(BSABE 1-2) Psychology.pptx

Psychology Understanding the Self Theories and Concepts of Psychology Lesson 1 Psychology The science that deals with human behavior and mental processes. Psychology As a field that focuses on the human being, psychology draw findings based on empirical data. The Self in Psychology...

Psychology Understanding the Self Theories and Concepts of Psychology Lesson 1 Psychology The science that deals with human behavior and mental processes. Psychology As a field that focuses on the human being, psychology draw findings based on empirical data. The Self in Psychology The self in psychology pertains to how one creates a schema of his/her person. Awareness of the self is similar to having a conception of the self. The self in psychology Self is “the sense of personal identity and of who we are a individuals” (Stangor, Jhangini & Tarry, 2014) 1.1 Individual Self: The Biological Foundations of Behavior The center of all bodily activities is the brain it is composed of billions neurons. 1.1 Individual Self: The Biological Foundations of Behavior neurons receives signals from the environment to the central nervous system and sends it to different parts of the body. 1.1 Individual Self: The Biological Foundations of Behavior Neurotransmitt ers are brain chemicals that signals the brain. 1.1 Individual Self: The Biological Foundations of Behavior Neurotransmit ters varies and have their own effect in our responses or behavior.  1.1 Individual Self: The Biological Foundations of Behavior Types of Neurotransmitters Adrenaline Fight or Flight  1.1 Individual Self: The Biological Foundations of Behavior Types of Neurotransmitters Noradrenaline Concentration  1.1 Individual Self: The Biological Foundations of Behavior Types of Neurotransmitters Dopamine Pleasure  1.1 Individual Self: The Biological Foundations of Behavior Types of Neurotransmitters Serotonin Mood  1.1 Individual Self: The Biological Foundations of Behavior Types of Neurotransmitters Gaba Calming  1.1 Individual Self: The Biological Foundations of Behavior Types of Neurotransmitters Acetylcholine Learning  1.1 Individual Self: The Biological Foundations of Behavior Types of Neurotransmitters Glutamate Memory  1.1 Individual Self: The Biological Foundations of Behavior Types of Neurotransmitters Endorphins Euphoria 1.1 Individual Self: The Biological Foundations of Behavior However, this doesn’t mean that the neurotransmitters are the direct and sole cause of such behavior and actions. 1.2 Individual Self: Stages of Human Development There are many theories in human development but the most popular once are: 1.2 Individual Self: Stages of Human Development Psychosexual Stages of Development Sigmund Freud 1.2 Individual Self: Stages of Human Development Psychosocial Stages of Development Erik Erikson Psychosexual Development Freud believed that childhood experiences shapes the adult personality Only has 5 stages that is limited until puberty. Psychosexual Development 1. Oral Phase (age 0-1) Pleasure is on the mouth. Sucking, biting, and chewing. Psychosexual Development 1. Oral Phase (age 0-1) If oral needs are not meet, the person may develop thumb sucking, fingernail biting, or pencil chewing in childhood and overeating or smoking in later life Psychosexual Development 2. Anal Phase (age 1-3) Satisfaction focuses on the expulsion of bowel and bladder elimination. Psychosexual Development 2. Anal Phase (age 1-3) If they are trained before they are ready or not trained on time, it may result to extreme orderliness or messiness as part of the individual’s Psychosexual Development 3. Phallic Phase (age 3-6) Pleasure zone is the genitals Children develop incestuous sexual feeling towards opposite sex parent Psychosexual Development 3. Phallic Phase (age 3-6) To avoid punishment, they adopt the values and characteristics of the same sex parent. Psychosexual Development 4. Latent Phase (age 7-13) Dormant sexual feelings The child acquires new social values and spends time with same sex peers. Psychosexual Development 5. Genital Phase (Puberty- Death) Maturation of sexual interest. Sexual impulses reappear. Psychosexual Development 5. Genital Phase (Puberty- Death) If developed in the earlier stages is successful, it can lead to marriage, mature sexuality, and bearing of children. Psychosocial Development Erikson’s theory of psychosocial development identifies eight stages which a healthy individual should pass through from birth to death. Psychosocial Development At each stage we encounter different needs, ask new questions and meet people who influence our behavior and learning. Psychosocial Development 1. Basic Trust vs. Mistrust (Infancy, from 1-2 years) As infants, we enter the first stage that Erikson called Basic Trust vs. Mistrust. We ask ourselves if we can trust the world and we wonder if it’s safe. Psychosocial Development 1. Basic Trust vs. Mistrust (Infancy, from 1-2 years) We learn that if we can