Understanding the Self SOCSCI 101 Lecture Notes PDF

 Sociological Perspective of the Self Sociology It came from the Greek words Societus which means ‘society’ and Logos which means ‘the study of’. “Study of society” The study of human social relationships and institutions. Sociology views the self as a social construct. The so...

 Sociological Perspective of the Self Sociology It came from the Greek words Societus which means ‘society’ and Logos which means ‘the study of’. “Study of society” The study of human social relationships and institutions. Sociology views the self as a social construct. The society takes part in the process of self-construction. The self is a product of social interaction. Individuals are not passive participants in their social life. Our sense of self emerges as we partake in society.  Charles Horton Cooley Pioneered the Looking Glass Self. The term refers to people shaping themselves based on other people’s perceptions. Individuals base their self-concept or sense of self on how they believe others view them. Individual’s thoughts (worth, values, and behavior) about themselves are formed based on the responses/feedback/judgment of others. Other people’s judgment serve as a mirror or looking glass for our self-image.  Three Stages: We imagine how we must appear to others in social situations. Let’s say you’re attending a work-related interview. You want to make a good impression, so you’re dressing up for the occasion, and you try to sound as confident as possible when you speak. In this first stage, You’re thinking about how you must appear to your could-be future boss. It doesn’t matter if your opinion about yourself is positive or negative: at this stage, you’re just imagining how you must look to the other person, and there’s no judgment involved yet.  Three Stages: We imagine how other people think or judge us. During your interview, you are constantly checking how your interviewer is behaving. You try to study what he says, both verbally and non- verbally, to understand what he must think of you.  Three Stages: We develop our sense of self and respond through the response/feedback/judgment of others. After seeing your interviewer nodding multiple times, you began to think that you must be a good speaker. You think that you succeeded in being confident during your interview, so your self- image will reflect that going forward.  The Looking Glass Self Feedback for one plays an important role in the process. However, not all feedback is taken or carried out in the same weight. Thus, not all judgments or views of other people to one’s self may affect how he/she measures his/her worth, values, and behavior. For instance, some take responses from those whom they trust more seriously than those of strangers. Misinterpretations of signals may also occur from the point of view of the person examining him/herself. Cooley emphasized the individual’s autonomous role in deciding which judgments they pay attention to in self-formation, as well as in controlling and evaluating the responses of others.  George Herbert Mead Pioneered the Theory of Social Self. The self emerges from social interactions such as: observing and interacting with others responding to others’ opinions about oneself internalizing external opinions and internal self According to Mead, the self is not there from birth, but it is developed over time from social experiences and activities. There are only certain stages or periods of life that people influence us. Mead’s Three Stages of Self-Development Preparatory Stage About 2 years old or less Children have no sense of self. Children copy or imitate the behavior of others around them without a sophisticated understanding of what they are imitating. Mead’s Three Stages of Self-Development Play Stage About 2 years through 6 years old Role-playing and taking on the role of significant people in their lives (acting like grown-ups and dressing up like adults) Takes one role at a time Takes on the perspective of others No adherence to organized rules The self is developing  Development of problem-solving skills, emotions, perspectives, empathy, creativity, imagination, and other essential skills Mead’s Three Stages of Self-Development Game Stage About 7 years and up. Children start to understand the people around them They start to consider others’ feelings, attitudes, behavior The child adheres to rules and social rules Takes multiple roles simultaneously Generalized other- the ability to understand and take into account the attitudes and viewpoints of those in our society, as well as our expected roles within society  Three Activities are Crucial during the process of Self-Development Language – develop self by allowing individuals to respond to each other through symbols, gestures, words, and sounds. Play – develops self by allowing individuals to take on different roles, pretend, and express expectations of others. Play develops one’s self-consciousness through role-playing. Games – develops self by allowing individuals to understand and adhere to the rules of the activity. Self is developed by understanding that there are rules that one must abide by to win the game or be successful in an activity.  