SOCSCI 11 Notes PDF

MODULE 1: The Self as a Paradox What It Means To Become A Person (Carl Rogers, 1961) - the real self is not an end goal, but a process of becoming - subjective experiences of conditional positive regard hinder us from becoming our real selves Conditional Positive Regard - not accepti...

MODULE 1: The Self as a Paradox What It Means To Become A Person (Carl Rogers, 1961) - the real self is not an end goal, but a process of becoming - subjective experiences of conditional positive regard hinder us from becoming our real selves Conditional Positive Regard - not accepting someone for who they are - e.g. “You need to get an A in all your subjects” Unconditional Positive Regard - accepting someone for who they are, without judgement - e.g. “I love you for who you are” Empathy - putting one’s self in the world of the other Genuineness - having authentic interactions with others Presentation of Self In Everyday Life (Goffman, 1991) Dramaturgical Perspective - enacting different roles Front Stage Self - what we think is favorable to other people who we meet at first Back Stage Self - version of ourselves that we present to whom those we are familiar with *Erving Goffman believes that there is no real self MODULE 1.2: Alejo and Bronfenbrenner Loob (Alejo, 2020) - “Ang loob ay hindi isang sulok, kundi isang daigdig ng kamalayan at damdamin.” - to seek experiences that will allow us to deepen our understanding Filipino Traits - kapwa, pakikipagkapwa Bioecological Systems Theory (Bronfenbrenner) - an individual's development is influenced by his or her interactions with various aspects of their environment - moving from an individualistic to a systemic perspective - Interdependence & Reciprocity Factors to consider in understanding the holistic self: 1. Proximal Processes - reciprocal and progressive interactions with our environment 2. Individual - characteristics, resources, and force  - the importance of motivation/internal drive 3. Context Microsystem - direct interaction with people (family, friends, classmates) Mesosystem - interrelations among people in your microsystem (e.g. parents meeting friends) Exosystem - settings which do not directly involve the individual. However, if there are events that occurred in this level, the effects are felt by the individual. An example of this would be your parents’ place of employment. If your parents are stressed due to the work load or environment, you will feel it! Macrosystem - broader ideology, laws, and customs of one’s culture (e.g. values, laws, traditions) Chronosystem (TIME) - sociohistorical events that occurred in an individual’s time MODULE 2.1: The Self as an Integrated System THE THINKING SELF 1. The Two Thinking Systems (Kahneman) a. System 1 i. FAST - INTUITIVE - EMOTIONAL - AUTOMATIC - UNCONSCIOUS 1. Used in everyday decision-making ii. It is fast when we do tasks that require less cognitive effort (routines and daily events that require little to no effort) iii. System One makes our everyday life easier and more efficient! b. System 2 i. SLOW - RATIONAL - REFLECTIVE - ANALYTICAL - DELIBERATE 1. Used in making complex decisions ii. It is slow when we engage in tasks that require complex, effortful, & reflective thinking (functions that have high stakes and decisions) iii. System two makes us mentally tired but more confident in making crucial decisions! c. Systems 1 and 2 i. Scene #1 - When there is a problem to be solved 1. If there is a problem > System 1 assesses the situation immediately > if it is not solved > System 2 approaches the problem logically and slowly. ii. Scene #2 - When there is NO problem to be solved 1. Everyday situations w/ limited information > (BELIEF) System 1 forms opinions and quickly jumps to conclusions > (INTUITION) System 2 is lazy, so it accepts the findings of System 1 and does not verify/modify them. iii. Implications  1. “Beliefs might not be based on evidence.” d. Cognitive Biases i. Psychological tendencies that cause the human brain to draw incorrect conclusions ii. Unconscious errors of reasoning that distort our judgment iii. Usually committed by system 1 1. Peak End Rule a. People judge an experience on how they felt at its PEAK (intense emotions) and its END (the total sum of the experience is disregarded) 2. Representativeness a. The assumption that a person or object sharing characteristics with the members of a particular group/category is also a member of that group/category 3. Anchoring & Adjustment a. In making quantitative estimates under uncertainty, people start with a specific reference point (anchor) and then adjust it insufficiently to conclude. 