trust someone now, we can also trust others in the future. If we experience fear, we develop doubt and mistrust. The key to our development is our mother. Psychosocial Development 2. Autonomy vs. Shame & Doubt (Early childhood, from 2-4 years) In our early childhood, we experience ourselves and discover our body. In this second stage we learn to alter between Autonomy vs. Shame Psychosocial Development 2. Autonomy vs. Shame & Doubt (Early childhood, from 2-4 years) We ask: is it okay to be me? If we are allowed to discover ourselves, then we develop self- confidence. If we are not, we can develop shame and self-doubt. Both parents now play a major role. Psychosocial Development 3. Initiative vs. Guilt (Preschool Age, from 4-5 years) In preschool, we take initiative, try out new things, and learn basic principles like how round things roll. Psychosocial Development 3. Initiative vs. Guilt (Preschool Age, from 4-5 years) We ask: Is it okay for me to do what I do? If we are encouraged, we can follow our interests. Psychosocial Development 3. Initiative vs. Guilt (Preschool Age, from 4-5 years) If we are held back or told that what we do is silly, we can develop guilt. We are now learning from the entire family. Psychosocial Development 4. Industry vs. Inferiority (School Age, from 5-12 years) Now we discover our own interests and realize that we are different from others. We want to show that we can do things right. Psychosocial Development 4. Industry vs. Inferiority (School Age, from 5-12 years) We ask if we can make it in this world? If we receive recognition from our teachers or peers, we become industrious, which is another word for hard- working. Psychosocial Development 4. Industry vs. Inferiority (School Age, from 5-12 years) If we get too much negative feedback, we start to feel inferior and lose motivation. Our neighbors and schools now influence us the most. Psychosocial Development 5. Identity vs. Role Confusion (Adolescence, from 13- 19 years) We explore the complexity of Identity vs. Role Confusion. We learn that we have different social roles. We are friends, students, children, and citizens. Psychosocial Development 5. Identity vs. Role Confusion (Adolescence, from 13-19 years) Many experience an identity crisis. If our parents now allow us to go out and explore, we can find identity. If they push us to conform to their views, we can face role confusion and feel lost. Psychosocial Development 5. Identity vs. Role Confusion (Adolescence, from 13- 19 years) Key to our learning are our peers and role models. Psychosocial Development 6. Intimacy vs. Isolation (Early Adulthood, from 20-40 years) We slowly understand who we are, and we start to let go of the relationships we had built earlier in order to fit in. Psychosocial Development 6. Intimacy vs. Isolation (Early Adulthood, from 20-40 years) We ask ourselves if we can love. If we can make a long-term commitment, we are confident and happy. Psychosocial Development 6. Intimacy vs. Isolation (Early Adulthood, from 20-40 years) If we cannot form intimate relationships, we might end up feeling isolated and lonely. Our friends and partners are now central to our development. Psychosocial Development 7. Generativity vs. Stagnation (Adulthood, from 40-65 years) When we reach our forties we become comfortable, use our leisure time creatively and maybe begin contributing to society. Psychosocial Development 7. Generativity vs. Stagnation (Adulthood, from 40- 65 years) Our concern is generativity. If we think that we can lead the next generation into this world, we are happy. Psychosocial Development 7. Generativity vs. Stagnation (Adulthood, from 40-65 years) If we did not resolve some conflicts earlier, we can become pessimistic and experience stagnation. People at home and at work are now who influence us the most. Psychosocial Development 8. Ego Integrity vs. Despair (Maturity, from 65-Death years) As we grow older, we tend to slow down and begin to look back over our lives. Psychosocial Development 8. Ego Integrity vs. Despair (Maturity, from 65- Death years) We ask: how have I done? If we think we did well, we develop feelings of contentment and integrity. If not, we can experience despair and become grumpy and bitter. Time to compare  1.3 Individual Self: The Subjective Being Freud believes that the mind is divided into three levels: The conscious mind The subconscious mind The unconscious mind  1.3 Individual Self: The Subjective Being Conscious mind Comprises all those thoughts that you’re aware of. Filtered thought, influenced by society’s expectations and is not an accurate presentation  1.3 Individual Self: The Subjective Being Subconscious mind Thoughts that are not currently in present awareness but could be easily remembered when needed.  1.3 Individual Self: The Subjective Being Unconscious mind Resides in the deepest and hard to access part of our mind. It nurses our unwanted memories, deep-seated guilt feelings, unacceptable thoughts, and desires.  