Mead’s Two Dimensions of Self “I” is the creative, active form of the self. It takes the self as a subject––something that does, thinks, and acts. “Me” is the self as seen through the eyes of others. It takes the self as an object–– something that is seen or understood, something that occupies a place within a society. The me conforms to social expectations and attitudes, while the I responds to those expectations and attitudes. For example, the me might understand social expectations or family norms related to young adulthood such as living apart from one’s parents, working, or getting married. The I can think about and reflect upon these expectations, as well as react to them. In the case of expectations related to young adulthood, the I might feel frustrated or enthusiastic about these expectations. The I responds in various ways to the what the me understands. The self is the result of the back-and-forth interaction between the me and the I, between conformity and creativity, and between social situations—and society's expectations in those situations—and the individual's response to the situations. Mead’s Two Dimensions of Self  Erik Erikson’s Psychosocial Theory Erikson's theory describes the impact of social experience across the whole lifespan. Erikson was interested in how social interaction and relationships played a role in the development and growth of human beings. Psychosocial Stages: A Summary Chart Age Conflict Important Events Outcome Infancy (birth to 18 months) Trust vs. Mistrust Feeding Hope Early Childhood (2 to 3 years) Autonomy vs. Shame and Doubt Toilet Training Will Preschool (3 to 5 years) Initiative vs. Guilt Exploration Purpose School Age (6 to 11 years) Industry vs. Inferiority School Confidence Adolescence (12 to 18 years) Identity vs. Role Confusion Social Relationships Fidelity Young Adulthood (19 to 40 Intimacy vs. Isolation Relationships Love years) Middle Adulthood (40 to 65 Generativity vs. Stagnation Work and Parenthood Care years) Maturity (65 to death) Ego Integrity vs. Despair Reflection on Life Wisdom  Stage 1: Trust vs. Mistrust At this point in development, the child is utterly dependent upon adult caregivers for everything they need to survive including food, love, warmth, safety, and nurturing. If a caregiver fails to provide adequate care and love, the child will come to feel that they cannot trust or depend upon the adults in their life. If a child successfully develops trust, the child will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children under their care. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable.  Stage 2: Autonomy vs. Shame and Doubt At this point in development, children are just starting to gain a little independence. They are starting to perform basic actions on their own and make simple decisions about what they prefer. By allowing kids to make choices and gain control, parents and caregivers can help children develop a sense of autonomy. Children who struggle and who are shamed for their accidents may be left without a sense of personal control. Success during this stage of psychosocial development leads to feelings of autonomy; failure results in feelings of shame and doubt.  Stage 3: Initiative vs. Guilt The third stage of psychosocial development takes place during the preschool years. At this point in psychosocial development, children begin to assert their power and control over the world through directing play and other social interactions. Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self- doubt, and lack of initiative. The major theme of the third stage of psychosocial development is that children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.  Stage 4: Industry vs. Inferiority The fourth psychosocial stage takes place during the early school years from approximately ages 5 to 11. Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers will doubt their abilities to be successful.  Stage 5: Identity vs. Confusion The fifth psychosocial stage takes place during the often turbulent teenage years. This stage plays an essential role in developing a sense of personal identity which will continue to influence behavior and development for the rest of a person's life. Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. During adolescence, children explore their independence and develop a sense of self. Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and feelings of independence and control. Those who remain unsure of their beliefs and desires will feel insecure and confused about themselves and the future.  Stage 6: Intimacy vs. Isolation Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. This stage covers the period of early adulthood when people are exploring personal relationships. Erikson believed it was vital that people develop close, committed relationships with other people. Those who are successful at this step will form relationships that are enduring and secure.  Stage 7: Generativity vs. Stagnation Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. During adulthood, we continue to build our lives, focusing on our careers and family. Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. Those who fail to attain this skill will feel unproductive and uninvolved in the world.  Stage 8: Integrity vs. Despair The final psychosocial stage occurs during old age and is focused on reflecting back on life. At this point in development, people look back on the events of their lives and determine if they are happy with the life that they lived or if they regret the things they did or didn't do. Erikson's theory differed from many others because it addressed development throughout the entire lifespan, including old age. Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair. At this stage, people reflect on the events of their lives and take stock. Those who look back on a life they feel was well-lived will feel satisfied and ready to face the end of their lives with a sense of peace. Those who look back and only feel regret will instead feel fearful that their lives will end without accomplishing the things they feel they should have.​ Those who are unsuccessful during this stage will feel that their life has been wasted and may experience many regrets. The person will be left with feelings of bitterness and despair.