Understanding the Self - Chapter 4 PDF

WMSU By Prof. Jennifer T. Composa (For instructional purposes only) WESTERN MINDANAO STATE UNIVERSITY Chapter 4 Learnong Outcomes Define and describe the different psychological concepts of self. Differentiate the different psychological...

WMSU By Prof. Jennifer T. Composa (For instructional purposes only) WESTERN MINDANAO STATE UNIVERSITY Chapter 4 Learnong Outcomes Define and describe the different psychological concepts of self. Differentiate the different psychological concepts of self and identify their interrelationships Apply the concepts of self in one’s life to develop self-awareness and self- understanding. Activity 1. Differentiate real self from ideal self 2. Understand real self from ideal self 3. Deep appreciation of oneself Activity Sentence Completion Test 1. Nung ako ay bata pa takot ako sa/kay_________ 2. Ang paborito ko na kulay ay________ 3. Sa trabaho ako raw ay___________ 4. Pangarap ko maging si_______ 5. Balang araw_____ 6. Ang ambisyon ko sa buhay ay______ 7. Ang pinakagusto ko sa buhay ay_______ 8. Ninanais kong mawala ang takot ko sa/kay _______ 9. Ang minimithi ko sa buhay ay ______ 10. Gusto kong maging katulad ni _______ Activity Reflection Paper The Story of my life My Ideal Self My Real Self  Conscious mind: includes everything that we are aware of. This is the aspect of our mental processing that we can think and talk about rationally  Unconscious mind: is a reservoir of feelings, thoughts, urges, and memories that outside of our conscious awareness. Most of the contents of the unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict  Preconscious mind: is part of the conscious mind and includes our memory. These memories are not conscious, but we can retrieve them to conscious awareness at any time. The word preconscious is applied to thoughts which are unconscious at the particular moment in question, but which are not repressed and are therefore available for recall and easily capable of becoming conscious. STRUCTURE OF PERSONALITY  ID: Operates according the pleasure principle -Primitive and unconscious part of the personality  Ego: Operates according to the reality principle -Mediates between id and superego  Superego: Moral ideas and conscience Defense Mechanism ways to cope withthe stress ways decieving oneself about the causes of stressful situations so that pressure, frustration, conflict and anxiety reduced. Defense Mechanism v DENIAL Denial is the refusal to accept reality or fact, acting as if a painful event, thought or feeling did not exist. v REGRESSION Regression is the reversion to an earlier stage of development in the face of unacceptable thoughts or impulses. v PROJECTION Projection is the misattribution of a person’s undesired thoughts, feelings, or impulses onto another person. v REACTION FORMATION Reaction Formation is the converting of unwanted or dangerous thoughts, feelings or impulses into their opposites. v REPRESSION Repression is the unconscious blocking of unacceptable thoughts, feelings and impulses. “Repressed memories” are memories that have been unconsciously blocked from access or view. v DISPLACEMENT Displacement is the redirecting of thoughts feelings and impulses directed at one person or object, but taken out upon another person or object. v INTELLECTUALIZATION When a person intellectualizes, they shut down all of their emotions and approach a situation solely from a rational standpoint — especially when the expression of emotions would be appropriate. v RATIONALIZATION Rationalization is putting something into a different light or offering a different explanation for one’s perceptions or behaviors in the face of a changing reality. v UNDOING Undoing is the attempt to take back an unconscious behavior or thought that is unacceptable or hurtful. v SUBLIMATION Sublimation is simply the channeling of unacceptable impulses, thoughts and emotions into more acceptable ones.. v FANTASY Fantasy when used as a defense mechanism, is the channeling of unacceptable or unattainable desires into imagination. v COMPENSATION Compensation is a process of psychologically counterbalancing perceived weaknesses by emphasizing strength in other arenas.. Alfred Adler believed that people create patterns of behavior to protect their exaggerated sense of self-esteem against public disgrace. These protective devices enable people to hide their inflated self-image and to maintain their current style of life.  Alfred Adler believed that people create patterns of behavior to protect their exaggerated sense of self-esteemagainst public disgrace. These protective devices enable people to hide their inflated self-image and to maintain their current style of life. Individual psychology is the psychological method or science founded by the Viennese psychiatrist Alfred Adler  Birth Order and sibling relationship for a time, first-borns may become stubborn, ill behaved, and destructive and may refuse to eat or go to bed or strike out in anger when first-borns are punished for their troublesome behavior, they may interpret the punishment as additional evidence of their fall and may come to hate the second child, who is, after all, the cause of the problem. found that first-borns are often oriented toward the past first-born often plays the role of teacher, tutor, leader, and disciplinarian, expected by parents to help care for younger siblings; these experiences often enable the first-born to mature intellectually to