03/04/10-
things-about-psychology-act-of-2009/.

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