3 Psychological Self.pdf

Psychological Self ASNIFA C. ACOB, RPm  Psychology is the scientific study of human behavior and mental processes.  Four goals of psychology  Describe – what the person is doing  Explain – why is he/she doing that  Predict – what is he going to do  Modify – how can we change the...

Psychological Self ASNIFA C. ACOB, RPm  Psychology is the scientific study of human behavior and mental processes.  Four goals of psychology  Describe – what the person is doing  Explain – why is he/she doing that  Predict – what is he going to do  Modify – how can we change the behavior What is the self? Self is the sense of personal identity and of who we are as individuals (Jhangiani and Tarry 2014) William James  earliest psychologist to study the self  two aspects of the self:  I – the thinking, acting, and feeling self  Me – the physical characteristics & psychological capabilities of who you are  Carl Rogers  Person-centered therapy  I – who acts and decides  Me – what you think or feel about yourself as an object  Identity – personal characteristics, social roles, and responsibilities as well as affiliations  Self-concept – who you are Carl Rogers  Schema – our organized system/ collection of knowledge (interests, work, physical characteristics, age, name)  Mental Constructs – the self and identity  Frontal Lobe – associated with the processes concerning the self Carl Rogers  Ideal self – who or what you want to be  Real self – who you actually are  Congruence – alignment of the real self and the ideal self  Incongruence – happens when there is inconsistency between the real self and the ideal self Role of Society and Culture  nature-and-nurture perspective  Nature – biological/ genetic predispositions (physical, emotional, and intellectual)  Nurture – influence of learning and other environmental factors  Theory of Cognitive Development  Deals with the nature of knowledge itself and how humans come to acquire it.  Jean Piaget observed how children processed and made sense of the world around them and eventually developed a 4-stage model of how the mind processes the information encountered.  Three basic components of Piaget’s theory  Schema – the building blocks of knowledge; mental organizations that individuals use to understand their environments.  Adaptation – how a child’s learning process meets the situational demands.  Stages of Cognitive Development – reflects the increasing sophistication of the child’s thought processes.  Theory of Cognitive Development Assimilation Accommodation The application of When existing ideas previous concepts to are challenged new concepts  Theory of Cognitive Development Stage Approximate Age Core Cognitive Capacities (years) Sensorimotor 0–2 Knowledge is through senses Object permanence develops between 4 and 9 months Preoperational 2–5 Verbal and egocentric thinking develop Can do mentally what once could only do physically Conservation of shape, number, liquid not yet possible Concrete 6 - 11 Conservation of shape, number, liquid are now possible Operational Logic and reasoning develop, but are limited to appearance and what is concretely observed Formal 12 and up Abstract reasoning – principle and ideals develop Operational Systematic problem solving is now possible (no longer just trial and error) Ability to think about and reflect upon one’s thinking (metacognition) Scientific reasoning  Theory of Cognitive Development  Object Permanence – the ability to realize that objects still exist when they are not being sensed.  Egocentric thinking – not being capable of seeing things from another person’s perspective.  Conservation – recognition that when some properties of an object change, other properties remain constant.