Module 3: Freud, Erikson, and Other Theorists (Part 1-3) PDF

Psychological View of Self Retrieved from http://theconversation.com/mind-games-new-research-shows-the-brain-can- be-tricked-into-feeling-pain-relief-82942 LEARNING GUIDE... To help you in your understanding of the lesson, you may try to answer the following questions...

Psychological View of Self Retrieved from http://theconversation.com/mind-games-new-research-shows-the-brain-can- be-tricked-into-feeling-pain-relief-82942 LEARNING GUIDE... To help you in your understanding of the lesson, you may try to answer the following questions as you go along and be familiar with this module.: 1. How would you now describe the concept of “me”, “I” or “self”? What is their difference? 2. How does Freud and other contemporary theorist view of the self?  Psychology of Self In psychology, the notion of the self refers to a person’s experience as a single, unitary, autonomous being that is separate from others, experienced with continuity through time and place. The experience of the self includes consciousness of one’s physicality as well as one’s inner character and emotional life.  The “I” People experience their selves in two senses. The first is as an active agent who acts on the world as well as being influenced by that world. This type of self is usually referred to as the I, and focuses on how people experience themselves as doers.  The “Me” The second is as an object of reflection and evaluation. In this type of self, people turn their attention to their physical and psychological attributes to contemplate the constellation of skills, traits, attitudes, opinions, and feelings that they may have. This type of self is referred to as the me, and focuses on how people observe themselves from the outside looking in, much like people monitor and contemplate the competence and character of other people.  When 16th century arrived, according to the literature of the time, it was only this time did people conceive of an inner self whose thoughts and feelings might differ from the way he or she acted. Over time, that inner self would become to be considered as the individual’s real self, which reflected who the person really is.  Today, people feel their selves are more accurately revealed by their interior thoughts and feelings rather than by the actions they take (although people often reverse this stance in their opinions of others, thinking others are revealed more by their actions than by their feelings and beliefs they express about those actions). Dealing with inner thoughts and feelings are actually functions of cognition. Therefore, we can also say that the self more accurately thought of in here is a cognitive construct. The Self as a Cognitive Construct Retrieved from https://medicalxpress.com/news/2018- 07-mental-illness-explore-patients-self- assessments.html  Introduction Every heard of statements like “I am who I am”.? What do people really mean when they say that? Questions like this have been answered using different definitions under the field of psychology. Psychology then helps define the concept of the self, or the thought of “self”, to help people understand who they are. This pertains as to how we cognitively construct our self concept. The Self as a Cognitive Construct In Psychology, “self” has various definition from different psychologist and school of thoughts. Identity is composed of personal characteristics, social roles, and responsibilities, as well as affiliations that define who one is. Self-concept is what basically comes to your mind when you are asked about who you are. Self, identity, and self-concept are not fixed in one time frame. The Self as a Cognitive Construct Kohut began talking of the self as a “psychic structure” (1971) “a content of the mental apparatus with a psychic location”. Winnicott introduced the idea of “true self” linking it with the id. William James (1890), conceptualized the self as having two aspects—the “I” and the “me”. Carl Rogers (1959) used the same terms, the “I” as the one who acts and decides. Gleitman, Gross & Reisberg (2011) calls the “me” is what you think or feel about yourself as an object.  Psychodynamic Perspective of Self Freud’s Unconscious and Conscious Self  Sigmund Freud was an Austrian physician and the founder of the psychoanalytic school in psychology. Freud does not believe that individuals are just a single entity of concept answering the question “who am I?”. Rather, he believes that we are not identical rather we are a multiplicity of interacting systems and processes. Freud’s concept started from his earliest writings on hysteria. For hysterical patients he observed seemed both to know, yet also to not know, certain things.  As Freud analyzed the hysteria case of Elisabeth Von R., he asked how could one entity both know and not know something? Freud’s solution was to divide us into consciousness and unconsciousness. The unconscious of the patients in question “knew” but censorship prevented this information from passing to their consciousness (Watson,). This concept of him not only pertains to neurotics but a fundamental majority of human subjectivity. Freudian Theory  The next topic presented will help us view the self through different psychosocial stages that an individual goes through. It helps us understand a person from infancy through senility. Retrieved from https://simplysuccessful-llc.com/business- success-and-the-art-of-better-thinking/ Retrieved from https://www.azquotes.com/author/4543- Erik_Erikson Erik Erikson’s View of the Self Retrieved from https://socioemotional.weebly.com/erik- erikson.html  nHe was born in Frankfurt, Germany, on June 15, 1902. n During his childhood, and his early adulthood, he was Erik Homberger, and his parents kept the details of his birth a secret. Retrieved from https://webspace.ship.edu/cgboer/genpsyerikson.html nWhen