SocSci Notes PDF

SELF AS A PARADOX - Different from sympathy, both have to do with connecting “Paradox” with others - a self contradictory statement or...

SELF AS A PARADOX - Different from sympathy, both have to do with connecting “Paradox” with others - a self contradictory statement or - Not fully immersing proposition self in another’s - Two different construct that we experience always work on integrating - Core, who we truly are vs social self, Genuineness or Congruence whom is most known to others - Ultimate goal - Having authentic interactions I. What it means to become a person with others (rogers, 1961) - The individual will aim again Talks about the real self as not an towards self-actualization end goal, but a process of becoming Everyone has the desire to be good Conditional (positive regard) and to self-actualize - “you need to get in Ateneo” - Continuous lifelong process - “Man up, boys don't cry” whereby an individual's - These narratives and way of self-concept is maintained communication should be changed and enhanced via reflection by providing an accepting and the reinterpretation of environment various experiences Subjective experiences of Unconditional (positive regard) conditional positive regard hinder us - “Just do your best” from becoming our real selves - Voicing out and valuing opinions - e.g. you're a good son if you and differences only achieve good grades - Recognizing unfamiliar territory; the Introjected conditions of worth not so pleasant feelings attached to - Losing sight and influencing yourself us to wear masks (to be accepted by others) External and Dynamic Social Self - e.g. we lie to our Masks serve as a hindrance to parents when we fail discovering and living out our a test because we do authentic individual qualities. not want to expose When we put up a deceptive ourselves appearance to others, we may be Unconditional positive regard unable to know and communicate - Accepting someone for who how we truly feel, think, and what we they are, without judgment truly want. Empathy We put our masks on as part of - Putting one’s self in the world performing who we are in everyday of the other life  Performance in different aspects of together the participants contribute our lives is functional to a single defintion of the situation ○ Meaning, it allows us to - working consensus perform our roles in society. highlighting the initial projections At the same time, it also then building up from there informs others of what our Backstage self role is. - relax, no pretending Dramaturgical perspective - Practicing how to be social Bringing in the question of whether A personal journey people can really know who your II. Presentation of self in everyday life truly are Dramaturgical perspective - performing who we are to There is no real self, is there a real self? others everyday - where the paradox comes in - Enacting different roles because you are only reacting to depending in the situation people who are influencing you - Possibly playing inconsistent roles !!! Authenticity is not about what makes you, Frontstage self you it is an expression of your - impression management belongingness - A person who only puts out their “LOOB” achievements to Very deep meaning, can capture seem successful different Filipino words - Putting forward the best ○ e.g. lakas ng loob, etc. character - Calculating one’s ‘LOOB” by father ALEJO, 2020 presentation, coming across Talks about loob similar to a bahay kubo as well designed ○ From the outside, it looks Entering the social situation seeking small, but the challenge is to information step inside to look at a better - SES, communication of self, view inside, which there is a trustworthiness, etc ‘tanawin’ - Helps define the situation ○ It’s not just a mere structural and guides the interaction unit, anything can happen Sources of information and / or Basically believes that people carriers of information (i.e. sign thinking by looking from the outside vehicles)… is different from looking from the - Stereotypes inside When presented with a projection of “Ang loob ay hindi isang sulok the self, the other will also project lamang kundi isang daigdig - Geared towards harmony kamalayan at damdamin“ - Causing certain content to be To seek experiences that will allow concealed us to deepen our understanding  Recognizing one’s limitations ○ Develops within a social Ang lugar na ginagalawan ng isa ay context across time iba sa ginagalawan ng iba ○ Belongs to and participates in subsystems We can't detach the self from other people ○ Shaped by the system and because that’s how connected we are with vice versa each other ○ A narrative Factors to consider in understanding the III. Filipino Traits holistic self: Strong sense of collective 1. Proximal processes - reciprocal and ○ Like islands, we are all progressive interactions with our collected we just have look environment (e.g. developing deep down friendships or skills) Kapwa-ibang Tao vs Hindi ibang Tao 2. Individual/person - characteristics, Pakikipagkapwa resources, and force ○ Pagpapalalim ng daigdig The importance of ○ Connectedness and shared motivation/internal drive humanity 3. Context ○ Entering the person’s world Microsystem - settings of Nature and divine immediate experiences (e.g. Counseling - pagbibigay ng bagong home - family and school - daigdig friends & classmates) Mesosystem - relations in the “Your outer world is a reflection of your inner microsystem in which one is world. Go within to find peace there and involved (e.g. home affecting your life will reflect that” school) Exosystem - microsystems in IV. Bioecological systems theory which the individual does not (Bronfenbrenner) directly participate in (e.g. parent’s work situation) ○ If parents lose work, we get affected, but were not directly related to their work Macrosystem - ideologies and social institutions (e.g. laws, values, traditions) Moving from an individualistic to a ○ Does not have direct systematic perspective effect on you, but Interdependence and reciprocity based on what ○ We found ourselves happens in dependent on our friends environment, it affects Main assumption about the self: you ○ A system  4. Chronosystem (or Time) ○ Biased to believe; forms made up of the opinions and jumps into environmental events and conclusion transitions that occur Allows us to function efficiently an throughout a child's life, quickly including any sociohistorical events (e.g. Gen Z grew up > System 2: in an online world) Used in making complex decisions ○ Slow, rational, reflective, SUMMARY analytical, deliberate the self as a paradox, look at both Complex, effortful, and reflective internal and external world thinking Alejo: loob, something within that is Slower and logical problem solving enriched through our interaction with with reasoning others Belief Bronfenbrenner: examining the ○ Doubts and questions; systems of influence accepts or rejects initial A call to go beyond ourselves intuition based on info Allows us to make rational decisions SELF AS AN INTEGRATED SYSTEM when there is a lot of stake Interconnectedness Interaction of Systems > physical, emotional, cognitive Problem -> System 1 -> System 2 The Thinking Self e.g. [problem - friend seenzones] -> Are you more of a cognitive person? [you immediately think that they are mad] -> Meta: Thinking about the way we [accept initial intuition or look more into the think, and even more situation with friend] Recognizing the power of our thoughts and they shape reality Implications A single thought can influence Beliefs might not be based on change and actions evidence, but are held as true System 1 can trick us into > System 1: committing errors of thinking Automatic System (cognitive biases) Used in everyday decision making ○ Fast, intuitive, emotional, automatic, unconscious Less cognitive effort; doing things mindlessly Immediate assessment, intuition, and problem-solving Intuition Cognitive Biases 1. Peak End Rule Judging an experience based on how you felt at its peak and end 2. Representatives Making assumptions based on shared characteristics; stereotyping 3. Anchoring and Adjustment In making quantitative estimates, people start with a certain reference point then adjust 4. Confirmation Bias Accepting information that will confirm beliefs and Cognitive Distortions ignoring information that will 1. All or nothing thinking not change Perfect success or complete 5. Bandwagon Effect failure Probability of adopting a 2. Overgeneralization belief increases if more Overthinking people agree; group think 3. Personalization 6. Blind-spot Bias Self-blaming Failing to recognize your own 4. Blaming cognitive biases is a bias in Assigning guilt for how we itself feel to someone else 5. Should Statements “Our thoughts create our reality–where we Pushing self too hard put our focus is the direction we tend to go” 6. Mind Reading Assumptions w/o evidence Beck’s cognitive Triad 7. Minimization Underestimating significance of an emotion / experience 8. Magnification Exaggerating the significance of shortcomings and problems Impostor Syndrome We are interconnected “I’m not good enough”, etc. Whatever we emotionally feel affects our body and mind, whatever we Self-compassion think affects our body and emotion, “This is new to me”, “My experience whatever we physically feel affects is useful and Valid” mind and emotion ○ Physical (body) Tough thoughts are normal. They’re often a ○ Emotional (effect) form of self-protection. ○ Cognitive (mind) The Feeling Self What is Neuroplasticity? Emotional Intelligence: capacity to Relates to our ability to learn identify and manage emotions, as With every repetition of a thought or well as being sensitive to the an emotion, we enforce a neural emotions of others pathway. With each new thought, we We all have