4. Confirmation Bias a. Tendency to listen, trust, search for, and interpret information that will confirm one’s pre-existing beliefs or hypothesis, AND ignore information that will challenge these beliefs 5. Bandwagon Effect a. Adopting beliefs if more people agree 6. Blind-spot Bias a. Failing to recognize your own biases e. Beck’s Cognitive Triad i. Toughts to belief to outcome f. Cognitive Distortions i. All or Nothing Thinking ii. Overgeneralization iii. Personalization iv. Blaming v. Should Statements (I should have…) vi. Mind Reading vii. Minimization - making a problem smaller than it is viii. Magnification - magnifying a problem THE FEELING SELF - The FEELING SELF is responsible for expressing how you feel and how others think.  1. EMOTIONS - It came from the lying word EMOVERE, which means to be stirred up (physiological and behavioral reactions), to get excited, etc. 2. INTRAPERSONAL FUNCTIONS OF EMOTIONS a. Emotions serve as survival mechanisms. i. Emotions help us act quickly with minimal conscious awareness ii. It is an adaptive response to aid our survival b. Emotions influence our thoughts i. If we get carried away with intense emotions, it affects our ability to think carefully about what to do and to regulate how we react. c. Emotions motivate future behaviors. i. Attain positive emotions and avoid negative ones 3. INTERPERSONAL FUNCTIONS OF EMOTION - Emotions facilitate behaviors from others - ALL IN ALL! - Emotions communicate how we are feeling to ourselves and others - It influences our thoughts and behaviors - Define and help us navigate our social interactions and relationships 4. THE EMOTIONAL PROCESS (ABC Model) a. Activating Event i. An event, situation, or a stimulus that triggers an emotion b. Beliefs i. Interpretation of the event, which may be rational or irrational c. Consequences i. Emotional response ii. Physical reactions iii. Behaviors and actions MODULE 2.2: The Feeling Self The Feeling Self - capacity to identify and manage emotions, we all have the capacity to read, express, and hide emotions Emotions and facial expressions as universal Emotional Granularity - ability to put feelings into words with specificity and precision Emotions → “emovere” = to stir up Emotions - a subjectively experienced mental state towards an object Functions of Emotions Intrapersonal - role that emotions play within each of us individually Interpersonal - emotions facilitate behaviors from others Toxic Positivity - responding to distress with false reassurance e.g. I’m happy (I’m not) Toxic Masculinity - negative aspects of exaggerated masculine traits Emotion Regulation - the process of what emotions to have, when to have them, how to experience and express them Goals of Emotion Regulation - help name and understand emotions, maintain a balance in emotional reactions MODULE 3.1 Sigmund Freud - The Father of Psychoanalysis, treating patients suffering from hysteria Three Levels of The Mind: 1. Conscious - layer of the mind that has awareness 2. Preconscious - storage of relevant information 3. Unconscious - not easily accessible, but a dominant force in influencing behavior Erogenous Zones - These are different parts of the body which give pleasure. Fixation - It is a situation when an individual was not able to fully resolve a conflict in a particular stage. A person who has a fixation in a particular stage will still progress to the next stages. However, that person will continue to carry certain behaviors that are reminiscent of the stage where one is fixated on. Psychosexual Stages of Development: 1. Oral stage - infants derive pleasure from feeding 2. Anal stage - toddlers learn to control bodily functions 3. Phallic stage - children learn that the only difference between girls and boys is the presence of a penis 4. Latency stage - sexual instincts weaken 5. Genital stage - sexual impulses resurface Three Structures of Personality: ID - biological drives Ego - reality principle, responsible for impulse control and frustration tolerance Superego - internalized moral code (sense of good and bad) Defense Mechanisms - people are driven by sexual and aggressive drives, used to reduce feelings of anxiety