CCT Vision CCT Mission

Republic of the Philippines

The city college of Tagaytay envisions to The City College of Tagaytay is
CITY COLLEGE OF TAGAYTAY
be a: Globally competitive university, City of Tagaytay committed to: Provide relevant and
upholding character formation, effecting social Akle St., Kaybagal South, Tagaytay City 4120
responsive academic programs in the arts,
change. sciences, technology, business, and
SCHOOL OF ARTS AND SCIENCES
management that will produce graduates
General Education Department
equipped with knowledge and skills
Liberal Arts Division
possessing high ethical standards prepared to
COURSE SYLLABUS
1st Semester, A.Y 2022-2023

Course Code: Psych 1A Course Title: Understanding the Self Type: Lecture Credit Units: 3

Course Description:
This course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of personality identity. This course is intended to
facilitate the exploration of the issues and concerns regarding self and identity to arrive at a better understanding of one self. It strives to meet this goal by stressing the integration
of the personal with the academic-contextualizing matters discussed in the classroom and in the everyday experience of students-making for better learning, generating a new
appreciation for the learning process and developing a more critical and reflective attitude while enabling them to manage their selves to attain a better quality of life.

Program Educational Objectives (based on the program CMO)

The graduates of Bachelor of Science in Education must have the ability to:
1. articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts;
2. demonstrate mastery of subject matter/discipline;
3. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment;
4. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
5. apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices;
6. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
7. practice professional and ethical teaching standards sensitive to the local, national, and global realities; and
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
 Student Outcomes and Relationship to Program Educational Objectives
Program Educational Objectives Code (based on the program CMO)
Program/Student Outcomes (based on the program CMO)
1 2 3 4 5 6 7 8
The students should:
Utilize appropriate various sociocultural and historical materials in explaining current
a.
issues.
b. Organize communities towards self-reliance and self-sufficiency.
Demonstrate leadership skills that will help in teaching or training students who will
c.
empower their communities.
Integrate local and global perspectives in teaching in the principle of the common
d.
good.
e. Employ principles of sustainable development in teaching and learning.
f. Show scholarship in research and further learning.

Display the qualities of and innovative teacher who has mastery of the subject matter.

Course Outcomes and Relationship to Student Outcomes

Program Outcomes Addressed by the Course Program/Student Outcomes Code

After completing this course, the students must be able to: a b c d e f g h
1. understand and construct the self from various disciplinal perspective like
sociology, anthropology and psychology as well as the more traditional division
between the east and west each seeking to provide answer difficult but essential
question of “What is the self?” and raising among others, the question: Is there even
such a construct of the self?”:
2. can explore some of the various aspects that make up the self, such as the biological
materials and digital self:
3. identify three areas of concern for young students, learning, goal setting and
managing stress;
 4. provide a more practical applications of the concepts discussed in the course and
enables them the hands-on experience of developing self-help plans for self-
regulated learning, goal setting and self-care.
*Level: I-Introductory E- Enabling D-Demonstrative

COURSE COVERAGE
Wee Intended Learning Outcomes (ILO) Topic Teaching and Learning Mode of Outcome Based- Due date
k No. Activities Delivery Assessment (OBA) of
submission
of output
1 After the completion of the chapter, students I. Introduction and Course Lecture Face to face / End of
should be able to: Orientation Distance Mode Week 2
1. introduce oneself to the class; A. Introduction/ Getting-to (Synchronous)
Acknowledgement of
2. list down know
Course Syllabus
expectations for the B. Course Overview
course; 1. Course Content Checking of Certificate
3. identify course (Syllabus) of
requirements and 2. Activities and Registration (COR)
regulations in the Requirements
new normal of blended learning; 3. Grading System
4. Reflect on the vision and mission of the C. Class Orientation
institution, goals and objectives of the D. On-Boarding
school, integrating gender and development E. Expectation Setting
principles throughout the study of the
Course.
2 After the completion of the chapter, students The Self From Various Synchronous Materials Face to face / OBA #1: Class Activity End of
should be able to: Perspectives provided (such as power Distance Mode 150-word reflection paper week 3
point, Handouts, (Synchronous) with the topic “Dear Self”
1. discuss the different representations and A. Philosophy Readings, Lecture
Socrates, Plato, and with guide questions.
conceptualizations of the self from various Podcasts)
disciplinal perspectives Augustine to Type written and printed.
Descarte, Locke,
Hume, Kant, Freud,
 2. Examine the philosophical influences, Ryle, Churchland,
factors and forces that shape the self. and Merleau-Ponty-
all try to answer the
question “Who are
you?”
3 After the completion of the chapter, students B. Sociology Lecture Face to face / Quiz #1 The self from the End of
should be able to: The self as a product Distance Mode perspective s of Philosophy week 4
of modern society (Synchronous) and Sociology (10pts)
1. discuss the different representations and
among other
conceptualizations of the self from various
constructions
disciplinal perspectives
2. Examine the sociological influences,
factors and forces that shape the self.
4 After the completion of the chapter, students C. Anthropology Class Discussion Face to face / Recite your family beliefs End of
should be able to: Distance Mode or traditions that you week 5
(Synchronous) follow strictly. Cite and
1. discuss the different representations and -The self and person in discuss at least three (3)
conceptualizations of the self from various contemporary anthropology Positive and three (3)
disciplinal perspectives
-The self-embedded in negative traits you have
2. examine the anthropological influences, adapted from your parents.
culture
factors and forces that shape the self. (50pts)