the capacity to read, begin to create a new way of being express, and hide emotions Brain’s way to change and adapt Emotions and facial expressions as due to experience universal ○ Whatever we feel shows “Thoughts have power; thoughts are energy. outside And you can make you world or break it by Emotional granularity: ability to put your own thinking” feelings into words with specificity and precision SUMMARY A dive into the “thinking” self in the The Emotion Wheel system > there are 5 basic emotions: Looking at the 2 systems of thinking Happiness and cognitive biases Sad ○ Differentiating between what Fear is automatic and deliberate Disgust Beck’s cognitive triad as a like to Anger emotions and behaviors Ending with cognitive distortion Emotions influencing one’s mental health Emovere: to stir up, to be excited, to Seeing how the mind is capable of get agitated change Emotions: a subjectively experienced mentals state towards an object, typically accompanied by physiological and behavioral reactions Emotional overlaps Sadness Combination of those 5 basic Belief: suffering loss (of someone or emotions something) e.g. two joys create ecstasy, joy and function: to signal to you fear creates surprise, sadness and acknowledge the lost and mourn it happiness is melancholy, etc. Anger Why is it important for us to know our Belief: violation of boundaries; emotions? violation of rights Survival mechanism Function: to protect rights of others ○ Act quickly with minimal and protect our own boundaries conscious awareness Influence thoughts Why do emotions matter? ○ Affecting our ability to think Feel your emotions but to not let it carefully and rationally define you completely Motivate future behaviors The feeling self is just one part of ○ Attain positive emotions and our system avoid negative ones Never apologize for how you feel, Interpersonal functions and nobody has the right to dictate ○ Emotions facilitate behaviors how you feel from others Importance of empathy, UPR, and congruence Why do emotions matter? Emotions are DATA: they tell us Toxic Positivity something about what we need so Obsession with positive thinking it's important to recognize, Dismissing negative emotion and acknowledge and validate them responding to distress with false All emotions are valid, having a reassurance rather than empathy function and purpose Excessive and ineffective No such thing as a “”good/bad” overgeneralization of happy and emotion, just positive/negative optimistic state These emotions are on your side Toxic Masculinity Anxiety Negative aspect of exaggerated Belief: “something’s wrong”; diffuse masculine traits or unknown threat Giving emphasis on strength, lack of Function; alert us to potential emotion, self-sufficiency, dominance, threats: protects us by generation and sexual virility possible solution to worst-case Harmful at an individual and societal scenarios level Emotional Regulation SELF AS DEVELOPING AND The process of influencing what PARTICIPATING emotion we have, when to have them, how to experience and Understanding how we change through time express the said emotion and interactions We select situations we want to experience > then modify it to lessen Socialization its emotional impact > then redirect Lifelong process of learning to be a our focus or attention to reduce human or a member of one’s society intensity > then change Occurring throughout one’s life in interpretation of meaning of event > every interaction that we have then influence our physiological, Agents of socialization experiential, and behavioral ○ Family, friends, school, response neighborhood, religion, Goals: workplace Help name and understand emotions Resocialization maintain balance in emotional Socialization as not necessary fixed reactions regardless of the situation or set Help one move forward and not Possible for us to unlearn things and allow temporary setbacks to hold re-orient ourselves one back from reaching a goal Highlighting our individual capacity for change and growth ABC Model The value of openness, humility, and The beliefs that we have about the non-judgment event causes emotional distress Activating event > belief > consequences ○ Activating event - an event situation, or stimulus that triggers an emotion ○ Beliefs - interpretation of the event, which may be rational or irrational ○ Consequences - emotional response, physical and bodily reactions, and behaviors and actions Three Layers of the Mind The Unconscious Coming Through 1) Conscious 1) Dreams Layer of the mind that has 2) Projectives awareness 3) Interactions Information that is available thoughts, sensations, and memories Thematic Apperception Test present to your attention Measures perception Recognizing the limits of what we are aware of in each moment Rorschach’s Inkblot Test Understand how people see the 2) Preconscious world, patterns how people think Storage of relevant information