Psychological-Perspective-of-the-Self-4 (1).pptx

Psychologica l Perspective of the Self SOCIOLOGY - focus on social groups PSYCHOLOGY - focus on the individual  Psychology The scientific study of behavior and mental processes. It seeks to describe, explain, predict, and control(change) behavior and mental processes....

Psychologica l Perspective of the Self SOCIOLOGY - focus on social groups PSYCHOLOGY - focus on the individual  Psychology The scientific study of behavior and mental processes. It seeks to describe, explain, predict, and control(change) behavior and mental processes.  Donald Winnicott True Self vs. Fake self Self is composed of the true self and the false self Adolescents develop different selves in various relational contexts. True self: real feelings and desires False self: to hide and protect the true self Adolescents display false self to impress others. (Ex: false self during dating, true self with close friends)  William James The Me-self and the I-self I-Self = thinking self; soul of a person, the mind, pure ego Me-self = the empirical self; the one who does the acting Material self: individual’s physical attributes and material possessions that contribute to one’s self image Social self: who a person is and how he or she acts in social situations Spiritual self: most intimate and important part of the self; purpose, core values, conscience, and moral behavior  Sigmund Freud PARTS OF THE MIND THE CONSCIOUS: the small amount of mental activity we know about; what we are aware of right now THE PRECONSCIOUS: things we could be aware of if we wanted to THE UNCONSCIOUS: many of our feelings, desires, and emotions are repressed or held out of awareness; not accessible to your conscious mind but has an influence on behaviors  Sigmund Freud THE CONSCIOUS: knowing you’re hungry THE PRECONSCIOUS: someone asking when is your birthday THE UNCONSCIOUS: repressed childhood memories. The unconscious can “slip” out through dreams and freud slips FREUDIAN SLIPS: verbal mistake linked to the unconscious mind  Sigmund Freud Construction of Self and Personality Id: characterized by its need to satisfy basic urges and desires; pleasure-seeking, impulsive, child-like, demands instant gratification. The id operates in accordance with the pleasure principle. Pleasure principle: id functions to avoid pain and maximize pleasure The id drives us to want when we want it, without regard for what anyone else wants.  Sigmund Freud Construction of Self and Personality Ego: refers to the I. The rational master of the personality. Determines appropriate and acceptable time, places, and objects that will satisfy the Id impulses. The ego works in accordance with the reality principle. Reality principle: provide constraints on the expression of the Id instincts.  Sigmund Freud Construction of Self and Personality Superego: “conscience” and “moral judge” of one’s conduct. The moral aspect of personality based on parental and societal values and standards. We feel guilt or shame when we break these standards. Ego-ideal: contains the moral or ideal behaviors for which a person should strive I want this I shouldn’t spend luxury bag on a luxury bag now when I could save it for essential things I’ll save a portion of my allowance for a few weeks. And if i still want it, ill buy the bag as a reward I want to skip I shouldn’t skip the workout the workout because I because it is feel lazy essential to my health I can do a short workout today and make up for it the next day.  Ego Strength Refers to the ability to resolve conflict between the three structures. If this constant state of conflict is not resolved, personality problems may arise  Psychosexual Stages of Development Fixation: Individual’s libido has been permanently invested in a particular stage of development Two types of fixation: Frustration: needs are not adequately met  Psychosexual Stages of Development Libido - life force that motivates not only sexual behaviors but also actions essential for survival Libido is part of the id and is the driving force of all behavior Note: Freud used the term “sexual” in a very general way to mean all pleasurable actions and thoughts.  Psychosexual Stages of Development Id, ego, and superego develop in a series of stages. Each stage has conflicts that a person must resolve before they can move on to the next stage. Each stage represents the fixation of libido on a different area of the body  Psychosexual Stages of Development Oral Stage (0-1 year old) Babies derive pleasure from oral activities (sucking and biting). Overindulgence of oral needs -> oral incorporative personality disorder (overeating, smoking, alcoholism) Dissatisfaction of oral needs -> oral aggressive personality disorder (sarcasm, tactlessness) Stage where ego develops.  