1.3 Individual Self: The Subjective Being Only a small portion of the mind is exposed to reality just like an iceberg. A more significant portion is submerged and is unaware of reality.  1.3 Individual Self: The Subjective Being The mind has three provinces and the interaction between these three is what dictates human behavior.  1.3 Individual Self: The Subjective Being The Id Follows pleasure principles. Fully submerged in the unconscious mind. Only follows what it wants.  1.3 Individual Self: The Subjective Being The Superego Follows morality principles Partly aware but not exempted by the shadows of the unconscious mind prompting it to make unreasonable demands often in conflict with the id.  1.3 Individual Self: The Subjective Being The Ego Follows the reality principles Aware of the situation and makes sense of the situation. It often acts according to the balance of the id, superego and reality. 1.3 Individual Self: The Subjective Being The unconscious mind should be the study of the self -Carl Jung 1.3 Individual Self: The Subjective Being Just like how genes are past down from generations, the collective unconscious are ideas that we inherited from our ancestors. Me-Self and I- Self: William James Lesson 2  Me-Self and I-Self: William James James (1890) identified two understanding of the self, the self as “Me” and the self as “I”.  Me-Self The distinction was initially based on the idea that the “Me” self refers to the self as an “object of experience” (self as an object)  I-Self And the “I” self reflects the self as a subject of experience. (self as a subject) James’ (1890) categorization of the Me-self and I- self can be seen through the table below: ME-SELF I-SELF Material Self Individual Self (mine, “my arm, my bag”) (Individual traits, abilities, and possessions) - Tangible objects, people, or places - Spiritual self and aspects of the material that carry the designation of mine. self (body, possessions, initials) - Bodily self and extracorporeal self - Example: I am shy, I am tall (extended self)  James’ (1890) categorization of the Me-self and I- self can be seen through the table below: ME-SELF I-SELF Social Self Relational Self (Ours, our parents, siblings, romantic (Other people with whom we have a partners) personal relationship) - How we are regarded and recognized - Aspects of the social self by others - Example: I am a Filipino. - Relational self, Interpersonal relationships  James’ (1890) categorization of the Me-self and I- self can be seen through the table below: ME-SELF I-SELF Spiritual Self Collective Self (Inner or psychological self, subjective (Social roles, social categories, and social being) group membership) - Self-perceived abilities, attitudes, - Aspects of the social self emotions, interests, values, motives - Example: I am my parents’ child.  Me-Self and I-Self: William James The “Me” can be considered as a separate individual or object a person can refer to when narrating his/her personal experience. Meanwhile the “I” is the one who knows who he/she is and what he/she has done in his/her own life. Real and Ideal Selves Lesson 3 3.1 Tenets of Karen Horney’s Theory (1950) Idealized self is created when individuals feel alienated from self An idealized self-image is an extravagantly positive of them selves 3.1 Tenets of Karen Horney’s Theory (1950) The Real Self can only ne achieved through self- realization Incongruence of ideal self and real self leads to self- hatred  IDEAL SELF REAL SELF person we want to be who we actually are idealized version of how I see me ourself how I should be also called “actual self” 3.2 Carl Rogers’ Theory of Self Concept Carl Rogers (1959) asserted that self-concept has three different components: 3.2 Carl Rogers’ Theory of Self Concept 1. Self-image - How you view yourself influenced by external factors such as expectations from significant others. 3.2 Carl Rogers’ Theory of Self Concept 2. Self-esteem or self-worth - Is the value you assign to yourself. 3.2 Carl Rogers’ Theory of Self Concept 3. Ideal-self - Is what you desire or expect of the “self” 3.2 Carl Rogers’ Theory of Self Concept Carl Rogers further added that we have two selves: -Ideal self -Actual self 3.2 Carl Rogers’ Theory of Self Concept The congruence or incongruence between the ideal and real self affects our self-esteem. 3.2 Carl Rogers’ Theory of Self Concept When we feel good about ourselves, it is said that there is congruence or alignment or there is a small gap between our real self and ideal self. 3.2 Carl Rogers’ Theory of Self Concept When there is congruence, we feel more confident, satisfied and become self-actualized, leading to a high self-esteem. 3.2 Carl Rogers’ Theory of Self Concept There is Incongruence if there is misalignment or a big gap between the real and ideal self. In effect, we become distressed and anxious, leading to a low self-esteem or self- worth and be defensive in our actions.