and remembered experiences Structure of personality Requires more effort to be accessed 2) Id and brought into awareness Biological drives: Hunger, thrist, self Goes through a process of retrieval preservation, and sex drive Operates on the Pleasure Principle 3) Unconscious Satisfaction of need leads to Hidden information, memories, and attachment desires Alerts us when there are biological Not easily accessible, but a drives that need to be satisfied dominant force in influencing The preconscious; Manages the behavior superego and ego Sexual drives and aggressive drives Childhood experiences that create 3) Superego high levels of anxiety are repressed Internalize moral code; having a Manifests through dreams and sense of the good and bad behaviors with limited defenses (e.g. Operates the Morality Principle Freudian Slips) Produces feelings of guilt, pride, and the need to strive for perfection Recognizing the differences in moral standards depending on socialization One’s drives, related to sex and aggression 2) Ego Rational, logical, and practical Operates on the Reality Principle Balances the id and superego ○ Fulfills the desire of the id within the boundaries set by the superego  Responsible for impulse control and ○ or undergratified ("My frustration tolerance erogenous zone was not Conscious level - one most exposed satisfied enough) to reality 1) Oral Stage / Psychoanalytic stage Birth to 1 year Erogenous zone: Mouth If oral needs are not met, individual may develop habits or such as: thumb sucking, fingernail biting, overeating, talking excessively 2) Anal Stage 1 to 3 Erogenous zone: Bowel and Bladder control If the toddler was trained harshly (learned too much self-control), their fixation may appear as extreme Freud’s psychosexual stages cleanliness and orderliness. If the parents trained the child in an Erogenous Zone overindulgent (learned too little Different parts of the body that give self-control) manner, the child may pleasure later on become messy and According to Freud, each disorganized psychosexual stage is governed by 3) Phallic Stage a particular erogenous zone. 3 to 6 One is able to go through each Erogenous zone: Genitals stage successfully if the person's Stage where superego is developed erogenous zone in that stage was 4) Latent satisfied adequately (but not too 6 to puberty much or too little) Libido inactive Divert their energy towards engaging Fixation in school work, developing talents Situation when an individual was not and skills, and establishing able to fully resolve a conflict in a friendships with peers. particular stage. 5) Genital Stage This could mean that the person's Puberty to death erogenous zone in this stage was Maturing sexual interest either: Individual seeks to fulfill needs and ○ overgratified ("My erogenous expend energy in socially acceptable zone was satisfied so much, activities, such as work and 🤩 that I don't want to leave this engaging in healthy relationships stage! ) Complexes 7) Regression 1) Oedipus complex Individual adapts to earlier Sexual desire for the mother psychosocial level of development Hostility for the father 8) Introjection Castration anxiety - fear of losing Internalizing beliefs of values of genitals another individual 9) Repression 2) Electra complex Unconscious blocking of unpleasant Sexual desire for the father emotions, impulses, and memories Hostility for the mother 10) Suppression Penis envy - stress of not having consciously choosing to block ideas penis or impulses that are undesirable Defense Mechanisms Summary People are driven by sexual drives People undergo the process of and aggressive drives socialization and resocialization Childhood experiences create high Exploring the different facets of the levels of anxiety mind and personality as defined by The ego goes through the process of Freud balancing the id and the superego Identifying the defense mechanisms People utilize the defense that people unconsciously utilize to mechanism to reduce feelings of protect themselves against anxiety anxiety Helps us realize the world and the 1) Denial process of becoming Refusal to recognize or confront reality Psychosocial stages of development 2) Projection By Erik Erikson in search for his Placing one’s own unacceptable identity thoughts onto others ○ Erik “Erik’s son” ; he is his 3) Displacement own person Expressing feelings onto a less ○ Follower of freud threatening substitute target ○ But focused his studies until 4) Reaction Formation late life Behaving in a way of opposite of you ○ Interaction with others really feel provides context wherein the 5) Rationalization self can develop Creating false excuses to justify ○ There are critical periods of unacceptable behavior, thought and development wherein a emotion conflict must be resolved 6) Sublimation ○ About Adaptive balance Turning unacceptable urges into a more acceptable or productive behavior 