PSY 1A: Understanding the Self (2024-2025) PDF

PSY 1A: Understanding the Self Jhulen Cabral Macapinlac, RPm 1st semester A.Y.2024-2025  Midterm: Points of View on the Self Tripartite Composition of Self Bio-Ecological Perspective Socio-Anthropological Perspective...

PSY 1A: Understanding the Self Jhulen Cabral Macapinlac, RPm 1st semester A.Y.2024-2025  Midterm: Points of View on the Self Tripartite Composition of Self Bio-Ecological Perspective Socio-Anthropological Perspective Psychological Perspective Cultural Concept of the Self Finals: Facets of the Self Units and Physical Self Sexual Self Modules Social Self Spiritual Self Digital Self Managing and Caring for the Self Setting Goals Caring for oneself  Module 01 Tripartite Composition of the Self  o Thinking Tripartite Composition o Feelings Of the Self o Behavior o Interconnection of the 3 Factors  “I think therefore I am” which means that a rational thinking person and being self conscious is the proof that there is a self. - Renee Descartes “conscious awareness and memory of precious experiences are the keys to SELF understanding his self”. John Locke The self is just a result of the humanistic imagination and thoughts, that build up a person’s characteristics. David Hume a Your nephew describes his new girlfriend as a student who is artistic and loves poetry. With no other information to go on, it is CASE #1 more likely that she is studying: A.) Chinese Literature B.) Business Management a Imagine you’re a doctor, faced with the choice of operating on a cancer patient or recommending CASE a course of radiation instead. In the long term, operating is best. But in this case, there is a 10% #2 risk of mortality in the first month following the operation.  DANIEL KAHNEMANS THINKING TWO THINKING SYSTEM -SYSTEM ONE -SYSTEM TWO  SYSTEM ONE Fast Intuitive Emotional Requires less cognitive effort THINKING Due to practice Will not take a lot of time in trying to figure out what to do Requires minimum attention Automatic SYSTEM ONE SYSTEM ONE SYSTEM ONE  SYSTEM TWO Slow Deliberate Reflective Analytical THINKING Effortful Requires more attention Intense focusing SYSTEM TWO SYSTEM TWO SYSTEM TWO  1. The brain is not literally divided into two 2. System 1 and System 2 work in tandem, not as separate F C entities 3. Both systems can be biased and can make mistakes - neither one is categorically “good” or “bad”  Tendencies to perceive COGNITIVE BIAS events in a negative manner. Abnormal Psychology 12th Edition  Are the horizontal lines straight or not?  Selective Abstraction - Here the person focuses only on certain details and ignores the other details Dichotomous thinking - Here the thinking is either or type. That is, the things are completely good or completely bad. Over generalization - This refers to arriving at a conclusion on the basis of COGNITIVE BIAS very little information. Magnification - This refers to the overestimation of a single event than the actual. Minimization - Minimizing value of some event than what it actually is. Arbitrary inference - Drawing conclusions that have no evidence.  a conscious mental reaction (such EMOTION as anger or fear) subjectively experienced as strong feeling  1. ACTIVATING EVENTS EMOTIONAL EXPERIENCE AS PROCESS 2. BELIEFS 3. EMOTION  Emotion regulation may be broadly EMOTION defined as the way in which a person REGULATION uses emotional experiences to provide for adaptive functioning (Thompson, 1994).  Skills necessary for effective Emotion Regulation (a) flexibility and responsiveness to changing situational demands (Cole et al., 1994; Thompson, 1994). (b) Awareness of one’s emotional state, EMOTION (c) the capacity to detect emotions in REGULATION other people, (d) knowledge of cultural display rules for emotions, (e) and the ability to empathize with others’ emotional states (Saarni, 1990; cited in Underwood, 1997).  Indicators for Adaptive Emotion Regulation (a) a high self-esteem (Haney & Durlak, 1998; Zimmerman, Copeland, Shope, & Dielman, 1997), (b) a positive self-concept and stable sense of identity (Harter, 1990; Nurmi, 1997), (c) a high level of ego development EMOTION (Allen, Hauser, Bell, & O’Connor, 1994; Hauser & Safyer, 1994), (d) social competence (Bustra, Bosma, & Jackson, 1994; Gullotta, Adams, & REGULATION Montemayor, 1990), (e) a positive mood or emotional tone (Larson & Richards, 1994; Petersen et al., 1993), (f) school engagement (Sandler, Ayers, Suter, Schultz, & Twohey, in press; Wigfield & Eccles, 1994), (g) and feelings of attachment to parents and friends (Allen, Moore, Kuperminc, & Bell, 1998; Greenberger & McLaughlin, 1998; Paterson, Pryor, & Field, 1995)  an organism's activities in response to external or internal stimuli, including objectively observable activities, BEHAVIOR introspectively observable activities (see covert behavior), and nonconscious processes.  1. ACTIVATING EVENTS INTERCONNECTEDNESS 2. BELIEFS AMONG THE THREE COMPONENTS OF THE SELF 3. EMOTION 4. BEHAVIOR DR. AARON T. BECK