5 After the completion of the chapter, students D. Psychology Class Discussion Face to face /
should be able to: Distance Mode
-The self as a cognitive
1. discuss the different representations and construction (Synchronous)
conceptualizations of the self from various - William James and the Me
disciplinal perspectives.
-Self; I-Self - Global vs.
2. examine the psychological influences, differentiated models
factors and forces that shape the self. - Real and Ideal self-
concepts
- Multiple vs. Unified selves
- True vs. False selves
6 PRELIMINARY EXAMINATION
7 After the completion of the chapter, students II. Unpacking the Self Class Discussion Face to face / OBA #2: End of
should be able to: Distance Mode week 8
A. The Physical Self: “You are Beautiful” video
1. explore the different aspects of self and (Synchronous)
- The self as impacted by the ‘You are beautiful’- Part 1. Preparation for the
identity body. Filipino reaction (Social video.
2. demonstrate critical, reflective thought in Experiment)
- The impact of culture on
integrating the various aspects of self and body image and self-esteem You are Beautiful -
identity Filipino reaction
-The importance of beauty.
3. examine one’s self against the physical (Philippines Social
aspects of self-discussed in class Experiment) |
HumanMeter - YouTube
8 After the completion of the chapter, students B. Sexual Self References Pre-recorded Face to face / Part 2. Presentation of
should be able to: Video Lecture, Laptop/ Distance Mode video.
- Development of secondary
Mobile Phone and other
1. identify the different forces and sex characteristics and the (Synchronous)
Related Devices
institutions that impact the development of human reproductive system.
various aspects of the self and identity
2. examine one’s self against the sexual
aspects of self-discussed in class
9 After the completion of the chapter, students B. Sexual Self Virtual Class Discussion Face to face / Quiz #2: Short Quiz End of
should be able to: via Video Conferencing Distance Mode week 10
- Discussing the erogenous
1. identify the different forces and zones (Synchronous)
institutions that impact the development of - Understanding the Sexually Transmitted
various aspects of the self and identity chemistry of lust, love, and Diseases
2. examine one’s self against the sexual attachment Sexually transmitted
aspects of self-discussed in class diseases STD in women
and men syphilis,
chlamydia, gonoirrhoeae
and hermes - YouTube
10 After the completion of the chapter, students C. The Material/Economic Virtual Class Discussion Face to face / OBA #3: End of
should be able to: Self: Distance Mode week 11
1. identify the different forces and - I shop, therefore I am: I (Synchronous)
institutions that impact the development of have, therefore I am? -
various aspects of the self and identity Shaping the way we see
ourselves: The role of
2. examine one’s self against the
 material/economic aspects of self-discussed consumer
in class
3. identify the different forces and
institutions that impact the development of
various aspects of the self and identity 3.
examine one’s self against the spiritual
aspects of self-discussed in class
11 After the completion of the chapter, students D. The Spiritual Self Virtual Class Discussion Face to face /
should be able to: Distance Mode
- The practice of religion:
1. identify the different forces and belief in supernatural being (Synchronous)
institutions that impact the development of and power - The concept of
various aspects of the self and identity the ‘dungan’ – spirit or soul
2. examine one’s self against the - Rituals and ceremonies: the
material/economic aspects of self discussed function of rituals
in class - Logotherapy
3. identify the different forces and
institutions that impact the development of
various aspects of the self and identity
4. examine one’s self against the spiritual
aspects of self discussed in class
12 MIDTERM EXAMINATION
13 After the completion of the chapter, students E. The Political Self - Virtual Class Discussion Face to face /
should be able to: Developing a Filipino Distance Mode
identity: values, traits,
1. identify the different forces and (Synchronous)
community and institutional
institutions that impact the development of
factors - Establishing a
various aspects of the self and identity
democratic culture
2. examine one’s self against the political
aspects of self-discussed in class
14 After the completion of the chapter, students F. The Digital Self: Self Virtual Class Discussion Face to face / OBA #4: Research Work End of
should be able to: and Other in Cyberspace Distance Mode “Who am I in the Cyber week 15
world ?” Search for the
1. identify the different forces and - I, me, myself and my user (Synchronous)
guidelines used in
institutions that impact the development of ID online identity
identifying fake news and
various aspects of the self and identity - Selective self-presentation additional guidelines for
 2. examine one’s self against the digital and impression management proper sharing of
aspects of self-discussed in class information and ethical use
- Impact of online
of the internet. (50pts)
interactions on the self
- Boundaries of the self-
online: private vs. public;
personal/individual vs. social
identity online; gender and
sexuality online
15 After the completion of the chapter, students III. Managing and Caring Virtual Class Discussion Face to face /
should be able to: for the Self Distance Mode
1. analyze one’s study habits and goals zzLearning to be a better (Synchronous)
identify objectives in achieving those goals; student
2. identify stressors affecting one’s role; - What happens
during learning?
3. evaluate one’s self-care strategies;
- Brain and behaviour
4. formulate improved self-care strategies, changes
study habits and goal attainment style.
Metacognition and study
strategies
- Managing your own
learning: self-regulated
learning
16 After the completion of the chapter, students III. Managing and Caring Virtual Class Discussion Face to face /
should be able to: for the Self via Video Conferencing Distance Mode
1. analyze one’s study habits and goals B. Setting goals for Success (Synchronous)
identify objectives in achieving those goals; - The importance of goals
2. identify stressors affecting one’s role; - Bandura’s Self-efficacy,
Dweck’s Mindset (growth
3. evaluate one’s self-care strategies;
vs. fixed
4. formulate improved self-care strategies,
study habits and goal attainment style.
17 After the completion of the chapter, students III. Managing and Caring Virtual Class Discussion Face to face / PROJECT: A. Write a
should be able to: for the Self via Video Conferencing Distance Mode compassion ate letter to
yourself. B. Make a short
1. analyze one’s study habits and goals C. Taking charge of one’s (Synchronous)
video clip (3-5 minutes)
 identify objectives in achieving those goals; health about how you would want
to present yourself Theme:
2. identify stressors affecting one’s role; - Stressors and responses -
What makes you, “YOU”?
Sources of coping and
3. evaluate one’s self-care strategies; (100pts)
strength
4. formulate improved self-care strategies,
- Stress and Filipinos: The
study habits and goal attainment style.
social and cultural
dimensions of stress
Taking care of the self: The
need for self-care and
compassion
18 FINAL EXAMINATION