8 Stages of Development 3) Initiative vs Guilt 1) Trust vs Mistrust 3 - 5, to play as central to children, Infant depends on caregiver for initiating activity with others support and care too much Where social skills begin to flourish Must be consistent, predictable, and Feel secure to lead others and make reliable decisions Applied to other relationships May feel like a nuisance to others Virtue of hope and will remain as followers 2) Autonomy vs Shame and Doubt Virtue of Purpose if successful at Exploring physical abilities and this stage; if other peers look independence, and try to challenge forward to playing again their limits; try to make things People who succeed here will have disorderly; to see how far they can a solid purpose go as people without their primary 4) Industry vs Inferiority caregiver 5-7, first exposure to formal Important for parents to allow education children to test their capacities Learning child specific skills Don't be too controlling or critical; important for school parents tend to be too strict Win approval of peers by showing sometimes competency in certain aspects If not met, they can become too Becoming more confident or scared of the world doubting one’s skills Virtue of will Virtue of competence, whether good or not at something Temperamental Styles If successful, there’s higher > Result of #2 as their might have been confidence situations that did not push you too much to A period of productivity from a child challenge freedom vs a period of doubt in skills Easy - to be friends with someone; 5) Identity vs Role Confusion to open up; etc. Around gradeschool Slow to Warm Up Re-examining identity and roles as Difficult an emerging adult Having more room to explore new Attachment Styles looks, groups, and beliefs > once you flourish to become adults, this Rebellion in breaking away from happens childhood dependence and Secure - having a general sense of experiences security Virtue of Fidelity with one’s identity; Avoidant - seeming to have no with how true you stay to yourself interest or concern Ambivalent - mixed feelings about attachment Disorganized-Disoriented - unable to decide how to react; fearful 6) Intimacy vs Isolation Early Adulthood Sharing ourselves more intimately with others Exploring relationships that will lead to long-term commitments Understanding the self looking to see what part of other people completes the self Sharing and caring without losing one’s self > helps in locating where one is in their Virtue of Love journey to identity Exploration and Identity 7) Generativity vs Stagnation MAIN TASK: to search for a sense of Late adulthood self and personal identity through an Establishing one’s career, settling exploration of personal values, down and beginning a family beliefs, and goals Loss of youth may bring about a It’s natural to explore possibilities midlife crisis through variations of the question: Turning outwards and focusing on “Who Am I?” the next generation Main Goal: Deciding which goals, Virtue of Care values, and beliefs will become a People who are successful keeps part of you. In other words, the goal productivity and keeps a lifelong is fidelity learning ○ The capacity to commit to Unsuccessful if there's stagnation your choices and who you Very difficult to give up, one needs to want to be have a sense of purpose Failure to establish a sense of identity within society can lead to 8) Ego Identity vs Despair role confusion Contemplating achievements, seeing if we lead a successful life Identity Crisis according to Erik Erikson Seeing our lives as unproductive Starting from adolescence, we will may bring out feelings of sadness experience identity crisis Being able to look back with a sense It is like standing in the middle of a of closure and completeness crossroad with many branches Virtue of Wisdom It is a turning point, a crucial period of increased vulnerability and heightened potential ○ There are points we feel like we need to decide Difficult moments can be opportunities for growth 5 stages of coping with Death / Grief Summary 1) Denial Looking into the different stages of 2) Anger development as indicated by Erik 3) Bargaining Erikson 4) Depression Focusing on the importance of 5) Acceptance identity exploration Goal is to find wisdom and peace Identifying the period with one’s self In reality, there’s no stages, it comes (The missing piece vid) in bits and pieces Thus, just allow self to experience THE SELF AND IDENTITY IN RELATION these feelings The Individuation Process ‘If only we arrange our life according to that Individuation - a crucial principle which counsels us that we must developmental milestone in hold to the difficult, then that which now still adolescence where you attempt to seems to use the most alien will become sharpen your identity through what we most trust and find most faithful” exploration and commitment Goals: Emerging Adulthood ○ Gaining a clearer sense of A new life stage between self adolescence and young adulthood, ○ Being able to separate between ages 18-25, among yourself industrialized countries ○ Making yourself distinct from Made possible by the following your parents and other developments: people around you ○ Technological revolution Paradox of individuality and ○ Sexual revolution connectedness with other people ○ Women’s movement Greater breadth & depth in identity ○ Youth movement exploration among adolescents Five features of emerging adulthood Two components: The age of identity explorations 1) Individuality ○ Debunks the idea of having An expression of differentiating “one path”or “one calling” yourself from others; of The age of instability distinctiveness The age of self-focus Separation: effort to be distinct from ○ Being more independent others The age of feeling-in-between Self-assertion: acceptance of ○ A transitional period responsibility for your own views The age of possibilities 2) Connectedness Late adolescence Ability to maintain meaningful ○ Parents are humanized relationships with others ○ They are human beings who Mutuality: effort to understand other also have weaknesses and people’s views can commit mistakes Permeability: willingness to ○ Leds to a resolution of accommodate others’ views relational issues, Sensitivity and respect for others’ non-dependence on parents, views stronger and more Openness and responsiveness differentiated identity, and closer relations Individuation in the Family Individuation from Parents Individuation in Philippine Context As we move through the Kapwa and Hiya developmental stages, our family Members are dependent on each also undergoes a series of other yet individual identities are developmental changes differentiated How we perceive our parents and Achievements and failure are how they perceive us at different considered to bring joy or shame to points in time also influence the the whole family nature of the parent-child How is the metaphor of eggs being relationship fried in a pan shown in Filipino Childhood to pre-adolescence families ○ Parents are infallible and all-powerful Family Expectations, Obligations, and ○ Due to their power, authority, Utang na Loob and capabilities, they are not In some Filipino families, children often questioned by the child are expected to give back to their Early to middle adolescence parents or siblings as “repayment” ○ Disengagement and conflict “Utang na loob” is borne out of with parents gratitude and respect, not only ○ Can be characterized by obligation increased autonomy conflict Different roles such as resistance and rebellion “breadwinner” “tagasalo”, “identified towards parents patient” ○ The period of rebellion = fake Parental Authority and Individuation autonomy Parental authority is expressed through (1) rules that parents impose on their children, and (2) the extent that they make decisions for their children Filipino parents to be more involved in the children’s decision-making throughout their lives Individuaztion for LGBTQIA+ Late adolescence Experiences of rejection, ○ Mixed sex cliques discrimination, and violence at home ○ Organize social activities Conforming to family’s expectations ○ Characterized by intimacy, ○ Religious beliefs loyalty, sensitivity to others’ ○ Cultural influences feelings and attachment Hiding or lying about one’s identity ○ Heterogeneous groups Need to “compensate” for one’s LGBT identity Definition of Barkada Chosen family in accepted Meaningful relationships with people communities that you can connect with over common interests and activities Point of reflection: Recognizing that disagreements are What influences about your idenity part of friendship, too did your family have on you? How Play a role in facilitating are you individuating self-exploration and knowledge - a How does your relationship with your safe space where you receive family influence other aspects in feedback about your behavior and your life? your goals Individuation in Peer Groups Barkada Norms Barkadas play a huge role in Pagpapakatotoo sa sarili; Being true adolescent identity development to oneself Friends become an important source Staying as you are; Members’ of validation, sense of pattern of interacting and level of belongingness, emotional support engagement with barkada is and socialization consistent over time’ We learn both positive and Damayan; Providing comfort to potentially risky behaviors from our friends, especially during hard times friends Pakikisama; Expressing genuine interest in being involved in the Evolution of Peer groups group’s activities and decisions Early adolescence ○ Because one wants to feel ○ Same sex cliques belonged ○ Don't want to be associated with the opposite sex ○ Enjoy common activities ○ Bonded by loyalty and caring Middle adolescence ○ Same sex cliques interact ○ Being part of a same-sex clique