Different Defense Mechanisms: Denial Projection - placing one’s own unacceptable thoughts onto others Displacement - express feelings to a less threatening target Reaction formation - behaving in a way that is the opposite of you how you really feel Rationalization - creating false excuses to justify unacceptable behavior or thought Sublimation - turning socially unacceptable urges into a more socially acceptable or productive behavior COMPLEXES: 1. Oedipus Complex - Sexual desire for the mother, Hostility for the father, and Castration(removal of testicles) anxiety 2. Electra Complex - Sexual desire for the father, Hostility for the mother, and Penis envy MODULE 3.2 Erik Erikson (Psychosocial Stages of Development) Stage 1: Trust vs Mistrust Stage 2: Autonomy vs Shame - Using new mental & motor skills (e.g. first time to walk), they want to choose & decide for themselves. Stage 3: Initiative vs Guilt - Initiative, or a sense of ambition & responsibility, is developed when parents support their initiatives and allow them to take on responsibilities Stage 4: Industry vs Inferiority - Capacity to work and cooperate with others Stage 5: Identity vs Role Stage 6: Intimacy vs Isolation - Young adults work on establishing intimate relationships with others. Stage 7: Generativity vs Stagnation - Middle adults want to contribute to the next generation through child-rearing, caring for others, or productive work. Stage 8: Integrity vs Despair - Elders reflect on whether they lived their lives satisfactorily. Jeffrey Arnet (Emerging Adulthood) - A new life stage between adolescence and young adulthood, between ages 18-25, among industrialized countries 5 Features of Emerging Adulthood 1. Identity exploration 2. Instability 3. Self-focus 4. Feeling in-between 5. Optimism Family Life Cycle Leaving home→joining of families through marriage→families with young children→families with adolescents→launching children and moving on→families in later life Attachment Styles 1. Secure 2. Avoidant 3. Ambivalent - mixed feelings 4. Disorganized MODULE 4.1 Individuation - developmental milestone in adolescence where one gains a clearer sense of self, is able to separate oneself, and is able to be distinct from others The Two Components of Individuation 1. Individuality a. Separation - effort to be distinct from others b. Self-assertion - acceptance of responsibility for opinions 2. Connectedness a. Mutuality - effort to understand others’ views b. Permeability - willingness to accommodate others’ views Grotevant and Cooper’s Individuation Process: 1. Childhood to Pre-Adolescence - parents are all-powerful 2. Early to Middle Adolescence - disengagement and conflict with parents 3. Late Adolescence - parents are humanized Examples of Individuation in the Philippine Context: Kapwa and Hiya Family Expectations and Utang na loob Parental Authority Individuation in Peer Groups (Sigelman & Rider) (Lajom, Canoy, et. al) Filipino adolescents defined barkada as… a space of mediation between the self and others, consisted of members who are bonded under a common rubric of experience Lessons learned: Valuing Oneself and Others Barkada Norms that determine if one will stay in the circle: Pagpapakatotoo sa sarili Damayan Pakikisama Individuation in Romantic Relationships Individuation in Society The Self in the Macrosystem: Special Structural Focus: 1. Culture - it is shared, learned, and practiced a. Ethnocentrism - judging another culture based on the standards from one’s own culture b. Cultural Relativism - the belief that a culture should be understood on its own terms 2. Social Class - disparities in privilege and resources 3. Gender a. SOGIESC i. Sexual Orientation ii. Gender Identity and Expression iii. Sex Characteristics b. LGBTQ i. Lesbian ii. Gay iii. Bisexual - attracted to own gender and other genders iv. Transgender v. Transsexual - surgical change of gender vi. Queer - umbrella term for different identities in LGBT vii. Pansexual - attraction to all regardless of gender viii. Asexual - no sexual attraction The Macrosystem in the Self - we are a part of bigger systems, these systems shape us Gender Socialization - process of educating and instructing men and women about the social and cultural expectations of that particular gender group Habitus - everything in the microsystem Agency - ability to make choices, although informed by the parameters of the social structure