Psychosexual Stages of Development Anal Stage (1-3 years old) Child derive pleasure from elimination of body wastes. Anal fixations can lead to two things: Anal - retentive personality disorder - obsession with cleanliness Anal - expulsion personality disorder - disorganized  Psychosexual Stages of Development Phallic Stage (3-6 years old) Child derive pleasure examining, touching, fondling, or displaying their genitals. These behaviors are likely motivated by curiosity about the differences between the anatomy of men and women. Phallic fixations:Need for assurance and validation.Overly assertive/aggressive Stage where superego develops  Psychosexual Stages of Development Latency Stage (7-12 years) Sexual energy is repressed because children become occupied with school, friendships, and hobbies.  Psychosexual Stages of Development Genital Stage (adolescent to adulthood) Individuals seek to satisfy their sexual drives from sexual relationships. They become sexually mature and begin to explore their sexual feelings and desires more maturely. Onset of romantic emotions, leaning to intimate relationships Genital Stage Fixations: sexual dysfunctions, difficulties forming healthy relationships.  Carl Jung Concept of Archetypes Collective Unconscious: deepest level of the psyche containing the accumulation of inherited experiences, memories, and symbols of our ancestors. These experiences and memories influence our behavior. Carl Jung  Carl Jung Concept of Archetypes Examples of ancestral experiences: Fear of snakes, fear of the dark, having a mother figure. Examples of ancestral symbols: The villain/antagonist, maganda/malakas These symbols are “imprinted” on us when we are born which leads us to  Carl Jung Concept of Archetypes Archetypes: universal models after which roles are patterned. They reside in our personal unconscious but derived from collective unconscious. The Self, the Persona, the Shadow, and the Anima/Animus  Carl Jung Concept of Archetypes The Personna: social roles that individuals present to others. Think of it like a “mask” that conceals our real self. This is the public face we present to others as someone different from who really are (like an actor).  Carl Jung Concept of Archetypes The Shadow: repressed thoughts that are socially unacceptable. Dark side of the psyche. Part of ourselves that we may reject or disown.  Carl Jung Concept of Archetypes Animus/anima: unconscious, inner personality of your opposite sex For men (Anima): feminine side (traits) of the male psyche For female (Animus): masculine side (traits) of the female psyche  Carl Jung Concept of Archetypes Masculine traits: autonomy, aggression, separateness Feminine traits: nurturance, relatedness, empathy This is the explanation that females may have masculine traits and males have feminine traits.  Carl Jung Concept of Archetypes The Self: central archetype that unites all parts of the psyche. The unified consciousness and unconsciousness of a person  Carl Rogers The Real and Ideal Self Actualizing Tendency: basic human motivation to express ourselves creatively and reach our full potential and the best version of ourselves despite our struggles EX: child struggling to walk for the first time; flower growing in cracks; people struggle to define who they are amidst being told who they should be Carl Rogers \  Carl Rogers The Real and Ideal Self Self-Concept: refers to the image of oneself. What we look like and personality traits. This can be positive or negative. The self as flexible and changing perception of personal identity Real Self = awareness of what one is and what one can do; self-image Ideal Self = conception of what one should be or what one aspires to be  Carl Rogers The Real and Ideal Self Congruence - a person’s real self and ideal self are closer together or are similar. Incongruence - a person’s real self and ideal self are from each other. Causes for Incongruence: Unrealistic expectations, societal expectations, cognitive distortions The closer the real self and ideal self is, the more congruent we are and the higher our sense of self-worth  Carl Rogers The Real and Ideal Self  Albert Bandura The Self as Proactive and Agentic Albert Bandura posits that humans, through their agency, are perceive as proactive agents of experiences. Agency - embodies the endowments, belief systems, self- regulatory capabilities, and distributed structures and functions through which personal influence is exercised, rather than reside as a discrete entity Main features of human agency: intentionality, forethought, self-reactiveness, and, self-reflectiveness  Albert Bandura The Self as Proactive and Agentic Intentionality - acts done intentionally. Intentions center on plans of action with the anticipation of possible outcomes. Forethought - enables the person to anticipate the likely consequences of prospective actions. People are guided in their actions in the anticipation of future events  Albert Bandura The Self as Proactive and Agentic Self-reactiveness - involves making choices and choosing appropriate courses of action, as well as motivating and regulating them Ex: Exercising; tracking your workouts, rewarding yourself for sticking to your routine, adjusting your work-out plan  Albert Bandura The Self as Proactive and Agentic Self- reflectiveness - gives the person the ability to reflect on the adequacy of his/her own thoughts and actions Ex: Study habits; analyzing the cause, understanding underlying issues, consideration on how to address them  Albert Bandura The Self as Proactive and Agentic People are also self-examiners of their own functioning. “Believing you can” Self-efficacy - the individual’s belief that he or she is capable to perform a task that influences whether he or she will think pessimistically or optimistically and in ways that are self-enhancing or self-hindering  Albert Bandura The Self as Proactive and Agentic Factors affecting self-efficacy: 1. Performance outcomes 2. Social Role models 3. Social Persuasion 4. Emotional and Physiological states 5. Imaginal experiences/Visualization  Albert Bandura The Self as Proactive and Agentic Self-regulation - ability of an individual to control his/her behavior without having to rely on others for help Efficacy beliefs are the foundation of human agency and play a central role in self-regulation  Erik Erikson Psychosocial Development Individual identity - one must create a version of his/her goals for the future sense of having a hold of one’s destiny in an effort to reach personally meaningful goals  Erik Erikson Psychosocial Development  Erik Erikson Psychosocial Development Erikson’s theory proposes that individuals go through eight psychosocial stages of development. Each stage has a crisis/conflict which an individual has to resolve. This crisis/conflict is a turning point that necessitates some change in our behavior and/or personality.  Erik Erikson Psychosocial Development We may respond to this crisis in two ways. Maladaptive (negative) ways or adaptive (positive) ways. Only when we have resolved each crisis can the personality continue its normal developmental sequence and acquire the strength to confront the next stage’s crisis  Erik Erikson Psychosocial Development Each of the stages provides an opportunity to develop our basic strengths These strengths (virtues) emerge once a crisis has been resolved satisfactorily. If they fail to deal with these conflicts they may not develop essential skills needed for a strong sense of self  Erik Erikson First Stage Trust vs. Mistrust - (0-1 year) The child is utterly dependent upon adult caregivers, especially the mother. “Can I trust the people around me?”  Erik Erikson First Stage Examples of Trust: safe environment, attentive, re-assuring Examples of Mistrust: inattentive, inconsistent, unsafe environment Success in this stage will lead to hope. The belief that our desires will be satisfied with the help of other people  Erik Erikson Second Stage Autonomy vs. Shame/Doubt - (1-3 years) Children are focused on developing a greater sense of self-control. They begin developing a sense of personal independence and control. "Can I do things myself or am I reliant on the help of others?"  Erik Erikson Second Stage What happens during this stage? The child is becoming more mobile, discovering that he/she has many skills and abilities, such as putting on clothes and shoes, playing with toys, etc.  Erik Erikson Second Stage Examples of Autonomy: allows a child to make their own choices, accepting of a child’s ideas Examples of Shame/Doubt: rejecting ideas, doesn’t allow a child to make their own choices, completes a task for them Success in this stage will lead to will. The determination to exercise freedom of choice and self-restraint.  Erik Erikson Third Stage Initiative vs. Guilt - (3-5 years) Children begin to assert their power and control over the world through directing play and other social interaction “Am I good or bad?”  Erik Erikson Third Stage What happens during this stage? Child is regularly interacting with other children at school. The child is active and lively.  