forms a secure base to interact with the opposite sex Lessons learned Late adolescence Thee importance of still knowing ○ Relationship is based on who you are amidst numerous care and companionship friendships ○ Romantic relationships Friendships change depending on become more personal and the life stage that we are in caring Valuing oneself and one’s Early adulthood relationships ○ Emotional intimacy with ○ Knowing your friends value long-term commitment you makes you learn to value ○ Intimacy vs. isolation stage yourself more ○ Learn to better relate with Forms of Filipino Relationships others “Paglabas” or dating ○ Adolescents usually meet So, when people say “you've changed,” say romantic interests through “yes, I hope so’ their barkada ○ Men and women tend to Point of reflection: have different perceptions What the things that i specifically when it comes to reasons for learned from my friend s dating who are the friends who shaped my “Kami na” or committed, steady self identity relationship ○ Signifies fusion of identity Individuation in Romantic Relationships with partner’s identity Early Adolescence ○ Derive constant emotional ○ Development if romantic support, intimacy, and inherent companionship from partners ○ Focus on the self - on perceiving oneself as Knowledge and Opinions about capable of relating to others Relationships in a romantic way Feel they lack information about ○ e.g. having crushes emotional aspects of a relationship Middle adolescence and the biological aspects of ○ Relationship is based on sexuality getting recognition from Main source for these information = others friends ○ Give importance to peer The false belief that romantic approval relationships should define one’s ○ Motivation for engaging in a entire sense of identity relationship may be driven by It is important to have a stable sense achieving a higher status in of identity before entering an the group intimate relationship Love Points of reflection: 1. Romantic love In what ways do you express your Passion & intimacy individuation from your family, Where early in the barkada, and romantic adolescence is focused on relationships? 2. Fatuous love Which group was the hardest for you passion & commitment to individuate from? What makes 3. Compassionate love this case? intimacy & commitment For you, what was the most helpful 4. Consummate love in facilitating your process of intimacy & passion & individuation? commitment Balanced kind of love Summary: Where one is intimate, We go through a process of makes effort, and committed individuation from our family, peer Otherwise, relationship groups and romantic partners becomes stagnant In relation to our families, there is that struggle between asserting our Indicators of Individuation own identity and remaining Family connected your goals serve both your personal Recognizing the tensions between needs and your family’s needs confliction to groups and The capacity to individuate is also establishing one’s sense of identity based on the family’s flexibility in Is it is important to have one’s own allowing the adolescent to explore identity when entering any romantic Friends relationship Show genuine identity to others while also learning to accept The Self in the Society people’s differences in maintaining Institutions - organized means of your friendships meeting society’s basic needs Romantic Partners Groups - consist of people who Helps you refine your personal regularly interact with values and preferences Status - position you occupy in a Learn interpersonal skills group Lack of individuation = fusion with Role - set of studies you perform partner that is based on the status the you A prerequisite for healthy occupy in a group individuation is a stable sense of self Different from Conformity A change in belief or behavior to fit in with a group They need to BELONG Special Structural Forms: Culture LGBTQIA+ Culture is shared and manifests in ○ Lesbian patterns of behaviors and meanings ○ Gay Culture is learned from groups we ○ Bisexual belong to and interact with ○ Transgender Individuals put culture into p-ractice ○ Transexual as they experience and interpret it, ○ Queer and thus generate culture too ○ Pansexual ○ Asexual Ethnocentrism vs Cultural Relativism Identities may change or develop Ethnocentrism is judging another through time, and gender and culture based on the standards and sexuality is part of this identity preconceptions stemming from one’s own culture Intersectionality Cultural relativism is the belief that a Identifying intersection of the culture should be understood on its multiple identities that we have own terms, not using the standards Some identities hold some of your own culture semblance of power & privilege, while others continue to marginalize Social Class the individual A group defined by shared levels of Recognizing that the realities and income, occupational prestige, and