he became an American citizen, he officially changed his name to Erik Erikson. Erikson's son. nBesides teaching art, he gathered a certificate in Montessori education and one from the Vienna Psychoanalytic Society. He was psychoanalyzed by Anna Freud herself. n Erickson’s Theory of Developmental Stages Basic Theory: n Babies are born with some basic capabilities and distinct temperaments. But they go through dramatic changes on the way to adulthood and old age. According to psychologist Erik H. Erikson, each individual passes through Retrieved from eight developmental stages. https://www.whattoexpect.com/first- year/first-words/  Erickson’s Theory of Developmental Stages Each developmental stage is characterized by a different psychological "crisis", which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive manner, the outcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.  Stage 1: Infant Trust vs Mistrust Ages 0 to 1 Year Infancy ninfants need to feel cared for and loved ntrust within and without - trust of self as well as others nrejected children are more fearful, insecure, jealous, aggressive, hostile, isolated - mistrustful Retrieved from https://www.pbcexpo.com.au/baby/baby- development/15-incredibly-cool-facts-about-your-baby/ Hope  Stage 2: Toddler Autonomy vs Shame and Doubt Ages 1 to 3 Years nawareness of emerging skills develops nneed to be taken seriously npositive resolution includes acceptance of negative feelings - rage, anger, hatred - as well as independence Retrieved from https://www.cdc.gov/ncbddd/childdev elopment/positiveparenting/toddlers2. Will html  Stage 3: Preschooler Initiative vs Guilt Ages 3 to 6 years Preschool Age nchild decides what kind of person to be ninitiative comes with freedom and opportunity to initiate motor play and intellectual pursuits nguilt comes from being made to feel bad about self-initiated activities and ideas Retrieved from https://sites.google.com/site/developmen Purpose tunderstandinginae/preschool  Stage 4: School-age Child Industry vs Inferiority Ages 6 to 12 Years School Age n academic tasks: reading, writing, math n physical tasks: sports, manual dexterity n social tasks: making friends, following rules, sharing ideas Retrieved from n industry is orientation toward https://www.scholastic.com/parents/family- life/creativity-and-critical-thinking/development- working, doing, producing milestones/cognitive-development-6-7-year- olds.html Competence  Stage 5: Adolescent Identity vs Role Confusion Ages 12 to 18 Years Adolescence & Teen ntime of psychological and physiological revolution nfirm self-image is formed nmust develop strong identity - sexual, personal Retrieved from ntime to select work goals, https://www.123rf.com/photo_42307396_three- young-girls-hanging-out-together-in-park.html career nlack of identity = inability to progress successfully Fidelity/commitment  Stage 6: Young Adult Intimacy vs Isolation Ages 18 to 35 Year Early Adulthood nintimacy is the ability to care deeply for another person nthe ability to share one’s true feelings nthe ability to give and receive affection nisolation leads to self-absorption Retrieved from https://www.stanfordchildrens.org/ en/service/teens-and-young-adults and “social death” Love  Stage 7: Middle-Age Adult Generativity vs Stagnation Ages 35 to 55 Middle Age Care n become more aware of eventual death n question life-style, goals choices n motivation to have impact outside of family n care represents concern for others and need to give to next generation n stagnation reflects Retrieved from https://intro-adult- preoccupation with self nursing.blogspot.com/2016/05/middle-adulthood- 40-50-years-of-age.html only  Stage 8: Older Adult Integrity vs Despair wisdom Ages 55 to 65 to death Old age n wisdom comes from a meaningful life n integrity reflects the life well-lived n with integrity, one can accept death n despair reflects a wish to do it over correctly n with despair, one does not find peace Retrieved from https://www.uhhospitals.org/Healthy-at- UH/articles/2015/04/grandma-your-breath-smells-funny  Erik Erikson explains to us that the Person or one’s Self goes through different stages in life. To better understand one’s self and facilitate good development, we must learn to successfully overcome the challenges faced in Retrieved from https://www.danpontefract.com/readers- each stages. open-think-question-critical-thinking-students/  Considering that we are social beings, what other thought can we reasonably conclude about the lesson? Some say that the Self is a Social Product; Why? Self and Identity as Social Products - 3 reasons why self and identity are social products: 1. We do not create ourselves out of nothing. Society helped in creating the foundations of who we are. 2. Whether we like to admit it or not, we actually need others to affirm and reinforce who we think we are. 3. What we think is important to us may also have been influenced by what is important in our social or historical context.  References n Child and Adolescent Psychology Book. n http://www.learningplaceonline.com/stages/organize/Eri kson.htm n http://psychology.about.com/od/theoriesofpersonality/a /psychosocial.htm n http://www.businessballs.com/erik_erikson_psychosocial _theory.htm n http://www.psychpage.com/learning/library/person/erik son.html n http://www.learning-theories.com/eriksons-stages of development.htmlp://honolulu.hawaii.edu/intranet/com mittees/FacDevCom/guidebk/teachtip/erikson.htm n http://www.criminology.fsu.edu/crimtheory/bandura.ht ml References: Argyle, M. (2008) Social Encounters: Contributions to Social Interaction, Aldine Transaction Bee, H.L (1992) The Developing Child. London: HarperCollins. Freud, S. (1950) Extracts from the Fliess papers. SE, 1:173-280 Lewis, M. (1990) Self-knowledge and social development in early life. In L.A Pervin (Ed.), Handbook of Personality (pp. 277-300)