Psychological-Perspective-of-the-Self-Learning-Guide.pdf

Chapter 2: Psychological Perspective of the Self 1. Intended Learning Outcomes At the end of this chapter, the students are expected to have: 1.1. Discussed the different representations and conceptualizations of the self from the psychological perspective. 1.2. Compared...

Chapter 2: Psychological Perspective of the Self 1. Intended Learning Outcomes At the end of this chapter, the students are expected to have: 1.1. Discussed the different representations and conceptualizations of the self from the psychological perspective. 1.2. Compared and contrasted how the self has been represented by the various theories of Psychology 1.3. Examined the different influences, factors and forces that shape the self. 2. Content Carl Rogers : Real and Ideal Self Innate in all individuals is to enhance and maintain oneself, this is how Rogers believed humans to be. He perceived people to be always striving to be complete and perfect. The main feature of Carl Roger’s theory is his view of self-concept, which is central in achieving self-actualization. Self – concept refers to the person’s thoughts and feelings about himself (e.g. I am beautiful) Rogers divided the self into two categories: the real self and the ideal self. The real self is the person’s awareness of who he actually is, how he thinks, feel, look and act (e.g. I am good in Math). The ideal self is the person’s perception about what he wanted to be or what he should be. It may include parental expectations, societal demands and comparison with others (e.g. I should always be on top of my class). Rogers emphasized that we need to achieve consistency between the real self and ideal self. This consistency is called congruence. Congruence leads to a sense of self- worth and a productive life while incongruence leads to distress and anxiety. Fig.1. Example of Incongruence between the real self and ideal self Fig. 2. Illustration of Congruence and Incongruence between the real self and ideal self.  According to Carl Rogers, parents can help their children achieve congruence by showing them unconditional positive regard or unconditional love. People who receive unconditional positive regard are those who receive love without conditions. These people have the opportunity to achieve self-actualization. People who receive conditional positive regard are those who receive love with certain conditions and they create an ideal self based on these conditions. This contributes to incongruence between the real self and ideal self. Albert Bandura : Social Cognitive Theory Bandura is the proponent of Social Cognitive Theory. This particular theory has several basic assumptions. One of these assumptions takes an agentic perspective. This means that human beings have the ability to exercise control over the nature and quality of their lives. This so called human agency is the essence of humanness. Bandura (2001) believes that people are self-regulating, proactive, self- reflective and self-organizing and that they have the power to influence their own actions to produce desired consequences. Core Features of Human Agency: 1. Intentionality : this refers to acts done intentionally 2. Forethought : to anticipate possible outcomes of action 3. Self-Reactiveness : this involves making choices and choosing appropriate courses of action 4. Self-Reflectiveness : this refers to the person’s ability to evaluate the adequacy of his own thoughts and actions. Self - Efficacy : most crucial self-reflective mechanism - This refers to a person’s belief that he is capable of performing tasks that will produce a desired effect. - People who believe that they can do something are more likely to be successful than people with low self-efficacy. Self – Regulation : this refers to people’s ability to control and monitor their own behavior. - people with high levels of self-efficacy will have the capacity to regulate their own behavior.  Erik Erikson: Psychosocial Stages of Development Erik Erikson mentioned that personality develops in a predetermined order through eight stages of psychosocial development. During each stage, the person goes through a psychosocial crisis which could create a positive or negative outcome for personality development. These crises involve psychological needs of the individual (psycho) conflicting with the needs of society (social), thus the term psychosocial. According to Erikson’s theory, successful resolution of each stage results in a healthy personality and the acquisition of basic virtues or strength. Inadequate resolution can result in a reduced ability to resolve further stages and the development of an unhealthy personality. Eight Psychosocial Stages of Development 1. Basic Trust versus Basic Mistrust (Infancy 0-1 year) Infants’ most significant interpersonal relations are with their primary caregiver, ordinarily their mother (Feist-Feist, 2005). If infants realize that their mother will give them food regularly and will provide them their basic needs, they will learn basic trust. If they find no connection between their needs and their environment, they will learn basic mistrust. If the first psychosocial crisis is resolved, they acquire the first basic strength, which is HOPE. However, if not, the infant would develop insecurity or anxiety. 