experiences of individuals are not educational attainment homogenous This outline the different ways that Allowing for a plurality of voiced to social classes think, feel, and be heard and acknowledged behave towards one another Differences in social class bring Self as an Agent about varying lived realities There are spaces for individual action and behavior that can *ATENEANS SHOULD GO DOWN THEIR gradually change the structure HILL Individuals are also considered active agents in the social structure GENDER - SOGIESC Our ability to make choices, Gender identity should be although informed by the parameters understood — when someone see of the social structure, is our agency themselves as a specific gender We can use our agency to make ○ That’s why it’s important to choices, engage in practices, and ask pronouns; to see how revise narratives, so that we can people would like to be change the prevailing and addressed oppressive social structure Orientation—who and how you’re attracted to your preferred sex “Don’t look for society to give you All part of SOFIESC are related but permission to be yourself”’ not directly linked SELF AS A NARRATIVE ○ Indicating what is important in our lives (e.g. beliefs and Self as a Story. We are our own: values) ACTOR. You play the roles, display What is important is how we your traits, and perform in front of contextualize things particular to the others things in our lives MOTIVATED AGENT. You act upon your inner desires, formulate and The self is a story. work towards your goals, and plan The self is the storyteller and the ahead in order to guide your future stories themselves. behaviors Our life stories are based on how we AUTHOR. You take stock of your reconstruct our past, how we make own life: your past, present, and sense of the present, and how we future. As you construct your story, it imagine our future. reinforces the meaning and purpose Stories integrate lives. of your life. Life stories provide personal integration amidst a world of Narrative Identity unprecedented changes. People continuously interpret and Stories are told in social relationships. make meaning out of their lives When people tell stories, it is Each individual is denied by their important to understand their stories stories and narratives they tell in the context of who their audience Through storytelling, we create is. unified whole that allows us to The social and performative side of understand our lives as coherent, storytelling indicates that we position and therefore meaningful ourselves differently in our stories, What’s my role? (as a student, depending on who our listeners are. brother, son, etc) Stories change over time. ○ You have the power to A person’s life story is his or her perceive yourself and that is construction of the self at a given how people will perceive you moment in time. What do I want my audiences to As we accumulate new experiences receive from you? How do I want over time, our memories of events people to see me? and their meaning also change over The internalized story about time. yourself; your personal myth Stories are cultural texts. We author our stories through Life stories mirror the culture Narrative Choices: wherein the story is created and told. ○ Choosing the key events and Stories live in culture, and a culture interpretations that shape our shapes what is a “good” life story. sense of who we are Stories may vary across cultures, ○ Thickening the narrative across gender, and across class. Some stories are better than others. Allowing ourselves to identify alternative From a psychological standpoint, a narratives or stories disrupted and disorganized life story Broadening the view of our lives can be reformulated and repaired through a form of retelling. Points of Reflection: Storytelling can make sense of What are the main narratives that negative life events towards have defined my life? constructing a positive meaning or What are the alternative narratives resolution. that I wish to re-tell and re-construct? Who Am I? What is my story? What positions or roles do you Final Takeaways usually assume in your story? Are Understanding the self as life-long you a hero? Victim? Second lead? journey for each of us Do these positions change Recognizing the difficulty, depending on who your audience is? complexity, and uncertainty Do these positions change when you An invitation to be pen, flexible, and don’t have an audience? vulnerable Who are the significant characters in The importance of community—we your story? owe it to each other What are the chapters in your life? For compassion and kindness to What would the title be of each foster amidst one’s understanding chapter in your life? What is the title of your life story so Final exam far? What concept/term is being shown bla bla There are different narratives that a person can tell themselves Redemptive stories Contamination stories