Erik Erikson Third Stage Examples of Initiative: encourage exploration so that they exercise control over what they’re doing Examples of Guilt: ridicule and dismiss their efforts Success in this stage will lead to purpose. The courage to envision and pursue goals.  Erik Erikson Fourth Stage Industry vs. Inferiority - (7-11 years) Children start to compare themselves with their peers to gauge their abilities and worth. They start learning new skills “How can I be good?”  Erik Erikson Fourth Stage What happens during this stage? Child is coping with social demands. Teachers begin to take an important role. Children compare themselves with peers to gauge their abilities.  Erik Erikson Fourth Stage Examples of Industry: receives encouragement and praise Examples of Inferiority: receives no help from parents, no encouragement or advice Success in this stage will lead to competence. Involves the the exertion of skill and intelligence in pursuing and completing tasks.  Erik Erikson The First Four Stages The outcome of the first four stages depends on other people. Their development remains mostly under the influence of parents and teachers. In the last four stages, we have increasing control over our environment  Erik Erikson Fifth Stage Identity vs. Confusion - (12-18 years) Adolescents explore their independence and develop a sense of self and personal identity. “Who am I?”  Erik Erikson Fifth Stage What happens during this stage? Adolescents face the task of finding out who, and what they are, and what they want in life. They are confronted with many roles and responsibilities.  Erik Erikson Fifth Stage Identity - fundamental organizing principle which develops constantly throughout the lifespan. Involves the experiences, relationships, beliefs, values, and memories that make up a person’s subjective sense of self Identity Confusion - being unsure of who you are; drifting from one relationship of another; feeling disappointed and confused about your  Erik Erikson Fifth Stage Success on this stage leads to a strong sense of self that will remain throughout life. Fidelity develops. Fidelity - sincerity, genuineness, and a sense of duty in our relationships with other people  Erik Erikson Sixth Stage Intimacy vs. Isolation - (18-40 years) Life centers on forming intimate, loving relationships with other people “Will I be loved or will I be alone?”  Erik Erikson Sixth Stage What happens during this stage? We establish independence from our parents and begin to function more independently as mature, responsible adults. We undertake work and establish intimate relationships  Erik Erikson Sixth Stage Intimacy - ability to be open and share oneself with others; willingness to commit to relationships and make personal sacrifices for the sake of the relationships Isolation - inability to form meaningful, intimate relationships with others. Leads to feelings of loneliness, alienation, and exclusion  Erik Erikson Sixth Stage Success leads to strong relationships, while failure leads to loneliness and isolation. Success leads to developing love. Love - mutual devotion in a shared identity, the fusing of oneself with another person  Erik Erikson Seventh Stage Generativity vs. Stagnation - (40-65 years) Adults strive to create or nurture things that will outlast them (by parenting a child or fostering positive change that benefit others, contributing to society) “How can I contribute to the world?”  Erik Erikson Seventh Stage What happens during this stage? Adults want to “make their mark” on the world through creating or nurturing things. Adults want to give back to society by raising children, being productive at work, and participating in community.  Erik Erikson Seventh Stage Generativity - concern for others and the desire to contribute to future generations. Adding value to society Stagnation - feeling unproductive and uninvolved leading to feelings of emptiness Success in this stage leads to care. Care - broad concern for others.  Erik Erikson Eighth Stage Integrity vs. Despair - (65-death) We contemplate our accomplishments, questioning whether or not we led a meaningful, satisfying life. “Did I live a meaningful life?”  Erik Erikson Eighth Stage What happens during this stage? Senior citizens tend to slow down their productivity and explore life as retired people. Reflecting on their lives and either moving into feeling satisfied or feeling a deep sense of regret  Erik Erikson Eighth Stage (Ego) Integrity - sense of acceptance of their life as it was, sense of wisdom and fulfillment. Despair - if they feel they failed to achieve their goals. Feelings of regret, bitterness, and disappointment with one’s life. Success leads to wisdom. Enables a person to look back in their life with a sense of closure and accept death without fear