Textbook/s:

Suggested References:
1. Books
Alata, Eden Joy Pastor, Caslib, Bernardo Nicolas, Jr., Serafica, Janice Patria Javier, Pawilen, R.A. (2018). Understanding the Self. First Edition. Rex Bookstore.
2. Leslie, Gazzingan, Jo – ann, Porillo, Vina, Velasco, Sherill, Villaluz, Florencia, Bautista, Leandro, Dalhag, J. Lover, Triniad, Darwin, Palado, Ryan, Corona (2018)
Understanding the Self. Panday-Lahi Publishing House, Inc.

Course Assessment:
Grading System (Numerical)
1. Attendance - 25%
2. Class Standing - 35% (Quizzes – 20% / Recitation – 15%)
3. Major Examination - 40%

Final Grade Computation: Prelim Grade (30%) + Midterm Grade (30%) + Raw Final Grade (40%)

Course Policies (as guided by Manuals and Minutes of Meeting)

1. Special or make-up quizzes and performances will be given only if there are justifiable reasons.
2. The use of cellular phones during class hours is prohibited unless a special permission to do so is granted. In addition, the use of electronic gadgets unless otherwise
relevant to the class lesson/discussion, is not allowed.
3. Concerns relative to grades, activities, performances, etc. can be politely discussed with the subject teacher.
 4. Students are expected to display the highest degree of honesty and professionalism in their class work, requirements and activities and in dealing with fellow students and
teachers.

Prepared by: Checked by: Approved:

JHEEAN CARLA S. AMISCOSA, MAGC JEFF JEREMIAH PEREA, LPT RIZZA C. GATPANDAN, MMEM
Instructor Chairperson, General Education Department Dean, School of Arts and Sciences

JOANNA BELLE L. BAWAR, MAGC

Instructor

SONNY BOY C. JUANE

Instructor