2. Autonomy versus Shame and Doubt (Early Childhood 1-3 years) If parents allow their children to explore, the children will have a sense of autonomy (free will), feel more confident and secure in their own abilities. If not, children may become overly dependent and feel a sense of shame or doubt. Autonomy – sense of control over their interpersonal environment as well as self- control. If the psychosocial crisis were resolved, it would result to WILL. The beginning of free will or will power. If not, the child would develop Feelings of inadequacy of controlling events. 3. Initiative versus Guilt (Play Age 3-5 years) Children are capable of initiating activities and exerting control over their world through play and social interactions. Initiative occurs when parents allow their children to explore within limits and support their choices. However, children may develop guilt feelings when their parents are over-controlling. PURPOSE is being resulted from the conflict between initiative versus guilt. e.g. They now play with a purpose (like competing at games in order to win or to be on top 4. Industry versus Inferiority (School Age 6-12 years) As children learn to do things well, they develop a sense of industry, but if their work is insufficient to accomplish their goals, they acquire a sense of inferiority (Feist- Feist, 2005). Basic strength of School Age is COMPETENCE. That is, the confidence to use one’s physical and cognitive abilities to solve the problems that accompany school age. 5. Identity versus Identity Confusion (Adolescence 12-20 years) The adolescent’s main task is to develop a sense of self. Most adolescents try on different selves to check which ones would fit them. That is, they explore various roles, set goals and try to discover their adult selves. Those who are successful at this stage will have a strong sense of identity and those who are unsuccessful may experience identity or role confusion. FIDELITY is the basic strength of Adolescents. It is your faith on one’s ideology. After establishing their internal standards of conduct, adolescents are no longer in need of parental guidance but have confidence in their own religious, political and social ideologies. 6. Intimacy versus Isolation (Young Adulthood 20-40 years) Young adulthood is marked by the psychosocial crisis of intimacy versus isolation. Intimacy is the ability to fuse one’s identity with that of another person without fear of losing it (Feist-Feist, 2005). This can only be achieved after people have formed a stable identity. People who are unsuccessful in achieving intimacy may develop isolation. Isolation is defined as the incapacity to take chances with one’s identity by sharing true intimacy (Feist-Feist, 2005).  LOVE is the basic strength of young adulthood. Love, according to Erik Ericson, is a mature devotion that overcomes basic differences between men and women. Mature love means commitment, sexual passion, cooperation, competition, and friendship. 7. Generativity versus Stagnation (Middle Adulthood 40 – 60 years) Middle Adulthood is the time when people begin to take their place in society and assume responsibility for whatever society produces. They take on a sense of generativity. According to Feist & Feist (2005), generativity is concerned with establishing and guiding the next generation. It includes the procreation of children, production of work and creation of new things and ideas that contribute to the building of a better world. Those who fail to attain generativity will experience stagnation or self-absorption. The basic strength of Adulthood is CARE. Erikson defined care as “a widening commitment to take care of the persons, the products, and the ideas one has learned to care for”. Care is not a duty or obligation but a natural desire emerging from the conflict between generativity and stagnation. 8. Integrity versus Despair (Late Adulthood 60 above) At this stage, individuals reflect on the important events of their lives. If they are satisfied and feel proud of their accomplishments, they will feel a sense of integrity. Those who are unsuccessful during this stage will feel that their life has been wasted and will experience regrets and despair. The inevitable struggle between integrity and despair produces wisdom, the basic strength of old age. Ericson defined wisdom as “informed and detached concern with life itself in the face of death itself”. With mature wisdom, they maintain their integrity in spite of declining physical and mental abilities. Fig. 3. Summary of the Eight Psychosocial Stages of Development Age Issue/Crisis Developmental Task Basic Inadequate Strength Resolution First Year Trust versus To feel secure Hope Insecurity, mistrust anxiety Second Year Autonomy versus To gain independence Will Feelings of shame and doubt Perception of self as inadequacy of capable of controlling own controlling body and making things events. happen. Third to fifth year Initiative versus guilt Explore the environment Purpose Feelings of lack Confidence in oneself as of self-worth initiator and creator. Sixth to puberty Industry versus Manipulate objects Competence Lack of self- inferiority Enough basic social and confidence; intellectual skills. feelings of failure Adolescence Identity versus role Form positive self- Fidelity Unclear sense of confusion concept Comfortable self sense of self as a person Early adulthood Intimacy versus Form social relationship Love Sense of isolation Capacity for aloneness, closeness and separation commitment to another Middle age Generativity versus Development of concern Care Self indulgent stagnation about the world Focus of concerns concern to family, society, and future generations Old age Integrity versus Personal fulfillment Wisdom Feelings of despair Sense of disappointment. wholeness; satisfaction with life