a higher degree than the younger children. first-borns also take an unusual interest in maintaining order and authority; they become good organizers, conscientious and scrupulous about detail, authoritarian and conservative in attitude first-borns may also grow up to feel insecure and hostile toward others  Second-born children, the ones who caused such upheaval in the lives of first-borns, are also in a unique situation. They never experience the powerful position once occupied by the first-borns. A second baby is not the novelty the first was. Not having experienced power, second-borns are not as concerned with it. They are more optimistic about the future and are likely to be competitive and ambitious. Other less beneficial outcomes may arise from the relationship between first-borns and second-borns. Competition with the first-born may serve to motivate the second- born, who may strive to catch up to and surpass the older sibling, a goal that spurs language and motor development in the second-born. In some cases, competitiveness would not become part of the second-born’s style of life, and he or she may become an underachiever, performing below his or her abilities in many facets of life.  often become the pet of the family, particularly if the siblings are more than a few years older driven by the need to surpass older siblings, youngest children often develop at a remarkably fast rate last-borns are often high achievers in whatever work they undertake as adults. the opposite can occur, however, if the youngest children are excessively pampered and come to believe they needn’t learn to do anything for themselves. As they grow older, such children may retain the helplessness and dependency of childhood. Unaccustomed to striving and struggling, used to being cared for, these people find it difficult to adjust to adulthood.  only children never lose the position of primacy and power they hold in the family they remain the focus and center of attention spending more time in the company of adults than a child with siblings, thus only children often mature early and manifest adult behaviors and attitudes only children are likely to experience difficulties when they find that in areas of life outside the home, such as school, they are not the center of attention. only children have learned neither to share nor to compete Carl Rogers (1902-1987) who agreed with the main assumptions of Abraham Maslow, but added that for a person to "grow", they need an environment that provides them with genuineness (openness and self-disclosure), acceptance (being seen with unconditional positive regard), and empathy (being listened to and understood).. Conditions of worth – the conditions a person must meet in order to regard himself or herself positively Ex. Parents, teachers, and others, only give us what we need when we show we are worthy and not just because we need it.  Roger's view of self Self-worth (or self-esteem) comprises what we think about ourselves. Rogers believed feelings of self-worth developed in early childhood and were formed from the interaction of the child with the mother and father. Self-image How we see ourselves, which is important to good psychological health. Self-image includes the influence of our body image on inner personality. At a simple level, we might perceive ourselves as a good or bad person, beautiful or ugly. Self-image affects how a person thinks, feels and behaves in the world. Ideal-self This is the person who we would like to be. It consists of our goals and ambitions in life, and is dynamic – i.e., forever changing. The ideal self in childhood is not the ideal self in our teens or late twenties etc. Unconditional Unconditional positive regardis where parents, significant others (and the Positive Regard humanist therapist) accepts and loves the person for what he or she is. Positive regard is not withdrawn if the person does something wrong or makes a mistake. The consequences of unconditional positive regard are that the person feels free to try things out and make mistakes, even though this may lead to getting it worse at times. People who are able to self-actualize are more likely to have received unconditional positive regard from others, especially their parents in childhood. Conditional Conditional positive regard is where positive regard, praise, and approval, Positive Regard depend upon the child, for example, behaving in ways that the parents think correct. Hence the child is not loved for the person he or she is, but on condition that he or she behaves only in ways approved by the parent(s). At the extreme, a person who constantly seeks approval from other people is likely only to have experienced conditional positive regard as a child Characteristics of Fully Functioning Persons Awareness of all experience; open to positive as well as negative feelings Freshness of appreciation for all experiences Trust in one’s own behavior and feelings Freedom of choice, without inhibitions Creativity and spontaneity Continual need to grow, to strive to maximize one’s potential  https://www.slideshare.net/kinaa1/psychoanalytic-theory-sigmund-freud https://www.slideshare.net/yosumama/carl-rogers-ppt-5561922 https://www.slideshare.net/SeemiJamil/alfred-adler-7984855 https://www.simplypsychology.org/carl-rogers.html https://www.simplypsychology.org/maslow.htm https://www.simplypsychology.org/bandura.htm Go-Monilla, Ma. Joycelyn and Ramirez, Normaliza (2018) Understanding The Self.