Psychological Perspective of the Self PDF

Module 4 PSYCHOLOGICAL PERSPECTIVE OF THESELF Gretel Jane M. Balibay, MEd October 2024 Learning Objectives Define and describe the different psychological concepts of self; Differentiate the various concepts of the self and identify their interrelationships; Explain how the conce...

Module 4 PSYCHOLOGICAL PERSPECTIVE OF THESELF Gretel Jane M. Balibay, MEd October 2024 Learning Objectives Define and describe the different psychological concepts of self; Differentiate the various concepts of the self and identify their interrelationships; Explain how the concepts of self influene behavior; and Apply concepts of self in one’s life to develop self- awareness and self- uderstanding. What is Psychology? Psyche- breath, principle of life, life, soul, spirit Logos- study, research Psychology- study of human thoughts and behaviors  William James The Me-Self and the I- Self The self is divided into two categories: the “I-Self” and the “Me-Self” “I-Self”- refers to the self that knows who he or she is. James believed that the “I-Self” is the thinking self. The “I-Self” reflects the soul of a person or what is now thought of as the mind and is called the pure ego. The ”Me-Self” is the empirical self. It refers to the person’s ‘personal experiences and further divided into sub- categories: material self, social self and spiritual self. Material self- things that belong to a person such as the body, clothes, house, etc. Social self- refers to whom and how a person acts on social situations. Spiritual self- the most intimate and important part of the self that includes the person’s purpose, motives, emotions, values, conscience and moral behavior.  Another aspect of self- understanding is Carl Rogers’ self- concept. Self Theory: Self- concept- the image of oneself Self as a flexible and changing perception Real and Ideal Self of personal identity. The self develops from interactions with the significant people and self- awareness Human beings are always striving for self- fulfillment, or self- actualization. When the needs of the self is denied, severe anxiety may result. Central to achieving self- actualization is the development of self- concept. Ideal Self and Real Self Real Self consists of all the ideas, including the awareness of ”what I am” and “what I can do” Ideal Self the person’s conception of what one should be or wanted to be that includes one’s goals and ambitions in life. Real Self and Ideal Self Donald Winnicott Multiple and Unified Self Self- understanding in adolescents also includes conceptualizing the self as multiple or unified and true or false. The construction of multiple selves varies across different roles and relationships. Coping with different selves constitutes a formidable task among adolescents These challenges contribute heavily to the young person’s struggle for a unified self. True Self vs False Self Winnicott suggests that the self is composed of the true self and the false self. The function of the false self is to hide and protect the true self. People tend to display a false self to impress others. The self can change depending on situations. Albert Bandura The Self as Proactive and Agentic Humans have the ability to act and make things happen. People are viewed as proactive agents of experiences. Agency embodies the endowments, belief systems, self- regulatory capabilities, and structures and functions through which personal influence is exercised, rather than residing as a distinct entity. Main Agentic Features of Human Agency 01 03 02 04 Intentionality Self- Reactiveness Forethought Self- acts done Reflectiveness enables the person to intentionally enables the person make choices and gives the person the to anticipate the choose appropriate ability to reflect upon likely consequences courses of action, as well oneself and the of prospective as motivate and regulate adequacy of one’s their execution. thoughts and actions. actions Albert Bandura Efficacy beliefs are the foundation of human agency. Self- efficacy- the individual’s belief that he or she is capable to perform a task. It influences whether people think pessimistically or optimistically and in ways that are self- enhancing or self- hindering. Efficacy beliefs play a central role in self- regulation.  Carl Jung The Self as the Central Archetype Jung suggested that the psyche continues to develop throughout life, but the psyche starts to show a definite form and content during adolescence. Jung conceived the structure of personality (psyche) as a complex network of interacting systems that strive toward harmony. The main systems are ego, personal unconsciousness, and collective unconscious.  Carl Jung’s Psyche Systems Personal Collective Ego Unconsciousness Unconsciousness It is one’s conscious mind, the part of It includes the It consists of the fundamental the psyche that includes perceptions, elements of the human psyche thoughts, feelings, and memories that repressed and that includes experiences all may enter consciousness. forgotten experiences. humans share or in common.  Jung’s Archetypes 01 03 02 04 Persona Animus/ Anima Shadow Self refers to social Anima is the feminine roles that refers to the repressed side of the male psyche the central archetype thoughts that are individuals present while the animus is the that unites all part of the unacceptable. This to others masculine side of the psyche. The ego is the archetype is often female psyche. individual’s conscious considered as the dark perception of the self. side of the psyche. James Marcia Identity Status Theory Four Statuses: 1.Identity Diffusion 2.Identity Moratorium 3.Identity Foreclosure 4.Identity Achievement Identity Status Theory Crisis/ Exploration Low High Diffusion Moratorium Commitment Low Foreclosure Achievement High  Sigmund Freud Psychoanalytic Theory of the Self Parts of Personality: Id (internal desires)- consists of body’s primitive biological drive and urges which are concerned only with achieving pleasure and self- satisfaction. Id lives completely in the unconscious. Ego (reality)- It is the “I” part of the individual that gives him/ her the sense of his/ her own identity. It is the rational part of the personality. Superego (conscience)- It is the part of personality concerned with morals, precepts, standards and ideas. The superego is also critical faculty of the personality. Sigmund Freud Psychosexual Development 1.Oral (from birth to the end of first year)- the mouth becomes the part of the body through which gratification is secured. 2.Anal (expulsive phase)- From the age of 2 to 3 years, the child derives the feelings of pleasure or pain from defecating. It covers the toilet- training period. 3.Phallic (from the age of 3 to 6 years)- the child gets curious about his/ her genitals and becomes attached to the parent of the opposite sex (Oedipus/ Electra Complex) 4.Latency (from the age 10 to 12 years)- sexual motivations presumably recede the importance as the child becomes preoccupied with developing skills and other activities. 5.Genital (after puberty)- the deepest feelings of pleasure presumably come from heterosexual relations.  Erik Erikson Psychosocial Stages of Self- Development 1.Trust versus Mistrust 2.Autonomy versus Shame and Doubt 3. Initiative versus Guilt 4.Industry versus Inferiority 5.Identity versus Identity Confusion 6.Intimacy versus Isolation 7.Generativity versus Stagnation 8.Integrity versus Despair Psychosocial Development Psychological Perspective of the Self Thank You Balibay, 2024